Module 6: Poetry, Drama, Film, Response

BIBLIOGRAPHIC DATA:

Sones, Sonya. 2005. ONE OF THOSE HIDEOUS BOOKS WHERE THE MOTHER DIES. New York: Simon Pulse. ISBN 9781416907886

CRITICAL ANALYSIS:

In this incredible verse novel, Sones uses a variety of poems to tell the story of Ruby, a typical teenage girl facing very difficult times. Some of the poems read like diary entries and others like email or letter correspondences, but all of them convey a strong dose of emotion and reality that readers will undoubtedly relate to. Ruby’s story begins on a plane as she prepares to move in with her estranged movie star father, Whip Logan, after her mother dies following a long illness. On top of dealing with the death of her mother, Ruby is struggling to cope with resentment towards her father at not being involved in her life until now and moving far away from her best friend and perfect boyfriend. Through this difficult transition in her life, Ruby discovers some surprising things about herself and others in a series of ups and downs that any teenager can relate to. This novel is touching, heartbreaking, hilarious, and surprising all wrapped up in one package. In Ruby’s character, Sones evokes the teenage voice so well that readers can easily place themselves in Ruby’s shoes and feel exactly what she is feeling. The supporting characters are also well drawn, including Ruby’s best friend, Lizzie, and “Aunt Max,” who is Whip’s “assistant slash personal trainer slash all-around lifesaver.” The verse novel format works very well here, and readers will cling to every word, eager to find out what Ruby’s fate will be. This is a story that teenagers will relish for its honesty, humor, and incredible ability to tap into the teenage soul.

CONNECTIONS:

In this book, Ruby uses a variety of communication methods to express her emotions and talk to her friends and even her dead mother, including email, letters, poems, and diary entries.

Encourage students to select a communication method, such as a poem or an email, and write from the perspective of Ruby. Have the students attempt to convey Ruby’s strong voice in their writing.

Ruby takes an interesting dream interpretation class in this story. Students might enjoy learning more about dream interpretation, or they might have fun pretending to analyze some of Ruby’s dreams (or lack of dreams at some points in the story).

REVIEWS AND AWARDS:

From BOOKLIST starred (May 2004):
“After the death of her mother, high-schooler Ruby is sent from Boston to L.A. to live with the father she has never met. It's Ruby's first-person voice--acrimonious, raw, and very funny--that pulls everything together, whether she is writing e-mails to her deceased mother, attending Dream Analysis class at a private L.A. high school, or finally learning to accept her father and embrace a new life. A satisfying, moving novel that will be a winner for both eager and reluctant readers.”

From PUBLISHERS WEEKLY (June 2004):
“This winning portrayal of a teenage girl's loves and losses, written in Sones's (What My Mother Doesn't Know) signature free-verse style, opens as 15-year-old Ruby is en route from Boston to L.A. Sones gives the audience clear signals of what Ruby can't allow herself to take in. Readers will accept some melodrama because, even with a few contrivances, Ruby's voice conveys genuine emotions.”

From SCHOOL LIBRARY JOURNAL starred (August 2004):
“In one- to two-page breezy poetic prose-style entries, 15-year-old Ruby Milliken describes her flight from Boston to California and her gradual adjustment to life with her estranged movie-star father following her mother's death. Ruby's affable personality is evident in her humorous quips and clever wordplays. Her depth of character is revealed through her honest admissions, poignant revelations, and sensitive insights. This is not just another one of those gimmicky novels written in poetry. It's solid and well written, and Sones has a lot to say about the importance of carefully assessing people and situations and about opening the door to one's own happiness. Despite several predictable particulars of plot, Ruby's story is gripping, enjoyable, and memorable.”

Wilson’s Senior High School

Module 6: Poetry, Drama, Film, Response

BIBLIOGRAPHIC DATA:

Hopkins, Ellen. 2004. CRANK. New York: Simon Pulse. ISBN 9780689865190

CRITICAL ANALYSIS:

In this powerful and turbulent verse novel, Ellen Hopkins explores one ordinary and bright young girl’s spiraling “landslide” through drug abuse and teenage pregnancy. Hopkins uses a 15-year-old girl named Kristina to tell this tale, and interestingly, Kristina quickly develops an alter ego named Bree to relate much of the darker side of her tale. One visit to her absentee, drug addicted father changes everything as Kristina meets a boy and tries crank, “the monster,” for the first time. One encounter with “the monster” is all it takes, and Kristina/Bree finds herself on “the path to hell” as she stumbles through daily life in school and at home, confusing relationships with multiple boys, a nightmarish episode of date rape, becoming a drug dealer to support her habit, and realizing that she is pregnant. The ease with which Kristina falls down this horrible path is shocking and starkly realistic, forcing readers to ponder how easily one wrong decision can lead to a path of destruction. While the anti-drug message is clear, it is not overpowering to the story and leaves readers with something important to think about. Kristina’s character will be easy for young adults to relate to, and a number of readers may very well find themselves faced with temptations, thoughts, and pressures similar to Kristina’s. The verse novel format works exceptionally well here, and Hopkins uses a variety of distinctive poetry formats and techniques, such as concrete poems and the careful use of spacing, to add a whole new level of meaning to the text. Kristina’s confusion and struggles are evident in the poems, and Hopkins skillfully draws a distinct line between Kristina and her alter ego, Bree, through the careful construction of the poetry.

CONNECTIONS:

If students enjoy CRANK, recommend GLASS, the sequel, by Ellen Hopkins.
Other verse novels by Ellen Hopkins: BURNED and IMPULSE.

The verse novel format plays a major role in CRANK. Ask students to discuss why they think the author chose to write the novel this way (as opposed to the traditional fictional novel format).

This novel reveals a range of temptations and pressures faced by young adults today. Use Kristina’s story to begin an open discussion on the pressures and decisions facing teenagers today.

REVIEWS and AWARDS:

From PUBLISHERS WEEKLY (November 2004):
“Nonfiction author Hopkins pens her first novel, written in verse, introducing 15-year-old narrator Kristina, who reveals how she became addicted to crank, and how the stimulant turned her from straight-A student to drug dealer, and eventually a teen mom. Readers will appreciate the creative use of form here (some poems, for instance, are written in two columns that can be read separately or together), and although the author is definitely on a mission, she creates a world nearly as consuming and disturbing as the titular drug.”

From SCHOOL LIBRARY JOURNAL (November 2004):
“Hopkins writes in free-verse poems that paint painfully sharp images of Kristina/Bree and those around her, detailing how powerful the "monster" can be. The poems are masterpieces of word, shape, and pacing, compelling readers on to the next chapter in Kristina's spiraling world. This is a topical page-turner and a stunning portrayal of a teen's loss of direction and realistically uncertain future.”

Quick Picks for YA Readers

Module 6: Poetry, Drama, Film, Response

BIBLIOGRAPHIC DATA:

Hale, Shannon and Dean Hale. 2008. RAPUNZEL’S REVENGE. Ill. By Nathan Hale. London: Bloomsbury. ISBN 9781599900704

CRITICAL ANALYSIS:

In RAPUNZEL’S REVENGE, Shannon and Dean Hale take an old classic fairy tale and modernize it to a larger than life tale that is both captivating and wildly entertaining. Written in a graphic novel format, the comic book illustrations carry just as much weight as the often hilarious captions. The traditional Rapunzel character is transformed into a tough, brave cowgirl in this book, and readers will find this spunky girl irresistible and endearing. Rapunzel’s conversational language and humorous expressions throughout the book, such as “yep” and “I’ll be swigger-jiggered and hung out to dry,” will further endear readers to this unique character. The fast-paced and unpredictable plot is also sure to engage readers as they follow this new Rapunzel on a series of incredible adventures complete with strange creatures, villains, and unusual twists and turns. The story begins with Rapunzel trapped in her Villa, unable to leave. The person she thinks is her mother has a special “growth magic,” and Rapunzel senses something is not quite right with her life and her mother. Desperate to learn more about the world around her, Rapunzel climbs the wall keeping her in and discovers an unpleasant world on the other side where people are forced to work in “mine camps.” There, Rapunzel quickly meets a woman whom she discovers is her real mother. Similar to the original fairy tale, Rapunzel was taken from her mother as an infant by the evil Gothel as punishment for her father stealing lettuce from Gothel’s garden. When Rapunzel confronts Gothel about her deception, Rapunzel is imprisoned again, this time in a “creepy tree.” The “growth magic” of the forest causes Rapunzel’s nails and hair to grow rapidly until she is finally able to escape using her long hair as a rope and lasso. From here, the story catapults into a series of incredible adventures as Rapunzel meets a boy named Jack, who travels with her as she sets off to free her real mother and exact revenge on the evil Gothel. Nathan Hale’s illustrations are outstanding, and they brilliantly bring to life this surprising and amusing twist on an old tale. The illustrations do a great job contrasting bright, colorful, adventurous scenes with the dull and bleak scenes of the mine camps. Readers of all ages, especially fans of comics and graphic novels, will enjoy this fun ride of a book.

