The Golden Compass. ISBN 978-0-440-23813-3. Phillip Pullman. 1995. Ages 12+. Alternate Universe. Scholarly England.
Synopsis
The Golden Compass is the first installment in Phillip Pullman's trilogy about the young Lyra Belacqua, her daemon Pan, and their journey to the north to save the children of England from the Gobblers who are trying to cut away the daemons from the child. She is raised by the scholars at Oxford and occasionally sees her uncle Asriel, before he is imprisoned. Lyra is entrusted with a golden compass and throughout her journey she uses it to steer her in the right direction. In the end, Lyra is able to save her friend Roger from the Gobblers, however she also learns the true reason behind Asriel's imprisonment and that he is not to be trusted.
Critique
Pullman's story is extremely well-written and engaging. It is a book for all age levels, and will lend itself well to middle and high school literature courses. The story is very imaginative and Pullman does an excellent job creating a universe very similar to ours, yet different in very distinct ways.
As the protagonist, Lyra is a very realistic rebellious and brash young girl, however as the story progresses the reader can see the growth and maturation she goes through in order to save her friend Roger and the other children abducted by the Gobblers. Many students will find her boldness fascinating and might even see a little bit of their younger selves in her. She's also very believable, even though she is facing daring odds throughout the book. Pullman achieves her believability by setting up her personality very early on in the book so as not to throw doubt on her capability on her adventure.
Lord Asriel and Mrs. Coulter are the perfect antagonists, though throughout the most of the book it is unknown whether who is good and bad. In the end, their motives are still ambiguous and their love for Lyra as their daughter is also questionable. The mystery of their good or evilness is one of the questions that keeps the reader on the edge of their seat throughout the book.
I found everything about the book very enjoyable and can see using this with middle and high school students in a unit on fantasy/science fiction books. It would be fun to have them compare and contrast our universe with Lyra's and to maybe even create the universe that Lyra walks into in the next book. Older students could examine the politics in the book.
Monday, March 29, 2010
The Giver Synopsis and Critique
The Giver. ISBN 0-440-23768-8. Lois Lowry. 1993. Newberry Medal. Fantasy. Ages 11 +. Utopian/Dystopian Society.
Synopsis
A young boy, Jonas, lives in a futuristic, Utopian society where at the age of 12 children are given their assignments for what they will do as adults in the society. Jonas is given the special assignment of the Receiver of Memories, which was only given out ten years before. This means that he will study with The Giver who will give him the memories of civilization and the world. As he progresses through his studies, Jonas begins to realize that the world he lives in is not quite the way it should be and sets out to find a better place for him and Gabriel, another child that has the ability to "see" like Jonas.
Critique
Everything about this book is done well. The writing is perfect for the age group, yet still enjoyable for older teens and adults. Lowry creates a society that is believable, yet scary, but also still interesting to read. As the protagonist, Jonas excels at being a child torn by duty to be the Receiver of Memories and also the heavy burden of knowledge that comes with it. Students will be able to identify with the decisions that Jonas has to make while still being a child. He knows more than the adults in his world and he cannot share this knowledge with anyone else. He is alone in the world save for the Giver and Gabriel.
What I've always wondered about with this story is what truly happens at the end. Are Jonas and Gabriel dying and the sled is their passage to heaven? Or have they truly found refuge in a world that Jonas only knew of in his memories? Or are they just freezing to death, hallucinating as they live their final moments? What I look forward to most is to seeing students' interpretation of the ending and what they think happens to Jonas and Gabriel, and even the society from which they escaped. I believe Lowry has written sequels to this book where the question of what happened to Jonas and Gabriel is answered, but I would still like to believe that the ending is ambiguous and that Lowry wants the reader to interpret as they please.
The Giver is a classic book commonly used in late elementary and middle school literature. The story will lend itself to examining many different aspects of society. It is a great book that would lead to discussions on politics and society and the way the world works. Students can compare and contrast our society and Jonas'. They can also examine the family dynamics and why and how it works the way it does. They can also speculate as to why the world changed into being that way. The Giver has a lot of open ended questions that will allow students to use their own imagination to answer them.
Synopsis
A young boy, Jonas, lives in a futuristic, Utopian society where at the age of 12 children are given their assignments for what they will do as adults in the society. Jonas is given the special assignment of the Receiver of Memories, which was only given out ten years before. This means that he will study with The Giver who will give him the memories of civilization and the world. As he progresses through his studies, Jonas begins to realize that the world he lives in is not quite the way it should be and sets out to find a better place for him and Gabriel, another child that has the ability to "see" like Jonas.
Critique
Everything about this book is done well. The writing is perfect for the age group, yet still enjoyable for older teens and adults. Lowry creates a society that is believable, yet scary, but also still interesting to read. As the protagonist, Jonas excels at being a child torn by duty to be the Receiver of Memories and also the heavy burden of knowledge that comes with it. Students will be able to identify with the decisions that Jonas has to make while still being a child. He knows more than the adults in his world and he cannot share this knowledge with anyone else. He is alone in the world save for the Giver and Gabriel.
What I've always wondered about with this story is what truly happens at the end. Are Jonas and Gabriel dying and the sled is their passage to heaven? Or have they truly found refuge in a world that Jonas only knew of in his memories? Or are they just freezing to death, hallucinating as they live their final moments? What I look forward to most is to seeing students' interpretation of the ending and what they think happens to Jonas and Gabriel, and even the society from which they escaped. I believe Lowry has written sequels to this book where the question of what happened to Jonas and Gabriel is answered, but I would still like to believe that the ending is ambiguous and that Lowry wants the reader to interpret as they please.
The Giver is a classic book commonly used in late elementary and middle school literature. The story will lend itself to examining many different aspects of society. It is a great book that would lead to discussions on politics and society and the way the world works. Students can compare and contrast our society and Jonas'. They can also examine the family dynamics and why and how it works the way it does. They can also speculate as to why the world changed into being that way. The Giver has a lot of open ended questions that will allow students to use their own imagination to answer them.
Thursday, March 25, 2010
Number the Stars Synopsis and Critique
Number the Stars. ISBN 0395510600. Lowis Lowry. 1989. Newbery Medal. Ages 9-12. Danish Jewish & Caucasians.
Synopsis
Number the Stars is about the strong bond between two young friends and the trials they must both overcome during World War II in Nazi-occupied Denmark. Annemarie and Ellen are best friends who live in the same apartment building. In order to save her friend from being taken away like the other Danish Jews, Annemarie's family pretends Ellen is their daughter as well, and head out to the country with her uncle to hide from the Nazis. Her uncle is actually helping Jews escape by hiding them in his boat and taking them across the water to Sweden. When they all leave to go hide on the boat, an important part of making their plan successful is left behind and Annemarie must become brave in order to save her friends from harm. In the end, she is successful and pertinent to her friend's safety and when the war is over she joyously awaits Ellen's return.
Critique
This book is a great book for younger readers. It's great because it will teach students about World War II and the extermination of the Jews, while also being easy to read and understand. It would be a great book to use to coincide with a Social Studies unit on World War II. It would also bring up great discussions on the Holocaust and what students think about what happened.
The characters, plot and climax are all well-developed for this reading level. Yet, it's still suitable for adults. The two young girls, Annemarie and Ellen, are easy to relate to and the bond between them many students might find similar to their friendships. Also, their relationship would help teach students what good friendships are and how to be a good friend to others.
The story progresses nicely and smoothly. As adult it feels a little rushed, however to keep a younger reader engaged not as much detail and events need to be written about. As already mentioned, the writing works well for this reading level. Lowry establishes the relationships early on and gives the reader enough to understand their connection. She also adds a little mystery with the part about Annemarie's older sister, which is gladly cleared up in the end.
Overall, I would most likely use this book for 5th or 6th graders, and possibly 7th graders. I think it would even be appropriate as a read aloud for 4th graders. I would have my students discuss and examine:
SynopsisNumber the Stars is about the strong bond between two young friends and the trials they must both overcome during World War II in Nazi-occupied Denmark. Annemarie and Ellen are best friends who live in the same apartment building. In order to save her friend from being taken away like the other Danish Jews, Annemarie's family pretends Ellen is their daughter as well, and head out to the country with her uncle to hide from the Nazis. Her uncle is actually helping Jews escape by hiding them in his boat and taking them across the water to Sweden. When they all leave to go hide on the boat, an important part of making their plan successful is left behind and Annemarie must become brave in order to save her friends from harm. In the end, she is successful and pertinent to her friend's safety and when the war is over she joyously awaits Ellen's return.
