Life's Always Looking Up When You're "Short"

Short by Holly Goldberg Sloan 

Hello, Readers!

This week our fifth grade book club members are discussing Short by Holly Goldberg Sloan. With its humor, insight, and terrifically quirky cast of characters, including the unforgettable Julia Marks, this novel is a heartwarming, joyous story of self-discovery and the role models who forever change us.

Julia spends a lot of time looking up. But please don't call her short; she is boycotting that word. She's not allowed to boycott the local theater production of The Wizard of Oz, however. Her mother insisted that she audition, and now she has been cast as a Munchkin--even though she can't dance or carry a tune. Her summer is not starting well.

But then, unexpectedly, Julia begins to see her world-- and herself --in a different way. She is inspired by the show's always enthusiastic director, and she becomes friendly with two women unlike any she has ever met: Olive, an adult with dwarfism who doesn't let her size define her; and Mrs. Chang, a neighbor whose incredible artistry helps Julia see herself as an artist. She soon realizes that "this is going to be the summer when the little people call the shots."

Source: book jacket

Possible Discussion Questions:*

1. Who are Julia’s role models? Why is it important for kids to have role models? Who is your role model?
2. Why did Julia almost quit the play? What does Olive do to keep Julia in the show? Have you ever wanted to quit an activity? What motivated you to stick with it?
3. Julia is praised for taking initiative during the play. What is initiative? Do you agree with Shawn that initiative is more important than talent, luck, or good looks?
4. Several characters must deal with assumptions people make based on how they look. What do you think it’s like to be Olive? What did Julia assume about Mrs. Chang? Have you ever made an incorrect assumption about someone else that you later corrected? Have you ever felt like people made an incorrect assumption about you?
5. Shawn Barr explains that “artists are observers.” This challenges what Julia has always thought. How are you an artist? What do you think is the purpose of art?
6. Why is Julia upset when she finds out she is just slow to grow and will probably not be short forever? Why does she want to be “short”?
7. Discuss how Julia, Randy, and Shawn each handle the review of the play after opening night. What can you learn from Shawn and Randy’s reactions?
8. What does Julia learn about herself during her summer as a Munchkin? What qualities or skills make you unique?
9. Julia comes up with a slogan that she would put on a business card — “Marks Hits Her Marks.” What would your personal slogan be?
10. Julia wonders how many adults really like their jobs and fantasizes about a future career where she could eat apricots, walk a dog, and lay in the grass and daydream. What is your fantasy career?
11. Shawn Barr teaches the Munchkins about the value of body movement in acting. What does your body movement say about you? Does how you move change based on your mood? 
12. What surprised you as you read this story?
13. How has your thinking changed (or been confirmed) after reading Short?

*Discussion questions based on Brightly's Book Club for Kids (http://www.readbrightly.com/brightlys-book-club-for-kids-short/)

Curriculum Connections:

• Life Skills (self-discovery, appreciating differences, problem solving, role models)
• Art (drama, acting, body language)
• Research - Dwarfism

What 5th Grade Book Club Members Thought:

• Our rating: 4.4 out of 5
• "One question I wondered was why Julia wanted to stay short?" --Vibha
• "Why do they call flying monkeys winged monkeys?" --Sophie
• "I want to talk about when Julia and Olive flew." --Katie
• "Why was Shawn Barr at the motel?" --Alexa
• "One part of the story that sticks out in my mind was when she met the director." --Jordyn
• "Why weren't Olive and Julia written in the newspaper when they were talking about who the flying monkeys (winged monkeys) were?" --Kenzie
• "I want to talk about her flying." --Aditi
• "Why would Julia almost quit the play?" --Alex

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How the Principal's Kid Struggles with Being an Insider AND an Outsider (When She Just Wants to Be "Normal")

Confessions from the Principal's Kid by Robin Mellom

Hello, Readers!

This week fourth graders are discussing Robin Mellom's Confessions from the Principal's Kid. Have you ever thought about what it might be like to go to school where your mom was the principal? That's the situation for fifth-grader Allie West. There are plenty of good parts, but Allie is really struggling with the bad parts in this story.

Being the principal's kid means:

1. Secret meetings with the Afters
2. Eavesdropping Bingo
3. Random Acts of Awesomesauce
4. No invitations, ever
5. Outsider status, always

That's the good and bad of it for fifth-grader Allie West. She's an insider - which makes her an outsider. Nobody trusts the kid who might tell her mother, the principal, everything. And while Allie secretly loves her behind-the-scenes life at school, she desperately wants to be, well, normal. But normal is complicated.