CONNECTIONS:

The graphic novel format is becoming increasingly popular with children and young adults. Add RAPUNZEL’S REVENGE to a display of graphic novel books in the library. Booktalk several graphic novels and encourage students to check them out.

Since RAPUNZEL’S REVENGE offers a new twist on an old fairy tale in graphic novel format, encourage students to research other classic fairy tales and transform them into “twisted” graphic novels. Students could work in groups on this project, sharing the roles of writer, illustrator, designer, editor, etc.

Have students research the origins of the original Rapunzel tale. How is it similar and different to RAPUNZEL’S REVENGE?

REVIEWS AND AWARDS:

From HORN BOOK starred (January 2009):
“In this graphic novel, Rapunzel's a spunky, hair-whip-toting cowgirl. She joins with stolen-goose rapscallion Jack to rescue her mother and end her wicked stepmother's reign. The gutsy tale is particularly well suited to its format, with illustrations mixing the familiar and offbeat. High action, sensory thrills, and the wisecracking heroes are clearly conveyed through image cropping, text placement, and facial emotional cues.”

From LIBRARY MEDIA CONNECTION starred (November/December 2008):
“This wonderfully illustrated graphic novel adds spark and excitement to the tale. The bright colors and duller tones distinguish between the haves and the have nots. Rapunzel and Jack are unique characters, and their dialogue allows that uniqueness to shine through. This is a fun read for all ages. Highly Recommended.”

Notable Children’s Books 2009

Wilson’s Children 2009

Module 5: History, Biography, and Nonfiction

BIBLIOGRAPHIC DATA:

Sandler, Martin W. 2008. LINCOLN THROUGH THE LENS: HOW PHOTOGRAPHY REVEALED AND SHAPED AN EXTRAORDINARY LIFE. New York: Walker. ISBN 9780802796660

CRITICAL ANALYSIS:

LINCOLN THROUGH THE LENS is not just a story revealing the incredible life of Lincoln, but it is a look at his life and history through more than 100 photographs. In the book’s introduction, Sandler describes Lincoln as “one of the most eloquent leaders the world has ever known.” Sandler skillfully takes readers on a journey through history to a time when photography was in its infancy and “Abraham Lincoln was photographers’ favorite subject.” Unlike typical biographies about Lincoln’s life, LINCOLN THROUGH THE LENS draws correlations and connections between the invention and advancement of photography and Lincoln’s life and remarkable career. Sandler includes many interesting historical facts throughout the book and supports them with various photographs on every page. Mathew Brady, “America’s premier photographer” and “the man who took the most photographs of Lincoln,” is introduced in the book. Additionally, Sandler discusses how Lincoln cleverly discovered how to use photography to his advantage. LINCOLN THROUGH THE LENS offers an interesting look at slavery, the Civil war, and the state of the country during this tumultuous time through Lincoln’s eyes and photographs of the time. Lincoln’s assassination and the long journey of his body by train to his home in Springfield are also discussed. While the text exploring Lincoln’s life and drawing connections to the new world of photography is superb, it is the astonishing photographs that will really draw readers in and lead them through a journey that will both educate and entertain. The appealing design of the book with text and photographs on every page will make readers feel like they are taking a stroll through a well-designed museum exhibit. In addition to the various photographs of Lincoln himself, Sandler thoughtfully includes incredible photographs of Mary Todd Lincoln and the Lincoln children as well. The book ends appropriately with a photograph of the breathtaking Lincoln Memorial. Sandler includes a list of places to visit, suggested books and web sites, sources, quotations and their sources, an index, acknowledgements, and picture credits. LINCOLN THROUGH THE LENS offers a unique historical look at one of our country’s most amazing and beloved political figures. This book is highly recommended, and it offers something more than the ordinary biography on Lincoln. Readers will enjoy this outstanding tribute to Lincoln’s amazing life, and they are sure to appreciate this unique and refreshing look at one of the most important times in our country’s history.

CONNECTIONS:

Students might be interested in completing a research project on the invention and advancements of photography over time. With so many recent technological developments in this field, it would be interesting to track photography’s development over time.

LINCOLN THROUGH THE LENS discusses how Lincoln used photography to his advantage. Encourage students to explore this topic further and discuss exactly how photography might have helped him. How does it help (or hurt) political figures of today?

Encourage students to check out the Abraham Lincoln Art Gallery at http://www.abrahamlincolnartgallery.com/archivephoto.htm for some more photographs of Lincoln.

REVIEWS AND AWARDS:

From BOOKLIST starred (September 2008):
“Although it’s the pictures that provide the “wow factor,” Sandler’s perceptive words have their own elegance. Well sourced and offering numerous ways to learn more (although, surprisingly, the fine Lincoln museum in Springfield is not cited), this will be an excellent tool for history classes; and browsers, too, will be caught up in Lincoln’s story.”

From LIBRARY MEDIA CONNECTION starred (January/February 2009):
“This outstanding biography portrays Abraham Lincoln from several perspectives. Numerous poignant photographs reveal the visual images of Lincoln: the man, husband and father, lawyer, President. Some are familiar; some are rare. These are instructive in themselves, carefully chosen to map the route taken by Lincoln to the White House. The book also provides a revealing look, through photos, at other personalities of the time, and relevant artifacts. Readers also learn about the infancy of photography, how pictures were taken, and the effects of actually seeing the war in photos.”

From SCHOOL LIBRARY JOURNAL starred (October 2008):“The generously sized photographs reveal Lincoln at different stages of his political career as well as on the battlefield; his family; and key figures such as Stephen A. Douglas, Robert E. Lee, Ulysses S. Grant, and John Wilkes Booth. Historical drawings and paintings, broadsides, and cartoons are also included. The text not only offers a fascinating updated history on the eve of the bicentennial, but also includes many colorful anecdotes and quotes about the mischievous Lincoln boys, Lincoln's beard, and Thanksgiving. This appealing, accessible title will be savored from beginning to end.”

Module 5: History, Biography, and Nonfiction

BIBLIOGRAPHIC DATA:

Bartoletti, Susan Campbell. 2005. HITLER YOUTH: GROWING UP IN HITLER’S SHADOW. New York: Scholastic. ISBN 9780439353793

CRITICAL ANALYSIS:

HITLER YOUTH tells the stories of twelve young people and their commitment to Hitler and his promises for a better life. In her foreword, Bartoletti says that this is “not a book about Adolf Hitler,” but instead it is a book “about the children and teenagers who followed Hitler and the National Socialist (Nazi) Party during the years 1933 to 1945.” Bartoletti portrays the young people as ordinary teenagers brainwashed into believing in a better life for themselves and their families, giving a sympathetic face to the group often referred to as the “Hitler Youth.” The book opens with the tragic story of one of the Hitler Youth, Herbert Norkus, being beaten to death by the Communists, or “Reds.” From there, Bartoletti shows readers the ease with which Hitler convinced these young people to join his cause. For example, Melita, a Hitler Youth, says, “I longed to hurl myself into this current…I wanted to belong to these people for whom it was a matter of life and death.” Several fascinating facts are revealed in this book, such as the fact that Hitler and the Hitler Youth even had dangerous power and control over teachers in schools. Bartoletti uses a chilling picture of teachers with very young students raising their hands in the Nazi salute to depict the Nazi control of the schools. HITLER YOUTH makes the clear connection of how unchecked power and a forceful movement eventually led to the vicious and unimaginable discrimination and persecution of Jewish people. The horrid details of the “killing centers” in German are explored. While the facts are difficult to stomach, this book offers a clear look at the frightening effects of unbridled power in the hands of one person, especially when young people are specifically targeted and recruited to serve a dictator’s agenda. The numerous black and white photographs complete with interesting and fascinating captions throughout the book offer a chilling visual portrayal of the events surrounding this atrocity. In particular, a photograph of a young boy no more than five years old wearing a Storm Trooper uniform and raising his hand in the Nazi salute is certain to draw out emotions in readers. Photographs and brief biographies of the twelve young people discussed in book are included. Additionally, a table of contents and various maps are available to assist readers with locating information. An epilogue detailing what became of the young people in the book is also included. Additional extras include a time line of the Hitler Youth, an author’s note, information about the photographs, quote sources, a bibliography, acknowledgements, and an index. HITLER YOUTH is a very thorough nonfiction piece of work, and Bartoletti carefully includes extensive documentation to support what is portrayed in the book. While the subject matter of this book is heavy, it is a fantastic depiction of the lives of the young people who followed Hitler. HITLER YOUTH is sure to “draw in readers and help spark deep discussion” according to Booklist (April 2005), and this book deserves a place in any library serving young adults.