Critique
This book is a great book for younger readers. It's great because it will teach students about World War II and the extermination of the Jews, while also being easy to read and understand. It would be a great book to use to coincide with a Social Studies unit on World War II. It would also bring up great discussions on the Holocaust and what students think about what happened.
The characters, plot and climax are all well-developed for this reading level. Yet, it's still suitable for adults. The two young girls, Annemarie and Ellen, are easy to relate to and the bond between them many students might find similar to their friendships. Also, their relationship would help teach students what good friendships are and how to be a good friend to others.
The story progresses nicely and smoothly. As adult it feels a little rushed, however to keep a younger reader engaged not as much detail and events need to be written about. As already mentioned, the writing works well for this reading level. Lowry establishes the relationships early on and gives the reader enough to understand their connection. She also adds a little mystery with the part about Annemarie's older sister, which is gladly cleared up in the end.
Overall, I would most likely use this book for 5th or 6th graders, and possibly 7th graders. I think it would even be appropriate as a read aloud for 4th graders. I would have my students discuss and examine:
- World War II
- The Holocaust
- Religious Differences
- Friendship
- Bravery
Monday, March 22, 2010
The Latehomecomer Synopsis and Critique
The Latehomecomer: A Hmong Family Memoir. ISBN 978-1-56689-208-7. Kao Kalia Yang. 2008. Minnesota Book Awards- Memoir & Creative Nonfiction and Reader’s Choice. Ages 13-up. Non-fiction memoir. New American Hmong Immigrants.
Synopsis
This book follows the story of one family as it begins in war-torn Laos, make a dangerous journey to find refuge in Thailand, and eventually decides to begin a new life in America during the 1970s to the present. The story is narrated by Kao Kalia Yang who begins her story with her parents and extended family members as they live in the forests of Laos. She is born in a refugee camp in Thailand. She writes to remember her grandma and to keep the her ancestry alive. It is a story of courage, tragedy, unconditional love, and the bonds of family.
This book is an excellent source to use in a unit about immigrant or foreign-nationals literature. In today's world, many students might be able to identify with the travels and tragedy that the Yang family underwent to get where they are today. Especially living in Minnesota, there is a high Hmong population that could probably relate to it. It would also be a great book to introduce memoir writing, and it would help the students explore their own experiences.
Critique
I was pleasantly surprised by this book. I thought that I would be terribly bored reading it, however Yang's writing is almost magical. I was amazed at how she was able to transport me to the humid and rainy jungles of Laos, to the dry, arid, desolate camps in Thailand, and to the beautifully frightening frozen world of Minnesota (granted, I live here, so that wasn't too much of a stretch). Her words roll of your tongue and it is almost as if she has written an extended prose poem. The language is beautifully lyrical and her story telling is steeped in mythology and folk-lore. All of these elements come together to tell her love story of a young girl and her grandmother.
Yang's characters are well written and she shows their development over time. Their development is also very true to life since she is writing about real people. As the main character and narrator, it is engaging to watch Yang grow up. She is brutally honest about her own faults, especially when it comes to her spoken English, and throughout the book the reader gets the sense of her creative and imaginative side through her lyric writing. The book itself is a testament to her command of the written English language, but also to her creative and carefree spirit.
Her grandma is a main character and the main theme of the book. She is the binding force of her family, and Kalia writes about her honest and true love and respect for her in such a beautiful way that anyone with a grandma would be able to identify with that strong love and bond that is unique to a grandmother and her grandchild.
The struggle of the family, as a whole, is also very prominently displayed in this novel. Being Hmong, Yang lives in a culture that believes in the good of the many over the good of the one. In their world, you work together to raise your siblings and cousins, and Kalia even mentions that your aunts are your mother and your uncles your fathers, and even your cousins are your siblings. It is a wonderful way for students to understand another culture, especially one that is so drastically different from the American culture. It would be interesting to see if students notice this different and what they have to say about a collectivist, foreign family assimilating to the American way of life. In America, it is every man, woman, and child for himself, we pride uniqueness and competition. Everyone wants to be number one, but this book is a glimpse inside a life where what you want isn't always what you are going to get. In one word this book shows sacrifice; sacrifice in the face of adversity and survival.
Overall, this book amazed me, and left me examining my own life and how different the life I have lived is from hers. However, even though Kalia's family faced hardship, I'm sure if asked she would say she wouldn't have changed a thing about it.
Synopsis
This book follows the story of one family as it begins in war-torn Laos, make a dangerous journey to find refuge in Thailand, and eventually decides to begin a new life in America during the 1970s to the present. The story is narrated by Kao Kalia Yang who begins her story with her parents and extended family members as they live in the forests of Laos. She is born in a refugee camp in Thailand. She writes to remember her grandma and to keep the her ancestry alive. It is a story of courage, tragedy, unconditional love, and the bonds of family.
This book is an excellent source to use in a unit about immigrant or foreign-nationals literature. In today's world, many students might be able to identify with the travels and tragedy that the Yang family underwent to get where they are today. Especially living in Minnesota, there is a high Hmong population that could probably relate to it. It would also be a great book to introduce memoir writing, and it would help the students explore their own experiences.
Critique
I was pleasantly surprised by this book. I thought that I would be terribly bored reading it, however Yang's writing is almost magical. I was amazed at how she was able to transport me to the humid and rainy jungles of Laos, to the dry, arid, desolate camps in Thailand, and to the beautifully frightening frozen world of Minnesota (granted, I live here, so that wasn't too much of a stretch). Her words roll of your tongue and it is almost as if she has written an extended prose poem. The language is beautifully lyrical and her story telling is steeped in mythology and folk-lore. All of these elements come together to tell her love story of a young girl and her grandmother.
Yang's characters are well written and she shows their development over time. Their development is also very true to life since she is writing about real people. As the main character and narrator, it is engaging to watch Yang grow up. She is brutally honest about her own faults, especially when it comes to her spoken English, and throughout the book the reader gets the sense of her creative and imaginative side through her lyric writing. The book itself is a testament to her command of the written English language, but also to her creative and carefree spirit.
Her grandma is a main character and the main theme of the book. She is the binding force of her family, and Kalia writes about her honest and true love and respect for her in such a beautiful way that anyone with a grandma would be able to identify with that strong love and bond that is unique to a grandmother and her grandchild.
The struggle of the family, as a whole, is also very prominently displayed in this novel. Being Hmong, Yang lives in a culture that believes in the good of the many over the good of the one. In their world, you work together to raise your siblings and cousins, and Kalia even mentions that your aunts are your mother and your uncles your fathers, and even your cousins are your siblings. It is a wonderful way for students to understand another culture, especially one that is so drastically different from the American culture. It would be interesting to see if students notice this different and what they have to say about a collectivist, foreign family assimilating to the American way of life. In America, it is every man, woman, and child for himself, we pride uniqueness and competition. Everyone wants to be number one, but this book is a glimpse inside a life where what you want isn't always what you are going to get. In one word this book shows sacrifice; sacrifice in the face of adversity and survival.
Overall, this book amazed me, and left me examining my own life and how different the life I have lived is from hers. However, even though Kalia's family faced hardship, I'm sure if asked she would say she wouldn't have changed a thing about it.
Monday, March 8, 2010
The Invention of Hugo Cabret Synopsis and Critique
The Invention of Hugo Cabret. ISBN 978-0-439-81378-5. Brian Selznick (Author & Illustrator). 2007. Caldecott Award. Age 10-13. White working class.
Synopsis
The Invention of Hugo Cabret is a story about a young, orphaned boy fending for himself in 1930s France. Taken in by his uncle after his father's death, he is soon abandoned again when his uncle fails to return one night. He tends to the clocks in the train station, something his uncle taught him, and survives by stealing what he can. His motivation for living is to restore the automaton that his father had found, in hopes that he will receive a message from his deceased father. He is caught stealing toys from the toymaker in the train station, and from there Hugo's life takes an unexpected turn as he finds himself thrust deeper into the mystery of the automaton alongside a young girl named Isabelle. Together they unravel the mystery of the automaton and the toymaker, Georges Melies (Papa Georges). In the end, they help restore not only the automaton, but Georges Melies' confidence in his material as a magician and a filmmaker, and Hugo begins work as a magician and creator of his own automatons, as he is taken in by Papa Georges.
