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Holm, Jennifer. Babymouse, Queen of the World. Illustrated by Matthew Holm.
New York: Random House, 2005. ISBN: 978-0-375-93229-8. Dewey 741.5
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Summary
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A whimsical mouse loves pink and cupcakes and also dreams of being queen. She hopes to get an invitation to a popular girl’s slumber party.
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Media
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This graphic novel is in black and pink tones with lots of fun detail.
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Literary
Devices
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Curriculum Connection
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5th – 8th grades
Recreational reading
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Rating
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5Q 5P
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Theme/extra
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Realistic growing up situations are fun in this new format.
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Mary Smartt 8/2/09
Citation: Babymouse #1 Queen of the World by Jennifer Holm and Jennifer Holm, ill. New York: Random House, 2005.
ISBN: 978-0-37583-229-1
Annotation: Babymouse dreams of being popular and going to Felicia’s party. Babymouse discovers the best party of all is with Wilson and that she really is just fine as she is without Felicia’s party.
Media: Graphic novel format done in black pen and ink with pink watercolor.
Personal Rating: 4Q/5P
Grade Level or Age Range: Grades 5 and 6th. Good for girls and reluctant readers.
By: Joanne Maher July 24th, 2009
Babymouse: Queen of the World by Jennifer L. Holm and Matthew Holm. New York: Random House, 2005. Babymouse is in middle school and weaves her daily life at school with her imagination that takes on genres like detective stories, fairy tales, and monsters. Black, white, and pink drawings.
ISBN: 0375932291
Media: Pen and ink with pink watercolor
Q/P: 4/5
ALLUSION: Babymouse’s imagination covers many literary and film genres, such as the Western, the detective story, horror movies, and fairy tales.
BOOKTRAILER: http://www.youtube.com/watch?v=4fZbM-3zJKM&feature=channel_page
FBoggs 07/09
Citation: Babymouse #1: Queen of the World! by Jennifer L. Holm and Matthew Holm. New York: Random House, 2005.
ISBN: 978-0-37583-229-1
Annotation: Babymouse, a young mouse with a vivid imagination, dreams of fame, adventure, popularity, and her greatest wish: to attend Felicia Furrypaws's slumber party.
Age range: 5-6 grades
Media used by illustrator: comic book style ink
Personal Rating: 4Q/4P
Literary Device: alliteration - Babymouse's best friend is named Wilson the Weasel and her nemesis is Felicia Furrypaws.
ateater/07-10-2009
Holm, J. L. & Holm, M. (2005). Babymouse: queen of the world! (Volume One) New York: Random House. ISBN: 0375832297
4Q/5P
Babymouse would do anything to get an invitation to Felicia Furrypaws’ slumber party Friday night, including snubbing an invitation to watch horror movies with her best friend, Wilson. Still, what is a mouse with a hyperactive imagination to do?
Bold black, white and pink illustrations capture the foibles and adventures of an endearing character.
TK 4/29/08
Holm, J. L. & Holm, M. (2005). Babymouse: queen of the world! (Volume One) New York: Random House.
ISBN-13: 978-0-375-93229-8
In a graphic novel for the tween set, an independent and sassy rodent named Babymouse lives a normal girl mouse life which she livens up with an imagination that won’t quit. Reminiscent of how Henkes’ Lilly might behave when she is in the middle grades, Babymouse’s follow-her-own-drummer style is temporarily interrupted by her yearning to attend the coveted sleepover of Felicia Furrypaws. It doesn’t take Babymouse long to come to her senses, though, as she continues her over-the-top hilarious adventures that should draw many fans. The multi-layered humor and detailed drawings are a feast for the eyes and minds of even some older readers. This title is the first in the series.
Artwork: Pink and black/white line drawingsSubjects: Popularity; Imagination; Friendship; HumorTheme:Having a friend is predicated on being a friend. Also, popularity isn't all it's cracked up to be.Categories: Fiction; Graphic novelAge Level Recommendation: Upper ElementaryRating:5Q/5P
AAS 5-3-08
Lesson Plan: Middle/High School Survival Guide
Objective: React to literature with comprehension, insight, and understanding.
Grade Range: 6th -- 9th (but adaptable to higher grades)
Standards: Applicable to a variety of Language Arts Content Standards depending on the grade level and needs of the students.
Picture Books:
American born Chinese / Gene Luen Yang ; color by Lark Pien. New York: First Second, 2006.
Babymouse. 1,Queen of the world! / by Jennifer L. Holm & Matthew Holm. New York: Random House, c2005. (This book is the first in a series. Many of the titles are primarily set in schools.)
Blue lipstick : concrete poems / by John Grandits. New York: Clarion Books, c2007.
Diary of a wimpy kid : Greg Heffley's journal / by Jeff Kinney. New York: Amulet Books, 2007.
