# data[].attributes.body
Esperanza Rising

Pam Muñoz Ryan

Historical Fiction and Realistic Fiction

Pages 253

Reading Level: 4-8

Description: Esperanza is the only daughter of a wealthy Mexican family. She has always had all the material things she could want or faced any real difficulties. She grew up in the loving care of her devoted parents and their employees. Life is perfect for Esperanza as she approaches her 13th birthday. However, everything in Esperanza's life begins to fall apart when bandits brutally murder her father. After this tragedy, Esperanza's life is filled with challenges as she must flee to the United States to work as a migrant fieldworker during the Great Depression get accustomed to a lower-class lifestyle, and face discrimination. Esperanza's privileged childhood challenges her to accept her new realities as she resents living among servants and expected to live in an overcrowded cabin, work in a field labor camp, and complete house chores and childcare. Despite her initial resentment, Esperanza rises above her obstacles and becomes a determined warrior who fights to help her mother and grandmother so that one day they will be reunited again.

Content Area/Subject: This book is great for diversity lectures, a history lesson on the Great Depression, and immigration.

Strategy “Two-Sided Problems” (Serravallo, pg.150): Students must consider the main problem and the characters’ feelings because of them. This in turn will help them analyze different perspectives on a conflict or problem. Also, it makes them identify the characters’ internal and external problems and their connections. This will help students improve their speaking literacy skills as they must justify their debate on taking a character’s side and their reading and writing skills by comparing conflicts.

Rationale: I would recommend this book for a classroom library to introduce students to immigration conflicts and California field workers in addition to what discrimination and civil rights.

# data[].attributes.headline
Separate Is Never Equal: Sylvia Mendez and Her Family's Fight for Desegregation 

# data[].attributes.subject
Separate Is Never Equal: Sylvia Mendez and Her Family's Fight for Desegregation 

# data[].attributes.body
Duncan Tonatiuh

Nonfiction and Biography

Pages 40

Reading Level: Grades 3-6

Description: This book tells the powerful story surrounding the case that desegregated California schools seven years before Brown v. Board of Education. The plot revolves around the events of an immigrant Mexican American family in 1944. The protagonist, an American citizen of Mexican and Puerto Rican heritage who spoke and wrote perfect English, Sylvia Mendez and her siblings struggle to attend school because of segregation and discrimination issues. As a result, Sylvia and other immigrant families unite to sue the school district. As the plot progresses, the characters must witness and listen to defamatory comments and insults about their lives, cultures, and overall heritage and identity.

Content Area/Subject: This book is a great resource for history lesson and how several ethnicities faced discrimination because of their physical appearance much of it cause by racism, ignorance, and World War II issues.

Strategy- “Keying into What’s Important (Biographies)” (Serravallo, p. 265): This strategy helps readers question the focus and importance of the main character’s obstacles. Also, it helps them analyze how the person solved his/her problem and how it made an impact on other generations. This strategy helps students improve their writing literacy skills because it prompts them to write out a graphic organizer that helps them comprehend the obstacle, solutions, importance, and connections the text itself provides.

Rationale: I recommend this book for a classroom library because it provides students with a greater message about segregation and discrimination. Sadly, many students think discrimination only applies to a certain race and this book helps them understand that that discrimination and racism can be applied in diverse cultures and give them knowledge to fight such ignorance.

I recommend this book for a classroom library because it provides students with a greater message about segregation and discrimination. Sadly, many students think discrimination only applies to a certain race and this book helps them understand that that discrimination and racism can be applied in diverse cultures and give them knowledge to fight such ignorance.

# data[].attributes.body
Celesta Rimington

Fantasy fiction, Mystery, and Paranormal fiction

Pages 336

Reading Level: 4-6

Description: This magical book is for young readers who enjoy reading about and/or want to relate to the power of friendship. The plot revolves around Lexington Willow, a young girl who was raised in Nebraska Zoo with her foster family after a tornado storm destroys her life and loved ones during her toddler years. The only reason Lexington Willow survives the devastating storm is because an elephant named Nyah protects her which becomes her life-long friend and protector. Also, Nyah develops the talent of sending telepathic images. One which describes an image of the woods which sends Lexington on an adventure outside the zoo walls where she faces ghosts, lost treasure, and an answer to her identity. in turn, she must ask herself if she has the courage to find her origin story.

