Thursday, July 31, 2008

Something to blog about

1.)
Norris, S. (2008). Something to blog about. New York, New York: Amulet Books, pp 246.

I read an uncorrected proof of this book.

2.)
Libby Faucet is like most other girls in high school. She is unsure of herself and prone to dwelling on her flaws. She dwells on those flaws in her private blog throughout the fall of her 10th-grade year. Starting with a hair burning incident involving a Bunsen burner, Libby’s fall semester of school is a roller coaster of emotions. Libby’s mother is dating a new man who also happens to be her arch enemy’s father. Seth, Libby’s crush of two years, asks her to tutor him in chemistry—to bad the only chemistry that interests Libby is what she hopes will happen between her and Seth. All the while, her arch enemy continues to torment her at school. However, things hit the top of the hill of that roller coaster when Angel posts Libby’s no longer private blog all over the school.

3.)
Honestly, I picked this book out of Dr. Goering’s had because it was pink. As I started reading I was slightly disappointed but later in the novel a message became clear. This books takes an approach to privacy and the amount of information that young people put on the internet that is non-threatening and not condescending. I know that when Libby’s blog was posted around the school I should have been upset and felt sympathy for her but I was happy that someone had written a book that addressed the issue without acting like they thought the internet was evil and full of stalkers. Also, I thought the romantic high school relationship was a realistic depiction.

4.) I would use this book as an individual choice. I might read it aloud to the class if I thought that there could be a problem.

5.) This book would be appropriate for students in grades 8 and up.

6.) I enjoyed reading the book because it only took me a short amount of time and I thought the message was unique. This book may get a mention or two because it is a bit different than many of the other books I have read and seen other people read for this project but I doubt that it wins the Newberry Award or the National Book Award. I thought it was a realistic depiction of young people today and would be very relatable for students.

Eclipse

1)
Meyer, S. (2007). Eclipse. New York: Little, Brown and Company 629pp.

Teen Fiction, Teen Drama

2.)
Eclipse is the third book in Stephenie Meyer’s vampire love series. In this book, Edward and Bella continue their romance under the impossible circumstances. Jacob and his werewolf pack are ever present as are threats from the Voltori and Victoria. Edward claims he wants Bella to make an informed and well thought out decision to become a vampire. Jacob makes a convincing argument to Bella about the amount of love he has for her. At the end of the book, Bella is still human and even more confused about who she loves. However, she is engaged to Edward but there is a shadow of doubt in her mind.

3.)
Again, this story is very suspenseful and very entertaining. In the other two books, Meyer addressed the issue of premarital sex. However, this book really tackles it and conservative parents would be pleased with Edward’s responses. At the end of the previous book, I was angry with Edward and Bella because I thought their relationship was unhealthy. They were completely fixated on each other in an extremely unhealthy way. I still believe that but now I am annoyed with Jacob too. He was such an interesting character when he was introduced and even as he became a werewolf. However, his attempts to win Bella’s love are not in keeping with his personality before he was a werewolf and that is why I not longer claim to be on “Team Jacob.” I am on “Team Bella.” I want her to become a strong woman who believes in her decisions.

4.)
Again, after reading further into the series, I would only recommend this book for individual choice. If a group of students selected it for a literature circle, I would not protest.

5.)
I believe it would take an older student to understand the dynamic between the characters. Perhaps, the reader of these books should age with the characters. Between the beginning of Twlight and the end of Eclipse there is about 1 ½ years.

6.)
Again, I enjoyed reading this book but at this point might be a little embarrassed to be seen with it on an airplane. I read it very quickly and ignored phone calls as I read the last 100 pages. I am very excited about the new book coming out and plan to read it as soon as it does. I am also excited that kids are excited about reading this. I would be curious to see how the Bronte sisters’ sales are going since this book came out too.

Sunday, July 27, 2008

Bad Boy

1.)
Myers, W. (2001). Bad Boy. New York: HarperCollins Publishers, 214 pp.

Memoir, African American Author, Coming of Age,
Author has won: 1994 ALA Margaret A. Edwards Award for lifetime achievement in writing for young adults, 1994 ALAN Award for outstanding contributions to the field of young adult literature.

