SUMMER READING REQUIREMENTS AND PROJECTS FOR
STUDENTS ENTERING GRADES 7 and 8 in SEPTEMBER 2016
As indicated in the Garwood Public Schools Language Arts Literacy curriculum guide, middle
school students are required to read two books and prepare a project related to one book during
the summer before their entry/re-entry into middle school. Titles/authors of recommended books
and grade-level project requirements are reviewed and/or updated on an annual basis. This
sheet explains which books students may select and includes guidelines for this summer’s
required projects.
Students are required to read one fiction and one non-fiction book from the attached lists.
Copies of many of these books are available in the Garwood Public Library. Parents are
encouraged to assist their children in the selection of books based on their child’s
reading level, interest level, and content. Please carefully consider the content of nonfiction books! Students have been briefed on the summer reading requirements and received
these written guidelines prior to dismissal for summer vacation. In the event they misplace this
information, they are encouraged to check the GPS website for a copy of their grade level
project outline and scoring rubric. In addition, the librarian, Mrs. Duffy, is familiar with the
requirements and may be called upon for assistance as well. As with the selection of books,
students are encouraged to complete their projects EARLY! Students do not need to bring
copies of the books to class in the fall but their completed projects MUST be handed in to their
respective LAL teacher on the second day of class. The penalty for late submissions will be a
drop of one grade level for each day a project is late after the second day of school.
The following page describes the grade level projects for grades 7 and 8. Please note that
students do not have the option of choosing the type of project to complete. All upcoming
seventh graders will create a story pyramid for their fiction book. All upcoming eighth graders
will create an assessment for their fiction or non-fiction book (their choice.)
GRADES SEVEN AND EIGHT
>Select any two books (one fiction and one non-fiction) from the attached lists, including the
2006-2016 Newbery Medal and Honors list of books (*except for the 2008 Medal Winner Good
Masters! Sweet Ladies! This book will be read and discussed as part of a formal unit in LAL during the middle school years.)
Non-fiction books may be found on the Newbery and YALSA lists (attached.) For non-fiction
only: Students are encouraged to select one of the non-fiction titles listed but may read a
selection of their choice as long as it is not below their grade/reading level.
>Each seventh grade student will create a story pyramid for his or her book of fiction.
>Each eighth grade student will create an original assessment and answer key for one of his or
her books. Students may use either book for this assignment.
SUMMER READING PROJECTS
GRADE SEVEN
Create a story elements pyramid. Use a straightedge to draw a full-sized triangle (pyramid) on a
standard (large) piece of poster board (which is roughly 22” x 28”). Use a ruler and divide the triangle
into ten equal sections, starting at the top and working down. Write the title for each section (listed
below) in each section. Then write the “answer”, the specific information for each section, in complete
sentence form in the space as well. (For example, in the second section write AUTHOR and next to it
write, “The author of Holes is Lois Lowry.” In the next section write SETTING and next to it write, “The
setting of Holes is a boys’ camp in Texas.”) PLEASE NOTE: Not every response should be written in the
form of ONE sentence. Some responses must be elaborated upon, that is explained, in several sentences.
Next, select any seven of the ten sections and draw a corresponding picture next to the written
response. (It may be difficult to draw a picture of the author, so do not illustrate that section. It may be
much easier to illustrate the setting, so once the written portion has been completed, use color and fill
the space with a hand-drawn picture of the setting. Pictures printed from the computer may not be
used, but students may type and print the sentences for each section, cut them out, and glue them
down.)
Finally, cut out the finished pyramid (it should be as “tall” as the original piece of posterboard) and
glue the rubric to the back.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Student’s name, grade in September, and the date the project was completed
Title (underlined), author, and illustrator (if there is one)
Setting (time and place)
Main character(s)
Protagonist
Antagonist
Main conflict (the biggest problem for the main character)
Climax (or turning point)
Resolution
Theme (a general lesson for life: It does not include specific names, places, or events from the novel.)
