The Wednesday Wars (Gary B. Schmidt)

Title: The Wednesday Wars

Author: Gary D. Schmidt

Target Ages: 10 and up

Genre:  Realistic Fiction

Setting: 1967–68 school year in Long Island, New York

Awards: Newbery Honor Award

Historical References: Martin Luther King, Jr., Bobby Kennedy, Walter Cronkite, President Lyndon B. Johnson, Vietnam War, Mickey Mantle, John Wayne, Joe Pepitone, Horace Clarke, Cold War

Literary Reference:  Several of the plays of William Shakespheare are discussed.  Parallels are often derived between the plays and the protagonist’s life. 

First Lines:

Of all the kids in the seventh grade at Camillo Junior High, there was one kid that Mrs. Baker hated with heat whiter than the sun. 

Me.

And let me tell you, it wasn’t for anything I’d done.

If it had been Doug Swietech that Mrs. Baker hated, it would have made sense.

Doug Sweiteck once made up a list of 410 ways to get a teacher to hate you.

Amazon Summary:

“Meet Holling Hoodhood, a seventh-grader at Camillo Junior High, who must spend Wednesday afternoons with his teacher, Mrs. Baker, while the rest of the class has religious instruction. Mrs. Baker doesn’t like Holling—he’s sure of it. Why else would she make him read the plays of William Shakespeare outside class? But everyone has bigger things to worry about, like Vietnam. His father wants Holling and his sister to be on their best behavior: the success of his business depends on it. But how can Holling stay out of trouble when he has so much to contend with? A bully demanding cream puffs; angry rats; and a baseball hero signing autographs the very same night Holling has to appear in a play in yellow tights! As fate sneaks up on him again and again, Holling finds Motivation—the Big M—in the most unexpected places and musters up the courage to embrace his destiny, in spite of himself.”

Evaluation:

I just finished reading The Wednesday Wars to my son. Originally, I read it about 5 years ago after a children’s librarian recommended it to me. (She always has excellent recommendations.) 

Even though the setting takes place in the 1960’s, the focus is on a timeless coming-of-age narrative that could take place in any era. As a result, I categorized the book as realistic fiction. Educators could use the novel as a starting point for discussion of some of the historical events and people.  

Several key motifs are ideal for thought-provoking discussions.

• Humor: My son and I laughed out loud many times.  The humor balances the tense moments of war, family, and peers as well as keeps young (and mature) readers entertained.
• War:  The Vietnam War is part of the backdrop with people in the community impacted by loved ones who are in the military there.  There is a “war” going on between Holling and Mrs. Baker (at least in his mind). A real battle is on-going between Holling’s sister (Heather) and their father. 
• Family: Holling’s parents is the most frustrating aspect of the novel. Holling’s father is arrogant and selfish. He only cares about appearances and his success. His mother is disengaged and passive. Holling and Heather have typical sibling banter. Their relationship matures during the course of the novel. 
• Friendship: There are several touching moments of friendship, like when Doug stands up to his hero because of how Holling is treated and when several of the classmates worked together to help Danny prepare for his big day.
• Self-Identity: Holling’s life is planned out for him by his father.  Holling begins to embrace his destiny on his own terms and see life his own way. 
• Bullying: Holling has to deal with bullies, especially Doug Sweiteck’s brother and, even, his own father.
• Racism/Prejudice: Mai Thi has been brought to American from Vietnam by a Catholic charity.  She deals with some racism due to the tension felt by those with loved ones fighting overseas.  Holling also experiences unfair prejudice by a close-minded “hero.”  
• Forgiveness/Redemption: Several characters have opportunities for forgiveness and redemption. 

Author Gary D. Schmidt has written a warm, coming-of-age story full of humor, tension, and hope.  I loved sharing this timeless story with my son.  You should add The Wednesday Wars to your summer reading list.

Visit Ramblings of a Wanna Be Scribe for more Marvelous Middle Grade Monday novels. 