Content Area/Subject: This book is great for teaching self-discovery and figurative language. The story is filled with metaphors, analogies, personification, and similes. Also, it helps the students comprehend the difference between tenses and finally, this book opens the minds of young readers and encourages them to think abstractly.

Strategy- “Tenses as a Clue to Flashback and Backstory” (Serravallo, p. 152): This strategy helps students monitor their reading for meaning and differentiate the character’s experiences. For example, when the verbs switch from present to past tense as the protagonist discovers facts from her past or when someone else is describing her actions. This makes the audience question if the author is giving more information to understand the character’s actions or explain her choices. It also helps improve student reading and viewing literacy skills because it encourages students to expand their imagination and find meaning beyond literal written words.

Rationale: This book is a great resource for readers who are self-discovering and love to read. This magical story helps students enter a world of fantasy where they can get lost and do some self-exploration

# data[].attributes.headline
And To Think I Saw It on Mulberry Street 

# data[].attributes.subject
And To Think I Saw It on Mulberry Street 

# data[].attributes.body
Dr. Seuss

Contemporary Realistic Fiction

Pages 30

Reading Level: Grades 2 – 4

Description: The book tells the adorable story about an elementary boy contemplating what to tell his dad about his day. He makes a simple observation on Mulberry Street which he decides is much too boring and begins to add made up details. As he continues, his story becomes an elaborate tale he is thrilled to tell with his dad. Once he gets home, Marco must decide whether to tell his father the truth or his imaginative creation. This book is a wonderful relatable childhood story which teaches children a great lesson in honesty. I highly recommend it!

Content Area/Subject: In the classroom, the teacher can use this book for an honesty lesson, imagination, society traits, and family communication.

Strategy- “Talk Like the Character” (Serravallo, p. 36): This strategy works with this book as it helps emergent readers elaborate on what is happening with the characters. For example, the readers can connect with Marco, the protagonist, as his fib grows about coming home from school. The students can explain how they connect to him as they elaborate on their own after school adventures and family communication. Also, readers express how they think the character would express themselves through certain emotions such as exaggeration or sadness. This strategy applied to this book will help students with their speaking literacy skills as the readers would pretend to be the character and portray their characteristics. It would also help them with their viewing skills because it allows the readers to consider a unique perspective if they do not relate to the character’s scenario.

Rationale: I fell in love with this book the first time I read it when I was in the 4th grade. This story exemplifies the magnitude of a child’s imagination and his/her debate with honesty and the definition of a lie.

# data[].attributes.headline
Have You Filled a Bucket Today? A Guide to Daily Happiness for Kids 

# data[].attributes.subject
Have You Filled a Bucket Today? A Guide to Daily Happiness for Kids 

# data[].attributes.body
Author: Carol McCloud

Illustrator: David Messing

Contemporary Realistic Fiction

Pages 31

Reading Level: K-2

Description: This book explains the concept of being kind and how every person in the world carries with them an “invisible bucket.” Each “bucket” can be filled with kind words, actions, or sentiments as well as emptied with mean comments or bullying.

Content Area/ Subject: In the classroom, this book can be used in a unit about manners, sharing, classroom etiquette, and classroom expectations.

Strategy- “Characters Do, Characters Say” (Serravallo, p. 29): This strategy helps remind young readers how they can relate to the characters in the book. For example, the teacher can ask the students to question the characters'’ motives in filling a bucket (being kind) or the reason for being a “bucket dipper” (being mean). Readers will analyze the characters’ actions to better understand the author’s message. Moreover, the readers will understand how the text represents what the character is doing thus comprehending the strategy’s goal. Readers work to understand the character’s words and sections. This strategy is great for emergent readers because it helps them understand the relation between words and pictures and connect to the book itself. This strategy helps the students improve their reading and speaking skills because they must read the book and express what the characters are doing.