CONNECTIONS:

The History Place offers more historical information on the Hitler Youth at http://www.historyplace.com/worldwar2/hitleryouth/index.html.

Encourage students to seek out other sources of information on the Hitler Youth. Students can compare facts and timelines to the ones presented in Bartoletti’s book, and students can create a research project related to the Hitler Youth.

Encourage students to discuss why they think the Hitler Youth were so eager to join the cause of the Nazi party. Were they easily brainwashed, or desperate for a better life? Can their actions be justified? Why or why not?

REVIEWS AND AWARDS:

From BOOKLIST starred (April 2005):
“The handsome book design, with black-and-white historical photos on every double-page spread, will draw in readers and help spark deep discussion, which will extend beyond the Holocaust curriculum. The extensive back matter is a part of the gripping narrative.”

From KIRKUS REVIEW starred (April 2005):
“Case studies of actual participants root the work in specifics, and clear prose, thorough documentation and an attractive format with well-chosen archival photographs make this nonfiction writing at its best. Essential for WWII collections as well as teaching units on conformity, peer pressure and resistance. Superb.”

From SCHOOL LIBRARY JOURNAL starred (June 2005):
“Hitler's plans for the future of Germany relied significantly on its young people, and this excellent history shows how he attempted to carry out his mission with the establishment of the Hitler Youth, or Hitlerjugend, in 1926. Bartoletti lets many of the subjects' words, emotions, and deeds speak for themselves, bringing them together clearly to tell this story unlike anyone else has.”

Wilson’s Junior High School

Wilson’s Senior High School

ALA Notable/Best Books 2006

Newbery Honor Book 2006

Module 5: History, Biography, and Nonfiction

BIBLIOGRAPHIC DATA:

Nelson, Kadir. 2008. WE ARE THE SHIP. New York: Hyperion. ISBN 9780786808328

CRITICAL ANALYSIS:

In this beautifully illustrated tribute to Negro League Baseball, Kadir Nelson takes readers on a spectacular journey through time. The book begins with a touching and passionate foreword by Hank Aaron in which he talks about the “legends” who “paved the way” for black players like himself. Sections of the book are divided into innings, staying true to the baseball theme. Told from the perspective of “every player,” Nelson lures the reader along with the interesting facts and history surrounding the Negro League, such as the fact that the first protective gear worn in baseball was worn by Bud Fowler, a black player. In addition to interesting facts, the book also takes a fascinating look at the challenges, cruel treatment, triumphs, and determination of these players. Nelson skillfully unveils the racial tensions of the times, such as the fact that black players were not allowed to play alongside whites in many areas, through the events surrounding the beginnings of the Negro League. Nelson also discusses the significance of Rube Foster, the “brilliant” player and manager who ran the Chicago American Giants team before organizing the Negro League. The title of the book takes on noteworthy meaning as Nelson quotes Foster as saying, “We are the ship; all else the sea.” The differences in game play between the Negro Leagues and predominately white leagues are also highlighted and explained. Many extras are included in the book, such as a list of Negro Leaguers who made it to the Major Leagues, a list of Negro Leaguers in the National Baseball Hall of Fame, a bibliography, endnotes, and an index. An extensive author’s note at the end of the book describes the inspiration and research behind the book, and Nelson explains why he “chose to present the voice of the narrator as a collective voice, the voice of every player, the voice of me.” While the text is passionate, informative, and moving, it is the artwork that truly makes WE ARE THE SHIP a masterpiece. Library Media Connection (February 2008) says that Nelson’s artwork “pulses with life,” and the stunning foldouts and realistic paintings add a whole new dimension to the book. This is a nonfiction work of art that is emotional, beautiful, and filled with triumph and determination, making WE ARE THE SHIP highly recommended for all ages. In speaking of the great black players of today, the collective voice of the narrator says, “We cleared the way for them and changed the course of history. And knowing that satisfies the soul. How can you be bitter about something like that?”

CONNECTIONS:

Encourage students to visit the following website for more information on the history of Negro League Baseball: http://www.negroleaguebaseball.com/.

The artwork in WE ARE THE SHIP is truly breathtaking. Encourage students to visit Kadir Nelson’s website to look at other examples of his artwork: http://www.kadirnelson.com/.

The Michelson Museum of Art in Marshall, Texas is running a “We Are the Ship” art exhibit featuring Nelson’s artwork in the book through November 1, 2009. Visit http://www.michelsonmuseum.org/ for more information.

REVIEWS AND AWARDS:

From SCHOOL LIBRARY JOURNAL starred (January 2008):
“Nelson's brilliant, almost iconic paintings vividly complement his account. Starting with the impressive cover painting of a proud, determined Josh Gibson, the artist brings to light the character and inherent dignity of his subjects. Hank Aaron, who started his Hall of Fame career in the Negro Leagues, contributes a heartfelt foreword. This work expands on the excellent overview offered in Carole Boston Weatherford's A Negro League Scrapbook (Boyds Mills, 2005). It is an engaging tribute that should resonate with a wide audience and delight baseball fans of all ages.”

From LIBRARY MEDIA CONNECTION starred (February 2008):
“Through text and artwork that pulses with life, Nelson has created a book that brings personality to the Negro Baseball League. Using the voice of "Everyman" in the league, this book will attract readers because of the full and double-page vibrant, realistic oil paintings, and immerse the reader in the compelling story being told.”

From BOOKLIST starred (February 2008):
“Nelson often works from a straight-on vantage point, as if the players took time out of the action to peer at the viewer from history, eyes leveled and challenging, before turning back to the field of play. With enormous blue skies and jam-packed grandstands backing them, these players look like the giants they are. The stories and artwork are a tribute to the spirit of the Negro Leaguers, who were much more than also-rans and deserve a more prominent place on baseball’s history shelves. For students and fans (and those even older than the suggested grade level), this is the book to accomplish just that.”

Coretta Scott King Award Winner 2009

Robert F. Sibert Medal Winner 2009

Orbis Pictus Award Honor Book 2009

Notable Children’s Book 2009

Best Book of the Year 2008

Texas Bluebonnet Award Nominee 2009-2010

Wilson’s Children 2009

Module 4: Fantasy and Science Fiction

BIBLIOGRAPHIC DATA:

Collins, Suzanne. 2008. THE HUNGER GAMES. New York: Scholastic. ISBN 9780439023481

CRITICAL ANALYSIS:

In what HORN BOOK calls “Survivor meets ‘The Lottery’,” Collins’ HUNGER GAMES unfolds the fascinating story of a futuristic society in the ruins of North America where a lottery system selects unlucky teenagers to pit against each other in a televised battle to the death. Sixteen-year-old Katniss Everdeen has had her name in the demented lottery drawing since she was twelve, and she just hopes that the odds are in her favor as “reaping” day approaches and an unlucky boy and girl from her district, District 12, will be selected to enter the Hunger Games. With nearly impossible odds, Katniss’s twelve-year-old sister’s name is drawn from the bowl of girls’ names, and Katniss bravely volunteers herself to go in her sister’s place alongside Peeta Mellark, a kind and caring boy who once gave Katniss a loaf of bread when she was starving. As Katniss and Peeta prepare for the fight of their lives, they must choose their strategies wisely and decide who they can and cannot trust, since there can only be one survivor. Both thrilling and haunting at the same time, Collins’ masterpiece deserves a place in any library serving young adults. The plot is fast-paced and definitely edge-of-your-seat thrilling with intense action and countless surprises along the way. Collins masterfully creates sympathetic characters that will resonate with readers, drawing them completely into the characters’ troubling and terrifying situation. Katniss is an incredibly brave female heroine that girls everywhere will undoubtedly cheer on, and her character contains just the right mix of strong and feminine qualities in order to make her believable. With heart-pounding action, a unique and thought-provoking version of a frightening future, and authentic characters, THE HUNGER GAMES is sure to please readers and send them immediately to the nearest library or bookstore for the second book in the series.

