Teri+W.

=Book Summaries:= Name: Teri Warrick

1. 1.Book Title: The Help


 * 1) 2.Author: Kathryn Stockett


 * 1) 3.Date of Publication: 2009


 * 1) 4.What is the book about? Give brief plot summary in your own words.

This fiction piece takes place in Jackson, Mississippi, in the 1960's. The "Help" are the maids working for white families. This story is essentially told from the the perspective of the two main maids (Aibileen and Minny) as well as from the perspective of the white young lady (Skeeter) having grown up in this world with racial lines drawn, confusing relationships, and her need for truth and independence. Sacrifice and freedom are at the heart of each of these characters. Skeeter anonymously compiles the stories of the maids in her hometown including the close relationships developed, the lines and barriers between the help and the white adults, quiet support and assistance sometimes given to The Help, and the degrading injustices incurred. As the book is released, fear and pride both consume the maids in Jackson as they risk losing any safety or security they might have had in their community, jobs, and family life. The high society life and political aspirations inhibit and control many white adults from living honestly and voicing their true opinions. So, in the end, through sacrifice, these three women as well as many others gain independence, truth, and freedom. Minnie is free from the constant fear of an abusive husband and the control of the town gossip and high-society queen. Aibileen has an anonymous column in the white newspaper and the freedom and time to use her gift of writing. Skeeter has beat all odds in finding herself though the disappointments throughout her life. She is grateful for all the obstacles, hurdles, and hurt encountered as this has made her the strong, independent, and compassionate woman ready to begin her new life in New York.

To use The Help in the classroom students would read the novel and create a presentation connecting the novel to the 1960's. Before reading the novel, collaboration should occur between the reading specialist, social studies, language arts, and media departments in the school. The Help would be presented in conjunction with a unit on civil right history in the social studies department. Before beginning the novel, the instructor would evaluate student background knowledge and make connections to the students' personal motivation. Examples of this might be giving students senarios such as: How would you react to being wrongfully accused of stealing? How would you respond to physical abuse within the family? What do you think your role is when you see someone being mistreated within a family or within a society? During the novel, students would make use of graphic organizers, group discussion, and teacher-led class discussion to help with reading comprehension and reflection. After completing the novel, students would put together a class presentation connecting the novel to civil rights. Students would chose a person or event of significance for this time period. They would be responsible for researching this topic. In their presentation they will correlate the topic with the novel and relate it to themselves and their role in society.
 * 1) 5.How could a teacher use this book in the classroom? What instructional strategies might you choose to incorporate with this particular title?


 * 1) 6.Write three higher level thinking questions that you might use in a culminating discussion of this book.

1. How would you decide whether your decision to voice your opinion/thoughts would be worth risking your life or someone else's? Based on your decision, were Minny and Aibileen right in their decision?

2. Place in order of priority the following conflicts from the novel: Person to person conflict Person to self conflict Person to society conflict Explain your rationale.

3. How would you define racism and how does that differ from being prejudice?

Name: Teri Warrick


 * 1) 1.Book Title: They Never Came Back


 * 1) 2.Author: Caroline B. Cooney


 * 1) 3.Date of Publication: 2010


 * 1) 4.What is the book about? Give brief plot summary in your own words.

The title says it all - Murielle is ten years old and is left behind when her parents flee the country in order to avoid charges of embezzlement. For the next five years, Murielle relies on the hope that they will return to take her with them. They Never Came Back. Muriel is placed in the foster care program as her only other relatives (Aunt Lois, Uncle Travis, and cousin Tommy) are under suspicion of aiding her parents in their escape. With the third foster care placement, Muriel does bond with the couple and asks to use their last name, Ferris, as she enters school in this new town. She has already unofficially changed her first name to Cathy. This enables her to begin a new life where she is not clouded by the public burden of carrying her parents very public and illegal exploits. The truth does eventually come out as she has ventured to her old town to take an accelerated Latin course in the hopes of getting to know her long lost cousin, Tommy. She has no intention of bringing her true identity to light, but Tommy immediately recognizes her and this creates a whirlwind as he approaches her in front of the entire summer school attendees. Through the excitement caused by her Aunt, Uncle, and a FBI agent coming to school to attempt to identify her as Murielle or to use her as bait to get the parents back for prosecution, another student sets up a false My Space account. The parents do respond to the account, and Murielle is assured it is them by answering questions only they could answer. She does remain loyal to them and electronically tells them to "RUN" so they are not trapped. In doing so, she leaves some of her guilt behind and with an overwhelming feeling of forgiveness, is able to reunite with her Aunt, Uncle, and cousin. There she feels the loyalty and devotion of her family and again has her true identity. Her foster parents have also given her a gift of love, showing her people can choose what they honor, who they love, and right from wrong. All now perceived as gifts she might not have been able to possess if she had remained with her biological parents.


