Chapter Book 12

A.     Author: Mary Pope Osborne

B.     Title: My America: My Brothers Keeper, Virginia’s Diary

C.     Illustrator:

D.    Readability:3.1

E.     Genre: Historical

F.      Subgenre: Fiction

G.    Theme: Civil War, Compassion, Diaries

H.    Primary and secondary characters: Virginia, Jane Ellen, Pa, Jed

I.       Award(s) date of publication:

J.       Publishing company: Scholastic

K.    ISBN number: 0-439-15307-7

L.     Brief summary:  It all started in June, 1863, in Gettysburg, PA. Virginia the sister of Jed, was trusted with his journal as he and Pa went to their uncles house. Virginia is asked to stay at the McCully’s  while they are away. This is where she meets Jane Ellen one night who says she is in love with Jed. One afternoon, they are told that the Red Coats are advancing and the Union soldiers are nowhere in sight. Pa and Jed, were told to not return home until the Red Coats had moved through the area. One evening Ginny runs to her house and manages to grab the important items before the Red Coats arrive and steal all of their possessions.   On June 27^th Ginny thought the Confederates had left the city, but they just made camp on the north side. The next day the union arrived, making camps just south of the town. On July 1, the war broke out. Virginia climbed a tree and hid, but the fighting kept coming, she was now in the middle of a war, in a tree. As the last of the confederates passed, Ginny, fell from the tree. A man climbed down, grabbed her, put her on his horse and started riding, he asks where are you from, she points, he brings her back home. His name was General Heath, he had a daughter Ginny’s age, he started to cry, praying he will be able to see her again. That next day Jane Ellen and Ginny bring loaves of bread to the hospital, Ginny is asked to hold a man’s hands as he has his leg sawed off. Ginny ran, crying, she ran until she got to her house, the house was torn apart and all the food missing. Ginny ran to her bed and hid underneath and fell asleep. She slept all day and all night, she later returned to the McCully’s. The war wages on, nights and days full of cannons. On July23, a horrific battle took place, that night, the Union had won, it was ot the end of the war but it was a turning point. Pa and Jed, still had not returned, days go by, Ginny, and the others start to worry. In the evening a few days later, Pa arrived home. He is in complete shock when he finds that Jed had not arrived home. Pa and Ginny took off in the middle of the night, searching the countryside for Jed. After a couple days Pa had given up, he was tired, and weak. Ginny took the horse and continued her search. She was at the last hospital and she saw Jed, he was asleep. His leg broken and a fever, he slept for days, a nurse sent for Pa. After Pa arrived, Jed woke up and they took him home on the wagon. When they returned home Ginny slept for almost a whole week. People began to worry but she says that it was finally her time to rest. After Jed came home he wasn’t the same. He wouldn’t write the way he used to, he wouldn’t talk. Then one day he told his story, captured by Confederates, escaped, fell, was ran over by a horse and finally put into a country hospital. Soon they learned of  President Lincoln coming to make a speech at the sight of the war. Jed was unable to attend but Ginny and Pa attended, she took careful note of all the happenings in her diary.

M.   Description of how you would use the book with students: I would use this to have a child’s experience of the war. What she felt and saw. I would like them to write a journal response about how they would have felt, just like Virginia did at the time of  the war. How would they have felt if they had to hold a person’s hand during a horrific surgery or how they would have felt hearing all the cannons and gun shots. This book is very interactive and I enjoyed that I could take this in many directions for class discussions and class responses. 

