Bibliographic Information:
Phillips, S. (Editor). (2010, Holiday). Skateboarding (Los Angeles), 27.
ISSN# 0748-7401
Summary:
The magazine discusses everything involving skateboarding. This particular issue is the buyer’s guide so much of it is devoted to products. One of the articles discusses what the professional boarders are using in order to help novice skateboarders in making purchasing decisions. A large portion of the issue is devoted to comparing various models of skateboarding equipment. There are three parts of a skateboard: The deck (the part you stand on;) the trucks (the part connecting the deck with the wheels;) and the wheels. This section also compares the shoes and apparel needed. Shoes and clothing is shown along with price. The magazine also includes several interviews with professional skateboarders. Some of the professionals interviewed are Jerry Hsu, Pete Eldridge, and Emmanuel Guzman.
Critical Evaluation:
I found this magazine utterly boring, BUT I am not a skateboarder. In fact I have never been on one before. If someone was interested in skateboarding this would be the magazine for them. While I haven’t heard of any of the professionals who were interviewed, teens who love the sport will undoubtedly know who these people are. This magazine would be especially helpful to teens who are avid skateboarder. This issue is mostly a buyer’s guide. I assume that other issues have more information about the sport, those in the sport, and tips for boarding. Hardcore skateboarders will enjoy this issue. If my assumption is accurate, then even the casual skateboarder will enjoy this magazine. As with all magazines, the only problem is advertising. There is a lot. Out of 130 pages, 37 are full page ads. This doesn’t include the smaller ads that are on the same page as the information. Since virtually the only way a magazine can be published is through advertising, the amount is not going to lessen. This magazine will be welcomed in most libraries.
Reader's Annotation:
This magazine discuss all thing regarding skateboard and skateboarding.
Information about the editor:
In addition to editing this magazine, Skin Phillips has co-written two skateboarding books: Skateboarding is not a crime: 50 years of street culture and Skateboard: Roadmap.
Genre: Magazine
Curriculum Ties: Language Arts; sports
Booktalking Ideas:
o Have you ever ridden a skateboard? Talk about it.
o Who are your favorite professional skateboarders? Why?
o Which piece of equipment would you want?
o Which of the skateboarders interviewed is most like you?
Reading Level/Interest Level:
This magazine would be best for older elementary students – young adults.
Challenge Issues:
Advertisements
If the magazine is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire magazine.
• Show positive reviews of the magazine.
• Show the selection policy.
If the complainant still has issues with the magazine:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I did a google search for teen magazines. One of the articles that resulted was in School Library Journal, a very reputable journal. Skateboarding was recommended in the article. http://www.schoollibraryjournal.com/article/CA6654566.html
Tuesday, December 8, 2009
The Killers music
Bibliographic Information:
The Killers (Music artists). (2004 - 2008). Various songs. Island Records.
Summary:
For this review I listened to seven songs performed by The Killers. The first song is Human released in 2008. Written in the key of Bb it is intended to be a dance song with the beat corresponding to the chorus. The second song is Spaceman, also released in 2008. In this song, the singer discusses his abduction by aliens. He sings about being ripped from his bed, having his blood type taken and the aliens leaving something in his head. The third song is A Dustland Fairytale released in 2009. Cinderella and her prince can be found in this song. The fourth song is Mr. Brightside released in 2004. In this song the narrator always looks on the bright side even though the girl he was with takes off with another guy. The next song is Somebody Told Me released in 2004. In this song the narrator accuses the girl he likes of dating a guy who used to be a girl. The sixth song is All These Things That I’ve Done released in 2004. The last song is Read My Mind released in 2007.
http://en.wikipedia.org/wiki/Human_(The_Killers_song)
http://en.wikipedia.org/wiki/Spaceman_(The_Killers_song)
http://en.wikipedia.org/wiki/Dustland_Fairytale
http://en.wikipedia.org/wiki/Mr._Brightside
http://en.wikipedia.org/wiki/Somebody_Told_Me
http://en.wikipedia.org/wiki/All_these_things_i've_done
http://en.wikipedia.org/wiki/Read_My_Mind_(song)
Critical Evaluation:
These are great songs. They have a good beat and could easily be used for dancing, though you won’t catch me dancing in public. Most of the lyrics are fairly easy to learn with only a few phrases that need clarification from a web search. My family listens to these songs in the car on the way to and from school. The three of us, my daughter, my son and I, sing along with the CD. I must admit that I bop my head along with the music as well as direct with one hand. The lyrics are pretty benign and shouldn’t cause much contention with most parents. Teens will enjoy listening to these songs and those who aren’t self-conscious will find themselves dancing along. It is difficult to listen to this music without moving to the beat in some way.
http://www.elyrics.net/song/k/killers-lyrics.html
Reader's Annotation:
This band plays alternative rock inspired by music from the ‘80s.
Information about the artists:
The group is composed of Brandon Flowers, Mark Stoermer, Dave Keuning, and Ronnie Vannucci. Brandon is the lead singer; he also writes some of the songs. Mark plays the bass. Dave plays lead guitar. Ronnie is the drummer. They are from Las Vegas. The band was formed in 2002
http://en.wikipedia.org/wiki/The_Killers
Genre: Music
Curriculum Ties: Physical education; music
Booktalking Ideas:
• Read through the lyrics.
• Dance to the music.
• Pick a song. What is the song discussing? What makes you think this?
• Which song do you like the most? Why?
Interest Level:
This music would interest all age groups, from elementary aged students to adults.
Challenge Issues:
Alien abduction; smoking; implied sex; poor grammar; transgender concept
If the music is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the lyrics.
• Show positive reviews of the music.
• Show the selection policy.
If the complainant still has issues with the music:
• Request that the complainant read the lyrics, if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I selected the Killers music because both my husband and I, forty-somethings, enjoy their music. Our children, a 10 year old and a 5 year old also enjoy it. In addition, a co-worker has a son in high school. They both enjoy the music and went to the concert when The Killers were played here in San Diego. The Killers have been nominated for 71 awards and have won 17.
http://en.wikipedia.org/wiki/List_of_awards_and_nominations_received_by_The_Killers
The Killers (Music artists). (2004 - 2008). Various songs. Island Records.
Summary:
For this review I listened to seven songs performed by The Killers. The first song is Human released in 2008. Written in the key of Bb it is intended to be a dance song with the beat corresponding to the chorus. The second song is Spaceman, also released in 2008. In this song, the singer discusses his abduction by aliens. He sings about being ripped from his bed, having his blood type taken and the aliens leaving something in his head. The third song is A Dustland Fairytale released in 2009. Cinderella and her prince can be found in this song. The fourth song is Mr. Brightside released in 2004. In this song the narrator always looks on the bright side even though the girl he was with takes off with another guy. The next song is Somebody Told Me released in 2004. In this song the narrator accuses the girl he likes of dating a guy who used to be a girl. The sixth song is All These Things That I’ve Done released in 2004. The last song is Read My Mind released in 2007.
http://en.wikipedia.org/wiki/Human_(The_Killers_song)
http://en.wikipedia.org/wiki/Spaceman_(The_Killers_song)
http://en.wikipedia.org/wiki/Dustland_Fairytale
http://en.wikipedia.org/wiki/Mr._Brightside
http://en.wikipedia.org/wiki/Somebody_Told_Me
http://en.wikipedia.org/wiki/All_these_things_i've_done
http://en.wikipedia.org/wiki/Read_My_Mind_(song)
Critical Evaluation:
These are great songs. They have a good beat and could easily be used for dancing, though you won’t catch me dancing in public. Most of the lyrics are fairly easy to learn with only a few phrases that need clarification from a web search. My family listens to these songs in the car on the way to and from school. The three of us, my daughter, my son and I, sing along with the CD. I must admit that I bop my head along with the music as well as direct with one hand. The lyrics are pretty benign and shouldn’t cause much contention with most parents. Teens will enjoy listening to these songs and those who aren’t self-conscious will find themselves dancing along. It is difficult to listen to this music without moving to the beat in some way.
http://www.elyrics.net/song/k/killers-lyrics.html
Reader's Annotation:
This band plays alternative rock inspired by music from the ‘80s.
Information about the artists:
The group is composed of Brandon Flowers, Mark Stoermer, Dave Keuning, and Ronnie Vannucci. Brandon is the lead singer; he also writes some of the songs. Mark plays the bass. Dave plays lead guitar. Ronnie is the drummer. They are from Las Vegas. The band was formed in 2002
http://en.wikipedia.org/wiki/The_Killers
Genre: Music
Curriculum Ties: Physical education; music
Booktalking Ideas:
• Read through the lyrics.
• Dance to the music.
• Pick a song. What is the song discussing? What makes you think this?
• Which song do you like the most? Why?
Interest Level:
This music would interest all age groups, from elementary aged students to adults.
Challenge Issues:
Alien abduction; smoking; implied sex; poor grammar; transgender concept
If the music is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the lyrics.
• Show positive reviews of the music.
• Show the selection policy.
If the complainant still has issues with the music:
• Request that the complainant read the lyrics, if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I selected the Killers music because both my husband and I, forty-somethings, enjoy their music. Our children, a 10 year old and a 5 year old also enjoy it. In addition, a co-worker has a son in high school. They both enjoy the music and went to the concert when The Killers were played here in San Diego. The Killers have been nominated for 71 awards and have won 17.
http://en.wikipedia.org/wiki/List_of_awards_and_nominations_received_by_The_Killers
Sold by Patricia McCormick
Bibliographic Information:
McCormick, P. (2006). Sold. New York, NY: Hyperion. ISBN# 0786851716
Plot Summary:
Lakshmi, 13 years old, lives in Nepal with her baby brother, mother and stepfather. Lakshmi loves her mother dearly and helps out, especially with her little brother. She dreams of growing up and having a family of her own. A rural farming family, they are just barely surviving. Then a monsoon destroys their crops. Lakshmi’s stepfather tells her that she will go into the city to be a maid. She will then be able to make money and send it back to the family. While Lakshmi is nervous, she wants to help her family. Unfortunately her stepfather has really sold her into prostitution in India. Lakshmi is beaten, starved, and eventually drugged and raped to get her to perform on demand. Her life becomes a prison of sex. She becomes close to the other women, their children, and the boy who serves their food. The girls are paid for their services, but then in turn they must pay for everything: Food, clothing, and housing. Lakshmi keeps careful track of the amount of money she has and how much she owes in hopes of buying her freedom. This is not to be as the brothel owner makes sure that the amount owed is always more than the amount given. Learning to read and watching soap operas are small instances of happiness for Lakshmi. Then an American pays for her services, but just wants to talk. He claims that he can help her escape. Is it a trick? Should she trust him? What should she do?
Critical Evaluation:
This is a remarkable story. It is full of horror and sadness. It is inconceivable to me that someone could sell their child into such a horrible situation. But according to McCormick’s notes this happens all too frequently. Lakshmi’s pain and despair are clear in McCormick’s writing. Told from the first person, the reader follows Lakshmi and is right there feeling what she feels. While it is full of sadness, it is also full of hope. Lakshmi doesn’t give up. She first tries to save money to buy her freedom. When that fails, she waits for her opportunity to escape. This is a tale of perseverance. McCormick researched the story thoroughly. She sent to India to see these brothels first hand. In her notes she discusses the interviews she conducted with survivors. She also gives resources for more information and ways that readers can help. This story was so heartrending, that I cried some as I read it. I also donated money to the fund McCormick suggests in the hopes that someday this behavior will end. For older teens, this book is a must to have on the shelf.
Reader's Annotation:
When a monsoon destroys a poor family’s crops in Nepal, 13 year old Lakshmi is sold into prostitution in India by her stepfather to pay his gambling debts.
Information about the author:
McCormick has a bachelor’s degree and two master’s degrees. She has written four books and has won over 20 awards and honor for her work. McCormick has been a free-lance journalist and has taught at the college level. Currently she lives in New York with her husband, two children and two cats.
Genre: Realistic Fiction; poetry
Curriculum Ties: Language Arts; Social Studies; Current events
Booktalking Ideas:
• Discuss the sex slave trade.
• Why did Lakshmi’s parents sell her into prostitution?
• Why did she think she was to be a maid?
• How does Lakshmi keep herself from total despair?
• Could this happen in the United States? Why? Why not?
• What does this book say about the human spirit?
• What can we do as a nation to help?
• What can you do as an individual to help?
A reading guide can be found at http://www.bookbrowse.com/reading_guides/detail/index.cfm?book_number=1876
Information for teachers can be found at http://www.pattymccormick.com/index.php?mode=objectlist§ion_id=116&object_id=160
Reading Level/Interest Level:
The widest age range, according to the reviews, is 12 – 18. Due to the content though, I would recommend this book for upper high school level students.
Challenge Issues:
Slavery; rape; prostitution; drugs; abuse
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I did a search on Children’s Literature Comprehensive Database with the following criteria: Award winner, reviews available, and age range from 15 – 18.
Ten positive reviews
Awards/ Best Books Lists:
• Appears on 16 Best Books List
• Appears on 17 state/provincial reading list
• Has received seven awards
Reading/Interest level, selection process information, reviews, and Awards/Best Books Lists were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~StbGlI:1 accessed through SJSU and not available to everyone.
McCormick, P. (2006). Sold. New York, NY: Hyperion. ISBN# 0786851716
Plot Summary:
Lakshmi, 13 years old, lives in Nepal with her baby brother, mother and stepfather. Lakshmi loves her mother dearly and helps out, especially with her little brother. She dreams of growing up and having a family of her own. A rural farming family, they are just barely surviving. Then a monsoon destroys their crops. Lakshmi’s stepfather tells her that she will go into the city to be a maid. She will then be able to make money and send it back to the family. While Lakshmi is nervous, she wants to help her family. Unfortunately her stepfather has really sold her into prostitution in India. Lakshmi is beaten, starved, and eventually drugged and raped to get her to perform on demand. Her life becomes a prison of sex. She becomes close to the other women, their children, and the boy who serves their food. The girls are paid for their services, but then in turn they must pay for everything: Food, clothing, and housing. Lakshmi keeps careful track of the amount of money she has and how much she owes in hopes of buying her freedom. This is not to be as the brothel owner makes sure that the amount owed is always more than the amount given. Learning to read and watching soap operas are small instances of happiness for Lakshmi. Then an American pays for her services, but just wants to talk. He claims that he can help her escape. Is it a trick? Should she trust him? What should she do?
Critical Evaluation:
This is a remarkable story. It is full of horror and sadness. It is inconceivable to me that someone could sell their child into such a horrible situation. But according to McCormick’s notes this happens all too frequently. Lakshmi’s pain and despair are clear in McCormick’s writing. Told from the first person, the reader follows Lakshmi and is right there feeling what she feels. While it is full of sadness, it is also full of hope. Lakshmi doesn’t give up. She first tries to save money to buy her freedom. When that fails, she waits for her opportunity to escape. This is a tale of perseverance. McCormick researched the story thoroughly. She sent to India to see these brothels first hand. In her notes she discusses the interviews she conducted with survivors. She also gives resources for more information and ways that readers can help. This story was so heartrending, that I cried some as I read it. I also donated money to the fund McCormick suggests in the hopes that someday this behavior will end. For older teens, this book is a must to have on the shelf.
Reader's Annotation:
When a monsoon destroys a poor family’s crops in Nepal, 13 year old Lakshmi is sold into prostitution in India by her stepfather to pay his gambling debts.
Information about the author:
McCormick has a bachelor’s degree and two master’s degrees. She has written four books and has won over 20 awards and honor for her work. McCormick has been a free-lance journalist and has taught at the college level. Currently she lives in New York with her husband, two children and two cats.
Genre: Realistic Fiction; poetry
Curriculum Ties: Language Arts; Social Studies; Current events
Booktalking Ideas:
• Discuss the sex slave trade.
• Why did Lakshmi’s parents sell her into prostitution?
• Why did she think she was to be a maid?
• How does Lakshmi keep herself from total despair?
• Could this happen in the United States? Why? Why not?
• What does this book say about the human spirit?
• What can we do as a nation to help?
• What can you do as an individual to help?
A reading guide can be found at http://www.bookbrowse.com/reading_guides/detail/index.cfm?book_number=1876
Information for teachers can be found at http://www.pattymccormick.com/index.php?mode=objectlist§ion_id=116&object_id=160
Reading Level/Interest Level:
The widest age range, according to the reviews, is 12 – 18. Due to the content though, I would recommend this book for upper high school level students.
Challenge Issues:
Slavery; rape; prostitution; drugs; abuse
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I did a search on Children’s Literature Comprehensive Database with the following criteria: Award winner, reviews available, and age range from 15 – 18.
Ten positive reviews
Awards/ Best Books Lists:
• Appears on 16 Best Books List
• Appears on 17 state/provincial reading list
• Has received seven awards
Reading/Interest level, selection process information, reviews, and Awards/Best Books Lists were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~StbGlI:1 accessed through SJSU and not available to everyone.
