S-T bookcards

S-T

Sachar, Louis. Holes. New York, New York. Dell Yearling. 1998.

Summary:
Stanley Yelnats is sent to a detention camp called Camp Green Lake for a crime he did not commit. Stanley and the other kids must dig holes for the warden. Stanley figures out that they are digging the holes because the warden is looking for something.

Appropriate level: 6-8

Teach it:
This is a great story that I think a lot of students would enjoy and you could come up with a lot of fun activities for the students to work on while reading the story.

Questions:
Have you ever been accused of something that you did not do, like Stanley? What did you do?
Do you think a person can change from bad to good? Why or why not? Use examples from the book.
How did Stanley and Zero become good friends? Why? Do you think that it is easy to make friends? Explain.

Other Reading:
Sideways Stories from Wayside School
There?s a Boy in the Girls Bathroom
The Runaways
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Salat, Cristina. Living in Secret. New York: Doubleday Dell books, 1993.

Summary: Amelia wants to live with her mother and girlfriend but her father has custody and they are unable to see each other. Amelia, her mom and Janey make a plan to run away and live in San Francisco. Amelia meets new friends and lives a new life with her family.

For whom appropriate? Seventh or eighth graders.

Teach or circulate? Teach. The issues of sexuality are things that need to be talked about.

Dense questions: 1. At the end of the story where Amy says they will go in the back yard and burn the bad letters, why does she want to do that? Is this a sign of independence? What are some issues now that would be similar to this?

`2. With Amy's mom being a lesbian, does this qualify as a stable and moral family for her to grow up in? How about with her dad and his girlfriend? What are some relevant issues going on in your own life or community?

3. Is there any significance between the patterns on the two scarves? What, if so? Does it relate to anything in your own life?

Related literature: Memoirs of a Bookbat

Salinger, J.D. The Catcher in the Rye. Boston: Back Bay Books, 2001.

Summary: After being expelled from school again, 16-year-old Holden Caulfield heads off into the city of New York for a few days of freedom before heading home to tell his parents. Holden takes to the city where he stays in crummy hotels, hangs out at nightclubs, has a run-in with a young prostitute, and attends an opera, all the while meeting new and old friends along the way. His expulsion from school has nothing to do with a lack of intelligence, but instead a lack of ambition or direction. Not knowing what he wants exactly out of life, Holden is his own kind of character, an outsider from the rest of orderly society.

Appropriateness: This novel has many references to sex, drinking, and hundreds of uses of profanity. For these reasons, this book would only be appropriate to be taught to 11th or 12th grade students.

Teach it or Circulate it? This book at first seems to have very little educational value. It is however, very beautifully written and is a very easy style to read and enjoy. For these reasons, I would only use this book as an option for literature circles and would circulate it.

Questions:

1. Why do you think this book has become so well loved and also so controversial?

2. If you were in Holden Caulfield's situation, what is one scene in which you would have done something differently?

3. If you were Holden in today's world, how do you think people would treat you? What do you think you would be doing right now and what would you be doing in the future with your life?

4. Would you like Holden if you met him in person? Would your parents like him? Would your friends, relatives, or other adults you know like him? Why or why not?

Thematically Related Literature:

1. . Dead Poets Society - N.H. Kleinbaum

2. A Separate Peace - John Knowles

3Franny and Zooey - J.D. Salinger

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Salinger, J.D. The Catcher in the Rye. New York, New York. Little, Brown and
Co. 1945.

Summary:
Holden Caulfield is a sixteen year old loner from New York. He has been kicked out of a number of prep schools and currently goes to Pencey Prep. This is a story of Holden?s journey that ends in a breakdown.

Appropriate level: 8

Circulate it:
This is such a great book for adolescents, but it does have some bad language the some students might not like.

Questions:
Do you think that the feeling of loneliness, like Holden felt, can make a person do things that they wouldn?t otherwise do?
Can loneliness blur reality?
In a world of ?phonies?, can people really relate to each other?

Other Reading:
Franny and Zooey
Justice of J.D. Salinger
In Search of J.D. Salinger
Holden Caulfield
Short Stories by J.D. Salinger

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Salinger, J.D. Franny and Zooey. New York:Bantam, 1955.

Summary: Two gifted, intellectual siblings work through their problems dealing with feeling superior to others, the suicide of an older brother, nervous breakdowns, and especially religion.

