Bibliography:Rowling, J.K. (2005) Harry Potter and the Half-Blood Prince. New York, NY: Scholastic.
Genre:Fantasy
Reading Level/Interest Age:12+yrs
Reader's Annotation:Harry uncovers a connection to the mysterious Half-Blood Prince, but will that bring him success or further involvement with the Dark Lord?
Author:J.K. Rowling's Harry Potter series have met record-breaking success around the world.
Plot Summary:
Critical Evaluation:
Curriculum Ties:N/A
Book Talk Ideas:first person point of view from an unexpected character--like Snape or Neville, see if the teens can guess the character
Challenge Issues:magic, magical violence, murder
Why was this text included in this project?This Harry Potter novel was included because it its immense popularity.
Showing posts with label identity. Show all posts
Showing posts with label identity. Show all posts
Tuesday, December 8, 2009
Maybe
Bibliography:Runyon, B. (2006) Maybe. New York, NY: Random House.
Genre:Fiction
Reading Level/Interest Age:14-18yrs
Reader's Annotation:Brian and his parents move to a new school, and Brian struggles to fit in and hide his secret at the same time.
Author:Brent Runyon is the author of the memoir Burn Journals. This novel details his suicide attempt and lengthy recovery with considerable detail.
Plot Summary:The reason behind Brian's family's move to a new school is not clear at the beginning of the novel. What is evident is Brian's insecurities. He does not know how to act or who to befriend. We get the impression that something big has changed in Brian's life. As time goes on, he does make friends at school. He joins the Thespian group and tries out for the school play. He dates several girls and waits impatiently for a satisfying physical relationship. As the school year progresses, the secret Brian holds become harder to keep. When he meets Katya he is able to express his secret, and he finds acceptance and a renewed peace.
Critical Evaluation:This novel is unique in that it gives a teenage boy's perspective. Because this is written in first-person, we get to see Brian's thoughts and reactions to everything. He seems to be a typical high school guy. He is interested in girls and wants to have sex. He gets his driver's license and speeds dangerously down country roads. He parties and gets drunk with his friends. What sets Brian apart is his relationship with his parents and with his absent brother. As the novel goes on, we see him thinking about his brother more often. It's clear that he loves his brother and misses him. We sympathize with Brian. He does not have any other role-models; that job has been left vacant by his brother.
This is a fast-paced novel that pulls readers in quickly. I wanted to read more to know what would happen to Brian. This novel does have a lot of adult language, and Brian thinks about sex a lot. If readers do not like this kind of realism, they should not read this book. Because the narrator is a boy, I think this novel would appeal more to boys than girls.
Curriculum Ties: student choice book report
Book Talk Ideas:first person summary of the novel, introduce Brian
Challenge Issues:language, sex, underage drinking
Why was this text included in this project?I wanted to include Maybe in this blog because it has a first-person male narrator. It seems like a book that I would recommend to teenage boys (and it can be hard to find these).
Genre:Fiction
Reading Level/Interest Age:14-18yrs
Reader's Annotation:Brian and his parents move to a new school, and Brian struggles to fit in and hide his secret at the same time.
Author:Brent Runyon is the author of the memoir Burn Journals. This novel details his suicide attempt and lengthy recovery with considerable detail.
Plot Summary:The reason behind Brian's family's move to a new school is not clear at the beginning of the novel. What is evident is Brian's insecurities. He does not know how to act or who to befriend. We get the impression that something big has changed in Brian's life. As time goes on, he does make friends at school. He joins the Thespian group and tries out for the school play. He dates several girls and waits impatiently for a satisfying physical relationship. As the school year progresses, the secret Brian holds become harder to keep. When he meets Katya he is able to express his secret, and he finds acceptance and a renewed peace.
Critical Evaluation:This novel is unique in that it gives a teenage boy's perspective. Because this is written in first-person, we get to see Brian's thoughts and reactions to everything. He seems to be a typical high school guy. He is interested in girls and wants to have sex. He gets his driver's license and speeds dangerously down country roads. He parties and gets drunk with his friends. What sets Brian apart is his relationship with his parents and with his absent brother. As the novel goes on, we see him thinking about his brother more often. It's clear that he loves his brother and misses him. We sympathize with Brian. He does not have any other role-models; that job has been left vacant by his brother.
This is a fast-paced novel that pulls readers in quickly. I wanted to read more to know what would happen to Brian. This novel does have a lot of adult language, and Brian thinks about sex a lot. If readers do not like this kind of realism, they should not read this book. Because the narrator is a boy, I think this novel would appeal more to boys than girls.
Curriculum Ties: student choice book report
Book Talk Ideas:first person summary of the novel, introduce Brian
Challenge Issues:language, sex, underage drinking
Why was this text included in this project?I wanted to include Maybe in this blog because it has a first-person male narrator. It seems like a book that I would recommend to teenage boys (and it can be hard to find these).
The Curious Incident of the Dog in the Night-Time
Bibliography:Haddon, M. (2004) The Curious Incident of the Dog in the Night-Time. New York, NY: Vintage.
Genre:Fiction--Adult Crossover
Reading Level/Interest Age:16+yrs
Reader's Annotation:Christopher uncovers a murder and sets out to uncover the criminal.
Author:Mark Haddon
Plot Summary:Christopher Boone is autistic; he has trouble communicating his feelings. He does not understand why adults sometimes act as they do. One day Christopher makes a disturbing discovery: his neighbor's dog lay murdered in the yard. Christopher is wrongly accused of killing the dog, and so (because he cannot communicate effectively) he decides to solve the crime on his own. He works with a teacher at school with whom he is most communicative.