Mad Magazine
Bibliographic Information:
Ficarra, J. (Editor). (2010, January). MAD (New York, NY). ISSN# 0024 9319
Summary:
Mad Magazine has been around since 1952. Many of the staples are still in the current magazine. Readers can find “Spy vs. Spy,” the fold over page, and the caricature drawings of famous people of the day. In this month’s edition, the main feature is, “20 dumbest people, events, and things 2009.” Some of the people Mad gives a thumb down to are Michael Jackson, Dick Cheney, Octomom, and Kanye West. Some of the events given a thumb down are celebrities committing adultery, the Minnesota senator race, and the baseball steroids scandal. Things that received a thumb down include the corporate bail out, the racial incident between Professor Gates and Sgt. Crowley, and the angry town hall meetings. Mad has a knack for making politics and current events fun.
Critical Evaluation:
I didn’t realize that Mad Magazine was still around. I remember it from my teen years. This magazine will be quite popular with most teens. It uses humor to parody current events. That method is definitely going to interest many teens. Many of the spoofs and comics are rather crude so it is not a magazine for younger readers. Older teens, who will understand the references, will find it extremely funny though. It is full of sophomoric humor which parallels many teens’ sense of humor. Mad is well known for its caricature illustrations poking fun at celebrities. While some parents may not appreciate the crude way current events are portrayed, this magazine could be a great way to get teens interested in the world around them.
Reader's Annotation:
This humorous magazine uses parody to discuss current events.
Information about the editor:
Ficarra became an editor along with Nick Meglin in 1984. They replaced Harvey Kurtzman and Al Feinstein. Kurtzman founded the magazine. He also wrote and illustrated the first issue almost entirely by himself. Meglin retired in 2004 leaving Ficarra the sole editor.
http://www.answers.com/topic/mad-magazine
Genre: Magazine
Curriculum Ties: Language Arts; current events
Booktalking Ideas:
• Which section of the magazine is your favorite? Why?
• The magazine lists the “20 dumbest people, events, and things 2009.”
o Have you read about any of these events? If so, which one(s)?
o Which do you agree with and why?
o Which do you disagree with and why?
Reading Level/Interest Level:
This magazine would be best for older teens and young adults.
Challenge Issues:
Adult situations; language; crude humor
If the magazine is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire magazine.
• Show positive reviews of the magazine.
• Show the selection policy.
If the complainant still has issues with the magazine:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I did a google search for teen magazines. One of the articles that resulted was in School Library Journal, a very reputable journal. Mad was recommended in the article.
Ficarra, J. (Editor). (2010, January). MAD (New York, NY). ISSN# 0024 9319
Summary:
Mad Magazine has been around since 1952. Many of the staples are still in the current magazine. Readers can find “Spy vs. Spy,” the fold over page, and the caricature drawings of famous people of the day. In this month’s edition, the main feature is, “20 dumbest people, events, and things 2009.” Some of the people Mad gives a thumb down to are Michael Jackson, Dick Cheney, Octomom, and Kanye West. Some of the events given a thumb down are celebrities committing adultery, the Minnesota senator race, and the baseball steroids scandal. Things that received a thumb down include the corporate bail out, the racial incident between Professor Gates and Sgt. Crowley, and the angry town hall meetings. Mad has a knack for making politics and current events fun.
Critical Evaluation:
I didn’t realize that Mad Magazine was still around. I remember it from my teen years. This magazine will be quite popular with most teens. It uses humor to parody current events. That method is definitely going to interest many teens. Many of the spoofs and comics are rather crude so it is not a magazine for younger readers. Older teens, who will understand the references, will find it extremely funny though. It is full of sophomoric humor which parallels many teens’ sense of humor. Mad is well known for its caricature illustrations poking fun at celebrities. While some parents may not appreciate the crude way current events are portrayed, this magazine could be a great way to get teens interested in the world around them.
Reader's Annotation:
This humorous magazine uses parody to discuss current events.
Information about the editor:
Ficarra became an editor along with Nick Meglin in 1984. They replaced Harvey Kurtzman and Al Feinstein. Kurtzman founded the magazine. He also wrote and illustrated the first issue almost entirely by himself. Meglin retired in 2004 leaving Ficarra the sole editor.
http://www.answers.com/topic/mad-magazine
Genre: Magazine
Curriculum Ties: Language Arts; current events
Booktalking Ideas:
• Which section of the magazine is your favorite? Why?
• The magazine lists the “20 dumbest people, events, and things 2009.”
o Have you read about any of these events? If so, which one(s)?
o Which do you agree with and why?
o Which do you disagree with and why?
Reading Level/Interest Level:
This magazine would be best for older teens and young adults.
Challenge Issues:
Adult situations; language; crude humor
If the magazine is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire magazine.
• Show positive reviews of the magazine.
• Show the selection policy.
If the complainant still has issues with the magazine:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I did a google search for teen magazines. One of the articles that resulted was in School Library Journal, a very reputable journal. Mad was recommended in the article.
Seventeen Magazine
Bibliographic Information:
Shocket, A. (Editor in Chief). (2009/2010, Decmeber/January). Seventeen (New York, NY), 69(1).
Summary:
This magazine has five main sections in additional to its feature articles. The first section is all about fashion. This issue discusses the preppy glam look, the perfect party look, sexy steals, sparkly clothes, new ways to wear the basics, holiday deals, and what to wear for New Year’s Eve. The second section involves beauty. There are three articles in this issue regarding beauty: One about hair, one about eye make-up, and one about purchasing good make-up at a less expensive price. The next section is all about health. The section has three articles as well. The first article is about choosing healthier party snacks. The next discusses the lies shown on television about sex. The last article features a teen’s scare with the swine flu. The fourth section is entitled “love life.” One of the articles warns girls not to trust the lines that boys give. Another article tells why guys continue to like girls whom they dump. The last article in this section gives advice on how to get a guy. The last section is called “your life.” The cover story is about Miley Cyrus. She gives her advice on style and love.
Critical Evaluation:
I can see how young women would find this magazine appealing. Miley Cyrus is on the cover. She is very popular with her singing and hit television show, Hannah Montana. Most of the magazine is devoted to appearances and how to improve them. There are tips on hair styles, make-up, fashion, and exercise. Exercise is important, but this magazine presents it in relation to how it makes you look, “great abs, butt & legs.” Other than the focus on looks, the magazine is full of advertisements. Out of 152 pages, 58 of them are full page ads. This does not include ads that share space with an article. I must give the magazine credit. While many of the articles are basically fluff, there are some serious issues that are also covered. There is an article on the myths of television sex, an article warning girls not to trust the lines guys give, and an article on cyber-bullying which gives examples. These last articles are important for young women to read. Therefore, I would recommend this magazine. If the fluff of beauty and fashion catches their eye causing them to read the more important topics, it will be worth it.
Reader's Annotation:
This is a beauty magazine for teens, specifically geared toward women.
Information about the editor:
There is not much information on Ann Shocket. None in the magazine, and very little information when I did a google search for her. She was appointed editor in chief of Seventeen magazine in 2007. She helped orchestrate the expansion of the magazine to an online version.
Genre: Magazine
Curriculum Ties: Language Arts
Booktalking Ideas:
• What is your definition of beauty?
• Why do you think this magazine focuses on looks?
• Do you pay attention to the advertisements? Why? Why not?
• What is cyber-bullying? Have you ever experienced it?
Reading Level/Interest Level:
This magazine will appeal to young adults and younger students.
Challenge Issues:
Advertisements; stereotyped definition of beauty; scantily clad women; sex talk; how to kiss
If the magazine is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire magazine.
• Show positive reviews of the magazine.
• Show the selection policy.
If the complainant still has issues with the magazine:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I did a google search of teen magazines. One of the articles recommended Seventeen.
http://www.world-newspapers.com/youth.html
Shocket, A. (Editor in Chief). (2009/2010, Decmeber/January). Seventeen (New York, NY), 69(1).
Summary:
This magazine has five main sections in additional to its feature articles. The first section is all about fashion. This issue discusses the preppy glam look, the perfect party look, sexy steals, sparkly clothes, new ways to wear the basics, holiday deals, and what to wear for New Year’s Eve. The second section involves beauty. There are three articles in this issue regarding beauty: One about hair, one about eye make-up, and one about purchasing good make-up at a less expensive price. The next section is all about health. The section has three articles as well. The first article is about choosing healthier party snacks. The next discusses the lies shown on television about sex. The last article features a teen’s scare with the swine flu. The fourth section is entitled “love life.” One of the articles warns girls not to trust the lines that boys give. Another article tells why guys continue to like girls whom they dump. The last article in this section gives advice on how to get a guy. The last section is called “your life.” The cover story is about Miley Cyrus. She gives her advice on style and love.
Critical Evaluation:
I can see how young women would find this magazine appealing. Miley Cyrus is on the cover. She is very popular with her singing and hit television show, Hannah Montana. Most of the magazine is devoted to appearances and how to improve them. There are tips on hair styles, make-up, fashion, and exercise. Exercise is important, but this magazine presents it in relation to how it makes you look, “great abs, butt & legs.” Other than the focus on looks, the magazine is full of advertisements. Out of 152 pages, 58 of them are full page ads. This does not include ads that share space with an article. I must give the magazine credit. While many of the articles are basically fluff, there are some serious issues that are also covered. There is an article on the myths of television sex, an article warning girls not to trust the lines guys give, and an article on cyber-bullying which gives examples. These last articles are important for young women to read. Therefore, I would recommend this magazine. If the fluff of beauty and fashion catches their eye causing them to read the more important topics, it will be worth it.
Reader's Annotation:
This is a beauty magazine for teens, specifically geared toward women.
Information about the editor:
There is not much information on Ann Shocket. None in the magazine, and very little information when I did a google search for her. She was appointed editor in chief of Seventeen magazine in 2007. She helped orchestrate the expansion of the magazine to an online version.
Genre: Magazine
Curriculum Ties: Language Arts
Booktalking Ideas:
• What is your definition of beauty?
• Why do you think this magazine focuses on looks?
• Do you pay attention to the advertisements? Why? Why not?
• What is cyber-bullying? Have you ever experienced it?
Reading Level/Interest Level:
This magazine will appeal to young adults and younger students.
Challenge Issues:
Advertisements; stereotyped definition of beauty; scantily clad women; sex talk; how to kiss
If the magazine is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire magazine.
• Show positive reviews of the magazine.
• Show the selection policy.
If the complainant still has issues with the magazine:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I did a google search of teen magazines. One of the articles recommended Seventeen.
http://www.world-newspapers.com/youth.html
Sports Illustrated Magazine
Bibliographic Information:
Moore, A. M. (Chairman, CEO). (2009, Decmeber 7). Sports Illustrated (New York, NY), 111(22). ISSN# 0038-822X
Summary:
The magazine is for sports fans. There are standard sections that appear in each edition as well as feature articles that change from edition to edition. In this edition the cover story is about Derek Jeters being named 2009 Sportsman of the Year. This article discusses not only his fantastic season, but how he got where he is today. Another feature article is about Donovan McNabb and Andy Reid from The Eagles professional football team. Basketball fans can read about Carmelo Anthony from the Denver Nuggets. There is an article focuses on Tiger Woods and his problems of late. There is an interview of Larry Bird by Dan Patrick. In addition six high school students from around the country are looked at as up and comers. Even high school football is discussed in the article discussing Texas and the impressive number of quarterbacks who come from there. Professional hockey is discussed in the article, Whole Lotta Nasty. There is even an article about professional golf. Michelle Wie is discussed in the article, Student of the Game. With the winter Olympics coming up there is an article on Kevin Pearce the new wonder kid of snowboarding. There is an article regarding horse racing and much more.
Critical Evaluation:
Wow, this magazine is chock full of articles on a wide range of sports. This is no wonder as the December 7th edition is a double issue. The articles are thorough, but have a definite point of view. The article about Tiger Woods makes it seem that Tiger’s fame has pushed him to his limits and the “media army … is sniffing around” his home. This almost seems to make the media out to be the bad guy. The photographs in the magazine are incredible. Some cover two full pages. Others capture action helping the reader to feel more a part of the game. The biggest problem with the magazine is the advertisements. There are tons. In a 156 page magazine there are 50 full pages of ads. This does not include the smaller ads appearing on pages alongside articles. It is unlikely that the magazine will be able to function with fewer ads as that is how it gets its revenue. Overall this is a good magazine. According to School Library Journal, “If you only have space for one sports magazine, this should be it.”
http://www.schoollibraryjournal.com/article/CA6654566.html
Reader's Annotation:
This is a magazine for sports fans.
Information about the CEO:
Ann Moore is a native of McLean, Virginia. She graduated in 1971 from Vanderbilt University. In 1978 she received her Master’s of Business Administration from Harvard Business School. She joined Time, Inc. that same year. She has been the Chairman and Chief Executive Officer since July 2002.
http://www.timewarner.com/corp/management/executives_by_business/time_inc/bio/moore_ann.html
Genre: Magazine; Sports
Curriculum Ties: Language Arts; Sports
Booktalking Ideas:
• Which sport do you enjoy the most? Why?
• What are your thoughts about Tiger Woods and his latest behavior?
• Do you plan on watching the winter Olympics? Which event do you enjoy the most?
Reading Level/Interest Level:
High school - adult
Challenge Issues:
Advertisements
If the magazine is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire issue.
• Show positive reviews of the magazine.
• Show the selection policy.
If the complainant still has issues with the magazine:
• Request that the complainant read the entire magazine if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I did a google search for teen magazines. One of the articles that resulted was in School Library Journal, a very reputable journal. Sports Illustrated was recommended in the article.
Moore, A. M. (Chairman, CEO). (2009, Decmeber 7). Sports Illustrated (New York, NY), 111(22). ISSN# 0038-822X
Summary:
The magazine is for sports fans. There are standard sections that appear in each edition as well as feature articles that change from edition to edition. In this edition the cover story is about Derek Jeters being named 2009 Sportsman of the Year. This article discusses not only his fantastic season, but how he got where he is today. Another feature article is about Donovan McNabb and Andy Reid from The Eagles professional football team. Basketball fans can read about Carmelo Anthony from the Denver Nuggets. There is an article focuses on Tiger Woods and his problems of late. There is an interview of Larry Bird by Dan Patrick. In addition six high school students from around the country are looked at as up and comers. Even high school football is discussed in the article discussing Texas and the impressive number of quarterbacks who come from there. Professional hockey is discussed in the article, Whole Lotta Nasty. There is even an article about professional golf. Michelle Wie is discussed in the article, Student of the Game. With the winter Olympics coming up there is an article on Kevin Pearce the new wonder kid of snowboarding. There is an article regarding horse racing and much more.
Critical Evaluation:
Wow, this magazine is chock full of articles on a wide range of sports. This is no wonder as the December 7th edition is a double issue. The articles are thorough, but have a definite point of view. The article about Tiger Woods makes it seem that Tiger’s fame has pushed him to his limits and the “media army … is sniffing around” his home. This almost seems to make the media out to be the bad guy. The photographs in the magazine are incredible. Some cover two full pages. Others capture action helping the reader to feel more a part of the game. The biggest problem with the magazine is the advertisements. There are tons. In a 156 page magazine there are 50 full pages of ads. This does not include the smaller ads appearing on pages alongside articles. It is unlikely that the magazine will be able to function with fewer ads as that is how it gets its revenue. Overall this is a good magazine. According to School Library Journal, “If you only have space for one sports magazine, this should be it.”
http://www.schoollibraryjournal.com/article/CA6654566.html
Reader's Annotation:
This is a magazine for sports fans.
Information about the CEO:
Ann Moore is a native of McLean, Virginia. She graduated in 1971 from Vanderbilt University. In 1978 she received her Master’s of Business Administration from Harvard Business School. She joined Time, Inc. that same year. She has been the Chairman and Chief Executive Officer since July 2002.
http://www.timewarner.com/corp/management/executives_by_business/time_inc/bio/moore_ann.html
Genre: Magazine; Sports
Curriculum Ties: Language Arts; Sports
Booktalking Ideas:
• Which sport do you enjoy the most? Why?
• What are your thoughts about Tiger Woods and his latest behavior?
• Do you plan on watching the winter Olympics? Which event do you enjoy the most?
Reading Level/Interest Level:
High school - adult
Challenge Issues:
Advertisements
If the magazine is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire issue.
• Show positive reviews of the magazine.
• Show the selection policy.
If the complainant still has issues with the magazine:
• Request that the complainant read the entire magazine if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I did a google search for teen magazines. One of the articles that resulted was in School Library Journal, a very reputable journal. Sports Illustrated was recommended in the article.
The Hobbit by J. R. R. Tolkien
Bibliographic Information:
Tolkien, J. (1986). The hobbit. New York, NY: Ballantine Books.