Rationale: This book has been one of my favorites because it instructs young students about empathy and kindness. Also, it tutors students about personal responsibility and accountability. Students need to understand that their actions affect others as well as themselves and to “Treat others how they want to be treated.”

# data[].attributes.headline
The Shot Heard Round the World: The Battles of Lexington and Concord (First Battles) 

# data[].attributes.subject
The Shot Heard Round the World: The Battles of Lexington and Concord (First Battles) 

# data[].attributes.body
Nancy Whitelaw

Historical Fiction

Pages 112

Reading Level: 5-8

Description: The book elaborates on the events that transpired between the night of the Boston Massacre and the battles of Lexington and Concord, which began the Revolutionary War. It details how each person and event from both the colonial and British side contributed to the inevitable war.

Content Area/Subject: This historical story contributes to a unit explaining the events leading up to the American Revolution. In addition, the book simplifies terms used in that ear and how each side contributed to the famous events. Also, this book would help students analyze individual patriots and their actions during the revolutionary period.

Strategy- “Ask Questions to Engage with the Text” (Serravallo, p. 59): This strategy encourages the readers’ mind by asking questions as they read. Students have to question the topic, which in this case, would be the colonists' frustrations and Britain's’ unjust impositions on the colonies. The students would strengthen their reading and writing literacy skills as they would have to write questions that give their reading meaning as well as search for the answers.

Rationale: I recommend this book to educators to explain to students how people acted pre-revolution. It allows teachers to encourage students to engage in a class discussion about motivations, political perspectives, and different points of view. This book encourages students to develop questions about history.

# data[].attributes.body
John Steinbeck

Historical Fiction and Tragedy

Pages 107

Reading Level 8-10

Description: This great novel tells the tale of a strong friendship that ends in tragedy during the Great Depression. George and Lenny are two alienated hard-working men struggling to make ends meet during the economic crisis and migrate from farm to farm in search of work to save enough money to achieve of one day having a farm or their own. George, a smart, defensive, cautious man is very protective of his friend Lenny, an incredibly strong, friendly, yet naive man who has the mentality of a child who is unaware of his own strength. They find work in California ranch and their dream seems very realistic. However, despite their commitment and challenging work, their integrity is doubted because of the ranch owner's flirtatious and neglected wife. The plot takes a tragic turn when George sadly cannot guard Lennie from the provocations of the flirtatious woman, nor predict the consequences of Lennie's unswerving obedience to the things George taught him. In the end, the friendship faces the ultimate test caused by petty tyranny, misunderstanding, jealousy, and callousness.

Strategy- “Mood as a Clue” (Serravallo, p. 311): This strategy encourages students to think about the general mood or feeling in a sentence or paragraph. The audience uses their inference skills to analyze the mood and comprehend whether the characters are facing a positive or negative situation. The readers use context clues and new vocabulary to infer the author’s meaning. It helps students reading skills because it motivates them to infer and analyze the situation and the reasons for the conflicts, not just the dialogue.

Rationale: This book contributes to a classroom library so students can understand the hardship and struggles of the Great Depression. In addition, the book introduces students to mental disease, social discrimination, sacrifice, and kindness.

# data[].attributes.headline
DUEL! Burr and Hamilton’s Deadly War of Words 

# data[].attributes.subject
DUEL! Burr and Hamilton’s Deadly War of Words 

# data[].attributes.body
Author- Dennis Brindell Fradin

Illustrator- Larry Day

Nonfiction

Pages 28

Reading Level 3-8

Description: This book portrays the infamous Hamilton-Burr duel that led to Hamilton’s death. The story chronologically explains how the Founding Fathers went from friends to deadly foes because of political disputes and rivalries.

Content Area/Subject: This book can be used in the historical unit explaining the post-independence colonial life and its most influential figures. Also, it can be used in a politics unit explaining the role of each politician and the rules of dual acceptance in the 19th century.

