Room One

Title:  Room One

Author:  Andrew Clements

Illustrator: Mark Elliott

Publisher: Atheneum Books for Young Readers

ISBN: 0689866879 (pbk)

Audience: Ages 9-12

Summary: Ted Hanson loves mysteries, so when he catches sight of a face in the window of the abandoned  Anderson farm he’s determined to return and investigate. But first he has to finish his paper route, do his morning farm chores, and go to school.  Ted is the only 6^th grader in Room One where Mrs. Mitchell also teaches four 4^th graders and four 8^th graders.  The school has fewer students each year as families leave the area for better economic opportunities; without more children the school will close.  Ted pursues the mystery of the face in the window like a well organized detective: observing, listing clues, making plans. He finds that the house is being used by a mother, the widow of an Iraqi war veteran, and a ten year old boy and a twelve year old girl.  Circumstances compelled the family to leave their home quickly and fearfully and as Ted learns their story he helps to supply them food.  When he realizes that the problem is too big for him he turns to his teacher and then to his parents.  In the back of his mind is the thought: if they stay here that will mean we can keep Room One open.  When the plight of the family on the run becomes known in town, a warm welcome is extended to them, but by then they have moved on.  The publicity, however, makes Plattsford, NE, an appealing place for other military veterans.  A few added families mean that Room One can stay open.

Literary elements at work in the story: Rural Nebraska is the setting for this readable, age appropriate book. The plot highlights the problems and joys of a rural area, the difficulties of small farmers, and the plight of military veterans as part of a seamlessly woven story.  Room One won the 2006 Edgar Allan Poe Award for the best Juvenile Mystery but there’s a great deal more than a detective at work here.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? For city dwellers, this book is a window on life in a rural, farm based culture.  The story reflects the population of the Midwest and portrays relationships between generations

Theological Conversation Partners: There are many positive Christian values reflected here: Ted’s discipline of work, his love of the land, the respect of children for adults and adults for children, the importance of promises, and the importance of paying attention to people.  Most significant, however, is the idea of hospitality. (Romans 9:12).  Platsford, NE gives a prodigal demonstration of what it means to open homes and hearts to a family in need. Both the needs of small farmers and of veterans returning from war and their families are current concerns that this age child can begin to recognize.

Faith Talk Questions

1. Ted Hanson leads a solitary life by the standards of most 6^th graders.  Does he seem satisfied with it?  What makes up for lack of peers?
2. How would living and working on a farm contribute to Ted’s sense of responsibility?
3. What characteristics of a detective does Ted copy?
4. Is careful observation an important activity for knowing and understanding people?
5. Do you think Ted is reckless, disregarding possible danger in helping this family on the run?
6. How do the young people, April and Ted, act responsibly in this story?  How do the adults act responsibly?
7. Ted depended on adults to be hospitable.  Whom did he call?  How many people were finally involved in this?  How did you like the name “Foster Town?”
8. Paul reminds the church in Rome to be hospitable.  People opened their homes so the church could meet there.  Preachers who traveled to spread the Gospel stayed in hospitable homes. How can we be hospitable today?  Who needs our hospitality?

Review prepared by regular contributor Virginia Thomas

I Hate Roland Roberts

Name of Book:  I Hate Roland Roberts

Author:  Martina Selway

Illustrator:  Martina Selway

Publisher: Ideals Children’s Books

Audience: Ages 5-12

Summary: Rosie writes to her Granddad about her new school which she does not like because of her classmate Roland Roberts. Rosie has to sit next to Roland in class and Roland has been assigned to look after Rosie. Their relationship begins with Rosie hating  Roland because of his rude comments and uncaring actions towards her. As their friendship develops they find that they have many interests in common and they begin to like and appreciate each other.

Literary elements at work in the story:

Genre: Friendship-Fiction; School-Fiction

Setting: Rosie finds herself having to adjust to a new school and making new friends

Characterization: Rosie enters a new school and because of the way her classmate Roland Roberts treats her she comes to the conclusion that “she hates Roland Roberts.”  The author develops Rosie’s and Roland’s character as they develop a personal relationship.