Critical Evaluation:This book was interesting because it was from Christopher's perspective. It was unique to see the world from his perspective and to have to make connections to our "more correct" interpretation of events. Reading this book will provide an import look inside the mind of someone who cannot explain himself. Although I agree it is important to see from his point of view (and I appreciate this is Haddon's intention), I still do not particuarly like this novel. It felt forced at times--almost too cliche. Perhaps I had this reaction because I am not familiar with autism as the author, but I think it might also have to do with average writing.
Curriculum Ties:Follow-up novel to Flowers for Algernon by Daniel Keyes, or a unit on mental disabilities
Book Talk Ideas:general introduction to autism, read a chapter of the novel and talk about how the reader can tell their is something different about
Challenge Issues:mental disability, language
Why was this text included in this project?This book was added to increase the variety of texts included in this blog.
Genre:Fiction--Adult Crossover
Reading Level/Interest Age:16+yrs
Reader's Annotation:Christopher uncovers a murder and sets out to uncover the criminal.
Author:Mark Haddon
Plot Summary:Christopher Boone is autistic; he has trouble communicating his feelings. He does not understand why adults sometimes act as they do. One day Christopher makes a disturbing discovery: his neighbor's dog lay murdered in the yard. Christopher is wrongly accused of killing the dog, and so (because he cannot communicate effectively) he decides to solve the crime on his own. He works with a teacher at school with whom he is most communicative.
Critical Evaluation:This book was interesting because it was from Christopher's perspective. It was unique to see the world from his perspective and to have to make connections to our "more correct" interpretation of events. Reading this book will provide an import look inside the mind of someone who cannot explain himself. Although I agree it is important to see from his point of view (and I appreciate this is Haddon's intention), I still do not particuarly like this novel. It felt forced at times--almost too cliche. Perhaps I had this reaction because I am not familiar with autism as the author, but I think it might also have to do with average writing.
Curriculum Ties:Follow-up novel to Flowers for Algernon by Daniel Keyes, or a unit on mental disabilities
Book Talk Ideas:general introduction to autism, read a chapter of the novel and talk about how the reader can tell their is something different about
Challenge Issues:mental disability, language
Why was this text included in this project?This book was added to increase the variety of texts included in this blog.
Their Eyes Were Watching God
Bibliography:Hurston, Z.N. (2006) Their Eyes Were Watching God. New York, NY: Harper.
Genre:Fiction--Adult Crossover
Reading Level/Interest Age:16+yrs
Reader's Annotation:Janie struggles to find satisfaction in her life and on the way finds true love.
Author:Zora Neale Hurston (1891-1960) was relatively unknown until recently. Alice Walker is largely responsible for a revived interest in Hurston. Zora Neale Hurston wrote several plays and was a contemporary of Langston Hughes and the other Harlem Renaissance artists.
Plot Summary: Janie Crawford was married at a young age to a respectable, established farmer named Logan Killicks. Janie's grandmother encouraged the match, but Janie was never happy with Mr. Killicks. When another man (the younger, more attractive Joe Starks) shows up one day, Janie runs off and marries him. Janie and Jody live together in apparent pleasantness for many years; Jody rises in polictical importance to become mayor. On the outside they have a happy marriage, but Janie is never happy with Jody. She wants to be free of him and his demands upon her. After a violent interaction between them, Jody falls ill and dies. Janie rejoices in her freedom. When Tea Cake arrives one day, he and Janie fall in love. This is the love that Janie always dreamed of having: wild, passionate and true. Tea Cake and Janie move to the Everglades in Florida, where the people and weather are unpredictable and beautiful.
Critical Evaluation:This novel is composed in dialect, but it is easy to follow the dialogue. Janie's character changes a good deal throughout the novel, in response to each of her husbands. It's important to remember that she is quite young when she first marries Logan. During their short marriage, she learns enough about life to know that she wants more than he can provide. She has no qualms about leaving her husband; she does not feel any duty to him or her committment. In her next relationship, Janie is objectified for her physical beauty. Jody is possessive of her and treats her like a trophy. After he dies, Janie again has no lasting feelings of obligation to him. She does not value their life together. It is only when Tea Cake enters her life that she finds satisfaction. A good deal of this is physical. While the novel usually avoids explicit detail of the sexual relationships Janie has with her husbands, Hurston does describe a strong physical connection between Janie and Tea Cake. It is also implied that Janie did not have this kind of relationship with her previous husbands. The physical love that Janie and Tea Cake share is significant because it leads to Janie's contentment--and her ability to be at peace with her life. Younger readers of this novel might not pick up on the sexual nature of their relationship, but it is hard to miss. If parents or teachers are unwilling to address this aspect of adult relationships, they should avoid this novel.
Curriculum Ties:Harlem Renaissance, African American literature, literature written by women
Book Talk Ideas:Read a section of the novel, introdue Janie as a young woman before she marries (versus after her marriage)
Challenge Issues:sexuality, mysogony, violence, racism, language
Why was this text included in this project?A few years ago, Their Eyes Were Watching God was made into a TV movie and it was selected as an Oprah Book Club title. Both of these are indicators of its popularity, and some teenagers might want to read the book because of that. It is also part of some high school curriculum.
Genre:Fiction--Adult Crossover
Reading Level/Interest Age:16+yrs
Reader's Annotation:Janie struggles to find satisfaction in her life and on the way finds true love.
Author:Zora Neale Hurston (1891-1960) was relatively unknown until recently. Alice Walker is largely responsible for a revived interest in Hurston. Zora Neale Hurston wrote several plays and was a contemporary of Langston Hughes and the other Harlem Renaissance artists.
