Rob Thomas (not the musician) Owns My Heart Forever

Mr. Kiss and Tell.  Someone whom Veronica hadn't been able to save during high school is brutally sexually assaulted.  Even though the survivor doesn't want Veronica on the case, she finds herself drawn in, pushing Veronica to the point in which she may have to break some of her own rules.

Unlike the first book, The Thousand Dollar Tan Line, that continues Veronica Mars's story post-movie, Mr. Kiss and Tell is not narrated by Kristen Bell.  This automatically made the audiobook a disappointment.

Mr. Kiss and Tell is narrated by Rebecca Lowman, who I know best for narrating several of the books by Rainbow Rowell, including Fangirl and Eleanor & Park.  She's a great reader.  She has a wonderful way of drawing out the emotional resonance of a story (which is why she's a great match for Rowell's audiobooks).  But, she couldn't really capture any of Veronica's toughness or sass.

*Vague spoiler*  It is also worth noting that the title of the book does come from a plot point in the story.  I like the title, but when the name was introduced into the story, I felt like a part of the mystery was lost...because it was obvious who the primary suspect would be.  *End vague spoiler*

Now begins the wait for the next book....

Tasty Rating:  !!!

Louisiana Series: An audio Book review of My Louisiana Sky (AKA the day I began to worry about Coral Snakes)

As a way to get to know my new state of residence, I've been trying to read literature about Louisiana. 

(The selection has proven to be a little...pathetic.  There's not much of a selection.  Especially since I'd like to read about more than just New Orleans.)

First off, let me tell you that my general knowledge of Louisiana was very limited before moving here:  Hurricane Katrina, other hurricanes, cajuns, Remy from the X-men, alligators, oil spill, Mardi Gras, True Blood/The Southern Vampire series (which, admittedly I've seen every episode of/read every book).

It's a pretty limited view of an entire state.

I actually had to bite my tongue during my initial Skype job interview to stop myself from asking if alligators and hurricanes were something I should worry about in the area I would be moving (Answers:  Not too concerned unless a hurricane displaces the alligators and Yes, be concerned:  power outages possibly lasting weeks, high winds and rain during the storms.)

So, I was left feeling like I wanted to see some of the other ways that my new state is presented.  I--of course--turned to children's literature.

I decided to begin my acquaintance (and this new series of reviews) with Louisiana in children's literature by listening to the audiobook of Kimberly Willis Holt's My Louisiana Sky.  She's the author of When Zachary Beaver Came to Town, which I read five or six years ago and remember enjoying.

The premise is that Tiger Anne--a girl living in Saitter, Louisiana--faces a choice.  She and her grandmother have always had to look after Tiger's mother and father who are both "retarded" (to use the dated language in this historical novel).  When tragedy strikes, Tiger must face the choice of moving to Baton Rouge to live with her stylish aunt and staying home to care for her parents.

An angsty premise that is one-part coming of age story and two-parts character figuring out her own identity through a major decision story.  I could get into it.

I especially liked that Tiger was a tomboy who played baseball better than most of the boys.

I downloaded and started listening...and absolutely *hated* the tones the narrator used to voice the various characters.  Sometimes her Southern accent didn't match the Louisiana accent I've been enjoying for the past few weeks.  Often when she gave voice to minor characters, she spoke in tones that made them sound completely and unnecessarily idiotic. 


I was not a big fan.  I probably would have enjoyed the story more if I read it.

I did eventually ease into the story.  Especially when a character died of a heart attack after seeing a coral snake.  (So...coral snakes...is this something I have to worry about now?)

Louisiana, please advise.

Then towards the end of the book, there was a hurricane.

Sigh.

At least there weren't any alligators.

How much I learned about Louisiana:  Not too much.
How much I felt comforted about some of the supposedly-scary aspects of the state usually presented by the media:  Also not too much.

I have since discovered there was a children's movie made of the My Louisiana Sky, starring Juliette Lewis and a younger Michael Cera, among others.

...

Netflix guesstimates I'd give the movie two stars.

...

I did add the movie to my queue.  It will stay at the bottom and I'll get to it when I get to it.

#readathon Bookish Movies Mini-Challenge Answer

I would absolutely LOVE to see Diana Peterfreund's young adult fantasy novel Rampant turned into a movie.