For Whom Appropriate? Definitely advanced students with either a consuming interest in religious philosophy or a deep respect for J.D. Salinger. Extremely dull and abstract book, almost entirely without significant action.

Teach or Circulate? Circulate

Dense questions: Have you ever felt overwhelmed by the decisions and responsibilities of life as Franny is at the beginning of the book? What do you think Salinger is saying about religion in this book, and do you agree or disagree? Why?

Samuels, Gertrude. Run Shelly Run. Toronto: Fitzhenry and Whiteside Limited, 1974.

Summary: It seems as though Shelly has been running all of her life. Her mother is an alcoholic, and Child Protection services keeps taking her away and putting her in institutions. It is like they are punishing Shelly because her mother is an alcoholic. Every time Shelly gets put in an institution, she runs back to her mother, even though her mother drinks all of the time, and doesn't believe her when she tells her of how her mothers new husband tries to molest her. Eventually, after Shelly gets put in the worst institution of them all and it looks as though all of her hope is gone, a judge intervenes on her behalf, and things finally start looking up.

For whom is it appropriate? Eleventh or Twelfth Graders

Teach it or Circulate it? Circulate it. But have some in class discussions because of the mature content.

Dense Questions:

1.) Even though Shelly's mother is an alcoholic, and not a very good mother, Shelly keeps wanting to go back to her. Why ? Would you if you were in her situation?

2.) Shelly keeps getting put in these institutions because her mother is an alcoholic and cannot take care of her. Is Shelly really the one who deserves to be punished for her mother's situation? If you were in charge of what should be done with Shelly because of her mother's inability to care for her, what options would you choose?

Megan Eidenschink

Scales, Cynthia G. Potato Chips for Breakfast. New York: Bantam Book, 1986.

Summary: This novel is a true story about a young fifteen-year-old girl, Crissy. Crissy’s parents suffer from alcoholism and she writes about their everyday disasters in their home. Her father is an abusive drunk towards her mother, while her mom hasn’t been sober since Crissy’s grandmother died. This novel relives what truly happens to the children of the “diseased” parents and the traumatic ordeals the parents put their children through.

For Whom it is Appropriate: Any age after 16.

Teach it or Circulate it? This novel is something I would not bring into the classroom. I realize I will have students in my class who suffer much like Crissy, and I may suggest this novel to them, but it is a deep novel, and I would only suggest it to those who can deal with it in the right manner. This novel was written in hopes of helping those who suffer with alcoholism in the family. This true story is a guide for some to realize they are not alone.

Dense Questions: How does one overcome these issues that surround the youth who suffer much like Crissy?

How does alcoholism affect the children with their educational, physical, emotional, or social motivation?

Thematically Related Literature: ?

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Sebestyen, Ouida. The Girl in the Box. New York: Little, 1988.

Summary: Jackie is a regular teenager who gets kidnaped and left in a cement cellar. As the days pass, her typing helps her to keep sane. She writes letters to her parents, friends, the police, a teacher and to herself. Her life unfolds before the reader until Jackie becomes too weak to type.

For Whom Appropriate? 7th grade students

Teach it or circulate it? This book deals with problems that affect most if not all teenagers. Jackie had to deal with friendship, heartache, moving and a fear of the future. These problems will keep any reader captivated. Because of the topic, simple language and form, students should be able to read the book without it being taught in class.

Dense questions: What do you think most people would have done if placed in Jackie's situation? What do you think made Jackie's relationship with Zack and Katie seem realistic? Did Jackie's maturity seem unusual when you compare it to other teenagers that you know?

Thematically related Literature: Flowers in the Attic by V.C. Andrews

Shakespeare, William. Romeo and Juliet. Penguin Books, 1983.

Summary: Romeo and Juliet fall in love with each other. Because of the family differences they cannot be together. Juliet goes to Romeos friend and gets a potion that will look like shes dead. She plans on waking up and reuniting with him. Romeo sees her and thinks that shes dead so he kills himself. Juliet wakes up to find Romeo dead and kills herself.

For whom appropriate? 10th or 11th grade

Teach it or circulate it? I would say teach it. This novel is a very popular one and has the potential to get students really excited about Shakespeare. This novel also has good movie versions that could be shown when the students are done reading it.

Dense questions? Do you think you would listen to your parents if they said you couldnt be with someone because of the family they belonged to?

Why or why not? If you could change the ending of this story, would you?

Why or why not?

