SLIS 5420 The Hunger Games

Week Five: Science Fiction – The Hunger Games

Book Summary:

            In this dystopian novel, twelve districts are forced to compete in a yearly, deadly contest called the Hunger Games.  In punishment for the rebellion against the Capitol years before, two tributes (one boy, one girl) are sacrificed from each district every year, only to be pitted against each other in an arena-based fight to the death for the entertainment of the Capitol citizens.  Meanwhile, the Capitol allows for the people of the districts to starve, while they live lavishly.

            When Primrose Everdeen’s name is called to be District 12’s tribute, even though she only had her name in the drawing once, her older sister, Katniss, volunteers to take her place in a heartbeat of time.  Soon, Katniss and Peeta, the male tribute, are off to the Capitol to be prepared for the Hunger Games and certain death.  Of course, Katniss has skills other players are not prepared for, and the games seem to be ever in her favor.

            

APA Reference:

Collins, S. (2008). The hunger games.  New York, NY: Scholastic Press.

My Impressions:

            I was a bit weary of reading The Hunger Games at first, despite the hype, because everything I heard about it sounded a little too close to the Japanese film (based on the book and Manga), Battle Royale.  I finally heard an interview on NPR before the movie came out that actually compared the two stories and the differences seemed to be enough that I decided to plunge in with everybody else.  So despite my love for Battle Royale, which is more violent             in many ways, I really enjoyed The Hunger Games and can’t wait to read the next books. 

            I understand the strong grasp these books have had on my students, sometimes even the ones who I never see reading otherwise, and I am excited to be able to discuss the books with them this year.  I loved the imagery of the people in the Capitol, who reminded me a lot of the people of the Emerald City in Oz.  I kept picturing the scene where Dorothy and her friends are being pampered and fixed up as Katniss was being “beautified” for the Capitol audience.  After all, she must be presentable to be shown to all of Panem before being slaughtered by a tribute who has trained his or her entire life for this moment. 

            I think the underlying “We can do anything” mentality of the Capitol is more terrifying than the deaths of the adolescent tributes in many ways.  As I said before, I loved the movie of Battle Royale; I can take a lot of violence in these types of situations.  But I was heartbroken over Rue’s death, as I am sure most were, and horrified to learn that genetically mutated weaponized wasps populated certain districts.  Even then, the most horrifying part of the book was when the fallen tributes are returned to the arena as mutated wolves.  I do not know how much of the human tribute was used to create these creatures.  I do not want to know.  All I could think was, “How could they do this?  What would be sent home to the families of these dead children?”  And, almost at the end of the book, the true indifference of the Capitol is revealed. 

            Even in this dystopian novel, the themes and situations of The Hunger Games are those of anyone.  Who do you love?  How much?  Why?  What would you do to live?  How far are you willing to go?  I think a lot of people ask themselves these questions daily.  Let’s just hope it isn’t in this type of situation. 

Professional Review:

Imagine Survivor, with kids, televised in real time with the entire country watching. And instead of being voted off the island, you're locked in a death match till the last kid is left standing. For a sheer thrill ride that's bound to hook teens and adults, and for its mordant social commentary, this novel gets my vote.

Roback, D. (2009, January 5). The Hunger Games. [Review of the book The Hunger Games by S. Collins] Publishers Weekly, 256(1),
          24.

            In a not-too-distant future, the United States of America has collapsed, weakened by drought, fire, famine, and war, to be replaced by Panem, a country divided into the Capitol and 12 districts. Each year, two young representatives from each district are selected by lottery to participate in The Hunger Games. Part entertainment, part brutal intimidation of the subjugated districts, the televised games are broadcasted throughout Panem as the 14 participants are forced to eliminate their competitors, literally, with all citizens required to watch. When 16-year-old Katniss's young sister, Prim, is selected as the mining district's female representative, Katniss volunteers to take her place. She and her male counterpart, Peeta, the son of the town baker who seems to have all the fighting skills of a lump of bread dough, will be pitted against bigger, stronger representatives who have trained for this their whole lives. Collins's characters are completely realistic and sympathetic as they form alliances and friendships in the face of overwhelming odds; the plot is tense, dramatic, and engrossing. This book will definitely resonate with the generation raised on reality shows like "Survivor" and "American Gladiator." Book one of a planned trilogy.

Baird, J. (2008, September). The Hunger Games. [Review of  the book The Hunger Games by S. Collins] School Library Journal, 54(9),
          176-177.