Plot:  Rosie forms an initial opinion—“I hate Roland Roberts” -  based on first impressions but as their friendship develops over time she comes to the realization that “I really like Roland Roberts”.

Theme:  There are challenges that one faces in new situations and in meeting new people but always keep an open mind and do not be too quick to judge a person.

Point of View: Written in first person through the eyes of Rosie who finds herself in a new school and having to deal with making new friends.

Style: Author uses a letter style to tell the story. Each page has an illustration on the left with the content of Rosie’s letter on the right.

Perspective on:

Gender: Roland claims certain gender specific stereotype such as “girls are stupid and they are cry babies.” Rosie quickly dispels those thoughts.

Race: The story is specifically about Rosie who is a Caucasian female but the illustrations shows a wide cross-section of people.

Culture:  Culturally generic. This could be any class room or new school situation in the world.

Ability:  Rosie is just like any new student who has to deal with transitioning to a new school and making new friends.  She is reluctant at first to be open to a friendship with Roland but as they spend time together she realizes that there are characteristics about him that she likes.

Scripture: Romans 12:9-10, 13

Theology: The Christian life calls us to embrace the stranger and to show them hospitality and love.

Faith Talk Questions:

1. What can we learn about judging others? How do we embrace someone who is different from us?
2. What are some of the ways we can embody loving our neighbor?

Review prepared by Union Presbyterian Seminary student Dee Osbourne-Smart

When Hitler Stole Pink Rabbit

Name of Book:  When Hitler Stole Pink Rabbit

Author:  Judith Kerr

Illustrator:  None listed.  The only illustrations are small ones at the beginning of each chapter.  The author is an artist; she may have done the illustrations.

Publisher:  Puffin Books

Audience:  Ages 9-12

Summary:  Anna lives in Berlin in 1933.  She sees posters of a man named Adolph Hitler, but doesn’t know who he is.  Her parents tell Anna and her brother that Hitler will make Germany unsafe for Jews like them.  One morning, Anna’s father is gone.  Her mother explains that he has left Germany and that the rest of the family will secretly join him in Switzerland soon.  Anna and her older brother Max are allowed to take one toy or game with them; everything else must be left behind.  Anna leaves her beloved pink rabbit.  For the rest of the war, she imagines Hitler in their house, sitting on their furniture, eating their food, and playing with the toys and games she and Max had been forced to abandon.  The family moves several times, always one step ahead of danger.  They move to Switzerland, France, and England, learning new languages, and cultures and making new friends.  Each move means more possessions are left behind.  But as long as the family stays together, nothing else matters.

This book is partly autobiographical.  The author lived in Berlin where her father was a drama critic before the rise of Hitler.  Forced to flee in 1933, the family lived in Switzerland and France before arriving in England in 1936.  The story of Anna is continued in The Other Way Round and A Small Person Far Away.

Literary Elements at work in the story: The time setting of this book strongly influences the book.  Although young readers will not know details of Hitler’s “final solution” concerning the Jews, those events are seen through the eyes of a child.  That point of view underscores the effect of political events on these confused small victims.  Throughout much of the book, Anna sees Hitler’s policies as a personal attack on her family.  She thinks Hitler has taken up residence in her house, is sitting on her furniture, and is playing with her toys.  The theme of families needing to stick together in difficult times will also be understandable to young readers, especially those whose families may be facing challenging situations today such as homelessness and economic problems.

Perspective on gender/race/culture/economic/ability:  Anna’s family is Jewish.  Even though they are not religious, they are none the less affected by the political situation.  But the emotions and experiences transcend gender and other factors.  Children of slave families escaping to the north, children of homeless families, refugee children—all would see their families’ plight as unique and personal.

Scripture:  In the Old Testament, read stories of the Exodus and writings concerning the exile in Babylon.  Jeremiah’s writings to the exiles and certain Psalms capture the difficulties faced by those who are forced to be refugees—“strangers in a strange land.”  In the New Testament, look at some of Paul’s writings to the early Christians who were coping with religious differences and being religious aliens in a dominant culture.

