Wiggins Story Bank

8/8/2019 Wiggins Story Bank

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Sarah WigginsStory Bank

FRIT 7090 Storytelling

Stephanie A. Jones

June 20, 2010

1.)The Amazing BoneSteig, William. (1977). The Amazing bone. New York, NY: Puffin.

Call number: ESTE

Library: Chestatee Elementary

Cultural group Genre: Modern Fantasy Interest Level: 2nd 4th grade

Summary: The Amazing Bone is a fantasy book written on a 3 rd grade reading level. It is an incredible picture book about a happy pig

named Pearl that stumbles upon a magical bone one day. It enjoys its time with Pearl and they become friends. As the story

progresses, the bone actually rescues Pearl from robbers and from being eaten by a sly fox.Response: I absolutely love this story. The pictures are simple, but the character development is a wonderful example for children touse in their own writing. Although the book is enjoyable for children in 2 4th grade to read, it is also a wonderful mentor text for

students in grades 4and 5.

2.) Why Mosquitos Buzz in Peoples EarsAardema, Verna, Dillon, Leo, & Dillon, Diane. (1975). Why

Mosquitoes buzz in people. New York, NY: Dial Books for Young Readers.

Call number: 398.2

AARLibrary: Chestatee Elementary

Cultural group: West African Genre: Folktale Interest Level: 4th 7th GradeSummary: The story explains that a mosquito was talking with an iguana and lied to him. Tired of listening to him, the iguana choseto put sticks in his ear which led to a series of events that eventually leads to the sad death of a baby owl. In an effort to punish the

animal that caused the death, the animals explain the chain of events in backwards order and the finger is finely pointed directly at the

mosquito. In turn the mosquito is punished and he goes and whines in humans ears.

Response: Like many African folktales, this is such an enjoyable book to read aloud and to listen to. This is a storytellers dream!

Through the retelling of the story, the storyteller can give emphasis to the cause and effect scenario that plays out in the story. I haveused this story with the skill of sequencing too. I think it would be fun to have students retell this story using a sequencing pattern.


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3.)The Stinky Cheeseman and Other Fairly Stupid TalesScieszka, Jon, & Smith, Lane. (2007). The Stinky

cheese man and other fairly stupid tales. New York, NY: Viking Childrens' Books.

Call number: 398.2

SCILibrary: Chestatee Elementary

Cultural group Genre: Fractured Fairytale Interest Level: 4th grade

and higherSummary: This is an incredible book filled with great illustrations. The author has taken some of the most famous fairytales: ChickenLittle, The Princess and the Pea, Little Red Riding Hood, Jack and the Bean Stalk, Cinderella, Rumpelstiltskin, The Tortoise and the

Hare, and the Gingerbread Man and he has rewritten them and even combined some of them in a humorous and fractured way.

Throughout the retelling of the tales, he includes cute dialogue between Jack from jack and the Bean Stalk and the Little Red Hen. Thebook is truly amazing!!!

Response: It took me several reads of this book before I truly appreciated it. Although it is written on a 4 th grade reading level, someof the language is for much more advanced readers to really understand. When you break away from reading it from a 4 th graders

perspective the humor comes alive, and it is so enjoyable to read and listen to. This book can be used as a read aloud, andinstructionally it should be used for reading and language lessons. The vocabulary is rich and provides a wonderful opportunity to

explain play on words. Additionally, for upper level students, this is a wonderful mentor text for students to use to segue into theirown writing of fractured fairytales.

4.) The True Story of the 3 Little PigsScieszka, Jon, & Smith, Lane. (1989). The True story of the 3 little pigs. New York, NY: Viking Juvenile.

Call number: E

SCILibrary: Chestatee Elementary

Cultural group Genre: Fractured Fairytale Interest Level: 3rd grade and higher

Summary: This is a humorous fractured fairytale which is a take on the story The 3 Little Pigs. The story is told by the point of view

of the wolf. It walks the reader through the events of the story while explaining it was just a big mistake. All the wolf wanted was acup of sugar to finish a cake. Due to his cold, the tragic events occurred.

Response: I think it is too long to use the entire book as a storytelling opportunity, but the storyteller could certainly break it down

into the various chapters. The only catch is that there are certain parts that play on the others, so be sure to plan ahead. This is a

fantastic book for explaining to students points of view. This is such a difficult task for all ages of students. Through the use of thisbook, students can realize that things are not always as they seem. For higher grades this book can be used as a mentor text to

illustrate how to write from an opposing point of view. This will also lead into a persuasive writing lesson.


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5.) Lon Po Po: A Red Riding Hood Story From ChinaYoung,

E. (1989).Lon po po: a red riding hood story from china. New York, NY: Philomel.

Call number: 398.2YOU


Cultural Group: Asian Genre: Folktale Interest Level: 2nd 4th

gradeSummary: This is a Chinese version of Little Red Riding Hood. Three children are home alone when a wolf comes disguised as their

Po Po or grandmother. The wolf is deceptive and able to fool the children to get in their house, but eventually the children figure itout and trick the wolf. The children get him to climb into a basket, but the drop the basket from the limb of a tree. The children work

together to trick the wolf and return home and lock the door until their mother returns.

Response: This is such an enjoyable book to read aloud. I love the story of Little Red Riding Hood, but this is a great book that tells

the same story in a different way. By reading this story out loud and having students compare the two versions. The illustrations aregreat, so make sure you use the book to actually do a read aloud and get the full effect.

6.) David Goes to School

Shannon, David. (1999).David goes to school. New York: BlueSky Press.Call number: E

SHA


Cultural group Genre: Realistic Fiction Interest Level: K 2nd grade

Summary: David, a young student, shows up late to class and then exhibits terrible behavior. He chews gum in class, yells answersout of turn, pulls hair, stares out the window, cuts in line, has a food fight, lingers at recess, and draws on his desk. After a day of

misbehaving, however, he stays after school and washes all the desks until they sparkle. The day ends with a gold star and a pat on thehead.

Response: Although this is not a book you want to use to illustrate good behavior, it is a great book to use during the back to schooldays to have wonderful discussions about what not to do. This would be a good story to be told in a storytelling situation. It certainly

has action and will hold young listeners attention. As an instructional tool, this book would be a good book to use to teach studentshow to write a response to literature about characters. In a kindergarten classroom, students can use writerly talk to discuss the text,but in 1st and 2nd, students can write their responses in a writers notebook.

7.) Tales from AesopAesop

, Aesop, & Miller, John. (1976). Tales from aesop. New York: Random House Books for Young Readers.