Freedom Summer (Deborah Wiles)

Title:  Freedom Summer

Author:  Deborah Wiles

Illustrator:  Jerome Lagarrigue

Target Ages:  4-8

First Lines:  “John Henry Waddell is my best friend.  His mama works for my mama.  Her name is Annie Mae.  Every morning at eight o’clock Annie Mae steps off the country bus and walks up the long hill to my house.  If it’s summer, John Henry is step-step-stepping-it right beside her.”

Publisher Summary:  “Joe and John Henry are a lot alike.  They both like shooting marbles, they both want to be firemen, and they both love to swim.  But there’s one important way they’re different:  Joe is white and John Henry is black, and in the South in 1964, that means John Henry isn’t allow to do everything his best friend is. Then a law is passed that forbids segregation and opens the town pool to everyone. Joe and John Henry are so excited they race each other there…only to discover that it takes more than a new law to change people’s hearts.”

Evaluation: 

I was touch immediately by this realistic fiction picture book inspired by the author’s experience growing up in the South during the tumultuous 1960’s. The focus is on a sweet friendship between John Henry (African-American) and Joe (Caucasian-American). The racially tense backdrop lurks and haunts in the understated text and illustrations. This writing technique is significant though.  To the boys, race does not matter. They see each other as people and, more importantly, as friends and equals. As the story moves toward the climax though, the social inequalities and injustices in the outside world become more apparent.

The first hint is when they go to Mr. Mason’s general store. John Henry quietly waits outside while Joe buys ice pops for them.  To a young reader, it may not be noticeable.  Similarly, the boys function this way because it is just expected. They do not put much thought into it. 

During dinner one night Joe’s father announces, “The town pool opens tomorrow to everybody under the sun, no matter what color.”  John Henry’s mother adds, “It’s the way it’s going to be now—Everybody.”  Of course, the boys are thrilled! 

The next morning they run to be the first ones there.  To their (and the reader’s) great disappointment, some men are filling the pool in with asphalt!  In this climatic moment, John Henry voices his heartbreak to his friend. Wiles does an excellent job balancing showing the boys’ frustration at the prejudice of some while not sounding preachy or didactic about it.  It allows the reader to feel and sympathize in a genuine way.

Despite the setback, the boys show their solidarity as they go into Mr. Mason’s store for ice pops, walking “through the front door together.”  Their arms are around each other as the move toward the future.  This final image and sentence is so poignant.  There is a strong sense of hope for the future—both in individual relations between races as well as for society as a whole. 

Freedom Summer is a beautiful story of friendship, the impact prejudice, and the importance racial equality.

Awards:  Coretta Scott King Award; Ezra Jack Keats Book Award

Companion Book:  I also read Jacqueline Woodson’s The Other Side which would be a perfect companion book with Freedom Summer.  Two young girls live side by side (one African-American and the other Caucasion), but with a fence between their properties. They are both instructed not to go to the other side of the fence. One day, they meet each other ON the fence, beginning a sweet friendship between them and a step toward greater community.

Activities and Extension Ideas for Lesson Plans:

Teacher Lesson Plan: Let Freedom Ring

Freedom Summer Lesson Plan 

A Guide to Teaching and Talking About the Civil Rights Movement

Visualization Activity

Freedom Summer and the Civil Rights Act of 1964 Unit

Discussion Questions for the Book

For other Perfect Picture Books, visit Susanna Hill's blog.

Martin de Porres: The Rose in the Desert (Gary D. Schmidt)

Summary of Martin de Porres: The Rose in the Desert (Gary D. Schmidt):

Martin de Porres was born with seemingly everything to his disadvantage.  He was the son of an African slave mother and a Spanish noble father, making Martin a mixed race child.  His early years were spent in extreme poverty.   Despite these economic and cultural obstacles, his mother called him “The Rose in the Desert.”  When he was eight years old, his father took him from the stink, cold, and hunger of the barrios.  He gave Martin and his sister his name—which was frowned upon by both the royals and the clergy.  Later, Martin was apprenticed out to become a healer and later came to live with the Dominican priests.  He overcame great racial and economic prejudice to become highly respected and sought after for his ability to heal and to show compassion to both people and animals, yet he always lived humbly among those he served until his death.