Will Allie find "normal"? Will she make new friends and still keep her old friends? Will being the principal's daughter ever work in Allie's favor, or will it always work against her? Author Robin Mellom ought to know what it's like for Allie West, because her mom was the principal at her school, too. 

Source: book jacket

Possible Discussion Questions:

1. Allie seems to enjoy helping Frances and Ms. Jean before school. Why do you think she always tries to get out of there before the other kids can see her?
2. Allie's mom is very distracted and always serious. How does this seem to impact Allie?
3. How does Graham deal with the way other kids, especially Joel Webber, treat him?
4. What does Allie's dad mean on p. 181 when he says, "Stop worrying about everything you've done. . . Focus on how to make things better for other people."
5. Allie says, "Being an insider at this school only makes me feel like an outsider." How is bein an insider a problem for Allie in this story? How does her problem get solved?
6. Allie tells the Afters she wants to have real friends. Why do you think she didn't consider the Afters her real friends?
7. How did Allie change in this story?
8. What surprised you in this story? What did you notice?
9. Would you want one of your parents to be the principal at your school? Why or why not?
10. What message can we take away from this story? What did the author want us to know?

Curriculum Connections:

• Character (kindness, including others)
• Life Skills (problem solving, communication)

What 4th Grade Book Club Members Thought:

• Our rating: 4.3 out of 5 - We liked it and had a lot to discuss.
• "I want to talk about Joel Webber." --Alex
• "I wondered why Allie's mom won't tell her what happened when she was talking to Graham." --Anjulila
• "I want to talk about how Allie rejects Joel Webber." --Jonathan
• "I would not want to be the principal's kid because I would stay after school." --Theo
• "I want to talk about how the Afters come back together." --Addie
• "One question I wondered was why  does Graham wear the El Guapo cape?" --Jeb
• "I wonder why Graham made La Guapa for Allie." --Alex
• "Why did Allie's mom call Ms. Santos so Allie could be Chloe's partner?" --Ryan
• "I want to talk about how Allie and Chloe's book report turned out." --Varun
• "I would want to be the principal's kid because I would have access to lots of places." --Alex
• "I want to talk about how the Afters started." --Hailey
• "I would want to be the principal's kid because everyone would respect me! :)" --Addie

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What We're Reading Next:

Change Can Be Hard: Seeing the World from a Dog's Point of View

Fenway and Hattie by Victoria J. Coe

Hello, Readers!

This week, 2nd and 3rd grade book club members are discussing Fenway and Hattie by Victoria J. Coe. This entertaining story is told from the point of view of a dog, Fenway, who is dealing with a lot of change. He needs his best friend, Hattie, to help him navigate all that is new, but even Hattie is changing. If you've ever wonder what a dog would say if it could talk, you'll love reading Fenway and Hattie.

Meet Fenway, a little dog with a GIANT personality!

Fenway and his beloved short human, Hattie, are the perfect pair. She loves romping in the Dog Park, playing fetch, and eating delicious snacks as much as he does. 

But when they move from the city to the suburbs, there’s bad news. While Fenway’s hard at work deterring intruders and battling a slippery floor, Hattie starts changing. She hangs out in a squirrely tree house. She plays ball without him. What could be happening?

Crushed and confused, Fenway sets out on a mission. He’s going to get his Hattie back and nothing will stop him—not the Wicked Floor, not the dreaded Gate, not even a giant squirrel!

Get a dog’s-eye view of the world in this hilarious and heartfelt story about two best friends who learn that big changes aren’t always easy, but sometimes trying new things can get you everything you want.

Source: http://www.penguin.com/wp-content/uploads/2016/02/Classroom-Guide-to-Fenway-and-Hattie-Sept-2015.pdf

Possible Discussion Questions:

1. What happened in Fenway and Hattie that surprised you? Why were you surprised?
2. What did this story make you wonder?
3. How has the story changed the way you think or act?
4. Fenway notices changes in the place they live. What are some of the similarities and differences between the apartment and the house?
5. What are some of Fenway's strategies or plans to get the old Hattie back?
6. What are some challenges that Hattie faces?
7. What did Hattie and Angel learn in this story?
8. Both Fenway and Hattie change from the beginning of the story to the end. How did Hattie change? How did Fenway change?

Curriculum Connections:

• Dogs (animals' needs, caring for a pet, communication)
• Social Skills and Character Development (friendship, problem solving, kindness, coping with moving or change)
• Visit author Victoria J. Coe's website to learn more about her and the books she writes.