My reasoning for this can be summarized with two words:  Killer.  Unicorns.

Awesome, right?

Or at least, it has the potential to be.  Depending on the special effects used...

Okay, I can't help myself.  Let me say more!

This was my favorite book of 2009.  It was well-written and powerful.  Rampant could pretty much be considered a Buffy the Vampire series for a new generation of girls. The teenage ladies kick many a mythical bum-bum, all while weighing the meaning of virginity, female empowerment and sexuality.

To play our tough, young protagonist, Astrid, I think I'll go with...

Saoirse Ronan (of The Lovely Bones and Atonement).  Mostly because her acting annoys me much less than the lack of acting skills of many other young actresses out there.

REVIEW: The Titan's Curse

Riordan, R.  (2007).  Percy Jackson and the Olympians:  The Titan's Curse.  New York:  Hyperion Paperbacks for Children.

1423101480

312 Pages

Appetizer:  Set in winter, the third book in the Percy Jackson series begins with Percy, Annabeth and Thalia answering a call for assistance from Grover to come to Westover Hall in Maine.  The satyr has found two more half-blood children of the Greek gods who could aid them against the mounting forces of the bad guys.

When Percy and his friends arrive they discover that the newly discovered half-bloods have also been discovered by the monsters as well.  When a fight ensues, Percy is aided by a Greek goddess he has not met previously and the hunters who follow her.  Yet, despite the assistance, Annabeth is still lost, potentially forever.  While another prophecy is in the words, Percy is more concerned with trying to find his lost friend,  a quest that will, once again, take Percy across the country to battle monsters and gods that want to overthrow the Olympian gods.

As the third book in the series, The Titan's Curse holds its place well, making many references to the previous novels and also setting more more of the conflicts for the rest of the series.

I have to say, I am impressed with the scope of Riordan's vision for this series/epic.  Sure, he is re-presenting many of the classic characters of myth, but it's amazing the way he has brought them all together in this mounting tension over a possible war between the Titans and the Olympians.

*Slight spoiler for the second book*  With Thalia back, I really liked the tension Riordan created between them over who was the hero of the prophecy that's driving this series.  I liked that it could be used to discuss jealousies and attempts to share responsibilities.  *end slight spoiler*

I also liked Riordan's interpretation of Artemis and her hunters.  I found it particularly interesting since the young adult novel, Rampant (with killer unicorns!) had a very different approach.  (While these books might be good to compare, it's important to note that they're intended for slightly different ages.  Rampant is an upper-young adult novel and the Percy Jackson series tends to fall between middle grade and young adult territory)


ACTIVITIES:

An activity specific to this book of the series would be to focus on Apollo's interest in poetry.  A teacher could share some poetic forms (haiku and limericks are directly mentioned) and have readers write their own poetry about the series or Greek gods in response.  Or they could complete the limerick that begins "There once was a goddess from Sparta...."

More than some of the other books in this series, The Titan's Curse could be used to trigger discussion on the experience of having an absent father and the emotions and difficulties that can cause for a child.

This book could also be used to discuss jealousy, competition, gender roles, Greek mythology (of course!) and even the scary process of realizing you may *like* like one of your friends.


QUOTES OF NOTE:

"The Friday before winter break, my mom packed me an overnight bag and a few deadly weapons and took me to a new boarding school.  We picked up my friends Annabeth and Thalia on the way" (p. 1).

"Grover looked at Thalia desperately.  I tried not to feel upset by that.  Used to be, Grover looked at me for answers, but Thalia had more experience than any of us with fending off monsters n the real world" (p. 8).

"He raised his hands in a stop everything gesture.  "I feel a haiku coming on."
The Hunters all groaned.  Apparently they'd met Apollo before.
He cleared his throat and held up one hand dramatically.
"Green grass breaks through snow.
Artemis pleads for my help.
I am so cool."
He grinned at us, waiting for applause.
"That last line was only four syllables," Artemis said.
Apollo frowned.  "Was it?"
"Yes.  What about I am so big-headed?"
"No, no, that's six syllables.  Hmm."  He started muttering to himself.
Zoe Nightshade turned to us.  "Lord Apollo has been going through this haiku phase ever since he visited Japan.  'Tis not as bad as the time he visited Limerick.  If I'd had to hear one more poem that started with, There once was a goddess from Sparta--" (p. 47).

