Tag Archives: 6-8

Scarlet Ibis

Title: Scarlet Ibis

Author: Gill Lewis

Illustrator: Susan Meyer

Publisher and Year: Oxford University Press, 2014

Number of pages: 273

Tags/Themes: Animals; Chapter Book; Emotion; Family; Fiction; 4-5; 6-8 E

Genre: fiction, family.

Descriptive Annotation:  Scarlet is a young black girl who lives with her mum  and her brother “Red” who both are white.  Scarlet spends all her time taking care of Red who is a young boy with autism, who loves birds. Scarlet often takes care of her mum who has anger problems.  After an incident with Scarlet’s mum falling asleep with a cigarette in her mouth and almost burning down their apartment, Scarlet’s family was taken away from her.  Her mum stayed in a hospital, Red went to a foster home, and Scarlet went to a different foster home with her caretaker, Avril.  Scarlet desperately wants to find Red but is unable to contact with him.  She struggles with living with a new family in a new home coping with her emotions with her frustrations with social workers refusing to let her see her mum and brother.

Students might need to know the variation of “mum” to understand it means mom, but a different spelling.

Classroom Application: This text can be used to reinforce health/physical education area.  The major plot point is after Scarlet’s mum burns down their apartment.  After reading that chapter, it would be important to discuss with the class and practice fire safety and ways to prevent fires in their home.

This text meets the SELS of students experiencing family emotional stress.  It can also be used to stretch how the students think of the definition of family.  A foster family can be just as tight or close to other types of families.

 

Linguistic and Cultural Diversity Analysis :

This book represents the culture of children in foster care/families.  It would be used to generate discussion on how foster care works, why it happens, teaching the students to not bully students with different families.  It also represents the culture of children with autism.  Generating discussion on how children/people with autism or special needs require a lot of love, and give a lot of love, just like how the students require love from their family and give a lot to their family.  Growing a culture of respect and value for students with autism/special needs is another classroom application from this book.  I might introduce this book to my students by having them draw a memory or activity they value about their family to get them in the mindset of valuing family with the content of this text. “Red cradles Little Red in his lap.  I watch him run is hand from the pigeon’s head to his tail feathers.  Little red becomes calm and turns his head to look at Red.  Red touches the soft down of his chest.  Red relaxes and I see his shoulders drop.  He’s happy just stroking the bird.  I slump into the armchair.  My head feels heavy.  My whole body feels tired.  All I want to do is to curl up and sleep, and sleep, and sleep” (213).  This quote shows how much Scarlet values her brother, but at the same time how drained she is.  The tone is serious, Scarlet feeling tired with her words and imagery.  It paints a picture how she needs help taking care of Red, and how students need to no place everything on their shoulders. “I take a step toward them. “It’s all right for you,” I say. “You can go back to your nice homes with your nice families.  You can have your meals cooked every night.  Your mums and dads look after you.  They’re not crazy.  They don’t swear at you or call you names.  But Red and I don’t have that.  We don’t have anything like that.  All we’ve got is each other.  And if you tell on us, we’ll be split up, and then we won’t have anything as all ”” (228).   This quote really shows the conversation tone in this book.  Scarlet frustration built up and she is exploding to her friends.  You can hear her anger and frustration in the sentences.  The beautiful thing about this quote is her friends listen to her afterwards and give her the space to vent and be vulnerable to them.  Teaching the students friends allow each other to be vulnerable to each other.

 

Child Soldier When Boys and Girls Are Used in War

Title – Child Soldier When Boys and Girls Are Used in War

Author(s) – Jessica Dee Humphreys & Michel Chikwanine

Illustrator/Photographer – Claudia Davila

Publisher and Year – September 1, 2015 by Kids Can Press

Number of pages – 48 pages

Tags/Themes – Rylie Loux, 6-8, Graphic Novel, Emotion, Family, Culture, Friendship,