This book would be a good book to put in with a unit on books that have been turned into movies, or even just a unit about films. It would also be interesting to watch some of the films directed by Georges Melies. Students could also address and discuss the issue of loneliness and how Hugo handles being an orphan and taking on responsibilities outside his age level. The language makes it ideal for early readers of young adult literature, and possibly even elementary aged children.
Critique
Though the storyline and plot are well-written, it is the pictures that carry this book and keep the reader captivated. Brian Selznick's drawings are beautifully mastered and the way he draws a succession of pictures as if they are being zoomed in on with a camera is a very creative way to integrate the feeling of the book being a film. As far as young adult literature goes, this book would definitely be for a younger audience with the simplicity of the language, structure and plot. With all the pictures it is also a very short read, but the pictures would allow a younger audience to possibly be more interested in the characters and their stories.
The characters are well-written and each fills the role that they are meant for. Hugo as the young protagonist and Isabelle as his wily sidekick. From the beginning the reader can sense that Papa Georges isn't the true antagonist, and that deep down he is not as mean-hearted as he seems. This adds to the mystery that Hugo and Isabelle decide to unlock together.
The plot moves smoothly, a little to quick for an adult, however this is written for a younger audience. Events seem to unfold naturally and as the story progresses Hugo and Isabelle begin to realize how deeply intertwined the events have made them. There is also some foreshadowing as to how the message from the automaton will help Hugo's life but not in the way he expected. By the end of the story the reader is happy to discover that Hugo is able to find a loving family and fulfill his dream of being a magician and automaton maker.
Synopsis
The Invention of Hugo Cabret is a story about a young, orphaned boy fending for himself in 1930s France. Taken in by his uncle after his father's death, he is soon abandoned again when his uncle fails to return one night. He tends to the clocks in the train station, something his uncle taught him, and survives by stealing what he can. His motivation for living is to restore the automaton that his father had found, in hopes that he will receive a message from his deceased father. He is caught stealing toys from the toymaker in the train station, and from there Hugo's life takes an unexpected turn as he finds himself thrust deeper into the mystery of the automaton alongside a young girl named Isabelle. Together they unravel the mystery of the automaton and the toymaker, Georges Melies (Papa Georges). In the end, they help restore not only the automaton, but Georges Melies' confidence in his material as a magician and a filmmaker, and Hugo begins work as a magician and creator of his own automatons, as he is taken in by Papa Georges.
This book would be a good book to put in with a unit on books that have been turned into movies, or even just a unit about films. It would also be interesting to watch some of the films directed by Georges Melies. Students could also address and discuss the issue of loneliness and how Hugo handles being an orphan and taking on responsibilities outside his age level. The language makes it ideal for early readers of young adult literature, and possibly even elementary aged children.
Critique
Though the storyline and plot are well-written, it is the pictures that carry this book and keep the reader captivated. Brian Selznick's drawings are beautifully mastered and the way he draws a succession of pictures as if they are being zoomed in on with a camera is a very creative way to integrate the feeling of the book being a film. As far as young adult literature goes, this book would definitely be for a younger audience with the simplicity of the language, structure and plot. With all the pictures it is also a very short read, but the pictures would allow a younger audience to possibly be more interested in the characters and their stories.
The characters are well-written and each fills the role that they are meant for. Hugo as the young protagonist and Isabelle as his wily sidekick. From the beginning the reader can sense that Papa Georges isn't the true antagonist, and that deep down he is not as mean-hearted as he seems. This adds to the mystery that Hugo and Isabelle decide to unlock together.
The plot moves smoothly, a little to quick for an adult, however this is written for a younger audience. Events seem to unfold naturally and as the story progresses Hugo and Isabelle begin to realize how deeply intertwined the events have made them. There is also some foreshadowing as to how the message from the automaton will help Hugo's life but not in the way he expected. By the end of the story the reader is happy to discover that Hugo is able to find a loving family and fulfill his dream of being a magician and automaton maker.
Thursday, February 18, 2010
Synopsis: Big Mouth Ugly Girl and Godless
Big Mouth Ugly Girl. ISBN 978-0-06-447347-7. Joyce Carol Oates. 2002. Ages 13-18. Contemporary Realistic Fiction. Caucasian youth. Middle-class. Suburban.
Synopsis-Big Mouth Ugly Girl
Big Mouth Ugly Girl is about two teenagers from the same high school who become friends under demanding circumstances. Matt Donaghy is accused of threatening to blow up the school and he finds an ally in a strange girl in his class named Ursula Riggs. They both have alter egos that they use as an excuse for their actions and to hide their emotions; Matt's being "Big Mouth" and Ursula's being "Ugly Girl." Ursula helps Matt deal with the false accusation, and eventually they both learn how to let go of their alter egos and they help find the real person responsible for the threats.
Students could watch movies and documentaries about Columbine and other school shootings and violence that have taken place. This book would lead to lots of interesting discussions on violence and threats in school and what students and teachers can do to prevent those situations. Students could also examine popularity and cliques and how that affects individuals as well as groups, and just the topic of friendships in general.
Godless. ISBN1-4169-0816-1. Pete Hautman. Ages 13-18. Contemporary Realistic Fiction. Caucasion youth. Middle-class. Suburban.
Synopsis-Godless
Godless is about a teenage boy, Jason Bock, who one day decides to create his own religion that worships the water tower in his town. He converts four of his friends and classmates to his new religion, however they each have their own motives for being there and their own ideas as to where they see this religion going. Things turn deadly when they climb the water tower one night and one of them almost falls to his death. Eventually, Jason has to accept his actions for getting his friends in trouble and endangering their lives, and he must deal with the fallout of where each of them takes their devoutness to this made-up religion.
A fun activity with students would be to have them create their own religion focused on something in their town. It could lead to questions about religion and what it is and who makes the rules and where do the stories come from. It would also be a good book to examine how we are influenced by our friends and how we may react according to how we think they see us.
Synopsis-Big Mouth Ugly Girl
Big Mouth Ugly Girl is about two teenagers from the same high school who become friends under demanding circumstances. Matt Donaghy is accused of threatening to blow up the school and he finds an ally in a strange girl in his class named Ursula Riggs. They both have alter egos that they use as an excuse for their actions and to hide their emotions; Matt's being "Big Mouth" and Ursula's being "Ugly Girl." Ursula helps Matt deal with the false accusation, and eventually they both learn how to let go of their alter egos and they help find the real person responsible for the threats.
Students could watch movies and documentaries about Columbine and other school shootings and violence that have taken place. This book would lead to lots of interesting discussions on violence and threats in school and what students and teachers can do to prevent those situations. Students could also examine popularity and cliques and how that affects individuals as well as groups, and just the topic of friendships in general.
Godless. ISBN1-4169-0816-1. Pete Hautman. Ages 13-18. Contemporary Realistic Fiction. Caucasion youth. Middle-class. Suburban.
Synopsis-Godless
Godless is about a teenage boy, Jason Bock, who one day decides to create his own religion that worships the water tower in his town. He converts four of his friends and classmates to his new religion, however they each have their own motives for being there and their own ideas as to where they see this religion going. Things turn deadly when they climb the water tower one night and one of them almost falls to his death. Eventually, Jason has to accept his actions for getting his friends in trouble and endangering their lives, and he must deal with the fallout of where each of them takes their devoutness to this made-up religion.
A fun activity with students would be to have them create their own religion focused on something in their town. It could lead to questions about religion and what it is and who makes the rules and where do the stories come from. It would also be a good book to examine how we are influenced by our friends and how we may react according to how we think they see us.
Wednesday, February 17, 2010
"Big Mouth, Ugly Girl" Critique
I have an uncanny way of relating to just about anything I read (maybe that's not really that uncommon, but I find it weird). Perhaps this is an indication that I'm self-absorbed, or boring because I'm too relateable, or because I just have a need to identify with the main character in order for me to fully enjoy the book. I think it's the last one, an unconscious thing I do in order to fully become absorbed with a book. Or maybe, it's just an indicator of how skilled the author is that she/he can make her/his characters so easily to identify with, I'm guessing there is a combination of things going on!
That being said, I was able to relate to some of the issues the characters faced in Big Mouth Ugly Girl. I'm sure everyone can identify with how tough high school can be and how fickle teens are when it comes to who is their friend and who is popular and who is not. Sometimes it is hard for teens to adjust to the position on the popular latter they have been designated to by some unseen and unheard of force: the Popular Crowd. Which in reality is just a phenomena that is relative to whomever you ask: Who are the popular students?