ISBN# 978-0345339683
Plot Summary:
Bilbo Baggins is a mild-mannered hobbit who minds his own business without having any adventures. That is until Gandalf the Grey, a renowned wizard stops by to chat one day. After their conversation Bilbo finds that he has signed on to be the fourteenth member of a quest as thirteen is highly unlucky. Bilbo is to join thirteen dwarves as their burglar. The dwarves want to get back to their ancestral land and take back their gold from Smaug the dragon. Bilbo will get a fourteenth share of any treasure that they recover or if he doesn’t survive, his heirs will receive his share. Used to at least two breakfasts each day, Bilbo finds traveling with the thirteen dwarves uncomfortable to say the least. The dwarves aren’t thrilled with him either especially when they have to take turns carrying him. They run into goblins, greedy elves, gigantic spiders, a bearlike person and orcs. Eventually they get to the Lonely Mountain where Smaug lives. Unfortunately, they aren’t the only ones who feel that they should get Smaug’s treasures. Battle breaks out. Will anyone get the treasure? Will Smaug fry them all? Will Bilbo ever be the quiet, comfortable hobbit merely enjoying his hobbit hole?
Critical Evaluation:
This is a great fantasy novel. Although it was intended for adults it has crossed over into young adult literature and even younger. Tolkien uses very descriptive language which allows the reader to fully visualize his world of Middle Earth. Amazingly Tolkien created new languages for the different peoples in his books. Bilbo Baggins grows as a character as the book progresses. At first he is more of a burden to the dwarves. But after their encounter with the goblins, the dwarves start relying on him more. He is key in helping them when they are captured by the elves. Without him they would have died when they were trapped by the spiders. Bilbo goes from being a pudgy hobbit content to eat, drink and smoke his pipe to a stern, clever, hero who takes initiative. At the beginning of their journey the dwarves grumble about Bilbo. But their attitude changes; they ask for his advice and look to him to solve their problems. This book is a must for most libraries.
Reader's Annotation:
Based on the recommendation of Gandalf the Grey, Bilbo Baggins, a hobbit, joins the 13 dwarves as their burglar on their quest to get back to their ancestral land and take back their gold from Smaug the dragon.
Information about the author:
Born in South Africa in 1892, John Ronald Reul Tolkien moved to England at the age of 3. His father died when he was 4. He may have based his description of the Shire on the Warwickshire countryside where he lived. When he was 12 his mother died and Tolkien was reared by Father Xavier Morgan, the family priest. Tolkien excelled in languages and studied Greek, Anglo Saxon, Finnish. He married when he was 21. After getting his degree he joined the army in 1916. While he rarely discussed his military experiences, it is thought that they influenced his writings especially in creating the land of Mordor. He started writing the Silmarillion, which he worked on continuously even while writing his other books. Tolkien wrote The Hobbit and was convinced to get it published after C. S. Lewis read the manuscript and gave it a glowing review. It was a success and he was encouraged to write a sequel. This sequel began The Lord of the Rings trilogy. Tolkien was never thrilled with his fame. He valued his privacy. In 1973 he died.
http://www.biographyonline.net/writers/tolkien_jrr.html
Genre: Fantasy
Curriculum Ties: Language Arts
Booktalking Ideas:
• What does Bilbo mean when he says, “Good day” to Gandalf?
• How do the dwarves react to having Bilbo go with them?
• What is their goal?
• Do you think the riddle game was fair? Why? Why not?
• When does Bilbo become useful?
• What are your thoughts about Gollum? Why?
• What do you think of Bilbo’s trade? Why?
• Does this book make you want to read The Lord of the Rings trilogy? Why?
Reading Level/Interest Level:
This book was intended for adults, but is a cross-over for teens. It can also be used for children in upper elementary and middle school with support.
Challenge Issues:
Magic; smoking
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
My older sister read The Hobbit to me when I was in junior high. I enjoyed the book so much that over the years I have read it, and the trilogy, well over ten times. My daughter’s fifth grade class is currently listening to teacher read The Hobbit. This book is a classic and one I couldn’t overlook.
Tolkien, J. (1986). The hobbit. New York, NY: Ballantine Books.
ISBN# 978-0345339683
Plot Summary:
Bilbo Baggins is a mild-mannered hobbit who minds his own business without having any adventures. That is until Gandalf the Grey, a renowned wizard stops by to chat one day. After their conversation Bilbo finds that he has signed on to be the fourteenth member of a quest as thirteen is highly unlucky. Bilbo is to join thirteen dwarves as their burglar. The dwarves want to get back to their ancestral land and take back their gold from Smaug the dragon. Bilbo will get a fourteenth share of any treasure that they recover or if he doesn’t survive, his heirs will receive his share. Used to at least two breakfasts each day, Bilbo finds traveling with the thirteen dwarves uncomfortable to say the least. The dwarves aren’t thrilled with him either especially when they have to take turns carrying him. They run into goblins, greedy elves, gigantic spiders, a bearlike person and orcs. Eventually they get to the Lonely Mountain where Smaug lives. Unfortunately, they aren’t the only ones who feel that they should get Smaug’s treasures. Battle breaks out. Will anyone get the treasure? Will Smaug fry them all? Will Bilbo ever be the quiet, comfortable hobbit merely enjoying his hobbit hole?
Critical Evaluation:
This is a great fantasy novel. Although it was intended for adults it has crossed over into young adult literature and even younger. Tolkien uses very descriptive language which allows the reader to fully visualize his world of Middle Earth. Amazingly Tolkien created new languages for the different peoples in his books. Bilbo Baggins grows as a character as the book progresses. At first he is more of a burden to the dwarves. But after their encounter with the goblins, the dwarves start relying on him more. He is key in helping them when they are captured by the elves. Without him they would have died when they were trapped by the spiders. Bilbo goes from being a pudgy hobbit content to eat, drink and smoke his pipe to a stern, clever, hero who takes initiative. At the beginning of their journey the dwarves grumble about Bilbo. But their attitude changes; they ask for his advice and look to him to solve their problems. This book is a must for most libraries.
Reader's Annotation:
Based on the recommendation of Gandalf the Grey, Bilbo Baggins, a hobbit, joins the 13 dwarves as their burglar on their quest to get back to their ancestral land and take back their gold from Smaug the dragon.
Information about the author:
Born in South Africa in 1892, John Ronald Reul Tolkien moved to England at the age of 3. His father died when he was 4. He may have based his description of the Shire on the Warwickshire countryside where he lived. When he was 12 his mother died and Tolkien was reared by Father Xavier Morgan, the family priest. Tolkien excelled in languages and studied Greek, Anglo Saxon, Finnish. He married when he was 21. After getting his degree he joined the army in 1916. While he rarely discussed his military experiences, it is thought that they influenced his writings especially in creating the land of Mordor. He started writing the Silmarillion, which he worked on continuously even while writing his other books. Tolkien wrote The Hobbit and was convinced to get it published after C. S. Lewis read the manuscript and gave it a glowing review. It was a success and he was encouraged to write a sequel. This sequel began The Lord of the Rings trilogy. Tolkien was never thrilled with his fame. He valued his privacy. In 1973 he died.
http://www.biographyonline.net/writers/tolkien_jrr.html
Genre: Fantasy
Curriculum Ties: Language Arts
Booktalking Ideas:
• What does Bilbo mean when he says, “Good day” to Gandalf?
• How do the dwarves react to having Bilbo go with them?
• What is their goal?
• Do you think the riddle game was fair? Why? Why not?
• When does Bilbo become useful?
• What are your thoughts about Gollum? Why?
• What do you think of Bilbo’s trade? Why?
• Does this book make you want to read The Lord of the Rings trilogy? Why?
Reading Level/Interest Level:
This book was intended for adults, but is a cross-over for teens. It can also be used for children in upper elementary and middle school with support.
Challenge Issues:
Magic; smoking
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
My older sister read The Hobbit to me when I was in junior high. I enjoyed the book so much that over the years I have read it, and the trilogy, well over ten times. My daughter’s fifth grade class is currently listening to teacher read The Hobbit. This book is a classic and one I couldn’t overlook.
Napoleon Dynamite - DVD 2004
Bibliographic Information:
Hess, J., & Hess, J. (Screenwriter). (2004, June 11). Napoleon Dynamite [DVD] J. Coon, S. Covel & C. Wyatt (Eds.). Studio Fox Searchlight Pictures (1 hr, 35 min.). ASIN: B00186QBYE
Plot Summary:
Napoleon Dynamite is a dork. He had wiry hair, glasses, and wears sweats and a t-shirt much of the time. He’s known for drawing combinations of mythical creatures such as the liger, a lion/tiger combo. Napoleon has an older brother who spends two hours each day chatting online with his “soul-mate” whom he has never met. They both live with their grandmother and the family’s pet llama. Napoleon copes much of the time claiming he has various skills such as using the nunchucks. He is a loner, not by choice. The other students avoid him or make fun of him. Napoleon is bullied at school. Then a new student comes to school, Pedro. Napoleon just happens to be nearby and the principal asks him to show Pedro to his locker. Because of this, Napoleon assumes that they are friends. This works for Pedro. Grandma goes out for several days. Enter Uncle Rico, who claims grandma asked him to look after the boys. Rico enlists Kips help in his get rich quick plans. He wants to raise enough money to make a time machine so that he can go back and help his high school football team win the big game. These schemes involve selling a Tuperware-like product and an herbal breast enhancer. One afternoon, a girl Deb, knocks on the door trying to sell make-up and craft jewelry. She, Pedro and Napoleon become friends. Pedro decides to run for class president against the popular Summer. Napoleon helps by making posters, handing out keychains, and assisting Pedro with his after speech skit.
Critical Evaluation:
At first I didn’t think much of the movie. Poor Napoleon, where can you start? He is the classic dork. While he can’t help his appearance, he can stop talking about skills that he claims to have, but doesn’t. He really doesn’t have much choice as his older brother and his uncle both are dorks also. Truly I felt sorry for him. The other characters seemed almost like caricatures instead of actual people. As the movie progressed though, I started enjoying it more. Napoleon becomes a friend; he grows as a character. It seems as though he understands that he is socially inept and tries to change. He stands up to his uncle. He helps another boy who is also bullied. And he helps Pedro in his run for class president. Further, Napoleon doesn’t stereotype others. When the gang-looking Hispanic men drive by, Napoleon isn’t afraid to let them drive him and Trisha to the dance. While I was over enthusiastic with this movie, I can see how teens would enjoy it. They will be able to relate to Napoleon in one way or another. They will root for him hoping against the odds that good things will happen. If nothing else teens will see that someone else has it worse than they do.
Reader's Annotation:
Napoleon Dynamite struggles through high school: Being bullied, finding friends in Pedro and Deb, dealing with his older brother Kip and his Uncle Rico’s money-making schemes. When Pedro decides to run for class president, Napoleon helps.
Information about the Screenwriters:
Jared Hess was born on July 18, 1979 in Omaha Nebraska. He attended Manhattan High School in Kansas and then transferred over to Preston High. Several of the scenes from this movie were filmed at Preston High. Jared is married to Jerusha Hess, the co-screenwriter. She was born on July 12, 1980 in Olathe, Kansas.Together they also wrote Nacho Libre (2006) and Gentlemen Broncos (2009.) Both have experience behind the camera as well.
http://en.wikipedia.org/wiki/Jared_and_Jerusha_Hess
http://www.imdb.com/name/nm1415801/
Genre: Realistic Fiction
Curriculum Ties: Language Arts
Booktalking Ideas:
• Why does Napoleon talk about his “skills” so much, skills that he doesn’t have?
• Which character most represents your high school experience?
• How does Napoleon feel about his uncle? Why?
• Describe what happens at the dance between Trisha and Napoleon. Between Napoleon and Deb and Pedro. Why do these events happen?
• Why does Pedro win the presidency?
• Describe each of the main high schoolers.
• At one point in the story Deb is upset with Napoleon. Why?
• If you were to continue the story, what do you think would happen? Why?
Reading Level/Interest Level:
The movie is rated PG and will probably appeal to those between 13 – young adult.
Challenge Issues:
Bullying; teasing; shooting of a cow is heard off camera
If the movie is challenged:
• Listen calmly to the complainant.
• Ask if s/he has watched the entire film.
• Show positive reviews of the film.
• Show the selection policy.
If the complainant still has issues with the movie:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I selected this movie because it was discussed during the genre presentation.
According to Rotten tomatoes, 71% of those reviewed found this movie to be good.
http://www.rottentomatoes.com/m/napoleon_dynamite/
Roger Ebert gave the movie 1 ½ stars, though users gave it three stars.
http://rogerebert.suntimes.com/apps/pbcs.dll/article?AID=/20040618/REVIEWS/406180306/1023
Hess, J., & Hess, J. (Screenwriter). (2004, June 11). Napoleon Dynamite [DVD] J. Coon, S. Covel & C. Wyatt (Eds.). Studio Fox Searchlight Pictures (1 hr, 35 min.). ASIN: B00186QBYE
Plot Summary:
Napoleon Dynamite is a dork. He had wiry hair, glasses, and wears sweats and a t-shirt much of the time. He’s known for drawing combinations of mythical creatures such as the liger, a lion/tiger combo. Napoleon has an older brother who spends two hours each day chatting online with his “soul-mate” whom he has never met. They both live with their grandmother and the family’s pet llama. Napoleon copes much of the time claiming he has various skills such as using the nunchucks. He is a loner, not by choice. The other students avoid him or make fun of him. Napoleon is bullied at school. Then a new student comes to school, Pedro. Napoleon just happens to be nearby and the principal asks him to show Pedro to his locker. Because of this, Napoleon assumes that they are friends. This works for Pedro. Grandma goes out for several days. Enter Uncle Rico, who claims grandma asked him to look after the boys. Rico enlists Kips help in his get rich quick plans. He wants to raise enough money to make a time machine so that he can go back and help his high school football team win the big game. These schemes involve selling a Tuperware-like product and an herbal breast enhancer. One afternoon, a girl Deb, knocks on the door trying to sell make-up and craft jewelry. She, Pedro and Napoleon become friends. Pedro decides to run for class president against the popular Summer. Napoleon helps by making posters, handing out keychains, and assisting Pedro with his after speech skit.
Critical Evaluation:
At first I didn’t think much of the movie. Poor Napoleon, where can you start? He is the classic dork. While he can’t help his appearance, he can stop talking about skills that he claims to have, but doesn’t. He really doesn’t have much choice as his older brother and his uncle both are dorks also. Truly I felt sorry for him. The other characters seemed almost like caricatures instead of actual people. As the movie progressed though, I started enjoying it more. Napoleon becomes a friend; he grows as a character. It seems as though he understands that he is socially inept and tries to change. He stands up to his uncle. He helps another boy who is also bullied. And he helps Pedro in his run for class president. Further, Napoleon doesn’t stereotype others. When the gang-looking Hispanic men drive by, Napoleon isn’t afraid to let them drive him and Trisha to the dance. While I was over enthusiastic with this movie, I can see how teens would enjoy it. They will be able to relate to Napoleon in one way or another. They will root for him hoping against the odds that good things will happen. If nothing else teens will see that someone else has it worse than they do.
Reader's Annotation:
Napoleon Dynamite struggles through high school: Being bullied, finding friends in Pedro and Deb, dealing with his older brother Kip and his Uncle Rico’s money-making schemes. When Pedro decides to run for class president, Napoleon helps.
Information about the Screenwriters:
Jared Hess was born on July 18, 1979 in Omaha Nebraska. He attended Manhattan High School in Kansas and then transferred over to Preston High. Several of the scenes from this movie were filmed at Preston High. Jared is married to Jerusha Hess, the co-screenwriter. She was born on July 12, 1980 in Olathe, Kansas.Together they also wrote Nacho Libre (2006) and Gentlemen Broncos (2009.) Both have experience behind the camera as well.
http://en.wikipedia.org/wiki/Jared_and_Jerusha_Hess
http://www.imdb.com/name/nm1415801/
Genre: Realistic Fiction
Curriculum Ties: Language Arts
Booktalking Ideas:
• Why does Napoleon talk about his “skills” so much, skills that he doesn’t have?
• Which character most represents your high school experience?
• How does Napoleon feel about his uncle? Why?
• Describe what happens at the dance between Trisha and Napoleon. Between Napoleon and Deb and Pedro. Why do these events happen?
• Why does Pedro win the presidency?
• Describe each of the main high schoolers.
• At one point in the story Deb is upset with Napoleon. Why?
• If you were to continue the story, what do you think would happen? Why?
Reading Level/Interest Level:
The movie is rated PG and will probably appeal to those between 13 – young adult.
Challenge Issues:
Bullying; teasing; shooting of a cow is heard off camera
If the movie is challenged:
• Listen calmly to the complainant.
• Ask if s/he has watched the entire film.
• Show positive reviews of the film.
• Show the selection policy.
If the complainant still has issues with the movie:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I selected this movie because it was discussed during the genre presentation.
According to Rotten tomatoes, 71% of those reviewed found this movie to be good.
http://www.rottentomatoes.com/m/napoleon_dynamite/
Roger Ebert gave the movie 1 ½ stars, though users gave it three stars.
http://rogerebert.suntimes.com/apps/pbcs.dll/article?AID=/20040618/REVIEWS/406180306/1023
Stephenie Meyer by Ryan Burton
Bibliographic Information:
Burton, R. (2009). Stephenie Meyer. United States: Bluewater Productions.