Genre – Graphic Novel

Descriptive Annotation: An ex–child soldier tells his horrifying story, that begins by being kidnapped at the age of 5 and forced to kill his best friend. Michael was abducted by a rebel militia at age five while growing up in the Democratic Republic of Congo in the 1990s. Michel and his best friend, Kevin, are kidnapped with other boys by a rebel militia when they’re playing soccer on the field after school. They’re thrown into trucks and taken to the soldiers’ camp in the hills, where Michael is forced to become a child soldier. While they are kidnapped they are beaten, cut with knives, forced to consume cocaine, and even killed. Michel is blindfolded, a gun is put into his hand, and someone behind him grabs his fingers, puts one on the trigger, and forces it to shoot. A soldier takes off the blindfold and Michel sees he’s killed Kevin. After Michel escapes and returns home, he continues to suffer because his father is kidnapped and tortured and sent to a refugee camp in Uganda. The family joins him there, and after his father’s death, Michel, his mother, and one sister migrate to Canada when he’s 16.

Classroom Application: This is a perfect resource for engaging students in social studies lessons on global awareness and social justice issues, and classroom discussions about conflict, children’s rights and even bullying. This can associate with other historic events that are similar. They’ll also gain an awareness that the horror of child soldiers remains an issue in many countries of the world today, as well as military services. As a teacher, you can ask your students if they know that young adults are forced into the military and where is this still happening in our world today? Another ideology that this book presents is the idea of making a difference in your own and someone else’s life. This story shows how much has changed since the 1990s but how there is always room for someone to make an advancement.

Linguistic and Cultural Diversity Analysis: This book represents the culture of the Democratic Republic of Congo. This story is used to teach students and generate discussion about the history in different countries. Davila’s illustrations stay clear of explicit violence, using facial expressions to convey vividly the rebels’ brutality, the shock of their child captives, and the narrator’s emotional scars. This is giving students a realistic glimpse of what happened in the 1990s. This book also gives important political and historical context to these events.

Quotes –  

“Your family will never take you back now. We are your only family.”

“Working together, we will make positive, changes in the world. As my father used to tell me, “If you ever think you are too small to make a difference, try sleeping in a room with a mosquito.”

A Wrinkle in Time

Title – A Wrinkle in Time

Author(s) – Madeleine L’Engle

Illustrator/Photographer – Ellen Raskin

Publisher and Year – January 1, 1962 by Yearling Books

Number of pages – 240 pages

Tags/Themes – Rylie Loux, Adventure, Award Book, Emotion, Family, Math, Science Fiction, 6-8

Genre – Science Fiction

Descriptive Annotation: A Wrinkle in Time is the story of the Murry children and their search for their missing scientist father. This book begins by relating Meg’s personal struggles at school and her inability to fit in with the crowd. Following the discovery of a new form of space travel as well as Meg’s father’s disappearance, she, her brother, and her friend must join three magical beings. They will accompany Mrs. Whatsit, Mrs. Who, and Mrs. Which to travel across the universe to rescue their father from a terrible evil. As the children move through space and time they are met with several challenges that require them to prove their worth. Meg learns that she must overcome her fears and self-serving immaturity to succeed. Overall, this is a book about the battle between good and evil and the ultimate celebration of love.

Classroom Application/Linguistic and Cultural Diversity Analysis: This is a perfect resource for showing students the importance of being independent and happy with oneself. This is a wonderful book for kids who have ever felt “different” or lonely. It celebrates the power of individuality, bravery, and love. This story explains the desire for conformity and appreciation in their own uniqueness as an individual. Also, this story could be used with science by discussing what makes A Wrinkle in Time a work of science fiction. A classroom application could be having students bring in unusual news stories about UFO sightings, psychic powers, or anything else related. Also, the characters are able to time travel through tesseracts. While our world today may not have the same advances in real life, they are still able to learn about tesseracts in a math resource. This story is classroom relatable while being a story students will enjoy.

Quotes –  

“I hate being an oddball,” Meg said. “It’s hard on Sandy and Dennys, too. I don’t know if they’re really like everybody else, or if they’re just able to pretend they are. I try to pretend, but it isn’t any help.”

“Maybe if Father were here he could help you, but I don’t think I can do anything till you’ve managed to plow through some more time. Then things will be easier for you. But that isn’t much help right now, is it?

