Text Structure – Page 27 – Unleashing Readers

Kid Athletes: True Tales of Childhood from Sports Legends by David Stabler

February 25, 2016February 3, 2016 by Kellee

Nonfiction Wednesday

Nonfiction Picture Book Wednesday is hosted by Kid Lit Frenzy and was started to help promote the reading of nonfiction texts. Most Wednesdays, we will be participating and will review a nonfiction text (though it may not always be a picture book).
Be sure to visit Kid Lit Frenzy and see what other nonfiction books are shared this week!

Kid Athletes: True Tales of Childhood from Sports Legends
Author: David Stabler
Illustator: Doogie Horner
Published November 17th, 2015 by Quirk Books

Goodreads Summary: Forget the gold medals, the championships, and the undefeated seasons. When all-star athletes were growing up, they had regular-kid problems just like you. Baseball legend Babe Ruth was such a troublemaker, his family sent him to reform school. Race car champion Danica Patrick fended off bullies who told her “girls can’t drive.” And football superstar Peyton Manning was forced to dance the tango in his school play. Kid Athletestells all of their stories and more with full-color cartoon illustrations on every page. Other subjects include Billie Jean King, Jackie Robinson, Yao Ming, Gabby Douglas, Tiger Woods, Julie Krone, Bruce Lee, Muhammad Ali, Bobby Orr, Lionel Messi, and more!

My Review: I really enjoyed this book of short stories about sports legends as children. I think the author did a great job sucking the reader in by starting with something about each athlete’s career then tying their childhood obstacles into their successes. I was impressed by how each story did have a lesson, but they did not feel didactical, and the author also made the stories ones that kids are going to connect with. This allow with fun illustrations will definitely keep readers entertained!

Teachers’ Tools for Navigation: I’m in a theme unit in my class right now and as I was reading each story, I automatically grasped the theme the author was trying to get across for each short story. Some are quite explicit while others are inferred which makes it a perfect book as you scaffold students determining theme independently. The author also uses primary sources throughout the text would be a good way to discuss primary vs. secondary sources. It could even lead into students writing their own biographical story of a historical person using primary and secondary sources. Finally, I would love to discuss the illustrations with students! They all are a bit quirky and funny though tie into the story in different ways. It would be interesting to see if kids grasp the subtle humor.

Discussion Questions: What obstacle did ______ overcome?; What character traits did _____ show while overcoming ____?; What is the theme of ______ ? How did the author support the theme throughout?; How are the stories within each section similar? Different?

We Flagged: “In 1962, he was elected to the Baseball Hall of Fame. Historians have praised him for refusing to fight back in the face of racial discrimination. But Jackie did fight back, in his won way, by being the best person he could be, instead of following the bad examples of his enemies. That was a lesson he had learned from his days as the tiny terror of the Pepper Street Gang.” (p. 38)

Read This If You Loved: Picture book biographies of athletes, Sports biographies

Recommended For:

**Thank you to Quirk Books for providing a copy for review!**

The House of Purple Cedar by Tim Tingle

January 21, 2016 by Ricki

House of Purple Cedar
Author: Tim Tingle
Published: February 18, 2014 by Cinco Puntos Press

GoodReads Summary: “The hour has come to speak of troubled times. It is time we spoke of Skullyville.”

Thus begins Rose Goode’s story of her growing up in Indian Territory in pre-statehood Oklahoma. Skullyville, a once-thriving Choctaw community, was destroyed by land-grabbers, culminating in the arson on New Year’s Eve, 1896, of New Hope Academy for Girls. Twenty Choctaw girls died, but Rose escaped. She is blessed by the presence of her grandmother Pokoni and her grandfather Amafo, both respected elders who understand the old ways. Soon after the fire, the white sheriff beats Amafo in front of the town’s people, humiliating him. Instead of asking the Choctaw community to avenge the beating, her grandfather decides to follow the path of forgiveness. And so unwinds this tale of mystery, Indian-style magical realism, and deep wisdom. It’s a world where backwoods spiritualism and Bible-thumping Christianity mix with bad guys; a one-legged woman shop-keeper, her oaf of a husband, herbal potions, and shape-shifting panthers rendering justice. Tim Tingle—a scholar of his nation’s language, culture, and spirituality—tells Rose’s story of good and evil with understanding and even laugh-out-loud Choctaw humor.