Call number: 398.2

MILLibrary: Chestatee Elementary

Cultural group: African tales Genre: folktales Interest Level: All ages


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Summary:Retells seven of Aesop's fables including those about the goose and the golden egg, the hare and the tortoise, and the boywho cried wolf.

Response: I absolutely love Aesops fables, but I was a little sad that the only book we had with a collection of Aesops Fables in ourschool library was this easy picture book with only these seven stories in it. These fables are so wonderful for using in the upper

grades to teach theme and connect to writing fables, but this book would not be a book I would choose to use in the upper grades. Thekids already know these; it is the fables they havent ever heard before that hold their attention!

8.) Hansel and GretelPiumini, Roberto. (2009).Hansel and gretel. Minneapolis, MI: Fiction Picture Books.

Call number: 398.2

PIU


Cultural group Genre: fairytale Interest Level: 2 4th grade

Summary: Hansel and Gretel wander through the woods as they try to find their way home. Suddenly, they spot something peculiar -- a housemade of candy! As they nibble on the sugar-covered windows, a strange old woman opens the door. She invites them inside, promising them more

good things to eat, but what the old woman has in mind is anything but sweet.Response: A classic story that every child deserves to hear. If you can do voices this would be a great story to use in storytelling. This

particular book has wonderful illustrations so it could also be used as a read aloud while showing the pictures. This book would be agreat introduction into a cause and effect lesson. This would be a fun book to use in conjunction with fractured fairytales and have the

kids rewrite it to be a fractured fairytale. The upper level students would have a fun time with such an assignment.

9.)The Town Mouse and the Country MouseStevens, Janet. (1989). The Town mouse and the country

mouse. New York, NY: Holiday House.

Call number: E

STE


Cultural group Genre: fable Interest Level: 2nd 4th grade

Summary: This picture book illustrates Aesops fable of the Town Mouse and the Country Mouse. Two cousin mice live totallydifferent lives. The Town Mouse comes to visit in the country, but is bored by the slow pace and peacefulness of the Country Mouses

lifestyle. The Country Mouse goes to the town to see the fast paced world of the Town Mouse. After eating junk food and almostbecoming the watchdogs meal, the Country Mouse returns home to realize Its better to have beans and bacon in peace than cakes

and pies in fear.

Response: This is a fable that can be used as a life lesson for just about anyone. It is so simple and yet so true. As a classroom tool,

this literature can be used in a compare and contrast situation from a character perspective as well as a setting. This would be a


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wonderful book to use in a response to literature lesson in which students respond based on these ideas.

10.) Henny PennyZiefert, Harriet. (1997).Henny penny . New York, NY: Puffin.

Call number: EZIE


Cultural group Genre: Easy reader folktale Interest Level: K 1st grade

Summary: After being hit on the head Henny Penny decides the sky is falling so she sets off to tell the king, Henny-Penny encountersCocky-Locky, Ducky-Lucky, and other friends who decide to come along with her on her adventure, but when Foxy-Loxy appears, he

has other plans in mind and tries to steer her away.

Response: This is an easy to read version of the folktale. The illustrations are very simple and it would be great to use in a small group

reading environment. However, the story itself could be used all the way through elementary ages as a storytelling without the book.It is a fun story to tell, and children can make academic connections in all grades. A character study can be done of Henny Penny

herself. I found that even as I was reading it, I was finding comparisons between myself, my friends, and the characters within the

book. It could also be used in the upper grades to rewrite it as a piece of dramatic literature.

11.) Freedom SummerWiles, Deborah, & Lagarrigue, Jerome. (2005).Freedom summer. New York, NY: Aladdin.

Call number: EWIL


Cultural group: Multicultural Genre: Historical Fiction Interest Level: 4 6th grade

Summary: Freedom Summer is the story of two best friends Joe and John Henry. The story is based in the South in 1964, when

blacks were not allowed to have the same rights as white people. The friends don't let anything get in their way, except for the fact thatJoe is white and John Henry is black. When the two decide that they want to go swimming in the city pool but the pool was filled with

tar when they got there because the owner did not want to open his pool to colored people. Joe and John Henry overcome the obstaclesand go buy ice pops in the general stores.

Response: This is such a powerful book. Even though it is a picture book, it is a wonderful teaching tool to use in the upper grade

levels. It provides a realistic picture of the times during the civil rights movement. Students can understand from a friends perspectivehow these characters must have felt.

12.) The Firekeepers Son


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Park, Linda, & Downing, Julie. (2009). The Firekeeper. New York, NY: Sandpiper.

Call number: E

DOW


Cultural group: Asian Genre: Historical Fiction Interest Level: 2nd 5th grade

Summary: Sang-hee dreams of war and soldiers. His father is responsible for lighting a fire on the mountain to show that the ocean issafe and beginning a chain reaction across the land to signal safety. When his father is unable to light the fire, Sang-hee is excited

about the possibility of being responsible, but he struggles between his desire to see the soldiers, and his desire to do what is right.

Response: This book shows what so many children often feel. They want to have responsibility, but when the time comes, they are

still so young and innocent; they do not realize what the ramifications of their actions could be. But, it also demonstrates theimportance of carrying out the responsibility when needed. I absolutely love this story, and think it could be used throughout the grade

levels to reinforce good reading skills and good writing skills.

13.) 14 Cows for America

Deedy, Carmen. (2009). 14 cows for america. Atlanta: Peachtree Pub Ltd.Call number: 327.676

DEELibrary: Chestatee Elementary

Cultural group: African & American Genre: Informational Interest Level: All ages

Summary: A book about who Kimeli Naiyomah returned home to his Maasai village from New York City with news of 9/11 terroristattacks. His story prompts the villagers to feel that they must do something to help, so they decide to invite an American diplomat who

receives the best gift they can provide. They give him their most prized possessions 14 cows. This book is so touching to see that in

the midst of hurting, even people thousands of miles away have a heart that wants to help, and everyone helps in their own touchingways.

Response: WOW!!! If you have not read this you need to!!! This is a touching book that spans the miles showing that 9/11 didnt just

impact America, but it touched the world! As well, it is a beautiful story of giving in a time of need along with a lesson onmaterialism. There is so much that can be done with this book. I think it can be read every year in every grade, it is amazing!

14.) How Rabbit Lost His TailTompert, Ann. (1997).How Rabbit lost his tail. Boston, MA: Houghton Mifflin Books for Children.