 

El Deafo

Title: El Deafo

Author(s ): Cece Bell

Illustrator/Photographer: Cece Bell

Publisher and Year: Amulet Books, 2014

Number of pages: 233

Tags/Themes: Allison Henry, Animals, Award Book, Fiction, 4-5, 6-8, Family, Graphic Novel

Genre: Realistic Fiction

Descriptive Annotation: El Deafo is the story of a young girl, Cece, navigating elementary school and all that entails, while deaf. After contracting meningitis at age 4, Cece loses all ability to hear. She receives hearing aids and a Phonic Ear to use in school. In order to cope with being different, Cece creates an alter-ego, El Deafo. This book is a graphic novel, therefore there are many illustrations in the text. Students would need to have background knowledge in basic school situations, a middle to upper elementary level vocabulary, and the knowledge of how to read a graphic novel.

Classroom Application: I would use this text to address the Social Emotional Learning Standards for late elementary. This book could be used for Learning Standards 1.A., 2.A., 2.B.2.b., 2.C., and 2.D. These standards refer to explaining emotions, identifying social clues and describing them, identifying differences and overcoming them, and cooperating with friends and other groups. All of these topics are addressed in El Deafo, where the situations are presented, Cece chooses a course of action, and then the consequences are shown.

Linguistic and Cultural Diversity Analysis: This book is about a child that is deaf. This story presents many situations that students that are deaf and their classmates could find themselves in. This book could be used to start a discussion about treatment of peers that may be different from themselves. This book was published in 2014, therefore it is up to date in the vocabulary that it uses to describe the situations and the treatments used to assist the student that is deaf. This book could be introduced by explaining to the students that sometimes, people have different abilities. It could also be explained that, just because someone may have different abilities, does not mean that they are in need of assistance. It can be used to start a discussion on appropriate treatment of peers, addressing both bullying and trying to be too helpful. On page 34, Cece is teased by a friend for mishearing a question. Her friend, Emma, says, “No-not supper-summer! Summmmmm-mmmmmer! Supper! HEE HEE!” This part of the story focuses on Cece being teased by her peers and how see feels when this happens. Later in the story, Cece makes a friend that is too helpful. In response to Ginny, her friend, saying, “CEE-CEE. DOO YOO WANT MYYY PEEA-NUT BUTT-ER SAND-WICH?”, Cece thinks, “I really, really like Ginny. She’s funny. She’s weird. We love all the same things. So what’s the problem? It’s the wat she talks to me… “(67).

Drowned City

Author: Don Brown

Illustrator: Don Brown

Publisher and Year: Houghton Mifflin Harcourt, 2015

Number of pages: 96

Tags/Themes: Culture, Emotion, Family, Graphic Novel, Non-fiction, 6-8, Olivia Ruff

Genre: Non-fiction

Descriptive Annotation: The novel is about Hurricane Katrina. The novel shows the reasons why the hurricane was disastrous, but it also shows how the country and the communities responded to helping struggling survivors. The students should understand complex words, and drowning is discussed in the novel, so this book would not be ideal for young children for those two reasons.

Classroom Application: This text would be effective in an English or History classroom. The novel is an interesting form that is not that of a traditional novel, so it would be interesting to analyze due to the form. It is important to show students that there is engaging and important literature that strays from the traditional chapter book format. It would be beneficial in a History classroom because the novel covers many different aspects of Hurricane Katrina including involvement at the community level along with federal level. Novels that are creditable and effectively show several aspects of a historical event is something that would be good to use in the classroom in order to offer a different form.

Linguistic and Cultural Diversity Analysis: The novel covers the disaster that struck New Orleans when Hurricane Katrina hit. The novel addresses the struggles that came with the hurricane including the obstacles facing the survivors, leftover environmental concerns plaguing the community, and the response from local and federal governments. This will enlighten younger students who were not alive for the hurricane to better understand the event and all of the different ways survivors struggled in the aftermath. I would assign this novel because of the form, and I would introduce this novel as a way to introduce graphic novels to my class. In terms of content, I would begin class discussion with asking them a question along the lines of, “What can you all tell me about hurricanes? Think of all aspects of the natural disaster.” And then I would put their responses on the board in order to create class discussion, and the novel would go into detail about environmental and social issues involved with one of the most horrific hurricanes to date. The narrative is written in a way that presents many facts, and I will include some quotes: “But the people there decide that being inside is better than staying abandoned on the sidewalk, and break in” (43). “Scores of sick, frail and elderly people swamp emergency medical clinics. Many are still strapped to doors used as makeshift stretchers” (74).