ISBN# 9781427641847
Plot Summary:
This book is a graphic novel. A vampire tells the story of Stephenie Meyer. He starts with her birth in 1973 in Hartford, Connecticut. Her family moved to Phoenix, Arizona when she was four years old. Stephenie was a good student. The other students were different, or the vampire suggests, perhaps Stephenie was different. Her grades were good enough that she was a National Merit Scholar recipient. She went on to Brigham Young University in Provo, Utah. Stephenie majored in English with an emphasis in literature. The vampire narrator takes a break at this point to eat a spider. While at BYU she met her future husband, Christian, again. They had previously met as children, but didn’t have much to do with each other. Stephenie and Christian married and eventually had three children. The vampire tells us that Stephenie had everything she had everything that was important to her: Her faith, her family, and her enjoyment of writing and drawing. She also had her dreams. In June 2003 she had an especially memorable dream. Not intending to write a story, she did write down the dream to see where it led. This story was set in Forks, Washington and was entitled Forks. After sending out feelers, finally someone decided to publish her work after changing its title from Forks to Twilight. The rest of the books ensued and vampire mania was again alive and well. The vampire narrator insists that Stephenie and everyone else should continue writing about vampires. Writing keeps the interest up and the enhanced interest keeps our vampire friend well fed. Also included is an introduction to Forks, Washington.
Critical Evaluation:
What a great way to tell a biography! The fact that the book is narrated by a vampire will surely capture many teens’ interest as vampires are very in right now. Of course this mania is in a large part due to Ms. Meyer. So this book is a fitting tribute and can easily be tied to her novels, the movie, and other vampire stories. I imagine this book never being on the shelf; it will always be checked out. The illustrations are very detailed. They are rather dark in coloring and shadowing, but this lends to the vampire theme of night, bats, and things that go bump. The text is sparse, but to the point. Less experienced readers should have little trouble understanding the text. In addition, the illustrations greatly add to the text. The text mentions the things that Stephenie has in her life: Family, faith, and her pastime. The illustrations show her three children, the Book of Mormon, and writing and drawing implements. A bibliography is included so that teens can get more information. I hope to add this book to my school library collection.
Reader's Annotation:
In graphic novel format, a vampire tells the story of Stephenie Meyer’s life.
Information about the author:
There is no information about the author, Ryan Burton, in the book. An internet search also proved to yield very little. However, the book is produced by Bluewater comics. This company produces comics, graphic novels and multimedia on a variety of subjects from classic myths to science fiction, from superheroes to Hollywood legends. They have just added the biographies to their selection.
http://bluewaterprod.com/about_us.php
Genre: Biography; graphic novel
Curriculum Ties: Language Arts
Booktalking Ideas:
• If you were to have a mythical character tell your life’s story, who would you choose? Why?
• How does this book compare to a standard biography?
Reading Level/Interest Level:
This book would appeal to a wide range of students from the upper elementary level through young adult.
Challenge Issues:
Vampires; eating a spider
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I found this book on the shelf at Barnes & Noble. It intrigued me so I took it.
Five positive reviews listed on the back of the book
Burton, R. (2009). Stephenie Meyer. United States: Bluewater Productions.
ISBN# 9781427641847
Plot Summary:
This book is a graphic novel. A vampire tells the story of Stephenie Meyer. He starts with her birth in 1973 in Hartford, Connecticut. Her family moved to Phoenix, Arizona when she was four years old. Stephenie was a good student. The other students were different, or the vampire suggests, perhaps Stephenie was different. Her grades were good enough that she was a National Merit Scholar recipient. She went on to Brigham Young University in Provo, Utah. Stephenie majored in English with an emphasis in literature. The vampire narrator takes a break at this point to eat a spider. While at BYU she met her future husband, Christian, again. They had previously met as children, but didn’t have much to do with each other. Stephenie and Christian married and eventually had three children. The vampire tells us that Stephenie had everything she had everything that was important to her: Her faith, her family, and her enjoyment of writing and drawing. She also had her dreams. In June 2003 she had an especially memorable dream. Not intending to write a story, she did write down the dream to see where it led. This story was set in Forks, Washington and was entitled Forks. After sending out feelers, finally someone decided to publish her work after changing its title from Forks to Twilight. The rest of the books ensued and vampire mania was again alive and well. The vampire narrator insists that Stephenie and everyone else should continue writing about vampires. Writing keeps the interest up and the enhanced interest keeps our vampire friend well fed. Also included is an introduction to Forks, Washington.
Critical Evaluation:
What a great way to tell a biography! The fact that the book is narrated by a vampire will surely capture many teens’ interest as vampires are very in right now. Of course this mania is in a large part due to Ms. Meyer. So this book is a fitting tribute and can easily be tied to her novels, the movie, and other vampire stories. I imagine this book never being on the shelf; it will always be checked out. The illustrations are very detailed. They are rather dark in coloring and shadowing, but this lends to the vampire theme of night, bats, and things that go bump. The text is sparse, but to the point. Less experienced readers should have little trouble understanding the text. In addition, the illustrations greatly add to the text. The text mentions the things that Stephenie has in her life: Family, faith, and her pastime. The illustrations show her three children, the Book of Mormon, and writing and drawing implements. A bibliography is included so that teens can get more information. I hope to add this book to my school library collection.
Reader's Annotation:
In graphic novel format, a vampire tells the story of Stephenie Meyer’s life.
Information about the author:
There is no information about the author, Ryan Burton, in the book. An internet search also proved to yield very little. However, the book is produced by Bluewater comics. This company produces comics, graphic novels and multimedia on a variety of subjects from classic myths to science fiction, from superheroes to Hollywood legends. They have just added the biographies to their selection.
http://bluewaterprod.com/about_us.php
Genre: Biography; graphic novel
Curriculum Ties: Language Arts
Booktalking Ideas:
• If you were to have a mythical character tell your life’s story, who would you choose? Why?
• How does this book compare to a standard biography?
Reading Level/Interest Level:
This book would appeal to a wide range of students from the upper elementary level through young adult.
Challenge Issues:
Vampires; eating a spider
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I found this book on the shelf at Barnes & Noble. It intrigued me so I took it.
Five positive reviews listed on the back of the book
I can't keep my own secrets Edited by Larry Smith and Rachel Fershleiser
Bibliographic Information:
I can't keep my own secrets. (2009) (L. Smith & R. Fershleiser, Eds.). New York, NY: Harper Teen. ISBN# 9780061726842
Plot Summary:
Smith Magazine asked teens to describe their lives in six words and submit their work. The magazine received over 600 responses, including some from celebrities. The teens were between 13 – 19 years old and as far as the magazine editors can tell, each submission is authentic. The teens wrote about various aspects of their lives. Some wrote about living in a dysfunctional family. Others wrote about a mistake they can done. Some teens wrote about their faith, either finding it or losing it. Other teens wrote about their sex life, some lost their virginity, some are with much older partners, some are proud of being a virgin. Several of the entries deal with teen pregnancy. With some, the father is around and with others, the father isn’t. A number of teens wrote about the war taking a loved one to Iraq. Some teens wrote about weight issues, being called names, being overweight, or being anorexics or bulimia. First kisses are mentioned. Teens discussed being gay or lesbian and whether or not they have come out. Some wrote about the reaction of others when they did come out. Sixteen poems are included at the back from famous people in this age group, such as Taylor Swift. There is a page to create your own poem and information on where to send it. An index is included based on subject matter.
Critical Evaluation:
What a great idea! The editors state in a note at the beginning that this is their second book of this type. After the first book was published many teachers, from kindergarten to graduate school wrote to share that they did this with their classes. I can see how this could be used easily with a wide age range of students. Some of the poems are funny or a play on words. But many of the poems are heart breaking. The authors talk about being unloved or unwanted. Problems from sex, drugs, rape, gossip, etc. are discussed. This book would be a great addition to most all libraries. All teens, in fact everyone, will probably be able to see themselves in one of these poems. Teens will be able to relate to the pain that some of these authors wrote. Perhaps by reading this book, these teens will be able to go to someone and discuss their own problems. Or perhaps, these teens will get a better perspective on their life after reading this book. Either way this book should be available to all teens.
Reader's Annotation:
Smith Magazine asked teens, between the ages of 13 – 19, to submit a six-word memoir of their lives. This book is a culmination of the responses that they received.
Information about the author:
Larry Smith is the founder and editor in chief of Smith Magazine. He has edited article for other magazines, such as Men’s Journal, was the executive editor at Yahoo! Internet Life, was the senior editor of ESPN: The Magazine, and has been an editor of several other magazines. Rachel Fershleiser is a senior editor of Smith Magazine and co-editor of Not quite what I was planning, the third six-word memoir compilation.
http://www.smithmag.net/about/team/
Genre: Poetry; autobiography
Curriculum Ties: Sociology; Language Arts
Booktalking Ideas:
• How would you describe your life?
• Can you describe it in six words?
• Pick a poem. What do you think is happening in this person’s life? Why?
• Which poem best reflects you? Why?
Reading Level/Interest Level:
The widest age range, according to the reviews, is 11 – 18.
Challenge Issues:
Drugs; sex; teen pregnancy; abuse; religion; rape
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I saw this book at Barnes & Noble and was intrigued. Afterwards I found reviews of the book using Children’s Literature Comprehensive Database.
Three positive reviews
Reading/Interest level, selection process information, and reviews were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~C2arq4:1 accessed through SJSU and not available to everyone.
I can't keep my own secrets. (2009) (L. Smith & R. Fershleiser, Eds.). New York, NY: Harper Teen. ISBN# 9780061726842
Plot Summary:
Smith Magazine asked teens to describe their lives in six words and submit their work. The magazine received over 600 responses, including some from celebrities. The teens were between 13 – 19 years old and as far as the magazine editors can tell, each submission is authentic. The teens wrote about various aspects of their lives. Some wrote about living in a dysfunctional family. Others wrote about a mistake they can done. Some teens wrote about their faith, either finding it or losing it. Other teens wrote about their sex life, some lost their virginity, some are with much older partners, some are proud of being a virgin. Several of the entries deal with teen pregnancy. With some, the father is around and with others, the father isn’t. A number of teens wrote about the war taking a loved one to Iraq. Some teens wrote about weight issues, being called names, being overweight, or being anorexics or bulimia. First kisses are mentioned. Teens discussed being gay or lesbian and whether or not they have come out. Some wrote about the reaction of others when they did come out. Sixteen poems are included at the back from famous people in this age group, such as Taylor Swift. There is a page to create your own poem and information on where to send it. An index is included based on subject matter.
Critical Evaluation:
What a great idea! The editors state in a note at the beginning that this is their second book of this type. After the first book was published many teachers, from kindergarten to graduate school wrote to share that they did this with their classes. I can see how this could be used easily with a wide age range of students. Some of the poems are funny or a play on words. But many of the poems are heart breaking. The authors talk about being unloved or unwanted. Problems from sex, drugs, rape, gossip, etc. are discussed. This book would be a great addition to most all libraries. All teens, in fact everyone, will probably be able to see themselves in one of these poems. Teens will be able to relate to the pain that some of these authors wrote. Perhaps by reading this book, these teens will be able to go to someone and discuss their own problems. Or perhaps, these teens will get a better perspective on their life after reading this book. Either way this book should be available to all teens.
Reader's Annotation:
Smith Magazine asked teens, between the ages of 13 – 19, to submit a six-word memoir of their lives. This book is a culmination of the responses that they received.
Information about the author:
Larry Smith is the founder and editor in chief of Smith Magazine. He has edited article for other magazines, such as Men’s Journal, was the executive editor at Yahoo! Internet Life, was the senior editor of ESPN: The Magazine, and has been an editor of several other magazines. Rachel Fershleiser is a senior editor of Smith Magazine and co-editor of Not quite what I was planning, the third six-word memoir compilation.
http://www.smithmag.net/about/team/
Genre: Poetry; autobiography
Curriculum Ties: Sociology; Language Arts
Booktalking Ideas:
• How would you describe your life?
• Can you describe it in six words?
• Pick a poem. What do you think is happening in this person’s life? Why?
• Which poem best reflects you? Why?
Reading Level/Interest Level:
The widest age range, according to the reviews, is 11 – 18.
Challenge Issues:
Drugs; sex; teen pregnancy; abuse; religion; rape
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I saw this book at Barnes & Noble and was intrigued. Afterwards I found reviews of the book using Children’s Literature Comprehensive Database.
Three positive reviews
Reading/Interest level, selection process information, and reviews were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~C2arq4:1 accessed through SJSU and not available to everyone.
Full moon o sagashite by Arina Tanemura
Bibliographic Information:
Tanemura, A. (2001). Full Moon o Sagashite. Japan: VIZ Media LLC; Shojo Beat Manga Ed edition. ISBN# 9781591169284
Plot Summary:
Miksuki is twelve. She spends all of her time at home with her grandmother. She is not allowed outside because she has a malignant tumor in her throat. Her only wish is to be able to sing, but the tumor only allows her to sing very softly. Takuto and Meroko, Harbingers of Death, appear to her asking why she won’t have the surgery. She explains about her dream to sing. The Harbingers make a deal with Miksuki. They make a deal. The Harbingers will help her get to the audition and she will quietly die. Takuto gives her a pill that makes her 16 and healthy. Miksuki sneaks out and attends the audition. Unbeknownst to Miksuki, Takuto becomes one of the judges, in a different guise, so that he can guarantee her loss. When Miksuki sings, though, Takuto is mesmerized. Miksuki wins. This upsets Meroko, who is worried that Takuto will remember his past thereby getting his soul back. But without a body, his soul will turn him into a ghost. Misuki is so happy, now she can find her childhood friend, Eichi. Madoka, another girl at the audition, tells Misuki that the only reason she won was because of her looks. Misuki worries, what if Madoka is right? She also worries about how she will get past her grandmother.
Critical Evaluation:
This was my first manga reading. At first I had a difficult time with the right to left direction. But after a few pages I was able to follow without much difficulty. The story is good, one that teens, especially girls, will enjoy. The romance of wanting desperately to find Eichi, the sadness of Misuki’s cancer, and the jealousy of Meroko and Madoka will be ideas that most teens will understand. They may even be able to relate to these concepts, having experienced similar emotions. By bringing in Takuto and Meroko, Tanemura broadens her potential audience. The Harbingers of Death and Miksuki and Takuto’s interest toward each other will draw more readers into the story. I was somewhat perplexed about the side notes from the author that appear every so often. At first they were a distraction to the story, but when I got used to them I found that they added to the story, by giving background information on manga, this particular manga, and about the author.
Reader's Annotation:
Twelve year old Miksuki has a malignant tumor on her throat, but she doesn’t want the surgery to remove it because then she will no longer be able to sing and by singing she hopes to be reunited with Eichi. Takuto and Meroko, Harbingers of Death, help Miksuki become 16 and healthy for periods of time so the she can attend a singing audition.
Information about the author:
When she was 18, Arina Tanemura began her manga career. Her first short stories appeared in Ribon magazine. She has written I-O-N, a supernatural high school romance; she contributed to Kamikaze Kaitou Jeanne, a popular series, and worked on Time Stranger Kyoko. While she likes to keep her manga and anime separate, Full Moon was turned into anime during its fourth episode. Kamikaze Kaitou Jeanne has also been adapted to TV.
http://www.amazon.com/gp/product/product-description/1591169283/ref=dp_proddesc_0?ie=UTF8&n=283155&s=books
Genre: Manga; Fantasy
Curriculum Ties: Language Arts
Booktalking Ideas:
• Why does Miksuki’s grandmother keep her in the house?
• What is your opinion on Madoka? Why?
• What is her motive?
• Why do you think Takuto remembers music so fondly?
• Why is Meroko against Miksuki at first? Why does she change her mind?
• Where is Eichi? What do you think happened to him? Why?
Reading Level/Interest Level:
The publisher recommends this book for ages 13 – up.
Challenge Issues:
Death; “comic book” format
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I choose this book because it was featured during the genre presentation. In addition, manga is very popular with teens.
Tanemura, A. (2001). Full Moon o Sagashite. Japan: VIZ Media LLC; Shojo Beat Manga Ed edition. ISBN# 9781591169284
Plot Summary:
Miksuki is twelve. She spends all of her time at home with her grandmother. She is not allowed outside because she has a malignant tumor in her throat. Her only wish is to be able to sing, but the tumor only allows her to sing very softly. Takuto and Meroko, Harbingers of Death, appear to her asking why she won’t have the surgery. She explains about her dream to sing. The Harbingers make a deal with Miksuki. They make a deal. The Harbingers will help her get to the audition and she will quietly die. Takuto gives her a pill that makes her 16 and healthy. Miksuki sneaks out and attends the audition. Unbeknownst to Miksuki, Takuto becomes one of the judges, in a different guise, so that he can guarantee her loss. When Miksuki sings, though, Takuto is mesmerized. Miksuki wins. This upsets Meroko, who is worried that Takuto will remember his past thereby getting his soul back. But without a body, his soul will turn him into a ghost. Misuki is so happy, now she can find her childhood friend, Eichi. Madoka, another girl at the audition, tells Misuki that the only reason she won was because of her looks. Misuki worries, what if Madoka is right? She also worries about how she will get past her grandmother.