Plot Summary: Janie Crawford was married at a young age to a respectable, established farmer named Logan Killicks. Janie's grandmother encouraged the match, but Janie was never happy with Mr. Killicks. When another man (the younger, more attractive Joe Starks) shows up one day, Janie runs off and marries him. Janie and Jody live together in apparent pleasantness for many years; Jody rises in polictical importance to become mayor. On the outside they have a happy marriage, but Janie is never happy with Jody. She wants to be free of him and his demands upon her. After a violent interaction between them, Jody falls ill and dies. Janie rejoices in her freedom. When Tea Cake arrives one day, he and Janie fall in love. This is the love that Janie always dreamed of having: wild, passionate and true. Tea Cake and Janie move to the Everglades in Florida, where the people and weather are unpredictable and beautiful.
Critical Evaluation:This novel is composed in dialect, but it is easy to follow the dialogue. Janie's character changes a good deal throughout the novel, in response to each of her husbands. It's important to remember that she is quite young when she first marries Logan. During their short marriage, she learns enough about life to know that she wants more than he can provide. She has no qualms about leaving her husband; she does not feel any duty to him or her committment. In her next relationship, Janie is objectified for her physical beauty. Jody is possessive of her and treats her like a trophy. After he dies, Janie again has no lasting feelings of obligation to him. She does not value their life together. It is only when Tea Cake enters her life that she finds satisfaction. A good deal of this is physical. While the novel usually avoids explicit detail of the sexual relationships Janie has with her husbands, Hurston does describe a strong physical connection between Janie and Tea Cake. It is also implied that Janie did not have this kind of relationship with her previous husbands. The physical love that Janie and Tea Cake share is significant because it leads to Janie's contentment--and her ability to be at peace with her life. Younger readers of this novel might not pick up on the sexual nature of their relationship, but it is hard to miss. If parents or teachers are unwilling to address this aspect of adult relationships, they should avoid this novel.
Curriculum Ties:Harlem Renaissance, African American literature, literature written by women
Book Talk Ideas:Read a section of the novel, introdue Janie as a young woman before she marries (versus after her marriage)
Challenge Issues:sexuality, mysogony, violence, racism, language
Why was this text included in this project?A few years ago, Their Eyes Were Watching God was made into a TV movie and it was selected as an Oprah Book Club title. Both of these are indicators of its popularity, and some teenagers might want to read the book because of that. It is also part of some high school curriculum.
Monday, December 7, 2009
My Antonia
Bibliography:Cather, W. (2004 ) My Antonia. New York, NY:Simon & Schuster.
Genre:fiction
Reading Level/Interest Age:15+yrs
Reader's Annotation:In the vast Nebraskan farmland of the early 1900s, Jim and Antonia forge a friendship that lasts for the rest of their lives.
Author:Willa Cather's famous novels include My Antonia (1918) and O, Pioneers! (1913). Cather based many of her stories in Nebraska, her home for many years. Cather won the Pulitzer in 1922.
Plot Summary:Jim Burden moves to his grandparents Nebraskan farm after his parents die. Life is lonely until a Bohemian family moves to a nearby farm. Jim meets and befriends Antonia Shimerda. During that first summer, Jim teaches Antonia to speak English, and the two have many adventures together. Jim and Antonia remain friends for the rest of their lives, amidst tragedies and joys. As an adult, Jim looks back on his memories of Antonia.
Critical Evaluation:This novel fills in an interesting gap in American literature; Cather is one of the only writers to preserve the lives of the early Nebraskan settlers. My Antonia is not a fast-paced adventure story. Readers wanting that sort of tale will be quickly bored with this novel. However, it is worth some attention, especially by readers interested in the immigrant experience in the Mid-West during the early 1900s. Antonia's family, the Shimerdas, have habits and customs very different from Jim and his family. Cather clearly represents the "old world" and the "new world" coexisting. What is interesting is how the two young people (Jim and Antonia)are able to cross the boundaries of their different cultures and embrace friendship. Another element of this novel that I particularly enjoyed was Cather's imagery. She describes the rolling plains of Nebraska beautifully; it is apparent that she loved the landscapes.
Curriculum Ties:Immigration in the American Mid-West (1900s)
Book Talk Ideas:overview of the immigrant experience in the northeast (the more familiar Ellis Island story), compared with the Shimerda experience in Nebraska
Challenge Issues:racism, suicide
Why was this text included in this project?Students will come across Willa Cather's short stories in many literature anthologies, and (if they like them) they might consider one of her novels for a book report.
Genre:fiction
Reading Level/Interest Age:15+yrs
Reader's Annotation:In the vast Nebraskan farmland of the early 1900s, Jim and Antonia forge a friendship that lasts for the rest of their lives.
Author:Willa Cather's famous novels include My Antonia (1918) and O, Pioneers! (1913). Cather based many of her stories in Nebraska, her home for many years. Cather won the Pulitzer in 1922.
Plot Summary:Jim Burden moves to his grandparents Nebraskan farm after his parents die. Life is lonely until a Bohemian family moves to a nearby farm. Jim meets and befriends Antonia Shimerda. During that first summer, Jim teaches Antonia to speak English, and the two have many adventures together. Jim and Antonia remain friends for the rest of their lives, amidst tragedies and joys. As an adult, Jim looks back on his memories of Antonia.
Critical Evaluation:This novel fills in an interesting gap in American literature; Cather is one of the only writers to preserve the lives of the early Nebraskan settlers. My Antonia is not a fast-paced adventure story. Readers wanting that sort of tale will be quickly bored with this novel. However, it is worth some attention, especially by readers interested in the immigrant experience in the Mid-West during the early 1900s. Antonia's family, the Shimerdas, have habits and customs very different from Jim and his family. Cather clearly represents the "old world" and the "new world" coexisting. What is interesting is how the two young people (Jim and Antonia)are able to cross the boundaries of their different cultures and embrace friendship. Another element of this novel that I particularly enjoyed was Cather's imagery. She describes the rolling plains of Nebraska beautifully; it is apparent that she loved the landscapes.