 * 1) 5.How could a teacher use this book in the classroom? What instructional strategies might you choose to incorporate with this particular title?
 * 2) As an introduction to this title, I would ask the school counselor to come into the classroom and discuss possible family, cultural, and social influences and how those affect development of one's identity. Throughout the reading, students could keep a chart and have discussions regarding the main character's identity conflict and what impacts her development of identity as well as the shifts that occur throughout the novel. As a culmination of the unit, I would have students design a representation of their own identity, including internal and external forces of influence, conflicting aspects of their identity, and a priority rating of the forces of influence. This representation could take on many forms such as: video, powerpoint, poster, song, interview, etc. The school counselor would be invited back into the classroom for the presentations and to finish up the discussion on identity.


 * 1) 6.Write three higher level thinking questions that you might use in a culminating discussion of this book.
 * 2) What do you think about the ease by which Murielle Lyman's identity was switched to Cathy Ferris?
 * 3) What is happening to the main character's identity in regards to the switching back and forth between Murielle and Cathy? How does this impact her self-conflict?
 * 4) Would you remain loyal to your family, even if their actions were illegal, or would you help the authorities bring justice? What criteria would you use to make this decision?

Name_: Teri Warrick


 * 1) 1.Book Title: If The Witness Lied


 * 1) 2.Author: Caroline B. Cooney


 * 1) 3.Date of Publication: 2009


 * 1) 4.What is the book about? Give brief plot summary in your own words.
 * 2) This story is about the strength, love, and bond that develops between a brother and two sisters as they work through the grief of losing their mother to cancer and then their father to an accident/murder. The family bond is evident as they all eventually encircle their youngest brother, Tris, who has been wrongly accused of causing his father's death. Caroline Cooney brings a controversial issue into the story as the mother makes the decision to forego chemo therapy for her liver cancer until after the baby is born which would be too late for that type of cancer. After the death of both parents, Jack takes on the parental role for his young brother while the sisters go separate ways and leave their past life, friends, and family. When the children are reunited, the instant forgiveness and understanding shown by all three children is overwhelming. Another interesting take is the relief all three older children feel, but especially Jack, when the grandparents step in to take on the adult role of protecting and decision making. Jack has a renewed appreciation for the joys, opportunities, and experiences that come with being 15 and not having the adult responsibilities of parenting.

In exploring the theme of this novel, I would begin the unit by having students show their view of family love capabilities and responsibilities during three different phases of life (child, adolescent, and adult). During the novel reading, students could keep a graphic organizer showing the characters and their decisions and choices made throughout. After reading the novel, students would describe the theme, or dominant idea of the book, and explain how the author developed it though the characters and the conflicts. Students could put this together in a report, poster, or multimedia project.
 * 1) 5.How could a teacher use this book in the classroom? What instructional strategies might you choose to incorporate with this particular title?


 * 1) 6.Write three higher level thinking questions that you might use in a culminating discussion of this book.
 * 2) Do you agree with the mother's choice of refusing to have chemotherapy treatments? Why or why not?
 * 3) What do you think about an adult being able to decide if children are in docudramas or on reality TV shows?
 * 4) Why does the author emphasize Jack's sacrifices and older brother turned parent role with the youngest sibling, Tris?