My Review: It took Tingle fifteen years (and many experiences with a Choctaw storyteller) to write this story, and the thoughtfulness of the story makes this feel very true. While this book is marketed for adults, it most certainly has a young adult crossover audience. I was swept away by the lyrical beauty of the words. The book is quite magical. As I think back on the book, vivid scenes replay in my head. I had difficulty putting the book down because the characters were so real. I was wrapped in all of the subplots and did not want to leave the characters. It reminded me much of a John Steinbeck book—East of Eden, in particular. The evilness of Hardwicke in this book reminded me much of Cathy in East of Eden. When I came to the end of The House of Purple Cedar, I felt as if I’d read an epic—or something enormously important. The themes are left to the reader, they are varied, and they pour from the text. This complex story will remain with me for a long time.

Teachers’ Tools for Navigation: Most obviously, teachers could teach this book along with cultural stories from the Choctaw. They might look at reincarnation and its evolution in history and culture, too. Alternatively, teachers could ask students to examine age. What role does age play in this story, and how does it impact character? Teachers might have students read more about the Indian Boarding Schools and their impact on the Native American community.

Discussion Questions: What does Amafo teach us? Would you do the same in his position? How do his lessons impact the rest of the story?; How does Tingle vividly depict characters in ways that make this story come alive? What makes these characters feel so real?; What is Maggie’s purpose in the story? What does she teach us?; What role does family play in this text?

We Flagged: I am choosing a quote that shows just how beautiful Tingle’s language is: “His hand gripped her shoulder and strong fingers seized her upper arm. He flung her on her back and a hot river of strength surged through her. He was massive and his figure blocked the sky.”

Read This If You Loved: Books by Sherman Alexie, House Made of Dawn by M. Scott Momaday, Books by Louise Erdrich, East of Eden by John Steinbeck,

Recommended For:

Dewey Bob by Judy Schachner

January 15, 2016 by Kellee

Dewey Bob
Author and Illustrator: Judy Schachner
Published September 8th, 2015 by Dial Books

Summary: Dewey Bob Crockett is a durn cute raccoon who lives by himself in a house filled to the brim with the wonderful objects he collects. Buttons, wheels, furniture and bricabrac adorn his cozy quarters and keep him busy as he finds and fixes, turning trash into treasures. But there’s something missing from Dewey’s collections—a friend! He tries gathering up some critters and bringing them home in his shopping cart, but that doesn’t work out so well. In the end, a friend does come Dewey’s way, and, with a little DIY help from this clever raccoon, returns again and again.

Combining art and heart with storytelling genius and a lilting twang, Judy Schachner’s tale of unexpected friendship will delight readers young and old.

Author Judy Schachner Introduces Dewey Bob:

My Review: Dewey is a little different than the other raccoons, so he finds himself in a beautiful home with a lot of things but no friends or family. Although Dewey is a bit untraditional, he finds himself a friend who will warm your heart!

Judy Schachner has a way with story telling. She brings her character’s voice to life, this time with a little bit of twang and rhyming. By being able to hear the character’s voice, the book is more engaging because you connect with the character more. Additionally, her illustrations in Dewey Bob are brilliant. They are a mixture of her what I believe is pencil and watercolor illustrations with found object collage. It is perfect for Dewey’s story.

Teachers’ Tools for Navigation: Dewey Bob gives many opportunities for discussion while reading aloud. You can discuss the difference between Dewey and the other raccoons, how the book is structured, Dewey’s rhyming and accent, Dewey’s friend, and even the illustrations. Each page really has opportunities for you to talk to your students about what is happening. This book is going to be a favorite read aloud for many.

Discussion Questions: How is Dewey Bob different than the other raccoons?; How does the author choose what goes in speech bubbles and what was in her prose?; How does the collage illustration help with the experience of reading Dewey Bob?

We Flagged: “‘No pants for me! No pants for me! Cuz’ I’m gonna live in a big oak tree,’ he sang, looking straight up at his future home.

The place was empty as a hatched egg…and filthy, too! But a little dirt didn’t scare Dewey. ‘I’m a mean, clean, washin’ machine!” said the li’l raccoon as he scrubbed the place spotless. Then he took a long soak in the tub with some of his favorite buttons.”