What 2nd and 3rd Grade Book Club Members Thought:

• Our rating: 3.71 out of 5 - It was okay for some and others said it was good.
• "My favorite part was the wicked floor." --Caleb
• "My favorite part was when Fenway snapped the leash in half trying to save Hattie from the ice cream truck." --Rivian
• "I wondered why Fenway suddenly started liking walks at the end." --Sanika
• "My favorite part was when the brown truck keeps on following Fenway and Hattie." --Jake
• "My favorite part was that Fenway thought that his new backyard was a dog park." --Valeria
• "One question I wondered was why did they move?" --Nathan
• "My favorite part was when Fenway saw the wicked floor." --Boris

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What We're Reading Next:

What Would It Take for an Intelligent Robot Survive in the Wilderness?

The Wild Robot by Peter Brown

Hello, Readers!

This week, 5th grade book club members are discussing The Wild Robot by Peter Brown. Through his words and his illustrations, Brown has created a winning story. His combination of a robot with wild animals in nature don't necessarily guarantee easily made friendships, but readers will come away with the idea that kindness wins in the end.

The Wild Robot is the story of Rozzum unit 7134, a robot who wakes up for the very first time to find that she’s alone on a remote, wild island. Roz doesn’t know how she got there, or where she came from: she only knows that she wants to stay alive. And by robotically studying her environment she learns everything she needs to know. She learns how to move through the wilderness, how to avoid danger, she even learns how to communicate with the animals. But the most important lesson Roz learns is that kindness can be a survival skill. And she uses kindness to develop friends and a family and a peaceful life for herself. Until her mysterious past catches up with her.


Source: http://www.peterbrownstudio.com/uncategorized/the-wild-robot/

Possible Discussion Questions:

1. What happened in The Wild Robot that surprised you? Why were you surprised?
2. What did this story make you wonder?
3. How has the story changed (or confirmed) the way you think or act?
4. How did Roz come to be at the island?  What did she have to do to get herself acquainted with her new surroundings?
5. What do you think was Roz’s best survival skill?
6. Toward the beginning of her time on the island, the animals saw Roz as a monster.  What changed their attitude towards her?  
7. How would you expect wild animals (like the bears) to react to Roz? What other animal behaviors in the story were expected from a “wild” island habitat, and which behaviors weren’t normal reactions?  
8. Brightbill and Roz ended up as an unlikely family. How did they act much like a traditional family?  How were they untraditional?  What tragedy brought them together? What message can we take away?
9. Peter Brown made a point to tell readers that Roz could not feel emotion.  Do you think she eventually learned how to feel and developed emotion, or was she simply adapting to her experiences as her programming wished her to do? Do you think it is possible that robots might have the ability to learn, develop, and have emotions?
10. Why did the RECOs see Roz as defective? Why were the RECOs so insistent that Roz could not stay at the island?  Did the Makers really need every single robot back?  Why or why not?
11. Roz learned from the island, but how did the “island” learn from Roz?
12. What do you think happens to Roz once she returns with the ship? Do you think she will eventually be able to find her way back to the island?
13. How much are you looking forward to reading The Wild Robot Escapes when it is published on March 13, 2018?

Curriculum Connections:

• Science and Technology (robots, climate change, survival and needs, camouflage)
• Character Development (friendship, problem solving, kindness, teamwork)
• Visit author/illustrator Peter Brown's web site to learn more about his work.

What 5th Grade Book Club Members Thought:

• Our rating: 4.3 out of 5
• "Why did the Makers need every Rozzum bot back?" --Alex
• "I wondered why the dead robots were still there." --Alexa
• "I want to talk about when Brightbill shut Roz down." --Jordyn
• "I was always wondering what [would] happen next." --Sophie
• "Why was Roz the only robot that survived?" --Katie
• "I predict in the next book she escapes." --Aditi
• "I wondered how Roz got to the ship when she was just a torso and a head." --Kenzie 

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What We're Reading Next:

Once Again, Ivan, the Mighty Silverback, Captures the Hearts of Fourth Graders

The One and Only Ivan by Katherine Applegate

Hello, Readers!

This week, 4th grade book club members are discussing The One and Only Ivan by Katherine Applegate. This is the third consecutive year that the 4th grade book club members have voted to read Ivan, and I am always glad they select it because the story still makes me laugh, sigh, smile, and cry. Katherine Applegate, you created a masterpiece.