Evaluation:

Like most people, I love success stories.  Martin de Porres’ story is definitely such a story—but not at all in the typical sense.  He is not a man who overcomes to be rich and famous, but rather to remain poor and humble.  Through his work, he ministers to many and alleviates great suffering.  There are many recorded miracles attributed to him which led the church to eventually canonize him into the sainthood.   Whether you believe in miracles or not, Martin’s service and compassion for others stands as a testament to the greatest that humanity can achieve despite immense odds. 

Author Gary D. Schmidt records this story in beautiful poetic language.  For instance, I love the lines, “Hunger lived in their home.  Illness was their companion.”  This description aptly captures the oppressive nature of his early surroundings.  Another favorite section is:  “After thirteen years, every soul in Lima knew who Martin was:  Not a mongrel.  Not the son of a slave. ‘He is a rose in the desert,’ they said.”   In addition, artist David Diaz expertly illustrates the text.  I love the muted tones with splashes of color that captures the life and the culture of this beloved saint. 

While Martin de Porres: The Rose in the Desert is a story worthy of sharing for any occasion, it is noteworthy to include in a study of the Renaissance, South American/Spanish culture, and saints/religious figures.  Of course, it is a study of positive character qualities, such as perseverance, humbleness, and compassion.  I recommend this book for ages 7 and up.   

For other outstanding non-fiction selections, check out the Non-Fiction Monday round up at Wendie's Wanderings.  

The Absolutely True Diary of a Part-Time Indian (by Sherman Alexie)

Brief Summary:

Arnold Spirit (nicknamed Junior) is a 14 year old Native American boy, living on the Spokane Reservation. He comes into the world with lots of disadvantages—beginning with fluid on this brain which prompted some physical issues.  His family (like most of the others on the reservation) is extremely poor.  Arnold  is a budding cartoonist and stellar student.   He attends an Indian school with outdated textbooks and poor resources.  A teacher urges him to pursue his education in the white community, which leads to complications and obstacles—such as getting to and from school each day (often he must walk miles), being further ostracized by his native community (including his only friend), and learning to fit in his new environment. Through it all, Arnold learns about himself, his culture, and his community (both his white school and his Indian homeland).

Evaluation:

Sherman Alexie has created an amazing voice in Arnold.  I was immediately sucked into his story and his world.  First, I was intrigued by his early life and, then, the story of his dog just got me!  I could not put this book down!  I really felt for Arnold.  He is bullied.  He is poor.  He is largely alone.  Despite all of it, his spirit overcomes even as he deals with personal challenges, family difficulties, and tragic loss.  His depiction of Native Americans is raw but moving. 

Another dimension to the narrative is Arnold’s drawings, which are a creative and emotional outlet for him.  They often reveal further insights into his world and his feelings.   The cartoons also epitomize his character.  Sometimes they are funny.  Other times touching, revealing his tender heart.  They are always honest and entertaining. 

Several complex issues are dealt with, such as alcoholism, poverty, bullying,  and death.  With those awful and often heartbreaking matters, there is always a sense of hope and humor. A couple controversial issues may turn some people off.  There is some occasional profanity.  The biggest concern for many will be the references to physical arousal and self-pleasuring.  They are not graphic and only sporadic.  I would have preferred them not to be a part of the narrative, but I guess it is not entirely out of place since they are facts of life and reflective of the age of the protagonist. 

Despite a handful of unpleasant words and references, I highly recommend The Absolutely True Diary of a Part-Time Indian for mature audiences (15 and up).  The story prompts insight and compassion.   You will not soon forget Arnold or his friends and family members. 