Strategy-“A Spin on KWL” (Serravallo, p. 252): This strategy is great for activating prior knowledge. Before reading, students will talk among themselves or in a whole discussion to share what they know for sure, what they think they know, and what they wonder. When applied to this book, the students would be focusing on the facts they know about the Founding Fathers and their rivalry. They will use this strategy to identify key details and not let misconceptions get in the way. This strategy helps students improve their speaking skills because it allows students to express their knowledge as it progresses at several levels as well as improve their writing skills because they write down their thoughts.

Rationale: As a future social studies and history educator, I promote this book because it simplifies colonial life and how it created problems even after the revolution was won. Many students believe the Founding Fathers were all friends united for the cause. While this is true, students need to understand that political differences have existed for centuries in this country.

# data[].attributes.headline
The Right Word: Roget and His Thesaurus 

# data[].attributes.subject
The Right Word: Roget and His Thesaurus 

# data[].attributes.body
Author- Jen Bryant

Illustrator- Melissa Sweet

Nonfiction and Biography

Pages 42

Reading Level: 1-5

Description: This book narrates the story of Peter Roget authoring the first thesaurus. The revolves around shy Peter who dived into his love of ideas, words, and lists as his family continuously relocated. Peter finds companionship in books and writing lists. When he tries to communicate to people in his life, he finds that some words do not interpret what he is feeling or thinking, Peter contemplates the idea of how wonderful it would be to have an endless list of words to choose from to express those thoughts. Eventually, Peter creates his list into one of the most important reference books of all time, the first Thesaurus of the English Language.

Content Area/Subject: This book can be used for a history lesson on famous people that contributed to our society in other manner besides war. Also, it can be incorporated in a lesson introducing independent or sustained silent reading to encourage students to explore their own genres in literature.

Strategy- “Read, Cover, Remember, retell” (Serravallo, p. 257): This strategy encourages students to read as much as they can with either their hand or a sticky note. After reading a section, the readers cover it, and focus on remembering the information. They will say what they remember and refer to the text as needed. This strategy helps students explore if they attempt to research something, explore genres, and monitor their comprehension. It will also help students improve their reading literacy skills as it helps them summarize and retell key facts and view information from a new perspective as they monitor their comprehension.

Rationale: I encourage the use of this book in the classroom to inspire people that anyone can change the world. This incredible story shows students the love of words and reading.

# data[].attributes.body
Author: Jon Scieszka

Illustrator: Lane Smith

Traditional Literature

Pages 32

Reading Level 1-5

Description: This clever version alternates the traditional "Three Little Pigs" tale to give the wolf a chance to tell his version. It provides a twist on a different point of view of this classic version.

Content Area/Subject: This book would be a terrific book to use in an ELAR unit about the author's craft and point of view. It introduces students to different perspectives and how to analyze a text through different sides.

“Text Clue/ Background Knowledge Addition” (Serravallo, p.174): Readers analyze the different characters’ emotions and their perspective on the story’s conflicts and how the characters contribute to them. In doing so, the readers improve their inferring skills as the must determine what they know about the character, the plot, the conflict, and the resolution. The students reading and writing literacy skills strengthen as the student practice using their context lues as well as analyzing sections of the text to understand characters’ actions and motivations.

Rationale: This book helps a classroom library to encourage students to analyze texts beyond the obvious and read for meaning to complete and in-depth analysis of a traditional or new story.

# data[].attributes.body
Author: Shel Silverstein

Traditional Literature and Poetry

Pages 64

Reading Level 1-6

Description: This classic tale follows the lives of a giving tree and the boy it loves. They develop a wonderful and caring relationship with each other but face the complexity of balancing the tree "giving too much" and the boy "taking too much." The plot follows as they both age as does the dynamic of their relationship. As a young child, the Boy show unconditional love for the caring Tree, as he spends most of his time enjoying the nature and enjoying playing with the tree and eating its apples. However, as he grows up, he loses interest in spending time with the loyal companion and only looks for the Tree for materialist and selfish reasons. He visits the Tree to ask for money and the Tree generously gifts its apples, branches, trunk, and everything possible it can give to make the Boy happy. As the Tree loses increasingly of itself, it shows it is content because the Boy is living a happy life. The book concludes with the Boy understanding the true meaning of his happiness and them reuniting and enjoying each other's company once more.