2.)
Bad Boy is a story of a young man finding his path in life. Strong and smart, Walter struggles to discover is place in a society that does not value his intelligence. Growing up in Harlem during the 1940’s and 1950’s, Myers relates a tale of the struggle of a young black man who wants to do more with his life than work in the garment district. Myers is an avid reader and writer and a relatively good basketball player with a quick temper. When he joins the Special Progress class he realizes for the first time that he has an opportunity to become something more. However, as he begins Stuyvesant High, Myers begins to realize that the opportunities that await many of his white classmates do not await him. This book is a reflection on how Myers coped with that realization and how he was a “bad boy.”

3.)
Myers delivers an eloquent memoir about how he became the writer he is today. He shows how he struggled with poverty, racism, and a general lack of opportunity. While he adoptive mother and father play an important role in his development, the strongest character in the novel is Walter. His insights belong to those of a matured adult who is proud of struggles to become accomplished. To a young reader, this book may make all the petty worries in the life of a teenager seem small. Walter’s father can not read, Walter is constantly under the threat of being caught by a gang, and reminded that his family will not be able to afford to send him to college if he could get accepted as an African-American. In this book, Myers addresses the complicated issues of racism and poverty with the experience of a talented children’s author.

4.)
I would select this book for a possible read aloud. Also, if I had a group of students who had read and enjoyed Myer’s other books (Monster) I would suggest this book for a literature circle- knowing that the reading level is higher and I would have to provide them with guidance. Also, throughout the book, Myers drops the names of some books he liked when he was reading. I took some ideas for future reading from him and I would hope my students would too.

5.)
This book is at a higher level than many of Myer’s other works that classmates have reviewed. I would recommend this book to 8th grade and up. I believe that older students who have not read anything by Myers in a while can still get a lot out of this particular book.

6.)
As I was reading the book, I kept thinking of Anne Petry’s The Street. I was reminded of how everything seems to come down on Lutie and then she finally exploded and kills someone with a candlestick. Well, Walter did not explode like Lutie- he acted out consistently. That is why he was a “bad boy.” I kept this train of thought going until Myers said he read The Street and hated it. Yes, there are many behaviors in this book that I would not want my students to mirror but that fact would not keep me from suggesting it to anyone. Yes, Walter skips school but he skips school to sit in Central Park and read. If I grew up in Harlem, I probably would have done the same thing. At the end of the book I was proud of him for his success (kind of jealous actually). I would recommend this to adults for pleasure reading as well.

New Moon

1.
Meyer, Stephenie. (2006). New Moon. New York: Little, Brown and Company, 562 pp.

Teen Fiction, Teen Drama
New York Times Best Sellers List

2.)
New Moon is the continuation of Stephenie Meyer’s Twilight. Shortly after the second novel begins, Edward leaves Bella. Then, Bella makes terrible attempts to recover from her loss. She begins to pursue a new interest in motorcycles and a new friendship with a character that played a minor role in the first novel, Jacob. Jacob helps to rebuild the junk motorcycles Bella recovered and expresses romantic interest in Bella after a trip to the movies with the ever-annoying Mike. Shortly after Bella explains why she believes the two can never be more than friends, everything changes very quickly (but not in Jacob’s favor). Bella nearly kills herself with a cliff diving adventure, Jacob becomes a werewolf, Alice Cullen returns and then the fantasy adventure gets really crazy.

3.)
This book was entertaining in a suspenseful, young person appropriate trashy romance novel sort of way. Other than that, I would not say this is a piece of literature everyone should read. Many parts of the plat of this book were dictated by what appeared to be unimportant details in the first book. So, for a reader whit a good attention to detail, this book would be more about watching things unfold and looking for details that will be important in the third book. The relationship between Edward and Bella has developed into one of the unhealthiest relationships in the history of literature (that may be a bit harsh). I understand that high school relationships are usually overly dramatic but add the vampire werewolf element and they become more emotional. This book also brings up the idea of “suicide in the name of love.” I do not think that the issue is condemned enough in the book because no one dies they just all think up crazy ways of attempting to kill themselves.

4.)
After reading further into the series, I would only recommend this book for individual choice. If a group of students selected it for a literature circle, I would not protest.

5.) I would up the age on this book a bit from my last suggestion. Issues like suicide and murder of innocent people lift the tone up a bit more, thus restricting the age. Maybe---14 or 15 and up

6.)
I enjoyed this book for the same reason my grandma reads large print editions of Danielle Steel- I don’t have to think much when I read it and I am entertained. However, I have come to the conclusion that entertained readers make life long readers- and that is the goal after all, right? I must add that this book is a feminist nightmare. The way Bella acts when she is around Edward drives me insane. **Spoiler** Even when she stands up to him near the end of the book and asks his family to vote if they want her to become a vampire or not, I thought the entire scene was ridiculous. Edward runs out to the next room and breaks something. Yeah, that makes him a keeper.