To deal with what Ursula sees as her being "unpopular," she creates an alter ego, Ugly Girl. This helps her cope with not quite fitting in, something every teen undoubtedly faces and each deals with differently. In the beginning, she is most always in her Ugly Girl state of mind, however as the story progresses and she becomes closer with Matt, she slowly begins to refer to Ugly Girl and become her less and less. She's still there, but over time she doesn't need to be Ugly Girl anymore because she's learned to just be comfortable as herself. An issue I had (as a soon-to-be-teacher) with Ugly Girl was how she did not necessarily listen to authority. She wasn't intimidated by them, not saying that she should be, but I felt she lacked respect for them. I believe that it doesn't matter whether or you like a teacher or not, they are still to be respected. Understandably some teachers are probably not easy to get along with, but I did not like the attitude she exuded towards them. I felt like she thought that if she didn't like what they said, then she wouldn't listen to them. She was defiant, and that's not always an easy trait to deal with.
Matt also goes through changes. His alter ego, Big Mouth, isn't as prominent in the story. He really only creates him after his big mouth gets him into a lot of trouble, and he uses his alter ego to cope with the situation he has been thrust into. Big Mouth doesn't appear much nor stay long, but he learns from that part of him and uses it as a learning experience. Overall, the repercussions of his big mouth teach him the value of friendships (and who those true friends are) and how they can appear in the unlikeliest of places.
The progression of both characters is slow and not overtly obvious. I really didn't think about how much they both relied on their alter egos until after I finished reading and began thinking about what I had read.
The plot moves well, though it seemed like everything happened in such a short span of time (January-April). Though, even though 3 months seems like a short time, it is and it isn't. Time is a funny thing. Things change quickly (as can be seen with how Matt's life changes over night). And time only really feels like it has gone quickly when we look back and wonder where it has gone, but in the moment time seems like an infinite thing.
The premise of the story is also very interesting. School shootings and bomb threats are too common in today's world. During my Junior and Senior year of high school it seemed like there was an evacuation for a bomb threat at least once every other month. It was maddening, and as a student I got annoyed. It was childish and disruptive, and it was scary. I think this book would definitely foster lots of good discussions about school shootings and bombings and just the culture of high school students now-a-days. I also think it would be interesting to explore conversations on teacher-student relations and who was right or wrong in the situation with Matt and the bomb threat.
Another issue from the book that could be explored through activities and discussions is popularity, but also friendship. These are some questions I might ask my students:
Overall, the book was very good, which I feel slightly uncreative saying since I feel like I say that about every book I read. However, it's all relative and subjective and I can count (maybe just on one hand, though) a few books that I did not like whatsoever, that I have read throughout my 23 years.
That being said, I was able to relate to some of the issues the characters faced in Big Mouth Ugly Girl. I'm sure everyone can identify with how tough high school can be and how fickle teens are when it comes to who is their friend and who is popular and who is not. Sometimes it is hard for teens to adjust to the position on the popular latter they have been designated to by some unseen and unheard of force: the Popular Crowd. Which in reality is just a phenomena that is relative to whomever you ask: Who are the popular students?
To deal with what Ursula sees as her being "unpopular," she creates an alter ego, Ugly Girl. This helps her cope with not quite fitting in, something every teen undoubtedly faces and each deals with differently. In the beginning, she is most always in her Ugly Girl state of mind, however as the story progresses and she becomes closer with Matt, she slowly begins to refer to Ugly Girl and become her less and less. She's still there, but over time she doesn't need to be Ugly Girl anymore because she's learned to just be comfortable as herself. An issue I had (as a soon-to-be-teacher) with Ugly Girl was how she did not necessarily listen to authority. She wasn't intimidated by them, not saying that she should be, but I felt she lacked respect for them. I believe that it doesn't matter whether or you like a teacher or not, they are still to be respected. Understandably some teachers are probably not easy to get along with, but I did not like the attitude she exuded towards them. I felt like she thought that if she didn't like what they said, then she wouldn't listen to them. She was defiant, and that's not always an easy trait to deal with.
Matt also goes through changes. His alter ego, Big Mouth, isn't as prominent in the story. He really only creates him after his big mouth gets him into a lot of trouble, and he uses his alter ego to cope with the situation he has been thrust into. Big Mouth doesn't appear much nor stay long, but he learns from that part of him and uses it as a learning experience. Overall, the repercussions of his big mouth teach him the value of friendships (and who those true friends are) and how they can appear in the unlikeliest of places.
The progression of both characters is slow and not overtly obvious. I really didn't think about how much they both relied on their alter egos until after I finished reading and began thinking about what I had read.
The plot moves well, though it seemed like everything happened in such a short span of time (January-April). Though, even though 3 months seems like a short time, it is and it isn't. Time is a funny thing. Things change quickly (as can be seen with how Matt's life changes over night). And time only really feels like it has gone quickly when we look back and wonder where it has gone, but in the moment time seems like an infinite thing.
The premise of the story is also very interesting. School shootings and bomb threats are too common in today's world. During my Junior and Senior year of high school it seemed like there was an evacuation for a bomb threat at least once every other month. It was maddening, and as a student I got annoyed. It was childish and disruptive, and it was scary. I think this book would definitely foster lots of good discussions about school shootings and bombings and just the culture of high school students now-a-days. I also think it would be interesting to explore conversations on teacher-student relations and who was right or wrong in the situation with Matt and the bomb threat.
Another issue from the book that could be explored through activities and discussions is popularity, but also friendship. These are some questions I might ask my students:
- What would you have done if you were Matt's friend?
- Did you think it was right that his friends abandoned him?
- Why do you think his friends acted the way they did?
- What makes Ursula different from them, that she could stand up for the truth and for Matt?
- What would you have done if you were Matt? How would you react to your friends if they did what his friends did?
Overall, the book was very good, which I feel slightly uncreative saying since I feel like I say that about every book I read. However, it's all relative and subjective and I can count (maybe just on one hand, though) a few books that I did not like whatsoever, that I have read throughout my 23 years.
"Godless" Critique (FYI: I LOVED this book!)
First of all, let me say that I read the "About the Author" section beforehand, and I'm glad I did because I found out that Pete Hautman was from Saint Louis Park, Minnesota and I was happy that it was written by a Minnesota-native. Secondly, the character of Jason was great! I really enjoyed his characterization and I could actually see him in my mind, and he definitely felt like a teenager. I hate it when books are written from a teenagers point-of-view and the teen is so childish and makes such stereotypical mistakes, or speaks as if they are vapid and shallow. Some teens may be like that, however a lot of teenagers are actually mature and intelligent and can carry a conversation with an adult. Jason was definitely an intelligent teenager (though he does mention that at the beginning). He's not overly smart though. He doesn't really show people up, he still makes mistakes and he still has those questions about life and God that a lot of teenagers grapple with. Yet, his moments of clarity are profound and realistic and he handles the knowledge of being responsible for his friends' actions rather maturely and logically.
In this book, I liked how Hautman examined how each of the teens dealt with their new religion, and how not one of them reacted the same. Shin became obsessive, which clearly showed that there was an underlying mental health issue, though Jason is quick to say "that's just Shin". Henry had no self-preservation, so he threw himself into it unabashedly and turned it into something he could have fun with. It gave him a reason to be reckless. Even Magda and Dan, though lesser characters, seemed to react to it in their own way: Magda was clearly into it to be with Henry, and Dan just seemed to kind of want to feel it out and see what happened with it.
The premise of the story seemed rather odd when I read the back cover, and I was definitely skeptical about this book being any good, even though it did win the National Book Award. However, the plot runs smoothly and cohesively. It's not too fast, but it's not too slow either. It follows the stream of consciousness for Jason and how the reader is along for the ride with him as he discovers and creates this new God and religion. I also thought that the dialogue at the church teen meetings was interesting and a nice little break, that brought insight to the audience and added to the characterization of Jason and the reasons behind him starting his religion.
