DASH
Bibliography
Larson, K. (2014). DASH. New York: Scholastic Press.
ISBN: 9780545416351
Summary
DASH written by Kirby Larson is the story of a love between a girl and her dog. The story begins with Mitzi Kashino going to school and noticing that things are different between her and her two best friends. They seem to be ignoring her and leaving her out and the other classmates are making snide remarks. The reader learns that Pearl Harbor has just happened and there people and being to have negative feelings towards Japanese people. Mitzi’s family is Japanese and they soon learn that they will be forced to pack up and move to an incarceration camp. As devastating as this is, Mitzi then learns that she cannot take Dash with her. A friendly neighbor volunteers to keep Dash for her while she is gone. Mitzi and her family leave for the camp and realize things are not going to be easy. Endless lines, bad food, wire fences and dirt make things very difficult for Mitzi. With the love of Dash and help from a few friends, Mitzi learns about family, true friendship and love. In the end, Mitzi and Dash are reunited at the camp and things seem more bearable.
Critical Analysis
I listened to the audiobook of DASH and this was my first time to listen to an audiobook and I found myself really enjoying it. I received a very different experience but I really loved it and plan to encourage more of my students to listen to audiobooks. I plan to use this with reluctant readers. Traditionally, reading historical fiction can be less enticing or more difficult for students. However, reading books from this genre can be some of the most rewarding reading.
One of the important parts of historical fiction books is authenticity and accuracy. Kirby Larson is a well respected writer and she is know for other historical fiction books. The details that are provided about the time after the bombing of Pearl Harbor and the knowledge of the camps are extremely thorough. Larson provides a clear picture of what Mitzi is encountering daily. Larson aslow created very believable characters including Mitzi and her grandmother. She incorporated their values, customs and the Japanese language. Mitzi helps the reader understand the the difference between her and her friends. The setting was very important to the plot of the book because it affects everything that is taking place. Mitzi’s family is having to leave their home because the Japanese bombed Pearl Harbor, the story would have been vastly different if the bombing had not happened. Due to the circumstances, Mitzi’s family are experiencing life changing experiences. This book has very relevant lessons and themes that can be learned from the text. For example, there is a lesson about friendships that is still relevant in today’s society. I am a big fan of historical fiction books, but DASH made me love the genre even more.
Review Excerpts
The Kirkus Review - “This emotionally satisfying and thought-provoking book will have readers pulling for Mitsi and Dash.”
Publisher’s Weekly - Larson incorporates correspondence between the girl and Dash, whose letters are the work of a surprising ghostwriter. Despite the hurdles Mitsi faces, hope, resourcefulness, and a new friend help this relatable heroine triumph.
Connections
Divide the class into two groups and have one group read Duke by Kirby Larson and the other half read DASH by Kirby Larson. Then, students could pair off and work together to compare and contrast the two books. What do they have in common and what is different about the two books. Students could also identify the author’s style.
Writing extension - Have students write an alternate ending for DASH or what happens after Mitzi and Dash are reunited? Students could work in pairs or together to continue the story.
The Wednesday Wars
Bibliography
Schmidt, G. D. (2009). The Wednesday wars. New York: Houghton Mifflin Harcourt.
ISBN: 978-0-618-72483-3
Summary
The Wednesday Wars written by Gary D. Schmidt is the story of a middle school boy named Holling Hoodhood. The book takes place in 1967 during the time of the Vietnam War. On Wednesdays, every Jewish kid leaves at half day to attend Hebrew School and Catholic students attend Catechism classes. Holling is Presbyterian, so he does not has a class to attend, so he is the only student that has to stay at school. Holling is convinced that Mrs. Baker hates him because she must watch him every Wednesday afternoon, instead of getting a break like the other teachers. Holling is has other issues to deal with as well, including his father’s expectations, his flighty sister and making and keeping friends. Mrs. Baker assigns Holling to read the Tempest by William Shakespeare. Holling and Mrs. Baker develop a bond and friendship that is truly heartwarming. Holling learns to overcome the expectations of others, disappointments and to be himself. He even performs a part in the play, The Tempest, and surprises everyone. The book ends with Holling understanding much more about himself and the life that he wants to lead.