This unforgettable novel won the Newbery Award in 2013. Inspired by the true story of a captive gorilla known as Ivan, this illustrated novel is told from the point of view of Ivan himself.

Having spent 27 years behind the glass walls of his enclosure in a shopping mall, Ivan, an easygoing gorilla, has grown accustomed to humans watching him. He hardly ever thinks about his life in the jungle.

Instead, Ivan occupies himself with television, his friends Stella and Bob, and painting. But when he meets Ruby, a baby elephant taken from the wild, he is forced to see their home, and his art, through new eyes. With Ruby's arrival comes change, and it's up to Ivan to make it a change for the better. Full of humor and poignancy, the story focuses on the power of unexpected friendship, optimism, and hope.


Source: http://theoneandonlyivan.com/book/

Possible Discussion Questions:

1. Is The One and Only Ivan a story of pain and sadness, or is it a story of redemption and hope?
2. When he was living at the Big Top Mall, was Ivan lonely and isolated or surrounded by friends?
3. Was Mack a good guy or a bad guy?
4. What does Stella’s story about Jambo (pp. 63-66) tell us about gorillas?
5. What does Ruby’s story about the humans who rescued her in the jungle (pp. 101-105) tell us about humans?
6. Ivan explains that gorillas don’t name their newborns right away (pp. 123-125). What do you think your name would be if your parents waited to name you until they got to know you first?
7. How does Ivan change throughout this book? What events help to precipitate (cause) these changes? Think about any of these situations: a) expression of his anger; b) perception of his surroundings; c) feelings toward Ruby.
8. Should we keep animals in zoos, or should we allow animals to remain in the wild?

Curriculum Connections:

• Science (gorillas, elephants, habitats, survival and needs)
• Animals (rights, cruelty)
• Writing (argument)
• Character Development (friendship, problem solving, kindness)
• Visit The One and Only Ivan web site to learn more about the real Ivan and author Katherine Applegate.

What 4th Grade Book Club Members Thought:

• Our rating: 4.1 out of 5
• "One question I wondered was who is Not-Tag?" --Jeb
• "What happened to Mack after the animals left?" --Varun
• "My favorite part of the story was when George agreed to put the papers up on the billboard." --Jack
• "One question I wondered was why did the humans save Ruby?" --Addie
• "My favorite part of the story was when Ivan saw the other gorillas." --Varun
• "I want to talk about why Ivan was brought to the mall." --Hailey
• "One question I wondered was why did Ruby try to hurt Mack?" --Anjulia
• "My favorite part of the story was when they were at the zoo!" --Addie
• "I wondered what happened to the mall." --Ryan
• "I want to talk about how Stella died." --Jeb

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What We're Reading Next:

A Three-Legged Griffin, Some Trolls on a Mission, a Dragon with a Headcold, and Pesky Fairies - Just Another Day in the Woods

Hello, Readers!

This week 2nd graders are discussing Ivy, a fantasy written by Katherine Coville. This story is a charming example of how we can all bring kindness, a positive attitude, and a helping hand in  an effort to foster a world that is full of acceptance and peace. Coville creates endearing (and perhaps a couple of not-so-endearing) characters that readers will enjoy.

Ivy’s grandmother is a healer—to mostly four-legged patients of he forest. Although the woodland creatures love her, the residents of Broomsweep grumble about Grandmother’s unkempt garden. When a kingdom-wide contest is announced to proclaim the tidiest town in the land, the people of Broomsweep are determined to win. That is, if they can get Ivy’s grandmother to clean up her ways. Ivy is determined to lend a hand, but the task proves more challenging when a series of unexpected refugees descends on Grandmother’s cottage. Before the week is over, an injured griffin, a dragon with a cold, and a tiny flock of temperamental pixies will cause a most untidy uproar in Broomsweep . . . and brighten Ivy’s days in ways she never could have dreamed.

Source: publisher's description https://www.penguinrandomhouse.com/books/253068/ivy-by-katherine-coville/9780553539752

Possible Discussion Questions:

1. How do the people of Broomsweep act toward Meg the Healer (Grandma) and Ivy? Why do the townspeople act that way?
2. Talk about Mistress and Mayor Peevish. How would you describe their personalities?
3. Why did Cedric the Three-Legged Griffin and Balthazar the Dragon arrive at Grandma Meg's cottage?
4. How did the arrival of the magical creatures help or hurt the chances of Broomsweep winning the contest?
5. Two other types of magical creatures are a part of this story: fairies and trolls. Describe how they are the cause of some problems. How do the problems get solved?
6. Peter is one character who changed in this story. How did he change? Give an example of another character who changed and explain the changes you noticed.
7. What message did the author want readers to understand after reading this story?
8. Who was your favorite character in this book? Why?