Thematically Related Literature Hamlet by William Shakespeare; Rainbow Jordan by Alice Childress

Shakespeare, William. A Midsummer Night’s Dream. Signet New York, 1963, 1986.
(summary and questions by Dave Frankenfeld)
On the eve of the king’s wedding, Hermia attempts to escape from a deadline
of being married to Demterius, instead of Lysander, who she loves. The two
forsaken lovers leave into the woods, headed towards Lysander’s relative’s
house. Demterius and Helena follow, only to fall into the mixed up mischief
of the fairies who inhabit the woods. After a bizarre night of switched up
love interests, they wake the next morning to find all is well. Demetrius
loves Helena, after all, so Lysander is free to marry Hermia, as it should
be.
Appropriate for 8th-12th grades

This is a good one to teach to the whole class because it’s a play it and it
works well to have it read out loud. Visualizing the action is important with
this play because there are so many characters who enter in and out in a
relatively short span of text.

-In the final scene, why does Puck apologize for his mischief and ask the
audience to consider the play as a dream?
-In Midsummer Night’s Dream, Shakespeare seems to really mix relationships up
and put them out of order. Yet, somehow, they all seem to come back together
for the best of everyone involved. Who gets mixed up through Puck’s trickery
and why?
-Following this plotline-- in which an order is disrupted, than later
restored in a funny way--is one basis for the genre of comedy. Try following
this plot line through one of your own experiences. Think about it: Why is it
funny when Titania wakes up in love with Bottom the donkey? Try writing your
own comedy.

Related texts: The Tempest, Canterbury Tales

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Shakespeare, William. The Taming of the Shrew. New York; Folger.

Summery- Lucentio is in love with the beautiful Bianca. However,
Bianca's father will not allow her to marry until her older sister,
Katherine, has done so. Unfortunately, Katherine is famous for her
poor disposition. Lucintio convinces Petruchio to marry Katherine so that he can marry Bianca, but Petruchio gets more than he bargained for.

For Whom Appropriate- 10th grade

Teach it or circulate it- Teach it if I had the opportunity. I would
teach another one of Shakespeare's plays before this one.

Dense question- Do you think that Katherine and Petruchio are realistic characters, taking into account the setting?

Related Lit- Other Shakespeare plays.

Shan, Darren. Cirque du Freak: The Saga of Darren Shan, Book One. New York: Little, Brown

and Company. 2001.

Summary: Two boys who are best friends are tempted to go to a freak show one night. At the

freak show they encounter an entrancing vampire and his poisonous spider. Their lives change forever when they are forced to make choices that no one should have to make.

For Whom Appropriate: 6th-8th grade students

Teach it or Circulate it?: Due to the juvenile writing style and graphic depictions of violence and suspenseful situations I would circulate this book. I would recommend it to any student who likes horror and wants to read something “easy.” I would also encourage male students who don’t like to read, because it is not hard to understand and they will likely feel a connection to the main character.

Shaded or Dense Questions: If you were given the choice between staying with your family and allowing your best friend to die or giving up everything you know to save your friend, what would you do? Would you willingly do something that you knew was wrong, just to have the experience?

Thematically Related Literature: Cirque du Freak Series by Darren Shan, The Demonata Series by Darren Shan, Mostly Ghostly Series by R.L. Stine

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Shan, Darren. Cirque du Freak: The Saga of Darren Shan, Book Two. New York: Little, Brown and Company. 2001.

Summary: Darren Shan is a vampire’s assistant. He works for creepy Mr. Crepsley and hates it. He hates being a half-vampire and wants his old life back. That is until he joins the Cirque Du Freak. There he is just one of them, he becomes friends with Evra Von the Snake-boy and a neighborhood boy named Sam. All is well in Darren’s new world…until tragedy strikes.

For Whom Appropriate: 6th-8th Grade Students

Shaded or Dense Questions: Would you willingly do something you consider appalling just to stay alive? Do you think lying is acceptable if it would keep you and your friends safe? Do you consider Darren to be too good to be real, or are his thoughts similar to the thoughts running through your own head?

Thematically Related Literature: Cirque du Freak Series by Darren Shan, The Demonata Series by Darren Shan, Mostly Ghostly Series by R.L. Stine

By, Amy Schmidt

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Shannon, Terrie M. Teenager in Love . New York : Scholastic Books, 1962.

Summary : This book is composed of sixteen different stories of teenage romance. These stories deal with everything from how a couple met, to how a boy learns to associate with his girlfriend's parents. The stories are from many different perspectives, both male and female.