Chapter Book 11

A.     Author: Walter Dean Myers

B.     Title: Lockdown

C.     Illustrator:

D.    Readability:4.5

E.     Genre: Informational

F.      Subgenre: Fiction

G.    Theme: Juvenile Detention Center, Self perception

H.    Primary and secondary characters: Reese, Icy, Pugh,

I.       Award(s) date of publication: Corretta Scott King Award

J.       Publishing company: HarperCollins

K.    ISBN number: 978-0-06-121480-6

L.    Brief summary:    The story begins with Reese, at the Evergreen, it is a retirement/assisted living. Reese will be working here during his sentence at the Progressive Correctional Facility. When Reese returns to Progress, he finds his friends and discusses what happened at Evergreen. The boys return to their rooms and wait for morning to come. After breakfast Reese gets a letter from “ISIS” his sister, stating that she missing him and a little boy got shot in their neighborhood. The next day Reese responds to roll call. Toon his friend does not. The guards rushed to the cell and find Toon, it was the 3-5-7 gang, everyone knew it, but if Reese snitched, he would be beaten up for sure! Reese returns to Evergreen, he continues his work, Simi tells everyone that Reese has turned his life around, but the elderly still don’t trust him. According to Mr. Hooft “If he was a very nice young boy, he wouldn’t be in jail!” (59).  This is when Reese explains what he did to get into jail. He tells him how he needed money and he knew a man dealing prescription medications. Reese broke in and stole the medical pads that were blank. He sold them to the man dealing, and when he was caught by the police, he was turned in with a lot of other homeless people who had supplied the man before. A few days later, Reese’s mother came to visit, she had not seen him in months. Icy visits too, she doesn’t look like a 9 year old anymore, she looks grown up. Mr. Hooft has become in a strange way a friend to Reese, he and Reese discuss how each has had a man try and fight them, neither wanted them to fight. Mr. Hooft told Reese to ignore him, Reese noticed a large hole in his leg. He raced to get Simi, she told Mr. Hooft that she will have Reese change his bandages every day  he is there, and the others she will tend to it. Reese finally had a job of importance. Mr. Hooft, proceeds to explain his life in Java and how he had to fight to survive the killings and camps ran by Japanese. The days moved forward and Reese decided he needed to stand up for himself, he and King Kong got into a fight. Mr. Wilson scolded the boys, but nothing major happened. He explained how all of this is going to make them  better people and have a life. Mr. Hooft needed a mask to breath now,  he soon had the mask removed and would ask Reese, how does a criminal mind work. Why do they do what they do. Reese returned to Progressive, he received a letter from K-Man, he says a plan to make money, by driving a cab, but he hopes that his scholarships go through so he can go to school. King Kong and Toon had started going at it again, but Reese intervened, tripping King Kong. Reese is put into a detention cell, it is suicide proof so no one can go in there and not come back out unless they use careful planning. After a few weeks Reese was released. He noticed that there were big differences in the food   and he survived what everyone thought would be the death of him, he came out the same. Toon gave him the book The Lord of the Flies, saying that they are brothers forever. Mr. Wilson came and got Reese,  they drove 2 hours, finally stopping at the precinct. Finally two dectives told him what was going on. He was being charged for 25 years, for distributing drugs, the dealer said he was the one who sold and cut the drugs. The detectives question if Booker made up the story. But then they decided to send Reese back to jail, and come get him for trial.  Later Reese returned to Evergreen, Mr. Hooft, was out of the room, when he returned he had his grandson. Reese tells Mr. Hooft that his grandson acts tough, he responds his normal answers, what makes you tough. On Sunday morning Reese, had the choice of  twenty five, or three. Reese chose three years. Mr. Hooft told Reese to be a good child and stay away from jail. He had really taken  to Reese. Mr. Pugh, and Reese held a real conversation that day, it was the first time, about girls, Nicolas Cage and food.  Reese’s trial finally came, he would been seen in Brooklyn. His trial began, questions right and left, Reese defended his thought and reasoning for his action of stealing and contributing to the drug problem in the community.  After all was said and done a sentenced was served in favor of Reese’s education and personal growth. Reese knows that everything must start with him. One year later Reese is out, attending school, and working part time at Evergreen. He still hangs with Toon, they keep each other sane. Mr. Hooft had died after New Years, leaving behind his most important treasure. Reese needs to trudge through life and make sometime of his life.

M.   Description of how you would use the book with students: As a future SPED I will have the chance of having students with behavior disorders, this book is about coping with the streets or a situation that would have them riding the line or jail, this book reminds you how to make goals for yourself, and how to start dreaming to achieve them.  I would ask my student to make a list of goals he/she has then a list on how to achieve the goals. 