GRADE EIGHT
Create a realistic assessment (test) that could really be used in the classroom to check a student’s
comprehension (understanding) of the story. Questions for the assessment should be based on one book
selected from the required reading list (as noted on the previous page.) Divide the test into five
sections and include clear, specific directions as well as a blank space for responses for each part:
1. Matching: Write ten eighth grade level vocabulary words from the novel (in column one) and ten
synonyms or definitions (in random order in column two). Be sure to place a line before each
vocabulary word for the student to write his or her answer.
2. True/false: Write ten statements related to the story that can be answered with true or false. Focus on
important details and ideas (not statements like, “Mike’s eye color is blue. True or false?”)
3. Antonyms: Write ten eighth grade vocabulary words from the novel in the first column and ten
antonyms (opposites) in random order in the second column. Like number one, be sure to add an
answer line before each word in the first column.
4. Short answer: Write a two-part, open-ended response type question similar to the open-ended
response questions that appear after the reading passages on state tests.
For example: Q—Crispin faced many dangerous enemies in his quest to rescue Bear.
a. Identify two of these villains and tell how they prevented Crispin from rescuing Bear.
b. Choose an adjective that best describes Crispin as he faced these villains. Be sure to provide
an example that “proves” your adjective is correct.
5. Write an essay question about the main character, the problem and its resolution, or another large
aspect of the story. Write the question so that it can be answered in the form of a five (or more)
paragraph response.
6. Create an answer key for each section. (Yes, you must respond to your own questions in the correct
format. This includes both the open-ended question and the essay.) In addition, to the answer key add
the page number from the novel on which you found the vocabulary words for the matching and
antonym sections.
7. REMINDER: You will hand in two copies of the test. One copy will be blank; the other copy will be the
answer key. (It contains your answers to your own test!)
RUBRIC TO EVALUATE A STORY ELEMENTS PYRAMID
Name _________________________________________________
Date pyramid was completed __________
Title of book _______________________________ Author’s name ____________________________________
PLEASE GLUE THIS RUBRIC TO THE BACK OF THE PYRAMID OR YOU WILL NOT RECEIVE CREDIT FOR YOUR PROJECT!
NOTE: ALL work—including illustrations, typing, printing, etc.—must be in the student’s own hand.
OUTSTANDING
GREAT
SATISFACTORY
ATTEMPTED
POOR
CONTENT
*well-written
*responses for numbers 7-10 are
written in sentence form
*responses are accurate
*elaboration is evident in responses
that require more information
*free of major errors
18-20 points
16-17 points
14-15 points
12-13 points
11-0 points
ORGANIZATION
*sections are completed according to
step-by-step instructions provided
*length of written word varies from
section to section based on the
information required
*seven of ten sections contain
DETAILED illustrations that
support the written word
9-10 points
8 points
7 points
6 points
9-10 points
8 points
7 points
6 points
5 points
4 points
3 points
2 points
5-0 points
VISUAL APPEAL
*balanced use of illustrations and
written responses
*color used appropriately
*illustrations are hand drawn and
support the written word**
*very little white/empty space
5-0 points
MECHANICS AND USAGE
*few, if any, errors in capitalization,
spelling, punctuation, and grammar
*there are no fragments or run-ons
1-0 points
OVERALL
*handed in on time
*neat
*followed all directions
*rubric glued to the back
*generally well-done, appears to be
thoughtfully planned, and is
presented with pride!
5 points
4 points
3 points
2 points
1-0 points
45-50 points=A
COMMENTS:
40-44 points=B
35-39 points=C
32-34 points=D
**Students’ artistic ability will not be evaluated. Their EFFORT to present a DETAILED illustration reflective of each story element will be assessed.
updated 5.2013
RUBRIC TO EVALUATE AN ORIGINAL NOVEL ASSESSEMENT (TEST)
Name ____________________________________________
Title of book ______________________________
Date project was completed_________________
Author’s name ____________________________________
PLEASE ATTACH THIS RUBRIC TO THE BACK OF THE ASSESSMENT AND KEY OR YOU WILL NOT RECEIVE CREDIT FOR YOUR
PROJECT!
NOTE: ALL work—including typing, printing, etc.—must be in the student’s own hand.