Bring me some apples and I’ll make you a pie: a story about Edna Lewis

Author(s), Illustrator/Photographer: by Robbin Gourley.

Publisher and Year Number of pages: Clarion Books, 2009, 45 Pages.

Genre: Historical Fiction and Biography.

Descriptive Annotation: The cover features the protagonist, Edna Lewis, brandishing an apple of the sort used by the future chef at Freetown, Virginia. Watercolors depict the sons and daughters of former slaves in their community, gathering crops and making a living free from the bulk of anti-black persecution of their brethren further south under the post-Civil War Jim Crow laws. The book covers the harvest of crops, which are baked into delicious recipes that can be found at the back of the book, and the process of getting them from field to fork.  Breaking the mold of standard imagery of the era in our collective mindset, all of the workers in Freetown live relatively pleasant lives, seemingly unburdened by segregation due to the town being formed by and for African-Americans, and not a single white person in sight for the entirety of the text. Prior knowledge of what the community of Freetown was, and perhaps research on Edna Lewis’s long cooking career could help further classroom discussions immensely.

Classroom Application: In this picture book, the characters are all assigned different tasks in farming the field, which would be ideal for some role-play for those children who live in suburban and urban settings who have never experienced rural life and its trappings before. Accompanied by a field trip to a local farm (especially in the Bloomington-Normal area) would be an excellent idea and a way to broaden one’s knowledge of Illinois’s agricultural traditions, supplemented by the Virginian ones seen in the book. I certainly never heard pecans falling from the sky during harvest season: “The leaves are falling, and so are the nuts. Ping-ping-ping. Pecan and walnuts fall on the rooftop. The family fills baskets full of them” (Gourley, p. 34).

Linguistic and Cultural Diversity Analysis: Gourley covers the legacy of slavery, and Jim Crow, in a way that can easily be remembered, and notes the historical significance of Freetown at the last page of text before the recipes come in: “Edna Lewis was born in 1916, in Freetown, Virginia, a community founded by her grandfather and two other emancipated slaves” (Gourley, p. 40). The author speaks the dreams of Edna to become a famous chef towards the end of the book, too: “How about we make a summer pudding or a cobbler? Or just have a bowlful of berries with sugar and cream?” (Gourley, p. 19). Such a bevy of ideas for making food with the berries are indicative of a creative young mind, and it is crucial that teachers encourage that kind of pluck and ingenuity so that they can make the next generation of innovators like Edna Lewis reach new heights of greatness.

Maus

Author(s), Illustrator/Photographer: Art Spiegelman

Publisher and Year Number of pages: Pantheon Books, 1991, 296 Pages.

Genre: Fiction, Autobiography, Memoir, History and Biography.

Descriptive Annotation: The cover features two Polish Jews (Spiegelman and his father) cowering under the shadow of a giant swastika, modified by the imposition of a German-stylized cat’s head emblem. This is a combination of both standard Holocaust imagery and the use of animals as metaphors, which can be seen for the entirety of the graphic novel. Maus is the heartbreaking story of a Polish-American man and his aging father’s experiences in the Holocaust as a Polish Jew, and the continued regret of Spiegelman “using” the death of six million Jews to sell his book to some extent in his mind. As the Holocaust is described to him via his father, Spiegelman also continues to express guilt that didn’t talk to his father more about his experiences on a frequent basis when he had the opportunity to do so when the former was alive. The whole of his father’s trials, from growing up in moderately anti-Semitic Poland to the German invasion in 1939 and the ways in which the population react (or don’t react) to the actions the Nazi regime takes against the Jewish population, are covered in the book. Prior knowledge of what the Holocaust was, and perhaps reading of some more traditional fare on the era such as The Diary of Anne Frank, would certainly be useful in the scenario of students reading this novel in the classroom.