To put it shortly. I'm in love with Jason, as a character. He was funny and sarcastic: snarky, which is a characteristic I love in people. Granted, it can be inappropriate at times, however I did not think Jason was too inappropriate, and luckily he had enough tact (an important characteristic to carry with oneself if one is snarky) to know when and where his sarcasm was appropriate. I think what's really great about his funny comments and sarcasm is that he doesn't try to be funny (which sometimes makes the sarcasm fall flat) and instead it's just who he is. For example, here is a list of some of my favorite quotes from the book (that actually made me laugh out loud, causing lots of weird looks from those in my vicinity):
"I think they're made out of some kind of digestible paper." (When referring to the Holy Eucharist at Catholic Masses)
"My point is, the miracle of Holy Communion is when the priest turns these little white disks into the flesh of Jesus Christ...So, if you buy that, then the host the priest places on your tongue is actually a sliver of Jesus meat." (Something I've often thought of myself during my Catholic days, though I never thought of it as "Jesus Meat"...I think I called it a "Jesus Salad" once, for those vegetarians out there!)
"Henry Stagg is, of course, certifiably insane. But I do wonder what it would sound like to crank up some Metallica or Eminem inside that enormous metal cavern. If you got it loud enough, maybe people would hear it coming out their faucets." (Great imagery!)
I think in the end, Jason actually has a good point. When speaking with his father he argues (rather convincingly) that his religion is no different than what his father believes: "Forget the water tower. What makes being a Catholic so special? What about Buddhism, or Hinduism, or whateverism. Look, I admit it was a dumb idea to climb the tower. I'm sorry. But that doesn't make chutengodians any dumber than your religion." All religions start from one person or point and from there, ideas and notions and rules can grow exponentially. And once you get more and more people involved, the more people and groups will disagree and divide and create varying sects, though they are all derived from that one point. Jason's experiment with religion shows how that can be done, but on a smaller scale. It's kind of like the "if you give a mouse a cookie" concept...If you give humans a god then they're going to want a religion, and then they'll want a history and rules will eventually follow, which will only be followed by disagreements and divisions and new versions of that religion will pop up, and the whole cycle will start over again once people are tired of the deluded religion and god that has evolved from the original.
The story itself could be seen as a commentary on religion and how, like mentioned above, that it's no more ridiculous to worship a water tower, than it is to worship an unseen figure. The only difference is that the Catholic tradition, and Christianity as well, have been around for two thousand years, while Jason Bock's has only been around for a few days. I also think the story comments on how fanatical or ridiculous people will become about their god. Religion gives people power. Some gain it through creating it (Jason), some gain it through corrupting it for their own purposes (Henry), and some say they are ordained with power from the god himself (Shin). Others are just followers and are content to be just that (Magda and Dan).
Clearly I have a lot to say about how much I like this book, so I'm going to keep going because so much of it was cleverly written, and it wasn't drawn out and everything he wrote was pertinent to the plot. The story also began and ended in a giant circle, with Jason ending exactly where he started. Which was on his back, looking up at Henry Stagg. I thought that was a subtle, but very good ending to the book. I secretly wished that Jason could have one-bettered Henry, however, heroes cannot always win, and the ending is actually better this way. In reality, not everyone will prevail over their foe, especially with teens, and this just shows that you get knocked down too often sometimes, but you can always get back up, or at least go on with your life. The silver lining is still there, it's just a bit harder to see.
The ending isn't necessarily happy, but it's not depressing either. It's not a neat little package tied with pretty bows and I think these kind of stories work better sometimes (like Scorpions). It helps the reader realize that not every character "lives happily ever after." (Though, those stories have their place as well and are pertinent to our ideals of hope).
The last two paragraphs sum up the entire story for us and gives the audience the reason why Jason set out creating a new religion in the first place: he was looking for something to believe in. He wanted faith, and he thought that creating his own belief system would give him that. He realizes that it doesn't: "I have a religion, but I have no faith." Which is exactly where he was at the beginning of the story when he was struggling with Catholicism.
This book would create some really great discussions about religion, though that can be a touchy subject. So a teacher would have to tread carefully, however I would not want to discourage my students from expressing their opinion. I would probably say something at the beginning of the class that would remind the students to respect everyone's opinions.
A fun project to do with the students is to either have them work together to create a religion, giving them different roles, or to have each of them create their own religion. It would be very interesting to see what the students come up with!
Tuesday, February 16, 2010
"Murder" by Kristi Fritsch
A little story I wrote when I was bored one day:
Cindy had never contemplated murder before. Never had to plan it out and plot. Yet, here she was, gun in hand, shifting in the shadows.
Cindy had never contemplated murder before. Never had to plan it out and plot. Yet, here she was, gun in hand, shifting in the shadows.
Her heart beat a hollow thump in her ear drums as she waited in the chilly, dark kitchen. Only the light from the moon came through the blinds, illuminating enough for her eyes to see. She heard movement upstairs, a subtle shift in the floor beams and she stiffened. She would be found out; he would hear her before she could act.
Crouching behind the kitchen island she peaked around the corner to steal a glance at the door. For a moment the cold metal of the gun touched her cheek and she jumped. Her heart beat a little faster and she had to wipe her sweaty palms vigorously against her nightgown in order to keep a good grip on the gun. Time slinked by as she sat. Her knees ached and her feet tingled. Even her eyelids tugged at her. She was never usually up this late and going to bed right now seemed like such a nice idea. It was clear she needed a distraction, otherwise she might fall asleep where she sat, and then she would be found out. So she pondered all the events that led to her being here: alone, in the dark, with a gun. She hadn’t come to this decision lightly; in fact it was only after the second attack that Cindy had concluded that this monster would have to be done away with.
It was two weeks ago when Cindy came home to the news that her neighbor, and best friend, Barbie had been murdered in her condo. A cold-blooded killer had stalked into her room at night and decapitated the sleeping woman. She was found partially naked, sprawled on the bedroom floor, her nightgown in shreds, with her head only feet away.
Hearing this news devastated Cindy. She loved Barbie. They had been friends since childhood. They had gone everywhere together, to the park when they were little, to the pool as they got older, they even got matching rose tattoos. They were closer than friends, they were sisters. They laughed and cried together. And they were both friends with Kelly. Kelly was actually Barbie’s sister, however, the three of them hung out all the time. She consoled Kelly after the brutal slaying of her sister, and she was even planning on taking Kelly away after the funeral to get her mind off of this tragedy. However, on the eve of their trip, the same soulless killer stalked into Kelly’s house and enacted the same torment on her that her dear sister had undergone. However, this time the soulless killer had taken Kelly’s head as a token of his crime.
It was almost unbearable to hear the news the second time. And that’s when Cindy knew she had to act. It was only logical that this murderous brute was after her friends, and she would let no more of them die at his hands. And yes, she knew who it was. Hank. He had been their friend, once. He had loved to play with them when he was younger, but as he got older something changed. There was darkness in him, a guilefulness that overtook him, and soon he became violent towards them. They finally decided they wanted him out of their circle of friends, and he was no longer invited to any of their gatherings. However, he always seemed to find a way back in. Sneaking outside the window, prowling until someone left the door unlocked, or a window open.
The last time he was kicked out of Barbie’s condo he had lashed out at her, smacking her across the face. She hadn’t even had the stitches removed when she had died. The anger of seeing her friend’s mauled face in the casket had struck her to the core, and now Hank would pay for what he had done.
Cindy waited silently, ears straining to hear the slightest movement. Only the tick of the clock above the sink could be heard. Her exhaustion was overpowering her, but she knew that he would come. She was next on his list. It seemed like forever, but finally soft, muffled footsteps could be heard as he came in through the back door. Body tensed, she waited for him to come to the kitchen. He was so quiet it was almost supernatural, as if he was a wraith.
1…2…3…She counted her heartbeats, knowing that it wouldn’t take him long to pass through the kitchen door. He made a soft swishing noise as he brushed against the doorway. Peeking around the corner of the island again, she saw him as he went for a drink of water. He looked so arrogant, so proud of his actions. It was like he didn’t even care, like this was his “business,” just what he did for fun.
Slowly, she lowered the gun until it was aiming at his black back. He just stood there drinking, oblivious to what was to come. Closing one eye she aimed right at his heart. Taking a deep breath, she steadied her hand as she pulled back on the trigger. There was a quick puff of air and a thwack noise, shortly followed by a screechy hiss and a low thud.
She waited a few heartbeats before unfurling herself from her position. Standing, she walked over to where his dead body lay. Hank was nothing more than a furry, black carcass now. BB gun still in hand, Cindy stepped over his body and bounded up the stairs to her bedroom. As she got into bed, she couldn’t help but smile knowing that justice had been served and that Hank the cat would no longer torment anymore of her dolls again.