CONTENT
*well-written
*short answer and essay questions
are interesting and insightful
*all test questions are written on
an eighth grade level (and are
neither too easy nor too
challenging)
*responses (answers in the key)
are accurate and complete
*directions for each section are
clear and easy to understand
*free of major errors
OUTSTANDING
GREAT
SATISFACTORY
ATTEMPTED
18-20 points
16-17 points
14-15 points
12-13 points
POOR
11-0 points
ORGANIZATION
*all five test sections are completed
according to the step-by-step
instructions provided
*length of each section varies
based on the information required
*each section has its own set of
clear directions
*space for a student to write his or
her answer is provided
* font size 12 or 14 and a font
style that is easy to read is used
18-20 points
16-17 points
14-1 5points
12-13 points
11-0 points
MECHANICS AND USAGE
*few, if any, errors in
capitalization, spelling,
punctuation, and grammar
OVERALL
*handed in on time
*neat
*typed or neatly handwritten
*followed all directions
*rubric attached to the last page
*generally well-organized,
thoughtfully planned, and
presented with pride!
45-50 points=A
40-44 points=B
35-39 points=C
32-34 points=D
5 points
4 points
3 points
5 points
4 points
3 points
2 points
2 points
1-0 points
1-0 points
COMMENTS:
T. Benc/2010//updated 5.2013
SUMMER READING REQUIREMENTS AND PROJECTS FOR
STUDENTS ENTERING GRADE 6 in SEPTEMBER 2016
As indicated in the Garwood Public Schools Language Arts Literacy curriculum guide,
middle school students are required to read two books and prepare a project related to one
book during the summer before their entry/re-entry into middle school. Titles/authors of
recommended books and grade-level project requirements are reviewed and/or updated on an
annual basis. This sheet explains which books students may select as well as guidelines for
this summer’s required project.
Students are required to read one fiction and one non-fiction book from the attached lists.
Copies of many of these books are available in the Garwood Public Library. Parents are
encouraged to assist their children in the selection of books based on their child’s
reading level, interest level, and content. Please carefully consider the content of nonfiction books! Students have been briefed on the summer reading requirements and received
these written guidelines prior to dismissal for summer vacation. In the event they misplace this
information, they are encouraged to check the GPS website for a copy of their grade level
project outline and scoring rubric. In addition, the librarian, Mrs. Duffy, is familiar with the
requirements and may be called upon for assistance as well. As with the selection of books,
students are encouraged to complete their project EARLY! Students do not need to bring
copies of the books to class in the fall but their completed projects MUST be handed in to
their respective LAL teacher on the second day of class. The penalty for late submissions
will be a drop of one grade level for each day a project is late after the second day of school.
The following page describes the grade level project for grade six. Please note that students do not
have the option of choosing the type of project to complete. All upcoming sixth graders will create a
character tee shirt related to the fiction book of their choice from the required list. (Titles and exclusions
are listed below.) Remember, students will create and complete the tee shirt project for their fiction book.
GRADE SIX
> REQUIRED: >Select any two books (one fiction and one non-fiction) from the 2006-2016
Newbery Medal and Honors list of books (*except for the 2008 Medal Winner Good Masters!
Sweet Ladies!. This book will be read and discussed as part of a formal LAL unit during the middle school years.) Non-fiction
books are listed on both the Newbery list and the YALSA list as well. Students are encouraged
to choose one of the non-fiction books from the list but students MAY choose any non-fiction
book as long as it is at or above their grade/reading level.
> Each student will create a character tee shirt for their book of fiction using the directions on
the following page as a guide.
RUBRIC TO EVALUATE THE CHARACTER TEE SHIRT PROJECT
Grade six summer reading project
Your name ________________________________________________ Date project was completed ___________________
Book title ______________________________________________________ Author ______________________________
Please clip (not staple) this rubric to your project.
OUTSTANDING
GREAT
SATISFACTORY
ATTEMPTED
POOR
18-20 points
16-17 pts
14-15 points
12-13 points
11-0 pts.