Classroom Application: In this graphic novel, the characters are all played by different animal personas based on nationality, which would be ideal for some upper-level social studies settings. For instance, the Nazis/Germans are cats, the Jews are mice, Americans are dogs, and the French are frogs. The metaphors purposefully don’t work for large portions of the story, i.e. when a mouse is a veteran of World War I for Germany and he flickers back and forth between being a mouse and a cat. This is a teachable moment, since it’s Spiegelman’s way of saying that race and racism, or discrimination of any kind, is very arbitrary because the categories we apply really don’t hold water when held up to scrutiny, or when you consider that people can belong to more than one category.

Linguistic and Cultural Diversity Analysis: Spiegelman covers the different ways in which the Holocaust is remembered, and notes that when he published the novel, nobody had used a comic book format to do so before: “I’m not talking about YOUR book now, but look at how many books have already been written about the Holocaust. What’s the point? People haven’t changed…” (Spiegelman, p. 34). Exasperation with people not being able to get the message with traditional mediums of literature drove Spiegelman to write this book, and that is why 27 years later, this is still a widely taught and used piece of work, both in the US and Germany, the latter of which had to be lobbied to permit the public sale of this book due to the display of the swastika being an illegal offense in that country. Another source of controversy is that the animal chosen to represent the Poles was a pig, since that is a common stereotype of people from Poland and from Eastern Europe in general, and the Germans are universally seen as a brutalizing force in the novel as well. The author speaks through one of his characters as unrepentant on the latter, though, stating “Let the Germans have a little what they did to the Jews” (Spiegelman, p. 226). Such an attitude may seem severe to certain readers, but in the context of the experience of Spiegelman’s family and millions of others, it is understandable that they are biased against their erstwhile oppressors and architects of the genocide.

The Wall: Growing Up Behind The Iron Curtain

Author(s), Illustrator/Photographer: Peter Sís.

Publisher and Year Number of pages: Frances Foster Books, 2005, 50 Pages.

Descriptive Annotation: The cover features two awards-one Caldecott, and one Robert Siebert, along with a Czech baby in the middle of a giant red star. As a send-up of the sort of books the Soviet and Communist presses made during the Cold War, there are many parodies of Communist Party imagery, the red star on the cover being the first example. This is a combination of both standard Soviet imagery and the kind of cartoons and political drawings that appeared in plentiful quantities in the Prague Spring of 1968, in which control by the Czechoslovak Communist regime was briefly loosened and the free press came roaring back temporarily. The wall is the story of that spring and the effect it had on the author, a Czech-American man and his visit that he took to his homeland with the children he raised in the United States. Their experiences in the city of Prague are much different than those of their father’s: “Now when my American family goes to visit my Czech family in the colorful city of Prague, it is hard to convince them it was ever a dark place full of fear, suspicion and lies” (Sis, p. 49). As his childhood under Communist rule is described to the reader by the use of comic strips on the top of the page and captions on the bottom, Sis also continues to express the fears that tormented him as a young man in the old country, and how he and his family didn’t talk about certain things for fear of the secret police hearing them. The whole of his trials, from growing up in the tightly repressed Czechoslovakia, to experiencing true freedom in the second half of the 1960’s and the subsequent Soviet invasion in August of 1968 and the ways in which the population react (or don’t react) to the actions the Red regime takes against the previously free media and citizenry, are covered in the book. Prior knowledge of what the Cold War and Prague Spring were would certainly be useful in the scenario of students reading this book in the classroom.

Classroom Application: In this picture book, the comic strips depict what is and what is not permitted by the Soviet puppet government at various stages of its existence, which would be ideal for some social studies settings which have students that perhaps had relatives behind the Iron Curtain back in the day, and didn’t get to experience some of the freedoms that we as Americans take for granted. This is a teachable moment since it’s Sis’s way of saying that his life in Czechoslovakia in the 1960s through the 1980s was so drastically different from what students today have to experience (mandatory participation in a scouting movement and collection of scrap metals), it can be hard to teach in some ways. We must try as educators to do so, however, because if we don’t, the same mistakes of the past could easily be repeated again.

