Mayne

**Book**: Savvy by Ingrid Law **Citation**: Law, I. (2008). //Savvy.// New York, NY: The Penguin Group. ISBN: 978-0-8037-3306-0 **Award**: 2010 Bluegrass Award for Middle School 6-8 **Summary**: The book Savvy takes readers on a wild adventure with the Beaumont family. Mibs Beaumont, the main character, is about to turn thirteen and can't wait to acquire her new "savvy" - a unique supernatural power that begins on her 13th birthday. All of the Beaumonts over the age of 13 have supernatural powers, for example, her brothers can create hurricanes and spark electricity. Two days before her birthday, Mib's father is in an accident and is unconscious in hospital miles from their home. Mibs will do anything to get to the hospital in hopes that her new super power will wake Poppa. Mibs, her siblings, and a few friends sneak a ride on a bus thinking it will take them to the hospital, but once they are on, they realize it is heading in the opposite direction. The bus ride leads to an amazing journey and a wonderful story. **What I Liked**: One of my favorite things about this book is how the lively group of characters get to know each other on a more personal level while on their trip to the hospital. I also enjoyed the in-depth and personal details given by Mibs because it helps the reader make a connection to her character. **Curriculum Connection**: **Genre**: Realistic Fiction **Promotional Activity**: I would have students create a book trailer to advertise this book to other students throughout the school. The book trailer could be viewed during the morning newscast or in the library media center. In order to create a book trailer, students must have a clear understanding of the plot of the story. Book trailers give reluctant and struggling readers an organized way to visualize the plot and get a quick summary of the book before they make a choice to read it. The book trailer's main goal would be to motivate young adult readers to engage with the printed text you are trying to promote. In this case, if students read Savvy and enjoyed it, they may just want to continue reading the sequel titled Scumble.
 * RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

** Book**: A Curse Dark as Gold by Elizabeth C. Bunce **Citation**: Bunce, E.C. (2008). //A curse dark as gold.// New York: NY. Scholastic, Inc. ISBN: 978-0-329-76851-5 **Award**: 2009 William C. Morris Award **Summary**: This novel is a lively tale of magic and witchcraft which recounts Charlotte's attempt at saving her family's business, a woolen mill, after her father passes. Bad luck quickly piles on Charlotte and her sister, Rosie, after their father's death including workers leaving the mill, massive debts, and a domineering uncle. In an attempt to make things better, Charlotte risks everything when she makes a deal with a stranger named Jack Spinner. This novel is based of off the original fairy tale, Rumpelstiltskin, but with a much more attractive way of presenting the story. A Curse Dark as Gold is a terrific read for young girls dealing with a loss and the idea of having to make a difficult choice knowing that some type of consequence may follow. **What I Liked**: I am a sucker for a good fairy tale and this book definitely falls within the category of a well-written fairy tale. I also enjoyed the historical element of the story, as it was set during the industrial revolution. The author did a wonderful job of making the characters fit right into that particular time period, yet they still had that magical aspect about them. **Curriculum Connection**: **Genre**: Young Adult Fiction **Promotional Activity**: I think young adult girls would be very interested in reading this book as they would be able to relate to Charlotte, the main character. Therefore, to promote this novel, I would hold a book club either before or after school for students interested in reading this novel. During this time, we would read the book aloud and discuss different topics (e.g., loss of a loved one, making a difficult choice, and relationships) which were brought up in the story by the students. With a smaller group of students, it may allow those students that wouldn't normally speak up in a large class to have the opportunity to express their thoughts and opinions. During the book club, I would also have students use Strategy 15, Jots and Doodles, to help them create visual images and better understand the text.
 * R.L.9-10.3 - Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot of develop the theme.

**Book**: The Giver by Lois Lowry **Citation**: Lowry, L. (1999). //The giver.// New York, NY: Bantam Books. ISBN: 978-1-413-14501-4. **Award**: 2007 Margaret A. Edwards Award **Summary**: The main character, a young boy named Jonas, lives in a community that is completely controlled, where choices don't exist. Residents that live within the community are assigned jobs at the age of 12, spouses, and much more. The ultimate goal is for everyone to be the same and life to be fair. On his twelfth birthday, Jonas is selected to take on the important job of The Receiver of Memory. The memories that are transmitted to Jonas from The Giver just may reveal too much truth for Jonas to deal with on his own. This book is a compelling and thought provoking read for any young adult student. **What I Liked**: The part I liked most about this novel is the way Lois Lowry creates visual imagery through the use of descriptive text. There are no illustrations throughout the book, but the reader can picture certain scenes, mostly ones about the memories that are transmitted to Jonas from the Giver in their head because of her wonderful descriptions and use of literary elements. **Curriculum Connection:** **Genre**: Literary/Science Fiction **Classroom Activity**: Strategy 3 from Developing Content Area Literacy: Contextual Redefinition Lois Lowry uses some vocabulary in the novel, The Giver, that may cloud the true meaning of a word. Using this strategy, the students will try to decipher what the author actually means when she uses different words in the text. Before reading, the teacher will model how to use both word clues and sentence clues to unlock the meaning of unknown words. The teacher will show students how to successfully utilize the "Identifying the Meanings of Words through the Context Clues Chart". During reading, the students will actually practice their own deciphering skills by using the chart. The teacher will individually help students that seem to be struggling with this task.
 * RL.7.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

**Book:** Jellicoe Road by Melina Marchetta **Citation:** Marchetta, M. (2006). Jellicoe road. New York, NY: HarperCollins. ISBN: 978-0-06-143184-5 **Award:** 2009 Michael L. Printz Award **Summary**: The main character, Taylor Markham was abandoned at the age of 11 by her mother at the Seven Eleven on Jellicoe Road. Taylor now attends Jellicoe High School and is watched after by her aunt, Hannah, whom her mother left her with after she disappeared. Hannah too has suddenly vanished into thin air at a time when Taylor needs her the most. To top all of Taylor's problems off, there is a territory war going on between the Cadets and the Townies and Taylor is a house leader and has an influential role. Taylor's lack of familial connections is unnerving to her. As the story slowly progresses, Taylor begins to unravel the mystery of who she really is through the help of Jonas, the writings of Hannah, and several other characters in the story. **What I Liked**: Part of why I liked this book so much is because it explores one of my favorite things to be discussed in any story - close relationships formed with people that function as a family. I absolutely adore stories about community and friends, especially really close friends that become like a family and Jellicoe Road has that. **Curriculum Connection** **Genre**: Fiction **Classroom Activity**: Strategy 14 from Developing Content Area Literacy: Conflict Dissection This strategy would work well with the novel, Jellicoe Road, by allowing students to successfully analyze the relationships Taylor has with other characters throughout the text. Conflict Dissection gives students the opportunity to identify elements of conflict and resolution as well as deepen their understanding of narrative text structure. The students would utilize the Conflict Dissection Strategy Chart during this activity.
 * R.L.9-10.3 - Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot of develop the theme.
 * R.L.11-12.5 - Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.