9-10 points
8 points
7 points
6 points
5-0 points
9-10 points
8 points
7 points
6 points
5-0 points
5 points
4 points
3 points
2 points
1 point
5 points
4 points
3 points
2 points
1 point
CONTENT
*Well-written
*Summary of story
includes description of
character and setting
*Quantity of writing
matches what is required
*Traits are written in
descriptive form
(adjectives)
*Free of major errors
ORGANIZATION
*Elements are placed
appropriately (according to
directions)
*Length of written word is
consistent throughout the
project
*Information is clear and
easy to read (for example:
tiny print is not used if
there are vast areas of open
space that could have been
filled with writing)
VISUAL APPEAL
*Illustrations and written
responses are nicely
balanced
*Color is used
appropriately
*There is limited, if any,
white space
*The placement of the
written word and
illustrations compliments
each other
*Meaningful /important
scenes are illustrated
MECHANICS AND
USAGE
*There are few, if any,
errors in grammar,
capitalization, punctuation,
and spelling
*There are no fragments or
run-ons
OVERALL
*Handed in on time
*Neat
*Effort to follow all
directions is evident
*Rubric returned
45-50 points=A
40-44 points=B
35-39 point
32-34 points=D
updated 5.2013
CHARACTER TEE SHIRT
Grade six summer reading project
Name __________________ Date guidelines were distributed and discussed _________
Your assignment is to create a character tee shirt on a piece of (approximately) 20 inch by 25 inch
large sized poster board cut to resemble the shape of a tee shirt. Choose one character from your book
of fiction. Create a visual interpretation of this character through the use of illustrations, lists of
adjectives, and a written summary, all mounted on the poster board.
Use the guidelines below to write a draft of your ideas. Once you have reviewed your work and
corrected all errors, create a final draft. The written word may be handwritten or typed, cut, and affixed
securely. White space should be at a minimum (and ideally, eliminated by background color.) Use the
guidelines to guide your work on this project.
THE FRONT and CENTER OF THE TEE SHIRT MUST INCLUDE:
*story title (underlined and in bold letters)
*author (and illustrator, if there is one)
*main character’s name
*a hand-drawn picture of the character in the MAIN setting of the story; color must be
used
*a summary of the story. The summary should describe the character and his or her
problem. The summary should also include some references to the setting. This part of
the project should be 15-20 sentences, but not more than 25 sentences. If you are typing,
be sure the font is big enough to be read easily!
THE SLEEVES MUST INCLUDE:
*five positive adjectives that describe the strengths of the selected character (right sleeve)
*five adjectives that describe the weaknesses of the selected character (left sleeve)
THE BACK OF THE TEE SHIRT MUST INCLUDE:
*a hand-drawn illustration of the character solving the problem. Be sure heavy/bold/dark
colors are used so that the illustration can be viewed and “understood” from a distance!
Background color should reach to and cover the sleeves. In 12-15 sentences (and in a font
that can be easily read), explain how the character solved the problem and how the story
ended.
*Samples of projects from previous years were shared with students.
*Trace a real tee shirt or use a template (available in the library) before cutting your poster
board.
*When illustrating, remember that dark and bold colors as well as bold lines work well.
Be sure the colors are not too light.
*One side of the poster board is usually “shiny.” Colored pencils do not work well on this
surface.
*The summary and solution paragraphs may be typed and glued down. Be sure to affix
the corners!
*Add background details. In the past, students have handed in projects with wide
swaths of color (for example: lots of sky and clouds.) Instead, fill the space with
appropriate details. Draw the characters on a larger scale so they are easy to see and
don’t get “lost” in the rest of the drawing.
