Bibliography: Tolkien, J.R.R. (2002). The lord of the rings. New York: Mariner.
Genre: Fantasy – Adult crossover
Reading Level/Interest Age: 14 and up
Reader's Annotation: The Lord of Mordor has regained much of his strength, and now he longs to repossess the One Ring, the ring of power that controls all others. It is his key to dominating all of Middle Earth; he will stop at nothing until it is his again, and no one, be he man, elf, dwarf, or hobbit, will stand in his way.
Author: John Ronald Reuel Tolkien (1892-1973) was born to English parents in Bloemfontein, South Africa, but moved to England in 1896 when his father died. He was first and foremost a professor of Old and Middle English languages at Oxford University until 1959. During that time, he produced a small number of highly influential scholarly texts and several short tales, the latter written for fun to amuse family, friends and Tolkien himself. His greatest work, The Lord of the Rings, was published in three parts in 1954 and 1955 and soon became the raison d'etre for Fantasy fans, achieving nearly cult status, much to Professor Tolkien's dismay.
Plot Summary: "The novel begins . . . as Frodo Baggins inherits the Ring from Bilbo; both are unaware of its origins. Gandalf the Grey, a wizard, learns of the Ring's history and advises Frodo to take the Ring away from the Shire. Frodo leaves, taking his gardener and friend, Samwise ('Sam') Gamgee, and two cousins, Meriadoc ('Merry') Brandybuck and Peregrin ('Pippin') Took, to help him. . . . [In the town of Bree], they meet Aragorn who calls himself 'Strider' and joins them as guide and protector. . . . On the journey to Rivendell, Frodo is wounded on Weathertop by the Ringwraiths, who continue in close pursuit. At the Ford of Bruinen, Frodo and the others are rescued, as flood waters controlled by Elrond, master of Rivendell, rise up and overwhelm the Ringwraiths, sweeping them away.
Frodo recovers under the care of Elrond. The Council of Elrond reveals much significant history about Sauron and the Ring, plus the news that Gollum has escaped from Mirkwood and Sauron has corrupted the wizard Saruman. The Council decides that the threat of Sauron is too great and that the best course of action is to destroy the Ring. This can be done only by returning it to the Cracks of Doom in Mordor, where it was forged. Frodo volunteers to take the Ring, and a 'Fellowship of the Ring' is chosen to accompany him. The Fellowship is composed of nine members. . . . Frodo, Sam, Merry, Pippin, Aragorn, Gandalf, Gimli - the son of Glóin, one of the dwarves that accompanied Bilbo on his quest, Legolas - an elf from the woodland realm of Mirkwood, and a man - Boromir son of the Steward Denethor from the realm of Gondor." (The Lord of the Rings, Synopsis, Wikipedia)
Critical Evaluation: What a tome. I read The Hobbit when I was a YA, and I've occasionally listened to it again as an audiobook. That experience ill-prepared me for Tolkien's magnum opus. For one thing, the tone is entirely different. Whereas The Hobbit is light-hearted, fun, and fast-paced, The Lord of the Rings is dark and plodding. At times, Tolkien's attention to detail and his fascination with his created world proves tedious. There is little wonder that artists, cartoonists, and film-makers have so little difficulty recreating that world in visual mediums; Tolkien describes every rock along the long, long, long journey undertaken by Frodo and his companions. After about five hundred pages, I began to freely skip any extended passages of description, especially as it related to landscape. To be honest, I don't really care about the lake just outside the gates of Moria, and I am a devoted fan of Fantasy. Furthermore, the separation of the Frodo narrative from the Aragorn narrative that takes place in the second volume was disconcerting. The two parts were almost like completely separate novels with absolutely no interweaving between them. Since I was not very interested in the Frodo narrative (Damn that Gollum!) this narrative form made the novel drag even further, and I had to force myself through much of it.
But this is not to say that I did not appreciate the depth Tolkien offers in many ways. The mythical back-story that finds its way into the novel again and again was fascinating enough for me to order a copy of The Silmarillion, and as a scholar of languages, including Old English, I loved the way Tolkien's linguistic expertise shapes the creation of the many peoples that populate Middle Earth. The characters are rich, and the battles are pleasantly short on detail.
Curriculum Ties:
Book Talk Ideas:
• adapt council of Elrond
• adapt scene at Bree
• focus on Frodo's relationship with Aragorn or with Gandalf
• adapt scene in Loth Lorien
• focus on Gollum/Smeagol
Challenge Issues: violence, use of magic
Challenge Defense:
• Be familiar with context of issues
• Explain library selection policies
• Provide reviews of the book from reputable sources
• Explain library challenge procedures
• Offer challenge form
Why was this text included in this project? Tolkien is more popular than ever, but despite being a fan of Fantasy, I’d never read the “Fantasy Bible” before. This seemed like a good time to do that.
Wednesday, December 9, 2009
The Catcher in the Rye
Bibliography: Salinger, J.D. (1991). The catcher in the rye. Boston: Little, Brown.