Middle school is worse than meatloaf : a year told through stuff / by Jennifer L. Holm ; pictures by Elicia Castaldi. New York: Atheneum Books for Young Readers, c2007.
Anticipatory Set:
“Although most of my work days go well, when I first came to ______________ school, I didn’t know anyone and had lots of questions. Everyone gave me lots of advice and assistance to make that first year run smoothly.”
“So far in your life (or just this school year), what was the worst day you have had in school? The best? If you had a little brother or sister, would you offer advice to make it easier when they get to middle school/high school? Do you feel like a survivor? Could you help others survive? Well, one way we learn how to approach new situations is through books and how characters cope with the same situations. We are going to let some book characters give us advice on to do and what not to do to feel successful at school.”
Teaching:
1. You will need 6-7 copies of each of the 5 books. Separate the class into 5 literature circles and assign each group one book. The group members each read and discuss the book giving special attention to how the characters survive the school year. (If students have not had previous experience with literature circles, set the framework and model how it is done.) Set a timeline for the completion of the book. To spur discussion, give each group a list of 8-10 questions to discuss at various points in their reading. Some of the questions should be the same for all the groups and some should be tailored to the text. “While you are reading this book and talking about it in your literature circles, be thinking as to what lessons the characters are learning and how that information can be used as advice.” Encourage note-taking during reading, especially of scenes in which the character has learned something new or should have learned something new from the events. The teacher roams during the literature circle time but generally doesn’t intervene.
Share with students an example of the kind of advice you will be expecting-- Example “Always carry some energy bars in your backpack because you never know when the cafeteria is going to serve mystery meat.” (Ginny in Middle School is Worse Than Meatloaf practically has nightmares about her cafeteria’s meatloaf.)
General questions (blanks are generally for the name of the main character):
How did _________________try to fit in at school?
What character traits could be used to describe____________?
What would __________________change about him/herself?
What one thing could the ______________ not afford to lose?
How is the main character’s school the same as our school?
What would ____________do in ____________situation?
How did the pictures add to the story? Could the story have been told without the pictures? Why or why not?
Have you ever wanted to be someone else?
What would you change about yourself?
What would you never change about yourself?
Specific questions:
American Born Chinese
In the story, the herbalist says, “It is easy to become anything you wish . . .so long as you are willing to forfeit your soul.” Is that good advice?
Why were all the monkeys directed to wear shoes? Did wearing shoes help the Monkey King achieve what he wanted?
What lesson does Monkey King learn that he tries to share with Jin?
How are Monkey King, Jin Wang, and Danny alike?
Babymouse
Are you surprised that this book was written by a brother/sister team? Why or why not?
What are some of the things Babymouse imagines herself to be and why?
What makes Babymouse make up with Wilson Weasel?
Would you want to be friends with Felicia (even a little bit)?
Blue Lipstick
What is Jessie’s problem with cheerleaders?
How did Jessie’s likes and dislikes change? Why is the poem depicted as The Wall?
Where do you do your best thinking?
Diary of a Wimpy Kid
Why does Greg prefer calling the book a journal rather than a diary?
What do you think Greg will grow up to be? Why?
Should Greg’s friends tell him when he has a questionable idea?
How is Greg different from his friends?
Middle School Is Worse Than Meatloaf
What is the worst food in our cafeteria?
Is making a list a good strategy for getting things you want? Why or why not?
Should Ginny babysit for very unruly children?
What is Ginny’s older brother’s biggest problem?
What is something you figured out about Ginny that you think might not have been apparent to someone else?
Guided Practice
2. After reading and discussing the books, each group will meet and develop 5-7 tidbits of advice that they would give to an incoming student at their school and cite the event(s) in the book that is/are the inspiration behind the advice. Groups need to conference with the teacher to explain the logic behind their choices and refine their advice due to teacher feedback if need be.
Repeat the example to get students thinking about what is expected-- “Always carry some energy bars in your backpack because you never know when the cafeteria is going to serve mystery meat.” (Ginny in Middle School is Worse Than Meatloaf practically has nightmares about her cafeteria’s meatloaf.) Add other examples as needed to illustrate the task but not give away some of the best ideas.
3. When all the groups have created their advice lists, each group shares a synopsis of the plot of their book with the class and then shares their tidbits of advice (or pearls of wisdom).
4.The advice of the five groups is compared and contrasted (eliminating duplicates), then the top 10 to 15 tidbits are compiled into a general guide to survival at ____________ School. Voting may be necessary to create a list that isn’t too cumbersome.
Optional: The guide could be illustrated – one piece of advice per page.
Optional: Comparing and contrasting two of the books on the list.
Independent Practice
5. Students select and read a book individually from a teacher recommendation list and develop 3-5 pieces of advice based on the lives of the characters in the book.
AAS 5-4-08
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