SUMMER READING BOOK LIST FOR PROJECTS DUE SEPTEMBER 2016
This list, with some notes about content, is available on our website under SUMMER READING.
www.garwoodschools.org
RECOMMENDED BY THE GARWOOD LIBRARY
AMERICAN PLAGUE-Jim Murphy
CLOSE TO SHORE-Michael Capuzzo
BLIZZARD-Jim Murphy
GREAT FIRE-Jim Murphy
PERILOUS JOURNEY OF THE DONNER PARTY-Marian Calabro
DANGEROUS BOOK FOR BOYS-Conn Iggulden
INSIDE THE ALAMO-Jim Murphy
LONG ROAD TO GETTYSBURG-Jim Murphy
FIRST CHILDREN: GROWING UP IN THE WHITE HOUSE
THE GIANT AND HOW HE HUMBUGGED AMERICA-Jim Murphy
THE TRIANGLE SHIRTWAIST COMPANY FIRE OF 1911-Gina DeAngelis
THE GREAT CHICAGO FIRE-Dynise Balcavage
THE DUST BOWL-Therese DeAngelis
LOST IN DEATH VALLEY-Connie Goldsmith
THE SAN FRANCISCO EARTHQUAKE-James House
WOMEN WHO CHANGED THE WORLDTRUCE-Jim Murphy
INFLUENZA PANDEMIC OF 1918-Virginia Aronson
OUTBREAK-Mark P. Friedlander
LITTLE MONSTERS-Albert Marrin
DEATH TRAP-Sharon Thompson
BOOTLEG-Karen Blumenthal
GREAT MOLASSES FLOOD, BOSTON 1919-Deborah Kops
GOOGLE-Susan Hamen
UNOFFICIAL HANDBOOK FOR BOYS-L.L. Buller
STUFF THAT SCARES YOUR PANTS OFF-Glenn Murphy
UFOs AND ALIENS-Preston Dennett
BIGFOOT, YETI, and OTHER APEMEN-Preston Dennet
ISLAND OF HOPE-Martin Sandler
KISS MY MATH-Danica McKellar AMAZING LIFE OF MOE BERG-Tricia Adryszewski
KNOTS IN MY YO-YO STRING-Jerry Spinelli GOLD DUST-Chris Lynch
WRINGER-Jerry Spinelli
MILKWEED-Jerry Spinelli
FLUSH-Carl Hiaasen
HOOT-Carl Hiaasen
SILENT TO THE BONE-E. L. Konigsburg
PAY IT FORWARD-Hyde
DUNK-David Lubar
GIVE A BOY A GUN-Todd Strasser
FEVER 1793-Laurie Halse Anderson
ASHES OF ROSES-Mary Jane Auch
NOTHING BUT THE TRUTH-Avi
BOY IN THE STRIPED PAJAMAS-John Boyne RED BADGE OF COURAGE-Stephen Crane
AL CAPONE SHINES MY SHOES-Gennifer Cholodenko
SOUNDER-William H. Armstrong
BROOKLYN BRIDGE-Karen Hesse
TRAPPED-Michael Northrup
BROOKLYN ROSE-Ann Rinaldi
SURVIVING THE APPLEWHITES-Stephanie S. Tolan
TRUE CONFESSIONS OF CHARLOTTE DOYLE-Avi
LOSER-Jerry Spinelli
WAR OF THE WORLDS-H. G. Wells
BLACK BEAUTY-Anna Sewell
OLD YELLER-Fred Gipson
MRS. FRISBY AND THE RATS OF NIMH-Robert O’Brien
ISLAND OF THE BLUE DOLPHINS-Scott O’Dell
FROM THE MIXED UP FILES OF MRS. BASIL. E. FRANKWEILER-E.L. Konigsburg
SIX DAYS IN OCTOBER-Blumenthal
SUNRISE OVER FALLUJAH-Walter Dean Myers
NEWBERY LIST
FLORA AND ULYSSES-Kate DiCamillo
DOLL BONES-Holly Black
THE YEAR OF BILLY MILLER-Kevin Henkes ONE CAME HOME-Amy Timberlake
PAPERBOY-Vince Vawter
THE ONE AND ONLY IVAN-Katherine Applegate
SPLENDORS AND GLOOMS-Laura Amy Schlitz
BOMB-THE RACE TO BUILD AND STEAL-THE WORLD’s MOST…-Steve Sheinkin
THREE TIMES LUCKY-Sheila Turnage
DEAD END IN NORVELT-Jack Gantos
INSIDE OUT AND BACK AGAIN-Thanha Lai BREAKING STALIN’S NOSE-Eugene Yelchin
MOON OVER MANIFEST-Clare Vanderpool
TURTLE IN PARADISE-Jennifer L. Holm
HEART OF A SAMURAI-Margi Preus
ONE CRAZY SUMMER-Rita Williams-Garcia
DARK EMPEROR AND OTHER POEMS OF THE NIGHT-Joyce Sidman