Name: Teri Warrick


 * 1) 1.Book Title: The Absolutely True Diary of a Part-Time Indian


 * 1) 2.Author: Sherman Alexie


 * 1) 3.Date of Publication: 2007


 * 1) 4.What is the book about? Give brief plot summary in your own words.
 * 2) Arnold Spirit, Jr., known as Arnold in his white high school in Reardon and Junior on the rez, fits with the name of this book perfectly. It is truly from his perspective and worded as such, as he is a Spokane Indian living on the rez, but chooses to attend high school at the neighboring white high school. Arnold discovers the pros and cons of living as white, Indian, medically challenged, and highly intelligent. His struggles with growing up, the two communities, and society and cultural differences in general. One of my favorite quotes from this text is "I used to think the world was broken down by tribes, by black and white. By Indian and white. But I know that isn't true. The world is only broken into two tribes: The people who are assholes and the people who are not." (pg 176). Living amongst poverty, alcoholism, verbal, physical, and emotional abuse, Arnold reaches for a place in the world outside of some of those obstacles. He finds that there is abandonment and abuse on the rez but that it also occurs, often looking differently, in the white community as well. Death is another issue that Arnold has to encounter excessively. He grieves through the loss of his Grandmother, his only sister, and his father's best friend. All are lost due to alcohol, a monster that haunts many, but is rampant in his society. Through the obstacles, Arnold grows, and discovers the love and devotion that occurs in his Spokane community is a cherished heirloom. Support, respect, and compassion for each other are revealed to him in both communities. Sherman Alexie uses Arnold's gift of cartooning and adolescent male wit to keep the reader chuckling as we are moved from frustration, sadness, and hope.


 * 1) 5.How could a teacher use this book in the classroom? What instructional strategies might you choose to incorporate with this particular title?

This title could be used along with a nonfiction piece regarding Native American multicultural issues. Research into the Spokane Indian tribe would be a good integration component. Collaboration with a social studies and library/media specialist would be helpful in crossing curriculum. This piece could also be tied to a writing project in which each student composes their own small memoir relating to a time when they felt similar to Arnold as a minority by not fitting with the dominate group. Collaboration, research, and writing would all be strategies incorporated with this title.


 * 1) 6.Write three higher level thinking questions that you might use in a culminating discussion of this book.

Explain why you think Arnold chose to write out his list of joys and drew cartoons of the things that made him angry?

On page 107, Arnold discovers that Penelope is bulimic. She responds that she is only bulimic when she is throwing up. Arnold relates that to his alcoholic Dad who drinks his pain away. What does Arnold mean when he tells both of them, "Don't give up." ? How does Arnold release his pain and explain why and how this helps him cope with his pain.

Arnold refers to his older sister, Mary Runs Away, as strong, beautiful, funny and intelligent. Explain why she reverts to the basement upon completion of high school and does not move on with her life (until suddenly marrying and moving away) and explain why she does not openly use her gift and desire to write?

Name: Teri Warrick


 * 1) 1.Book Title: The Hunger Games


 * 1) 2.Author: Suzanne Collins


 * 1) 3.Date of Publication: 2008

> The Hunger Games are formed and presented in a celebration atmosphere which in and of itself plays with the minds of all within the districts. Each district chooses through a drawing one boy and one girl between twelve and eighteen to fight to the death. This fight is broadcast live throughout the Capitol and the Districts. > Katniss Everdeen has been the provider for her mother and twelve year old sister since the death of her father. When her younger sister's name is drawn, Katniss volunteers to go in her place. She and her District foe and ally, Peeta leave for the preparations and the games. This futuristic nation relies on extremes to maintain control over the people. The people are provided only basics and poverty abounds within the districts, while high tech abundance and glamour are prevalent within the Capitol. Katniss and Peeta are faced with many decisions in their attempt to survive. > Pleasing the Capitol and entertaining all is necessary. They must use their individual survival and resourcefulness, which is different for the contestants depending upon which District they've come from. > The Hunger Games is a novel with aspects of science fiction, adventure, mystery, and romance. >
 * 1) 4.What is the book about? Give brief plot summary in your own words
 * 2) North America as we know it today has been destroyed. Panem, a nation consisting of a Capitol and 12 poor Districts remains. Each District has a specific resource it provides to the capitol while all necessities, rules, and punishments are controlled by the Capitol. In order to keep its dominance, the Capitol has destroyed District 13 which gave a rebellion attempt. This, along with The Hunger Games, keeps everyone in survival mode, discouraging alliances and independence.