Critical Evaluation:
This was my first manga reading. At first I had a difficult time with the right to left direction. But after a few pages I was able to follow without much difficulty. The story is good, one that teens, especially girls, will enjoy. The romance of wanting desperately to find Eichi, the sadness of Misuki’s cancer, and the jealousy of Meroko and Madoka will be ideas that most teens will understand. They may even be able to relate to these concepts, having experienced similar emotions. By bringing in Takuto and Meroko, Tanemura broadens her potential audience. The Harbingers of Death and Miksuki and Takuto’s interest toward each other will draw more readers into the story. I was somewhat perplexed about the side notes from the author that appear every so often. At first they were a distraction to the story, but when I got used to them I found that they added to the story, by giving background information on manga, this particular manga, and about the author.
Reader's Annotation:
Twelve year old Miksuki has a malignant tumor on her throat, but she doesn’t want the surgery to remove it because then she will no longer be able to sing and by singing she hopes to be reunited with Eichi. Takuto and Meroko, Harbingers of Death, help Miksuki become 16 and healthy for periods of time so the she can attend a singing audition.
Information about the author:
When she was 18, Arina Tanemura began her manga career. Her first short stories appeared in Ribon magazine. She has written I-O-N, a supernatural high school romance; she contributed to Kamikaze Kaitou Jeanne, a popular series, and worked on Time Stranger Kyoko. While she likes to keep her manga and anime separate, Full Moon was turned into anime during its fourth episode. Kamikaze Kaitou Jeanne has also been adapted to TV.
http://www.amazon.com/gp/product/product-description/1591169283/ref=dp_proddesc_0?ie=UTF8&n=283155&s=books
Genre: Manga; Fantasy
Curriculum Ties: Language Arts
Booktalking Ideas:
• Why does Miksuki’s grandmother keep her in the house?
• What is your opinion on Madoka? Why?
• What is her motive?
• Why do you think Takuto remembers music so fondly?
• Why is Meroko against Miksuki at first? Why does she change her mind?
• Where is Eichi? What do you think happened to him? Why?
Reading Level/Interest Level:
The publisher recommends this book for ages 13 – up.
Challenge Issues:
Death; “comic book” format
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I choose this book because it was featured during the genre presentation. In addition, manga is very popular with teens.
I did it without thinking: True stories about impulsive decisions that changed lives by Bob Hugel
Bibliographic Information:
Hugel, B. (2008). I did it without thinking: True stories about impulsive decisions that changed lives. New York, NY: Franklin Watts. ISBN# 9780531138687
Plot Summary:
The book starts out with a true/false test on all of the topics covered. Before getting into the individual stories, Hugel has a section discussing Jay Giedd’s research regarding teen brain development. While Giedd’s research shows that a teen’s brain is not fully developed until around the age of 25, that does not give teens carte blanche. All actions have consequences. Hugel makes the following three suggestions: Pause, think about your choices and their consequences; talk to others who may have experienced what you are experiencing, see what they did; ask for help. After showing the reader the brain facts, Hugel gets into the individual stories. The first story is about Nick. He went to jail twice, once for starting a fire in the school bathroom (it was just a joke) and later for marijuana possession. Jail and rehab were his consequences. John became addicted to internet gambling. He lost over $2,500. His consequences were getting yelled out, losing friends, working to pay back his aunt, and becoming his aunt’s servant around the house. Nancy and Aggie are teen mothers. They love their children, but their lives have become difficult. The father of Nancy’s baby is in their lives, but she doesn’t have any time for a social life. The father of Aggie’s baby left when he discovered the baby was a girl. She has only seen him at court when she has sued for child support. Other stories are about dropping out of school, spreading gossip, and getting a tattoo. The book then concludes with some positive stories where impulsive behavior was beneficial. One young man rescued a boy caught in a riptide. A young girl started collecting socks for homeless people. The book finishes with suggestions for volunteering.
Critical Evaluation:
What a fantastic book! It is based in science, the studies conducted by Jay Giedd. These studies help teens to understand why they feel the way they do. I was especially glad to read the statement that while teens’ brains are still forming, this does not excuse bad behavior, a concept I was struggling with previously. The personal stories really bring the ideas to life. Teens will be able to relate to their follow teens’ experiences. The book doesn’t sugarcoat anything, not is it preachy. The little quizzes help keep teens involved and check for understanding. There are information boxes that can help teens just looking for quick information without reading the entire book. There is a glossary and an index. Both of these features help the reader find specific information and further understand that information. I highly recommend this book for all school and public libraries.
Reader's Annotation:
The book opens with a discussion on teen brain development. Then individual stories are presented showing how all behaviors have consequences.
Information about the author:
Bob Hugel has written nine informational books for teens. He is the editor of Scholastic Choices magazine. The purpose of the magazine is to help teens make responsible choices. Hugel is married and has two children. They live in New Jersey.
http://www.allbookstores.com/author/Bob_Hugel.html
Genre: Information
Curriculum Ties: Sociology; Language Arts
Booktalking Ideas:
• What does it mean to be impulsive?
• Does impulsiveness excuse responsibility?
• Discuss a time when you did something without thinking about it.
• What should you do before acting on anything?
Reading Level/Interest Level:
Junior high – young adult
Challenge Issues:
Teen pregnancy; tattoos; gambling; arson; drug use; gossiping
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I did an online search of my local library and the title of this book caught my attention.
One positive review
The review was accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~oXTG5n:2 accessed through SJSU and not available to everyone.
Hugel, B. (2008). I did it without thinking: True stories about impulsive decisions that changed lives. New York, NY: Franklin Watts. ISBN# 9780531138687
Plot Summary:
The book starts out with a true/false test on all of the topics covered. Before getting into the individual stories, Hugel has a section discussing Jay Giedd’s research regarding teen brain development. While Giedd’s research shows that a teen’s brain is not fully developed until around the age of 25, that does not give teens carte blanche. All actions have consequences. Hugel makes the following three suggestions: Pause, think about your choices and their consequences; talk to others who may have experienced what you are experiencing, see what they did; ask for help. After showing the reader the brain facts, Hugel gets into the individual stories. The first story is about Nick. He went to jail twice, once for starting a fire in the school bathroom (it was just a joke) and later for marijuana possession. Jail and rehab were his consequences. John became addicted to internet gambling. He lost over $2,500. His consequences were getting yelled out, losing friends, working to pay back his aunt, and becoming his aunt’s servant around the house. Nancy and Aggie are teen mothers. They love their children, but their lives have become difficult. The father of Nancy’s baby is in their lives, but she doesn’t have any time for a social life. The father of Aggie’s baby left when he discovered the baby was a girl. She has only seen him at court when she has sued for child support. Other stories are about dropping out of school, spreading gossip, and getting a tattoo. The book then concludes with some positive stories where impulsive behavior was beneficial. One young man rescued a boy caught in a riptide. A young girl started collecting socks for homeless people. The book finishes with suggestions for volunteering.
Critical Evaluation:
What a fantastic book! It is based in science, the studies conducted by Jay Giedd. These studies help teens to understand why they feel the way they do. I was especially glad to read the statement that while teens’ brains are still forming, this does not excuse bad behavior, a concept I was struggling with previously. The personal stories really bring the ideas to life. Teens will be able to relate to their follow teens’ experiences. The book doesn’t sugarcoat anything, not is it preachy. The little quizzes help keep teens involved and check for understanding. There are information boxes that can help teens just looking for quick information without reading the entire book. There is a glossary and an index. Both of these features help the reader find specific information and further understand that information. I highly recommend this book for all school and public libraries.
Reader's Annotation:
The book opens with a discussion on teen brain development. Then individual stories are presented showing how all behaviors have consequences.
Information about the author:
Bob Hugel has written nine informational books for teens. He is the editor of Scholastic Choices magazine. The purpose of the magazine is to help teens make responsible choices. Hugel is married and has two children. They live in New Jersey.
http://www.allbookstores.com/author/Bob_Hugel.html
Genre: Information
Curriculum Ties: Sociology; Language Arts
Booktalking Ideas:
• What does it mean to be impulsive?
• Does impulsiveness excuse responsibility?
• Discuss a time when you did something without thinking about it.
• What should you do before acting on anything?
Reading Level/Interest Level:
Junior high – young adult
Challenge Issues:
Teen pregnancy; tattoos; gambling; arson; drug use; gossiping
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I did an online search of my local library and the title of this book caught my attention.
One positive review
The review was accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~oXTG5n:2 accessed through SJSU and not available to everyone.
Monday, December 7, 2009
Frankenstein (Graphic Horror, Graphic Novel) adapted by Elizabeth Genco
Bibliographic Information:
Genco, E. (2008). Frankenstein. Minnesota: Magic Wagon. ISBN# 9781602700598
Plot Summary:
This is a graphic novel version of Mary Shelley’s Frankenstein. The story starts with the captain of a ship writing a letter to his sister. In it he describes a man whom they found floating on the ice, practically dead. They rescue him. As his health slightly improves he tells them a story. He states that his name is Victor Frankenstein from the well-known Frankenstein family. His family traveled a lot when he was a child. His mother had been poor prior to marrying and therefore helped as many of the poor as she could no matter where they traveled. At the home of one poor family, his mother, always wanting a daughter, falls in love with their youngest daughter, Elizabeth. Victor’s family adopts her. Victor adores his new sister. He also loves science and vows to discover the secrets of creating life. Victor studies under renowned scientist and finally thinks he has the answers. He creates life, but when he sees his creation he is disgusted and runs away hoping his creation will disappear. But his monster doesn’t. The monster follows him and eventually finds him. The monster tells Victor his story. While he has killed, he will stop if Victor creates a mate for him. If not, the monster will destroy Victor.
Critical Evaluation:
The story is a little disjointed. The plot jumps a bit which caused me to reread a few sections. In addition, there are a few areas where the verb tense changes from present to past in the same sentence. This could cause some confusion for less experienced readers. Even with these potential problems, the gist of the original story is maintained. The font is very small, but the illustrations are large. The illustrations do add to the text clarifying some of the events. The darkly colored images add to the suspense of the story. The cover illustration will definitely catch most teens’ eyes. As a graphic novel this book may interest less experienced readers and help introduce them to a classic story. After reading this version they may want to find the original and read it as well. A glossary in the back will also help support less experienced readers. Genco includes a brief biography of Mary Shelley and a list of her other books. This is a nice touch and gives credit for the original story. Overall, this would be a good addition to most collections especially for less experienced readers or teens not that interested in reading.
Reader's Annotation:
This book is a graphic novel version of Mary Shelley’s Frankenstein. Dr. Victor Frankenstein details his life and the creation of his monster.
Information about the author:
Elizabeth Genco has written several graphic novels and comics. She lives in Brooklyn, New York where she writes and is an entrepreneur. Genco is a board member, contributor, or columnist for several magazines or foundations. She is married to Leland Purvis, a graphic novelist and illustrator in his own right.
http://www.elizabethgenco.com/
Genre: Graphic novel; horror; classic
Curriculum Ties: Language Arts
Booktalking Ideas:
• How does the graphic novel version compare to the original novel by Mary Shelley?
• Why does the “monster” want a mate?
• Why does Victor destroy this mate prior to finishing her?
• What is meant by the phrase “let the stone seep into” a character’s heart?
Reading Level/Interest Level:
Upper elementary school – young adult
Challenge Issues:
“Comic book” format; distortion of a classic; murder
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I found the book in my local library. Because graphic novels are popular with students of all ages, I checked out this one.
Two positive reviews
Reviews were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search accessed through SJSU and not available to everyone.
Genco, E. (2008). Frankenstein. Minnesota: Magic Wagon. ISBN# 9781602700598
Plot Summary:
This is a graphic novel version of Mary Shelley’s Frankenstein. The story starts with the captain of a ship writing a letter to his sister. In it he describes a man whom they found floating on the ice, practically dead. They rescue him. As his health slightly improves he tells them a story. He states that his name is Victor Frankenstein from the well-known Frankenstein family. His family traveled a lot when he was a child. His mother had been poor prior to marrying and therefore helped as many of the poor as she could no matter where they traveled. At the home of one poor family, his mother, always wanting a daughter, falls in love with their youngest daughter, Elizabeth. Victor’s family adopts her. Victor adores his new sister. He also loves science and vows to discover the secrets of creating life. Victor studies under renowned scientist and finally thinks he has the answers. He creates life, but when he sees his creation he is disgusted and runs away hoping his creation will disappear. But his monster doesn’t. The monster follows him and eventually finds him. The monster tells Victor his story. While he has killed, he will stop if Victor creates a mate for him. If not, the monster will destroy Victor.
Critical Evaluation:
The story is a little disjointed. The plot jumps a bit which caused me to reread a few sections. In addition, there are a few areas where the verb tense changes from present to past in the same sentence. This could cause some confusion for less experienced readers. Even with these potential problems, the gist of the original story is maintained. The font is very small, but the illustrations are large. The illustrations do add to the text clarifying some of the events. The darkly colored images add to the suspense of the story. The cover illustration will definitely catch most teens’ eyes. As a graphic novel this book may interest less experienced readers and help introduce them to a classic story. After reading this version they may want to find the original and read it as well. A glossary in the back will also help support less experienced readers. Genco includes a brief biography of Mary Shelley and a list of her other books. This is a nice touch and gives credit for the original story. Overall, this would be a good addition to most collections especially for less experienced readers or teens not that interested in reading.
Reader's Annotation:
This book is a graphic novel version of Mary Shelley’s Frankenstein. Dr. Victor Frankenstein details his life and the creation of his monster.
Information about the author:
Elizabeth Genco has written several graphic novels and comics. She lives in Brooklyn, New York where she writes and is an entrepreneur. Genco is a board member, contributor, or columnist for several magazines or foundations. She is married to Leland Purvis, a graphic novelist and illustrator in his own right.
http://www.elizabethgenco.com/
Genre: Graphic novel; horror; classic
Curriculum Ties: Language Arts
Booktalking Ideas:
• How does the graphic novel version compare to the original novel by Mary Shelley?
• Why does the “monster” want a mate?
• Why does Victor destroy this mate prior to finishing her?
• What is meant by the phrase “let the stone seep into” a character’s heart?
Reading Level/Interest Level:
Upper elementary school – young adult
Challenge Issues:
“Comic book” format; distortion of a classic; murder
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I found the book in my local library. Because graphic novels are popular with students of all ages, I checked out this one.
Two positive reviews
Reviews were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search accessed through SJSU and not available to everyone.
Drawing manga by Selina Dean
Bibliographic Information:
Dean, S. (2006). Drawing manga. London: Collins. ISBN# 139780007231782
Plot Summary:
The first section introduces manga, defining manga comparing it to western comics and anime. The book then discusses the differences between boys’ manga (Shounen) and girls’ manga (Shoujo.) The tools and materials needed are listed. Art concepts are presented from using a reference to copying. A note is given about copy-righted material. The second section is devoted to starting to draw. Dean details how to construct the head, personalize the eyes and hair, and add facial expressions. Drawing hands is next shown along with figures and proportions. Genre styles are distinguished between the average manga character, the cartoony character, the shounen character, the shoujo character, and the chibi character (an infant-looking character.) Dean then goes on to discuss clothing, lighting and coloring, and posing your character. Section three is all about coloring whether using pencils, markers, watercolors, or the computer. The fourth section details constructing your character from the style, the pose, the clothing with an example for each type discussed. Section five goes into creating comics. It discusses the script, the layout, perspective and background. The book finishes with resources and an index.
Critical Evaluation:
This is a great book for the beginner manga drawer or any beginner drawer. Dean’s instructions are easy to understand. She includes color drawing showing examples of what she is describing. Some of these illustrations cover a full page. These illustrations are beautiful. The book is divided into easy to find and understand sections. Most all teens and children in general, are interested in drawing. Manga has become a very popular form of drawing. Teens may feel that they can create manga after reading book, especially since Dean started drawing manga when she was 15. While it does contain some scantily clad manga women and characters carrying weapons, it should be tame enough for most parents of older elementary students. Therefore this book would be a great addition to most all libraries.
Reader's Annotation:
Defines manga and shows how to create it.
Information about the author:
Dean was born on June 2, 1982. She learned drawing “by copying computer game characters, and cels of animation recorded off the TV.” Her interest in manga occurred when she was 15. It so intrigued her that she wanted to draw her own. She has created 23 manga books, including the Fantastic Cat series and Fantasma series.
http://www.sweatdrop.com/aboutus/selinadean.php
Genre: Information; How to; Step by step guide
Curriculum Ties: Art
Booktalking Ideas:
• What is the difference between manga, western comics, and anime?
• What is the difference between boys’ and girls’ manga?
• What type of character would you like to draw?
• Draw manga
Reading Level/Interest Level:
Upper elementary – young adult
Challenge Issues:
Some scantily clad manga women; two characters holding guns; two characters holding a sword
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
Manga is extremely popular with all age groups. I did a search through the public library system and found this book.