Curriculum Ties:Immigration in the American Mid-West (1900s)
Book Talk Ideas:overview of the immigrant experience in the northeast (the more familiar Ellis Island story), compared with the Shimerda experience in Nebraska
Challenge Issues:racism, suicide
Why was this text included in this project?Students will come across Willa Cather's short stories in many literature anthologies, and (if they like them) they might consider one of her novels for a book report.
Of Mice and Men
Bibliography:Steinbeck, J. (2000) Of Mice and Men. New York, NY: Penguin.
Genre:fiction
Reading Level/Interest Age:15+yrs
Reader's Annotation:Best friends George and Lennie struggle to keep their dream alive amid prejudice and controversy.
Author:John Steinbeck (1902-1968) was an iconic American writer who set many of his stories near Salinas, CA. Most of his characters struggle against the harsh social climate of the Great Depression. Some of Steinbeck’s more famous novels include The Grapes of Wrath, Cannery Row, East of Eden and Of Mice and Men. He won the Pulitzer Prize in 1940 and the Nobel Prize in Literature in 1962.
Plot Summary:George and Lennie travel around Northern California looking for work as ranch hands. As Lennie’s protector, George conceals certain facts about their last jobs and also the history of Lenny’s violent tendencies. They find jobs working for a harsh rancher named Curly. Life goes well, and George and Lennie revisit their dream of having their own farm. Unfortunately, events happen that reveal Lennie’s mental incapacity and threaten their jobs and friendship.
Critical Evaluation:The characterizations of George and Lennie drive this short novel. Steinbeck represents their friendship almost like an adult and a child. There is more to it, however—a serious bond between the two of them. We come to realize the extent of their affection at the end of the novel. Their solid friendship contrast with the changing landscapes, the inconsistency of employment, and George’s belief in the good of men.
Many readers of this novel will take offense at Lennie's mental disability. It is a driving force of the plot, yet it is subtly shown in the novel. The end of the story will also be unpleasant for many readers. George's actions are indefensible (he commits a serious crime), but in other ways it is his only choice. Students should not pick up this book to read "only" because it is short. This novel has many complexities that are not obvious from looking at it. Students reading this novel would benefit greatly from discussions about it. It's likely that they would not understand it all by themselves, on a first reading. Students will probably get more out Of Mice and Men in a class discussion setting.
Curriculum Ties:Student choice book report, racism of the 1930s
Book Talk Ideas:read one section in first person point of view from George, and then the same section from Lennie's point of view.
Challenge Issues:violence, mental disability, misogyny, racism, language
Why was this text included in this project?This novel was included because it is regularly required reading for high school students.
Genre:fiction
Reading Level/Interest Age:15+yrs
Reader's Annotation:Best friends George and Lennie struggle to keep their dream alive amid prejudice and controversy.
Author:John Steinbeck (1902-1968) was an iconic American writer who set many of his stories near Salinas, CA. Most of his characters struggle against the harsh social climate of the Great Depression. Some of Steinbeck’s more famous novels include The Grapes of Wrath, Cannery Row, East of Eden and Of Mice and Men. He won the Pulitzer Prize in 1940 and the Nobel Prize in Literature in 1962.
Plot Summary:George and Lennie travel around Northern California looking for work as ranch hands. As Lennie’s protector, George conceals certain facts about their last jobs and also the history of Lenny’s violent tendencies. They find jobs working for a harsh rancher named Curly. Life goes well, and George and Lennie revisit their dream of having their own farm. Unfortunately, events happen that reveal Lennie’s mental incapacity and threaten their jobs and friendship.
Critical Evaluation:The characterizations of George and Lennie drive this short novel. Steinbeck represents their friendship almost like an adult and a child. There is more to it, however—a serious bond between the two of them. We come to realize the extent of their affection at the end of the novel. Their solid friendship contrast with the changing landscapes, the inconsistency of employment, and George’s belief in the good of men.
Many readers of this novel will take offense at Lennie's mental disability. It is a driving force of the plot, yet it is subtly shown in the novel. The end of the story will also be unpleasant for many readers. George's actions are indefensible (he commits a serious crime), but in other ways it is his only choice. Students should not pick up this book to read "only" because it is short. This novel has many complexities that are not obvious from looking at it. Students reading this novel would benefit greatly from discussions about it. It's likely that they would not understand it all by themselves, on a first reading. Students will probably get more out Of Mice and Men in a class discussion setting.
Curriculum Ties:Student choice book report, racism of the 1930s
Book Talk Ideas:read one section in first person point of view from George, and then the same section from Lennie's point of view.
Challenge Issues:violence, mental disability, misogyny, racism, language
Why was this text included in this project?This novel was included because it is regularly required reading for high school students.
My Sister's Keeper (movie)
Bibliography:Furst, S. (Producer) & Cassavetes, N. (Director) My Sister's Keeper[Motion picture]. United States: New Line Cinema.
Genre:movie
Reading Level/Interest Age:14+yrs
Reader's Annotation:Anna Fitzgerald is fighting for the right to control her own body, even if it means that her sister might die and her family might break apart.