Read This If You Loved: This is a Moose by Richard T. Morris, The Snatchabook by Helen Docherty, Odd Duck by Cecil Castellucci, Skippyjon Jones by Judy Schachner

Recommended For:

**Thank you to Lauri at Dial Books for providing a copy for review!!**

Jump Back, Paul: The Life and Poems of Paul Laurence Dunbar by Sally Derby

October 24, 2015October 7, 2015 by Kellee

Nonfiction Picture Book Wednesday

Jump Back, Paul: The Life and Poems of Paul Laurence Dunbar
Author: Sally Derby
Illustrator: Sean Qualls
Published September 22nd, 2015 by Candlewick Pres

Goodreads Summary: Discover the breadth and depth of Paul Laurence Dunbar’s poetry—and learn how it reflects his singular life as a late-nineteenth-century black man.

Did you know that Paul Laurence Dunbar originated such famous lines as “I know why the caged bird sings” and “We wear the mask that grins and lies”? From his childhood in poverty and his early promise as a poet to his immense fame and his untimely death, Dunbar’s story is one of triumph and tragedy. But his legacy remains in his much-beloved poetry—told in both Standard English and in dialect—which continues to delight and inspire readers today. More than two dozen of Dunbar’s poems are woven throughout this volume, illuminating the phases of his life and serving as examples of dialect, imagery, and tone. Narrating in a voice full of admiration and respect, Sally Derby introduces Paul Laurence Dunbar’s life and poetry to readers young and old, aided by Sean Qualls’s striking black-and-white illustrations.

My Review: I came into this book not knowing much about Paul Laurence Dunbar aside from knowing that the line “I know why the caged bird sings” was written by him which inspired Maya Angelou’s autobiography’s title; however, I didn’t know much else about his life or his poetry. Derby’s book does a fantastic job remedying that. Not only are you exposed to more than 20 of Dunbar’s poems, you are exposed to them in very specific ways as Derby tells Dunbar’s life story. Each poem’s inclusion is purposeful and perfectly timed. When finished, I wanted to read more of Dunbar’s poems and actually hear some of them being performed (his dialect poems are screaming to be read aloud). Qualls also does a brilliant job, as always, illustrating the tone of the text in beautiful black-and-white drawings.

Teachers’ Tools for Navigation: This book not only can be used to share information about Paul Laurence Dunbar’s life and his poetry, but it also includes fascinating information about what it was like to live after the Emancipation Proclamation then after Plessy v. Ferguson.

First, in an English classroom, this text truly puts Dunbar’s poems in a perspective which will allow more depth when analyzing. The way Derby set up the narrative of Dunbar’s life around his poems helps the reader understand the underlying meaning of his poetry even better than they would with a cold read.

Also, cross-curricularly while studying Dunbar’s poems, during history, a tie-in to this tumultuous time period would be easy and effective. The time period that Dunbar lived in is not often discussed as it is a time after slavery but before segregation that many students may not know about.

Discussion Questions: Who do you think had the biggest influence on Dunbar becoming a poet?; Do you think Dunbar’s father’s absence affected how he was as a husband to Alice?; How do you think Frederick Douglass influence Dunbar?; How was the voice that told the story chosen by Derby? Do you think the way she structured and told the story was helpful in understanding Dunbar’s life and poetry?

We Flagged: “You never heard of the poet Paul Laurence Dunbar? Child, where’ve you been? I got to have a word with you. Why, back in the day, you’d have whole families sitting around listening while one of them performed “When Malindy Sings” or “Little Brown Baby” or “A Negro Love Song” (which folks most always call “Jump Back, Honey”).”

Read This If You Loved: Paul Laurence Dunbar’s poetry, I Know Why the Caged Bird Sings by Maya Angelou, Henry Aaron’s Dream by Matt Tavares, The Underground Abductor by Nathan Hale

Recommended For:

**Thank you to Candlewick for providing a copy for review!!**

Review and Author Interview!: Ebola: Fears and Facts by Patricia Newman

September 30, 2015 by Kellee

Nonfiction Picture Book Wednesday

Ebola: Fears and Facts
Author: Patricia Newman
Expected Published October 28th, 2015 by Lerner Publishing Group

Goodreads Summary: Ebola is a deadly contagious disease. From 1975 to 2013, it killed about 1,500 people. But a 2014 epidemic killed more than six times that number. At first the outbreak was contained to one country. But soon it spread to two others―the virus was on the move, and people were scared. When two American healthcare workers became infected and were sent to the United States for treatment, many people feared a pandemic―an outbreak that would spread all over the world. Could it happen?