Monday, February 8, 2010
Scorpions Synopsis and Critique
Scorpions. ISBN0-06-440623-7. Walter Dean Meyers. 1988. Newberry Honor Book. Ages 12-17.Contemporary Realistic Fiction. African- American youth. Multi-cultural urban residents. Lower-socio-economic status.
Synopsis
Twelve year-old Jamal Hicks is facing difficult issues in his life. His older brother is in jail for murder, he's not doing well in school, and now his brother's friend, Mack, is trying to get him to be the new gang leader of the Scorpions. He reluctantly agrees to become the gang leader and even takes the gun that Mack gives him. Throughout it all he has his best friend Tito at his side, but problems start to arise when Jamal and Tito use the gun and Tito eventually ends up killing someone. In the end, Jamal is left to fend for himself when Tito is sent back to Puerto Rico.
This book would create great discussions on gangs and violence and when and if violence is every acceptable. Some interesting and reflective journal entries could be written about how student's feel towards both Jamal and Tito's actions and what they could have done differently.
Critique
Jamal seemed very believable as a twelve year-old boy put through tough times and in the wrong situations. Not all readers will identify with Jamal or Tito because of the situations they are put in (not many people can say they shot and killed someone at the age of twelve). However, they are probably very realistic to the setting and time during which this was written. What most people will probably relate to is the struggles with bullies and peer pressure that Jamal faces throughout the book. Middle school age is a tough age to be no matter who you are because of peer pressure, and Jamal's constant battle with wanting to be fearless and strong but truly being scared on the inside is a very poignant part of the story.
The plot kind of felt like it went all over the place because Jamal seemed to have so many issues to overcome: raising money for his brother Randy, taking over the Scorpions, fighting bullies at school, dealing with teachers at school, taking care of his mom and little sister, looking after the gun, and the list seemed to go on and on. However, there was a fluid stream to it despite all the issues Jamal faced. In the end, not even all of these problems are resolved, and in actuality none of them are except for the gun issue and whether or not Jamal is the leader of the Scorpions.
The author also uses a lot of action (as evidenced by all the issues facing Jamal) to bring the story along. He shows the plot rather than telling it. It moves as fluidly as it can when a young boy faces so many problems, and it is through these different events that the author conveys his message without preaching. Tito is definitely the voice of reason and caution in the book, yet in the end it is Tito who commits the murder because he was trying to save his friend's life.
Some readers might feel disappointed with the ending of the story and all the loose ends to tie up. However, this is what the author intended, to show that not all problems can be wrapped up in pretty bows, and that is one more way this story is very believable. The open ending could also foster some writing activities where the students get to finish the story and make up an ending for Jamal that they think is believable to the story.
Synopsis
Twelve year-old Jamal Hicks is facing difficult issues in his life. His older brother is in jail for murder, he's not doing well in school, and now his brother's friend, Mack, is trying to get him to be the new gang leader of the Scorpions. He reluctantly agrees to become the gang leader and even takes the gun that Mack gives him. Throughout it all he has his best friend Tito at his side, but problems start to arise when Jamal and Tito use the gun and Tito eventually ends up killing someone. In the end, Jamal is left to fend for himself when Tito is sent back to Puerto Rico.
This book would create great discussions on gangs and violence and when and if violence is every acceptable. Some interesting and reflective journal entries could be written about how student's feel towards both Jamal and Tito's actions and what they could have done differently.
Critique
Jamal seemed very believable as a twelve year-old boy put through tough times and in the wrong situations. Not all readers will identify with Jamal or Tito because of the situations they are put in (not many people can say they shot and killed someone at the age of twelve). However, they are probably very realistic to the setting and time during which this was written. What most people will probably relate to is the struggles with bullies and peer pressure that Jamal faces throughout the book. Middle school age is a tough age to be no matter who you are because of peer pressure, and Jamal's constant battle with wanting to be fearless and strong but truly being scared on the inside is a very poignant part of the story.
The plot kind of felt like it went all over the place because Jamal seemed to have so many issues to overcome: raising money for his brother Randy, taking over the Scorpions, fighting bullies at school, dealing with teachers at school, taking care of his mom and little sister, looking after the gun, and the list seemed to go on and on. However, there was a fluid stream to it despite all the issues Jamal faced. In the end, not even all of these problems are resolved, and in actuality none of them are except for the gun issue and whether or not Jamal is the leader of the Scorpions.
The author also uses a lot of action (as evidenced by all the issues facing Jamal) to bring the story along. He shows the plot rather than telling it. It moves as fluidly as it can when a young boy faces so many problems, and it is through these different events that the author conveys his message without preaching. Tito is definitely the voice of reason and caution in the book, yet in the end it is Tito who commits the murder because he was trying to save his friend's life.
Some readers might feel disappointed with the ending of the story and all the loose ends to tie up. However, this is what the author intended, to show that not all problems can be wrapped up in pretty bows, and that is one more way this story is very believable. The open ending could also foster some writing activities where the students get to finish the story and make up an ending for Jamal that they think is believable to the story.
Monster Synopsis and Critique
Monster. ISBN 0-06-440731-4. Walter Dean Myers. 1999. Coretta Scott King Author Honor Award, Michael L. Printz Award. Age 13-17. Contemporary Realistic Fiction. African-American young males. Lower socio-economic status.
Synopsis
Sixteen year-old Steve Harmon is in jail and on trial for murder. As the trial begins he decides to chronicle his experience in the form of a screenplay. He alternates between journal and script writing, interjecting the courtroom scenes with flashbacks that lead up to his time in jail. In the end his is acquitted, however whether or not Steve is actually innocent is left up to the reader, and to Steve for he constantly wrestles with his own innocence, even after he is acquitted.
This book would be good to initiate conversations about right and wrong and how there are many gray areas. It would also stimulate conversations about multiculturalism and poverty and the American justice system. I would be personally interested in hearing what opinions students have on the American justice system and whether or not they believe it is okay to try a sixteen year-old as an adult. This book would foster a lot of great journal writing activities for reflection and synthesis.
Critique
What makes this book a must-read is not only the topic the author chose to write about but how he chose to write the story as a screenplay. The story is fast-paced, but not too fast to follow, and the journal writing interspersed with the dialogue of the trial and flashbacks really create a well-rounded plot that gives insight to what actually happened. The author does not come out and say that Steve is guilty or innocent, which allows the reader to think about what has taken place and come to their own conclusions on Steve's guilt or innocence.
The characterization of Steve Harmon is also very realistic. He seems like your average teenage boy who just hung out with the wrong crowd. His journal writing allows the reader to see what he sees and feel what he feels as he spends his time in jail and in the courtroom. It is also where the reader gets the bulk of insight into whether he believes he is guilty or innocent. It also shows a growth in him throughout the trial and his experience, and even after he is acquitted he writes in his journal, but this time it's about finding out who he is. The trial clearly has left him feeling like he doesn't know who he is, and throughout it all he tries to find himself.
The dialogue scenes did get a little long when they were in the courtroom, however that's the way courtrooms can be. It was probably hard to give all the information necessary while still maintaining an interesting courtroom setting. Some might find those scenes long and hard to read, luckily the author has enough going on between the flashbacks, journal writing, and courtroom scenes that it does not take over the whole book.
Overall, this book would definitely foster some great discussions with upper middle school and high school students. Younger kids might be more apt to see a strict right and wrong, whereas the older students would see the gray areas involved in Steve's actions of being a "lookout" for the robbery, which is an ambiguous part of the story. This would be a good book to include in a group of books about teens growing up, making sure to choose a wide variety of cultures and experiences.
Synopsis
Sixteen year-old Steve Harmon is in jail and on trial for murder. As the trial begins he decides to chronicle his experience in the form of a screenplay. He alternates between journal and script writing, interjecting the courtroom scenes with flashbacks that lead up to his time in jail. In the end his is acquitted, however whether or not Steve is actually innocent is left up to the reader, and to Steve for he constantly wrestles with his own innocence, even after he is acquitted.
This book would be good to initiate conversations about right and wrong and how there are many gray areas. It would also stimulate conversations about multiculturalism and poverty and the American justice system. I would be personally interested in hearing what opinions students have on the American justice system and whether or not they believe it is okay to try a sixteen year-old as an adult. This book would foster a lot of great journal writing activities for reflection and synthesis.