Content Area/Subject: This story is great to use on figurative language introduction lesson. It can introduce students to personification and understand that non-living characters can have human qualities. Also, it can introduce emergent readers to a storyline concept and story language.

“Use Story Language” (Serravallo, p.33): Readers listen and identify words they her in story to recognize plot terms such as “once a upon a time, after that, then, although etc.” The students begin to understand how to transition throughout the story and develop skills to listen and interact in read aloud. It strengthens students' listening and reading skills as they begin to comprehend literacy phrases and terms that will repeat constantly throughout their literacy journey.

Rationale: This tale encourages students to understand personification of certain characters and follow storyline plot and sequence. This book works great when teaching emergent reading the terminology and the phrases to recognize when reading certain texts.

# data[].attributes.headline
The Adventures of Beekle the Imaginary Friend 

# data[].attributes.subject
The Adventures of Beekle the Imaginary Friend 

# data[].attributes.body
Dan Santat

Modern Fantasy and Science Fiction

Pages 40

Reading Level: K-3

Description: This incredible story in set in a magical land where imaginary friends are born. The protagonist, Beekle is a kind and silly friend who anxiously hopes to one day be chosen by a real child. After he is overlooked several times by children, Beekle takes on adventure to the real world in search of his child. His journey to the city makes me encounter several new lessons, but the most important of all, he learns the meaning of friendship and his place in the world.

Content Area/Subject: This book is great for a lesson on self-expression, compassion, empathy, and acceptance in the classroom. This also helps the teacher set class expectations and treat others respectfully.

“Express the Emotions” (Serravallo, p. 31) This strategy helps students analyze the characters' feelings and emotions page by page. The student experiences empathy as the place themselves in the characters’ shoes. This also helps students emphasize expression as they can recreate the characters' emotions physically and orally.

Rationale: I would promote this book to encourage self-expression and dramatic play.

# data[].attributes.body
Author: C. S. Lewis

Modern Fantasy and Science Fiction

Pages 208

Reading Level 3-12

Description: Four young siblings are sent to live with Professor Digory Kirke at a large house in the English countryside. While exploring the house, Lucy, one of the teens, enters a wardrobe and discovers the magical world of Narnia. She meets a lovely character whom she calls "Mr. Tumnus." She convinces her siblings Edmund, Peter, and Susan too enter Narnia together and befriend several other characters who tell them that Narnia is meant to have four true rulers that included two boys and two girls along with a lion named Aslan. They meet the White Witch, the false ruler of Narnia, who tricks Edmund into an alliance. Edmund reports any information to the White Witch who attempts to execute all four siblings. All the while, the remaining siblings work with Aslan and other Narnia civilians to reform the land's true magic and power. After a powerful battle between the White Witch and Aslan's followers, the Narnian army prevails, and Aslan kills the Witch. The Pevensie children are then crowned kings and queens of Narnia at Cair Paravel. After a long and happy reign, the Pevensies, now adults, go on a hunt for the White Stag who is said to grant the wishes of those who catch it. The four arrive at the lamppost marking Narnia's entrance and having forgotten about it, unintentionally pass through the wardrobe and return to England; they are children again, with no time having passed since their departure.

Content Area/Subject: This novel is great for an ELAR lesson to analyze figurative language, character analysis, author’s craft, and reading for purpose.

“The Difference Between Plot and Theme” (Serravallo, p.195): This strategy allows students to understand the difference between the theme and the plot. This helps students analyze each individual character and chapter and how each aspect contributes to the overall story. The readers comprehend and identify key details and differentiate important language. This strategy prompts readers to infer and question what is happening, key ideas, and understanding the message. Readers improve their reading and speaking literacy skills ask they read for purpose and create/answer questions throughout the reading.