Ebola: Fears and Facts takes you behind the sensational headlines to address questions and concerns about the virus. Learn about the history of the disease, its symptoms, and how it spreads. Find out how the 2014 epidemic compares to past Ebola outbreaks, as well as to outbreaks of other infectious diseases. With a question-and-answer section and reference maps, Ebola: Fears and Facts will help you to better understand this most-feared disease.

My Review: The Ebola epidemic of 2014 caused pure panic around the world. Because of the 24-hour news coverage of the disease as it entered the U.S, Ebola became a hot topic; however, there was so much misconception about the disease. As a teacher during the epidemic, I saw how scared students were of the disease and how little they knew about it. The text is a wonderful resource to help kids learn about the disease.

Teachers’ Tools for Navigation: Patricia Newman’s middle grade nonfiction texts are a necessity for middle school classrooms. They teach the reader so much about the topic though do so in an interesting way to keep the readers’ attention. They are also about important topics that kids can make a difference by learning about. Her books, including Ebola, need to be available to students.

I really like how the book is set up. It begins with the history then goes into the way Ebola works and finally looks at the 2014 outbreak and how Ebola could possibly be conquered. It allows readers to navigate to the section they want or build up their knowledge from beginning to end.

Discussion Questions: What did you learn about Ebola that you didn’t know before reading?; What is the difference between Ebola and diseases like the measles?; How did the Ebola virus begin?; How is the Ebola virus a threat to apes in Africa?

“Truth or Hype?…The next time you come across a story about Ebola–or any topic–ask yourself the following questions. 1. What does the storyteller want us to remember? 2. How might different people understand the story? 3. Does the storyteller present facts or opinions? How do we know? What words are used? Does the storyteller quote scientific or eyewitness sources? 4. What action does the storyteller want us to take? 5. Do our emotions influence the way we evaluate the story?” (p. 35)

Author Interview: Thank you to Patricia for answering some of my questions!

What research did you do when writing Ebola?

I visited East Africa several years ago, so I had a general sense of the landscape, the bush, the people, the cadence of their speech. But the crowded cities and steamy jungles of West Africa are different than the wide open savannas of the east. Of course, I needed to learn about the physiology of the disease, but I also wanted to know where in the jungle it came from and how it affected all aspects of peoples’ lives.

I interviewed a CDC epidemiologist who’d just returned from Liberia; read books by David Quammen and Peter Piot; deciphered scientific studies in journals such as the New England Journal of Medicine and Vector Borne and Zoonotic Diseases; scoured the CDC, WHO and MSF websites for case counts and anecdotal information; and read every news story (or watched every video) I could get my hands on. I also interviewed a nurse at a Sacramento hospital near my home who specializes in speaking to children about serious illnesses. Her compassion and common sense were tremendously helpful. A small fraction of my sources are listed in the back of the book.

My nurse-source also gave me a full set of Ebola protective gear. I share it with students at school visits and talk to them about how health-care professionals put it on and take it off.

Why did you decide to research and write about Ebola?

My editor, Carol Hinz, came to me in November 2014 with the idea. Millbrook Press wanted to publish a book about the 2014 epidemic, and thought I was the person to do it. I was flattered by their faith in me and overjoyed with the way they handled Plastic, Ahoy! Investigating the Great Pacific Garbage Patch, so I said yes. Carol and I learned a lot from this book. Because the deadline was so tight (my final manuscript was due February 1, 2015) we developed the outline together. Before we went to press, we revised or otherwise massaged every line in the book, always working to stay abreast of current reports. At one point I added several hundred words because of planned vaccine trials and Ebola survivors. Thank goodness Millbrook paid for a fact checker because the editing process became more and more chaotic. For example at one point in April, I gave an all-day writing workshop to a group of conservation scientists interested in writing their research for children. During my lunch break I had to edit Ebola one final time before it went to press!

What is the biggest misconception you have found about Ebola?

I think there are two frequent misconceptions. The first is that Ebola is airborne like measles or the common cold. It is not, nor is it every likely to be. Ebola is spread by contact with bodily fluids (saliva, vomit, stool, sweat, blood, semen). Generally one person infected with an airborne disease spreads the disease to more people than one person infected with Ebola. For instance, one Ebola patient infects between 1.5 and 2 people. In comparison, one measles patient infects 18 others (assuming those people have not been vaccinated). NPR wrote an interesting article about this concept.