Call number: E

TOMLibrary: Chestatee Elementary

Cultural group Genre: Pour quoi Story Interest Level: K 3rd


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Summary: This is a Seneca legend about how the rabbit got a short tail. Long ago the rabbit had a long tail. In his own conceit hethought he had made the snow fall. He hopped up on the snow drift and then onto a branch and decided to take a nap. When he woke

up the snow had melted and winter had turned to spring. He was stuck in the tree. His friends tried to help him, but in the end when hegoes to jump, his tail is stuck and he loses the long tail.

Response: I think the illustrations are so cute, but they also lend themselves to a younger audience. I enjoyed the story, but I cannotsay that it was my favorite. I think it would be a good selection to use if you were using several different fables and legends and

teaching with them, but I do not think I would choose to use it as a read aloud in isolation to students.

15.) John HenryLester, Julius. (1999).John henry. New York, NY: Puffin.

Call number: ELES


Cultural group: African American Genre: Folktale Legend Interest Level: 2nd 5th grade

Summary: This book tells the story of an African American folklore legend, John Henry. When John Henry was born the birds,panthers, bears, deer, rabbits, and even a unicorn came to see him. He grew to be so big that his shoulders busted out of the porch.John Henry worked hard and always left things better than when he found them, whether it was people or places. One day John Henry

headed for the railroad because he was so good with his hammer. The railroad tracks had to go through the mountain, but the boss wasgoing to use a steam drill until John Henry asked to have a contest. John Henry started on one side and the steam drill on the other.

John Henry was victorious, but sadly in the end he collapses exhausted and dies.

Response: This is an incredible tale. Every time I read it I love it more. I use this book in my classroom as a mentor text when I model

good writing. The students love to hear the tale, and it sparks incredible vocabulary and ideas from the students. Lester is an incredible

author, and I love most all of his work!!!!

16.) Feathers for LunchEhlert, Lois. (1996).Feathers for lunch. New York, NY: Sandpiper.

Call number: E

EHL


Cultural group: Genre: Picture Book Interest Level: K 1st (and bird watchers)

Summary: The book is about a cat that got out of the house and is looking for some lunch. He wants something different and trieseating a variety of different birds, but because birds have wings and can soar they all get away and all the cat gets for lunch are

feathers.


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Response: Lois Ehlert is a master with words and pictures. This book, though oh so simple, is so wonderful to read. It keeps the kidsin anticipation of what is to come. It is a wonderful book to teach prediction. Along with the story, Lois Ehlert provides the names of

each tree and bird to make it an informational book too. In the back she provides information about every kind of bird. For lower agedchildren this is a great example of simple side bars.

17.) Mufaros Beautiful DaughterSteptoe, John. (1987). Mufaro's beautiful daughters. New York, NY: Amistad.

Call number: E

STE


Cultural group: African Genre: Folktale Interest Level: 2nd 5th grade

Summary: This book is an African folktale about a man who has two daughters. Both beautiful, but one is as vain and stingy as the

other is good and kind. When the king is looking for a bride the cry goes out to all the land for the beautiful to come to the king. The

girls go separately and on the way meet various animals and being and although they are each told how to respond to those they meet

only Nyasha follows the advice. Manyara meets the king first and discover he knows all her faults. It turns out that it was the king inthe forms of animals that had approached them on their path. The king marries Nyasha and Manyare ends up as a servant in theirhouse.

Response: This is a wonderful story that no matter how many times you read it, it never grows old. The illustrations are beautiful andI notice something different each time. This is a great story to read aloud for lower grades, but for upper elementary the language is

wonderful for independent reading. This book is great to use as a compare and contrast tool in a response to literature. It is also a great

lesson on not being judgmental.

18.) The Relatives Came

Rylant, Cynthia. (1985). The Relatives came. New York, NY: Aladdin.Call number: E

RYL


Cultural group: Genre: Realistic Fiction Picture Book Interest Level: 3rd 5th grade

Summary: This is a wonderful book about a family that is anticipating the arrival of family to visit them. Everyone is excited andwhen they arrive they have a wonderful time. Sadly, all good things must come to an end and the family has to leave and go back to

their home.

Response: I love this book because I love to be with my family. We have to travel out of town to be with some parts of the family and

I can relate to the anticipation that all the family members feel. I also love the time to sleep when everyone finds their own spot. This


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is a great book to use for a response to literature around the holidays when families are coming and going in and out of town. It is alsoa great mentor text that uses fabulous language!

19.) The Fox Went Out on a Chilly NightSpier, Peter (1986). The Fox went out on a chilly night. New York, NY: Doubleday.

Call number: ESPI


Cultural group Genre: Folksong Picture Book Interest Level: K 3rd grade

Summary: This picture book is updated from the original Spier book created in 1961, taken from the folksong from 1945. The fox

sets out to bring back food for his family.

Response: I have a personal love for this story because my parents had the original book from 1961 and my dad would play it on his

guitar while my mom sang it. For children the pictures are incredible and the patterns are so wonderful. This is a wonderful read aloudthat can involve interaction!

20.) The Legend of the Indian PaintbrushdePaola, Tomie. (1988). The Legend of the indian paintbrush. New York, NY: Putnam.

Call number: 398.2

DEP


Cultural group: American Indian Genre: Folktale Interest level: 2nd 4th grade

Summary: This story is about a young Indian boy who finds his purpose to be different than those of the other boys in his tribe. While

the other boys are out hunting and being warriors, Little Gopher stays close to the village and makes toy warriors and decorates stones

with berry juices. One night Little Gopher has a dream vision, and discovers his destiny is to paint visions and the deeds of the

warriors. He realizes that he has an important purpose, despite that he is different from the other boys in the tribe. Little Gopher'sname is then known as "He-Who-Brought-the-Sunset-to-the-Earth".

Response: I think this is a great book that teaches a lesson about stereotypes. All the Indians werent warriors, just as all boys will not

grow up to be athletes. What a powerful lesson and what a wonderful way to teach it! This young Indian boy had such a hugeresponsibility as nature is such an important part of the Indian culture so when he was responsible for helping to bring the colors

WOW what if he had just continued to pretend he was a warrior.


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21.) Amazing GraceHoffman, Mary, & Binch, Caroline. (1999).Amazing grace. New York, NY: Blue Skies Press.

Call number: EHOF


Cultural group: African American andfemales (though this is not a cultural

group)

Genre: Realistic Fiction Picture Book Interest Level: 3rd

Grade 5th

grade

Summary: Grace loves to act out stories. Her school decides recreate the play "Peter Pan". Grace longs to play Peter, but classmates

say that Peter was a boy, and besides, he wasn't black. But her mum says she can do anything if she puts her mind to it. Grace provesshe can be the best Peter Pan in spite of classmates telling her she can't because she's female and black.