Genre: Literary Fiction – Adult crossover
Reading Level/Interest Age: 16 and up
Reader's Annotation: "If you really want to hear about it, the first thing you'll probably want to know is where I was born and what my lousy childhood was like, and how my parents were occupied and all before they had me, and all that David Copperfield kind of crap, but I don't feel like going into it."
Author: Jerome David Salinger was born January 1, 1919 and published his most famous work, The Catcher in the Rye, in 1951. He began publishing short stories, primarily in The New Yorker magazine, in the 1940s and has authored mostly short stories and novellas. Salinger is well-known to be a recluse who has not published an original work since 1965 and has not been interviewed since 1980.
Plot Summary: "The first-person narrative follows Holden Caulfield's experiences in New York City in the days following his expulsion from Pencey Prep, a fictional college preparatory school in the fictional city of Agerstown, Pennsylvania.
Holden shares encounters he has had with students and faculty of Pencey, whom he criticizes as being superficial, or, as he would say, 'phony.' After being expelled from the school for poor grades, Holden packs up and leaves the school in the middle of the night after an altercation with his roommate. He takes a train to New York, but does not want to return to his family and instead checks into the dilapidated Edmont Hotel. There, he spends an evening dancing with three tourist girls and has a clumsy encounter with a prostitute; he refuses to do anything with her and, after he tells her he just wants to talk, she becomes annoyed with him and leaves. However, he still pays her for her time. She demands more money than was originally agreed upon and when Holden refuses to pay he is beaten by her pimp, Maurice.
Holden spends a total of three days in the city, characterized largely by drunkenness and loneliness" (Catcher in the Rye, Plot Summary, Wikipedia). During those three days, Holden spends time in the Museum of Natural History, sneaks into his parent's apartment to visit his sister, and takes his sister to the Central Park Zoo.
Critical Evaluation: I came to this novel with no idea what it is about; I only knew that it has been popular since it was published, is commonly included on school reading list, and is just as commonly challenged for removal from libraries and schools. As I was working through it, I kept waiting for something to happen, but nothing ever really does. I can't help but feel that I would have enjoyed this novel more if I had read it as part of a class or even a book club. It would surely benefit from critical analysis and intellectual discussion. Without that, I found it wearisome despite its brevity. I couldn't wait for it to end. I even considered giving it up and would have done so if it weren't so short. The text also has a certain momentum that sort of carries readers through. It never stops or even pauses as Caulfield rattles on in real time. Overall, I suppose it was a little too realistic. Caulfield could easily be a disillusioned youth from today instead of fifty years ago, and there was little of the comfort of escapism in this monologue.
Curriculum Ties:
Book Talk Ideas:
• focus on Holden's relationship with his sister
• focus on Holden's relationship with his suitemates or one of the teachers he visits
• adapt the scene where Holden goes to the museum
Challenge Issues: cursing, sex, smoking, drugs, rebellious teens / untrustworthy adults
Challenge Defense:
• Explain library selection policies
• Provide reviews of the book from reputable sources
• Explain library challenge procedures
• Offer challenge form
Why was this text included in this project? It is commonly included on high school reading lists, but I’d never read it before. This was a chance to rectify the omission.
Genre: Literary Fiction – Adult crossover
Reading Level/Interest Age: 16 and up
Reader's Annotation: "If you really want to hear about it, the first thing you'll probably want to know is where I was born and what my lousy childhood was like, and how my parents were occupied and all before they had me, and all that David Copperfield kind of crap, but I don't feel like going into it."
Author: Jerome David Salinger was born January 1, 1919 and published his most famous work, The Catcher in the Rye, in 1951. He began publishing short stories, primarily in The New Yorker magazine, in the 1940s and has authored mostly short stories and novellas. Salinger is well-known to be a recluse who has not published an original work since 1965 and has not been interviewed since 1980.
Plot Summary: "The first-person narrative follows Holden Caulfield's experiences in New York City in the days following his expulsion from Pencey Prep, a fictional college preparatory school in the fictional city of Agerstown, Pennsylvania.
Holden shares encounters he has had with students and faculty of Pencey, whom he criticizes as being superficial, or, as he would say, 'phony.' After being expelled from the school for poor grades, Holden packs up and leaves the school in the middle of the night after an altercation with his roommate. He takes a train to New York, but does not want to return to his family and instead checks into the dilapidated Edmont Hotel. There, he spends an evening dancing with three tourist girls and has a clumsy encounter with a prostitute; he refuses to do anything with her and, after he tells her he just wants to talk, she becomes annoyed with him and leaves. However, he still pays her for her time. She demands more money than was originally agreed upon and when Holden refuses to pay he is beaten by her pimp, Maurice.
Holden spends a total of three days in the city, characterized largely by drunkenness and loneliness" (Catcher in the Rye, Plot Summary, Wikipedia). During those three days, Holden spends time in the Museum of Natural History, sneaks into his parent's apartment to visit his sister, and takes his sister to the Central Park Zoo.