Theology:  community, family, hospitality, accepting of differences, coping with justice/injustice

Faith Talk Questions:

1. In Chapter One, Anna tries to explain to her friend Elsbeth why she is Jewish, even though her family does not go to a special church on Saturday.  It is because her parents and their parents were Jewish.  What words could be used to describe you (loud/quiet, belonging to a particular church/having no religious beliefs, outgoing/shy, gender, race, economic status, abilities, etc.)?  How do these words affect how people think about you?  How do you judge people according to words that describe them?  What does God think of us?  Of people who are different from us?
2. If you had to leave your homes suddenly, what is the one possession you would take with you?  Why?
3. While living in France, the family spends their summer holiday in Switzerland where they had lived before moving to Paris.  Even though things are familiar, Anna feels like a stranger.  Why?  Tell about a time when you felt like a stranger even though you were in a familiar place or situation.
4. On this holiday, Anna felt old and sad even though she was eleven.  Why did she feel this way?  Tell about a time when you suddenly felt older than your age.
5. In Chapter Twenty-two, Mama and Papa are considering sending the children to live with their grandparents while they go to England to start a new life there.  Anna objects because she doesn’t want to feel like a refugee.  How is being a refugee different from feeling like a refugee?
6. Did Anna have a difficult childhood?  Explain.

This review was prepared by Union Presbyterian Seminary graduate Mary Anne Welch.

Don’t Laugh at Me

Name of Book: Don’t Laugh at Me

Author: Steve Seskin & Allen Shamblin

Illustrator: Glin Dibley

Publisher: Tricycle Press

Audience: All ages

Summary: Don’t Laugh at Me is the poignant tale of children and adults who wear braces, are chosen last for teams, beg on street corners and yet plead for acceptance and understanding.  The story gives voice to our human condition: the desire to know that we belong, no matter how small, slow, sick, different, or poor we are.

Literary Elements at Work: There are two important literary elements at work in this story: artistry and the driving undergirding plea: don’t laugh at me. The illustrations depict the differences that these younger and older persons feel set them apart—glasses, braces, size, mental and physical coordination, wheel chair, race, etc.  A child could easily retell the tale by following the artistry.  The illustrator tells us that he himself wanted to be a basketball player but was too short.  The storytellers introduce each character and spotlight a stigma or stereotype—nerd, geek, slow, glasses.  This is followed by the refrain, “Don’t laugh at me.  Don’t call me names.  Don’t get your pleasure from my pain.  In God’s eyes we’re all the same.  Someday we’ll all have perfect wings.  Don’t laugh at me.”  Additionally, this is a song and the book comes with a CD.

Scripture: Isaiah 43 selected verses: “Thus says the LORD, he who created you, O Jacob, he who formed you, O Israel: Do not fear, for I have redeemed you; I have called you by name, you are mine…Because you are precious in my sight, and honored, and I love you.”  (NRSV)

Theology: God creates us, forms us, redeems us, calls us by name, honors us, and loves us.  Why?  Because we are precious in God’s sight.  This good news seems too good to be true.  Thus, we need constant reassurance.  That may be one of the reasons why the Bible says so many times, “Do not be afraid.”

Faith Talk Questions:

Sit down beside your child, let him hold the book and turn the pages.  Ask him to point to the characters as you read.  Repeat this process on each page, considering the following:  In the story, the boys and girls and men and women notice their differences.  Other people notice their differences as well.  These differences make the boys and girls and men and women sad and feel left out.  Sometimes people laugh at others who are different.  BUT, are not we all different?  And the same?  Talk about differences.  Some people are big; some people are little.  Some people walk on two legs; some people ride in wheelchairs.  Some people wear glasses; some people wear freckles.  Some people like to read, some people like to jump.  Talk about sameness.  Short people and tall people are still people.  Everyone has a mom and a dad.  Everyone was created by God and in God’s image.  Ask your child, “Who loves girls with glasses?  Who loves girls with freckles?  Who loves boys who walk on two feet?  Who loves boys who ride in wheelchairs” Wait for responses.  Ask follow up questions, “Does God love people who are fast?  Does God love people who are last?  Does God love people who are poor?  Does God love people who are rich?”  Say, “God loves you when you’re slow AND God loves you when you’re fast.  God loves you when you walk on two legs AND God loves you when ride in wheelchairs.  Why?  Say, “God loves all people all the time.”    Because you and we and they are precious in God’s sight!”  End with a prayer thanking God for all short, tall, black, white, rich and poor boys and girls that God forms and loves.