Rationale: I would recommend this novel to encourage students to read for meaning. This novel is rich in figurative language and character details that motivate readers to enter the “Narnia” world. Also, this novel encourages readers to analyze characters individually as the audience identifies with the characters and categorizes how each interacts in Narnia.

# data[].attributes.body
Author: Gary Soto

Illustrator: Ed Martinez

Multicultural, fiction

Pages 32

Reading Level 1-5

Description: This delightful story follows the crazy Christmas Eve night of Maria and her family. As all the relatives gather to celebrate the special holiday by cooking up a huge batch of delicious tamales, one of the girls loses a beautiful diamond ring. As the whole family assumes the ring is lost in the food, the adventure begins to figure out how to find the ring and eat the batch! Is Christmas dinner ruined for the family? This comic story will have readers laughing at the delightful adventure.

Strategy: “Title power” (Serravallo, p. 135): This strategy allows reading to use the illustrations and the words to understand the character development, plot, conflict, and resolutions. It also helps students use all these skills to retell a story from their understanding to determine what happened and follow the author’s message.

Content Area/Subject:  This book is a great introduction book or a resource to incorporate sequence of events and follow the story for an English Language Arts and Reading lesson. Students must identify and recognize literacy terminology such as first, then, next, etc. Also, they will use the illustrations as a visual support to further justify their comprehension and notice what happened in the plot in a simple manner.

Rationale: I would recommend this book for students who are struggling with word books and show them how they can connect the illustrations to the words. Also, this is a wonderful resource for ESL/ELL students because it can make them comfortable reading books as they can make personal connections to it. Personally, I remember this book as one of the first ones I read and found that books can be silly and enjoyable.

# data[].attributes.body
Jacqueline Woodson

Poetry, Autobiography

Pages 328

Reading Level: 4-8

Description: Brown Girl Dreaming is an autobiography story of Jacqueline Woodson's childhood in poetry version. The story begins in her birthplace, the move to be raised by her grandparents in South Carolina while her mother works until Jacqueline and her siblings reunite with her in "the city that never sleeps." Through her poetry, Jacqueline shares how it was to grow up as an African American in 1960 and 1970 and witnessing and rehearing about several Civil Rights movements. Also, Jacqueline expresses her heartaches transitioning from home to home, but in them she finds her voice in writing stories and her dream of becoming an author.

Subject/ Content Area: This book would benefit an introduction to poetry or figurative language classroom lessons. The format of this book allows students to analyze the writing in version while understanding that each poem coordinates a sequence to the next. Also, Ms. Woodson’s exquisite figure language incorporation is simple yet strong enough that it encourages students to think beyond literal words.

Strategy: “Word Relationship in a Phrase” (Serravallo, p. 316)- This strategy helps students how to infer while reading poetry. It also helps students understand word relationships to other words. “What does the word/phrase mean?” When students understand this concept, they can look at a poem line by line, or stanza by stanza, to eventually understand the overall message of the poem. This strategy encourages students to question. This helps students reading skills as it strengthens inferring on a poem to understand the unique format.

Rationale: This book is a terrific addition to a classroom library because it introduces students to different genres in addition to showing that it is a form of literary expression. Also, it can help students who struggle reading chapter books because the format looks simpler, and the students can give it a chance to read as it is not intimidating.

# data[].attributes.headline
Science Comics Trees Kings of the Forest  

# data[].attributes.subject
Science Comics Trees Kings of the Forest  

# data[].attributes.body
Author- Andy Hirst

Graphic Novels

Pages 120

Reading Level 4-8

Description: This loveable book follows the adventures of an ambitious acorn who is eager to discover the secret world of trees, from roots to leaves. This book personifies the system of plants and explains how each component works independently and together. The story begins with the seed's germination and follows the plant's evolution until the tree's maturation as well as several types and their role in the ecosystem. These science comics are a complete collection that addresses a different subject.

Content Area/Subject: This graphic novel can be incorporated in a lesson to engage students in an ecosystem science lesson that ranges from a broad plants lesson to a specific topic such as photosynthesis.