Dean, S. (2006). Drawing manga. London: Collins. ISBN# 139780007231782
Plot Summary:
The first section introduces manga, defining manga comparing it to western comics and anime. The book then discusses the differences between boys’ manga (Shounen) and girls’ manga (Shoujo.) The tools and materials needed are listed. Art concepts are presented from using a reference to copying. A note is given about copy-righted material. The second section is devoted to starting to draw. Dean details how to construct the head, personalize the eyes and hair, and add facial expressions. Drawing hands is next shown along with figures and proportions. Genre styles are distinguished between the average manga character, the cartoony character, the shounen character, the shoujo character, and the chibi character (an infant-looking character.) Dean then goes on to discuss clothing, lighting and coloring, and posing your character. Section three is all about coloring whether using pencils, markers, watercolors, or the computer. The fourth section details constructing your character from the style, the pose, the clothing with an example for each type discussed. Section five goes into creating comics. It discusses the script, the layout, perspective and background. The book finishes with resources and an index.
Critical Evaluation:
This is a great book for the beginner manga drawer or any beginner drawer. Dean’s instructions are easy to understand. She includes color drawing showing examples of what she is describing. Some of these illustrations cover a full page. These illustrations are beautiful. The book is divided into easy to find and understand sections. Most all teens and children in general, are interested in drawing. Manga has become a very popular form of drawing. Teens may feel that they can create manga after reading book, especially since Dean started drawing manga when she was 15. While it does contain some scantily clad manga women and characters carrying weapons, it should be tame enough for most parents of older elementary students. Therefore this book would be a great addition to most all libraries.
Reader's Annotation:
Defines manga and shows how to create it.
Information about the author:
Dean was born on June 2, 1982. She learned drawing “by copying computer game characters, and cels of animation recorded off the TV.” Her interest in manga occurred when she was 15. It so intrigued her that she wanted to draw her own. She has created 23 manga books, including the Fantastic Cat series and Fantasma series.
http://www.sweatdrop.com/aboutus/selinadean.php
Genre: Information; How to; Step by step guide
Curriculum Ties: Art
Booktalking Ideas:
• What is the difference between manga, western comics, and anime?
• What is the difference between boys’ and girls’ manga?
• What type of character would you like to draw?
• Draw manga
Reading Level/Interest Level:
Upper elementary – young adult
Challenge Issues:
Some scantily clad manga women; two characters holding guns; two characters holding a sword
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
Manga is extremely popular with all age groups. I did a search through the public library system and found this book.
Witch Child by Celia Rees
Bibliographic Information:
Rees, C. (2008). Witch child. New York, NY. ISBN# 1439574448
Plot Summary:
Witch Child introduces the reader to Mary Newbury. She is a young woman being raised by her grandmother in 1659 England as her mother died in childbirth and she doesn’t know her father. The book opens with the torture and hanging of Mary’s grandmother as a witch. After watching her grandmother murders, Mary fears that she might be next. She is whisked off to Puritan New England by Martha. In the new world she does find a new family who cares for and understands her. Unfortunately, the fear of witchcraft follows Mary to the new world. She is independent, which is atypical for a young woman of her time. She dresses in boy’s clothes and explores the woods. She cavorts with the native people. This actions cause the townsfolk to be suspicious of her. When the crops fail, when animals die, when people get sick, Mary is suspected. Eventually, Mary is betrayed, the community accuses her of being a witch. She fears for her life, again.
Critical Evaluation:
By writing Witch Child as a diary, Rees brings the reader more deeply into the story. We see what Mary sees and feel what Mary feels. Rees thoroughly researched Witch Child. Two of her characters are loosely based on real people. The setting and thought processes of the time are also accurately portrayed. Once again Rees has a strong female character in Mary. She doesn’t give up even when things look grim. Rees shows her readers that they are not bound by convention. Mary goes against societal norms. She consorts with the Indians, dresses like a boy, and wanders the woods. Teens will be able to relate to Mary. Most all teens do something, or feel like doing something, that their families, friends, or society in general feels is inappropriate. This almost rebellious streak in Mary will strike a chord with these teens. Another theme in the book is that of fear. Mary fears being accused of witchcraft. She fears being murdered. And she fears having to give up her way of life by conforming too much. This is a great work of historical fiction and should is a must for most all collections.
Reader's Annotation:
After Mary’s grandmother is hanged as a witch, Mary is whished off for the new world. Unfortunately, the accusation of being a witch follows her across the Atlantic.
Information about the author:
Born in 1949, Celia Rees grew up in Solihull, England. Rees taught secondary English for seventeen years. While teaching she asked her students why they didn’t read the assigned books; they responded “that they wanted books with action, horror, danger, magic and pirates.” Rees then decided, “I wanted to write the kinds of books my teenage pupils would want to read.”
In addition to writing, Ms. Rees visits schools to discuss her books and writing. She goes to various receptions, discussions, and writing panels to discuss books and writing with other writers. Discussing her craft with other writers is very important to Ms. Rees. Rees also feels strongly about libraries. Rees feels that libraries should not be closed as a means to save money, especially not in the poorest areas.
Currently, Rees lives in Learnington Spa in Warwickshire, England. She lives with her husband Terry. They have a daughter, Catrin, who lives in London.
http://www.contemporarywriters.com/authors/?p=auth03A14J441312634823
http://www.encompassculture.com/readerinresidence/authors/celiarees/
http://en.wikipedia.org/wiki/Celia_Rees
http://www.celiarees.blogspot.com
http://www.celiarees.com/author/biography.html
Genre: Historical Fiction
Curriculum Ties: Language Arts; History
Booktalking Ideas:
• Discuss the fear and hysteria of witchcraft from the 17th century.
• Why is Mary’s grandmother suspected of being a witch?
• How is Mary atypical from young girls of her time?
• Why is she suspected of being a witch?
• How does Rees incorporate fear into the story?
• If you were Mary in the 17th century, how would you have acted? Why?
Reading Level/Interest Level:
The widest age range, according to the reviews, is 11 – young adult.
Challenge Issues:
Witchcraft; hanging; torture
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
o Provide the reconsideration meeting members with:
Positive reviews
Selection policy
Reconsideration policy
Selection Process:
I did a search on Children’s Literature Comprehensive Database with the following criteria: Award winner, reviews available, and age range from 15 – 18.
Seven positive reviews
Awards/ Best Books Lists:
• Appears on five Best Books Lists
• Appears on five state/provincial reading lists
• Has received one award
Reading/Interest level, selection process information, reviews, and Awards/Best Books Lists were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~rX7Tcw:4 accessed through SJSU and not available to everyone.
Rees, C. (2008). Witch child. New York, NY. ISBN# 1439574448
Plot Summary:
Witch Child introduces the reader to Mary Newbury. She is a young woman being raised by her grandmother in 1659 England as her mother died in childbirth and she doesn’t know her father. The book opens with the torture and hanging of Mary’s grandmother as a witch. After watching her grandmother murders, Mary fears that she might be next. She is whisked off to Puritan New England by Martha. In the new world she does find a new family who cares for and understands her. Unfortunately, the fear of witchcraft follows Mary to the new world. She is independent, which is atypical for a young woman of her time. She dresses in boy’s clothes and explores the woods. She cavorts with the native people. This actions cause the townsfolk to be suspicious of her. When the crops fail, when animals die, when people get sick, Mary is suspected. Eventually, Mary is betrayed, the community accuses her of being a witch. She fears for her life, again.
Critical Evaluation:
By writing Witch Child as a diary, Rees brings the reader more deeply into the story. We see what Mary sees and feel what Mary feels. Rees thoroughly researched Witch Child. Two of her characters are loosely based on real people. The setting and thought processes of the time are also accurately portrayed. Once again Rees has a strong female character in Mary. She doesn’t give up even when things look grim. Rees shows her readers that they are not bound by convention. Mary goes against societal norms. She consorts with the Indians, dresses like a boy, and wanders the woods. Teens will be able to relate to Mary. Most all teens do something, or feel like doing something, that their families, friends, or society in general feels is inappropriate. This almost rebellious streak in Mary will strike a chord with these teens. Another theme in the book is that of fear. Mary fears being accused of witchcraft. She fears being murdered. And she fears having to give up her way of life by conforming too much. This is a great work of historical fiction and should is a must for most all collections.
Reader's Annotation:
After Mary’s grandmother is hanged as a witch, Mary is whished off for the new world. Unfortunately, the accusation of being a witch follows her across the Atlantic.
Information about the author:
Born in 1949, Celia Rees grew up in Solihull, England. Rees taught secondary English for seventeen years. While teaching she asked her students why they didn’t read the assigned books; they responded “that they wanted books with action, horror, danger, magic and pirates.” Rees then decided, “I wanted to write the kinds of books my teenage pupils would want to read.”
In addition to writing, Ms. Rees visits schools to discuss her books and writing. She goes to various receptions, discussions, and writing panels to discuss books and writing with other writers. Discussing her craft with other writers is very important to Ms. Rees. Rees also feels strongly about libraries. Rees feels that libraries should not be closed as a means to save money, especially not in the poorest areas.
Currently, Rees lives in Learnington Spa in Warwickshire, England. She lives with her husband Terry. They have a daughter, Catrin, who lives in London.
http://www.contemporarywriters.com/authors/?p=auth03A14J441312634823
http://www.encompassculture.com/readerinresidence/authors/celiarees/
http://en.wikipedia.org/wiki/Celia_Rees
http://www.celiarees.blogspot.com
http://www.celiarees.com/author/biography.html
Genre: Historical Fiction
Curriculum Ties: Language Arts; History
Booktalking Ideas:
• Discuss the fear and hysteria of witchcraft from the 17th century.
• Why is Mary’s grandmother suspected of being a witch?
• How is Mary atypical from young girls of her time?
• Why is she suspected of being a witch?
• How does Rees incorporate fear into the story?
• If you were Mary in the 17th century, how would you have acted? Why?
Reading Level/Interest Level:
The widest age range, according to the reviews, is 11 – young adult.
Challenge Issues:
Witchcraft; hanging; torture
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
o Provide the reconsideration meeting members with:
Positive reviews
Selection policy
Reconsideration policy
Selection Process:
I did a search on Children’s Literature Comprehensive Database with the following criteria: Award winner, reviews available, and age range from 15 – 18.
Seven positive reviews
Awards/ Best Books Lists:
• Appears on five Best Books Lists
• Appears on five state/provincial reading lists
• Has received one award
Reading/Interest level, selection process information, reviews, and Awards/Best Books Lists were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~rX7Tcw:4 accessed through SJSU and not available to everyone.
Pirates! by Celia Rees
Bibliographic Information:
Rees, C. (2003). Pirates! New York, NY: Scholastic Inc. ISBN# 0439829518
Plot Summary:
Nancy Kington has grown up in a wealthy 18th century English home and leads a somewhat sheltered life. Her mother died when Nancy was very little and her father is often away doing business on his Caribbean plantation. Her brothers are busy helping her father. Consequently, Nancy doesn’t learn the typical female ways of her contemporaries. She does plan to marry her beau William someday, though. When her father dies, Nancy’s brothers send her to the family plantation in the Caribbean. Upon arriving Nancy is shocked when she sees slavery in action. Soon after Nancy discovers that her brothers have betrothed her to “the Brazilian,” a horrible man, in exchange for a large sum of money. Nancy becomes good friends with one slave in particular, Minerva Sharpe. When she walks in on the overseers attempting to rape Minerva, Nancy kills him. The two young women then decide that it is too dangerous to stay at the plantation. Nancy doesn’t want to marry “the Brazilian” and both women will be in trouble for the murder. Their only course of action, as they see it, is to become pirates. The Brazilian doesn’t like to be cheated; he vows to find Nancy and get his revenge. Meanwhile William has joined the British army and is trying to rid the world of pirates.
Critical Evaluation:
This book is great historical fiction. Rees has thoroughly researched her topic. Nancy Kington and Minerva Sharpe are strong female characters. As with most of Rees’s female protagonists, Nancy and Minerva go against societal norms. Becoming a pirate was surely not the prescribed way for a female to act whether she is a wealthy white woman or a slave. Rees shows that females aren’t helpless. Nancy and Minerva take charge of their situation; they don’t just let life happen to them. Another theme in Rees’s work is fear. Nancy fears the Brazilian, she fears William finding out that she is a pirate, and she fears for her life every time the ship attacks another ship. Teens will enjoy this novel, not only for the pirate theme, but also for the strong female characters. Hopefully they will also appreciate the historical accuracy. This is a must have book for any collection.
http://www.bloomsbury.com/pirates/female.htm
http://www.bloomsbury.com/pirates/inspire.htm
Reader's Annotation:
In the 18th century Nancy Kington finds herself in the Caribbean, owning a plantation full of slaves and betrothed to a horrible man who will pursue her at all costs. When she kills the overseer as he is attempting to rape Minerva, one of the plantation slaves, Nancy and Minerva take to the high seas and become pirates.
Information about the author:
Born in 1949, Celia Rees grew up in Solihull, England. Rees taught secondary English for seventeen years. While teaching she asked her students why they didn’t read the assigned books; they responded “that they wanted books with action, horror, danger, magic and pirates.” Rees then decided, “I wanted to write the kinds of books my teenage pupils would want to read.”
In addition to writing, Ms. Rees visits schools to discuss her books and writing. She goes to various receptions, discussions, and writing panels to discuss books and writing with other writers. Discussing her craft with other writers is very important to Ms. Rees. Rees also feels strongly about libraries. Rees feels that libraries should not be closed as a means to save money, especially not in the poorest areas.
Currently, Rees lives in Learnington Spa in Warwickshire, England. She lives with her husband Terry. They have a daughter, Catrin, who lives in London.
http://www.contemporarywriters.com/authors/?p=auth03A14J441312634823
http://www.encompassculture.com/readerinresidence/authors/celiarees/
http://en.wikipedia.org/wiki/Celia_Rees
http://www.celiarees.blogspot.com
http://www.celiarees.com/author/biography.html
Genre: Historical Fiction
Curriculum Ties: Language Arts; History
Booktalking Ideas:
• Discuss the slave trade.
• Discuss the historical aspect of female pirates.
• Why would Nancy’s brothers give her to a man she didn’t even know?
• What is your opinion of Nancy’s brothers? Why do you think that way?
• What is your opinion of the Brazilian? Why do you think that way?
• Discuss gender norms of the time.
• How do Nancy and Minerva go against societal norms for women of their time?
• How is fear used throughout the story?
• If you were to write a final chapter that would go after Rees’s last chapter, what would happen to the characters? Why?
Reading Level/Interest Level:
The widest age range, according to the reviews, is 11 – 18, though I would recommend it to high schoolers.
Challenge Issues:
Slavery; violence; piracy; rape; murder; mystical occurrences
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
o Provide the reconsideration meeting members with:
Positive reviews
Selection policy
Reconsideration policy
Selection Process:
I did a search on Children’s Literature Comprehensive Database with the following criteria: Award winner, reviews available, and age range from 15 – 18.
Eight positive reviews
Awards/ Best Books Lists:
• Appears on nine Best Books Lists
• Appears on 13 state/provincial reading lists
• Has received two awards
Reading/Interest level, selection process information, reviews, and Awards/Best Books Lists were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~xRa8vx:1 accessed through SJSU and not available to everyone.
Rees, C. (2003). Pirates! New York, NY: Scholastic Inc. ISBN# 0439829518
Plot Summary:
Nancy Kington has grown up in a wealthy 18th century English home and leads a somewhat sheltered life. Her mother died when Nancy was very little and her father is often away doing business on his Caribbean plantation. Her brothers are busy helping her father. Consequently, Nancy doesn’t learn the typical female ways of her contemporaries. She does plan to marry her beau William someday, though. When her father dies, Nancy’s brothers send her to the family plantation in the Caribbean. Upon arriving Nancy is shocked when she sees slavery in action. Soon after Nancy discovers that her brothers have betrothed her to “the Brazilian,” a horrible man, in exchange for a large sum of money. Nancy becomes good friends with one slave in particular, Minerva Sharpe. When she walks in on the overseers attempting to rape Minerva, Nancy kills him. The two young women then decide that it is too dangerous to stay at the plantation. Nancy doesn’t want to marry “the Brazilian” and both women will be in trouble for the murder. Their only course of action, as they see it, is to become pirates. The Brazilian doesn’t like to be cheated; he vows to find Nancy and get his revenge. Meanwhile William has joined the British army and is trying to rid the world of pirates.
Critical Evaluation:
This book is great historical fiction. Rees has thoroughly researched her topic. Nancy Kington and Minerva Sharpe are strong female characters. As with most of Rees’s female protagonists, Nancy and Minerva go against societal norms. Becoming a pirate was surely not the prescribed way for a female to act whether she is a wealthy white woman or a slave. Rees shows that females aren’t helpless. Nancy and Minerva take charge of their situation; they don’t just let life happen to them. Another theme in Rees’s work is fear. Nancy fears the Brazilian, she fears William finding out that she is a pirate, and she fears for her life every time the ship attacks another ship. Teens will enjoy this novel, not only for the pirate theme, but also for the strong female characters. Hopefully they will also appreciate the historical accuracy. This is a must have book for any collection.
http://www.bloomsbury.com/pirates/female.htm
http://www.bloomsbury.com/pirates/inspire.htm
Reader's Annotation:
In the 18th century Nancy Kington finds herself in the Caribbean, owning a plantation full of slaves and betrothed to a horrible man who will pursue her at all costs. When she kills the overseer as he is attempting to rape Minerva, one of the plantation slaves, Nancy and Minerva take to the high seas and become pirates.