Response: What a sweet book! This book is a wonderful example of overcoming odds. I think one thing that makes this book sopowerful is the fact that so many kids dont realize how mean their words can be, but when Grace is told mean things it makes her try

even harder. When the author introduces the characters she likes, I think it would be great to introduce these same figures and why

they are unique characters. For instance most students would not know Joan of Arc, but she had the same determination as Grace.

22.) Mr. Poppers PenguinsAtwater, Richard, Atwater, Florence, & Lawson, Robert. (1992). Mr. popper's penguins. New York, NY: Little Brown & Co.

Call number: CSF

ATW T

Library: Chestatee Elementary & Little Mill Middle School

Cultural group Genre: Childrens fiction (classic) Interest Level: 6th 8th grade

Summary: This is a cute chapter book about a man who loves to read informational literature. He studies about the North Pole and theAntarctica, and eventually he is given a gift of a penguin. He realizes he needs a friend for it, and he adopts another one and before

you know it, he has an entire family. To help pay for the penguins he takes creates a show and takes it on the road.

Response: This book has so many themes that can be explored. It can be read as a humorous read aloud, or used in a reading class as anovel study. From this book teachers can teach cause and effect, travel, do a study on penguins, and even day dreaming. I think itwould be a wonderful book to have to do a winter study and explore all the wintery books that could go with the overall theme. But

more than anything, I think this is a GREAT book for a reluctant reader. It is humorous and thoughtful, and even though it is a little

dated, I love the fact that it is still so funny and nave!

23.) Knots on a Counting Rope


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Martin, Bill, Jr., Jr., Archambault, John, & Rand, Ted. (1997).Knots on a counting rope. New York, NY: Henry Holt & CompanyBooks For Young Readers.

Call number: EMAR


Cultural group: Native American Genre: Historical Fiction Picture book Interest Level: 2nd

4th

gradeSummary: This is one of my all time favorite books. It is the story of Boys story. A Native American Grandfather and his

Grandson share the story of the young boys life as they move through a counting rope that has all of his experiences. The book is sopowerful because of the language it uses. Without ever telling us directly, the author shows us how the little boy is blind, but he is able

to see everything through his strength and determination.

Response: This book can be used on so many levels. Most obviously it can be used in conjunction with a study on Native Americans,

but that is not where the value of this book is! I love to use this book when we go back to school in the August so that students begintheir year having the opportunity to tell their story. After reading it out loud, we discuss how everyone has a story, and at some time,

everyone has overcome obstacles. I have used a rope with it before, but usually, I have them write their story, and this is the beginning

of our writing journal.

24.) The Emperors New ClothesAndersen, Hans, & Burton, Virginia. (2004). The Emperor's new clothes. New York, NY: Sandpiper.

Call number: E

AND


Cultural group Genre: Fairytale Picture book Interest Level: 2nd 3rd grade

Summary: This is the timeless tale of the Emperor who has such a love for material things, especially his clothes. In the search tohave the best clothes, he is tricked into buying an outfit that he is told are invisible to anyone who is unfit or stupid. Of course not

wanting to come across as either of those, he puts on the clothes and parades through town in the clothes

Response: Although the level of reading is really for the lower grades, the lesson is for all!!! Children love to hear this story and thinkit is so funny, but it is the lesson behind it that is so important. We need to teach our children about materialism especially intodays society. As a parent, it is so difficult to explain this concept to children and teens, but with the help of this book, it is a little

easier. I think this is a perfect book to use for read aloud and class meetings. During a fairytale unit, this would be a good book to tie

in with class meeting.

25.) WeslandiaFleischman, Paul, & Hawkes, Kevin. (2002). Weslandia. Cambridge, MA: Candlewick Press.


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Call number: EFLE


Cultural group Genre: Fantasy Picture book Interest Level: 3rd 5th grade

Summary: This book is about a little boy who does not fit in well with the other kids. He is like and outcast. He likes to participate in

things that other kids find weird. Although he is not what the other kids call "normal" he does not care. His parents fear for him thoughsimply because he is so different. The young boy decides upon a summer project where he plants his own staple food and finds his

own civilization. He also made up his own language and much more to make him unique. In the end, all the kids want to be friendswith him because they realize that what he is doing is neat. The book ends with lots of kids surrounding the young boy. All the kids

wanted to be his friend while also being a part of his new civilization.

Response: This is a story that I read for the first time this past year. It is actually in our Basal Reader within my 5th grade classroom. I

am not a big basal follower, but we had gotten a new series this year, and I decided to give a couple of the stories a try. I LOVED this

story and surprisingly so did my students. It actually led us to a project I had never expected. The kids created their own civilization.We read the story at the end of the year, and we allowed for this unit to take us through till the end of the school year. It kept them so

engaged. They had to use every aspect of the contents they had learned this year. They had to create a language, and be able to explain

it. They had to create a map of their civilization, and explain all of the natural resources and history. We had so much fun!!!!

26.) Why the Sky is So Far AwayGerson, Mary-Joan. (1995). Why the Sky is far away. Boston, MA: Little, Brown Books for Young Readers.

Call number: 398.2

GER


Cultural group: African American Genre: Pour quoi Nigerian Folktale

picture book

Interest Level: 4th - 6th Grade (but

wonderfully useful in higher grades!)

Summary: This is a Nigerian folktale that explains how `In the beginning,'' the sky was so close to the earth that anyone who was

hungry could just reach up, take a piece, and eat it. The sky was delicious, tasting sometimes of meat stew, sometimes of roasted corn.But the people grew careless with the sky's gifts, taking more than they needed to satisfy their hunger. The sky grew angry, threatening

to withhold its gifts if the people continued to waste them. True to its promise, the sky moved far away, and the Bini were forced toplow the fields and hunt the forest.

Response: Although the reading level is for elementary students, the message of the book is wonderful for upper grades as well. Likeall good folktales, the moral is so strong. Children can relate to the sky pulling away in regards to how we are often times guilty of

misusing our land and to an extent we are losing the ability to do that now too In light of the recent gulf accident, I can see how thiscould spark such a wonderful conversation and even debate in higher grades. As well, students could create their own pour quoi

folktales to demonstrate other environmental and cultural issues we have.


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27.) Weaving of a DreamHeyer, Marilee. (1989). The Weaving of a dream. New York, NY: Puffin.

Call number: 398.2HEY


Cultural group: Chinese Genre: Fairytale Picture book Interest level: all ages will enjoy thisbook, but it is on a reading level of 4 th

grade and higher.