Critical Evaluation: I came to this novel with no idea what it is about; I only knew that it has been popular since it was published, is commonly included on school reading list, and is just as commonly challenged for removal from libraries and schools. As I was working through it, I kept waiting for something to happen, but nothing ever really does. I can't help but feel that I would have enjoyed this novel more if I had read it as part of a class or even a book club. It would surely benefit from critical analysis and intellectual discussion. Without that, I found it wearisome despite its brevity. I couldn't wait for it to end. I even considered giving it up and would have done so if it weren't so short. The text also has a certain momentum that sort of carries readers through. It never stops or even pauses as Caulfield rattles on in real time. Overall, I suppose it was a little too realistic. Caulfield could easily be a disillusioned youth from today instead of fifty years ago, and there was little of the comfort of escapism in this monologue.
Curriculum Ties:
Book Talk Ideas:
• focus on Holden's relationship with his sister
• focus on Holden's relationship with his suitemates or one of the teachers he visits
• adapt the scene where Holden goes to the museum
Challenge Issues: cursing, sex, smoking, drugs, rebellious teens / untrustworthy adults
Challenge Defense:
• Explain library selection policies
• Provide reviews of the book from reputable sources
• Explain library challenge procedures
• Offer challenge form
Why was this text included in this project? It is commonly included on high school reading lists, but I’d never read it before. This was a chance to rectify the omission.
Watership Down
Bibliography: Adams, R. (1975). Watership down. New York: Avon.
Genre: Fantasy – Adult crossover
Reading Level/Interest Age: 12 and up
Reader's Annotation: Fiver says that something bad is going to happen, and Hazel has had enough experience with his brother's premonitions to take them seriously. But when the chief rabbit of Sandleford warren dismisses Fiver's fears, Hazel must learn to be a leader if he is to guide his followers to safety.
Author: Adams was born in Newbury, England on 10 May 1920. After serving in WWII, he received a Bachelor of Arts in history in 1948 from Worcester College, Oxford and of Master of Arts in 1953. Watership Down, originally published in 1972, was his first of nearly 20 novels. Today, he lives with his wife in Whitchurch, England, within 10 miles of Newbury.
Plot Summary: "Fiver could sense danger. Something terrible was going to happen to the warren - he felt sure of it. So did his brother Hazel, for Fiver's sixth sense was never wrong. They had to leave immediately, and they had to persuade the other rabbits to join them. And so begins a long and perilous journey of a small band of rabbits in search of a safe home. Fiver's vision finally leads them to Watership Down, but here they face their most difficult challenge of all." (back cover)
Critical Evaluation: Rarely have I encountered something that so beautifully blends realistic animal fantasy with human interest. Adams's extensive research into the lives and habits of rabbits shows in every part of the text. The rabbits never slip into seeming like humans in rabbit skins the way that Kenneth Grahame's Mole, Rat, Toad, and Badger do. They are always rabbits with a particularly rabbit perspective, like when Hazel and Bigwig worry that one of the does might be frightened into eating her young. This is seldom a concern for human mothers. And yet, Hazel's thoughts and feelings about his followers are realistic and sympathetic for human readers. His deftness at recognizing and making use of each rabbit's strengths, and his ability to minimize conflict and adjust strategies to account for individual weaknesses make this novel a must-read for anyone involved in team management. What is more, the characters are all believable and beautifully rendered so that it is easy to keep track of who they despite their ever-increasing numbers. However, perhaps the best part of the novel is the complete system of mythical tales and vocabulary that works as back-story to give a realistic depth that is seldom achieved outside of Tolkien. I will read this again and again.
Curriculum Ties:
Book Talk Ideas:
• focus on Fiver's premonition of danger
• adapt the scene of the departure from Sandleford
• describe the rabbits that make up the Watership Down warren
• adapt the scene when they release the hutch rabbits
• adapt Holly and Bluebell's description of what happened at Sandleford
• focus on the warren of the snares or maybe just the effort to free Bigwig from the snare
Challenge Issues: violence, clairvoyance
Challenge Defense:
• Be familiar with context of issues
• Explain library selection policies
• Provide reviews of the book from reputable sources
• Explain library challenge procedures
• Offer challenge form
Why was this text included in this project? This has always been a favorite of mine, and it is commonly included on school reading lists.
Genre: Fantasy – Adult crossover
Reading Level/Interest Age: 12 and up
Reader's Annotation: Fiver says that something bad is going to happen, and Hazel has had enough experience with his brother's premonitions to take them seriously. But when the chief rabbit of Sandleford warren dismisses Fiver's fears, Hazel must learn to be a leader if he is to guide his followers to safety.
Author: Adams was born in Newbury, England on 10 May 1920. After serving in WWII, he received a Bachelor of Arts in history in 1948 from Worcester College, Oxford and of Master of Arts in 1953. Watership Down, originally published in 1972, was his first of nearly 20 novels. Today, he lives with his wife in Whitchurch, England, within 10 miles of Newbury.