Curriculum Connections:

• Character Traits and Life Skills: Problem Solving, Kindness, Teamwork, Differences
• Writing: Narrative Techniques (the power of three, dialogue)
• Fantasy: Mythological Creatures

What 2nd Grade Book Club Members Thought:

• Our rating: 4.0 out of 5
• "I wondered why did the griffin protect Poof so much?" --Boris
• "My favorite part is when C.T.L. Griffin said, 'I GUARD THE POOF.'" --Ansley
• "I wondered why the trolls go and take Mistress Peevish and Mayor Peevish." --Rivian
• "My favorite part was when Cedric arrived and he made a crash landing." --Jake
• "I want to talk about when Balthazar blasts Mistress Peevish with dragon snot and fire." --Nathan
• "My favorite part was when the trolls attacked!" --Boris
• "I wondered why so much animals keep on going to grandmother's house." --Jake

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"You're Telling Me I Can't Read This Book? Oh, Okay," . . . Said No Kid Ever.

Ban This Book: A Novel by Alan Gratz

Hello, Readers!

This week 5th graders are discussing Ban This Book: A Novel by Alan Gratz. In my opinion, Gratz is a master at developing determined, realistic characters to whom readers can relate, and he does it again with the cast of characters in Ban This Book.

It all started the day Amy Anne Ollinger tried to check out her favorite book in the whole world, From the Mixed-Up Files of Mrs. Basil E. Frankweiler, from the school library. That’s when Mrs. Jones, the librarian, told her the bad news: her favorite book was banned! All because a classmate’s mom thought the book wasn’t appropriate for kids to read.

Amy Anne decides to fight back by starting a secret banned book library out of her locker. But soon things get out of hand, and Amy Anne finds herself on the front line of an unexpected battle over book banning, censorship, and who has the right to decide what she and her fellow students can read.

In the end, her only recourse might be to try to beat the book banners at their own game. Because after all, once you ban one book, you can ban them all…

Source: https://www.alangratz.com/writing/ban-this-book/

Possible Discussion Questions:

1. How do you feel and what is your reaction when someone tells you that you cannot do something?
2. What does it mean to be a "banned" book? Do you think some books should be banned from libraries? Why or why not?
3. Describe Amy Anne. How does her personality help and hinder her at the same time? How does she change throughout this story?
4. What troubles Amy Anne about her family life? What advice might you give Amy Anne about dealing with her sisters and about getting her parents to understand her concerns?
5. What are the main reasons Amy Anne is upset Mrs. Spencer's decision to remove books from the school library?
6. What are "good intentions"? Do good intentions always to good outcomes? Share an example from the story to make your point.
7. What is the B.B.L.L.? Do you think it was a good idea? Why or why not?
8. Who does Amy Anne hold responsible for getting her suspended? Who is really responsible, and why?
9. Amy Anne says, ". . . for all the amazing things books can do, they can't make you into a bad person." Agree or disagree, and why?
10. The list of banned books used by the author in this story includes some books Amy Anne doesn't like reading as well as some she feels uncomfortable reading. Why would Gratz think it was important to use a list like this?
11. What message do you think author Alan Gratz wanted readers to consider after reading this book?

Curriculum Connections:

• Social Studies: The Constitution and Bill of Rights, The First Amendment
• Celebrate Children's Book Week and Every Child a Reader
• Find out some of the books that have been challenged or banned throughout history
• Learn about Banned Books Week.

What 5th Grade Book Club Members Thought:

• Our rating: 4.5 out of 5 - We really enjoyed reading and discussing this book.
• "My favorite part was when Amy Anne started the B.B.L.L. an then went insane with banning books." --Alex
• "I wondered how Amy Anne sat in the bathroom for one whole day." --Vibha
• "Why would people ban books that have the slightest degree of violations without policy? That doesn't make sense." --Alex
• "My favorite part was when she played 'hookie'." --Alexa
• "I want to talk about how her favorite book is real!" --Katie
• "One question I wondered was why are there lockers in 4th grade?" --Sophie
• "My favorite part was when Trey's mom lost to Amy Anne." --Aditi
• 
  
• "Did this happen to the author?" --Aditi

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