Author:
Plot Summary:Anna Fitzgerald is eleven years old. Her older sister Kate is dying from leukemia. Their parents intentionally had Anna so that she could donate blood, tissues, and organs to Kate. When the story opens, Anna (with the help of her older brother Jesse) is suing her parents for medical emancipation: the right to her own body. Mrs. Fitzgerald is furious with Anna and brings the case to court. Anna’s father takes a passive stand and watches what happens. During all of this, the main plot, the film moves among narrators and often switches to flashbacks of Anna’s memories. We see through those flashbacks some of the happier moments of the Fitzgerald family (before Kate got sick), but we also see some of the harder memories (Kate’s hospital visits, heartbreaks, suicide attempts). These memories show that there is much more at stake for Anna than donating a kidney to her sister. As the trial moves ahead and Kate’s condition diminishes, we see the bond among the Fitzgeralds become stronger than it ever has been before.
Critical Evaluation:The movie opened up with a brief introduction to each character, which provided his or her point of view. While this could be successful in a novel, it seemed odd in the movie. It was hard to tell whose story was the primary one. The short segments did not provide an overall picture of what was going on. After that, the story mostly follows Anna and Kate. The flashbacks effectively represented the relationship between the two of them. The character of the older brother Jesse is oddly minimal. I would have liked to know him better; he seemed interesting. Predictably, the relationship between Anna and Kate’s parents became strained with Kate’s illness. Mrs. Fitzgerald takes it especially hard, and Cameron Diaz and the directors did a good job showing her own mental regression. Overall, this film was average. It was obvious that there is more to the story (from the novel), especially for some of the characters that were given short shrift in the movie. I think that teenage girls would like this film; it is emotional and tear-wrenching. That audience (age 14-17?) could identify with both Kate and Anna, and that is where the main appeal of the story fits in. We understand and sympathize with Anna, even though she has such a difficult decision to make.
Curriculum Ties:medical ethics, or following the reading of the novel
Book Talk Ideas:N/A
Challenge Issues:teen sexuality, language, medical trauma, inter-family fighting
Why was this text included in this project?This film was included because of the popularity of the novel and the movie.
Genre:movie
Reading Level/Interest Age:14+yrs
Reader's Annotation:Anna Fitzgerald is fighting for the right to control her own body, even if it means that her sister might die and her family might break apart.
Author:
Plot Summary:Anna Fitzgerald is eleven years old. Her older sister Kate is dying from leukemia. Their parents intentionally had Anna so that she could donate blood, tissues, and organs to Kate. When the story opens, Anna (with the help of her older brother Jesse) is suing her parents for medical emancipation: the right to her own body. Mrs. Fitzgerald is furious with Anna and brings the case to court. Anna’s father takes a passive stand and watches what happens. During all of this, the main plot, the film moves among narrators and often switches to flashbacks of Anna’s memories. We see through those flashbacks some of the happier moments of the Fitzgerald family (before Kate got sick), but we also see some of the harder memories (Kate’s hospital visits, heartbreaks, suicide attempts). These memories show that there is much more at stake for Anna than donating a kidney to her sister. As the trial moves ahead and Kate’s condition diminishes, we see the bond among the Fitzgeralds become stronger than it ever has been before.
Critical Evaluation:The movie opened up with a brief introduction to each character, which provided his or her point of view. While this could be successful in a novel, it seemed odd in the movie. It was hard to tell whose story was the primary one. The short segments did not provide an overall picture of what was going on. After that, the story mostly follows Anna and Kate. The flashbacks effectively represented the relationship between the two of them. The character of the older brother Jesse is oddly minimal. I would have liked to know him better; he seemed interesting. Predictably, the relationship between Anna and Kate’s parents became strained with Kate’s illness. Mrs. Fitzgerald takes it especially hard, and Cameron Diaz and the directors did a good job showing her own mental regression. Overall, this film was average. It was obvious that there is more to the story (from the novel), especially for some of the characters that were given short shrift in the movie. I think that teenage girls would like this film; it is emotional and tear-wrenching. That audience (age 14-17?) could identify with both Kate and Anna, and that is where the main appeal of the story fits in. We understand and sympathize with Anna, even though she has such a difficult decision to make.
Curriculum Ties:medical ethics, or following the reading of the novel
Book Talk Ideas:N/A
Challenge Issues:teen sexuality, language, medical trauma, inter-family fighting
Why was this text included in this project?This film was included because of the popularity of the novel and the movie.
The Princess Diaries (movie)
Bibliography: Chase, D.M. (Producer) & Marshall, G. (Director). (2001) The Princess Diaries[Motion picture]. United States: Buena Vista.
Genre:movie/chick lit
Reading Level/Interest Age:12+yrs
Reader's Annotation:Mia Theopolis has the chance to be a real princess, but does she want to change her life forever?
Author:
Plot Summary:Mia Theopolis is a typical unpopular and dorky fifteen-year old girl until the day her grandmother shows up with a very important announcement. Mia is a princess of Genovia! The choice to accept the post is left up to Mia, but she has to keep the news a secret. In preparation, Mia attends “princess lessons” with her grandmother (Queen of Genovia) and her staff, including her body-guard chauffeur, Joe, who befriends Mia. Under her grandmother’s tutelage, Mia learns how to dress, walk, wave, dance and look like a princess. When word leaks out that Mia is a princess, the cook kids at school rush to befriend her, including her crush Josh. Mia’s best friend Lilly is crushed by Mia’s new popularity, and Lilly’s brother Michael hides his own crush on Mia. As the Genovian Ball draws near, Mia ponders the consequences of both sides of her decision. Either way she picks, this decisions will change her life forever.