Information about the author:
Born in 1949, Celia Rees grew up in Solihull, England. Rees taught secondary English for seventeen years. While teaching she asked her students why they didn’t read the assigned books; they responded “that they wanted books with action, horror, danger, magic and pirates.” Rees then decided, “I wanted to write the kinds of books my teenage pupils would want to read.”
In addition to writing, Ms. Rees visits schools to discuss her books and writing. She goes to various receptions, discussions, and writing panels to discuss books and writing with other writers. Discussing her craft with other writers is very important to Ms. Rees. Rees also feels strongly about libraries. Rees feels that libraries should not be closed as a means to save money, especially not in the poorest areas.
Currently, Rees lives in Learnington Spa in Warwickshire, England. She lives with her husband Terry. They have a daughter, Catrin, who lives in London.
http://www.contemporarywriters.com/authors/?p=auth03A14J441312634823
http://www.encompassculture.com/readerinresidence/authors/celiarees/
http://en.wikipedia.org/wiki/Celia_Rees
http://www.celiarees.blogspot.com
http://www.celiarees.com/author/biography.html
Genre: Historical Fiction
Curriculum Ties: Language Arts; History
Booktalking Ideas:
• Discuss the slave trade.
• Discuss the historical aspect of female pirates.
• Why would Nancy’s brothers give her to a man she didn’t even know?
• What is your opinion of Nancy’s brothers? Why do you think that way?
• What is your opinion of the Brazilian? Why do you think that way?
• Discuss gender norms of the time.
• How do Nancy and Minerva go against societal norms for women of their time?
• How is fear used throughout the story?
• If you were to write a final chapter that would go after Rees’s last chapter, what would happen to the characters? Why?
Reading Level/Interest Level:
The widest age range, according to the reviews, is 11 – 18, though I would recommend it to high schoolers.
Challenge Issues:
Slavery; violence; piracy; rape; murder; mystical occurrences
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
o Provide the reconsideration meeting members with:
Positive reviews
Selection policy
Reconsideration policy
Selection Process:
I did a search on Children’s Literature Comprehensive Database with the following criteria: Award winner, reviews available, and age range from 15 – 18.
Eight positive reviews
Awards/ Best Books Lists:
• Appears on nine Best Books Lists
• Appears on 13 state/provincial reading lists
• Has received two awards
Reading/Interest level, selection process information, reviews, and Awards/Best Books Lists were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~xRa8vx:1 accessed through SJSU and not available to everyone.
Luna by Julie Anne Peters
Bibliographic Information:
Peters, J. A. (2004). Luna. New York, NY: Little Brown and Company.
ISBN# 0316011274
Plot Summary:
Regan lives with her parents and her older brother Liam, er sister Luna. Liam has always felt that he was a girl born in a boy’s body. Their mother is addicted to prescription medication and spends most of her time selling real estate. Their father lost his job and is having a difficult time. Liam is a proper boy during the day, but at night let’s himself be herself and becomes Luna. She wakes up Regan to get her opinion on Luna’s latest outfit and/or makeup. Liam/Luna consumes so much of Regan’s time and thoughts that when Chris asks Regan out, the problem of Liam/Luna gets in the way. More problems occur when Liam decides to go public as Luna. Regan tries talking him out of it, but she is determined. How will their long-time friend Aly react? How will their parents take the news? What will happen when Luna arrives at school?
Critical Evaluation:
This is a remarkable story about a young woman born in a boy’s body. Peters does a wonderful job describing how the characters feel. The heartache Liam feels as he leaves the house in his pants, shirt and tie compared to the joy she experiences in her beautiful dress and make up is palpable. Regan’s almost love/hate feelings for her sibling are equally well described. Peters’ descriptions are heart wrenching. This reader was almost in tears at times while reading. Teens, especially those struggling with their identity, will be able to relate to Liam/Luna. They may find solace in knowing that someone else feels similarly. Reading about Luna’s choices and actions may enable them to make their own choices. Even teens who are not questioning their identity will be able to identify with Liam and Regan. Most teens at one time or another feel that they are not living up to their parents’ expectations, Liam and Regan don’t. Liam is not the macho, football player that his father wants him to be. Regan doesn’t want to do domestic activities like her mother feels she should. This book will open every reader’s eyes. Hopefully by reading this book readers will be more tolerant of others and less judgmental.
Reader's Annotation:
Regan protects her transgendered brother Liam as he becomes Luna at night to the detriment of her own social life. What will happen when Luna wants to come out to their parents, their school and their community and make the gender change permanent?
Information about the author:
Peters was born January 16, 1952 in Jamestown, New York, but moved just outside Denver, Colorado when she was five. She has a BA in Elementary Education with a minor in French. During college she spend one year in Geneva as an exchange student. After college she taught fifth grade for a year. It did not go well; Peters was fired. She went back to school and earned a BS in Computer and Management Science. For ten years she worked “as a research analyst, computer programmer, and systems engineer” and continued school obtaining her Masters in Business and Computer Science. This career didn’t pan out either, but luckily for us writing did. Peters has written 16 novels. She lives with her partner in Colorado.
http://julieannepeters.com/files/JPBio.htm
Genre: Realistic Fiction
Curriculum Ties: Language Arts; Sociology
Booktalking Ideas:
• Explain the complex relationship between Regan and Liam/Luna.
• What childhood events bring Liam’s identity into question?
• Describe Luna’s attempts at going out in public.
• Explain Aly’s feelings toward Liam and Luna.
• Compare their parents.
o How do they compare to the stereotypical parents?
o How do they react to Luna?
• How do you think things turn out for Luna? Why?
A teacher’s guide can be found at http://www.hachettebookgroup.com/_assets/books/educatorguides/LunaTG.pdf
Reading Level/Interest Level:
The widest age range, according to the reviews, is 13 – 18, though I would recommend it for older high school students.
Challenge Issues:
Transgender issues; self mutilation; prescription drug abuse; language
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
o Provide the reconsideration meeting members with:
Positive reviews
Selection policy
Reconsideration policy
Selection Process: This book was required reading.
Nine positive reviews
Awards/ Best Books Lists:
• Appears on eight Best Books Lists
• Appears on six state/provincial reading lists
• Has received five awards
Reading/Interest level, selection process information, reviews, and Awards/Best Books Lists were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~KpXI09:1 accessed through SJSU and not available to everyone.
Peters, J. A. (2004). Luna. New York, NY: Little Brown and Company.
ISBN# 0316011274
Plot Summary:
Regan lives with her parents and her older brother Liam, er sister Luna. Liam has always felt that he was a girl born in a boy’s body. Their mother is addicted to prescription medication and spends most of her time selling real estate. Their father lost his job and is having a difficult time. Liam is a proper boy during the day, but at night let’s himself be herself and becomes Luna. She wakes up Regan to get her opinion on Luna’s latest outfit and/or makeup. Liam/Luna consumes so much of Regan’s time and thoughts that when Chris asks Regan out, the problem of Liam/Luna gets in the way. More problems occur when Liam decides to go public as Luna. Regan tries talking him out of it, but she is determined. How will their long-time friend Aly react? How will their parents take the news? What will happen when Luna arrives at school?
Critical Evaluation:
This is a remarkable story about a young woman born in a boy’s body. Peters does a wonderful job describing how the characters feel. The heartache Liam feels as he leaves the house in his pants, shirt and tie compared to the joy she experiences in her beautiful dress and make up is palpable. Regan’s almost love/hate feelings for her sibling are equally well described. Peters’ descriptions are heart wrenching. This reader was almost in tears at times while reading. Teens, especially those struggling with their identity, will be able to relate to Liam/Luna. They may find solace in knowing that someone else feels similarly. Reading about Luna’s choices and actions may enable them to make their own choices. Even teens who are not questioning their identity will be able to identify with Liam and Regan. Most teens at one time or another feel that they are not living up to their parents’ expectations, Liam and Regan don’t. Liam is not the macho, football player that his father wants him to be. Regan doesn’t want to do domestic activities like her mother feels she should. This book will open every reader’s eyes. Hopefully by reading this book readers will be more tolerant of others and less judgmental.
Reader's Annotation:
Regan protects her transgendered brother Liam as he becomes Luna at night to the detriment of her own social life. What will happen when Luna wants to come out to their parents, their school and their community and make the gender change permanent?
Information about the author:
Peters was born January 16, 1952 in Jamestown, New York, but moved just outside Denver, Colorado when she was five. She has a BA in Elementary Education with a minor in French. During college she spend one year in Geneva as an exchange student. After college she taught fifth grade for a year. It did not go well; Peters was fired. She went back to school and earned a BS in Computer and Management Science. For ten years she worked “as a research analyst, computer programmer, and systems engineer” and continued school obtaining her Masters in Business and Computer Science. This career didn’t pan out either, but luckily for us writing did. Peters has written 16 novels. She lives with her partner in Colorado.
http://julieannepeters.com/files/JPBio.htm
Genre: Realistic Fiction
Curriculum Ties: Language Arts; Sociology
Booktalking Ideas:
• Explain the complex relationship between Regan and Liam/Luna.
• What childhood events bring Liam’s identity into question?
• Describe Luna’s attempts at going out in public.
• Explain Aly’s feelings toward Liam and Luna.
• Compare their parents.
o How do they compare to the stereotypical parents?
o How do they react to Luna?
• How do you think things turn out for Luna? Why?
A teacher’s guide can be found at http://www.hachettebookgroup.com/_assets/books/educatorguides/LunaTG.pdf
Reading Level/Interest Level:
The widest age range, according to the reviews, is 13 – 18, though I would recommend it for older high school students.
Challenge Issues:
Transgender issues; self mutilation; prescription drug abuse; language
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
o Provide the reconsideration meeting members with:
Positive reviews
Selection policy
Reconsideration policy
Selection Process: This book was required reading.
Nine positive reviews
Awards/ Best Books Lists:
• Appears on eight Best Books Lists
• Appears on six state/provincial reading lists
• Has received five awards
Reading/Interest level, selection process information, reviews, and Awards/Best Books Lists were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~KpXI09:1 accessed through SJSU and not available to everyone.
Little brother by Cory Doctorow
Bibliographic Information:
Doctorow, C. (2008). Little brother. New York, NY: Tor. ISBN# 9780765319852
Plot Summary:
Marcus and his friends ditch school, evading their schools’ security systems, to play Harajuku Fun Madness. While hot on the trail during the game, the four teens are caught up in the aftermath of a terrorist attack on the Bay Bridge. All is in chaos with people hurrying to the BART tunnels. Some people are trampled. Marcus and his friends decide to get out in the open to regroup. Once out in the open they notice that Darryl has been stabbed and is bleeding profusely. The group tries to stop a vehicle to get help. A hummer pulls over, men get out. But instead of helping, these DHS officers arrest Marcus and his friends. Marcus gets separated. He is interrogated, beaten, and eventually allowed to leave. The government enacts the Patriot Act II severely limiting citizen’s rights in the guise of national security. Using their technological knowledge Marcus, his friends and his girlfriend Ange, fight back against the government. In addition, Marcus tries to find Darryl, who was never released by the DHS.
Critical Evaluation:
This is a remarkable cautionary tale. Similar to George Orwell’s 1984 and the 1983 movie Enemy of the State, the government has the populace under constant surveillance. Most teens are much more technologically advanced, at least compared to us slightly older folk. Because of this, teens will be able to relate to Marcus’s clever ways of avoiding detection when ditching school as well as his methods for disrupting the DHS’s surveillance and security systems. The book brings up many questions involving privacy and national security. Students can have discussions around the purposes of a government and how far it can go in the protection of its populace. This story can be related to the internment of the Japanese Americans during World War II as well as compared to how the public and the government acted right after 9/11. This book will get teens thinking.
Reader's Annotation:
Seventeen-year old Marcus, a techno-genius, and his friends are caught near the site of a terrorist attack in San Francisco by the DHS (Department of Homeland Security) and tortured. Marcus, along with his girlfriend Ange, leads others in fighting against the government who has taken security measures to extremes, severely limiting people’s freedom, in trying to “keep the nation safe.”
Information about the author:
Doctorow has written six books and is working on two others which should be published in early 2010. His books have received multiple awards. He considers himself to be a “science fiction novelist, blogger and technology activist.” Doctorow’s books are simultaneously release online via the “Internet under Creative Commons licenses” and he encourages everyone to re-use and share his work. “He co-founded the open source peer-to-peer software company Open Cola … and serves on the boards and advisory boards of” many organizations involving technology. On a personal note, Doctorow has a daughter, Poesy Emmeline Fibonacci Nautilus Taylor Doctorow who will be three on February 3, 2010.
http://craphound.com/bio.php
Genre: Realistic Fiction
Curriculum Ties: Language Arts; Political Science; Social Studies
Booktalking Ideas:
• Why doesn’t Marcus want to give his login and passwords?
• Have you ever used technology similar to what Marcus uses? Explain.
• Explain the differences between how Marcus’s parents feel toward the government’s reaction to the terrorist attack.
• Which parent’s opinion most closely resembles yours? Why?
• How does this story fit into the history of the United States?
o Japanese American internment during 9/11
o 9/11
• Could this happen now? Why? Why not?
• What is more important: Privacy or national security? Explain why you feel this way.
Reading Level/Interest Level: The widest age range, according to the reviews, is 13 – young adult.
Challenge Issues:
Torture; government conspiracy; sex; language; violence
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
o Provide the reconsideration meeting members with:
Positive reviews
Selection policy
Reconsideration policy
Selection Process: The book was required reading.
Nine positive reviews
Awards/ Best Books Lists:
• Appears on 13 Best Books Lists
• Appears on six state/provincial reading lists
• Has received five awards
Reading/Interest level, selection process information, reviews, and Awards/Best Books Lists were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~p3DSZ3:1 accessed through SJSU and not available to everyone.
Doctorow, C. (2008). Little brother. New York, NY: Tor. ISBN# 9780765319852
Plot Summary:
Marcus and his friends ditch school, evading their schools’ security systems, to play Harajuku Fun Madness. While hot on the trail during the game, the four teens are caught up in the aftermath of a terrorist attack on the Bay Bridge. All is in chaos with people hurrying to the BART tunnels. Some people are trampled. Marcus and his friends decide to get out in the open to regroup. Once out in the open they notice that Darryl has been stabbed and is bleeding profusely. The group tries to stop a vehicle to get help. A hummer pulls over, men get out. But instead of helping, these DHS officers arrest Marcus and his friends. Marcus gets separated. He is interrogated, beaten, and eventually allowed to leave. The government enacts the Patriot Act II severely limiting citizen’s rights in the guise of national security. Using their technological knowledge Marcus, his friends and his girlfriend Ange, fight back against the government. In addition, Marcus tries to find Darryl, who was never released by the DHS.
Critical Evaluation:
This is a remarkable cautionary tale. Similar to George Orwell’s 1984 and the 1983 movie Enemy of the State, the government has the populace under constant surveillance. Most teens are much more technologically advanced, at least compared to us slightly older folk. Because of this, teens will be able to relate to Marcus’s clever ways of avoiding detection when ditching school as well as his methods for disrupting the DHS’s surveillance and security systems. The book brings up many questions involving privacy and national security. Students can have discussions around the purposes of a government and how far it can go in the protection of its populace. This story can be related to the internment of the Japanese Americans during World War II as well as compared to how the public and the government acted right after 9/11. This book will get teens thinking.
Reader's Annotation:
Seventeen-year old Marcus, a techno-genius, and his friends are caught near the site of a terrorist attack in San Francisco by the DHS (Department of Homeland Security) and tortured. Marcus, along with his girlfriend Ange, leads others in fighting against the government who has taken security measures to extremes, severely limiting people’s freedom, in trying to “keep the nation safe.”
Information about the author:
Doctorow has written six books and is working on two others which should be published in early 2010. His books have received multiple awards. He considers himself to be a “science fiction novelist, blogger and technology activist.” Doctorow’s books are simultaneously release online via the “Internet under Creative Commons licenses” and he encourages everyone to re-use and share his work. “He co-founded the open source peer-to-peer software company Open Cola … and serves on the boards and advisory boards of” many organizations involving technology. On a personal note, Doctorow has a daughter, Poesy Emmeline Fibonacci Nautilus Taylor Doctorow who will be three on February 3, 2010.
http://craphound.com/bio.php
Genre: Realistic Fiction
Curriculum Ties: Language Arts; Political Science; Social Studies
Booktalking Ideas:
• Why doesn’t Marcus want to give his login and passwords?
• Have you ever used technology similar to what Marcus uses? Explain.
• Explain the differences between how Marcus’s parents feel toward the government’s reaction to the terrorist attack.
• Which parent’s opinion most closely resembles yours? Why?