The second misconception is that Ebola is deadly no matter what we do. Based on our success treating Ebola patients in the U.S., and the successes in some of the vaccine trials, Ebola need not be a death sentence. Two factors that contributed to the high death rate in West Africa were the lack of education about communicable diseases and the lack of high-quality medical care.

As information about the disease changes rapidly, what would be the best resources for people who want to continue learning about the disease?

News from the front lines altered the manuscript even as my editor and I were preparing it for printing, and I worried about how my readers will stay informed as our understanding of Ebola develops. I decided to include a sidebar in the last chapter of the book, Conquering Ebola, to help readers stay informed by sharing the Ebola pages for WHO, CDC, USAid, and Doctors Without Borders. For students writing Ebola reports, many of these sites have RSS feeds that will deliver information straight to their inbox.

What is the topic of your next book?

I have a book proposal under consideration at Millbrook—hopefully the editorial team will decide to take it—so for now the topic is a secret. But I can tell you to expect more science.

We Flagged: “Ebola. The word calls up images of sick people in Africa and doctors wearing space-suit-like protective gear. Before 1976, however, Ebola was simply the name of a winding river in central Africa.” (p. 5)

Read This If You Loved: Plastics Ahoy! by Patricia Newman

Recommended For:

**Thank you to Patricia and Lerner for providing a copy for review and specifically to Patricia for the Q&A!!**

Flying Cars: The True Story by Andrew Glass

August 26, 2015 by Kellee

Nonfiction Picture Book Wednesday

Flying Cars: The True Story
Author: Andrew Glass
Various Photographers
Published August 25th, 2015 by Clarion Books

Goodreads Summary: Humans have always wanted to fly. As soon as there were planes and cars, many people saw a combination as the next step for personal transportation, and visionary engineers and inventors did their best to make the flying car (or the roadable plane) a reality. This book is a breezy account of hybrid vehicles and their creators, and of the intense drive that kept bringing inventors back to the drawing board despite repeated failures and the dictates of common sense. Illustrated with archival photos, this entertaining survey takes readers back as far as Icarus and forward into the present day, with a look toward the future. Includes author’s note, source notes, bibliography, index.

Kellee’s Review: What an odd, interesting part of history! I had no idea I even wanted to learn about this, but I am glad that I was exposed to it. I think Andrew Glass did a good job mixing history of aviation in general and the idea of a flying car. It was a good combination of informational and literary nonfiction, so it will hold readers’ attention throughout. It was also fascinating to see all of the photographs of the prototypes made over time. What innovation! I think the photos will draw the reader in then the history and stories will keep them there.

Ricki’s Review: The minute I pulled this book out of the mailer, my son had his hands all over it. He is much younger than the intended audience (middle or high school), but it made me chuckle. This shows how excited students will be about this concept! Like Kellee, I had no idea that flying cars existed. I asked my husband, “Did this really exist?” He launched into a full history lesson about the development about flying cars and said they were very interesting to him as a teenager. This is yet more proof that this book would be a great resource for classrooms. I liked learning about all of the different attempts of flying cars and think this book would inspire students to be innovative in their thinking, particularly in the context of design and engineering. The prototypes made me feel a bit wistful that I had more of an engineering brain!

Teachers’ Tools for Navigation: The trend of readable and interesting middle grade nonfiction that students will find accessible is really increasing the likelihood of students reading nonfiction text, and this text fits that bill. We think students will find the topic interesting and, thus, pick up the book. Teachers could use it to talk about text features and the importance of captions, photographs, and chapter titles as well as look at how the book is structured and discuss why the author decided to set it up the way it is. The book could also be a resource for an inquiry mini-project (see Discussion Questions below).

Discussion Questions: How would flying cars make our lives easier?; Why aren’t flying cars a reality?; What do you think the benefits of flying cars are and what are the struggles?; After watching some of the archival videos, which of the flying cars interests you the most? Use Flying Cars and other resources to learn more about it.

We Flagged: “Cars fly every day–in fantasy. They soar by pure magic, like the Wesley family car in the Harry Potter series, or by sprouting wings, like Chitty Chitty Ban Bang. Some use high-tech gadgetry, allowing well-equipped heroes like James Bond and Batman to make incredible cliffhanger escapes.

But visionary engineers and inventors haven’t just imagine flying cars. Some actually built them. . . and then drove them up into the sky” (p. 1).