Critical Analysis
The Wednesday Wars is written by Gary D. Schmidt and he is a well respected author, which helps with authenticating the work. This book takes place in 1967 during the Vietnam War, which Gary D. Schmidt captures. The central plot is focused on Holling Hoodhood and his relationship with his teacher, Mrs. Baker. Schmidt is able to weave various stories throughout the book that true to the time period. For example. Mrs. Baker’s husband is off fighting in the war. There is also a time when the lunch lady is unfriendly to an Asian student, which is something that happens during times of war. The characters also deal with the deaths of Robert Kennedy and Martin Luther King Jr. and Walter Cronkite is referenced several times as the person delivering the news. In addition to the historical accuracy, Schmidt is able to create believable characters that deal with everyday issues and problems. I believe that one of the reasons this book is so good is Schmidt’s ability to bring humor into a storyline that could be heavy.
Review Excerpts
The New York Times - “Still, while “The Wednesday Wars” was one of my favorite books of the year, it wasn’t written for me. Sometimes books that speak to adults miss the mark for their intended audience. To see if the novel would resonate as deeply with a child, I gave it to an avid but discriminating 10-year-old reader. His laughter, followed by repeated outbursts of “Listen to this!,” answered my question. Best of all, he asked if I had a copy of “The Tempest” he could borrow.”
The Kirkus Review - “Schmidt has a way of getting to the emotional heart of every scene without overstatement, allowing the reader and Holling to understand the great truths swirling around them on their own terms.”
Connections
Teachers could use this book for literature circles of book clubs. There are lots of great topics and discussions that can come from this book. Due to the upper level reading content, this could be used as a GT extension book. Also, literature circle activities would be a great addition to helping students share their information.
This book could be read aloud in companion with learning about the Vietnam War in social studies. I believe that this would be a great historical fiction book that would allow for integration of historical topics into the language arts curriculum.
Breaking Stalin’s Nose
Bibliography
Yelchin, E. (n.d.). Breaking Stalin's Nose. New York: Henry Holt and Company.
ISBN:9780805092165
Summary
Breaking Stalin’s Nose written by Eugene Yelchin is the story of Sasha Zaichik, a ten year old boy, that is preparing to join the Young Pioneers. Sasha and his father are devoted followers of Joseph Stalin. Sasha’s mother is dead and he lives with his father, a high ranking member of the communist party, in a communal apartment. Before they go to bed Sasha’s father explains that if anything were to happen, then Sasha should go to his aunt for assistance. In the middle of the night Soviet police come and take his father away for questioning. He decides to go to his aunt’s house, but she and her husband fear the government and send him away. The next day, Sasha returns to school as if nothing has happened. A series of events take place resulting in students being removed from the class. Sasha accidentally breaks the nose off of Stalin’s statue and another classmate threatens to tell on him, but he doesn’t and another student is arrested for it. The principal tells Sasha that he is aware that his father was arrested for being an enemy of the state and due to that he will not be allowed to join in the ceremony. Sasha is given one last chance to participate in the ceremony if he spies on his classmates. He agrees, but at the last minute he decides he does not want to be a pioneer. Sasha heads to Lubyanka prison near the Kremlin hoping to see his father. In line he meets a woman, who invites him to take her son’s vacant cot in her room. Sasha accepts and the two stand in line waiting to see their loved ones in prison.
Critical Analysis
Eugene Yelchin does a great job of creating a story that revolves around a specific time in history, specifically in the Soviet Union. Yelchin was born and educated in Russia and moved to the United States when he was twenty-seven years old. He has first hand knowledge and experience that would help him create the storyline. The setting of this book is integral to the development of the plot. When Stalin was in power in the Soviet Union things were difficult and families were ripped apart for any number of reasons, which is evident in the book. Sasha’s character is very believable if the audience knows enough about communism, so it might help to do some pre teaching, so that readers would understand his loyalty. Also, reading the author’s note provides background knowledge and a peek inside what life was like. Yelchin created a story based on experiences and first hand knowledge to help break the cycle of fear that Stalin created. This helps lead to a universal theme about helping innocent people who are persecuted for doing what they believe is right.