Library Uses:

            This book would be an excellent addition to a Glogster poster on the library’s website showcasing dystopian novels.  When the patron clicks on the cover image, it could take them to a trailer for the book. 

SLIS 5420 - Maus

Week Ten: Graphic Novels – Maus

Book Summary:

            Art Spiegelman always wanted to write his father’s story, despite the differences between them.  Maus is a two part graphic novel beginning with his parent’s life in Poland, showing his father’s life in concentration camps, then concluding with the freedom he finally saw.  Unlike many others who perished during the Holocaust, both of Spiegelman’s parents survived, and eventually moved to the United States to live near her brother. 

            Maus shows not only the story of Vladek Spiegelman during WWII, but the relationship between him and his son, the writer and artist of the story, Art.  Panels of small conversations, that don’t seem to matter except for to give a basis of Vladek’s personality as he aged, are mixed into the story of the Holocaust flawlessly.  The black and white images of Jewish mice and Nazi cats give a new look to the Holocaust that will be difficult to forget.  These two graphic novel volumes teach the Holocaust like no one has seen it before.  It is no wonder Maus won the Pulitzer Prize in 1992. 

APA Reference: 

Spiegelman, A. (1986). Maus: A survivor’s tale my father bleeds history. New York, NY: Patheon Books.

Spiegelman, A. (1991). Maus: A survivors tale and here my troubles began. New York, NY: Patheon Books.

 My Impressions:

            This may be the most insightful and well-told story of the Holocaust I have ever read.  The juxtaposition of Art Spiegelman’s talks with his father, Vladek, and images of WWII in Poland in volume one then concentration camps in volume two make the story real in a way that many Holocaust tales don’t quite get.  Just when I thought I was safe in the modern world, I was thrown back into hiding or Auschwitz before I even realized what happened.  The story flows seamlessly from one time into the next and back again. 

            There are details of the Holocaust everyone knows now.  There were gas chambers.  There was little food.  People starved.  People died.  But the few times Spiegelman’s father recites something he had never heard before, such as the living Jews who had gasoline poured on them before they were burned along with those who had been gassed, the images of shock drawn on his face are that of pure horror.  This isn’t just any Holocaust story.  This is what his parents (his mother was at the same camp) saw on a daily basis.  And even though Spiegelman and his father never got along, he felt this story, among the thousands, needed to be told.  Vladek Spiegelman is not portrayed as very likable, but I have a certain caring for him because my father acts in much the same ways, just not so extreme.  I can’t help but think if my father had been Jewish, being born in 1939, he would not have survived.  And if he had, he would have been just as careful with money, even taking opened groceries back like Spiegelman did.

            The illustrations of Jewish mice, Nazi cats, Polish pigs, American dogs, French frogs, and others make this story different from every other Holocaust story in one major way.  Readers can see how the Nazis could tell the Jewish people were Jews.  They were mice.  They did look different, and that makes all the difference.  When teaching 8^th graders The Diary of Anne Frank (We read the play.), the kids always want to know why the Jews just didn’t wear the Star of David.  No one would know.  They could survive.  I’ve never had a 100% perfect answer for them other than the Nazis would just find out somehow anyway.  Now, I feel like I can use a couple panels of Maus to show them the feelings behind “why.”  If the Jews felt they looked so different, then it makes sense that they wouldn’t try to hide in plain sight.  The few times Spiegelman’s father goes out, he wears a Polish pig mask to cover his identity.  It works a few times.  If only it had been that simple in real life. 

            I absolutely loved this story, and know I will be recommending it for years to come.  It is definitely not a “feel good” story, Spiegelman and his father do not have a good relationship. His father never really recovered from his years in hiding and concentration camps.  His mother took her own life.  His older brother (only a toddler at the time of WWII) did not make it out of the war alive.  The second volume is dedicated to his brother, Richieu, and the most heartbreaking line of the books is the last when Vladek Spiegelman, dying with his memory falling away each day, calls Art by Richieu’s name.  How could a father ever forget a child lost so young and under such circumstances?  Vladek seemed to rarely speak of Richieu, but when he finally did, it was touching.  Despite all of this, I loved this story of courage, loss, hatred and love. 

Professional Review:

            These Pulitzer Prize-winning books use the seemingly innocent art form of the comic strip to underscore the horror and depravity of the Jewish Holocaust as well as examine Spiegelman's tenuous relationship with his father, a survivor of the Auschwitz and Dachau concentration camps. To great effect, the artist symbolically uses cats to characterize the Nazis who imprison and annihilate the Jewish "mice." A powerful companion to any World War II curriculum.