Critical Evaluation:The appeal of this film is evident from the very first scene where Mia wakes up, gets dressed for school, and then slides down a fire station pole to breakfast. Here is a typical teenager, living in a very cool house in San Francisco. We immediately like Mia because she is regular; her hair isn’t perfect; she rides a scooter to school. We sympathize with her dislike of the cool crowd at her school, and we want her to get even with them. Of course, the proposal that Mia is offered is a dream come true. To be a real princess! Meg Cabot has a firm grasp on what it is like to be a fifteen-year old girl, and the directors have us groan and laugh with Mia as she blunders and breezes through the tribulations of princes lessons. The movie moves along quickly, and we are swept up in Mia’s life. As the relationship between her and her grandmother strengthens, we begin to see Mia as a real princess. Lilly is the grounded character; she keeps the story from being too much like a fairytale. She encourages Mia to accept the post because it would allow Mia to enact change in the world.
Curriculum Ties:following the reading of the novel
Book Talk Ideas:N/A
Challenge Issues:bullying, high school snobbery
Why was this text included in this project?This movie was included in the project because its great popularity (as a movie and as a book).
Genre:movie/chick lit
Reading Level/Interest Age:12+yrs
Reader's Annotation:Mia Theopolis has the chance to be a real princess, but does she want to change her life forever?
Author:
Plot Summary:Mia Theopolis is a typical unpopular and dorky fifteen-year old girl until the day her grandmother shows up with a very important announcement. Mia is a princess of Genovia! The choice to accept the post is left up to Mia, but she has to keep the news a secret. In preparation, Mia attends “princess lessons” with her grandmother (Queen of Genovia) and her staff, including her body-guard chauffeur, Joe, who befriends Mia. Under her grandmother’s tutelage, Mia learns how to dress, walk, wave, dance and look like a princess. When word leaks out that Mia is a princess, the cook kids at school rush to befriend her, including her crush Josh. Mia’s best friend Lilly is crushed by Mia’s new popularity, and Lilly’s brother Michael hides his own crush on Mia. As the Genovian Ball draws near, Mia ponders the consequences of both sides of her decision. Either way she picks, this decisions will change her life forever.
Critical Evaluation:The appeal of this film is evident from the very first scene where Mia wakes up, gets dressed for school, and then slides down a fire station pole to breakfast. Here is a typical teenager, living in a very cool house in San Francisco. We immediately like Mia because she is regular; her hair isn’t perfect; she rides a scooter to school. We sympathize with her dislike of the cool crowd at her school, and we want her to get even with them. Of course, the proposal that Mia is offered is a dream come true. To be a real princess! Meg Cabot has a firm grasp on what it is like to be a fifteen-year old girl, and the directors have us groan and laugh with Mia as she blunders and breezes through the tribulations of princes lessons. The movie moves along quickly, and we are swept up in Mia’s life. As the relationship between her and her grandmother strengthens, we begin to see Mia as a real princess. Lilly is the grounded character; she keeps the story from being too much like a fairytale. She encourages Mia to accept the post because it would allow Mia to enact change in the world.
Curriculum Ties:following the reading of the novel
Book Talk Ideas:N/A
Challenge Issues:bullying, high school snobbery
Why was this text included in this project?This movie was included in the project because its great popularity (as a movie and as a book).
Monday, November 30, 2009
Luna
Bibliography:Peters, J.A. (2004) Luna. New York, NY: Little, Brown.
Genre: LGBT
Reading Level/Interest Age:13-16 yrs
Reader's Annotation: Regan's brother Liam has a secret dual-identity and only Regan knows how it will soon affect everything.
Author:Julie Anne Peters is the author of more than fifteen books for young adults. Several of her novels focus on LGBT characters. Luna was chosen as a Finalist for the National Book Award
Plot Summary:Regan's older brother Liam is different. He is a transsexual, and Regan is the only one to know. Liam wants Regan to help him make public his identity as Luna. The novel follows Regan as she confronts the difficulties that Liam faces, including their parents, her friends at school, and even her own insecurities. Meanwhile, Regan meets a boy at school, Chris, who seems to like her. They hang out together, but Regan is afraid to tell him the truth about Liam. She is frustrated with Liam because he has put her in the middle of everything.
Critical Evaluation:One weakness in the plot of Luna is the reliance upon flashbacks. I understand that they give important glimpses into the childhoods of Regan and Liam, but they appeared too frequently for my tastes. These flashbacks are italicized in the text to distinguish them from the main narrative. Regan does sometimes think about those memories in the main narrative, so it is necessary that the reader be familiar with them. I do not like their obtrusiveness; they broke up the flow of the narrative.
One strength of this novel is the relationship between Regan and Liam/Luna. The tension between them was well developed and well executed. It was clear that they both cared for each other, and their day-to-day interactions were believable. Even though there are problems in the family (especially between Liam/Luna and his father), the siblings stand up for each other. They help one another out. Peters shows us how with small details. Liam drives Regan to school in the morning; Regan purchases women’s underwear for him. There is a bond between the two of them that cannot be shaken. I like how Peters shows us this relationship in a fresh, unique way.
Curriculum Ties:Unit about gender identity, gay rights, or even discrimination (civil rights era)
Book Talk Ideas:First person summary of the novel, or part of the novel. Ex: My name is Regan and my brother borrows my lipstick all the time.
Challenge Issues:Transgender teenager, sexual identity
Why was this text included in this project?This novel was required reading for this course.
Genre: LGBT
Reading Level/Interest Age:13-16 yrs
Reader's Annotation: Regan's brother Liam has a secret dual-identity and only Regan knows how it will soon affect everything.