Tuesday, July 22, 2008

The Watsons go to Birmingham---1963

1.)
Curtis, C. (1995). The Watsons go to Birmingham---1963. New York: Bantam Doubleday Dell Publishing Group, Inc., 210pp.

Coretta Scott King Award, Newberry Honor Book,

2.)
A large portion of the early part of this novel deals with the family dynamic of the “Weird Watsons.” Curtis sets the family up as…
Daddy- the entertainer
Momma/ Wilona- the skeptical but loving mother
Byron- the juvenile delinquent older brother
Kenneth- the smart but self conscious narrator with a lazy eye
Joetta- the exasperatingly perfect but lovable little sister
As the story develops, the Watsons head to Birmingham to take Byron to stay with Grandma Sands where he will learn how to behave. With the help of Grandma Sands and an extremely unfortunate event (that if I told would spoil the entire novel), the family comes together.

3.)
The characters are developed through the family dynamic. There were times when I was reading this book that I literally laughed out loud and thought of my family. After spending weeks getting the “Brown Bomber” ready for the drive, Daddy says there is one more thing that the car needs and he has it. He builds up, builds up, builds up and then with the help of Joetta reveals a scented pine tree to hang from the window. I thought of my dad directly. Set in Flint, Michigan, we learn how intolerance can impact someone even though they might not be directly at a loss. After the trip to Birmingham, everything changes in the family, specifically Byron. In the epilogue, Curtis addresses the Civil Rights Movement. He takes his work of fiction to the real world and makes direct connections to the everyday life of the reader.

4.)
I think this book would make a great read aloud. With some practice, I believe I could pull of a great performance when impersonating thick southern accents. I was a little worried when I was reading that I would not be able to address difficult issues like race and intolerance. However, Curtis does include an epilogue that does it better than I ever could. I would also suggest it for individual choice or small group.

5.)
The accelerated reader sticker on the copy I have says the reading level is 5. I would suggest this book for an individual choice for students in grades 5-8. This is a book for boys or girls.

6.)
I thought this book was amazing. As many readers would, I saw my family in the Watsons and believe that is what Curtis wanted his readers to do. I thought of myself as Kenny and Byron as my older brother. When we were young my brother and I did not get along. However, like the relationship between Bryon and Kenny changed, I now consider my brother my best friend. There are lessons in this book about characterization through action, tolerance, and the importance of family.

Saturday, July 19, 2008

Good Masters! Sweet Ladies!

1.)
Schlitz, L. (2007). Good masters! Sweet ladies! Voices from a Medieval village. Cambridge, MA: Candlewick Press 81 pp.

Genre and Awards: Newberry Award, Fairy Tale, Historical Fiction, Plays

2.)
As a middle school librarian, Laura Schlitz wrote this series of monologues so each member of the class could have a big part in the play at the end of their unit on Medieval Times. Each character, from the lord’s daughter to the beggar, is a child. They each relate the troubles they face and the emotions they feel during their monologue. For example, Barbary, the mudslinger, describes the emotion she felt when she saw Isobel, the lord’s daughter, walking through the village. Barbary slings a mud ball at Isobel because she is jealous that Isobel does not have to carry anything through the muddy paths of the town. Isobel can pick her skirt out of the mud but Barbary must drag her twin younger siblings through the mud (and her step mother has told her there is another baby on the way).

3.)
The play contains 19 monologues and 2 dialogues. Each character speaks for a short time but in that time manages to link themselves to other characters and explain the emotions and struggles they face on a daily basis. Because each of the monologues in very introspective, students who read them are able to seem that many of the internal struggles they face are universal or not as time sensitive as they thought. Several characters talk about how their chores are hard and how they struggle with friendships.

4.)
Beyond the concept it was originated for, this book would be a great opportunity for a little acting in a read aloud to the entire class. Otherwise, this would be a great individual choice. If I were they type of person who might make copies when I should not, I might make copies and use a few of the monologues to introduce a unit on The Canterbury Tales if I were teaching an English class with older students in it. Constance, is a pilgrim and there are great explanations included about the Crusades and what it meant to go on a pilgrimage.

5.)
This is probably a great book for students in 4-6th grades. It is not a novel, but it is a great picture book that attacks a more difficult topic than most picture books usually do.