Plot Summary: "Fiver could sense danger. Something terrible was going to happen to the warren - he felt sure of it. So did his brother Hazel, for Fiver's sixth sense was never wrong. They had to leave immediately, and they had to persuade the other rabbits to join them. And so begins a long and perilous journey of a small band of rabbits in search of a safe home. Fiver's vision finally leads them to Watership Down, but here they face their most difficult challenge of all." (back cover)
Critical Evaluation: Rarely have I encountered something that so beautifully blends realistic animal fantasy with human interest. Adams's extensive research into the lives and habits of rabbits shows in every part of the text. The rabbits never slip into seeming like humans in rabbit skins the way that Kenneth Grahame's Mole, Rat, Toad, and Badger do. They are always rabbits with a particularly rabbit perspective, like when Hazel and Bigwig worry that one of the does might be frightened into eating her young. This is seldom a concern for human mothers. And yet, Hazel's thoughts and feelings about his followers are realistic and sympathetic for human readers. His deftness at recognizing and making use of each rabbit's strengths, and his ability to minimize conflict and adjust strategies to account for individual weaknesses make this novel a must-read for anyone involved in team management. What is more, the characters are all believable and beautifully rendered so that it is easy to keep track of who they despite their ever-increasing numbers. However, perhaps the best part of the novel is the complete system of mythical tales and vocabulary that works as back-story to give a realistic depth that is seldom achieved outside of Tolkien. I will read this again and again.
Curriculum Ties:
Book Talk Ideas:
• focus on Fiver's premonition of danger
• adapt the scene of the departure from Sandleford
• describe the rabbits that make up the Watership Down warren
• adapt the scene when they release the hutch rabbits
• adapt Holly and Bluebell's description of what happened at Sandleford
• focus on the warren of the snares or maybe just the effort to free Bigwig from the snare
Challenge Issues: violence, clairvoyance
Challenge Defense:
• Be familiar with context of issues
• Explain library selection policies
• Provide reviews of the book from reputable sources
• Explain library challenge procedures
• Offer challenge form
Why was this text included in this project? This has always been a favorite of mine, and it is commonly included on school reading lists.
The Outsiders
Bibliography: Hinton, S.E. (1997). The outsiders. New York: Puffin.
Genre: Literary Fiction
Reading Level/Interest Age: 13-18
Reader's Annotation: Ponyboy is fourteen and a Greaser, always ready to rumble with the Socs to defend his own. That is, until his best friend and fellow Greaser, Johnny, kills a Soc by accident and he and Ponyboy have to go on the run, making Ponyboy question the wisdom behind his prejudices.
Author: Susan Eloise Hinton was born in Tulsa, Oklahoma on July 22, 1950. Hinton wrote her first book, The Outsiders, while she was a sophomore at Will Rogers High School in Tulsa and based it on rival gangs at her school. It was then published by Viking in 1967 and is credited as being one of the most influential novels of YA lit in history. Hinton has written several additional novels, including some titles for children.
Plot Summary: "According to Ponyboy, there are two kinds of people in the world: greasers and socs. A soc (short for "social") has money, can get away with just about anything, and has an attitude longer than a limousine. A greaser, on the other hand, always lives on the outside and needs to watch his back. Ponyboy is a greaser, and he's always been proud of it, even willing to rumble against a gang of socs for the sake of his fellow greasers--until one terrible night when his friend Johnny kills a soc. The murder gets under Ponyboy's skin, causing his world to crumble and teaching him that pain feels the same whether a soc or a greaser." (Synopsis, sehinton.com)
Critical Evaluation: As with most Literary Fiction, this novel's pacing is very slow. Ponyboy pauses frequently to detail the history and personalities of almost every character he introduces readers too, but that is the novel's power. The setting and plot are both secondary to the narrator's thoughts and feelings about them, and Ponyboy is the perfect vehicle to guide readers through the thought-provoking material he describes. He is observant, intelligent, and introspective. In addition, Hinton's prose is smooth while still sounding perfectly authenticate for Ponyboy, a poor boy from the wrong side of town.
Curriculum Ties:
Book Talk Ideas:
• focus on what it means to be a Greaser
• focus no Ponyboy's relationship with Soda Pop and the rest of the gang
• adapt the scene of the rumble
• adapt a scene from the church
Challenge Issues: violence, cursing
Challenge Defense:
• Be familiar with context of issues
• Explain library selection policies
• Provide reviews of the book from reputable sources
• Explain library challenge procedures
• Offer challenge form
Why was this text included in this project? This book is regularly included on school reading lists, but I’d never read it before. This was a chance to become familiar with it.
Genre: Literary Fiction
Reading Level/Interest Age: 13-18
Reader's Annotation: Ponyboy is fourteen and a Greaser, always ready to rumble with the Socs to defend his own. That is, until his best friend and fellow Greaser, Johnny, kills a Soc by accident and he and Ponyboy have to go on the run, making Ponyboy question the wisdom behind his prejudices.