Fazioli, C. (2003, November). Maus: A Survivor's Tale: My Father Bleeds History/Maus II: And Here My Troubles Began [Review of the
          books Maus: A Survivor's Tale: My Father Bleeds History and Maus II: And Here My Troubles Began by A. Spiegelman]. School 
          Library Journal, 49(11), 84. Retrieved from http://www.schoollibraryjournal.com/

Library Uses:

            Of course, Maus would be a wonderful addition to a book talk or display of graphic novels.  It could also be used in conjunction with Holocaust awareness or WWII groupings.  Maus would also be a good way to show students how to write their own story in graphic form. 

SLIS 5420 - Mockingbird (mok'ing-burd)

Week Four: Realistic Fiction – Mockingbird (mok’ing-burd)

Book Summary:

            Caitlin is in 5^th grade when her older brother is shot and killed along with another student and a teacher at his middle school.  His father has raised Devon and Caitlin alone after her mother’s death when she was very young.  Devon was the easy one.  He was normal.  He was building a mission chest, with his father, for his Eagle Scout project.  Caitlin is anything but normal, yet she is what he has left. 

            Mockingbird, named after the classic To Kill a Mockingbird which was a favorite film of Devon’s, tells the story of a community torn apart by violence, and how a young girl with Asperger’s syndrome helps them heal. 

APA Reference: 

Erskine, K. (2010). Mockingbird. New York, NY: Philomel Books.

My Impressions:

            I can hear former students with Asperger’s syndrome in Caitlin because the way she speaks seems perfectly written.  The seemingly random capitalization of words made me make certain words more important while I read, as she did while she spoke.  I feel the phrases such as “Deal With It” and “Look At The Person,” which are both repeated over and over in Catlin’s head give a glimpse of how she perceives the world.   It was wonderful to read a book about a child with Asperger’s that really dealt with coming to terms with a situation she did not have the right feelings to really understand.  Equally moving was her father’s reactions to the death of his son and still trying to raise Caitlin as best he could.  When Caitlin finally figures out that finishing Devon’s Eagle Scout project could bring them “Closure,” it is a turning point for her in her understanding of herself and others around her.  This was a moving story that centered on deaths from a school shooting, something all too familiar, but it becomes more because of the intimacy we are allowed with Caitlin’s thoughts. 

Professional Review:

            From inside Caitlin's head, readers see the very personal aftermath of a middle school shooting that took the life of the older brother she adored. Caitlin is a bright fifth grader and a gifted artist. She also has Asperger's syndrome, and her brother, Devon, was the one who helped her interpret the world. Now she has only her father, a widower who is grieving anew and whose ability to relate to his daughter is limited. A compassionate school counselor works with her, trying to teach her the social skills that are so difficult for her. Through her own efforts and her therapy sessions, she begins to come to terms with her loss and makes her first, tentative steps toward friendship. Caitlin's thought processes, including her own brand of logic, are made remarkably clear. The longer readers spend in the child's world, the more understandable her entirely literal and dispassionate interpretations are. Marred slightly by the portrayal of Devon as a perfect being, this is nonetheless a valuable book. After getting to know Caitlin, young people's tendencies to label those around them as either "normal" or "weird" will seem as simplistic and inadequate a system as it truly is.

Brautigam, F. (2010, April). Mockingbird [Review of the book Mockingbird by K. Erskine]. School Library Journal, 56(4), 154-156.
          Retrieved from http://www.schoollibraryjournal.com/

Library Uses:

            This book could be used in a book talk or display of books about grief.  Especially with the unfortunate number of shootings that take place in the United States, this is a topic many children may need to read about to make sense of such tragic events.

SLIS 5420 - Chasing Vermeer

Week Eight: Mystery – Chasing Vermeer

Book Summary:

        

         Petra and Calder don’t really want to be friends, but when mysterious things begin happening around Hyde Park, where they live, the two become unlikely detectives.  Three people, seemingly unrelated, have received a letter to help an art thief, and somehow Petra and Calder know all three.  The world is on a hut to uncover which of Vermeer’s paintings are real, and which are fakes.  As the two kids begin to piece things together, they eat blue M&M’s, find a book of strange occurrences, and sneak into college buildings in order to locate the stolen art before it is too late. 