CONNECTIONS:

Prior to reading THE HUNGER GAMES, introduce students to the book through the following video book trailer on Amazon.com: http://www.amazon.com/Hunger-Games-Suzanne-Collins/dp/0439023483.

THE HUNGER GAMES is the first book of three in a series. Encourage students to check out CATCHING FIRE (2009), book two in the trilogy, and the third book in the series, which is scheduled to be available in 2010.

Scholastic offers a fantastic website devoted to THE HUNGER GAMES that is full of games and information on both the book and the author at http://www.scholastic.com/thehungergames/. Encourage fans to check this website out. The games are a lot of fun!

Encourage students to discuss what they would have done if they were in Katniss’ situation. Would they have been brave enough to take Prim’s place? Once at the Hunger Games, what, if anything, would they have done differently?

REVIEWS AND AWARDS:

From HORN BOOK starred (Sept./Oct. 2008):
“Survivor meets "The Lottery" as the author of the popular Underland Chronicles returns with what promises to be an even better series. The plot is front and center here -- the twists and turns are addictive, particularly when the romantic subplot ups the ante -- yet the Capitol's oppression and exploitation of the districts always simmers just below the surface, waiting to be more fully explored in future volumes. Collins has written a compulsively readable blend of science fiction, survival story, unlikely romance, and social commentary.”

From LIBRARY MEDIA CONNECTION starred (Nov./Dec. 2008):
“The games are so brutal and so real that it is impossible to stop reading until you know who wins the Hunger Games. Highly Recommended.”

From SCHOOL LIBRARY JOURNAL starred (September 2008):
“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.”

ALA Best Books for Young Adults 2009

ALA Notable Books of the Year 2009

Publisher’s Weekly’s Best Books of the Year 2008

Quick Picks for Reluctant Young Adult Readers 2009

Texas Lone Star Reading List 2009-2010

TAYSHAS Reading List 2009-2010

Module 4: Fantasy and Science Fiction

BIBLIOGRAPHIC DATA:

Anderson, M.T. 2004. FEED. Somerville, MA: Candlewick Press. ISBN 9780763622596

CRITICAL ANALYSIS:

In FEED, M.T. Anderson unfolds a strange futuristic reality where everyone has “feeds,” which are transmitters implanted in their brains that broadcast advertisements, entertainment, and information. In this troubling world, “School™” is run by the corporations, and the moon is seen as a trashed-out place where teenagers go to party. For Titus and his friends, the “feeds” are a crucial part of their social lives, and they could not imagine a world without them. However, everyone with a “feed” begins to develop unexplained lesions, and the frightening reality that the “feed” can control one’s thoughts and actions is slowly revealed to Titus after he and his friends are attacked by a “feed” protester who hijacks their “feeds” and causes them to malfunction for a few days. While Titus’s new friend Violet is waiting for her “feed” to be restored, she comes up with a plan to create a bizarre personality that will confuse her “feed” so completely that she will ultimately become invisible to it. As Titus learns more about Violet, he discovers that Violet’s “feed” may never be repaired and that she could die from the malfunctions she is experiencing. Underneath the obvious story line is a serious and deeply troubling undercurrent of what the future could hold if advertising and industry are allowed to control people’s thoughts. Written in bizarre, futuristic teenage slang language, FEED borders on confusing at the beginning as readers must get their bearings with the strange word choices. However, once readers orient themselves in the odd world of Titus and his friends, the unusual language takes on a whole new meaning as readers begin to develop a clear picture of just how strange and unsettling a future riddled with thought control and overbearing technology really could be. Readers will identify with Titus as a typical teenager, but Violet’s rebellious and intelligent nature will really draw them into the story. As Violet’s situation becomes increasingly dire, readers will find themselves on the edge of their seats wanting to know what will happen next. FEED is an excellent science fiction novel that poses some deep and troubling questions about the future.

CONNECTIONS:

M.T. Anderson says that he read magazines geared towards teenagers and even eavesdropped on conversations in malls to get ideas for the language used throughout FEED. The word choice used throughout FEED is significant to the story line. Ask students to speculate as to why they think Anderson chose to use such strange language throughout the story.

Ask students to contemplate what types of information would be broadcast through “feeds” if the technology existed today. Would this be a good thing or a bad thing?

In FEED, Titus’ character is somewhat sympathetic to Violet’s plight, but he is also apathetic during much of Violet’s troubles. Why do you think Titus is often apathetic and uninvolved? What factors might have affected his behavior during these times?

If students enjoy Anderson’s writing, share this NPR article with them on Anderson: http://www.npr.org/templates/story/story.php?storyId=6525913, where he discusses where his writing ideas come from and shares some of his favorite lines from his stories.

REVIEWS AND AWARDS:

From AMAZON.COM:
“This brilliantly ironic satire is set in a future world where television and computers are connected directly into people's brains when they are babies. The result is a chillingly recognizable consumer society where empty-headed kids are driven by fashion and shopping and the avid pursuit of silly entertainment--even on trips to Mars and the moon--and by constant customized murmurs in their brains of encouragement to buy, buy, buy. Although there is a danger that at first teens may see the idea of brain-computers as cool, ultimately they will recognize this as a fascinating novel that says something important about their world.”

From PUBLISHERS WEEKLY (2002):
“Titus proves a believably flawed hero, and ultimately the novel's greatest strength lies in his denial of and uncomfortable awakening to the truth. This satire offers a thought-provoking and scathing indictment that may prod readers to examine the more sinister possibilities of corporate- and media-dominated culture.”

From SCHOOL LIBRARY JOURNAL (2002):
“Anderson gives his characters a unique language that teens will relate to, but much of it is raw and crude. Young people will also appreciate the consumeristic lifestyle and television shows that are satirized in the book. Violet and her father are the only truly sympathetic characters. The other teens are portrayed as thoughtless, selfish, and not always likable. Only Titus learns anything from his mistakes and tries to be a little less self-centered. A gripping, intriguing, and unique cautionary novel.”

Wilson’s Senior High School

National Book Award Finalist

Los Angeles Times Book Prize Winner

Module 4: Fantasy and Science Fiction

BIBLIOGRAPHIC DATA:

Westerfeld, Scott. 2005. UGLIES. New York: Simon Pulse. ISBN 9780689865381

CRITICAL ANALYSIS:

Tally Youngblood is anxiously awaiting her sixteenth birthday, but not for the typical reasons a teenager wants to turn sixteen. In Tally’s world, her sixteenth birthday means she can finally undergo extensive plastic surgery to transform her into an extremely beautiful and perfect person. In Uglyville, everyone is considered ugly until they turn sixteen and get the operation to turn them into “pretties” who can move to New Pretty Town and live a carefree and privileged life. Tally is sure this is what she wants more than anything. It is the only way she has ever known, and who wouldn’t want to be gorgeous like everyone else? However, her views on turning pretty slowly begin to change as she befriends another “ugly,” Shay, who does not want turn pretty. When Shay runs away just before her sixteenth birthday, Tally is forced to choose between getting her operation and turning her friend over to the authorities. Tally sets off on an adventure to find her friend, and she uncovers more than she ever thought she would about life on the outside and the ugly truth behind turning pretty. Tally must make her choices carefully since they will affect her and her friends for the rest of their lives. With realistic and sympathetic characters and a fast-paced, action-filled plot, readers will find themselves absorbed in the situations of Tally and Shay as the UGLIES transports them to an unforgettable and unimaginable place. The fantastic and futuristic setting, with its “hoverboards” and high-tech gadgets, is sure to please readers and make them contemplate their own reality and its complicated views on beauty. The UGLIES is so absorbing and enthralling that readers will undoubtedly breeze through its 400+ pages, urgently needing to know Tally’s fate.

CONNECTIONS:

If students like UGLIES, recommend the next two books in the series: PRETTIES and SPECIALS.

Also by Scott Westerfeld: EXTRAS, which is an add-on to the UGLIES series with a new protagonist.

Use UGLIES as a way to open a discussion on the meaning of beauty and what characteristics are most important in a person’s life.

Tally faced some very difficult choices in UGLIES. Ask students to contemplate whether or not Tally made the right choices, and ask them if there is anything they would have done differently.