Read This If You Loved: Nonfiction books about aviation or automobiles including Amelia Lost: The Life and Disappearance of Amelia Earhart by Candace Fleming

Recommended For:

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**Thank you to Barbara for providing copies for review!**

Children Growing Up with War by Jenny Matthews

August 13, 2015August 12, 2015 by Kellee

Nonfiction Picture Book Wednesday

Children Growing Up with War
Author and Photographer: Jenny Matthews
Published October 14th, 2014 by Candlewick Press

Goodreads Summary: Through personal narrative and candid photographs, a photojournalist chronicles young lives upended by violence and strife.

The right to adequate nutrition and medical care.
The right to free education.
The right to a name and nationality.
The right to affection, love, and understanding.

In conflict zones around the world, children are denied these and other basic rights. Follow photographer Jenny Matthews into refugee camps, overcrowded cities, damaged villages, clinics, and support centers where children and their families live, work, play, learn, heal, and try to survive the devastating impact of war. This moving book depicts the resilience and resourcefulness of young people who, though heavily impacted by the ravages of war, search for a better future for themselves, their families, and their cultures.

Kellee’s Review: This was a very tough book to read. I thought I’d be able to sit and read it all in one sitting, but I couldn’t. As a mother and a teacher, I love children, and it truly saddened me to see the situations that these children are in.

Fortunately, as an American, very few wars touch our lives. Unfortunately, our news doesn’t focus on many of the tumultuous conflicts that are active throughout the world, so we have become detached from reality. Our students are even more detached. That is why this book is important. It puts it all into perspective and really makes me feel and think. We rarely look at the humans that are being affected by the wars, we always focus on getting the bad guy. This book puts faces to the people, specifically the children, being affected every day. I found it very interesting how the author set up the book. You can tell she is a photojournalist because it is set up to give information in the most impactful way.

Ricki’s Review: When I was teaching high school, one of my main goals was to provide my students with a more global perspective. I wish I had had this incredible text available at the time because it evoked powerful emotions in me. I know it would do the same for my students. The balance of photography and words is very well done, and I will admit that I took many breaks because these images and words hit me to my core. This is an important book that belongs in classrooms. It is a good length that teachers will easily be able to use it as a pairing with other texts about war and genocide. It is important to learn about our past, but it is just as important to understand the wars that persist today—which is foundational to this book. I wish I could meet this author to thank her for writing a text that moved me so deeply.

Teachers’ Tools for Navigation: This book presents many different discussion opportunities (e.g., the affects of war on children throughout the world, different active wars,Rights of the Child, importance of journalism). It would be fascinating to read with students and hear their perspective on the very tough topics and perspectives shared in the book.

Also, the book sets up nicely for a jigsaw discussion. The author set up the book to look at the different ways lives are affected: home & displacement, family, health, work, and school & play. Within each of these sections, she also looks at different places in the world such as Tunisia, Jordan, Afghanistan, Uganda, Rwanda, Gaza, and Kurdistan. She also includes different Rights of the Child throughout the book. The teacher could jigsaw either with the topic, the places, or the Rights and have students dig deeper.

Another way to look at this book is from a journalistic/photography point of view. I [Kellee] teach journalism, and I already plan on using Photos Framed as part of my photography unit, and I think this book will add an even deeper look into the importance of photography/journalism and with a topic (children’s lives) that my students can connect with.

Discussion Questions: How does Jenny Matthews’s photos, books, and stories help children who are growing up with war?; Why would Jenny Matthews choose to go into such dangerous situations?; If you had to choose one single photo to sum up Children Growing Up with War, which of these would you choose? (p. 42); Which of the UN’s Rights of the Child are affected when war is involved?; In what different way does war affect the children growing up in the conflict area?

We Flagged: “How would you feel if you lost your home and had to flee from your own country? Imagine losing some or all of your family, either as a direct result of fighting or indirectly through illness or disease. You might have to work to support your family or fight and kill other people just to survive. And how can you go to school if it’s being used as an army command outpost and all the books have been destroyed?

This is the reality for too many children and their families in the world. Today, children are still growing up with war—the consequences of which they’ll live with for the rest of their lives” (p. 3).

Read This If You Loved: Photos Framed: A Fresh Look at the World’s Most Memorable Photographs by Ruth Thomson
This would be an excellent nonfiction companion to: Never Fall Down by Patricia McCormick, Endangered by Eliot Schrefer, Caminar by Skila Brown, The Other Side of the Wall by Simon Schwartz, The Milk of Birds by Sylvia Whitman, or Son of a Gun by Anne de Graaf.

Recommended For:

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