Chapter Book 10

A.    Author: Anne-Laure Bondoux

B.     Title: A Time of Miracles

C.     Illustrator:

D.    Readability: 5.3

E.     Genre: Historical

F.      Subgenre: Fictiond

G.    Theme: European War

H.    Primary and secondary characters: Blaise (Kourmail), Gloria, Zemzem

I.       Award(s) date of publication: Mildred Batchelder Award 2011

J.       Publishing company: Delacorte Press

K.    ISBN number: 978-0-385-73922

L.     Brief summary:  “My name is Blaise Fortune and I am a citizen of the French Reblic.” (pg. 1) Imagine living your whole life thinking you were someone you are not. This story follows the life of Blaise Fortune and his finder, Gloria. Blaise was found by Gloria, his mother had perished in a train that flipped over, she was holding the baby, but she had a broken back, Gloria saved him. The story resumes at the memories of 1992. Gloria and Blaise lived in an apartment, they shared a bathroom with the others on their floor and Mrs. Hanska would teach the students to read and learn about history and the world. A bell protected the community, if a watchman rang the bell it meant RUN. One evening, the bell began to ring. The community grabbed their things and took off into the woods, the rebels were coming, no one, would be saved if left behind. Gloria and Blaise, ran to Souma-Soula, on the mountains, they made a new home and began work. A year after being there a toxin fell over Souma-Soula, and they were forced to leave. They traveled to Sukumi, where they would take refuge until they could make it to France. Gloria would leave at night and return by morning, She finally brought Blaise with her, they bathed and cleaned up, today they would receive pictures for their passports. When night fell two other refugees found safety where Blaise and Gloria did, for a few day all four felt safe. One night, shouts came from the city, the rebels had advanced to the city and again, Blaise and Gloria were forced to flee! They ran and found refuge with a set of people who claimed to lead people to freedom. They brought them to a barn, said to sleep there at night, and arrangements would be there in the morning. No one arrived, they were left alone, to fend for themselves. A man with a rifle found them and told them they were not the first to rob them of their money and  leave them. The man lead them to the Russian boarder, Blaise is now 11 years old. They travel to the Ukrainian boarder and their fake id’s are put to the test, Blaise saved them by speaking the little French he knew from his magazine. They are almost to France, just a few more weeks and they would be free! Blaise tells us his last memory is the most painful. He and Gloria were at a gas station, looking frantically for a ride. She finally made a “friend” with a truck driver, but he had no idea about Blaise, she told him to stay put while she took care of something. She returned and said to follow her but do not get caught, he was to hide in the back of a semi. They rode for hours, all Blaise could think about was freedom. He was awaken by men of the French border guards, and Gloria was nowhere in sight! Blaise repeated the story of his life, how Gloria saved him, but the facts did not add up. He sadly became a ward of the state,  going to school and learning the French culture. By now it is 2000 and the world of technology has taken over. The teacher introduces to them the search engine Google. Blaise searches his mother’s name, Gloria’s name, and finally Zemzem, Gloria’s hero boyfriend she always talked about. He soon found that Zemzem was a rebel and was not saving people but killing them. He ran out of the room, angered from his findings he met a girl named Prudence. She was girl from Liberia, surviving great tragedies and becoming a French ward of the state. For 6 years Prudence and Blaise studied and grew together. When Blaise turned 18 he became a French citizen, and Prudence was there to support him along the way. They traveled to the town where Blaise’s mother was said to live, but could not muster up the courage to look much harder for her, he knew she wasn’t there. They returned to the school, and a few months later Blaise took off to Caucasus, to search for Gloria and find answers to his life. He arrives and finds her at a hospital, dying a very painful death. She has been there for 8 years and had yet to speak a word. Blaise gets her to open up about what happened and how he isn’t who he thinks he is. His life has been turned upside and he has only a few months to cope and deal with who Gloria really is. This is a tragic tale, I cried the whole last few chapters of the book, Blaise, Gloria, Zemzem and Prudence are brought to life and their stories of horrific war and survival moves me.  

M.   Description of how you would use the book with students:I would use this book, to have students dig deep into their emotions. I would look for a reading response about what they thought of how the ending turned out, I would ask them to predict the book first, and then have them decide if this is how  they thought it would end. I would also ask them to explore the countries this took place in, was has been raging over there for years and the aftermath still exists today.  