APA Reference: 

Balliett, B. (2004). Chasing Vermeer. New York, NY: Scholastic Inc.

My Impressions:

         Chasing Vermeer is one of many books I have been meaning to read for years but just haven’t had the time until now.  Although I am not a huge mystery reader, I am an avid art lover.  Just putting Vermeer in the title, then later Wright and Calder with the sequels, made these must reads for me, but of course most adolescents won’t know these names.  It is up to adults to point these types of books out many times. 

         I was definitely not disappointed while reading Chasing Vermeer, and after being told to read it many years ago, I am glad I finally did.  The use of puzzles throughout the story and even in Helquist’s artwork made this book fun even though sometimes it was hard work as well.  I figured out a few things well before they were revealed in the book, but did not figure out the art thief.  Although the thief was not a major character, there was definitely enough information given to be able to make the connections, so I really liked that it was not overly simple or too hard for anyone to understand.  This is a great mystery novel, and I can’t wait to read the others in the series.  

        

Professional Review:

         "Dear Friend: I would like your help in identifying a crime that is now centuries old." Sixth-grade classmates Petra Andalee and Calder Pillay are drawn into the mystery: a claim that some of the works attributed to Johannes Vermeer were not, in fact, painted by that seventeenth-century Dutch artist. Their investigation--fueled by the enigmatic behavior of their favorite teacher, a shared interest in unexplained phenomena, and a few mystical experiences of their own--uncovers a series of coincidences and connections that, like the pentomino set (a puzzle-like math tool) Calder carries in his pocket, fit together in often-unexpected patterns. And when Vermeer's A Lady Writing disappears while in transit from the National Gallery to the Art Institute of Chicago, Petra and Calder end up hunting for the missing painting right in their own neighborhood. The protagonists are smart and appealing, the prose style is agreeably quirky, and fans of puzzle-mysteries will enjoy cracking the codes presented within the text and hidden in Helquist's stylish black-and-white illustrations. But they may also be frustrated that such a heady, elaborately plotted novel comes to a weak resolution, as the answers to the mysteries are explained away in a too-hasty summation--and the villain turns out to be an offstage figure. The conclusion may be disappointing, but the chase to the end is entertaining.

Sieruta, P. D. (2004, July/August). Chasing Vermeer [Review of the book Chasing Vermeer by B. Balliett]. Horn Book 
          Magazine, 80(4), 446. Retrieved form http://www.hbook.com

Library Uses:

         This would be a great book to use for a late elementary or early middle school book club.  There are so many puzzles the kids could figure out together, and they could play the games on http://www.scholastic.com/blueballiett/games/index.htm after finishing the book. The librarian could hold a contest mid way through the book to see if anyone could guess who stole the Vermeer painting, then announce the winner at a celebration that the painting was found after completing the book.  Make sure to have plenty of M&M’s as snacks, and of course, the blue ones should be separated out. 

SLIS 5420 - Owen & Mzee

Week Seven: Informational / Nonfiction – Owen & Mzee      
  

Book Summary: 

         December 26, 2004, a tsunami stranded a baby hippo, later named Owen after the man who helped save his life, off the coast of Malindi, Africa.  He was transported with great difficulty to a wildlife refuge, Heller Park, where he was placed in an enclosure that also included a giant Aldabra tortoise named Mzee.  At about 130-years-old, Mzee was not friendly, yet Owen hid behind him, followed him around the enclosure, and finally befriended Mzee.  This unusual bond helped Owen the hippo recover from the tragedy of loosing his family and seemed to give Mzee something to care about making their friendship a surprise no one could have planned. 

APA Reference:  

Hatkoff, I., HAtkoff, C., & Kahumbu, P. (2006). Owen and Mzee: The true story of a remarkable friendship. New York, NY: 
          Scholastic Press. 

My Impressions: 

         The story of Owen and Mzee is just one of several touching tales of animals that shouldn’t be friends becoming inseparable.  When I was young, Koko’s Kitten was the popular story of an unlikely pairing, a kitten and gorilla.  I think the same “awe” factor applies to the story of Owen and Mzee. 

         The fact that Owen lost his family in a natural disaster makes this story relatable to so many children who lost loved ones, pets, homes, and their lives as they knew them to hurricanes and other natural disasters in the past several years.  And once the reader realizes this book was created by a 6-year-old girl, her father, the photographer who captured the image of Owen stranded, and the ecologist who cares for the animals, the story comes to life in a way that does not seem to happen when random authors take on a real story. 