Author: Susan Eloise Hinton was born in Tulsa, Oklahoma on July 22, 1950. Hinton wrote her first book, The Outsiders, while she was a sophomore at Will Rogers High School in Tulsa and based it on rival gangs at her school. It was then published by Viking in 1967 and is credited as being one of the most influential novels of YA lit in history. Hinton has written several additional novels, including some titles for children.
Plot Summary: "According to Ponyboy, there are two kinds of people in the world: greasers and socs. A soc (short for "social") has money, can get away with just about anything, and has an attitude longer than a limousine. A greaser, on the other hand, always lives on the outside and needs to watch his back. Ponyboy is a greaser, and he's always been proud of it, even willing to rumble against a gang of socs for the sake of his fellow greasers--until one terrible night when his friend Johnny kills a soc. The murder gets under Ponyboy's skin, causing his world to crumble and teaching him that pain feels the same whether a soc or a greaser." (Synopsis, sehinton.com)
Critical Evaluation: As with most Literary Fiction, this novel's pacing is very slow. Ponyboy pauses frequently to detail the history and personalities of almost every character he introduces readers too, but that is the novel's power. The setting and plot are both secondary to the narrator's thoughts and feelings about them, and Ponyboy is the perfect vehicle to guide readers through the thought-provoking material he describes. He is observant, intelligent, and introspective. In addition, Hinton's prose is smooth while still sounding perfectly authenticate for Ponyboy, a poor boy from the wrong side of town.
Curriculum Ties:
Book Talk Ideas:
• focus on what it means to be a Greaser
• focus no Ponyboy's relationship with Soda Pop and the rest of the gang
• adapt the scene of the rumble
• adapt a scene from the church
Challenge Issues: violence, cursing
Challenge Defense:
• Be familiar with context of issues
• Explain library selection policies
• Provide reviews of the book from reputable sources
• Explain library challenge procedures
• Offer challenge form
Why was this text included in this project? This book is regularly included on school reading lists, but I’d never read it before. This was a chance to become familiar with it.
Jim Butcher's Dresden files. Storm front: Vol.1 The Gathering Storm
Bibliography: Butcher, J. (2008). Jim Butcher's Dresden files. Storm front: Vol.1 The gathering storm. (M. Powers, Adapter. A. Syaf, Illus.) New York: Del Ray.
Genre: Graphic Novel – Fantasy/ Mystery
Reading Level/Interest Age: 15-18
Reader's Annotation: Who do the Chicago police turn to when there is a crime that defies the ordinary and points to a suspect who is anything but human? Harry Dresden, wizard for hire.
Author: Jim Butcher was born in Independence, Missouri, on October 26, 1971. He is the author of two successful fantasy series: The Dresden Files and the Codex Alera series.
Plot Summary: "If circumstances surrounding a crime defy the ordinary and evidence points to a suspect who is anything but human, the men and women of the Chicago Police Department call in the one guy who can handle bizarre and often brutal phenomena. Harry Dresden is a wizard who knows firsthand that the everyday world is actually full of strange and magical things – most of which don't play well with humans.
Now the cops have turned to Dresden to investigate a horrifying double murder committed with black magic. Never one to turn down a paycheck, Dresden also takes on another case – to find a missing husband who has quite likely been dabbling in sorcery. As Dresden tries to solve the seemingly unrelated cases, he is confronted with all the Windy City can blow at him, from the mob to mages and all creatures in between." (jacket flap)
Critical Evaluation: I confess that the premise of this series strikes me as a tad absurd. Dresden is an odd blend of Harry Potter-esque wizard and Mike Hammer detective, but I suppose that is no more outlandish than police psychics or mediums, which have been made the subjects of popular television series. The text is not as overly-exaggerated as in the other graphic novels I've seen, but it also does not quite make sense at times. I occasionally felt at a loss to know exactly what was going on, and the pictures, as detailed as they are, did little to alleviate the confusion. As for the content of the pictures, they definitely remove this novel from the categories of children's and juvenile lit. They are extremely graphic, containing frequent nudity and grotesquely mutilated bodies. True, the characters' genitalia are not rendered, but there is little else left out. The artist also seems to have an obsession with male body hair and facial stubble. Nearly all of male characters have it in abundance, even on Dresden's shoulders, which can be seen repeatedly during the half of the volume in which he is nude while battling a demon. Perhaps, the collaborators wanted to create a gritty, adult feel for the work, but the concept seems a little overdone. I was also dismayed to find that the story ended abruptly without even an inkling of the eventual resolution to the mysteries it contains. That's when I noticed that this was merely volume one of the graphic novel adaptation of a full-length novel. I am not sure how many other volumes there are, but this one was no longer than a traditional comic book. At $22.95 for each volume, that is a pretty expensive investment for a library.