 * 1) 5.How could a teacher use this book in the classroom? What instructional strategies might you choose to incorporate with this particular title?
 * 2) I would begin this unit with discussion in small groups and then together in whole groups sharing their thoughts as to how much control and support government should have within society. Students would also reflect on what are the most important responsibilities each citizen has within their society.
 * 3) During the reading I would have students chart the decisions and skills of each of the tributes and state what factors influenced these. Also in this chart, they would include the decisions and reasoning of the Capitol during the games.
 * 4) In culminating the unit, I would split the class into two teams and a debate would ensue with one team representing the Capitol, and the other team representing Katniss, Peeta, and other citizens interested in revolting. Evidence from the text and outside resources would be expected to be used during this debate.

-Going through the games alone or making allies - first with Rue, and more significantly, with Peeta -Being true to herself and her district or appeasing the Capitol -If she does win, fame and fortune will separate her from her previous life within the district. She will also have the yearly task of training and watching the future contestants from her district succeed or die as they rely on her aid. She must decide if killing others and winning are worth this.
 * 1) 6.Write three higher level thinking questions that you might use in a culminating discussion of this book.
 * List in order of priorities the decisions Katniss must make. Explain your reasoning for the order you choose and give examples from the book on how and when she made the decisions.


 * Explain the different skills and resources Katniss acquires from both her father, who is deceased, and her mother, and how she uses these in her attempt to survive. How does her view of her mother and her sister's strengths and weaknesses change throughout the story?


 * What do you think will happen next with Katniss' relationship with Peeta as well as with her relationship with Gale? Use background references to the book to defend those choices.

Name: Teri Warrick


 * 1) 1.Book Title: Heaven is for Real


 * 1) 2.Author: Todd Burpo with Lynn Vincent


 * 1) 3.Date of Publication: 2010


 * 1) 4.What is the book about? Give brief plot summary in your own words.

This nonfiction piece is written by the father of Colton, a three year old boy who visited heaven during surgery on a ruptured appendix. This book is well written and draws you into their family dynamics. The background information is essential to appreciate the authenticity of Colton's descriptions and matter of fact statements relating to meeting Jesus first upon entering heaven. You'll experience the turmoil and challenges mounted upon this family before Colton's surgery, the love and support displayed during the illness, as well as the rebuilding and healing that occurs after Colton recovers. It is in the year after the illness that Colton slowly reveals details about people he met in heaven, angels, Jesus, and God on his throne. His parents do what they can for verification on particular statements, and Colton always comes up being authentic. In time these statements came together and Colton 's father takes on the challenge of putting Colton's out of body experience in heaven in print. As the title suggests, Colton's objective is to tell everyone "Heaven is for Real".


 * 1) 5.How could a teacher use this book in the classroom? What instructional strategies might you choose to incorporate with this particular title?
 * 2) I would use this book in a unit exploring memoirs and biographies. This would be one choice that students would have, but it would not be the required book. In the beginning of this unit, I would meet with the Library Media Specialist and Social Studies instructors to develop and present an introduction to biographies and memoirs and an assortment of resources to consider. While reading, students would work in small discussion groups/book circles to discuss the memoir/biography of their choosing. After reading, students would search newspapers, magazines, and internet databases to find another individual who shares these experiences or qualities. They would then present this comparison in a way of their choosing (essay, powerpoint, art project, etc).


 * 1) 6.Write three higher level thinking questions that you might use in a culminating discussion of this book.
 * 2) Evaluate the validity of three of Colton's specific encounters while in heaven. How are they proven or called into question?
 * 3) At different times, Todd's faith is challenged or reinforced. On a scale from 1 - 10, 10 being the highest, rate his level of faith at two different points in the text and explain your reasoning.
 * 4) What is the significance of the publishing of this book to Colton, his family, and society?