Linguistic and Cultural Diversity Analysis: Sis covers the different ways in which the Cold War and Prague Spring are remembered, showing the contrast between East and West through maps and exclaiming what a unique experience having the Beatles and Beach Boys was in his country: “But out of the dark came a glimmer of hope. The Beach Boys arrived. America to the rescue!” (Sis, p. 27-28). Exasperated with the new youth movement and fearful that the colorful styles of the West will destroy their socialist paradise, the Czechoslovak police maul and arrest concertgoers who saw the Beach Boys at Prague’s Lucerna Hall in 1969 as they leave. The return of people not being able to get the music they want from the West through traditional means results in a huge black market forming, one that persists in Sis’s telling until his departure for the US in 1984. This should be a widely taught and used piece of work, both in the US and around the former Eastern Bloc, since it shows the profound failure of the latter and the absolute oppression which results from authoritarianism. In the context of the experience of Sis’s family and millions of others, it is necessary that they are brought some peace of mind that this kind of system can never rear its ugly head again and make people scared to live their lives in peace. Artists like Sis, who was a radio DJ and actually toured with the Beach Boys when they visited his country, can never be truly suppressed by the jackboot of hate, but they need our help whenever possible to keep their creative flames alive.

 

 

 

 

Stepping Stones: A Refugee Family’s Journey

Title: Stepping stones: a refugee family’s journey

Author(s)/Illustrator/Photographer: Margriet Ruurs, stonework done by Nizar Ali Badr

 Publisher and Year Number of pages: Orca Book Publishers, 2016, 27 pages.

Genre: Realistic Fiction

Descriptive Annotation: The cover features a simple artistic rendering of a refugee family fleeing Syria made out of typical pond stones one could find most anywhere, but done in a way that is culturally sensitive-the artist who made the stone sculptures is from Latakia, Syria, and disassembles his pieces as soon as they are photographed. The author actually went and found him and his work on Facebook, but it took some time to get that process going as far as getting the artwork into the book was concerned. As for the book itself, it is a bilingual storybook (English and Arabic text) that involves the engrossing, yet tragic, story of a Syrian family forced to flee their homeland as a result of the ongoing civil war there (2011-present). Rama, our protagonist, is a boy who is used to his peaceful home life with his mother, father, brother Sami, and his grandpa Jedo being the same for years and years. However, the author notes, “that was then, and this is now” (Ruurs, p. 9). Latakia is the only home he’s ever known, and when the war comes to the village, he and his family must flee the land they love so much with tears in their eyes on foot, then by boat to Southern Europe. The family ends up in Europe and is luckily welcomed with open arms, something not all Syrians could state. It would be beneficial for the reader to read up on why and how the civil war got started, as there isn’t much background knowledge provided in the text and it would help to enjoy this story better. The language is pretty simple, but also profound in its own way when describing the devastating impact of the war on ordinary Syrians, particularly Rama and his family.

Classroom Application: It is an ideal text to teach lessons on the aftereffects and Homefront of wars since too often the media and history books solely focus on the big battles and generals instead of the human impact of war, and its unsustainability for the long run. Good stewardship of those who flee strife and calamity is a must, and the author subtly demonstrates that treating your fellow man with dignity and respect is the way rather than outright militancy and sabotage. The best avenue to pursue is to do as the unnamed Europeans do at the end of the book: “Stay here with us. You will be safe now. No more war” (Ruurs, p. 22). How the children best learn this lesson, of course, would be up to the teacher. The passion shown by the main characters in pursuing their goal of freedom from fear and want is certainly a trait for teaching purposes and could be tied into the Four Freedoms speech Franklin Roosevelt gave during World War II in a history classroom setting. Students could think about laws or supreme court decisions that exist in this country that discriminate, or in the past discriminated, against those who took refuge on our shores, and how to go about changing them.