Curriculum Ties:
Book Talk Ideas:
• adapt scene where Harry summons a fairy
• adapt scene in car with John Marcone
• adapt scene when Harry and Karin Murphy examine the hotel room and the bodies
Challenge Issues: violence, sex, cursing, use of magic
Challenge Defense:
• Explain library selection policies
• Provide reviews of the book from reputable sources
• Explain library challenge procedures
• Offer challenge form
Why was this text included in this project? Despite my wishes, I wasn’t able to include any paranormal texts because I ran out of time to read any (something I will rectify over the upcoming holidays), and I wanted to be familiar with more than just one graphic novel. This title sort of achieved both goals.
Genre: Graphic Novel – Fantasy/ Mystery
Reading Level/Interest Age: 15-18
Reader's Annotation: Who do the Chicago police turn to when there is a crime that defies the ordinary and points to a suspect who is anything but human? Harry Dresden, wizard for hire.
Author: Jim Butcher was born in Independence, Missouri, on October 26, 1971. He is the author of two successful fantasy series: The Dresden Files and the Codex Alera series.
Plot Summary: "If circumstances surrounding a crime defy the ordinary and evidence points to a suspect who is anything but human, the men and women of the Chicago Police Department call in the one guy who can handle bizarre and often brutal phenomena. Harry Dresden is a wizard who knows firsthand that the everyday world is actually full of strange and magical things – most of which don't play well with humans.
Now the cops have turned to Dresden to investigate a horrifying double murder committed with black magic. Never one to turn down a paycheck, Dresden also takes on another case – to find a missing husband who has quite likely been dabbling in sorcery. As Dresden tries to solve the seemingly unrelated cases, he is confronted with all the Windy City can blow at him, from the mob to mages and all creatures in between." (jacket flap)
Critical Evaluation: I confess that the premise of this series strikes me as a tad absurd. Dresden is an odd blend of Harry Potter-esque wizard and Mike Hammer detective, but I suppose that is no more outlandish than police psychics or mediums, which have been made the subjects of popular television series. The text is not as overly-exaggerated as in the other graphic novels I've seen, but it also does not quite make sense at times. I occasionally felt at a loss to know exactly what was going on, and the pictures, as detailed as they are, did little to alleviate the confusion. As for the content of the pictures, they definitely remove this novel from the categories of children's and juvenile lit. They are extremely graphic, containing frequent nudity and grotesquely mutilated bodies. True, the characters' genitalia are not rendered, but there is little else left out. The artist also seems to have an obsession with male body hair and facial stubble. Nearly all of male characters have it in abundance, even on Dresden's shoulders, which can be seen repeatedly during the half of the volume in which he is nude while battling a demon. Perhaps, the collaborators wanted to create a gritty, adult feel for the work, but the concept seems a little overdone. I was also dismayed to find that the story ended abruptly without even an inkling of the eventual resolution to the mysteries it contains. That's when I noticed that this was merely volume one of the graphic novel adaptation of a full-length novel. I am not sure how many other volumes there are, but this one was no longer than a traditional comic book. At $22.95 for each volume, that is a pretty expensive investment for a library.
Curriculum Ties:
Book Talk Ideas:
• adapt scene where Harry summons a fairy
• adapt scene in car with John Marcone
• adapt scene when Harry and Karin Murphy examine the hotel room and the bodies
Challenge Issues: violence, sex, cursing, use of magic
Challenge Defense:
• Explain library selection policies
• Provide reviews of the book from reputable sources
• Explain library challenge procedures
• Offer challenge form
Why was this text included in this project? Despite my wishes, I wasn’t able to include any paranormal texts because I ran out of time to read any (something I will rectify over the upcoming holidays), and I wanted to be familiar with more than just one graphic novel. This title sort of achieved both goals.
Ring of McAllister: A Score-Raising Mystery Featuring 1,046 Must-Know SAT Vocabulary Words
Bibliography: Marantz, R. (2003). Ring of McAllister: a score-raising mystery featuring 1,046 must-know SAT vocabulary words. New York: Simon & Schuster.
Genre: Mystery
Reading Level/Interest Age: 16-18
Reader's Annotation: Something isn't right in the cozy little town of Red Fork, PA. Unravel the mystery of the MacAllister mansion as you effortlessly learn over 1,000 words that often appear on the SAT.
Author: A graduate of Cornell University, Robert Marantz is a former a project manager for Kaplan, Inc., co-wrote the best-selling Higher Score series of test preparation software, and has also authored several screenplays and television scripts. He currently lives in Los Angeles, CA.
Plot Summary: "17-year-old Will Lassiter has lived his entire life in the peaceful comfort of Red Fork. When his new neighbor, Dr. Octavio Perez, suddenly disappears, Will uncovers a mystery that merges the present with the past – a deadly secret that's been locked away for nearly a century. That's when things start to get really strange.