Chapter Book 9

A.    Author: Pamela Porter

B.     Title: Sky

C.     Illustrator:Mary Jane Gerber

D.    Readability: 3

E.     Genre: Historical

F.      Subgenre: Faction

G.    Theme: Native Americans, Discrimination, Love

H.    Primary and secondary characters: A little Girl, Gramma, Paw Paw

I.       Award(s) date of publication:

J.       Publishing company: Groundwood Book

K.    ISBN number: 0-88899-607-1

L.     Brief summary:  A Native American girl living on the Blackfoot Reservation, birthing lambs with her Paw Paw. As winter melted into spring the stream that ran behind their house and barn, turned into a raging river. Forcing the family to barely make it out to the city’s white school. They were rushed into a small classroom, when the whites received a cot, and free food. The natives were treated as aliens, being made to pay for food, silverware, it was impossible, they lost almost everything. As the second day begun, their Uncle found them , paying him 15 dollars, the family was allowed to stay. One day she returned to where their home used to be, to find a poor little filly trapped in barbwire covered in mud and cold. They couldn’t leave her, so they brought her back to her uncles house, and nursed the tiny girl back to health. As school was about to resume, the 7 Native American’s were shuffled to the all-white school. She and her 7 friends went days being bullied, when she finally had enough when two students dropped  a cheat sheet under her desk, while taking a test. She was kicked out of school for the day, but she vowed never to return. By this time her family had bought the house that was behind the grocery store, the owner needed to sell it in order to expand and Paw Paw and Gramma needed a home. The little pony Sky had grown up and was still living at her uncles house. Her uncle and gramma built a lean to for chickens and her horse. Sky was moved home. A year later her Paw Paw died, and she was determined to train her horse, and continue school. She brought Sky over to her uncles farm to use his corral. After several tries, Sky learned she was to be ridden and waited to learn. She and Sky rode back to the house, her gramma got up and cried, saying she was the only reason her paw paw lived another year. That night she and sky went out to the field, and  reflected on her culture and how her paw paw, mother, father, and culture will be proud of her.

M.   Description of how you would use the book with students: I will use this book to relate to the native American culture. We can discuss how she was treated in the wake of disaster and how her life changed because of it. We can have a connect to writing, how did our life change after a major event. 

Picture Book 19

A.    Author: Michael Shoulders

B.     Title: V is for Volunteer

C.     Illustrator: Bruce Langton

D.    Readability: 3

E.     Genre: Informational

F.      Subgenre: Non-Fiction

G.    Theme: Alphabet, Tennessee

H.    Primary and secondary characters:

I.       Award(s) date of publication:

J.       Publishing company:Thomson Gale

K.    ISBN number: 978-1-58536-033-8

L.     Brief summary:  V for Volunteer, educates the reader on the state of Tennessee. It walks us through the best aspects of Tennessee, Nashville, Jubilee singers, and much more. It also uses the alphabet to help us build our vocabulary. Lastly, at the end of the book, it has a review section, where we can test our knowledge of the state that we learned.  

M.   Description of how you would use the book with students: I would use this when teaching the 50 states of the US, and when teaching about the state of Tennessee’s history, we live here we should know the critical information . We can also make our own alphabet based on the state of TN. We can get creative and use our town that we live in to make our own book.

Picture Book 18

A.    Author: Michael Shoulders

B.     Title: M is for Magnolia  

C.     Illustrator: Rick Anderson

D.    Readability: 3.3 (Scholastic Wizard)

E.     Genre: Informational

F.      Subgenre: Non-Fiction

G.    Theme: Mississippi, Alphabet

H.    Primary and secondary characters:

I.       Award(s) date of publication:

J.       Publishing company:Thomson Gale

K.    ISBN number: 1-58536-129-1

L.     Brief summary:  M is for Magnolia, is an alphabet book, based on the current facts and history of the state of Mississippi. Each letter represents something very important the building and imprint of the state of Mississippi. Along with the letter, the sentences almost form a poem.  Also each page goes into details as to how each letter and word impacts the state.

M.   Description of how you would use the book with students: I would use this when teaching the 50 states of the US. It reinforces the alphabet and helps student come up with creative and informational facts about Mississippi!