Middle Grade Reader: Zoe the Fearless (by Joachim Masannek)

Summary of Zoe the Fearless (by Joachim Masannek)
Zoe longs to shed her frilly girl soccer team to play “real” soccer with the boys.  Just as she gets an offer from the boys’ team to play, her father moves the family across the country.  Zoe deals with conflicting feelings about the move, the affects of her mother’s recent passing, and her dreams of playing pro soccer.   When Zoe gets the opportunity to try out for an all boys soccer team—the Wild Soccer Bunch—in her new town, she is thrilled.  When her try out is sabotaged by the girl-biased boys on the team, she is discouraged and angry.  Her father and grandmother help her come up with a plan for a rematch with the Wild Soccer Bunch boys.  Zoe learns some valuable lessons about fear, friendship, and family.


Evaluation

Zoe the Fearless is the third book in the popular The Wild Soccer Bunch series (see review of books #2 Diego the Tornado).  Zoe defies traditional gender roles.  She loves to dress in soccer jerseys and athletic shoes.  She longs to play rough and tumble soccer with the boys.  Her big dream is to be a professional athlete.  Her grandmother tries to coerce her into femininity but to no avail.   Not only does Zoe have to counter the rigid expectations her grandmother has for her behavior, she has to grapple with gender-bias from the boys her age.  The Wild Soccer Bunch is convinced she cannot keep up with them because she is a girl.  Later, another group of boys bullies her for her boyish clothes while trying to force her to kiss one of them.  Author Joachim Masannek captures in the small microcosm of Zoe's world the prejudices and harassment that young girls often face. Zoe, with some guidance from her family, navigates through the tumultuous waters of pre-adolescence with courage and dignity.

Zoe is a bit rough around the edges as the novel opens.  She comes across arrogant, sassy, and stubborn.  The circumstances of her story prompt her to become more humble, teachable, and caring.  One of the best lessons of the book is Zoe's realization that revenge can be sweet, but it is lonely.  People and friendship are far more important than showing off or winning.  

Unlike so many children's books, this series has parents/adults who are primarily depicted as involved and caring.  Even though they often help positively influence the choices of the characters, their role is not obtrusive.  The focus is on the children making choices and interacting with their peers.  The reader walks away with the sense that adults can be trusted and helpful.  

Zoe the Fearless will no doubt appeal to young readers (and especially soccer fans)--both boys and girls.  There is lots of thrilling action for the tween reader along with some worthwhile moments highlighting interpersonal relationships and overcoming obstacles.  The big print, line spacing, short chapters, and sporadic pictures make the book ideal for reluctant readers who get overwhelmed with many chapter books.  I recommend Zoe the Fearless for ages 8-12.  

This post is linking up with Marvelous Middle Grade Monday at Ramblings of a Wanna Be Scribe.  

Disclaimer: As per FTC guidelines, I received a copy of Zoe the Fearless from the publishers in exchange for my honest review. I received no monetary compensation. All opinions expressed here are mine and mine alone.

Middle Grade Fantasy: A Tale of Two Castles

Summary of A Tale of Two Castles: 

Elodie, a 12-year old farm girl, journeys alone to Two Castles the capital of the kingdom to secure an apprenticeship.   She longs to be a mansion (actor/storyteller), but her parents want her to be a basket weaver.  On her way to the capital, she finds out that free apprenticeships are no longer available.  Alone and penniless, Elodie attempts to win over the master mansioner.  Despite her talent, she is turned down for her lack of money to pay for it.  Fortunately, a lone dragon befriends her and offers her an apprenticeship where she learns how to induct and to deduct in order to find things, read people, and solve mysteries.  Elodie is quickly swept up in solving a mystery involving a mannerly ogre, a sweet princess, a selfish king, a dashing thief, a kindly couple, and many other remarkable characters.  Her mother warns her to watch for the sepulcher, or one who seems good but is evil.  Will she find out who it is in time?  Will she finally be able to follow her dream to be a mansion?