Critique
What makes this book a must-read is not only the topic the author chose to write about but how he chose to write the story as a screenplay. The story is fast-paced, but not too fast to follow, and the journal writing interspersed with the dialogue of the trial and flashbacks really create a well-rounded plot that gives insight to what actually happened. The author does not come out and say that Steve is guilty or innocent, which allows the reader to think about what has taken place and come to their own conclusions on Steve's guilt or innocence.
The characterization of Steve Harmon is also very realistic. He seems like your average teenage boy who just hung out with the wrong crowd. His journal writing allows the reader to see what he sees and feel what he feels as he spends his time in jail and in the courtroom. It is also where the reader gets the bulk of insight into whether he believes he is guilty or innocent. It also shows a growth in him throughout the trial and his experience, and even after he is acquitted he writes in his journal, but this time it's about finding out who he is. The trial clearly has left him feeling like he doesn't know who he is, and throughout it all he tries to find himself.
The dialogue scenes did get a little long when they were in the courtroom, however that's the way courtrooms can be. It was probably hard to give all the information necessary while still maintaining an interesting courtroom setting. Some might find those scenes long and hard to read, luckily the author has enough going on between the flashbacks, journal writing, and courtroom scenes that it does not take over the whole book.
Overall, this book would definitely foster some great discussions with upper middle school and high school students. Younger kids might be more apt to see a strict right and wrong, whereas the older students would see the gray areas involved in Steve's actions of being a "lookout" for the robbery, which is an ambiguous part of the story. This would be a good book to include in a group of books about teens growing up, making sure to choose a wide variety of cultures and experiences.
Thursday, February 4, 2010
Monster Yop and Yop Activity
Hello to all my blog buddies out there (group 2 that is, but if you're visiting from group 1 then welcome!). I finished Monster a few nights ago and the burning question I had at the end was, Was he really part of the robbery or not? Obviously the jury did not think so otherwise he would have been convicted for the murder of Mr. Nesbitt. However, throughout the entire book Steven’s own version of events neither incriminates nor vindicates him. His internal dialogue is ambiguous. He says “Anybody can walk into a drugstore and look around. Is that what I’m on trial for? I didn’t do nothing!” Not to mention, he alluded to being a participant, though he never confirmed or denied with his friend King that he would do it.
For this activity we are doing a double journal entry as to whether or not you think Steven did or did not participate in the robbery. This is not the same thing as to him being on trial for the murder, I just want to know if you think he was guilty in respect to participating in the robber (was he the lookout or not). Use 3 or more examples from the book that you think proves he was or was not an active participant in the crime, and explain what about the quote makes you believe that. An explanation of a double journal entry and also an example is below.
Usually a double-journal entry is done in a notebook and the student divides the page in half. In the left column the student will write a quote or passage that they find meaningful in their reading along with the page number it was found on. On the right side they would then write why they think those passages/quotes are meaningful. Since we can’t divide the page in half on the blog, just write the quote with the reason why you think it is meaningful afterwards (remember you are choosing quotes that answer the question as to whether or not you think Steven Harmon was a lookout in the robbery as was suggested in the book).
Here is an example:
“I walked into a drugstore to look for some mints, and I then I walked out. What was wrong with that? I didn’t kill Mr. Nesbitt.” p. 140—This passage is from Steven’s journal. When he is not writing the script for the movie he writes about what he is thinking. These are the parts when the audience truly gets to see what Steven is thinking and how he is feeling. What I found interesting about this passage is that he admits to going into the drugstore, but later on when he is on trial he says that he never went in there on that day. Now in that passage above Steven doesn’t mention what day he went in and bought the mints, however the fact that he mentions going into the story and then not killing Mr. Nesbitt leaves me to believe that he feels remorse or guilt for something. That would indicate he indeed was a part of the robbery, however he does not feel like it is his fault that Mr. Nesbitt died. He doesn’t say, “I hadn’t been in the drugstore in weeks, or days,” which seems like something someone would say who was truly not involved in the robbery.
Okay, so that is my example. I can't wait to read your answers!
Friday, January 29, 2010
That's all I do all day...I'd just be the catcher in the rye and all
"Anyway, I keep picturing all these little kids playing some game in this big field of rye and all. Thousands of little kids, and nobody's around - nobody big, I mean - except me. And I'm standing on the edge of some crazy cliff. What I have to do, I have to catch everybody if they start to go over the cliff - I mean if they're running and they don't look where they're going I have to come out from somewhere and catch them. That's all I do all day. I'd just be the catcher in the rye and all. I know it's crazy, but that's the only thing I'd really like to be." Holden Caulfield, protagonist in The Catcher in the Rye by JD Salinger
That is in honor of JD Salinger who passed away at the age of 91 yesterday. I love that book. More specifically, I love the character Holden Caulfield. (I'm one of those people that would get like two cats, or two fish, or two dogs, horses, ants, whatever, and name one Holden and the other Caulfield that's how much I love this book)
To me, it was very existential. I am an existentialist and anything that just explores being is fascinating to me. I guess the crux of what I liked is how he feels so isolated and he's understood, yet he just sees everything. He's an observer, and he may not know all of it, but the reason he observes is so he can understand it. Figure out how the world and people tick. He examines existence everyday. And I like writing like that because it forces me to step back and examine it too.
Anyways, just wanted to share my two cents on that book, and thank JD Salinger for giving it to us!
That is in honor of JD Salinger who passed away at the age of 91 yesterday. I love that book. More specifically, I love the character Holden Caulfield. (I'm one of those people that would get like two cats, or two fish, or two dogs, horses, ants, whatever, and name one Holden and the other Caulfield that's how much I love this book)
To me, it was very existential. I am an existentialist and anything that just explores being is fascinating to me. I guess the crux of what I liked is how he feels so isolated and he's understood, yet he just sees everything. He's an observer, and he may not know all of it, but the reason he observes is so he can understand it. Figure out how the world and people tick. He examines existence everyday. And I like writing like that because it forces me to step back and examine it too.
Anyways, just wanted to share my two cents on that book, and thank JD Salinger for giving it to us!
Monday, January 25, 2010
What to be or not to be, that is the question...
I've always wanted to be a writer, like the next JK Rowling or Stephenie Meyer (I want people to go crazy for my writing, I don't really want to be uber rich). I just want to write something that someone else would find worth reading. Oddly enough (not really actually) I think the genre I would write for would be Young Adult. So much variance exists within that genre, it can be fantastical, fictional, non-fictional, serious, funny, sad, real, fake, unbelievable, believable, etc. etc. I just feel like there is so much room in that genre and I think my target audience for what I write right now would be young adults.
However, there is an issue getting in the way of me writing professionally, well several actually. Number 1, I have to spend more time writing. As it stands, I do not write a lot, and when I do write it's random and sporadic (I think that was redundant, oh well). I don't really go back to a story if it doesn't hold me right away, which tells me that nothing has grabbed me and shaken me and said "This is amazing! Tell me where they are going, what they are doing! I must find out what happens to this!" Nope, not-a-one has physically and mentally grasped me.
Now there are some things I write and re-write, but I think I do that for my own personal benefit. Two of my stories are about car accidents. One is about an accident I was in that heavily weighed on me for a few years, and another was an accident that I was a first responder to (and by first responder I mean the car was wrapped around the tree in my front lawn) both were scary and deeply emotionally damaging on many levels and I find myself writing about them from time-to-time.
There is one story that I've actually written about 70 or so pages on, though it is not a cohesive piece yet. It's mostly just different scenes and I have yet to figure out how to sew them together. And there in lies the issue, my friends. Writing seems easy, until you try to piece things together. It needs to make sense and it needs to fit. I don't just write from beginning to end, I write here and there when an idea comes into my head.
Back to my issues with writing professionally. Number 2, I'm deathly afraid of having anyone read my writing. I am extremely sensitive, and though I can handle constructive criticism and I understand it's necessity to writing, I am deeply deeply afraid of having someone rip my story to itty bitty shreds. I'm very self-conscience, if you will. Now if it is a paper I write for school, I'm fine, but something that I created, that I put the sweat, tears, and emotion into, that's something all-together different. It's a piece of me, part of me, and to have someone criticize it is like having someone criticize me. Now, I've had my mom and sister and other friends read my work, they like it, tell me it's great, but come on, they're supposed to. Their job is to care about my well-being, not one of them is going to say, "Yuck, terrible, it's toilet paper at best!"