Summary: The story is of a widow who supports her three sons by selling her finely crafted brocades. At the market one day she

trades her work for a painting of a lovely palace. Obsessed with the beauty of the scene, she spends three full years copying the

painting in a brocade, only to have it snatched away by a wind upon its completion. As she lies grieving, her youngest son, after thetwo elder ones succumb to greed, searches for the brocade in a quest that leads through fire and ice to a fairy palace on a mountain top.

Response: I had never heard of this book until recently. The pictures in this book are absolutely stunning!!!! If I was an art teacher I

would use this book to connect literature to art. Thank goodness her writing is as good and strong as her pictures. I think this would bea wonderful language arts lesson talking about imagery. Perhaps a teacher in a 6 th or 7th grade class could provide the students with thewords only and ask the students to illustrate what they read. Imagery is so powerful and this would be a great lesson for it. Then

expose the students to the actual pictures and see how strong the visuals actually are.

28.) Theseus and MinotaurFisher, Leonard. (1988). Theseus and the minotaur. New York, NY: Holiday House.

Call number: 292

FISLibrary: Little Mill Middle School

Cultural group: Genre: Greek Mythology Interest Level: 5th 7th gradeSummary: This book is about the mythological figure Theseus who is abandoned at birth by his father the king, and returns in

adolescence. He is courageous, resourceful, and heroic. He volunteers to kill Minotaur who eats 14 Athenian kids each year. Theseus,with the help of the beautiful Ariadne, kills the Minotaur and finds his way out of the labyrinth. The king, believing his son dead,

throws himself off a cliff; Theseus then gains the throne.

Response: I really enjoy Greek mythology. I love the fact that it is written for students to be able to read and comprehend. I dont

think I really understood it until I was in college, but it is so fascinating to read. This is a great story, but I think it is more appropriatefor middle school readers even though it is a picture book. It is a great book to use for a character study, and would especially go great

in a mythological unit in which all the character types are studied.


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29.) The Lion Whiskers and Other Ethopian TalesAshabranner, Brent, & Davis, Russell. (1997). The Lionwhiskers and other ethiopian tales. North Haven, CT: Linnet Books.

Call number: 398.2LIO

Library: Little Mill Middle School & North Forsyth High School

Cultural group: African Genre: Folktales, Myths and legends Interest Level: 7th 9th grade

Summary: This book is made up of 16 stories. The stories involve honor, love, and courage. There is a clear narrative voice, but some

of the stories just seem to stop, and others involve the reader creating their own ending. The stories have a variety of characters, someare animals and some are people, but all seem to come from various regions and with various cultural background. Each story begins

with an overview so that the reader can have a little more foundation on which to build their understandings.

Response: This is certainly a book for upper grades. It has wonderful stories, but in order to understand them, the reader must have

some understanding of cultures and history. This book would be wonderful to use in a high school to connect literature, culture and

history. As an elementary school teacher, I found that this had the makings of some great stories to tell, but the content was just too

much for the younger children.

30.) The Loathsome DragonWiesner, David, & Kahng, Kim. (2005). The Loathsome dragon. New York, NY: Clarion Books.

Call number: 398.2WIE


Cultural group: Genre: Fairytale Picture Book Interest Level: k 3rd

Summary: This book is an incredible fairytale about a princess who is disliked by her new stepmother. The new queen is so jealous of

the princess that she turns her into a Loathsome Dragon that terrorizes the kingdom. With advice from a mighty wizard, the people

keep the dragon's hunger under control and send a message to the Princesses brother for him so that he can break the spell. Eventhough the queen attempts to foil the plan; the prince manages to reverse the enchantment, and frees the princess then turns the queen

into a Loathsome Toad.

Response: What a great story. This is such a great alternative to the Disney princess stories, and a great break from the typical

Cinderella story. This story can be used as a read aloud in the lower grades, but I think it is perfect for 3rd graders to read in smallgroups. I think for upper elementary this would be a great example of plot in a story. As well, it has fun vocabulary throughout.


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31.) Sadako and the Thousand Paper CranesCoerr, Eleanor, & Himler, Ronald. (2004). Sadako and the thousand paper cranes. New York, NY: Puffin Books.

Call number: F

COE


Cultural group: Asian Genre: Historical Fiction Interest Level: 5th

8th

GradeSummary: This story is based on the true story of Sadako Sasaki, a young Japanese girl growing up in Hiroshima in the aftermath of the atom

bomb. Sadako is the best runner in her class, but one day after a race she becomes dizzy. The dizziness becomes worse over time, and finallySadako is diagnosed with leukemia as a result of the radiation from the bomb. While visiting her in the hospital, her best friend relates a legendstating that if a person folds a thousand paper cranes, they will recover from their illness. She completes 644 cranes before she passes away fromher illness. It was very sad for the people who knew Sodako but in her honor they finished the rest of the paper cranes and made a statue of her.

Response: This is a wonderful tale of friendship and hope. I was so sad that she dies, but I think it is a good book for kids to read so

that they understand that death happens, but it is a good way for them to see how to pay tribute to people also. Due to the content of

the story, the book is really for upper elementary to middle school. I think this would be a wonderful story to use as a cause and effectto show the effects of war which is a middle school to high school topic.

32.) Number the StarsLowry, Lois. (1998).Number the stars. New York, NY: Laurel Leaf.

Call number: FLOW


Cultural group: Jewish Genre: Historical Fiction Interest Level: 6th 8th Grade

Summary: A wonderful book for students to read that portrays the situation in Denmark during WWII. Annemarie Johansen, a

Demark student, is best friends with Ellen, a Jewish student. Annemaries family and friends have created a way to smuggle theJewish families to Sweden where they will be safe from the Germans. Annemarie becomes involved in the plan when she has to lie,

and stay calm when confronted with German soldiers. It is necessary for Annemarie to deliver a package to her uncles boat to makethe escape plan work.

Response: I have read this book several times through the last years and it never gets old. I feel it is most appropriate for middlegrades because of the content and the connection to the Holocaust. I am a firm believer in allowing content areas to crossover, and this

book does just that. It allows for literature to be brought into the history class and enhance it. The discussions allow for rich

conversations amongst students regardless of their background.

33.) Baboushka and the Three Kings


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Robbins, Ruth. (1960).Baboushka and the three kings. Oakland, CA: Parnassus Press.