REVIEWS AND AWARDS:

From SCHOOL LIBRARY JOURNAL starred (March 2005):
“Ethical concerns will provide a good source of discussion as honesty, justice, and free will are all oppressed in this well-conceived dystopia. Characterization, which flirts so openly with the importance of teen self-concept, is strong, and although lengthy, the novel is highly readable with a convincing plot that incorporates futuristic technologies and a disturbing commentary on our current public policies. Fortunately, the cliff-hanger ending promises a sequel.”

From BOOKLIST starred (March 2005):
“Although the narrative's brisk pace is more successful in scenes of hover-boarding action than in convincingly developing Tally's key relationships, teens will sink their teeth into the provocative questions about invasive technology, image-obsessed society, and the ethical quandaries of a mole-turned-ally. These elements, along with the obvious connections to reality programs such as Miami Slice, will surely cause this ingenious series debut to cement Westerfeld's reputation for high-concept YA fiction that has wide appeal.

From KIRKUS REVIEW starred (February 2005):
“With a beginning and ending that pack hefty punches, this introduction to a dystopic future promises an exciting series.”

Wilson’s Junior High School

Wilson’s Senior High School

VOYA, 2005

ALA Best Books for Young Adults

TAYSHAS 2006

Module 3: Adventure, Sports, & Mystery

BIBLIOGRAPHIC DATA:

Werlin, Nancy. 2004. DOUBLE HELIX. New York: Dial Books. ISBN 9780803726062

CRITICAL ANALYSIS:

DOUBLE HELIX cleverly unfolds the haunting and mysterious story of a teenage boy’s struggles to understand his true identity and the fate of his future. Eighteen-year-old Eli is faced with the heavy reality that his mother is dying from a terrible and debilitating genetic disorder called Huntington’s disease. Further complicating this emotional situation is the knowledge that Eli himself has a 50% chance of carrying the gene that will cause Huntington’s disease at some point in his adult life. As Eli deals with this difficult reality, a ray of hope enters his life as he lands a job at Wyatt Transgenics after taking a chance by emailing Dr. Quincy Wyatt, a famous and brilliant molecular biologist who had been called “a legend” and “the most acute mind on the planet.” This is Eli’s dream job, but Eli cannot shake the feeling that he and his family have an important connection to Dr. Wyatt. As Eli works for Dr. Wyatt, more questions about his identity, Dr. Wyatt’s mysterious connection to his parents, and “the situation” that Dr. Wyatt strangely refers to arise. Eli is a likeable character facing a difficult and intriguing situation, and readers will easily connect with and sympathize with him as he uncovers the mysterious secrets of his past. The supporting characters are also brilliantly created, drawing readers even further into the mystery. The action is suspenseful, and the plot is exciting and unpredictable with twists and turns that keep the reader wanting to know more. DOUBLE HELIX takes a unique look at the complicated and haunting ethics of genetic engineering through a teenager’s eyes, and mystery fans will thoroughly enjoy this gripping story.

CONNECTIONS:

Invite students to research more information about Huntington’s disease: when it was discovered, how genetics plays a role in the disease, progress on finding treatments or a cure, etc.

Encourage students to put themselves in Eli’s shoes and ask themselves whether or not they would want to be tested to discover if they carried the gene that causes Huntington’s disease. Have students discuss the pros and cons of such a difficult, life-altering decision.

Open up a discussion on the ethics of genetic engineering. When is it ethically acceptable, and when is it not? How can you tell the difference? Encourage a variety of viewpoints throughout the discussion.

REVIEWS AND AWARDS:

From BOOKLIST starred (February 2004):
“A solidly crafted, thoughtful novel featuring a clever, obsessed kid who finds truths, small and large, about life, family, and, of course, himself.”

From LIBRARY MEDIA CONNECTION (October 2004):
“Werlin creates thought-provoking topics and addresses familial conflicts and relationships that are intense. Readers will discuss the topics of cloning and genetic transformation long after they have finished the book. Highly Recommended.”

From SCHOOL LIBRARY JOURNAL (March 2004):
“Werlin clearly and dramatically raises fundamental bioethical issues for teens to ponder. She also creates a riveting story with sharply etched characters and complex relationships that will stick with readers long after the book is closed. An essential purchase for YA collections.”

TAYSHAS 2005

Wilson’s Junior High SchoolWilson’s Senior High School

Module 3: Adventure, Sports, & Mystery

BIBLIOGRAPHIC DATA:

Pratchett, Terry. 2008. NATION. New York: HarperCollins. ISBN 9780061433023

CRITICAL ANALYSIS:

After a tsunami destroys his island village, Mau begins to believe that he may be the only survivor. Then Mau comes across Daphne, a young “ghost girl” who managed to miraculously survive the destructive wave from aboard a ship. Mau and Daphne soon discover that they are complete opposites who do not even speak the same language. Daphne views Mau as somewhat of a “savage” native, while she is a wealthy and “Honorable Miss” from the other side of the world. Despite their drastic differences, both characters are easily likeable, and their differences and attempts at communication are often humorous and entertaining. As the two cling to each other in a land that has lost virtually everything, they face the most exciting and dangerous adventure of their young lives. As more survivors arrive in the island, the adventurous plot thickens even further. Mau must figure out a way to feed a starving baby whose mother is extremely ill, and Daphne must help a pregnant woman give birth with no knowledge or experience of childbirth. NATION clearly takes place in another time and place, allowing readers to transcend their realities and transport themselves into this fascinating adventure. The fast-paced plot and exotic setting add appeal to the story, and any adventure fan will undoubtedly jump headfirst into this fantastic tale. Pratchett tackles the classic survival story of man versus nation in a unique and clever way that is certain to grab readers’ attention and not let go until the very end.

CONNECTIONS:

Since Mau and Daphne are such strong characters that differ greatly from each other in some ways (yet have other things in common), have students do a character comparison of the two characters.

Students might enjoy writing a diary entry from Mau’s or Daphne’s perspective (or both).

The setting for this story is not specifically stated. Invite students to see if they can determine what type of time and place this story takes place in. For an extension activity, students could write about or draw this “alternative” setting, describing it in detail.

REVIEWS AND AWARDS:

From BOOKLIST starred (August 2008):
“Broad in its scope and concrete in its details, this unusual novel strips away the trappings of two very different nations to consider what it is people value and why. Certain scenes are indelible: Mau’s nonverbal communication to Daphne that a pregnant woman has landed, and she must help with the birth; or the terrifying yet awesome descent into a cave. Quirky wit and broad vision make this a fascinating survival story on many levels.”

From HORN BOOK starred (January 2009):
“The historical era is an alternative nineteenth century. Serious subjects and juicy ethical questions are fully woven into action and character. Add a romance, encounters with ghosts, and lots of gunfire, and it's hard to imagine a reader who won't feel welcomed.”

From LIBRARY MEDIA CONNECTION starred (January 2009):
“The reader will come to care for these two characters as they struggle to rebuild their lives and society. There is a cast of colorful and interesting supporting characters to move the plot to its satisfying conclusion. Fans of Terry Pratchett will find this an engrossing action story. Highly Recommended.”

ALA Notable Children’s Book 2009

ALA Best Book for Young Adults 2009

2009 Boston Globe – Horn Book Award Winner2009

Michael L. Printz Award Honor Book

Module 3: Adventure, Sports, & Mystery

BIBLIOGRAPHIC DATA:

Myers, Walter Dean. 2008. FALLEN ANGELS. New York: Scholastic. ISBN 9780545055765

CRITICAL ANALYSIS:

After graduating from high school, seventeen-year-old Richie Perry enlists in the United States Army and travels to Vietnam to join the war effort. However, young Richie is disillusioned about what it means to go to war, and he believes that a knee injury will prevent him from having to actually fight in the war. Richie’s hopes are further bolstered by a sergeant’s assurances that he and his new friends will only encounter light, easy work. Inevitably, Richie’s illusions are quickly shattered when one of the new recruits is killed by a land mine. The harsh realities of war begin to set in with Richie, but he is too horrified even to tell his mother and brother back home. Richie must confront his own thoughts on the morality of war, and he is left confused and emotionally shaken. While stuck in the middle of a horrendous war, Richie also begins to look within himself as he questions the worth of his own life and what he will do with it if he survives to rejoin “the World.” Richie faces extraordinarily difficult situations while at war, such as terrifying wounds, facing racism within his own military unit as a black man, and the harsh, frightening, and confusing life of a soldier. Intelligent and ambitious Richie will pull readers into the story with him, and readers will find themselves grappling with the heavy questions he poses about war and heroism. FALLEN ANGELS is an adventure story that takes a deep and serious look at the realities of war and the impact it has on soldiers. In addition to the action-packed plot, the emotional subtext of FALLEN ANGELS will draw readers into Richie’s difficult situation and stick with them long after the book is put down.