Picture Book 17

A.    Author: Rebecca L. Johnson

B.     Title: Journey into the Deep: Discovering New Ocean Creatures

C.     Illustrations:

D.    Readability: 5

E.      Genre: Informational

F.      Subgenre:   Fiction

G.    Theme: Deep Sea Animals,

H.    Primary and secondary characters:

I.       Award(s) date of publication:  Orbis Pictus Award

J.       Publishing company: Millbrook Press

K.    ISBN number:0-8037-2860-3978-0-7613-4148

L.     Brief summary: The book starts with the journey that would be one of the most important deep sea dives in many years past and to come. Scientists looked for new species and studied species that already were classified. The scientists first started in Maine, on the coast. Looking for any animals that live only the coast, once the animals are found they are put in alcohol to preserve them. Our next stop is Australia, in the coral reefs. The scientists search all day, then they come back to search in the dark. Then they move to open water, collecting sea butterflies, and other deep sea creatures. The remotely operated  underwater vehicle was deployed, looking at screens everyone waits for new discoveries. You see coral the size of trees and zooplankton floating past your window.The further down the water is full of methane and smells like rotten eggs. As the bottom gets closer, tube worms look like bushes. Moving to the North Pole, the ROV heads to the midnight zone. Jellyfish emerge from the deep dark bottom. As you return to the surface, a trawl is released behind the boat, gathering samples of the ground and life forms that get caught in the net. The crew then moves to New Zealand’s water mountains. A Venous fly trap is found at the mountains, along with a squat lobster. Lastly, off to the deepest part of the ocean, a camera free falls from a stable strong stand, at 25,000 feet fish bhave been officially seen. Also a new comb jelly fish is discovered. The main objective in this book is to preserve the ocean, not destroy it.        

M.   Description of how you would use the book with students: I would use this book when discussing the deepest parts of the ocean. No one really is taught about the depths that we cannot see and this book allows us to teach facts that could help students plan their future of marine biology.  

Picture Book 16

A.    Author: Ruby Bridges

B.     Title: Through My Eyes

C.     Illustrations:

D.    Readability: 5.6

E.      Genre: Autobiographical

F.      Subgenre:   History

G.    Theme: Civil Rights Movement, African American History, Tolerance, Courage, School

H.    Primary and secondary characters: Ruby

I.       Award(s) date of publication:  Newbery

J.       Publishing company: Scholastic

K.    ISBN number:0-590-18923-9

L.     Brief summary: 7lb baby girl, born in Mississippi in 1954. Her grandparents, were sharecroppers, a vegetable and dairy farm.  Ruby would spend her summers visiting her grandparents with her cousins. Soon her family moved to New Orleans, living in a two bedroom house, her and seven other siblings piled in one of the rooms. She started 1^st grade, but her family did not have education, they spent too much time working to keep the family afloat. When Ruby started school they attended Johnson Lockett, it was an all-black school.  Soon New Orleans started to being the integration of blacks into white schools. In order to be admitted to the new schools, they started testing children. The test was very hard, but Ruby was one of the very few who passed it. Her parents soon fought over the idea of experiencing segregation verses better education. In September, Ruby retuned to Johnson Locket because government slowed the process of non-segregated schools. On November 14^th, Ruby started at her new school. There was only 4 African American students. She was escorted to school by the U.S. Federal Marshals. Ruby doesn’t remember seeing any faces, but she was only 5 years old.  Ruby remembers seeing parents, white parents, rush into the principal’s up in arms about the new colored students, they would point and pull their children from class. As she went home, a person held a black doll in a coffin, frightening her the most. Soon her friends and her jumped rope to the words “two, four, six, eight we don’t want to integrate.” Those words had no meaning to the little girls, they just were fun to jump to. The first real day in the classroom Ruby was the only child, with two rows of desks she would not be allowed outside or to eat lunch with the cafeteria. The third day, her mother could no longer go to school with Ruby.  John Steinbeck, was driving through New Orleans, he observed the horrific things and wrote in his book, Travels with Charley,  about Ruby and her horrid experience as she entered the school. Not only did riots break out in front of the school, but all across the city. Bricks spewed at passing cars, flaming bottles of gas flew across cars. The KKK tormented the blacks and their homes. Because of the integration the grocery store no longer want the families money, their grandparents no longer wanted to come for Thanksgiving because their lives would be endangered. Money was sent to help support Ruby’s family, as for presents and toys as well! Ruby’s name was on all the packages but her mother said, she must share, though Ruby didn’t agree. Barbra Henry, loving and caring had only one student, Ruby. Ruby even started to talk exactly like Mrs. Henry, since she was northern, she had a different accent. Ruby began to quit eating, thinking she could become like every other student. Ruby began to understand that her life would be about bettering herself, that she will BE someone. Towards the end of the year, white students began to come back. This is when Ruby understood why people were acting in the stand-off manner. This is when she realized, she was different, because she was black. As second grade started, there were no escorts, and she was no longer the only student, she was one of twenty!  She was left alone, no one helping her, she found out Mrs. Henry  had returned to Boston during the summer.  Since the 2^nd grade Ruby graduated from an integrated high school. Her parents had separated. She says the reason she got through her tough life, was her discipline, and her being the oldest and required for the most responsibility.  Ruby had the choice of college, but those doors didn’t open so easily. She was the first African American  to work for American Express, a travel agency.  Ruby’s brother was shot, and she realized  she must help. She returned to Frantz School, she became a parent liaison . She wanted to turn inner city schools around, the kids deserve it. After the book The Story of Ruby Brudges was published, she was reunited with Mrs. Henry, on the Oprah Winfrey Show.