Linguistic and Cultural Diversity Analysis: Since the book is set in Syria and Southern Europe, the culture of the Mediterranean over the centuries is described to a large extent and would be great for a social studies-type course. The traditions of the Syrian people intermingle with those of the host culture they resettle in, but since they are all from the same region to some extent, it is not as much of an adjustment for them as it was for some: “We have a new home now, a home with new sounds and smells, with smiles and people who help” (Ruurs, p. 23). Even though they weren’t part of the group that originally settled the area thousands of years ago, Rama and his family start to readjust, making themselves at home as best they can. Goodness in oneself and others is also a key component in the book, as that kind of lesson never gets old, no matter what sort of class you are teaching, or in what nation-from the US to Sweden to Syria.

Hoot

Author(s) Illustrator/Photographer: Carl Hiaasen

 Publisher and Year Number of pages: Alfred A. Knopf, 2002, 292 pages.

Genre: Realistic Fiction

Descriptive Annotation: The cover features a simple artistic rendering of a burrowing owl’s white eyes on a sky-blue background, very similar to other minimalist books of Carl Hiaasen’s that feature similar cover artwork. As for the book itself, it involves the engrossing story of Roy Eberhardt, a boy who is used to being a new kid. Florida isn’t the first state he’s lived in, but probably the most interesting place he’s ever been. We first meet Roy with his face being pressed against the window of his school bus by Dana Matheson, the local bully.  While dealing with Dana, Roy meets a boy named Mullet Fingers and learns of a sinister plot involving a pancake house called Mother Paula’s, which is planned to be built on the site of an owl rookery.   Roy used to hate Florida and mope about going back to Montana, but now he doesn’t think it’s so boring after all. Roy and Beatrice, his crush at school, have to decide whether or not to help protest for owls’ rights with Mullet Fingers by sabotaging the Mother Paula’s site, which is not an easy choice to make since he is already in trouble at school for ditching class to chase Mullet Fingers. Luckily for the reader, there isn’t much background knowledge needed to enjoy this story-all they need do is get comfortable in their favorite spot and get to enjoying it. The language is pretty simple but also profound in its own way and could be used for a variety of grade levels due to a mass appeal for readers with many different tastes.

Classroom Application: Since the book makes the protection of the environment at all costs from those who would besmirch or defile it an enormous priority, it’s an ideal text to teach lessons on sustainability and good stewardship of the Earth. The author subtly demonstrates that outright militancy and sabotage towards polluters isn’t the best avenue to pursue, and how the children best learn this lesson would be up to the teacher. The passion shown by the main characters in pursuing their goal of environmental preservation is certainly a trait for teaching purposes. One possible lesson after reading the book would be to review current events and find a story that gets the class excited about environmentalism. Students would also do well to recognize, as Roy does, that “Just because something is legal doesn’t automatically make it right” (Hiaasen, p. 180), and think about laws that exist in this country that may not necessarily have been just or good for every American, and how to go about changing them.

Linguistic and Cultural Diversity Analysis: Since the book is set in South Florida, the unique cultural blend formed in that region over the centuries is described to a large extent and would be great for a social studies-type course. The traditions of the Seminole peoples that originally settled the area thousands of years ago are ever-present. Hiaasen explains them to the reader through the character of Mullet Fingers, who is a barefoot young man that ran away from a “special” (read: Indian re-Education) school in Mobile, AL to come and protect the swamp that holds the owls from bulldozers that are coming to build a pancake house on their homes. The Seminole Nation has always been committed to maintaining and supporting the bounties and remaining in sync with those bounties, hence the fierce devotion Mullet Fingers has to the cause: “‘You bury those birds,’ Mullet Fingers said, ‘you gotta bury me, too.” (pg. 267). His zeal convinces Roy to stand up to the corporations as well, and the unity of both boys from drastically different backgrounds is a message that can resonate with many students if taught correctly. Goodness in oneself and others is also a key component in the book, as can be seen in Roy’s conversations with another character on Mullet Fingers: “‘Eberhardt, why do you care about this kid?’ It was a good question, and Roy wasn’t certain he could put the answer into words. there was something about the look on the boy’s face . . . something urgent and determined and unforgettable” (Hiaasen, pp. 74-75). That kind of lesson never gets old, no matter what sort of class you are teaching.