WHEN YOU REACH ME-Rebecca Stead
CLAUDETTE COLVIN: TWICE TOWARD JUSTICE-Phillip Hoose
THE EVOLUTION OF CALPURNIA TATE-Jacqueline Kelly
WHERE THE MOUNTAIN MEETS THE MOON-Grace Lin
THE MOSTLY TRUE ADVENTURES OF HOMER P. FIGG-Rodman Philbrick
THE GRAVEYARD BOOK-Neil Gaiman
THE UNDERNEATH-Kathi Appelt
THE SURRENDER TREE: POEMS OF CUBA’S STRUGGLES…-Margarita Engle
SAVVY-Ingrid Law
AFTER TUPAC AND D FOSTER-Jacqueline Woodson
ELIJAH OF BUXTON-Christopher Paul Curtis THE WEDNESDAY WARS-Gary D. Schmidt
FEATHERS-Jacqueline Woodson
THE HIGHER POWER OF LUCKY-Susan Patron
PENNY FROM HEAVEN-Jennifer L. Holm
HATTIE BIG SKY-Kirby Larson
RULES-Cynthia Lord
CRISS CROSS-Lynne Rae Perkins
WHITTINGTON-Alan Armstrong
PRINCESS ACADEMY-Shannon Hale
HITLER YOUTH: GROWING UP IN HITLER’S SHADOW-Susan Campbell Bartoletti
SHOW WAY-Jacqueline Woodson
KIRA-KIRA-Cynthia Kadohata
AL CAPONE DOES MY SHIRTS-Gennifer Cholodenko
THE VOICE THAT CHALLENGED A NATION: MARIAN ANDERSON…-Russell Freedman
LIZZIE BRIGHT AND THE BUCKMINSTER BOY-Gary D. Schmidt
THE TALE OF DESPEREAUX-Kate DiCamillo OLIVE’S OCEAN-Kevin Henkes
THE HOUSE OF THE SCORPION-Nancy Farmer
PICTURES OF HOLLIS WOODS- Patricia Reilly Giff
HOOT-Carl Hiaasen
A CORNER OF THE UNIVERSE-Ann M. Martin
THE CROSSOVER—Kwame Alexander
EL DEAFO—Cece Bell
BROWN GIRL DREAMING—Jacqueline Woodson
2016 Newbery Award: LAST STOP ON MARKET STREET—Matt de la Pena
2016 Honor books: THE WAR THAT SAVED MY LIFE—Kimberly Brubaker Bradley
ROLLER GIRL—Victoria Jamieson
ECHO—Pam Munoz Ryan
NON-FICTION TITLES
2016 Winner
Most Dangerous: Daniel Ellsberg and the Secret History of the Vietnam War written by Steve Sheinkin, and published by
Roaring Brook Press, an imprint of Macmillan’s Children’s Publishing Group
Sheinkin’s latest is a thrilling journalistic account of government insider Daniel Ellsberg, who leaked the Pentagon Papers and
exposed the questionable decisions that led to the United States’ involvement in the Vietnam War. This cinematic work
simultaneously recounts a history of the Vietnam War, details the complete reversal of one man’s loyalties, chronicles the
downfall of a presidential administration, examines First Amendment rights, and explores honor and morality. A timely
exploration of American history that crackles with tension and excitement.
2016 Finalists
*Symphony for the City of the Dead: Dmitri Shostakovich and the Siege of Leningrad written by M.T. Anderson, and
published by Candlewick Press
Dmitri Shostakovich’s Seventh Symphony was completed during the horrors of the 900-day Siege of Leningrad during World
War II. Anderson’s sweeping history of the first half of the twentieth century in Soviet Russia and his focus on the life of the
slight, bespectacled composer is dramatic, challenging, and immersive. Political and cultural revolutions and upheavals
enveloped Russia over the decades during which Shostakovich grew into one of the West’s most celebrated composers.