6.)
Honestly, I learned a lot about life in a Medieval Village. As I was reading, if I were teaching middle school my kids would love this book. It is not extremely difficult to read but there are important lessons to be learned. Many of the monologues are written in verse and rhyme so there are some great lessons on poetry in this book as well. As I was reading, I was entertained by the monologues. They were written so children could learn about a new and sometimes difficult to understand topic (medieval society) and not really realize how much they were learning.

Twlight

Twlight

1.) a) Bibliography
Meyer, S. (2005). Twlight. New York: Little, Brown and Company, 498 pp.

b) Genre and awards
Fantasy, Vampire, Misfits and Outcasts, Supernatural, Fiction, A part of a series, #1 New York Times Best Seller

2.) Synopsis
At the beginning of the novel, Bella moves to her father’s hometown in Forks, Washington. She is not looking forward to the move because it constantly rains in Forks and she knows she will miss the warm Phoenix sun. Shortly after her arrival, she easily makes a set of new and eager friends and spots the odd Cullen family sitting alone across the cafeteria. I would compare the early interactions of Bella and her love interest Edward to a Mr. Darcy/ Elizabeth type relationship. However, the two can’t stay apart long and Bella soon discovers that Edward is a vampire who can read the thoughts of all humans except her. This story comes complete with a serious vampire hunt involving the entire Cullen family and vivid descriptions of Edward’s eyes and chest.

3.)
I believe the reason the New York Times call this book the “best book of the decade…so far” is because readers understand and get to know the characters so well. As readers we understand the emotion that develops between Bella and Edward. The action is quick but still there is a high level of suspense throughout. There are details dropped constantly and I was reading so fast to find out what would happened, I know I missed some. Since this book is a part of a series and there is much more to come for Bella and Edward, this book defiantly helps students to better understand foreshadowing. At the same time, this is more than just another teen love story. Edward and Bella are from two different places in society. The lengths they go to be together and protect one another is another reason why they are so appealing.

4.)
I know this book is very popular among girls and after they come back to the classroom it would be very difficult not to recommend one of the classic love stories from the Bronte sisters or Jane Austen. So, I would recommend this book as an individual choice and a bridge to a classic. I think it would be very difficult to use it in a group discussion because so many students have already read it. I would not want to spoil the ending for anyone.

5.) Appropriate Age Range: At any point a student feels like they can conquer a 500 page book, I would feel fine recommending this book to them. I did not find the content to be inappropriate. So, I guess I would recommend it to grades 7-12.

6.) This book was one of the most entertaining books I have read in a long time. I am excited to move forward in the series. I know many people do not think that Stephenie Meyer and JK Rowling are great writers. I disagree. I have to give them both credit because they have gotten young people interested in reading again. Even if I were not reading this book for a project, I would have read it in three days. I loved the suspense and the love story all wrapped up into one. I enjoyed Bella’s narration as well because I think I am a lot like her (very clumsy).

Warriors Don't Cry

1.)
Beals, M. (1995). Warriors Don’t Cry: The Searing Memoir of the Battle to Integrate Little Rock’s Central High School. New York: Simon Pulse, 226pp.

Genre and Awards: Memoir, African American Experience, Intolerance, Making a Difference, Taking a Stand, The American Library Association Award as the 1995 Nonfiction Book of the Year, The prestigious Robert F. Kennedy Book Award, The American Booksellers' Association Award as a notable book of 1995, Included in Reader's Digest 1995 Edition: Today's Best Nonfiction
2.) The memoir begins with Melba telling her readers that she was not suppose to live. Because of complications from her birth and the poor care she received at the white hospital, Melba should have died slightly after her birth on December 7, 1941. However, Grandmother India claims to Melba throughout her childhood that she was predestined for something great. She spends little time beyond that describing her young life. The majority of her pages are dedicated to the year at Little Rock Central and her reactions to the trials she and the other eight students faced. Over the year, she is taunted, teased, has acid thrown in her face, and is alienated by the students at her new school. However, the real story here is how she woke up every day and faced the segregationists. Her restraint and courage are uncommon in a 16 year old.

3.) This memoir is different from most memoirs that I have read. There is an uncommon detail throughout the book. This detail comes from Melba’s actual diary entries, headlines from the Arkansas Gazette, and Melba’s memory as a young aspiring writer. I trust her recollection.