CONNECTIONS:

FALLEN ANGELS may increase students’ interest in the Vietnam War. Encourage students to research more about the history of this war. Students can even create a factual timeline chronicling the major events throughout this war.

Richie is emotionally affected by his experiences at war in a variety of ways. Encourage students to write a diary entry from Richie’s perspective, expressing the emotions and confusion that he experiences.

Pair this story with poetry related to war, such as Lee Bennett Hopkins’ AMERICA AT WAR: POEMS.

REVIEWS AND AWARDS:

From KIRKUS REVIEWS:
“With dreams of college fading, Ritchie Perry (17) enlists, buying time to consider his future. By mistake, he's ordered to Southeast Asia and into a bloody, violent nightmare where he sees his fellows gunned down (sometimes by their own side), women and children mutilated and killed, desperate heroism and equally ... More desperate cowardice; his articulate, dispassionate telling only accentuates his story's horror, Myers masterfully re-creates the combat zone with its "hours of boredom, seconds of terror," its crushing tension and the distortion of values brought on by the relentless proximity of death--Ritchie says, "We were in the middle of it, and it was deeply within us." He survives racist officers, pitched battles, guerrilla raids, and multiple wounds—not all of them physical; whether his numbed spirit will eventually thaw is a question the author leaves open. War-story fans will find enough action here, though it isn't glorified; thoughtful readers will be haunted by this tribute to a ravaged generation.”

Wilson’s Junior High School

Wilson’s Senior High School

ALA Notable Best Book

Coretta Scott King Award Book 1989

Module 2: Realism, Romance, & Censorship

BIBLIOGRAPHIC DATA:

Korman, Gordon. 2002. SON OF THE MOB. New York: Hyperion. ISBN 9780786807697

CRITICAL ANALYSIS:

Vince Luca is an ordinary 17 year old teenage boy, except for the fact that his family is “mobbed up.” Vince wants nothing to do with the shady family “vending machine” business, but he finds it extremely difficult to extricate himself completely from his family’s mob connections. Everywhere Vince turns, he sees reminders of what his father does for a living. Vince sees and experiences a lot of shocking and often comical things as the son of a mob boss, such as discovering an unconscious guy in the trunk of his car while out on a first date with a girl. Even Vince’s friend, Alex, desires to live vicariously through Vince since he thinks that mob connections can improve Vince’s social status. Things get very complicated when Vince meets Kendra Bightly, an FBI agent’s daughter, and he finds himself attracted to her in large part due to the problems a relationship between the two of them could create for his family. Vince says, “I just made out with the daughter of the man whose goal in life is to send my father to prison.” After getting a case of head lice from Kendra as a result of kissing her at a party, the two get to know each other and end up really liking each other. Vince must quickly decide where his loyalties lie and what matters most to him as he confronts this monumentally difficult situation. With its quick wit, unique plot, and instantly intriguing characters, SON OF THE MOB will likely grab readers early on and hold on to them tightly throughout the fast-paced and often hilarious story. This story is unique and refreshing, making it an excellent choice to share with young adults.

CONNECTIONS:

If students enjoy SON OF THE MOB, recommend the next title in this series, SON OF THE MOB: HOLLYWOOD HUSTLE. Or, recommend another YA mob title, such as FOR MONEY AND LOVE by Todd Strasser.

This story would be an excellent story to book talk to teens. Once students learn the premise of the plot for this story, it will be very difficult to resist!

Encourage students to write their own diary entries from Vince’s perspective, describing what it is like to be the son of a mob boss who is dating an FBI agent’s daughter.

REVIEWS AND AWARDS:

From LIBRARY JOURNAL:
“Vince Luca is the son of a notorious mob boss (a scion of the "vending machine business") who falls for the one girl he shouldn't: the daughter of the FBI agent assigned to bring his father down. Romeo and Juliet never had it so tough. Vince and Kendra get itchy early on; a make-out session at a drunken frat party lands them both with a case of head lice. For fans of The Freshman (starring Matthew Broderick and Marlon Brando, 1990). Why It Is for Us: From The Godfather to The Sopranos, mob stories never fail to fascinate, but a laugh-out-loud funny mob story is a rarity.”

From PUBLISHERS WEEKLY:
“The Sopranos (minus the vulgarity and violence) meets Leave It to Beaver (minus the "aw-shucks" tone and dated sensibility) in Korman's (No More Dead Dogs) brassy, comical caper. With its razor-sharp dialogue and bullet-fast pace, this tale could fly on either the small or big screen, yet it makes a page-turner of a novel.”

TAYSHAS, 2003

Wilson’s Junior High School

Wilson’s Senior High School

Module 2: Realism, Romance, & Censorship

BIBLIOGRAPHIC DATA:

Anderson, Laurie Halse. 2007. TWISTED. New York: Viking. ISBN 9780670061013

CRITICAL ANALYSIS:

TWISTED is the story of Tyler, a teenage geek turned bad boy who finds his life turned upside down after vandalizing the school during the summer before his senior year. As a result of this prank, Tyler spends the entire summer doing manual labor as punishment for his crime. When school starts up again in the fall, Tyler finds that his previous image as “a zit on the butt of the student body” has shifted because of his new muscles and new image as a tough, bad boy. Tyler even finds himself attracting the attention of Bethany Milbury, the incredibly popular “alpha female” of the school and daughter of his father’s boss. However, Tyler’s newfound transformation and shift in social status do not portray his whole story. Darkness simmers underneath the surface at home as his bitter and angry workaholic father continues to lash out and perpetuate emotional unrest in the family. When Bethany invites Tyler to a wild Halloween party, Tyler is on cloud nine until he realizes that Bethany is extremely drunk. When nude pictures of Bethany surface on the internet the day after the party, Tyler instantly finds himself being blamed. As word quickly spreads that Tyler is being targeted for this horrible act, the emotional impact becomes almost too much to bear. With his father angrier than ever, Tyler’s thoughts turn suicidal as he struggles to find a way to put everything back on track. The fast-paced and often surprising plot will suck young readers in, and Anderson’s expertly created strong and realistic characters will keep them engaged throughout the story. Tyler will strike a chord with any young reader who has ever wanted a second chance at fitting in, and his frustration and desperation will seem nearly tangible to the reader. The raw emotions and struggles exposed in TWISTED are dark yet realistic, making it a story that will likely resonate with readers for a long time to come.

CONNECTIONS:

If students enjoy the writing of Laurie Halse Anderson, recommend her critically acclaimed novel, SPEAK.

Tyler contemplates suicide throughout the story. Use TWISTED as a springboard for a discussion with teens on suicidal thoughts and dealing with emotions. Share the suicide hotline number with teens (1-800-SUICIDE) and encourage them to talk to someone if they know someone who might be suicidal.

Open up a discussion on how Tyler’s decisions affected the situations he found himself in. Could he have done anything differently? Would he have changed things if he could, or would he have kept things the same?

REVIEWS AND AWARDS:

From BOOKLIST (January 2007):
“Writing for the first time from a male perspective, Anderson skillfully explores identity and power struggles that all young people will recognize.”

From KIRKUS REVIEW starred (February 2007):
“Tyler was always the kind of guy who didn't stand out until he spends the summer before his senior year working as punishment for spray painting the school. His new image and buff physique attracts Bethany--the über-popular daughter of his father's boss--but his angry and distant father becomes even more hostile towards him. As tension mounts, Tyler reaches a crisis point revealed through one of the most poignant and gripping scenes in young-adult literature. Taking matters into his own hands, Tyler decides that he must make a choice about what kind of man he wants to be, with or without his father's guidance.”

From SCHOOL LIBRARY JOURNAL (May 2007):
“Teenage concerns with sex, alcohol, grades, and family are all tackled with honesty and candor. Once again, Anderson's taut, confident writing will cause this story to linger long after the book is set down.”