Meticulous research and a captivating narrative celebrate courage, perseverance—and music.
* Enchanted Air: Two Cultures, Two Wings: A Memoir written by Margarita Engle, and published by Atheneum Books for
Young Readers, an imprint of Simon & Schuster Children’s Publishing
Cuban? American? Lush island paradise or fast-paced city living? These are the two worlds that Margarita Engle eloquently
describes through lyrical, free-verse poems as she attempts to define herself, her family, and her country within the context of
being biracial during the United States’ invasion of Cuba at the Bay of Pigs. The power of this book lies in the emotional
connections and vivid imagery evoked by observing the simple differences between Engle’s two families as she deftly explores
both cultures’ customs and traditions.
*First Flight Around the World: The Adventures of the American Fliers Who Won the Race written by Tim Grove, and
published by Abrams Books for Young Readers, an imprint of ABRAMS
In 1924, a team of American aviators embarked on a race to circumnavigate the globe. During their 150-day journey, the crew
faced hostile weather, pesky reporters, mechanical failures, and agonizing disappointments. Drawing on archival materials,
Grove enlivens this story of historical achievement with humor and fascinating travel anecdotes, while portraying the
perseverance and dedication of the crew. This suspenseful tale is a visual feast with heart.
*This Strange Wilderness: The Life and Art of John James Audubon written by Nancy Plain, and published by University of
Nebraska Press
John James Audubon traveled the length and breadth of North America in service of his monumental Birds of America, the work
that marked his lasting reputation as a naturalist. Plain’s account, drawn from Audubon’s journals and letters, conveys the
artist’s determination (some regarded him as a madman) to document the continent’s rich variety of birds and other wildlife. This
elegantly designed book deftly blends art and ornithology, and includes lovely reproductions of Audubon’s work.
2015 Winner
Popular: Vintage Wisdom for a Modern Geek written by Maya Van Wagenen and published by Dutton, an imprint of Penguin Young
Readers Group
This memoir of Maya Van Wagenen’s eighth grade year is one part 1950s popularity guidebook mixed with two parts courage and one truly
modern geek girl. She uses Betty Cornell’s Teenage Popularity Guide to take on the social hierarchy of her school and manages to achieve
acceptance and understanding.
2015 Finalists
*Laughing at My Nightmare written by Shane Burcaw, and published by Roaring Brook Press, an imprint of Macmillan’s Children’s
Publishing Group In this focused, intelligent, and most of all hilarious memoir, Shane Burcaw recalls both the normal and deeply unique
experiences he has endured living with spinal muscular atrophy. With a sharp wit, Burcaw is self-deprecating but never defeatist, even in the
face of his terminal condition. His anecdotal essays are thought-provoking, and his whip-smart style puts him in a league with some of
today’s best humorists. In his eminently readable and relatable memoir, Burcaw’s positive attitude is inspirational without being the least bit
cloying.
*The Family Romanov: Murder, Rebellion & the Fall of Imperial Russia written by Candace Fleming, and published by Schwartz &
Wade, an imprint of Random House Children’s Books Fleming deftly illuminates the fascinating life of Czar Nicholas II; his wife,
Alexandra; and their children, describing their ostentatiously privileged upbringing, the dramatic fall of the Russian Empire, and their tragic
deaths in this moving and insightful biography of Russia’s Romanov family. She unflinchingly exposes the flawed but human side of the
royal family while simultaneously interweaving details about the rich historical context, from Rasputin and Lenin to the narratives of the poor
and working class, told in excerpts from the diaries and letters of Russia’s peasants, factory workers, and soldiers. With captivating photos,
extensive primary sources, and recent research about the fate of the Romanov family, Fleming tells a gripping, comprehensive story of life in
a pivotal period of Russian history.