Call number: 398.2ROB


Cultural group: Russian Genre: Folktale Picture Book Interest Level: 1st 3rd grade

Summary: This story is a spin off on the Biblical tale of the three kings following the star to the birth of Christ. In this story the kingshave lost their way in the snow in Russia, and ask old lady, Baboushka, to help them. She selfishly decides she would rather wait untilmorning so that she can finish her chores and sleep in her warm cabin. She invites the three kings to join her for the night. They

decline because they do not want to miss His birth. The next morning, Baboushka feels bad and decides to bring gifts to the newborn

baby, the Christ child, but so much snow has fallen that she cannot find their trail. She goes from village to village, but finds nothing.Eventually, she gives her gifts to the children along the way.

Response: This is a sweet tale. It wasnt until the end that I realized that the entire book, which has incredible pictures, only has 5colors. That is an amazing thing to me! One of the constant themes within an elementary school is Holidays around the world. I think

this would be a marvelous book to add to this series of lessons. Between the pictures and the idea that there is now a legendsurrounding this character, it makes for a wonderful book. This story would be a good book to use for a storytelling night where the

stories revolve around different cultural legends.

34.) YATANDOUWhelan, Gloria. (2009). Yatandou. New York, NY: Sleeping Bear Pr.

Call number: EWHE


Cultural group: African Genre: Picture Book Interest Level: 3rd 5th Grade

Summary: This is an incredible story set in a village in the African nation of Mali. Eight-year-old Yatandou must sit with the women in hervillage and pound millet kernels for their food, a task that takes three hours a day! The women dream of a machine that can grind the millet and

free them from their pounding sticks, but such a machine will cost money. Yatandou must help raise the money, a sacrifice she makes by partingwith Sunjata, the goat she has raised. Gradually, the people of the village learn reading and writing as well. "I have learned to write my name. Itake my pencil and spell out YATANDOU on my pounding stick. When I have a little girl I will show the stick to her. I will tell her how I raised

Sunjata and sold him and how that helped bring the contraption to our village. She will show the pounding stick to her daughter, who will neverhave to use it."

Response: This is absolutely one of my favorite books for this year!!!! I was introduced to this book by Lola Schaeffer at a writersworkshop that I went to once a month. Each month she brought different books that could be used as mentor texts. When she read the

book out loud to us, I was mesmerized and I have read this book to as many people as I could since then. The language used in this

story is incredible!!! The illustrations are just as strong! This book should be used as a read aloud so that the teacher can pause and


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make sure that the kids are taking in every aspect.

35.) The Hundred Dresses

Estes, Eleanor. (1974). The Hundred dresses. San Diego, CA: Harcourt.Call number: F

EST


Cultural group: Genre: Realistic Fiction Interest Level: 3rd 5th grade

Summary: This is a fabulous book about an immigrant little girl from Poland who does not feel like the other children in her class.Due to the dress she wears, she is made fun of by her classmates, and one day she blurts out that she has 100 dresses of all colors and

fabrics. This lie brings about more harassment from her classmates. Eventually, Wanda leaves the school and one of the characters,Maddie, feels awful about what has happened, but it is too late to turn back the hands of time and stand up for Wanda. Wandas father

sends a letter stating that they moved because she was made fun of, and Wanda decides to write her back. In the end, a letter reveals

how much Wanda really liked Maddie and her friend.

Response: This book is written in an easy chapter book format, but the true meaning behind it would need to be in upper elementary.This is a good read aloud to use with a lesson on acceptance. There are wonderful vocabulary words that can be taught that havemeanings of expression and emotions. It has so many wonderful avenues. From a reading standpoint, this is a PERFECT book to

compare and contrast characters. By creating a graphic organizer, small groups of students can discuss the character traits of thestudents and show the similarities and differences. I think this would be a wonderful book for upper elementary students to turn into a

script and write a play. The original publication of this book was 1944. With this knowledge, this is a great book to use in Social

Studies to discuss civil rights during those times and how different groups were treated. A comparison could be done through the yearsto see that even today, things havent changed much

36.) ArrowhawkSchaefer, Lola, & Swiatkowska, Gabi. (2004).Arrowhawk. New York, NY: Henry Holt and Co. (BYR).

Call number: ESCH


Cultural group Genre: Literary nonfiction Interest Level: 3rd 5th grade

Summary: This is a narrative story based on a true story about a young red-tailed hawk that was hit by a poacher's arrow. It survived

for some time in the wild working to try to get the arrow out of its body. Eventually it was captured and cared for. After being nursedback to health, he was released in the Midwest.

Response: This is a wonderful story that will captivate the readers interest from beginning to the end. The illustrations are incredible


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and help to capture the feelings of the hawk through the situations he faced. This book can be used in so many units. As an animalstudy it is wonderful and can link students to research. The author researched a great deal to find out about hawks and the events of

this hawks experiences. Last year I used this book to introduce students to sequence of events and turning points in a plot. I have alsoseen it used along with a persuasive writing lesson to encourage students to write to help protect the wild.

37.) The Ghost Eye TreeMartin, Bill, & Archambault, John. (1988). The Ghost-eye tree. New York, NY: Henry Holt & Co.

Call number: E

MAR


Cultural group: Genre: Fiction Picture book Interest Level: 2nd 5th grade

Summary: This is a story about two children who are asked to take the road to the end of town to get their bucket of milk. It is dark,

and they have to face the fear of the Ghost Eye tree which is half way down the road. The kids face their fear on the way there and

nothing happens, but in the way home the shadows and moon get the best of them and they are scared silly. In the process the brother

loses his hat and the sister goes back to get it.Response: This is actually the story I chose for my story in the storytelling assignment. I dont think it has a lot of literary elementsthat make it a great piece of literature, but it is a spooky story which makes it a great story to tell out loud. The one element that I have

found that could be used for teaching is the way in which the author develops the dialogue. I noticed this because this is the challenge Ihave had to face in telling the story.

38.) The Girl on the High Dive HorseHigh, Linda, & Lewin, Ted. (2005). The Girl on the high-diving horse. New York, NY: Puffin.

Call number: E

HIG


Cultural group Genre: Historical Fiction Interest Level: 3rd 5th grade

Summary: This book is about a historical event that has been turned into a fictional story. The story takes place In 1936; a girl and her

father spend a summer in Atlantic City, NJ. As they go down the boardwalk, they are greeted by all kind of sights, from card-playing

cats to boxing kangaroos. However, to Ivy Cordelia, nothing is more wondrous than the high-diving horses and their riders. She meetsthe two sisters, Arnette and Sonora, who care for and ride the animals, and they let Ivy help them. She dreads leaving the horses, but in

the end, her dream comes true; Arnette lifts her on to Red Lips, gets on herself, and they dive into the tank below.