Wilson’s Senior High School

Module 2: Realism, Romance, & Censorship

BIBLIOGRAPHIC DATA:

Lyga, Barry. 2006. THE ASTONISHING ADVENTURES OF FANBOY AND GOTH GIRL. Boston: Houghton Mifflin. ISBN 9780618723928

CRITICAL ANALYSIS:

Donnie is an outsider at school whose only joy in life comes from reading and creating his own graphic novel, “Schemata.” With a turbulent relationship with his stepfather, “the step-fascist,” and only one real friend since he moved away with his mother after his parents’ divorce, Donnie struggles daily to find where he fits in life. Donnie’s one friend is Cal, a “jock”, who shares Donnie’s love for comic books and graphic novels. However, since Donnie and Cal are in different leagues socially, their relationship is somewhat strained as Cal is torn between his popular friends and lifestyle and friendship with Donnie. Donnie is beaten up often at school, and this bullying clearly takes an emotional toll on him as he carries a bullet around with him as a sort of security blanket. However, Donnie finds his life taking an interesting turn when he meets Kyra, a wild girl who lives dangerously and shares Donnie’s love of comics and graphic novels. Kyra, or “Goth Girl,” refers to Donnie as “Fanboy,” and the pair finds that despite their differences, they have a lot in common, such as trouble fitting in and problems at home. Donnie’s relationship with Kyra is confused and sometimes tense, but he enjoys being around her as she gives him a newfound sense of confidence in himself. Donnie’s confidence increases so much that he stands up for himself against a bully and the school principal and finds that he doesn’t need to carry the bullet as much after meeting Kyra. Young adults will easily relate to the realistic characters portrayed here, and the theme of struggling to fit in will undoubtedly resonate with all readers. The shocking and sometimes hilarious antics of the characters, such as Kyra flashing the idolized comic book writer who ends up being a jerk in real life, will certainly entertain and appeal to the target audience. The comic theme, which is infused into the storyline throughout the book, will easily draw fans of comic books and graphic novels into the novel. At times, the subject matter is dark, such as Donnie’s violent daydreams, his depressive moods, and Kyra’s suicidal thoughts, but the darkness is cleverly balanced with a believable message of hope. The story is a bit of an emotional roller coaster as it twists from being both funny and sad, often at the same time. For all of its twists and turns and harsh realities mixed with hope, THE ASTONISHING ADVENTURES OF FANBOY AND GOTH GIRL is certainly a roller coaster ride worth taking.

CONNECTIONS:

If students enjoy THE ASTONISHING ADVENTURES OF FANBOY AND GOTH GIRL, recommend the continuation of the storyline by Barry Lyga, GOTH GIRL RISING (2009).

Since Donnie is obsessed with comic books and graphic novels, pair this story with a variety of graphic novels to spark students’ interest. Or, create a graphic novel display in the library after reading and discussing THE ASTONISHING ADVENTURES OF FANBOY AND GOTH GIRL.

This novel raises some serious concerns regarding school violence, bullying, and suicidal thoughts. Open up a discussion with students regarding these heavy topics after reading the story, allowing students to share their thoughts openly.

REVIEWS AND AWARDS:

From BOOKLIST (September 2006):
“Fanboy's whip-smart, often hilariously sarcastic voice skillfully captures a teenager's growing self-awareness, and adds a fresh, urgent perspective to age-old questions about how young people cope with bullying and their own feelings of helplessness, rage, and being misunderstood as they try to discover themselves.”

From SCHOOL LIBRARY JOURNAL starred (November 2006):
“Lyga looks at how teens are pushed to their limits by society. Though he toys with such concepts as teen suicide and Columbine-like violence, the novel never turns tragic. His love of comics carries over into all three teen characters, breathing animation into a potentially sad but often funny story. This is a great bridge book for teens who already like graphic novels.”

From LIBRARY MEDIA CONNECTION (April/May 2007):
“This novel will strike a timely chord with any student who feels bullied or ostracized.”

Wilson’s Junior High School

Wilson’s Senior High School

Module 1: YA Classic

BIBLIOGRAPHIC DATA:

Hinton, S.E. 1988. THE OUTSIDERS. Narr. Jim Fyfe. Audio Book on CD. New York: Listening Library. ISBN 9780739339015

CRITICAL ANALYSIS:

THE OUTSIDERS, perhaps one of the most popular classic young adult stories, reveals the gritty tale of a young gang of boys from the wrong side of the tracks. The boys identify themselves as “Greasers,” and their hard luck stories and tough exteriors will resonate with teen readers regardless of the more than 40 years that have passed since the story’s original publication. The “Greasers” repeatedly find themselves clashing with the “Socs,” or “Socials,” and the opposing social classes find themselves in the middle of a bitter rivalry that plays out like a war between eternal enemies. When two of the youngest “Greasers” try to defend themselves from a group of “Socs” in the dark of the night, one of the “Socs” ends up dying and the “Greasers” lives are changed forever. From violent and deadly street fights to destructive fires, the action is fast paced and certain to keep the interest of the book’s intended audience. The main character, a self-proclaimed “Greaser” named Ponyboy Curtis, is unusually sensitive and observant given his circumstances. These attributes make him an easily likeable and effective narrator for the story. The other rough and tumble “Greasers” will also strike a chord with readers as their tragic home lives and strong relationships with each other are revealed. Listening Library’s audio version, narrated by Jim Fyfe, is easy to listen to and lays out the story in a dramatic and appealing fashion. Fyfe’s animated and dynamic voice reveals the timeless story’s exciting plot and unforgettable characters in a strong fashion that is sure to please listeners of all ages.

CONNECTIONS:

Since many teens find themselves in the middle of battles between social classes, begin by asking students to consider the social cliques that are prevalent in their school (“the jocks,” “the brains,” etc.). Is it difficult for one member of a clique to socialize with members of another clique? Do cliques really play a part in a teenager’s social life, or is much of this dramatized and overrated?

Remind students that this book was written more than 40 years ago. What is timeless about this story? What has changed in the last 40 years?

Invite students to visit S.E. Hinton’s website, which includes extended information on THE OUTSIDERS. Point out that Hinton began writing this story at the age of 16. Would you have guessed that a 16 year old wrote this story? Why or why not? Did her young age help her create believable teenage characters?

REVIEWS AND AWARDS:

From PUBLISHER’S WEEKLY (August 2007):
“Hinton’s first novel, written at the age of 16, has since introduced generations of readers to Ponyboy, a so-called Greaser from the wrong side of the tracks, and the fierce rivalry between the Greasers and the Socs (short for Socials). With more than 13 million copies sold to date, the relevance of this modern classic has not waned.”

New York Herald Tribune Best Teenage Books List, 1967

Chicago Tribune Book World Spring Festival Honor Book, 1967

Media and Methods Maxi Award, 1975

ALA Best Young Adult Books, 1975

Massachusetts Children’s Book Award, 1979

Wilson’s Junior High School

Wilson’s Senior High School

Module 1: Printz Honor Book

BIBLIOGRAPHIC DATA:

Frost, Helen. 2003. KEESHA’S HOUSE. New York: Farrar, Straus, and Giroux. ISBN 9780374340643

CRITICAL ANALYSIS:

In a series of emotionally charged poems, Frost unfolds the tale of seven desperate teenagers with no place to turn. From Katie’s abusive stepfather to Harris’s homelessness at the hands of his intolerant father, difficult challenges face these seven teenagers and leave them in need of a place to stay and a space to heal. So, they turn to “Keesha’s House,” which is actually Joe’s house. As a teenager, Joe faced his own difficult trials and was fortunate to have a caring aunt who welcomed him into her home for as long as he needed. Now an adult, Joe has inherited his aunt's house and is returning the favor for other teenagers facing difficult times. Keesha has found the comfort of Joe’s house, and she lets others know about the refuge she has discovered while being careful not to draw too much attention from outside authorities. The seven teenagers find their individual stories and lives interwoven with each other, giving the book coherence. The characters are all raw and real, giving teen readers an extensive cast of authentic characters to relate to. From teenage pregnancy to DUI arrests, these teenagers' stories are dramatic, and many teens will find themselves either relating to the themes presented here or simply fascinated by them. Frost cleverly uses a series of poems to tell these teens’ stories, allowing each character to reveal his or her own engaging story in his or her own words. The spectacular poems also reveal a deep emotional layer that will undoubtedly resonate with readers. The poetic forms add an additional component to the story and increase the story’s readability. Recommended for all libraries serving young adults, KEESHA’S HOUSE is an outstanding poetic novel that utilizes strong characters and an unusual format to explore a variety of complex themes that will intrigue teens.