Author:Julie Anne Peters is the author of more than fifteen books for young adults. Several of her novels focus on LGBT characters. Luna was chosen as a Finalist for the National Book Award
Plot Summary:Regan's older brother Liam is different. He is a transsexual, and Regan is the only one to know. Liam wants Regan to help him make public his identity as Luna. The novel follows Regan as she confronts the difficulties that Liam faces, including their parents, her friends at school, and even her own insecurities. Meanwhile, Regan meets a boy at school, Chris, who seems to like her. They hang out together, but Regan is afraid to tell him the truth about Liam. She is frustrated with Liam because he has put her in the middle of everything.
Critical Evaluation:One weakness in the plot of Luna is the reliance upon flashbacks. I understand that they give important glimpses into the childhoods of Regan and Liam, but they appeared too frequently for my tastes. These flashbacks are italicized in the text to distinguish them from the main narrative. Regan does sometimes think about those memories in the main narrative, so it is necessary that the reader be familiar with them. I do not like their obtrusiveness; they broke up the flow of the narrative.
One strength of this novel is the relationship between Regan and Liam/Luna. The tension between them was well developed and well executed. It was clear that they both cared for each other, and their day-to-day interactions were believable. Even though there are problems in the family (especially between Liam/Luna and his father), the siblings stand up for each other. They help one another out. Peters shows us how with small details. Liam drives Regan to school in the morning; Regan purchases women’s underwear for him. There is a bond between the two of them that cannot be shaken. I like how Peters shows us this relationship in a fresh, unique way.
Curriculum Ties:Unit about gender identity, gay rights, or even discrimination (civil rights era)
Book Talk Ideas:First person summary of the novel, or part of the novel. Ex: My name is Regan and my brother borrows my lipstick all the time.
Challenge Issues:Transgender teenager, sexual identity
Why was this text included in this project?This novel was required reading for this course.
Wednesday, November 18, 2009
Big Mouth & Ugly Girl
Bibliography: Oates, J.C. (2003) Big Mouth & Ugly Girl. New York, NY: Harper.
Genre: Teen
Reading Level/Interest Age: 15 yrs+
Reader's Annotation: Ursula doesn't care what anyone thinks about her, and she surprises even herself when she boldly stands up for a classmate wrongly accused.
Author:Joyce Carol Oates was a well-established adult short story and fiction writer before she forayed into YA writing.
Plot Summary: Ursula Riggs is a tough, aggressive member of the high school basketball team. Her alter-ego, Ugly Girl, allows her to put on a tough exterior persona. One day at school, a classmate, Matt Donaghy or Big Mouth, gets into a lot of trouble because of an inappropriate joke he told. Ursula is the only one who believes in Matt's innocence, and she reaches out to help him. Over the course of several weeks while Matt's family is confronted with hate mail and threats, Ursula and Matt become friends.
Critical Evaluation:This novel follows the perspectives of two character, Ursula and Matt (?). Although Ursula is the first person narrator, each chapter switches between her point of view and Matt’s third person points of view. This works well with the story because a major part of the plot has to deal with perspective. This switching also allows us to see the relationship between Ursula and Matt from each side. Ursula makes a convincing narrator, and it is fun to see her relate to her alter-ego “Ugly Girl.” Ugly Girl’s outlook is unique, and her strong personality comes through clearly in both action and feelings.
The setting for this novel is very much so a teenager’s world. Ursula and Matt both understand how to react to things that happen at school because it is their environment. For example, Ursula confronts the twins for fabricating the story about Matt. She also takes charge of the situation when Matt’s dog Pumpkin is taken. The story gets much more serious when that comfortable teenage world is divided by adults. When the religious conservatism of Reverend leads him to act out, both Ursula and Matt are challenged by the consequences. This plot twist teaches the characters an important adult life lesson.
Curriculum Ties:Contemporary civil rights example
Book Talk Ideas:Introduce the characters and basics of the plot (why Matt was arrested)
Challenge Issues:Religious fanaticism, bullying in school
Why was this text included in this project?I wanted to include one of Joyce Carol Oates's YA novels because she is so well-known for adult fiction.
Genre: Teen
Reading Level/Interest Age: 15 yrs+
Reader's Annotation: Ursula doesn't care what anyone thinks about her, and she surprises even herself when she boldly stands up for a classmate wrongly accused.
Author:Joyce Carol Oates was a well-established adult short story and fiction writer before she forayed into YA writing.
Plot Summary: Ursula Riggs is a tough, aggressive member of the high school basketball team. Her alter-ego, Ugly Girl, allows her to put on a tough exterior persona. One day at school, a classmate, Matt Donaghy or Big Mouth, gets into a lot of trouble because of an inappropriate joke he told. Ursula is the only one who believes in Matt's innocence, and she reaches out to help him. Over the course of several weeks while Matt's family is confronted with hate mail and threats, Ursula and Matt become friends.
Critical Evaluation:This novel follows the perspectives of two character, Ursula and Matt (?). Although Ursula is the first person narrator, each chapter switches between her point of view and Matt’s third person points of view. This works well with the story because a major part of the plot has to deal with perspective. This switching also allows us to see the relationship between Ursula and Matt from each side. Ursula makes a convincing narrator, and it is fun to see her relate to her alter-ego “Ugly Girl.” Ugly Girl’s outlook is unique, and her strong personality comes through clearly in both action and feelings.
The setting for this novel is very much so a teenager’s world. Ursula and Matt both understand how to react to things that happen at school because it is their environment. For example, Ursula confronts the twins for fabricating the story about Matt. She also takes charge of the situation when Matt’s dog Pumpkin is taken. The story gets much more serious when that comfortable teenage world is divided by adults. When the religious conservatism of Reverend leads him to act out, both Ursula and Matt are challenged by the consequences. This plot twist teaches the characters an important adult life lesson.