M.   Description of how you would use the book with students: Ruby’s story  was moving. She WAS that little girl. I would ask the students to read and reflect. The emotions in the book are powerful I want to get how these students felt when reading it. I will have a choice, photographs of feelings or writing.

Picture Book 15

A.    Author: Bettye Stroud

B.     Title: The Patchwork Path: A Quilt Map to Freedom

C.     Illustrations: Erin Susanne Bennette

D.    Readability: 3.7

E.      Genre: Historical

F.      Subgenre:   Fiction

G.    Theme: Cultural Diversity

H.    Primary and secondary characters: Hannah

I.       Award(s) date of publication:  

J.       Publishing company: Candlewick Press

K.    ISBN number:0-7636-2423-3

L.     Brief summary: Hannah, a Georgia plantation slave, turned 10 and her mother taught her the trade of sewing patchwork quilts. Each square means something special, like secrets. Mama passed away shortly after Hannah got the trick of stitching down. The quilts made stories, stories of the bear paws trail and how to get to Canada, away from slavery. Hannah’s father told her to hang the monkey wrench quilt out, telling the other slaves that they were about to run! As they started to run, Hannah thinks she hears dogs barking. The finally come to a church on the edge of town. Hannah prayed she would be reborn as a free girl in Canada. By night Hannah and her father ran through a tunnel made by pirates. They would go hungry, or if they could catch fish her father would cook that for dinner, sometimes Hannah would get honey and bees would sting her.  As summer began Hannah and her father found a safe house to hide in, they gave them clean clothes and food. The next day a Quaker, hide them in his wagon, hidden under straw and blankets. The Quaker brought them all the way to Lake Erie. They drew a log cabin in the sand, someone will notice and bring a boat. A free black man saw them, gave them clothes that looked like Sunday’s best. As night fell, Hannah’s father rang a bell, they soon were on a riverboat, Hannah then saw Canada. She felt reborn. Hannah’s first winter was spent making a new quilt, it was made from old slave clothes and new fabric. It was a code, but a square was left empty. Hannah missed her sister and waited for her to join them.

M.   Description of how you would use the book with students: I would use this book  to talk about how creative African American’s had to be creative, to escape. I would ask my students to make a quilt about their life and display them in the classroom while we study this subject.

Picture Book 14

A.    Author: Carol Boston Weatherford

B.     Title: Freedom on the Menu: The Greensboro Sit-In

C.     Illustrations: Jerome Lagarrigue

D.    Readability: 3.2

E.      Genre: Historical

F.      Subgenre:   Fiction

G.    Theme: African American History, Civil Rights Movement, Black History Month

H.    Primary and secondary characters: Daughter and Mother

I.       Award(s) date of publication:  

J.       Publishing company: Dial Books for Young Readers

K.    ISBN number:0-8037-2860-3

L.     Brief summary: A mother and her daughter, step into the snack bar. They grab a soda. But they do not sit, the mother explains, we are not welcome here at the tables. But there is no signs. As she thinks back, there are signs everywhere, white only, black only. When they come home that night, her father tells them that Dr. King will be coming to the city to help make things better for colored folk. Dr. King talked at the college chapel and the crowds said Amen and clapped often!  Soon after her brother and sister joined the NAACP. Then one day mother and daughter went to the snack bar after shopping to find 4 college boys sitting at the counter. They sat there for 4 hours. Soon sit ins began to take over the news. Her brother and sister soon joined the sit ins. The sister was put in jail during a sit in, when her parents came to bail, she refused to leave. Then one day as the mother, father and daughter were headed to town, someone screamed, “They’re serving them!”  All people came to see, the African American women eating and egg salad in the Snack Bar, at the table. That next day, they brother and sister took her to the Snack bar and she ordered her banana spilt.     

M.   Description of how you would use the book with students: This book would be best used to help students understand the start of the sit ins and the racial issues with the 1950’s. We can read this book and connect it to writing, the students can write how they felt about the racial issues.