For whom is it appropriate ? 7 th through 12 th grade.

Circulate it or teach it ? I would definitely circulate it. While the stories are interesting, I don't think they would be captivating enough to teach in a class. I think it is more for students to read on their own.

Thematically related literature : Mr. and Mrs. BoJo Jones by Ann Head, For All the Wrong Reasons by John Neufeld.

Sci-Fi Lit Review Card

Taylor, Jeri. Star Trek The Next Generation: Unification. New York: Pocket Books, 1990.

Summary: The crew of The Enterprise tries to figure out why Admiral Spock has disappeared. The adventure leads them to Romulus, where Spock and a group of radicals are trying to reunite the people of Romulus and Vulcan who were once of one world.

For Whom Appropriate: I would say anywhere from 5th grade up.

Teach it or Circulate it? I would more than likely just have it on my book shelves at school. It is such a specific genre, that it would be too difficult to teach to everyone. Not everyone like Star Trek. I might give it as an option to fit the requirement of a fantasy and/or sci-fi assignment.

Shaded or Dense Questions: How is the reunification of Vulcan and Romulus similar to current events happening in the world today? Does it really only take one person to start a revolution?

Thematically related Literature: Any Star Wars books, Rendevous With Rama by Arthur C. Clarke, Tau Zero by Poul Ander

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Silverstein, Shel. Where the Sidewalk Ends. New York: HarperCollins Publishers,1974

Summary: A collection of silly poems that are fun for any age “kid” to read. I say kid because Shel Silverstein really knows how to make you laugh and feel like you are a kid again no matter how old you really are.

For whom is it appropriate: Anyone and Everyone! From birth to death, especially middle school age children who love to laugh!

Teach it or circulate it? I would teach and circulate this book, or any other Shel Silverstein collection. Many of the poems work excellent for Tea Parties!

Shaded or Dense Questions: Should you try to teach students who are just enjoying reading silly poems to look deeper into the meaning, at the risk of killing their interest in reading poetry? Does poetry hold the same literary value as novels?

Thematically related literature: The Giving Tree by Shel Silverstein; If You're Not Here, Please Raise Your Hand : Poems About School (Aladdin Poetry) by Kalli Dakos.

Smiley, Jane. A Thousand Acres. New York: Balantine Books, 1991.

Summary: This novel is a story that focuses around the land and the importance of the fertile soil for one's livelihood. A dramatic novel based on an American family whose wealth cannot outweigh the battles of tragedy. This is a story that focuses around a father and his daughters and the cost of a family that tries to conquer the problems with the land.

For Whom Appropriate/Teach or circulate: I would teach this story to 11th or 12th grade students. The reading is touching and deep, but something students could identify with.

Dense Questions:

1. Put yourself into one of the daughter roles. Do you think it would have made things easier if you had moved far away?

2. If your own father sheltered you similarly to this father would you continue to be a part of his life?

3. You got to become Jane Smiley as she finishes the novel. Could you conclude with a more compelling ending?

Related Literature: A nice touch to the reading of this novel would be to show the newly released film on video. Visuals tend to be a great way to tie a unit together.

Sobol, Donald J. Encyclopedia Brown and the Case of the Disgusting Sneakers. New York: Bantam, 1990.

Summary: Leroy ^SEncyclopedia^T Brown is a fifth grade detective who solves all the criminal cases in his town. This book highlights ten cases in which Encyclopedia uses his super smarts to help his dad, the Chief of Police, and also the kids in his neighborhood.

For Whom Is This Appropriate? 4th-6th grade (the reading is easy, but the cases are hard!)

Teach or Circulate? Circulate, but a book like this would be interesting to teach to get everyone^Rs brain working. Maybe to start the day with one of these cases would be fun.

Dense Question: Have you ever been counted on to help someone in a bind, as Encyclopedia Brown always is? Give Examples.

Related Literature: Other Encyclopedia Brown books, Choose Your Own Adventure Books, Tack to the Rescue

Sojourn, R. A. Salvatore. TSR, 1991.

Summary: This is the third novel of a trilogy. This book is the story
of a dark elf that has forsaken his homeland of the Underdark
(underground) and now has to find his place in the surface world.

Appropriate: 8-12

Circulate it: This book would be very difficult to teach because it is
so long and the subject mater is not that that a majority of the class
would be interested or be able to follow along. This book is for the
student who has a strong interest in fantasy and has a good familiarity with fantasy conventions (rules not the places people go all dressed up funny).