Response: Being a southern girl and probably too young to know about this tradition, I had never heard about this until I read about

the book in a list of recommended readings. I loved this book! What a great piece of history to share with our students. This is a great


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story to read aloud. I think you have to have the pictures because, although there are probably some great grandparents who couldactually tell the real tales, todays children need to see the pictures. This would be a great book to share with 5th grade students who are

learning about American History. So often everything has to come from our history books, but this is a piece of history that probablydoesnt get included. Just imagine the research this could lead to in regards to fun facts about the US.

39.) Oliver Finds His WayRoot, Phyllis, & Denise, Christopher. (2003). Oliver finds his way. Cambridge, MA: Candlewick Press.

Call number: E

ROO


Cultural group Genre: Childrens Picture Book Interest Level: K 2nd grade

Summary: A sweet story about a little bear who wanders off while chasing a floating leaf and then gets lost in the woods. Once he

realizes he is lost, he takes the time to think about the solution and is able to find his way back home.

Response: This is the cutest story! I think this would be a wonderful read aloud; the pictures are so wonderful I would hate to leave

them out! As an instructional tool, a teacher could use this is an example of problem and solution for younger grades, but I also think itcould serve as a wonderful mentor text for writing a story in upper elementary. The students could see that the main character has aproblem that must be solved, and additionally see a climax and ending.

40.) Owl MoonYolen, Jane, & Schoenherr, John. (1987). Owl moon. New York, NY: Philomel.

Call number: EYOU


Cultural group Genre: Childrens Picture Book Interest Level: 2nd 4th grade

Summary: This is an award winning picture book about a father and son who go on search to see an owl. It is the little boys first timeand you can tell he has heard a lot about the adventure, but he was finally getting to put his knowledge to the test. They walk throughthe snowy woods silently and the father stops from time to time calling for an owl. Finally, in the perfect setting, an owl calls back and

actually comes to the father and the boy and perches above them so that they can see it. The little boy finally sees how all of his

knowledge comes together.

Response: This is a beautifully written book. The words are so strong. I think this is a perfect example for students to see how strong

verbs and figurative language are the keys to good writing. I think this is a wonderful read aloud book for students in 3rd and 4th gradebecause they are starting to understand how language works.


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41.) Johnny AppleseedKellogg, Steven. (1988).Johnny appleseed. New York, NY: HarperCollins.

Call number: B

APP


Cultural group: Genre: Biography Picture book Interest Level: 1st 4th Grade

Summary: This book is the biography of the legendary, Johnny Appleseed. Appleseed is actually the exaggerated story of the life of

John Chapman. Born during the Revolutionary War, he made a life out of spreading apple orchards throughout the land and tellingstories of what he faced on his journeys. He was a lover of nature and that came through in his relationship with animals and love of

planting apple orchards. He met many friends along the way including Indians and other settlers. He would help them establish a lifein the new land and always was willing to lend a hand. As time went on, the stories of Johnny Appleseed seemed to take on a life of

their own becoming bigger and bigger as they were being told by others. It was through the generations that the legend began and hetook on a superhuman persona.

Response: This story is always a classic, and the way it is presented in this book is wonderful. In the lower grades Johnny Appleseed

is a character that is studied almost every year in September when the apples are in season, and I think it lends itself to a wonderfulstory that can be told aloud to children. With the help of this book, it can connect to higher grade levels as well. It would be interesting

to use this book alongside other Johnny Appleseed books, and compare and contrast the various writings.

42.) Walking the Choctaw RoadTingle, Tim. (2005). Walking the choctaw road. El Paso, TX: Cinco Puntos Pr.

Call number: 398.2

TIN

Library: North Forsyth High School

Cultural group:Native American Indian Genre: Folktales, fairytales, myths &

legends

Interest Level: High School

Summary: This is a book that is filled with tales that have been told and passed down from generation to generation. The author tells

the tales of ancient tribal memories, supernatural events, and historical accounts. The book allows for the reader to see the Choctawpeople and understand their spirit as told in their oral stories. He includes controversial issues of sorrow, fears, and adventures. In the

11 tales the reader sees the bad parts of the Choctaw nation as well as the glorious. Sadly some of the tales involve the injustices that

the native Americans experienced from the government as well as the white people in general.

Response: This book is touching. Every time I read the tales of the Native Americans, my heart breaks. This book is certainly not for

lower grades, but I think that some of the tales could be used in storytelling settings. I think it would be so wonderful to actually get anindividual from the Choctaw nation to come and share the tales. For children it would just be special to hear it from them, but for the


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upper grades it would be so powerful to hear the tale from a member of the family of people who experienced these pains. So often wefocus on the civil rights issues from a black white perspective, but we do not look at the struggles of the Native Americans. Especially

here in GA. we live in a state that is part of the history of the Indian nations.

43.) Mr. Peabodys ApplesMadonna. (2003). Mr. peabody's apples. New York, NY: Viking Publishing.

Call number: F

MADLibrary: Chestatee Elementary

Cultural group Genre: Realistic Fiction Interest Level: Elementary, but a lesson

for all ages

Summary: Mr. Peabody, the town little league coach is looked up to by many, especially the children. After practice one day one of

the players sees him take an apple as he walks by the local market. He didnt know that Mr. Peabody had already made prior payment

arrangements. The little player goes and tells others about his thievery and the rumor mill begins. Mr. Peabody is crushed when no one

comes to practice. Eventually, when he realizes what has happened, Mr. Peabody gives the player one of the best illustrations when hehas him attempt to pick up the feathers that have flown out of a pillow. He explains this is the same as him trying to undo the rumor.

Response: Growing up in the age of Madonna, I really never gave her credit for being a writer, but this story is so wonderful!!! This

story is one that can be used from child to adult. This book would be a wonderful introduction to a lesson on rumors and talking aboutother people. If a teacher could easily get a feather pillow (or was willing to make one from craft feathers) the illustration would be

even stronger. During reading class, this book is excellent for learning problem and solution along with a plot line. The students

should create a graphic organizer that illustrates the problem and solution as well as a plot line. For younger children, a story mobilecould be made that sequences the events of the story. This would be a perfect introduction to a writing lesson in which the prompt is

telling a personal narrative about a time when the student did something that had larger consequences than they ever imagined.

44.) Smoky NightBunting, Eve, & Diaz, David. (1999). Smoky night. New York, NY: Sandpiper.