I believe that adolescents would find extensive value in reading this book. High School is scary enough- imaging facing it and participating in a major event in the Civil Rights Movement at the same time. Because I read Melba’s diary entries, I knew all her emotions and I empathized with her. She has many of the same concerns as a typical high school student but a much larger burden on top of that at the same time. Her emotional struggles as she misses the events at her old school and is not included in the events at Central at the same time should be relatable to many students.

Obviously, this book address issues of race and does it well or it would not have won the National Book Award. The friendship Melba develops with one of the white students at Central, Link, gives readers a sense of hope for the future. The fact that Melba spends her last years of high school in San Diego with Caucasian family builds on the hope that the relationship with Link develops.

4, 5.) I would feel comfortable using this book in any way in my classroom. In a perfect world, my best friend-the American History teacher-would do a co-teaching unit on the Civil Rights Movement with me. This book would be appropriate for students in 8th-12th grade. I would recommend this book to students who liked To Kill a Mockingbird or I Know Why the Caged Bird Sings. Sometimes, the content can be difficult but not as difficult as the suggestions above. As well, I feel a book like this should be an important part of the literature of the state of Arkansas.

6.) This book was actually first recommended to me on after I finished my Diversity Champion class at MGM/ MIRAGE. Then, it was on the book list for my Southern Memoir class this spring. This is one of those books that when you finish it you feel like you learned something about human nature. It is on my top ten list of favorite books because of the amount of emotion it took me to get through the book. If I were not from Arkansas, I might not have that emotion. However, as a future teacher I feel everyone has the right to an education and all I wanted throughout the book was for those 9 young people to get that education.

Thursday, July 17, 2008

Bone: Out from Boneville

Smith, J. (2005). Bone: Out from Boneville. New York: Scholastic Graphix, 138 pp.

Graphic Novel, back cover states series has won 38 international awards but does not name them

Categories and Literary Elements from “Books that Don’t Bore ‘Em” this book would fit in: When Things Don’t Go According To Plan, Foreshadowing, Suspense, Reluctant Readers, Fantasy, Humor, and obviously Graphic Novel

After Phoney Bone is expelled from Boneville and loses contact with his cousins, Fone Bone and Smiley Bone, they each chart their way individually through an unimaginable valley. They come in contact with the cow-racing Gran’ma Ben, her granddaughter Thron, a leaf-like bug named Ted, and rat-like creatures who want to take Phoney’s soul. However (no need to worry), they have a giant red dragon to protect them.

Each of the Bones is a unique character. My personal favorite was Fone Bone who bored people he met on forest paths talking about the beauty of Moby Dick. While I found humor in this because he reminded me of a certain professor, young students would most likely be intrigued by Phoney Bone because of his dishonesty. He was chased out of Boneville because of an incident at a town picnic described later in the text. Phoney is the richest man in Boneville and not afraid to admit to it.

On a social level, this book addresses the differences in attitude between each of the Bones and how they fit together in society or as part of an extended family. Fone is the planner and mentor. Phoney is the menacing and cocky deviant. Smiley….well he is smiley. Each reader will find a different character to identify with throughout the series. Readers learn a moral from the bad luck of Phoney and the good luck of Fone. That moral would be that good friends come to those who treat their friends well.

I would welcome this book as part a selection for individual choice in my classroom but would not feel comfortable teaching it to everyone until I become more familiar with the genre. I understand that teaching a graphic novel to an entire group could be difficult but maybe someday (after I have stronger talents as a teacher) I could use more modern technologies and introduce some concepts related to symbolism to visual learners. My mother suggested this series to me because it, along with the rest of the 9 part series it is a part of, is a very successful individual choice in her 5th grade language arts classroom. I might suggest this book to 5th, 6th, or 7th graders- specifically those with a very sarcastic sense of humor. As it is part of a series, I could see small group discussions taking place.

This book was entertaining because they text and pictures were doubly stimulating. This is the first graphic novel that I have ever read and I do not really think that I am good at it. I caught myself only reading the text and then I would not understand what was happening because I missed something obvious like hearts swimming around Fone Bone’s head when he first sees Thorn. I enjoyed the sarcasm and thought it could be useful to young readers that words with sarcastic undertones were often highlighted in bold. At the end of the book, there is a page that states this series of books were originally a comic series. With little experience in the graphic novel genre, I am no expert but I thought this one was entertaining.

Food for thought: This book introduces the concept of a bookmaker. Does that mean…
a.) a person who makes books much like a cobbler makes shoes
b.) a person who takes bets- usually on sporting events or horses
c.) a person who writes books

2 cool points awarded for the correct answer.