• How does this story fit into the history of the United States?
o Japanese American internment during 9/11
o 9/11
• Could this happen now? Why? Why not?
• What is more important: Privacy or national security? Explain why you feel this way.
Reading Level/Interest Level: The widest age range, according to the reviews, is 13 – young adult.
Challenge Issues:
Torture; government conspiracy; sex; language; violence
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
o Provide the reconsideration meeting members with:
Positive reviews
Selection policy
Reconsideration policy
Selection Process: The book was required reading.
Nine positive reviews
Awards/ Best Books Lists:
• Appears on 13 Best Books Lists
• Appears on six state/provincial reading lists
• Has received five awards
Reading/Interest level, selection process information, reviews, and Awards/Best Books Lists were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~p3DSZ3:1 accessed through SJSU and not available to everyone.
So you want to be a wizard by Diane Duane
Bibliographic Information:
Duane, D. (1983). So you want to be a wizard. New York, NY: Harcourt, Inc.
ISBN# 0152047387
Plot Summary:
Nita is bullied. In order to escape the bullies she ducks into the library and starts looking for a book. She finds a series of career books entitled, So you want to be … Nita takes the acumen test and discovers that she has what it takes to be a wizard. So she checks the book out and goes to practice the spells. While practicing she notices another person who is also performing spells. She meets Kit and together they use spells and find Fred, a white hole. With Fred’s help they learn that there is a missing book, Book of Night with Moon, which needs to be recovered. In practicing some of the spells they travel to different universes. In one of these universes they discover that the Prince of Darkness is out to consume every world and every universe. They must prevent him from coming to their universe. This is an epic battle between good and evil with evil being an all-powerful, very knowledgeable being against two young teens just learning how to use magic.
Critical Evaluation:
This is a great book, the first in a series. Most teens will relate to the concept of being bullied. In addition, all of us from time to time just want to escape. So the idea of escaping into a library will probably strike a chord for most readers. Furthermore, most of us have wished that we had magic. We could perform spells, if not to get back at/get away from our tormentors, than to at least make our lives better. These are some of the concepts in Duane’s book that many teens will understand. Teens will also be drawn to this book for the fantasy/ science fiction of the story. There are other worlds and universes out there. Not only can you visit them, but you can have an impact on them. Duane’s characters are quite believable. They aren’t perfect, they aren’t also understood, but they try to do their best. Most teens will understand and relate to these concepts.
Reader's Annotation:
Nita and Kit find themselves working together to become wizards, find the missing Book of Night with Moon, and keep the Prince of Darkness from coming into this world.
Information about the author:
Duane states in the afterward of this book’s twentieth-anniversary edition that she and Nita share some of the same characteristics. She started writing when she was eight mostly because she was bored. The books that were out there didn’t quite cover what caught her interest. She was interested in other worlds and universes and created many in her own mind. Duane was also very interested in science. She states that she has read a wide variety of not only science fiction and fantasy, but also science information. In her books she tries to get the science correct. If it is incorrect it is either because she had to change it for the sake of the story (which she states happens infrequently) or she made the mistake unintentionally (which she states happens frequently.) Duane grew up in New York, lived on the west coast and currently lives in Ireland with her husband and a large assortment of cats.
Genre: Fantasy/ Science Fiction
Curriculum Ties: Language Arts
Booktalking Ideas:
• Have you ever lost yourself in a book?
• Have you ever wished that you could do magic?
• How are Nita and Kit alike? How are they different?
• What draws both of them to magic?
• Would you take on the task of being a wizard? Why? Why not?
Reading Level/Interest Level:
The widest age range, according to the reviews, is 10 – young adult.
Challenge Issues:
Bullying; magic
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I did a search on Children’s Literature Comprehensive Database with the following criteria: Award winner, reviews available, and age range from 15 – 18.
Four positive reviews
Awards/ Best Books Lists:
• Appears on one Best Books List
Reading/Interest level, selection process information, reviews, and Awards/Best Books Lists were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~gvXcqO:1 accessed through SJSU and not available to everyone.
Duane, D. (1983). So you want to be a wizard. New York, NY: Harcourt, Inc.
ISBN# 0152047387
Plot Summary:
Nita is bullied. In order to escape the bullies she ducks into the library and starts looking for a book. She finds a series of career books entitled, So you want to be … Nita takes the acumen test and discovers that she has what it takes to be a wizard. So she checks the book out and goes to practice the spells. While practicing she notices another person who is also performing spells. She meets Kit and together they use spells and find Fred, a white hole. With Fred’s help they learn that there is a missing book, Book of Night with Moon, which needs to be recovered. In practicing some of the spells they travel to different universes. In one of these universes they discover that the Prince of Darkness is out to consume every world and every universe. They must prevent him from coming to their universe. This is an epic battle between good and evil with evil being an all-powerful, very knowledgeable being against two young teens just learning how to use magic.
Critical Evaluation:
This is a great book, the first in a series. Most teens will relate to the concept of being bullied. In addition, all of us from time to time just want to escape. So the idea of escaping into a library will probably strike a chord for most readers. Furthermore, most of us have wished that we had magic. We could perform spells, if not to get back at/get away from our tormentors, than to at least make our lives better. These are some of the concepts in Duane’s book that many teens will understand. Teens will also be drawn to this book for the fantasy/ science fiction of the story. There are other worlds and universes out there. Not only can you visit them, but you can have an impact on them. Duane’s characters are quite believable. They aren’t perfect, they aren’t also understood, but they try to do their best. Most teens will understand and relate to these concepts.
Reader's Annotation:
Nita and Kit find themselves working together to become wizards, find the missing Book of Night with Moon, and keep the Prince of Darkness from coming into this world.
Information about the author:
Duane states in the afterward of this book’s twentieth-anniversary edition that she and Nita share some of the same characteristics. She started writing when she was eight mostly because she was bored. The books that were out there didn’t quite cover what caught her interest. She was interested in other worlds and universes and created many in her own mind. Duane was also very interested in science. She states that she has read a wide variety of not only science fiction and fantasy, but also science information. In her books she tries to get the science correct. If it is incorrect it is either because she had to change it for the sake of the story (which she states happens infrequently) or she made the mistake unintentionally (which she states happens frequently.) Duane grew up in New York, lived on the west coast and currently lives in Ireland with her husband and a large assortment of cats.
Genre: Fantasy/ Science Fiction
Curriculum Ties: Language Arts
Booktalking Ideas:
• Have you ever lost yourself in a book?
• Have you ever wished that you could do magic?
• How are Nita and Kit alike? How are they different?
• What draws both of them to magic?
• Would you take on the task of being a wizard? Why? Why not?
Reading Level/Interest Level:
The widest age range, according to the reviews, is 10 – young adult.
Challenge Issues:
Bullying; magic
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process:
I did a search on Children’s Literature Comprehensive Database with the following criteria: Award winner, reviews available, and age range from 15 – 18.
Four positive reviews
Awards/ Best Books Lists:
• Appears on one Best Books List
Reading/Interest level, selection process information, reviews, and Awards/Best Books Lists were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~gvXcqO:1 accessed through SJSU and not available to everyone.
The sledding hill by Chris Crutcher
Bibliographic Information:
Crutcher, C. (2005). The sledding hill. New York: Greenwillow Books.
ISBN# 0060502436
Plot Summary:
Eddie has what would probably be considered ADHD and as a result has a difficult time in school. Things become more difficult when he discovers his father dead from an accident at the family gas station. His grief is compounded when less than a month later he discovers his best friend, Billy, dead at school also from an accident. This is more than Eddie can handle. He deals with his grief be choosing to be mute while still maintaining his daily routines. Billy, from the beyond, sees that his friend is in need of help. He watches over Eddie, “talking” to him and gently nudging him toward recovery Eddie’s mother deals with her grief by heavily consulting her religious leader Reverend Tarter. Tarter is a strict Christian fundamentalist who believes that Eddie can only be helped if he is baptized. Meanwhile, Eddie’s English teacher assigns a controversial book for the class to read. Eddie gets a lot from the book; its concepts help him deal with his grief. Reverend Tarter leads a crusade to have the book banned. Eddie, with the help of Billy and Billy’s father, deals with not only his grief, but his need and desire to fight the impending censorship.
Critical Evaluation:
Wow, this is one packed book. Narrated by Billy, Eddie’s dead friend, the reader not only grieves with Eddie, but is taken on a ride through the process of censorship. While it is not inherently clear from the beginning how Billy is speaking to Eddie, that doesn’t matter. This type of narration will grab the attention of some teens and keep them reading. There are several interesting storylines in this book. First there are the various ways that the characters deal with grief. Then there is the whole process of censorship. It is quite interesting, and I find amusing, that the questioned book in the story, though fictional, is written by Crutcher himself. While some of the reviewer felt that this was self-indulgent on Crutcher’s part, I felt it showed Crutcher’s understanding that his material is often challenged and his willingness to boldly and unapologetically face this fact. Some of the reviewers also found Crutcher’s message to be a bit heavy handed. I didn’t feel this way. The story flowed while the message was very obvious, I didn’t feel that it bombarded the reader or detracted from the story. Crutcher may offend Christian teens who feel that Reverend Tarter is unfairly stereotyped, but Billy points out that Tarter and his followers aren’t evil or bad, they have a different point of view and genuinely are doing what they think is best for the teens of the school. This book would be a great book for discussing grief, religion, and censorship.
Reader's Annotation:
Eddie chooses to be mute after he finds his father dead from an accident and within a month then finds his best friend, Billy, also dead from an accident. Billy comes to Eddie in dreams/visions to help him overcome his grief as well as deal with the censorship of a book from the school that Eddie can relate to and find helpful in dealing with his situation.
Information about the author:
• Crutcher was born on July 17, 1946 in Dayton, Ohio. His father was a pilot in the US Air Force and his mother was a housewife. Chris has an older brother and a younger sister. Crutcher’s father taught him “everything from religion to the physics of relativity to political ideals.” While his mother “softened his father’s pragmatic influence with her sense of humor, her love of music and her more traditional take on Christian faith,” she was a functional alcoholic and showed Chris the painful side of addition.
• Chris received a BA in psychology and sociology and then obtained his teaching credential. He taught in Washington state, and Northern California. After teaching for over ten years, Crutcher took “a position with the Spokane Community Health Center and Child Protection team.” His books are based on the many experiences from his personal and professional life.
• While Crutcher’s books have been challenged, they are also on multiple Best Books lists. Eight of his books have been placed on the ALA’s “Best Books for Young Adults” list and four of his books were placed on “Booklist’s Best 100 Books of the 20th Century, compiled in 2000, more than any other single author on the list.”
http://www.chriscrutcher.com/content/blogcategory/20/9/
Genre: Fantasy/Realistic fiction (fantasy is included only because of the ghost character.)
Curriculum Ties: Language Arts; Political Science; religion
Booktalking Ideas:
• What is grief?
• How does Eddie deal with his grief?
• How does Billy’s father deal with his grief?
• What is censorship?
• What is “freedom of speech?” When can/can’t it be used?
• Discuss the father/son relationships in the book.
• Do you think controversial materials should be in a school library? Why? Why not?
• Do you think controversial materials should be in a public library? Why? Why not?
Reading Level/Interest Level*:
The widest reading/interest level is age 11 – Young Adult, though most reviews indicate ages 12 – 18.
Challenge Issues:
Death; future life; censorship; religion; ghosts; freedom of speech; ADHD; being gay
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process*:
I did a search on Children’s Literature Comprehensive Database with the following criteria: Award winner, reviews available, and age range from 15 – 18.
Thirteen (mostly) positive reviews*
Awards/ Best Books Lists*:
• Appears on five Best Books Lists
• Appears on two state/provincial reading lists
• Has received two awards
*Reading/Interest level, selection process information, reviews, and Awards/Best Books Lists were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~gvXcqO:1 accessed through SJSU and not available to everyone.
Crutcher, C. (2005). The sledding hill. New York: Greenwillow Books.
ISBN# 0060502436
Plot Summary:
Eddie has what would probably be considered ADHD and as a result has a difficult time in school. Things become more difficult when he discovers his father dead from an accident at the family gas station. His grief is compounded when less than a month later he discovers his best friend, Billy, dead at school also from an accident. This is more than Eddie can handle. He deals with his grief be choosing to be mute while still maintaining his daily routines. Billy, from the beyond, sees that his friend is in need of help. He watches over Eddie, “talking” to him and gently nudging him toward recovery Eddie’s mother deals with her grief by heavily consulting her religious leader Reverend Tarter. Tarter is a strict Christian fundamentalist who believes that Eddie can only be helped if he is baptized. Meanwhile, Eddie’s English teacher assigns a controversial book for the class to read. Eddie gets a lot from the book; its concepts help him deal with his grief. Reverend Tarter leads a crusade to have the book banned. Eddie, with the help of Billy and Billy’s father, deals with not only his grief, but his need and desire to fight the impending censorship.
Critical Evaluation:
Wow, this is one packed book. Narrated by Billy, Eddie’s dead friend, the reader not only grieves with Eddie, but is taken on a ride through the process of censorship. While it is not inherently clear from the beginning how Billy is speaking to Eddie, that doesn’t matter. This type of narration will grab the attention of some teens and keep them reading. There are several interesting storylines in this book. First there are the various ways that the characters deal with grief. Then there is the whole process of censorship. It is quite interesting, and I find amusing, that the questioned book in the story, though fictional, is written by Crutcher himself. While some of the reviewer felt that this was self-indulgent on Crutcher’s part, I felt it showed Crutcher’s understanding that his material is often challenged and his willingness to boldly and unapologetically face this fact. Some of the reviewers also found Crutcher’s message to be a bit heavy handed. I didn’t feel this way. The story flowed while the message was very obvious, I didn’t feel that it bombarded the reader or detracted from the story. Crutcher may offend Christian teens who feel that Reverend Tarter is unfairly stereotyped, but Billy points out that Tarter and his followers aren’t evil or bad, they have a different point of view and genuinely are doing what they think is best for the teens of the school. This book would be a great book for discussing grief, religion, and censorship.
Reader's Annotation:
Eddie chooses to be mute after he finds his father dead from an accident and within a month then finds his best friend, Billy, also dead from an accident. Billy comes to Eddie in dreams/visions to help him overcome his grief as well as deal with the censorship of a book from the school that Eddie can relate to and find helpful in dealing with his situation.
Information about the author:
• Crutcher was born on July 17, 1946 in Dayton, Ohio. His father was a pilot in the US Air Force and his mother was a housewife. Chris has an older brother and a younger sister. Crutcher’s father taught him “everything from religion to the physics of relativity to political ideals.” While his mother “softened his father’s pragmatic influence with her sense of humor, her love of music and her more traditional take on Christian faith,” she was a functional alcoholic and showed Chris the painful side of addition.
• Chris received a BA in psychology and sociology and then obtained his teaching credential. He taught in Washington state, and Northern California. After teaching for over ten years, Crutcher took “a position with the Spokane Community Health Center and Child Protection team.” His books are based on the many experiences from his personal and professional life.
• While Crutcher’s books have been challenged, they are also on multiple Best Books lists. Eight of his books have been placed on the ALA’s “Best Books for Young Adults” list and four of his books were placed on “Booklist’s Best 100 Books of the 20th Century, compiled in 2000, more than any other single author on the list.”
http://www.chriscrutcher.com/content/blogcategory/20/9/
Genre: Fantasy/Realistic fiction (fantasy is included only because of the ghost character.)
Curriculum Ties: Language Arts; Political Science; religion
Booktalking Ideas:
• What is grief?
• How does Eddie deal with his grief?
• How does Billy’s father deal with his grief?
• What is censorship?
• What is “freedom of speech?” When can/can’t it be used?
• Discuss the father/son relationships in the book.
• Do you think controversial materials should be in a school library? Why? Why not?
• Do you think controversial materials should be in a public library? Why? Why not?
Reading Level/Interest Level*:
The widest reading/interest level is age 11 – Young Adult, though most reviews indicate ages 12 – 18.
Challenge Issues:
Death; future life; censorship; religion; ghosts; freedom of speech; ADHD; being gay
If the book is challenged:
• Listen calmly to the complainant.
• Ask if s/he has read the entire novel.
• Show positive reviews of the novel.
• Show the selection policy.
If the complainant still has issues with the book:
• Request that the complainant read the entire book if this has not already occurred.
• Have the complainant fill out a reconsideration form.
• Set up a reconsideration meeting.
• Provide the reconsideration meeting members with:
o Positive reviews
o Selection policy
o Reconsideration policy
Selection Process*:
I did a search on Children’s Literature Comprehensive Database with the following criteria: Award winner, reviews available, and age range from 15 – 18.
Thirteen (mostly) positive reviews*
Awards/ Best Books Lists*:
• Appears on five Best Books Lists
• Appears on two state/provincial reading lists
• Has received two awards
*Reading/Interest level, selection process information, reviews, and Awards/Best Books Lists were accessed using the Children’s Literature Comprehensive Database at http://clcd.odyssi.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~gvXcqO:1 accessed through SJSU and not available to everyone.
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