Call number: E

BUN


Cultural group: multicultural Genre: Historical fiction picture book Interest Level: 4th 10th grade

Summary: Smoky Nights is about a community that is experiencing the violence associated with the Los Angeles riots. It is told from theperspective of a young boy named Daniel. Daniel loses his cat when he is forced to leave his apartment in order to escape a fire. During the course

of this story, Daniel reflects on his family's past interactions with Mrs. Kim, the owner of a local market. He tells the reader, "My mama and I don't


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go in Mrs. Kim's market even though it's close. Mama says it's better if we buy from our own people." But, as is often the case, tragedy bringspeople together. While at the shelter, Mrs. Kim and Daniel learn that their missing cats were found under the stairs, holding paws. Inspired by their

cats, Mrs. Kim, Daniel, and Daniel's Mama are able to look beyond their differences and reach out to one another during this difficult time.

Response: This is a powerful story!!! I can honestly say I never realized there was a book written that came from inspiration of theLos Angeles riots. Although the book looks at it in a simplistic fashion, the message is strong! I really do not think that elementary

children can completely understand the message behind this book. As a 5 th grade teacher, we do not discuss the LA riots at all. Wehave discussed the civil rights movement and the book could be included with such a discussion, but I think the better conversationswould be in the upper grades.

45.) Starry MessengerSs, Peter. (2000). Starry messenger. New York, NY: Farrar, Straus and Giroux (BYR).

Call number: 921GAL

Library: Forsyth County Public Library

Cultural group: Genre: Biography Interest Level: 4th - 6th grade

Summary: This book is a biography about the life of Galileo. The author shows his life, ideas, and genius. The events of Galileo's life

are seen which allow the reader to understand the world in which he lived and understand why his work was dangerous to the churchand ultimately to himself. Large, beautiful drawings reflect the ideas, events, books, maps, world view, and symbolism of the times.

The illustrations hold beautiful pictures, but also have a secondary text that is enjoyable to read. The author includes quotes,

comments, explanations, and time lines within the pages. These are printed in cursive and sometimes in circular shapes that force thereader to turn the book around to make out the words.

Response: This is a cool biography. One of the best things to me is the way in which it is written. It doesnt necessarily go with thehistory curriculum of 4th 6th grade, but it is a great example of interesting biographies. I think it would be a cool way to model a

different style of biography for students to look at and then create their own biography

46.) A River Ran Wild: An Environmental HistoryCherry, Lynne. (2002).A River ran wild: an environemental history. New York, NY: Sandpiper.

Call number: 974.4

CHE


Cultural group:Native American/

Environmentalist

Genre: Nonfiction Picture Book Interest Level: 4th 6th Grade

Summary: This book is a story about the change that the Nashua River has experienced through the decades. In the 15th century,


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when native people first settled on the banks of the river, it was a fertile and beautiful place. By the 1960s, the river valley had beendestroyed by many years of serious pollution, and fish, birds, and other animals were no longer seen in the area. Through the efforts of

Marion Stoddart and the Nashua River Watershed Association, laws were passed that resulted in the restoration of this river and theprotection of all rivers

Response: I love the fact that even though this is about a river, it is a story. The cause and effect of this story is great. The language isstrong, and even for upper elementary, some of it will have to be explained. The book could easily be introduced in the 5th grade

curriculum as the students are looking at how America changes and the Industrial Revolution. Even though we are so appreciative of

the things this time period brought us, this book shows the effects. This can be connected to situations like the oil spill in the gulf toshow that change and progress certainly have their consequences.

47.) Math CurseScieszka, Jon, & Smith, Lane. (1995). Math curse. New York, NY: Viking Juvenile.

Call number: E

SCI


Cultural group Genre: Fictional picture book that

involves an informational aspect

Interest Level: 4th 5th grade

Summary: This is a cute story that helps cross the disciplines of math and language arts. The narrator is afflicted with a "math curse"

that affects how she views every facet of her day. The book provides the reader with several mathematical problems. Some are

solvable and some are just funny.

Response: What a great way to bring reading into math. So many students are either good at reading or good at math. This book

provides a way for the teacher to show how we can cross the content areas. I think this is a fabulous mentor text for teaching kids towrite in a different way and incorporate math into their writing.

48.) The Quiltmakers GiftBrumbeau, Jeff, & Marcken, Gail. (2001). The Quiltmaker's gift. New York, NY: Scholastic.

Call number: EBRU


Cultural group Genre: Fable Interest Level: 1st 5th grade

Summary: This book is a fable about a king who demands a quilt from a gifted quilt maker, but she refuses unless he gives away all

his material possessions. The irate monarch twice attempts to punish her but both times she foils him. Finally he agrees to her demand,


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growing progressively happier with each thing that he gives away.

Response: This is a good lesson on generosity. Children are able to learn the valuable lesson of it is better to give than receive. This

would be a good book to read during the holiday season when more often than not students are focused on what they will be gettinginstead of giving. This could help to foster a desire to complete a service project.

49.) In Flanders FieldsGranfield, Linda, & Wilson, Janet. (2005).In flanders fields: the story of the poem by john mcrae . New York, NY: Fitzhenry & Whiteside Ltd.

Call number: 811GRA

Library: North Forsyth High School

Cultural group Genre: Informational Picture Book to

accompany Poetry

Interest Level: High School

Summary: This book actually serves as an introduction to the poem In Flankers Fields that was written by John McRae about the

battle that took place in WW1.Response: This is a great book to share to provide background information about the poem and the poet. Although I do not teach High

School, I would assume this is a poem that is studied, and I think this is a perfect introduction to study the poem.

50.) Faithful ElephantsTsuchiya, Yukio. (1997).Faithful elephants. New York, NY: Sandpiper.

Call number: 940.54

TSU

Library: Little Mill Middle School and North Forsyth High

School

Cultural group: Japanese Genre: Historical Fiction Picture Book Interest Level: Middle School

Summary: A zookeeper narrates the story of how there came to be graves at the zoo: when Tokyo was showered with bombs duringthe bleak days of World War II, the authorities feared that if the zoo were destroyed, the animals might accidentally be freed and

wreak havoc on the city. So they decided that all the zoo animals would be killed. But the elephants wouldn't eat the poisonous food

they were offered, and the needles in the syringes containing poison broke before they could penetrate the elephants' rough skin. Sothe elephants were starved to death, a slow and painful process watched by the zookeepers who loved them.

Response: I heard about this book when I was writing a paper in my Childrens Literature class about controversial issues inchildrens picture books. I went to the book store and read it, and my heart fell. This is certainly not a fun little picture book. It is a true

story, and it shows the effects of war. This book can really spark wonderful conversation in middle school classes as well as highschool. So often war is not looked at for the effects that might be negative, but all about winning the war. Wow, this will make you


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think!!!

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Wiggins Story Bank