Unlike other SAT preparation books, The Ring of McAllister incorporates key SAT vocabulary works right into the story. So rather than memorize lists and definitions, you learn the words in context. SAT words are defined in a glossary at the back of the book. It's a pain-free way to build your vocabulary – and to score higher on the test!" (back cover)
Critical Evaluation: The idea of this book was appealing to me even before reading it, though I was sure how well it could be executed. My reaction after reading it is equally mixed. The attempt to work in the vocabulary words makes some of the text sound contrived. It is obvious that many of the details of the story were included merely to give an excuse to use a certain word. Yet, even when a vocabulary word does not appear, much of the language is stilted and awkward. There were frequently turns of phrase that I don't think anyone actually uses anymore, if they ever did. Perhaps Marantz just doesn't have the knack for writing without coming off as archaic and slightly pedantic. In addition, I have my doubts about whether the meaning or nuance of most of the vocabulary words can be deduced from their contexts. I am familiar with most of them, and I could not even determine exactly what they were supposed to mean from reading the passages. If it were not for the glossary included as an appendix, I doubt the novel would have much value as a vocabulary-boosting exercise.
The mystery itself, while not an edge-of-the-seat thriller, proved to be mildly interesting and entertaining right up until the last fifty or so pages. At that point, the mystery is resolved, and the novel collapses into a sort of paranormal tale about ghosts and revenge. The hints at haunting and malevolent spirits that permeate the mystery were much more frightening than the physical battle that ensues at the novel's conclusion. This bit seemed farcical. Oddly enough, this section was also riddled with typos, leaving me to wonder if Marantz simply got tired of working on the story and sort of slapped something together at the end.
Curriculum Ties:
Book Talk Ideas: none
Challenge Issues: none
Why was this text included in this project? I was interested in the idea of using fiction to purposefully and directly teach vocabulary and test preparation. I also thought this would add a new element to my project.
Genre: Mystery
Reading Level/Interest Age: 16-18
Reader's Annotation: Something isn't right in the cozy little town of Red Fork, PA. Unravel the mystery of the MacAllister mansion as you effortlessly learn over 1,000 words that often appear on the SAT.
Author: A graduate of Cornell University, Robert Marantz is a former a project manager for Kaplan, Inc., co-wrote the best-selling Higher Score series of test preparation software, and has also authored several screenplays and television scripts. He currently lives in Los Angeles, CA.
Plot Summary: "17-year-old Will Lassiter has lived his entire life in the peaceful comfort of Red Fork. When his new neighbor, Dr. Octavio Perez, suddenly disappears, Will uncovers a mystery that merges the present with the past – a deadly secret that's been locked away for nearly a century. That's when things start to get really strange.
Unlike other SAT preparation books, The Ring of McAllister incorporates key SAT vocabulary works right into the story. So rather than memorize lists and definitions, you learn the words in context. SAT words are defined in a glossary at the back of the book. It's a pain-free way to build your vocabulary – and to score higher on the test!" (back cover)
Critical Evaluation: The idea of this book was appealing to me even before reading it, though I was sure how well it could be executed. My reaction after reading it is equally mixed. The attempt to work in the vocabulary words makes some of the text sound contrived. It is obvious that many of the details of the story were included merely to give an excuse to use a certain word. Yet, even when a vocabulary word does not appear, much of the language is stilted and awkward. There were frequently turns of phrase that I don't think anyone actually uses anymore, if they ever did. Perhaps Marantz just doesn't have the knack for writing without coming off as archaic and slightly pedantic. In addition, I have my doubts about whether the meaning or nuance of most of the vocabulary words can be deduced from their contexts. I am familiar with most of them, and I could not even determine exactly what they were supposed to mean from reading the passages. If it were not for the glossary included as an appendix, I doubt the novel would have much value as a vocabulary-boosting exercise.
The mystery itself, while not an edge-of-the-seat thriller, proved to be mildly interesting and entertaining right up until the last fifty or so pages. At that point, the mystery is resolved, and the novel collapses into a sort of paranormal tale about ghosts and revenge. The hints at haunting and malevolent spirits that permeate the mystery were much more frightening than the physical battle that ensues at the novel's conclusion. This bit seemed farcical. Oddly enough, this section was also riddled with typos, leaving me to wonder if Marantz simply got tired of working on the story and sort of slapped something together at the end.
Curriculum Ties:
Book Talk Ideas: none
Challenge Issues: none
Why was this text included in this project? I was interested in the idea of using fiction to purposefully and directly teach vocabulary and test preparation. I also thought this would add a new element to my project.
Fifth of March: A Story of the Boston Massacre
Bibliography: Rinaldi, A. (2004). Fifth of March: a story of the Boston Massacre. Fairbanks, AK: Gulliver.
Genre: Historical Fiction
Reading Level/Interest Age: 12-16
Reader's Annotation: Tensions are running high in pre-Revolutionary Boston as fourteen year-old Rachael Marsh works to improve herself and earn the respect of her employers, John and Abigail Adams. All of her hard work is threatened when those tensions explode in a riot on March 5, 1770 and the young British soldier Rachael has been seeing stands accused of murder.