CONNECTIONS:

Create a short book trailer to show to students asking them where they would turn if they found themselves in the dire situations of the seven teenagers in KEESHA’S HOUSE (pregnant, abused, arrested for DUI, homeless, etc.). For seven teens, the answer is at Keesha’s House. Use this book trailer to promote the story and motivate interest.

Read Frost’s endnotes on the poetic forms used throughout the story. Ask students why they think Frost chose to use poetry to tell this story. What does poetry add to the story? Invite students to write their own sestinas and sonnets.

Encourage students to draw Keesha’s house, showcasing the qualities that make it such a welcoming and safe environment.

REVIEWS AND AWARDS:

From KIRKUS REVIEW (March 2003):
“Sestinas and sonnets carry the storyline in Frost’s multi-voiced story of teens struggling to find their way in the world. With a number of threads to follow, no one character is at the center, but there is great satisfaction in seeing the narratives gradually mesh as the isolation recedes and support is given. Impressive.”

From SCHOOL LIBRARY JOURNAL (March 2003):
“Frost has taken the poem-story to a new level with well-crafted sestinas and sonnets, leading readers into the souls and psyches of her teen protagonists.”

Michael Printz Honor Book 2004

TAYSHAS, 2005

Wilson’s Junior High School

Wilson’s Senior High School

Module 1: Recent Award Winner

BIBLIOGRAPHIC DATA:

Canales, Viola. 2005. THE TEQUILA WORM. New York: Wendy Lamb Books. ISBN 9780375840890

CRITICAL ANALYSIS:

While recounting her younger years, Sofia Casas, the main character and narrator of THE TEQUILA WORM, shares vivid, touching, and often humorous memories of her life growing up as a Hispanic girl living in a barrio community in McAllen, Texas. Some of her memories are warm and lighthearted, while others are painful and upsetting. From memories of fascinating cultural traditions such as creating cascarones (confetti eggs for Easter) with her father and younger sister to memories of being called racial slurs at school, Sofia openly shares with readers all of the things that make her who she is. Sofia’s loving family and close-knit community play a major role in shaping her life, and she longs to find her own place in the community as a comadre (“someone who makes people into a family”) someday. When Sofia is called a “taco head” at school because of the food she brings for lunch every day, she is encouraged by a teacher at her school to get back at the bully by being better than the bully at everything she does. Having been told by the women in her community that she can kick like a mule, Sofia decides to kick the bully at her school by excelling in academics and soccer. This leads Sofia to receive a scholarship to a prestigious, predominately white private school in Austin, and Sofia and her family must decide if this is the right move for her. Sofia decides she is up for the challenge and must convince her family that she can leave the physical space of her community without abandoning the rich culture and loving people that helped shape her life. THE TEQUILA WORM is a touching tale of an endearing character growing up and discovering what it means to truly be a part of a community.

CONNECTIONS:

THE TEQUILA WORM shares a variety of Hispanic cultural traditions. Encourage students to research some of these traditions (origin, significance, etc.) and share their findings.
Invite students to share the role that their culture plays in their lives. How does Sofia’s culture help her make difficult decisions?

Consider Sofia’s point of view. Would you rather leave home to attend the private school or stay in your community and attend your regular school? Write a short diary entry from Sofia’s point of view answering this question.

REVIEWS AND AWARDS:

From BOOKLIST (2005):
“The explanations of cultural traditions never feel too purposeful; they are always rooted in immediate, authentic family emotions, and in Canales’ exuberant storytelling, which, like a good anecdote shared between friends, finds both humor and absurdity in sharply observed, painful situations – from weathering slurs and other blatant harassment to learning what it means to leave her community for a privileged, predominately white school. Readers of all backgrounds will easily connect with Sofia as she grows up, becomes a comadre, and helps rebuild the powerful, affectionate community that raised her.”

From SCHOOL LIBRARY JOURNAL (2005):
“Canales includes vivid descriptions of life in a Mexican-American community. Her prose is engaging and easy to read, making this novel a good choice for reluctant readers.”

Pura Belpre Award Winner 2006

Notable/Best Books ALA 2006

Wilson’s Junior High School

Wilson’s Senior High School

Introduction - Young Adult Literature

Hello! I am adding all new book reviews to this blog, and these reviews will focus on young adult literature. Reviews dated after September 1, 2009 will be specifically designed to meet the requirements for the Advanced Literature for Young Adults course, LS 5623.20, at Texas Woman's University. I look forward to reading, learning, and writing about a variety of young adult literature!

Culture 6: Inclusive Literature - Characters with Disabilities

BIBLIOGRAPHIC DATA:

Lord, Cynthia. 2006. RULES. New York: Scholastic. ISBN 9780439443821

PLOT SUMMARY:

Catherine is a young girl struggling to deal with her younger brother’s autism. Catherine loves David, but finds herself frustrated by his behaviors and his near constant need for their parents’ attention. Catherine worries constantly about David’s behaviors and even creates a book of rules for David to follow to help him behave more “normally.” Catherine’s perspective changes a bit when she befriends a boy she meets at David’s occupational therapy clinic. Jason, who is confined to a wheelchair and cannot speak, shows Catherine a different side of herself. As Catherine’s kindness to Jason grows and their friendship blossoms, she begins to realize that differences are not such a bad thing. Catherine realizes what is most important in life and begins to accept herself, her family, and her friends for who they are.

CRITICAL ANALYSIS:

In RULES, David’s autism is depicted realistically and accurately. Lord uses Catherine’s rules for David as a means for giving examples of some of David’s unusual behaviors, such as “No toys in the fish tank” and “If someone says ‘hi,’ you say ‘hi’ back.” Readers will quickly understand David’s differences while at the same time begin to view David as a unique individual.

David’s fascination with Lobel’s FROG AND TOAD books is a significant cultural marker for his disability. David has difficulty expressing himself through normal conversations and social interactions, so he fixates on the words of the books he loves and uses them to communicate with Catherine. Catherine understands David when he quotes the FROG AND TOAD stories, and David often appears to use them as a means to apologize to Catherine and reach out to her for help or forgiveness.

Jason’s disability is also explored authentically. Although Catherine does not know what is wrong with Jason, she explains that he is in a wheelchair and must use a communication book with word cards to communicate since he cannot speak. Although Jason’s disability plays a major role in the story, Catherine soon realizes that Jason is capable of holding normal conversations with her with the help of his communication book. She also realizes that Jason has many of the same likes and desires that she does, and to her surprise, they become fast friends.

Jason’s word cards serve as a significant cultural marker for the story in a variety of ways. As Catherine begins to help Jason create new word cards for his communication book, she is forced to examine the significance of the words she chooses and view communication in a whole new way. Catherine begins to understand how Jason could be frustrated by being limited to only the words in his book, and she makes it a point to create fun and eccentric words and phrases for him like “Awesome!” and “Stinks a big one!!!” Jason’s speech limitations parallel David’s struggles to communicate in some ways, and readers will recognize and sympathize with how Catherine helps both David and Jason overcome their struggles with communication to an extent.

RULES is a heartwarming story that readers of all ages will enjoy, and it is a great story to share with children to begin a discussion on individual differences. With exceptional characters, comical and endearing moments, and a wonderful message, RULES deserves a place on any library shelf.

REVIEW EXCERPTS:

From LIBRARY MEDIA CONNECTION (October 2006):
“The first-person narrative is very engaging, and readers will identify with Catherine's struggles and cheer for her at the end. This is a great book to help students gain some understanding about autism, while also providing a good read. The author is the mother of an autistic child.”

From SCHOOL LIBRARY JOURNAL (April 2006):
“Catherine is an endearing narrator who tells her story with both humor and heartbreak. Her love for her brother is as real as are her frustrations with him. Lord has candidly captured the delicate dynamics in a family that revolves around a child's disability. Set in coastal Maine, this sensitive story is about being different, feeling different, and finding acceptance. A lovely, warm read, and a great discussion starter.”

From KIRKUS REVIEW (March 2006):
“Catherine is an appealing and believable character, acutely self-conscious and torn between her love for her brother and her resentment of his special needs. Middle-grade readers will recognize her longing for acceptance and be intrigued by this exploration of dealing with differences.”

CONNECTIONS:

2007 Newbery Honor Book

Lamplighter Award

2007 Schneider Family Book Award

2007 ALA Notable/Best Book

Have students create their own personalized word cards (like the ones Catherine makes for Jason) that have special meaning to them. Then, ask them to make word cards to describe how they might feel if they had a family member or friend with a disability.