         This is a wonderful, heartwarming story of two animals that, by normal accounts, should not be friends.  Despite their differences, they have learned to play together and even eat meals together.  This informational book tells a tale that is interesting and draws readers in.  The sequel, Owen and Mzee: The Language of Friendship, goes further into their journey together, and shows difficulties that arise once Owen becomes quite a bit larger than Mzee.  Both books are recommended reading.  

Professional Review: 

          When the six-year-old contributor to this book saw the photograph documenting the extraordinary friendship between a baby hippo (Owen) and a 130-year-old giant tortoise (Mzee), she persuaded her father to help tell their story. Originally an e-book, the hardcover version begins with images of the duo, whetting readers' appetite and providing reassurance as the potentially disturbing plot unfolds. After a scene depicting a pod of hippos near the Sabuki River in Kenya, the text describes the 600-pound baby's displacement and separation from the group during the 2004 tsunami. Children witness the challenging rescue and meet the knowledgeable staff at an animal sanctuary. From Owen's first approach for protection to Mzee's unexpected tolerance, the photographs, mostly by BBC photojournalist Greste, capture the pair eating, swimming, snuggling, and playing together. Their contentment and peace are palpable. Because it is sensitively structured, with careful choices about what is emphasized and illustrated, the situation does not overwhelm readers. The text and the back matter are brimming with information about the animals, their caregivers, and the locale. This touching story of the power of a surprising friendship to mitigate the experience of loss is full of heart and hope. A worthy complement is Ann Morris and Heidi Larson's glimpse at a human family's loss and recovery in Tsunami: Helping Each Other (Millbrook, 2005).

Lukehart, W. (2006, May). Owen & Mzee: The True Story of a Remarkable Friendship [Review of the book Owen & Mzee: 
          The True Story of a Remarkable Friendship by I. Hatkoff, C. Hatkoff, & P. Kahumbu]. School Library Journal,  
          52(5), 111. Retrieved from http://www.schoollibraryjournal.com/

Library Uses: 

         Owen and Mzee’s story would be wonderful to share with older elementary students in a story time centered on animal friendships.  Both informational, nonfiction, and fiction books could be used, and the librarian could discuss the impact of natural disasters on animals or why unlikely animals are attracted to each other.  On the website, http://www.owenandmzee.com/omweb/, there is a link to “Mzee’s Secret.”  When you click on the reveal, it outlines the shape of a hippo’s face in the tortoise’s shell.  The librarian could ask if children thought this was the reason Owen gravitated to Mzee so quickly.  It would be interesting to hear the kids theories on the strange friendship.

SLIS 5420 13

Week Nine: Short Stories - 13 Thirteen Stories that Capture the Agony and Ecstasy of Being Thirteen

Book Summary: 

            This is an anthology of thirteen short stories (one is in the form of a poem) about being thirteen-years-old.  Stories range in topics from not having what other kids have and getting made fun of because of it, to a rather unusual Bar Mitzvah, to a kid realizing he is gay.  Each story shows the pain of growing up in a different way, and each is relatable in some way as well.  After reading all thirteen tales, the one thing I think most people would agree on is no one wants to be thirteen.  

APA Reference:  

Howe, J. (ed.). (2003). 13: Thirteen stories that capture the agony and ecstasy of being thirteen. New York, NY: Atheneum Books for 
          Young Readers. 

My Impressions: 

            As I was looking for a short story collection to read for class, I wasn’t overly excited about many on the list, but then I found 13.  I realized, after seeing the cover, that it was a book I had wanted to read years ago when it came out.  Although I love James Howe, he wasn’t entirely the reason.  When I saw it, I remembered all of the news commentary on this book being challenged in the DFW area.  I am sure it was all because of Alex Sanchez’s If You Kiss a Boy, which is a sweet story about a boy realizing he is gay after kissing his best friend in a movie theatre.  His horror of not knowing if his friend will ever speak to him again, or if his parents will accept him, is a real fear of so many kids, even if it has nothing to do with their sexuality.  I feel these stories are wonderful because they give teen readers reassurance that sometimes life really is horrible when you are thirteen. 

            There were many great stories is this collection, but my favorite was James Howe’s tale of a Bar Mitzvah gone bad told by each of the witnesses and participants in short one or two page mini chapters.  The different viewpoints confused me at first, but then I loved how I could know what each character thought about the story’s events. 