Author: Ann Rinaldi was born in New York City on August 27, 1934. She had a tumultuous childhood, living with her father, who discouraged her from writing, and a stepmother. However, she eventually became a newspaper columnist before successfully publishing her first novel, Term Paper. She has written a total of forty novels, eight of which were listed as notable by the ALA.
Plot Summary: "It's 1770, and 14-year-old Rachael Marsh is a servant in the Boston household of John Adams. But her loyalty to the Adams family is tested by her friendship with Matthew Kilroy, a British private with an unsavory reputation. Rachael knows Matthew is frustrated and angry, but even she is surprised when he is accused of joining soldiers in firing upon a mob of citizens . . . in a bloody encounter that came to be known as the Boston Massacre." (back cover).
Critical Evaluation: At first, Rachael Marsh seems like a sympathetic character. She is not a zealous patriot like one assumes all Bostonians were in the 1770s. She is not even sure what a patriot is. Instead, she is shy and uncertain, and she eschews hasty decisions and the mob mentality. In many ways, Rachael does resemble the stereotypical New Englander with her contradictory conservative progressivism and humble pride. She is slow to choose sides and cautious in her opinions, but she is certain that she has the right to form them for herself. However, as the story progressed, I found it harder and harder to feel sympathy for Rachael. Her admirable chastity becomes annoying when she obsesses over her guilt for Matthew's actions. Her believe in the virtues of education also becomes empty when she insists on its value using repetitive generalities about reading books. Rather than being sympathetic, Rachael begins to sound shrewish and naive. Furthermore, the novel moves forward slowly at times. Occasionally, I would suddenly discover that I had read several pages without taking in anything, but rather than go back and reread the unheeded passages, I continued on and suffered no loss of understanding as a result. Despite these drawbacks, however, Rinaldi's depiction of the setting is interesting and realistic.
Curriculum Ties:
Book Talk Ideas:
• adapt scene where Henry Knox tells Rachael she is no longer a British-American
• focus on Rachael's friendship with Matthew
• read the scene of the Boston Massacre
Challenge Issues: violence, use of negative racial term
Challenge Defense:
• Be familiar with context of issues
• Explain library selection policies
• Provide reviews of the book from reputable sources
• Explain library challenge procedures
• Offer challenge form
Why was this text included in this project? Breadth coupled with an interest in the period.
Genre: Historical Fiction
Reading Level/Interest Age: 12-16
Reader's Annotation: Tensions are running high in pre-Revolutionary Boston as fourteen year-old Rachael Marsh works to improve herself and earn the respect of her employers, John and Abigail Adams. All of her hard work is threatened when those tensions explode in a riot on March 5, 1770 and the young British soldier Rachael has been seeing stands accused of murder.
Author: Ann Rinaldi was born in New York City on August 27, 1934. She had a tumultuous childhood, living with her father, who discouraged her from writing, and a stepmother. However, she eventually became a newspaper columnist before successfully publishing her first novel, Term Paper. She has written a total of forty novels, eight of which were listed as notable by the ALA.
Plot Summary: "It's 1770, and 14-year-old Rachael Marsh is a servant in the Boston household of John Adams. But her loyalty to the Adams family is tested by her friendship with Matthew Kilroy, a British private with an unsavory reputation. Rachael knows Matthew is frustrated and angry, but even she is surprised when he is accused of joining soldiers in firing upon a mob of citizens . . . in a bloody encounter that came to be known as the Boston Massacre." (back cover).
Critical Evaluation: At first, Rachael Marsh seems like a sympathetic character. She is not a zealous patriot like one assumes all Bostonians were in the 1770s. She is not even sure what a patriot is. Instead, she is shy and uncertain, and she eschews hasty decisions and the mob mentality. In many ways, Rachael does resemble the stereotypical New Englander with her contradictory conservative progressivism and humble pride. She is slow to choose sides and cautious in her opinions, but she is certain that she has the right to form them for herself. However, as the story progressed, I found it harder and harder to feel sympathy for Rachael. Her admirable chastity becomes annoying when she obsesses over her guilt for Matthew's actions. Her believe in the virtues of education also becomes empty when she insists on its value using repetitive generalities about reading books. Rather than being sympathetic, Rachael begins to sound shrewish and naive. Furthermore, the novel moves forward slowly at times. Occasionally, I would suddenly discover that I had read several pages without taking in anything, but rather than go back and reread the unheeded passages, I continued on and suffered no loss of understanding as a result. Despite these drawbacks, however, Rinaldi's depiction of the setting is interesting and realistic.
Curriculum Ties:
Book Talk Ideas:
• adapt scene where Henry Knox tells Rachael she is no longer a British-American
• focus on Rachael's friendship with Matthew
• read the scene of the Boston Massacre
Challenge Issues: violence, use of negative racial term
Challenge Defense:
• Be familiar with context of issues
• Explain library selection policies
• Provide reviews of the book from reputable sources
• Explain library challenge procedures
• Offer challenge form
Why was this text included in this project? Breadth coupled with an interest in the period.
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