Review Excerpts
Publisher’s Weekly - “Yelchin powerfully renders an atmosphere of fear that forces false confessions, even among schoolchildren, and encourages neighbors and family members to betray one another without evidence.”
The Kirkus Review - “Yelchin’s graphite illustrations are an effective complement to his prose, which unfurls in Sasha’s steady, first-person voice, and together they tell an important tale.”
Connections
This book could be used as a read aloud and lead to a class discussion. Then students could complete a venn diagram comparing and contrasting the United States to Russia. Students could discuss the noticeable differences. For example, pledging allegiance to a leader and turning against your family. Speaking out against the government.
Discussion of types of governments and focusing on communism. Student could define communism and then find example of communism within the novel. Then a class discussion could be held about the differences between communism and democracy.
Lily’s Crossing
Bibliography
Giff, P. R. (1997). Lily's Crossing. Canada: Delacourte.
ISBN: 0-385-32142-2
Summary
Lily’s Crossing by Patricia Reilly Giff is the story of a young girl that is looking forward to spending the summer of 1944 in Rockaway. However, she learns that her father, Poppy, is going to Europe to help the Army of Corp Engineers. Also, her usual summer companion, Margaret, is leaving because her brother is missing in action. Things seem bleak until she meets Albert, who is from Budapest and is temporarily living with her grandmother’s neighbor. They develop a friendship and Lily provides Albert comfort as he tells his tragic story. Albert lost his parents, his grandmother and his sister was stranded in an orphanage in France. They work on a plan to get her father to look for Albert’s sister, Ruth. Soon, they return to the city and school begins. Then, Poppy returns home with news that he found Ruth. The story ends with Lily and her family going back to Rockaway for another summer and she finds Albert and Ruth waiting for her.
Critical Analysis
I listen to the audio version of this book which was quite an experience. I am not sure that I would have picked up this book to read, but it was available as an audiobook, so I chose it. Listening to the audiobook made this story come alive for me. I realized that I need to pay closer attention due to the various storylines that were going on. Lily was dealing with her father being gone, the loss of her friend, her relationship with her grandmother, her lies and a new friendship. In addition to those storylines there was Margaret’s and Albert’s stories. The book takes place during the summer in Rockaway in the middle of World War II. The backdrop of World War II truly affects everyone within the book. Lily’s Poppy has gone overseas to help and Margaret’s brother is missing in action. Albert, Lily’s new friend, has lost his parents, his grandmother and his sister is still in Europe. This book is filled with a variety of stories and Patricia Reilly Giff does a great job of telling each one. Giff uses Albert to explain the experience that people in Europe were having and how difficult things were. In a way, I think his story helped Lily come to terms with her father being gone. I truly believe that this book would help teachers teach theme because there are several universal themes that could be taken from this story.
Review Excerpts
The Kirkus Review - “Giff (Shark in School, 1994, etc.) really pulls readers' heartstrings with Albert's memories of his family, the loss of Margaret's well-liked brother in the war, and Lily's joyful reunion with Poppy.”
Publisher’s Weekly - “Giff keeps the spotlight off Lily's flaws, refraining as well from overtly linking them to her self-consciousness at being motherless. Rather, she uses them to generate the plot: as Lily and Albert work their way into friendship, Lily tells a lie with unexpected and potentially dangerous consequences.”
Connections
I think that students could also read Number the Stars which would provide a different perspective on the same setting. Students could compare and contrast the events and feeling that are found within the book. Lily does not live everyday in a war zone, but Annemarie spends everyday living in fear of the tall boots. I think literature circles, class discussion or venn diagrams could be done. Students could even create activities using technology.
There are several themes within this book and students could work on identifying the theme and providing text support for the theme.
Teachers could also use Lily as a way to teach character traits. Lily is a very interesting character and there are reasons why she does certain things, so students could determine character traits using text support.