Dense Questions: How does Drizzit^Rs experience in this book similar to that of someone you know who has tried to fit in when there is a conflicting stereotype of who they are; and how might you go about helping that person fit in.

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Spiegelman, Art. "Maus: A Survivor's Tale" Pantheon. New York, 1973.

(summary and questions by Dave Frankenfeld)

This "graphic novel" is based on the author's father, as he tells of his
experiences during the Holocaust. The story follows the father's family as
they are separated and fight to hide from the Nazis as the Jewish population
is rounded up. This book takes the reader through the early stages of the
Holocaust. It ends with the father at the gates of Aushwitz. In Maus II, the
rest of the story is told.

Appropriate for 8-12 grades.
COuld be used as supplemental reading to other Holocaust studies

Questions:

How does the "graphic novel" genre affect the telling of this brutal story?

Why is the intergenerational storytelling that occurs in this book important
to learning about the Holocaust?

How does the Holocaust affect your life today?

Related Texts: Diary of a Young Woman, Ann Frank; Night, Elie Wiesel; All But
My Life, Gerda Weissman-Klien, Maus II, Art Spiegelman

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Spinelli, Jerry. Crash. New York: Yearling, 1997.

Summary: This is an untypical story of the school jock and the school nerd. ?Crash? Coogan is a cool, very athletic kid in middle school who torments his neighbor and schoolmate, the vegetarian and Quaker, Penn. As they grow older, the differences between the two only increase as Crash is at the top of the school's hierarchy and Penn is at the bottom. But Penn still has things that Crash will never have: the love of parents and the admiration of the most popular girl in school. Crash begins to realize that there are more important things in life than being the best-dressed and most athletic kid in school.

Appropriateness: Good for middle school students as well as an entertaining read for high school students as well.

Teach it or Circulate it? This novel keeps the reader's attention the whole way through with plenty of action, humorous dialogue, and interesting situations. It also has a good message. This is why I would probably circulate it to my students.

Questions:

1. Do you think that this theme of the bully and the victim becoming friends is relevant in the real world? Do you see this happening around you at all, or has it happened to you?

2. What do you think are the various influences on Crash to do what he does to Penn throughout the book and which of these influences also influence you and those around you to do the same kinds of things?

3. What are the various things that set people like Penn apart from people like Crash both in the book and in real life?

Thematically Related Literature:

1. The Chocolate War - Robert Cormier

2. Whompyjawed - Mitch Cullin

3. Almost Like Being in Love - Steve Kluger

Staples, Suzanne Fisher. Shabanu, Daughter of the Wind. New York; Knopf.
Summery - Shabanu, a very strong-willed Muslim girl, lives in a desert in Pakistan. Rather than doing women's work, she enjoys taking care of her family's camel herds. When Shabanu's father arranges for her to marry a much older man, she must choose whether to honor and obey the wishes of her family, or to do what is in her heart.

For whom appropriate- 7th grade

Teach it or circulate it- teach (the book has many things that may be
confusing or alarming to children who are unfamiliar with the culture
of the characters.)

Dense question: How does Shabanu's role in the family and society
differ from your own role and that of other American children, and how is it the same.

Related Lit:

Steinbeck, John. Of Mice and Men. The Viking Press: Inc, 1939.

SUMMARY: Lennie and George are two traveling ranch hands, who find work where ever they can in order to save up enough money to achieve thier dream, which is to buy a farm of their own, and "live of the fat of the land." Lennie is mentally challenged and has caused them to lose many jobs in the past. George could easily leave Lennie behind and go find work and have a better life on his own, but feels he must be responsble for Lennie. The next job they find seems to be the right one, but then something goes horribly wrong and everything blows up in thier face.

FOR WHOM IS IT APPROPRIATE? eleventh and twelfth graders

TEACH IT OR CIRCULATE IT? Teach it. It seems like a simple book, but there are many complex issues to discuss.

DENSE QUESTIONS:

1.) George refuses to leave Lennie behind anywhere and go off on his own. Why do you think that George feels so responsible for Lennie? Have you ever felt a sense of responsibility for someone like George did for Lennie?

2.) In the end of the book, George kills Lennie. Why do you think he did it? Would you have done the same thing in his situation?

Steinbeck, John. The Pearl.