Review prepared by Union Presbyterian Seminary student Kim Lee

Is There Room on the Feather Bed?

Name of Book:  Is There Room on the Feather Bed?

Author:  Libba Moore Gray

Illustrator:  Nadine Bernard Westcott

Publisher:  Orchard Books

Audience:  Ages 4-6

Summary: The story is that of a “wee fat man” and a “wee fat woman” who live in a very small house at the bottom of a hill.  Their family consists of a goose, duck, sheep, hen, pig, dog, cow, and a cat.  A skunk watches the family but they never let him get too close.  One night a bad rainstorm occurs.  One by one the animals come to the house asking if they can stay with the man and woman.  After all the family is in the bed, the skunk knocks on the door and asks to come inside. The woman lets him in while the man and the other animals run away.  When they all realize they are getting soaked, everyone comes back to the feather bed.

Literary elements at work in the story: The characterization is the primary element that stands out in this story.  The bright pictures along with the descriptive words of the author bring life to each of the characters in the story.  Although there is no illustration of the rainstorm at the beginning of the story, the author uses such descriptive words that the reader is able to picture this particular setting in the story quite well.

Perspective on gender/race/culture/economic ability: This book does not offer a particular perspective for any of these categories.

Scripture: Matthew 25:35-40, 1 Corinthians 12:25

Theology:  When you help someone (or something) in need, you are in effect giving assistance to our Lord and Savior Jesus Christ and this is discipleship behavior.  We are called to care about each other and to recognize God’s intention for us to be interdependent on one another.

Faith Talk Questions:

1. Compare the family in this story to your own family.  How are they the same?  How are they different?
2. Why is the skunk not a part of the family in the story?
3. How does the “wee fat woman” treat each animal who asks for shelter from the storm?
4. Why do you think the “wee fat man” and all the other animals leave the house quickly when the woman invites the skunk to share the feather bed?
5. What do the animals in this story learn?
6. How does this story illustrate what it means to welcome others?

Review by Marcia A. Rauch, Union-PSCE alumna

Almost to Freedom

Name of Book:  Almost to Freedom

Author:  Vaunda Micheaux Nelson

Illustrator:  Colin Bootman

Publisher:  Scholastic Inc.

Audience:  ages 6+

Summary:  A rag doll tells the story of a slave family’s escape to find freedom “in a place called North.”  The doll tells of being sewn by a slave mother for her daughter.  The family must run away from their home.  Along the way they face dangers, but also find people who are willing to help them and to offer hospitality.  The people who offered this hospitality were often in danger themselves; they offered hospitality at great personal risk.  At one point, the doll is lost and left behind in the hiding place.  Later the doll is found and adopted by another little girl who is escaping to freedom with her family.  The story was inspired by an exhibit focused on the Underground Railroad.  While some of the harsh realities of the time and culture are depicted (the father is sold; the daughter is whipped), the rag doll’s point of view helps to soften the impact for younger readers.

Literary Elements at work in the story:

• Genre—Historical fiction
• Point of view—the doll tells the story.
• Style—written within experience of young children, makes impact without frightening or overwhelming young readers

Perspective on gender/race/culture/economic/ability:  Gender and race integral to story, reflect historical accuracy.  Caucasians are minor characters; some are cruel, some are kind.

Scripture:  Exodus, Matthew 25:31-46, Daniel 6:7-13, 1 Samuel 18:1-3, Proverbs 18:24, John 13:34-35, Romans 12:13

Theology:  Courage, hospitality, love, friendship

Faith Talk Questions:

• Who showed courage?
• Where was God in this story?
• What is a friend?
• Why did the woman put Lindy’s family in the dark basement?  Was she mean?  Why do you say this?

Review prepared by Union-PSCE graduate Mary Anne Welch.