Sometimes this insecurity makes me afraid to write, so I get stuck. In the end, I know I should (and I do) write for myself. So that is what I'm working on. And in the end, I'd rather try and get ripped up, then never try at all.
Maybe, to become more fearless in writing, I will use this blog as a forum for posting some of my writings. Hmm...now that's something to ponder. And until I'm a world famous JK Rowling/Stephenie Meyer type writer, I will be happy just teaching literature to young adults (because I really do like that too!).
However, there is an issue getting in the way of me writing professionally, well several actually. Number 1, I have to spend more time writing. As it stands, I do not write a lot, and when I do write it's random and sporadic (I think that was redundant, oh well). I don't really go back to a story if it doesn't hold me right away, which tells me that nothing has grabbed me and shaken me and said "This is amazing! Tell me where they are going, what they are doing! I must find out what happens to this!" Nope, not-a-one has physically and mentally grasped me.
Now there are some things I write and re-write, but I think I do that for my own personal benefit. Two of my stories are about car accidents. One is about an accident I was in that heavily weighed on me for a few years, and another was an accident that I was a first responder to (and by first responder I mean the car was wrapped around the tree in my front lawn) both were scary and deeply emotionally damaging on many levels and I find myself writing about them from time-to-time.
There is one story that I've actually written about 70 or so pages on, though it is not a cohesive piece yet. It's mostly just different scenes and I have yet to figure out how to sew them together. And there in lies the issue, my friends. Writing seems easy, until you try to piece things together. It needs to make sense and it needs to fit. I don't just write from beginning to end, I write here and there when an idea comes into my head.
Back to my issues with writing professionally. Number 2, I'm deathly afraid of having anyone read my writing. I am extremely sensitive, and though I can handle constructive criticism and I understand it's necessity to writing, I am deeply deeply afraid of having someone rip my story to itty bitty shreds. I'm very self-conscience, if you will. Now if it is a paper I write for school, I'm fine, but something that I created, that I put the sweat, tears, and emotion into, that's something all-together different. It's a piece of me, part of me, and to have someone criticize it is like having someone criticize me. Now, I've had my mom and sister and other friends read my work, they like it, tell me it's great, but come on, they're supposed to. Their job is to care about my well-being, not one of them is going to say, "Yuck, terrible, it's toilet paper at best!"
Sometimes this insecurity makes me afraid to write, so I get stuck. In the end, I know I should (and I do) write for myself. So that is what I'm working on. And in the end, I'd rather try and get ripped up, then never try at all.
Maybe, to become more fearless in writing, I will use this blog as a forum for posting some of my writings. Hmm...now that's something to ponder. And until I'm a world famous JK Rowling/Stephenie Meyer type writer, I will be happy just teaching literature to young adults (because I really do like that too!).
Friday, January 22, 2010
What I'm Reading
I received lots of books as presents this past Christmas. Actually, I get lots of books for all holidays because that's what I ask for (I'm running out of shelf space). The only problem is that I have so much to read for classes that sometimes leisurely reading is put on the back burner.
Luckily, reading is something I can do anytime, anywhere, and something that I will never get bored of doing. Summer is usually a good reading time. The only other problem with reading (and this is my own personal problem) is the fact that when I get a book that I like (and that's pretty much every book) I get so engrossed that I will spend hours and hours reading it until I am finished. This usually means that whole weekends are lost because I am faraway at Hogwarts or wrinkling time or following symbols through Vatican City and Washington D.C. It's an addiction for me, though I believe it's quite a healthy one!
As I mentioned, I ask for books as presents all the time. This past holiday season I received some wonderful books that I've already started diving into, but unfortunately haven't had too much time to read them.
Here is my list of those books that I hope to read this upcoming year (hopefully sooner rather than later):
As you can see, I get lots of books, and finding time to read those is going to be tough.
Luckily, reading is something I can do anytime, anywhere, and something that I will never get bored of doing. Summer is usually a good reading time. The only other problem with reading (and this is my own personal problem) is the fact that when I get a book that I like (and that's pretty much every book) I get so engrossed that I will spend hours and hours reading it until I am finished. This usually means that whole weekends are lost because I am faraway at Hogwarts or wrinkling time or following symbols through Vatican City and Washington D.C. It's an addiction for me, though I believe it's quite a healthy one!
As I mentioned, I ask for books as presents all the time. This past holiday season I received some wonderful books that I've already started diving into, but unfortunately haven't had too much time to read them.
Here is my list of those books that I hope to read this upcoming year (hopefully sooner rather than later):
- A Wrinkle in Time boxed set (it includes A Wrinkle in Time, A Wind in the Door, A Swiftly Tilting Planet, Many Waters, and An Acceptable Time) I have of course read all of these before, but it's been a few years and Madeleine L'Engle is one of my favorite authors so I thought I should have them for my own personal library.
- Alex and Me: How a Scientist and Parrot Discovered a Hidden World of Animal Intelligence--and Formed a Deep Bond in the Process by Irene Pepperberg
- The Complete Works of Edgar Allen Poe
- Long Walk to Freedom: The Autobiography of Nelson Mandela
- Hope for Animals and Their World: How Endangered Animals Are Being Rescued from the Brink by Jane Goodall
- Next of Kin: My Conversation with Chimpanzees by Roger Fouts and Stephen Tukel Mills
As you can see, I get lots of books, and finding time to read those is going to be tough.
A Little Poem to Start the Blog!
Bocca-Wacca-Wattamus by Barbara Schmidt
They took Ryan O'Brien to breakfast
and asked what he wanted to eat.
His mother looked very nervous
as he wiggled around in his seat.
"I want bocca-wacca-wattamus and salamander stew,
Riggle-raggle ragamuffins, rutabagas, too.
I want diffy-daffy dandelions and then for my dessert,
a dish of looney lingaberries smothered with fresh dirt."
"Ryan!" squealed his mother.
"Wow!" said his sister.
"Yuck!" said his brother.
"We're all out," said the waiter.
They took Ryan O'Brien to lunch
at the best restaurant in the town.
His mother looked very nervous
as the family began to sit down.
"I want bocca-wacca-wattamus and salamander stew,
Riggle-raggle ragamuffins, rutabagas, too.
I want diffy-daffy dandelions and then, for my dessert,
a dish of loony lingaberries smothered with fresh dirt."
"Ryan!" squealed his mother.
"Wow!" said his sister.
"Yuck!" said his brother.
"Not in season," said the waitress.
They took Ryan O'Brien to dinner
"And what will you have today?"
His mother looked very nervous
as Ryan began to say:
"I want bocca-wacca-wattamus and salamander stew,
Riggle-raggle ragamuffins, rutabags, too.
I want diffy-daffy dandelions and then, for my dessert,
a dish of loony lingaberries smothered with fresh dirt."
"Ryan!" squealed his mother.
"Wow!" said his sister.
"Yuck!" said his brother.
"Medium or rare?" asked the waiter.
They took Ryan O'Brien to breakfast
and asked what he wanted to eat.
His mother looked very nervous
as he wiggled around in his seat.
"I want bocca-wacca-wattamus and salamander stew,
Riggle-raggle ragamuffins, rutabagas, too.
I want diffy-daffy dandelions and then for my dessert,
a dish of looney lingaberries smothered with fresh dirt."
"Ryan!" squealed his mother.
"Wow!" said his sister.
"Yuck!" said his brother.
"We're all out," said the waiter.
They took Ryan O'Brien to lunch
at the best restaurant in the town.
His mother looked very nervous
as the family began to sit down.
"I want bocca-wacca-wattamus and salamander stew,
Riggle-raggle ragamuffins, rutabagas, too.
I want diffy-daffy dandelions and then, for my dessert,
a dish of loony lingaberries smothered with fresh dirt."
"Ryan!" squealed his mother.
"Wow!" said his sister.
"Yuck!" said his brother.
"Not in season," said the waitress.
They took Ryan O'Brien to dinner
"And what will you have today?"
His mother looked very nervous
as Ryan began to say:
"I want bocca-wacca-wattamus and salamander stew,
Riggle-raggle ragamuffins, rutabags, too.
I want diffy-daffy dandelions and then, for my dessert,
a dish of loony lingaberries smothered with fresh dirt."
"Ryan!" squealed his mother.
"Wow!" said his sister.
"Yuck!" said his brother.
"Medium or rare?" asked the waiter.
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