*Ida M. Tarbell: The Woman Who Challenged Big Business—and Won! written by Emily Arnold McCully, and Published by Clarion
Books, an imprint of Houghton Mifflin Harcourt Books for Young Readers Born before the Civil War and living in what was truly a man’s
world, Ida Tarbell was one of the first practitioners of what we now call investigative journalism. Although she is not well known today, she
made a name for herself in her own time by taking on the exploitative practices of John D. Rockefeller and the Standard Oil Company. In this
fine biography that also serves as a social history of the late nineteenth and early twentieth centuries, McCully presents a readable and
captivating account of this unusual woman, showing the reader her inconsistencies and faults as well as the grit, determination, and intellect
that allowed Tarbell to support herself and her family with her writing.
*The Port Chicago 50: Disaster, Mutiny, and the Fight for Civil Rights written by Steve Sheinkin, and published by Roaring Brook Press,
an imprint of Macmillan’ Children’s Publishing Group As World War II escalated overseas, African American sailors at Port Chicago were
under pressure to load bombs faster and faster onto waiting ships, until finally a horrific explosion killed hundreds. In the days that followed,
50 men refused to work under such unsafe conditions and were charged with mutiny. Sheinkin masterfully weaves interviews, court records,
and other primary sources with his driving narrative to tell the complex and little-known history of the Port Chicago Disaster of 1944. Tightly
written, this slim volume is rich in information about the history of a segregated military, the emerging civil rights movement, and the
exceptional leaders and individuals of the time.
2014 Winner: The Nazi Hunters: How a Team of Spies and
Survivors Captured the World's Most Notorious Nazi written by
Neal Bascomb Finalists: Go: A Kidd's Guide to Graphic Design written by Chip Kidd, Imprisoned:
The Betrayal of Japanese Americans During World War II written by Martin W. Sandler, Courage Has No
Color: The True Story of the Triple Nickles, America's First Black Paratroopers written by Tanya Lee
Stone, The President Has Been Shot! The Assassination of John F. Kennedy written by James L. Swanson,
2013 Winner: Bomb: The Race to Build - and Steal- the World's
Most Dangerous Weapon, written by Steve Sheinkin Finalists: Steve Jobs: The
Man Who Thought Different, a biography by Karen Blumenthal; Moonbird: A Year on the Wind with the Great
Survivor B95, written by Phillip Hoose; Titanic: Voices from the Disaster, written by Deborah Hopkinson;
and We've Got a Job: The 1963 Birmingham Children's March, written by Cynthia Levinson.
2012 Winner: The Notorious Benedict Arnold: A True Story of
Adventure, Heroism, & Treachery by Steve Sheinkin Finalists: Sugar
Changed the World: A Story of Magic, Spice, Slavery, Freedom and Science by Marc Aronson and Marina
Budhos; Bootleg: Murder, Moonshine, and the Lawless Years of Prohibition written by Karen Blumenthal;
Wheels of Change: How Women Rode the Bicycle to Freedom (With a Few Flat Tires Along the Way) by Sue
Macy; and Music Was IT: Young Leonard Bernstein written by Susan Goldman Rubin.
2011 Winner: Janis Joplin: Rise Up Singing by Ann Angel
Finalists:
They Called Themselves the KKK: The Birth of an American Terrorist Group by Susan Campbell Bartoletti;
Spies of Mississippi: The True Story of the Spy Network that Tried to Destroy the Civil Rights Movement by
Rick Bowers; The Dark Game: True Spy Stories by Paul Janeczko; and Every Bone Tells a Story: Hominin
Discoveries, Deductions, and Debates by Jill Rubalcaba and Peter Robertshaw, published by Charlesbridge
2010 Winner: Charles and Emma: The Darwins' Leap of Faith by
Deborah Heiligman. Finalists: Almost Astronauts: 13 Women Who Dared to Dream by Tanya
Lee Stone, Claudette Colvin: Twice toward Justice by Phillip Hoose, The Great and Only Barnum: The
Tremendous, Stupendous Life of Showman P.T. Barnum by Candace Fleming, and Written in Bone: Buried
Lives of Jamestown and Colonial Maryland by Sally M. Walker.