            Generally, this is a great collection of twelve short stories and one poem about being thirteen.  It’s an age few people have a good time with, so I feel it is a good book to reassure thirteen-year-olds as well as allow older readers to reminisce about how much they do not wish they were thirteen again.  

Professional Review: 

            The authors of these 13 original entries (12 stories and one poem) have one thing in common: each understands what it is like to stand in that murky bog between childhood and adulthood. Their writings, all of which feature a 13-year-old protagonist, poignantly and often humorously capture the excitement, angst and uncertainty that mark the experience of growing up. Lori Aurelia Williams's impoverished and taunted hero Malik considers joining a reputedly violent gang because they will give him the high-status shoes he covets; and Ellen Wittlinger's heroine, Maggie, a budding writer, tries out a new identity under a pen name. Others tentatively test the waters of romance or plunge into infatuations. For example, Murphy Murphy ("Yeah, you read it right.... It's like a family curse," he says of his name), the blinded-by-love star of Bruce Coville's "What's the Worst That Could Happen?" agrees to act in a skit despite his terrible stage fright, in order to impress his beloved Tiffany; several embarrassments, one Heimlich maneuver and an accident later, he lands in the hospital with a broken leg. Howe (who previously edited The Color of Absence: 12 Stories About Loss and Hope) orchestrates a lively assortment of voices; what readers may enjoy most, however, are the authors' comments on their own adolescences--accompanied by photos of themselves at age 13.

Roback, D., Brown, J. M., Bean, J., & Zaleski, J. (2003, November 17). 13: Thirteen stories that capture the agony and ecstasy of being
          thirteen [Reiew of the book 13: Thirteen Stories That Capture the Agony and Ecstasy of Being Thirteen edited by J. Howe.]    
         Publishers Weekly, 250(46), 65-66. Retrieved from http://www.publishersweekly.com

 
Library Uses:

           

            This book could be used as part of a display of short stories or of books about being an adolescent. 

SLIS 5420 The Time Warp Trio 2095

Week Eight: The Time Warp Trio 2095

Book Summary: 

         In a previous book from the series, readers learn that three boys, Fred, Sam, and Joe, have the ability to travel through time by using The Book.  Unfortunately, they tend to not end up where they want to go.  In this volume of the series, the boys are warped one hundred years into the future where they meet their great-granddaughters, Joanie, Samantha, and Frieda.  This was not where the boys thought they would end up while they were on a class field trip.  Of course, a message left in the past allows the girls to know when and where to find their great-grandfathers as children in order to help the boys find The Book and get back to 1995.  

APA Reference:

 

Scieszka, J. (1995). The time warp trio 2095. New York, NY: Penguin Group.

My Impressions: 

         This is a simple story, but since it is the fifth book in the series, it was a bit difficult to follow at first.  There is not much room for introductions, so I had to concentrate a little more than a kid who was reading them in order.  I do remember when this series was on T.V. several years ago, though, so that helped a lot. 

           For a children’s series book, this is a great, silly read that is actually targeted at boys.  It seems there are fewer books and series that boys would enjoy as much, so these are welcome additions.  The artwork by Lane Smith is added at just the right times and the images of the boys next to their own great-granddaughters, who look very much like them, especially adds to the story.  This is not the type of book that will change many readers lives with insight and wisdom, but it just might help some reluctant young readers enjoy a good story. 

Professional Review: 

         The Time Warp Trio is back--to the future, this time, as Joe, Fred, and Sam travel to the year 2095, again courtesy of Uncle Joe's magic book. Launching their trip from the 1920s room in the Natural History Museum, the boys arrive in the future's museum, where they see the 1990s showcased in an exhibit of the past. Such ironies of time travel abound as the three encounter their great-grandchildren, who rightly strive to return their ancestors to the past. Scieszka writes with a kid's perspective at all times, blending a warp-speed pace with humor that ranges from brainy riddles to low-brow upchuck jokes. Although the plot is a bit thin and meandering, readers will find sufficient distraction in the robots and levitation footwear of the future. Smith targets the audience equally well with black pencil illustrations brimming with zany, adolescent hyperbole.

Walton, J. Y. (1995, June 1). The time warp trio 2095 [Review of The Time Warp Trio 2095 by J. Scieszka]. Booklist, 91(19/20). 

Library Uses: 

      Books in The Time Warp Trio series could be used with science teachers to discuss inventions, in 2095 flying disks and talking robots are commonplace, and the probabilities, or not, of time travel.