New York, NY: Viking Penguin, 1976

Summary: Kino and Juana find the Pearl of the World. They believe it will bring them treasures and glory, but after the greed of others starts to invade their home life, they find out that it only brings troubles. After many threats, in an attempt to leave the village deciding to go live somewhere else, Kino and Juana's baby false prey to a tracker's bullet, who along with another are following.

Appropriate: This story is best taught with 7th graders.

Teach or Circulate: Not nearly as gruesome as The Red Pony, but still quite vivid with its words describing action scenes. I would teach this book because it has a good lesson about greed.

Dense Questions: What are some things you cannot live without, do you think you could live without those things for a day, week, month, or year? Did Kino really need the things that he desired; how much would he have been effected if his desires were fulfilled for a day, week, month, or year then taken away? Does Kino defend himself in self-defense when the crazy man attacks him or has the pearl possessed him; how would you deal with greedy people if you won the lottery?

Thematically related literature: Tortilla Flat by John Steinbeck, Animal Farm by George Orwel

Steinbeck, John. The Red Pony.

New York, NY: Viking Penguin, 1976

Summary: There are four stories within The Red Pony, all dealing with a boy named Jody who earns the responsibility of taking care of a red pony that his father gives him for a present. In the first story, Jody learns that even Billy Buck, an experienced cowhand, cannot save his sick horse. In the second, when a stranger comes to visit, Jody learns that he has more sympathy for the poor stranger than his father. In the third, Jody learns that with death comes the hope of birth. In the fourth, Jody learns that his adventurous tendencies do not coincide with his father's and only prove to get in the way.

Appropriate: I would teach this book to 7th graders and not lower graders just because there are some sad parts.

Teach or Circulate: I would circulate it, just because it is fast book. It is fairly easy to read. The plot is consistent and easy to determine. Steinbeck uses very topical language to describe the characters and the landscape. With lower level grades, it may be able to be taught.

Dense Questions: What kind of responsibilities have you had, have they been anything like raising a horse? Do you think Jody is responsible? Why? How would you have raised the horse, would you have trusted Billy Buck?

Thematically related literature: The Old Man and the Sea by Ernest Hemingway, Of Mice and Men by John Steinbeck

Stevenson, Robert Louis. Dr. Jekyll and Mr. Hyde. New York: Airmont, 1964.

Summary: Utterson, a lawyer, leads us through a plot of discovery which tells of his long time friend, Dr. Jekyll, and his duel personalities. As the story creatively unfolds before us, we find Dr. Jekyll and Mr. Hyde are the same person (by drinking a potion that the Doctor created), yet they symbolize the paradisal worlds of life. While Dr. Jekyll represents love, hope, and life, Mr. Hyde, on the other hand, reflects the opposites in fear, darkness, and despair. This thrilling story between good and evil makes us not only feel for the poor Dr. Jekyll, but look deep within ourselves at our own angelic and demonic sides.

For Whom Appropriate? 10th and 12th graders

Teach or Circulate it? This novel, though short, deals with many topics which would easily be understood with the teachers help. Good vs. evil, dark over light, and ying and yang would be interesting topics for the students.

Dense Questions? How do you see the pull of good and evil acts related in today's world? How is the situation of Dr. Jekyll with Mr. Hyde compared to your relationship with your peers?

Thematically related Literature: Turn of the Screw- Henry James; Frankenstein- Mary Shelly; selected poems- Emily Dickinson.

Stine, R.L. Attack of the Jack-O'-Lanterns. New York: Scholastic, 1996.

Summary: Halloween is Drew Brockman's favorite time of year. For the mousy thirteen year old, it is a chance to dress like someone else and be someone else. But for the past two years Halloween has been ruined for her, ruined by the pranks of two of her more popular classmates, Tabby and Lee. This year, however, Drew is planning a scary surprise for Tabby and Lee. Except when the sun goes down that fateful Halloween night, Tabby and Lee aren't the only ones surprised. . . .

For Whom appropriate? Ages 10-14

Teach it or circulate it? Although its plot takes several twists, the
book is rather simplistic and straight-forward. Furthermore, there isn't much depth to the material. It is, however, entertaining, if not
frightening. This book would work well as a circulated book.

Dense questions: (1) Have you experienced a situation in which you felt like getting revenge? (2) Have you, like Drew, ever felt like you don't "fit in" with the crowd?

Thematically related Literature: Other books in the Goosebumps series; The Fear Street series by Christopher Pike

Stine, R.L. Goosebumps: The Curse of The Mummy's Tomb . NY: Scholastic, 1993.

