Babymouse #17: Extreme Babymouse Reviews

UPDATE TIME: 2018-04-20 
Review Score: 4 out of 5 star From 14 user ratings

" Extreme Babymouse by Jennifer L. Holm & Matthew Holm - Oh my goodness, I never tire of reading Babymouse books! This one was a fantastic example of how to deal with peer pressure, listen to your inner voice, and have fun in the process... I love the voices in the story and love the strength of the storytelling still on book 17. I also love that numerous boys and girls are huge fans of Babymouse and Lunch Lady in my school, celebration to reading graphic novels! " said.

" Everyone is going snowboarding. Babymouse gets to go too, but her trip isn't as cool as Felicia's, nor as her own fantasies. I particularly loved the ending.The one thing I really miss, though, is a best friend. It doesn't have to be Wilson, she can have someone else, but he books seem to be all about Babymouse versus Felicia, and I'd like to see more of the friends she does have.Library copy. " said.

" • I liked that it used humor to show fear when Babymouse. Also the author used relatable nursery rhymes like humpty dumpty and the ugly duckling. However, I would not use this in my classroom due to the immature level. • Guidance lesson on peer pressure or fitting in with others, this is more a female directed book, Grades 1-3• (2013, Oct 7). Horn Book Guide. " said.

"I enjoyed reading Extreme Babymouse. There were lots of laughs, but lots of things that made me kinda think, "What`s going to happen?" Especially in the end, where Babymouse hears the, "Meow," and it turns out to be Felicia, in pain.
But other than that, it was pretty funny. Going to a ski/snowboarding resort, taking beginner lessons. Oh, wow, Babymouse couldn`t stand being with little kids that way.
Anyway, I think Graphic novel lovers would love this book.
" said.

"This is 17th book in the entertaining graphic novel in the Babymouse series. I highly recommend these books for reluctant or low level readers (particularly girls). In this installment Babymouse becomes obsessed with the idea of snowboarding. It seems to be the only thing her classmates are talking about and Babymouse doesn't want to be the only one not hitting the slopes. As always Babymouse can be a bit of a brat and a drama queen. In the end she learns a valuable lesson though about listening to your own thoughts and choosing what is right for you." said.

"This is the seventeenth book in the Babymouse series by Jennifer L. Holm and Matthew Holm. The plot centers on Babymouse's experiences trying to learn how to snowboard.

As usual, things don't work out very smoothly for Babymouse, but she does learn that "sometimes it's good not to be like everybody else."

Our youngest really likes these books. They are quick reads and she read this book in less than a half hour. I think I read it in half that. We've read this series very quickly and now that we've read all the books that have been published so far, our youngest wants to move on to the Squish series next.
" said.

" it was a pretty good book all around. I liked how the author made Babymouse so ingulfed in her own self, thinking about how good she could be, instead of accualy trying to do anything. " said.

"Graphic Novel Series #17
School Library Journal recommends:Grades 2nd-6th-primary/intermediate
Copyright: 2013

Evaluation of text and images:
There is a lot going on in each panel which can be used to encourage the reader to slow down to enjoy and reflect on the graphics. The author does provide breaks in the use of multiple panels by dispersing full-page illustrations throughout the book. Most of the graphics are in black and white. It's interesting how pink is used to highlight what Babymouse is imagining or important characters/objects. The students may not "see" the pink highlights as a connection to her imagination until teacher/parent guides them to this insight. I think it takes some time to absorb the graphics and the personality of Babymouse in order to follow the storyline. Slowing down and analyzing with teacher/parent guidance at first) is an important reading skill. Once the child has guidelines to help with the comprehension of this story, I think they would be hooked and ready to read every book in the series. Always wondering: What will Babymouse do next with her wild imagination?


School Library Journal recommends 2nd through 6th and I agree. A primary school audience would appreciate the cute yet also adventurous characters. An intermediate audience would relate to Babymouse's concern over what everyone else at school is doing over the weekend. I think all ages of 2nd-6th would enjoy analyzing the story line to figure out why the author highlights certain images in pink, exploring imagination, and the idea of listening to your "inner voice".

Application Ideas - (I brainstormed many but would only use one or two at a time.)

Before Reading:
*Talk about and define the word - extreme
*Read cover and the back of the front cover as it uses the word "extreme" and entices the student to read this book. It acts as a movie trailer might to grab and interest.
*Make a list of synonyms for the word "extreme" on an anchor chart.
*Ask the students if they have ever daydreamed about being great at something. Make a list of daydreams on an anchor chart.
*Discuss "imagination" and list things students have imagined doing on chart.
*Ask the students if they have ever felt like everyone else got to do something fun that you were not doing but wanted to do. Make a list of some of these things on an anchor chart/white board.
*Review the characters on the first page and talk about the description of each. Students can make a list of these characters in their writing notebook for reference during the read aloud.

During Reading:
*Ask the students to watch carefully for where pink is added to the images. Ask them to think about why pink was added to just those certain places. Tell them to keep thinking through the whole reading of the book and look for clues as to why.
*Ask the students to call out the names of the characters introduced on the first page as you read the book.
*Discuss what is meant by "inner voice". Have students share how they feel when they get a feeling they should not do something they really want to do. What is their "inner voice" saying to them?

After Reading:
*Discuss personification and if it was used in this book. Point out the "Locker". What did it do and how did it look? Make a list together of other objects that would be fun to bring to life. Ask students to pick one and write verbs (actions) that this object does or how this object looks like a person. Use the "Locker" as a model.
*Create an Inner Voice Cloud as Babymouse did on page 33. Ask the students to use something fun they would like to do but could be dangerous, then have them fill in the "inner voice" thoughts into the speech bubbles.
*Create similes (comparing two different things using "like" or "as")as the author did in this book with the images.
Example: Snowboarding is like a magic carpet ride.

Positives or Cautions:
The way the author wrapped up this story was very positive. Babymouse was having all kinds of "extreme" emotions about how to keep up with her friends, but in the end, she listens to her "inner voice" and realizes she does not need to be like everyone else after all.

" said.

April 2018 New Book:

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