"Five shall go west to the goddess in chains,
One shall be lost in the land without rain,
The bane of Olympus shows the trial,
Campers and Hunters combined prevail,
The Titan's curse must one withstand,
And one shall perish by a parent's hand" (p. 89).


TASTY RATING:  !!!

REVIEW: The Sea of Monsters

Riordan, R.  (2006).  Percy Jackson and the Olympians:  The Sea of Monsters.  New York:  Hyperion Paperbacks for Children.

1423103343

279 pages

PLOT SUMMARY:  Almost a year has passed since Percy has encountered any creatures or gods from Greek myths.  The day before summer vacation, Percy is disturbed by dreams of his friend Grover being in trouble.  He also learns that the borders which protect Camp Half-Blood are weakening, allowing monsters to attack.  It turns out, saving Grover may help lead the way to saving the camp.  But Percy is also dealing with a potential half-brother, he never knew about, a brother who is a monster.

This is the second book in the Percy Jackson series and students who enjoyed the first one will probably like this one just as much.  With lots of humor and fast action, this book lives up to its predecessor and sets up the conflicts for the rest of the series.  But instead of including a lot of well-known characters from Greek myths, The Sea of Monsters incorporates some lesser known monsters and gods.  Great for extending a knowledge base.  Less good for feeling smart when trying to guess who is being described before the characters actually names the character or beast.

I did have a slight problem with the ending.  *Puts on my vague hat to avoid giving spoilers*  A certain character rides in to rescue several characters during the climax of the story with no foreshadowing of said rescue.  A little too convenient in my opinion.  Make sense?  Any of you who have read it disagree or agree? *Throws the vague hat aside*


ACTIVITIES:

As with the rest of this series, readers can gain a better understanding of Greek myths.  A teacher could focus on the way that several characters are foils to one another or the hero's journey.

There are also moments of nationalistic, environmental and feminist ideas presented that a teacher could capitalize on.


QUOTES OF NOTE:

"My nightmare started like this" (p. 1).

"Last day of school.  My mom was right, I should have been excited.  For the first time in my life, I'd almost made it an entire year without getting expelled.  No weird accidents.  No fights in the classroom.  No teachers turning into monsters and trying to kill me with poisoned cafeteria food or exploding homework.  Tomorrow, I'd be on my way to my favorite place in the world--Camp Half-Blood.
Only one more day to go.  Surely even I couldn't mess that up.
As usual, I didn't have a clue how wrong I was" (p. 4).

"A sliver of ice ran through my chest.  Now I understood why the camp was in danger.  The magical borders were failing because Thalia's tree was dying.
Someone had poisoned it" (p. 47).

"Percy," Annabeth said, "we have to do the quest."
"We'll get expelled, you know.  Trust me, I'm an expert at getting expelled" (p. 107).


TASTY RATING: !!!!

In other news, am I the only nerdfighter excited for the movie?!  I hope not.

REVIEW: The Lightning Thief

Riordan, R. (2005). The Lightning Thief. New York: Miramax Books.

0786838655

I found myself having to reread The Lightning Thief and thought I should blog about it this time around.

Percy Jackson has always struggled in school, dealing with his ADHD, his tendency to cause disasters and his vile step-father. Close to his mom, Percy has never known his real father. While on a class trip to the Metropolitan Museum of Art in New York, twelve-year-old Percy has a strange conflict with his teacher, Mrs. Dodds, that involves hissing, bat wings, fangs and a pen that turns into a sword. Worse, after the battle none of the other students or teachers acknowledge anything has happened. Percy's ADHD seems to worsen along with his mood, he's going to be expelled and he learns he's in great danger.

The only safe place for Percy is a very special camp that only children with a parent that is a Greek god may attend. Percy's mother and best friend Grover risk their lives to get him there.

Not at the camp for long, Percy, his friend Grover and a potential new friend, Annabeth, must set out on a quest, the first hero's quest in several years. They must act to prevent the Greek gods from declaring war on one another, which would mean disaster for mortals all around the world.

The first time I read this book, I initially had trouble getting into it, but then Percy went to a camp for special descendants of the Greek gods and had to be put in a house under one of the 12 Titans. That's when I picked-up on a Harry Potter vibe and got into the book. Of course, there are a lot of aspects of The Lightning Thief that are wonderful without making that connection, but it helped me to ease in. I love the blending of fantasy and myth, and so many gods and creatures from Greek myth are included. Very exciting!