Summary: The 4 th installment of the famous series brings the story of a kid named Gabe who gets into adventure and intrigue in Egypt . With his spunky cousin Sari, Gabe gets trapped in a pyramid and learns of a mad criminals plan to revive the undead.

For whom it is appropriate? 4 th to 9 th grade.

Teach or circulate? Circulate. This book is mostly just good fun with some good messages. But, it is quite easy enough for kids to pick up on it without teacher's assistance.

Dense question: What does the situation that Gabe and Sari get into inside the pyramid say about their respect for their family? Should Gabe and Sari have disobeyed their uncle/dad? Why or why not?

Thematically linked texts: R.L. Stine- Goosebumps: Ghost in the Mirror, Goosebumps: Be afraid-Be Very afraid, Goosebumps: Are you terrified yet?

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Stolarz, Faria Laurie, Blue is for Nightmares. Llewellyn Publications: New York, 2004.Card done by Kristen Mossing

Summary: Blue is for Nightmares follows the story of Stacey Brown who is a student at Hillcrest Boarding School. Stacey is a practicing Wicca, and is used to getting awful nightmares. She once had nightmares before that gave her visions of a friend dieing. This close friend died before Stacy did anything to stop it from happening. And now Stacey is having nightmares about her best friend and roommate, Drea, dieing?

For Whom Appropriate: Grades 6-9

Teach it or circulate it? To be honest this book is not written that well, and I do not think that there is much that a reader would be confused with, or need further clarification by from a teacher.

Shaded and Dense questions: What measures could Stacey and Drea have taken to prevent the threats? Should they have told the school administration? What mistakes did Drea make in her secret relationship? Have you had relationships like this?

Thematically Related Literature: White is for Magic, Silver is for Secrets, Red is for Remembrance- Laurie Faria Stolarz, Witch Ball- Linda Joy Singleton

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Tan, Amy. Leaving Home. New York: HarperCollinsPublishers, 1997.

Summary: An international anthology that reflects the thoughts and
feelings of young people as they make their own ways into the world.

Appropriate: 7-12

Teach it: I would definitely teach at least a few of the short stories
in this book. I think that the theme of this collection is extremely
relevant to adolescents and this book does an excellent job of showing adolescents making ^Stheir own ways into the world.^T

Dense Questions: Describe the similarities and differences between two characters^R experiences from different books and how those experiences are similar or different from your own.

Complimentary pieces:

Taylor, Jeri. Star Trek The Next Generation: Unification. New York: Pocket Books, 1990.

For Whom Appropriate: I would say anywhere from 5th grade up.

Shaded or Dense Questions: How is the reunification of Vulcan and Romulus similar to current events happening in the world today? Does it really only take one person to start a revolution?

Thematically related Literature: Any Star Wars books, Rendevous With Rama by Arthur C. Clarke, Tau Zero by Poul Anderson

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Taylor, Mildred D. Roll of Thunder, Hear My Cry. New York: Penguin Books U.S.A. Inc., 1991.
Summary: This book looks at the Logan family during 1933 and how they dealt with racism in a Mississippi town. We see the story take place from the eyes of Cassie, one of the four Logan children. In this year, she finds out what it's like to be different and how cruel the world can be when you're considered 'different.' She also learns how important family is as well as how important it is to own something.

For what age appropriate: 6th - 7th grade.

Teach or circulate: Teach. There are many positive lessons to be learned as well as it shows how racism has been around for a long time and how it never should be right.

Dense Question: If you were Cassie and had to apologize to Lillian Jean, in public, what would you do and say?

Related Lit: To Kill a Mockingbird, Harper Lee.

Taylor, Theodore. The Cay. New York: Avon Books, 1969.

Summary: A young boy, Phillip, attempts to return to Virginia with his mother on a ship from a Caribbean Island during World War II. The boat is torpedoed and Philip is thrown over board and is rescued by a black man before going blind. After being trapped on a cay with Timothy, Phillip is left to fight against his prejudices and fight for survival.

For Whom Appropriate? 7th and 8th grade students.

Teach it or Circulate it? This book is fairly easy to read and comprehend, it can be emotionally bonding at a fundamental level that is suitable for younger children. The text deals with issues like prejudices and survival and even some belief issues. I think that this text should be taught when on a unit focusing on diversity and equality.