Curriculum Ties:Contemporary civil rights example
Book Talk Ideas:Introduce the characters and basics of the plot (why Matt was arrested)
Challenge Issues:Religious fanaticism, bullying in school
Why was this text included in this project?I wanted to include one of Joyce Carol Oates's YA novels because she is so well-known for adult fiction.
Crank
Bibliography:Hopkins, E. (2004) Crank. New York, NY: McElderry.
Genre:YA Problem novel
Reading Level/Interest Age:15yrs+
Reader's Annotation: Kristina's life changes forever when she visits her father and tries crank for the first time.
Author:Ellen Hopkins' bibliography is extensive. She had published widely in non-fiction for young adults before her most recent and most popular series of novels in verse were published; Crank is the first in that series.
Plot Summary:During one long-awaited trip to visit her dad, Kristina is exposed to a kind of life very different from what she has at her mom's house. She meets and falls for a boy named Adam; he introduces her to methamphetamines ("crank"). Kristina is enthralled with the feelings of being high, and she takes risks to get more crank. She adopts a new identity and new lifestyle as "Bree." Soon she is using crank regularly, and, upon return home, Bree moves in new circles at school. Her new friends bring her even further down a dangerous path of drinking, drugs, sex, and run-ins with the law. She eventually turns away from her family and almost reaches "the point of no return." An unexpected development brings her back from the clutches of addiction.
Critical Evaluation:This powerful novel is written entirely in free-verse poetry. This format practically forces the reader to feel the emotional pain that Kristina/Bree describes. The narrative is woven throughout the poems; it is easy to keep up with the plot even as Kristina changes between her two identities. The character of Kristina/Bree is a believable teenager. She makes decisions based on emotions. She does not think things through. She relies on her peer group more than her family. Like every teenager, she makes mistakes, and—in her case—some of them have permanent and dangerous consequences. Interestingly, Bree does not run away from the consequences.
Like the drug Bree battles with, the major force behind this novel is its addictive prose. I was pulled into this story from the beginning, and each page made me want to read more. I was surprised by how the poems carried the fast-paced plot; even the structure of some of the poems reinforced the plot element, mood or emotion depicted in the plot. Even after more than 500 pages, I wanted to read more. Clearly, a sequel to this novel was an obvious choice.
Most of the commentary about this novel mentions Hopkins's own daughter, upon whose life Crank is based. It is obvious that the author has personal experience with drug addiction. However, her narrative allows the reader to experience this for the first time, with all its excitement and terror. Hopkins does not "preach" or warn her audience of the dangers of meth addiction. She lets her story of Bree speak for itself and does so with lovely and powerful poetry. Few could read this book without understanding her message.
Curriculum Ties: Drug abuse/drug addiction, creative writing (free verse poetry), art class (visual representation of Bree's feelings, emotions)
Book Talk Ideas:Read a few of the poems, probably from different stages of the story.
Challenge Issues: Drug Addiction, degenerate parents, violence, teen sexuality, teen pregnancy
Why was this text included in this project?This book is different from all the others in this project. I was recommended it by a local librarian as well as several friends.
Genre:YA Problem novel
Reading Level/Interest Age:15yrs+
Reader's Annotation: Kristina's life changes forever when she visits her father and tries crank for the first time.
Author:Ellen Hopkins' bibliography is extensive. She had published widely in non-fiction for young adults before her most recent and most popular series of novels in verse were published; Crank is the first in that series.
Plot Summary:During one long-awaited trip to visit her dad, Kristina is exposed to a kind of life very different from what she has at her mom's house. She meets and falls for a boy named Adam; he introduces her to methamphetamines ("crank"). Kristina is enthralled with the feelings of being high, and she takes risks to get more crank. She adopts a new identity and new lifestyle as "Bree." Soon she is using crank regularly, and, upon return home, Bree moves in new circles at school. Her new friends bring her even further down a dangerous path of drinking, drugs, sex, and run-ins with the law. She eventually turns away from her family and almost reaches "the point of no return." An unexpected development brings her back from the clutches of addiction.
Critical Evaluation:This powerful novel is written entirely in free-verse poetry. This format practically forces the reader to feel the emotional pain that Kristina/Bree describes. The narrative is woven throughout the poems; it is easy to keep up with the plot even as Kristina changes between her two identities. The character of Kristina/Bree is a believable teenager. She makes decisions based on emotions. She does not think things through. She relies on her peer group more than her family. Like every teenager, she makes mistakes, and—in her case—some of them have permanent and dangerous consequences. Interestingly, Bree does not run away from the consequences.
Like the drug Bree battles with, the major force behind this novel is its addictive prose. I was pulled into this story from the beginning, and each page made me want to read more. I was surprised by how the poems carried the fast-paced plot; even the structure of some of the poems reinforced the plot element, mood or emotion depicted in the plot. Even after more than 500 pages, I wanted to read more. Clearly, a sequel to this novel was an obvious choice.
Most of the commentary about this novel mentions Hopkins's own daughter, upon whose life Crank is based. It is obvious that the author has personal experience with drug addiction. However, her narrative allows the reader to experience this for the first time, with all its excitement and terror. Hopkins does not "preach" or warn her audience of the dangers of meth addiction. She lets her story of Bree speak for itself and does so with lovely and powerful poetry. Few could read this book without understanding her message.
Curriculum Ties: Drug abuse/drug addiction, creative writing (free verse poetry), art class (visual representation of Bree's feelings, emotions)
Book Talk Ideas:Read a few of the poems, probably from different stages of the story.
Challenge Issues: Drug Addiction, degenerate parents, violence, teen sexuality, teen pregnancy
Why was this text included in this project?This book is different from all the others in this project. I was recommended it by a local librarian as well as several friends.
Subscribe to:
Posts (Atom)