Strategy- “Topic/Subtopic/Details” (Serravallo, p.224): -Helps comprehend and analyze what a whole section or chapter is about. The readers then must find a subtopic (a lower theme within the major topic) to understand the author's message further. Finally, they will list any details learned that connect the topic and the subtopic. For this nonfiction text, it is important that students understand the overall composition and how supporting details contribute to the context. This in turn will help improve students' reading and writing literary skills in summarizing and restating the information to show their undemanding

Rationale: I would promote this book to engage students in “boring” or difficult science concepts and smaller topics. The students can work from a broad topic such as trees and work down to more complex systems such as roots, cells, and seed germination.

# data[].attributes.headline
Olympians: Artemis: Wild Goddess of the Hunt 

# data[].attributes.subject
Olympians: Artemis: Wild Goddess of the Hunt 

# data[].attributes.body
Author: George O'Connor

Comics, Graphic Novel, Fiction

Pages 80

Reading Level 4-8

Description: The graphic novel follows the story of the Artemis, Goddess of the Hunt, of Greek Mythology. Artemis is outcasted since before her birth yet finds her identity in her incredible abilities to hunt and bow skills. She is a hero who protects those in need and fights the wrongdoers. She is a protector of women, children, and the unborn.

Content Area/Subject:  This graphic novel is a great resource for an English Language Arts and Reading or History course as it allows students to explore the Greek sociology and the analysis of certain government and political dynamics.

Strategy- “Readers Ask Themselves Questions” (Serravallo, p. 210): This strategy allows students to make connection with characters as they infer details about the character’s development. Readers must think beyond the obvious to find deeper meaning and question why characters are acting a certain way or how internal/external conflicts arise and how they are resolved. Moreover, this strategy improves reading and writing strategies as it motivates students to justify their thinking and determine the key facts on a character.

Rationale: I would recommend this book for students who are struggling with governmental and societal topics. This graphic novel allows students to explore important topics through a simple concept yet analyze complex issues such as society issues and boundaries.

# data[].attributes.body
Bryant, J., & Sweet, M. (2014). The right Word: Roget and His Thesaurus. Eerdmans Books for Young Readers.

Fradin, D. B., & Day, L. (2008). Duel!: Burr and Hamilton'S deadly War of words. Walker & Company.

Hirsch, A. (2018). Science comics: Trees: Kings of the forest. First Second.

Lewis, C. S. (1994). The lion, the witch, and the wardrobe. Scholastic.

McCloud, C., & Messing, D. (2016). Have you filled a Bucket Today? A guide to daily happiness for kids. Bucket Fillosophy, is an imprint of Bucket Fillers, Inc.

O'Connor, G. (2010). Olympians. Artemis, wild goddess of the hunt. First Second.

RIMINGTON, C. E. L. E. S. T. A. (2021). Elephant'S girl. YEARLING BOOKS.

Ryan Pam Muñoz. (2007). Esperanza rising. Scholastic Inc.

Santat, D. (2019).

The adventures of Beekle: The unimaginary Friend. Little, Brown and Company.

Scieszka, J. (1992). The true story of the 3 little pigs!: Literature notes. Frank Schaffer Pubs.

Serravallo, J. (2015). The reading strategies book: Your everything guide to developing skilled readers. Heinemann.

Soto, G., & Martinez, E. (2010). Too many tamales. Teaching Strategies, Inc.

Stein, S. (1964). The giving tree. Harper and Row.

Steinbeck, J., & Steinbeck, J. (1986). Of mice and men. Penguin.

Suess, D. (1964). And to think i saw it on mulberry street. Vanguard Press.

Tonatiuh, D. (2014). Separate is never equal: Sylvia mendez and her family's fight for desegregation. Harry N Abrams.

Whitelaw, N. (2001). The shot heard round the world: The battles of Lexington and Concord. Morgan Reynolds.

Woodson, J. (2014). Brown girl dreaming. Puffin Books.