Evaluation:

I was drawn to A Tale of Two Castles because it is written by Gail Carson Levine, author of Ella Enchanted.   Two Castles is an enchanting realm with ogres, dragons, and mystical cats, but much of the rest is reminiscent of the medieval times.  The protagonist Elodie defies traditional gender roles.  She is brave, hard-working, and determined as well as compassionate, intuitive, and generous.  While she is slightly concerned about fashion, she is far more interested in action and adventure.  Most importantly, she is on a quest to fulfill her destiny.  Elodie plays a pivot role in solving the mystery of the kingdom and in saving the lives of others.   Along the way, she learns how to use her natural gifts and her talents to do what is necessary, but she does not give up on her dreams.  Eventually, she redefines what her ambitions are as she grows as a person and in her relationships. The mythical creatures in A Tale of Two Castles are more human than beastly.  They are benign and reflective— challenging some of the common stereotypes about them.  They each help Elodie grow into maturity.  The plot is full of mystery and suspense—moving at a steady pace.  Like many middle readers, it is broken up into short chapters.  Each ends with a revelation or further layer to the mystery, prompting the reader to continue.  The novel is light and entertaining.   It does tackle the motif of prejudices and labels, but it never gets too serious or provocative. This novel is ideal for readers ages 8-12.  Parents and educators may use the novel to discuss friendship, family, trust, self-identity, dreams, stereotypes/prejuidices, fantasy, and perseverance.

Check out other middle grade books on Marvelous Middle Grade Monday.

Picture Book: Ten Big Toes and a Prince’s Nose by Nancy Gow

Summary of Ten Big Toes and a Prince’s Nose:  
There once was a princess who was lovely, charming, and sweet.  She had one daunting flaw…gigantic feet!   Princes would stop by to meet her, but they ran out the door before they even took the time to greet her.  She remained optimistic though, for her mother sang to her this rhyme each night:

I am what I am and that’s all right with me.
I don’t have to be different, I just have to be.
I don’t want to be somebody else.  No sir-ree!
I am what I am and that’s all right with me.

Far, far away, there was a young prince who was warm, kind, and intelligent.  He, also, had one off-putting flaw…a nose like a barn!   All the maidens quickly rebuffed him at the sight of his enormous nose!   Fortunately, he had a father who recited to him the same inspiring “I am what I am” rhyme.   

While skiing in France, the princes and princess met.   Her feet were stealthy disguised as skis while his nose was covertly covered with a large scarf.  They talked, smiled, and laughed until they fell madly in love with one another!  As the day came to a close, both felt a great deal of anxiety at the thought of revealing their “defect” to the other.  The moment came.  He stared at her humongous un-princess-like feet as she gazed at his enormous un-princely nose.  Their response:  “They laughed and they giggled, and then he proposed.”

The couple happily rode off to his castle.   The reader is advised:

So if, one fine day, you should happen to meet
a guy with a schnoz and a gal with big feet,
don’t jump to conclusions, try not to be mean…

…for you might have bumped into
a king and a queen!

Evaluation:
Ten Big Toes and a Prince’s Nose immediately captivated me!  I adore Stephen Costanza’s warm, pastel illustrations.  The vivid colors of the characters contrast beautifully with the soft background shades.  Nancy Gow’s rhyming text is smooth and sweeping.  This satisfying story illustrates the importance of accepting who you are—flaws and all—and waiting for the right prince (or princess) who is willing to accept you as well.  Remarkably, it was the parents who conveyed to the protagonists that essential truth.  Readers are urged to not judge people by their outward appearance.  Ultimately, it is character and personality that make people worthwhile and interesting. 

Teaching Opportunities:

• Rhyme—Identify rhyming words and brainstorm other words that rhyme with them
• Character Education—Discuss the character qualities that make a good friend/person
• Literature—Examine other princess tales and evaluate the role of appearance vs. the role of character/personality in the people falling in love
• Art—View several pieces of art on a PowerPoint or in a gallery; allow students to evaluate their beauty with a score of 1-5 and discuss the results
• Sociology—Older students/children can discuss the role of media and culture on the definition of beauty
• Philosophy—Research: How did Socrates define beauty?  How do we/I define beauty?  Use the Socratic method to help students create a strong definition of beauty.

I believe picture books can be used as teaching tools for all ages.  Pick the activities that are appropriate for your children’s level.  Don’t be afraid to try something “above” them.  You may be surprised at what they understand and can accomplish!