Dense Questions: Even though Phillip was blind, how did his vision of Timothy change? It took Phillip becoming blind to see Timothy differently, what can you do to see other people differently? Being black or handicapped both have prejudices, is it easier for two people with different stereotypes to overcome them? Why?

Thematically Related Literature: Lord of the Flies- William Golding

Thesman, Jean. Summerspell. New York: Simon & Schuster Books, 1995.

Summary: Summerspell is a young adult novel that involves three runaway youths. Jocelyn is running away from an abusive home, Bailey from a home that doesn't understand and then there is Spider. Spider is one case a reader needs to discover on their own. This is a story surrounding innocence and the need to declare one's own independence.

For Whom Appropriate/Teach or circulate: Jean Thesman wrote a compelling novel that contain important message; therefore, would circulate it. I would recommend it for grades 7-9.

Dense Questions:

1. Why does Jocelyn run away, why does she feel that she cannot be honest with anyone?

2. Are Baily and Jocelyn purposely ignoring their feelings for one another or is their something even more powerful happening?

3. Close your eyes and picture as a version of Spider. Are you bitter at the world or is this a defense mechanism for the pain you're feeling inside?

Thomas, Rob. Rats Saw God. New York: Simon & Schuster, 1996.

Summary: Steven York, a former straight A student, now a pot-smoking rebel, makes a deal with his high school counselor that he'll write a 100 page paper in lieu of the one English credit he needs to graduate. Through his paper we discover the events that shape Steve's life. We learn of his disdain for his astronaut father (who he blames for his parent's divorce), and of his co-founding of the G.O.D. club, a group of high school Dadaists. We learn the Steve is a recognized creative writer, and we follow his first romance form its buds, to its fruition, and to its final break up. As Steve chronicles his life, he also chronicles the times through references to the pop culture of the early nineties (for example,
the characters pay homage to Kurt Cobain up hearing of his suicide). The book is a nostalgic, sentimental foray through the high school years.

For Whom Appropriate? Grades 9-12

Teach or Circulate? I'd circulate it although there are a lot of good
themes in it, and it would be fun to teach.

Dense Questions: What would you do if you discovered your
boyfriend/girlfriend with someone else? Can you relate, in any way, to the experiences that Steve has in school?

Thematically Related literature: The Outsiders by S.E. Hinton; The
Chocolate War by Robert Cormier; We All Fall Down by Robert Cormier

Thoreau, Henry David. Backwoods and Along the Seashore. Boston and London: Shambhala, 1995.

Summary: This book is an autobiography of Thoreau's trips into the Maine woods, his canoe trip down the Allegash River and his climb up Mount Katahdin. It is a documentation of his thoughts and feelings and adventures he has while on these trips. Thoreau masterfully writes about humans relationship to nature.

Appropriate: Grades 11-12.

Teach it or circulate it? I would circulate this book but not require the students to read the entire book through. I think that at first this could be very interesting but a whole book of it could get a little dry for them.

Dense Questions: Do you think that Thoreau went on these tripos for mere pleasure or do you think that he was escaping from something?
If you think he was escaping form something what in society do you think there would be reason to escape from?
I think related texts would be anything by Emerson, Abbey, Leopold or Olson.

Tolkien, J.R.R. The Hobbit. New York: Ballantine Books, 1937.

Summary: The wizard Gandalf came with a band of homeless dwarves, but Bilbo Baggins, a hobbit, wanted to be left alone. But soon Bilbo was drawn into their quest. They face evil orcs, wolves, giant spiders, and at last Smaug, the dragon.

For whom appropriate? 8th and up

Teach or circulate? I think that this book could be taught in class to introduce fantasy and would be a welcome change to many traditional English classes. It would also be a good book to circulate to science fiction lovers, as well as a student looking for a new challenge.

Dense questions: 1) In what ways do you think this book is "fantasy" and in what ways do you think it relates to real life? 2) Why do you think Tolkien use a seemingly insignificant "Hobbit" to be the hero of the story?

Twain, Mark. The Adventures of Huckleberry Finn. New York: Puffin, 1997.

This novel humorously chronicles Huck's move to various communities on his way to helping Jim to freedom and freeing himself from his father's oppression.

For Whom Appropriate? 8th through 11 Grades

Teach or Circulate? Either could be done with this book. I would recommend teaching it with a particular perspective since certain parts seem to drag on.

Dense Questions:
How is Huck like other adolescents?
Which of the characters would you like to know in today's world and why?

Thematically Related Literature: The Friends by Rosa Guy, the Harry Potter Series.