Even more exciting, word on the blog-way is that Percy Jackson is currently being made into a movie as I type. I'm pretty happy with some of the choices for the adult cast.

Activities:

This is an excellent book to share with kids for enjoyment but also to secretly educate them on Greek myths and gods. It can be an excellent recommendation for fantasy (and especially Harry Potter) fans.

Since Riordan has a tendency to introduce characters from myth through description and avoid giving their actual names for several pages, students can try to guess which figures from myth are being incorporated into the story. (Obviously, this would require some previous knowledge of myth or an excellent guide to the gods and other creatures)

Quotes of Note:

"Look, I didn't want to be a half-blood.

If you're reading this because you think you might be one, my advice is: close this book right now. Believe whatever lie your mom or dad told you about your birth, and try to lead a normal life.

Being a half-blood is dangerous. It's scary. Most of the time, it gets you killed in painful, nasty ways.

If you're a normal kid, reading this because you think it's fiction, great. Read on. I envy you for being able to believe that none of this every happened" (p. 1).

"See, bad things happen to me on field trips. Like at my fifth-grade school, when we went to the Saratoga battlefield, I had this accident with a Revolutionary War cannon. I wasn't aiming for the school bus, but of course I got expelled anyway. And before that, at my fourth-grade school, when we took a behind-the-scenes tour of the Marine World shark pool, I sort of hit the wrong lever on the catwalk and our class took an unplanned swim. And the time before that...Well, you get the idea" (p. 2).

"What you may not know is that great powers are at work in your life. Gods--the forces you call the Greek gods--are very much alive."

I stared at the others around the table.

I waited for somebody to yell, Not!" (p. 67).

"Once I got over the fact that my Latin teacher was a horse, we had a nice tour, though I was careful not to walk behind him. I'd done pooper-scooper patrol in the Macy's Thanksgiving Day Parade a few times, and, I'm sorry, I did not trust Chiron's back end the way I trusted his front" (p. 75).

Special Edition of Random Thoughts: VAMPIRES!

Let's talk vampires for a moment.

With the popularity of the second season of True Blood, Stephenie
Meyer's Twilight series has come under a bit of fire as of late.  Now, Meyer certainly doesn't need me to defend her (nor would I really want to...unless she paid me...Stephenie?  Money?  For me?), but I do want to consider the state of the vampire in popular culture for a few moments.

At one point Stephen Moyer (Vampire Bill on True Blood) charged that the Meyer's vampire, Edward Cullen was a "pussy."  (I'm no liar!  Here's proof!)

I don't particularly disagree.  It's hard to take seriously a boy who turns all sparkly in the sunlight.  (To be fair, I will admit to owning a "I *heart* sparkly vampires* T-shirt.  But I wear it with irony people!  Irony!)

Okay, fine whatever.

Then, Alan Ball, the creator of the show True Blood claimed to have not read Meyer's series, but expressed confusion over having a story about teen abstinence with vampires, since , in his view, vampires represent sex.

Okay again.  Whatever.

But then I started thinking (bound to happen at some point).  While vampires are often associated with sex, I do think their representation in culture is more complicated than that.  Thomas C. Foster, who wrote the very accessible How to Read Literature Like a Professor (2003) considers vampires:

"The essentials of the vampire story, as we discussed earlier:  an older figure representing corrupt, outworn values; a young, preferably virginal female; a stripping away of her youth, energy, virtue; a continuance of the life force of the old male; the death or destruction of the young woman" (p. 19).

Let's see, applying these criteria to the Twilight series *Spoiler* check to all of the above in one sense or another.

Hmmm, interesting.

I then thought about Jink's The Reformed Vampire Support Group, a young adult novel that deconstructs the idea of a powerful, sexy vampire.  There's the implication that all of Foster's checklist occurred to turn the protagonist Nina into a vampire.  But, at the start of the story she's already been stripped of her youth, energy, etc. etc.  So what do we do with that.  Is it than not a vampire story?

Hmm.

The Reformed Vampire Support Group is about people.  People just trying to live.  True Blood/The Southern Vampire Series is also about people just trying to live.  And I suppose the same could be said for Twilight (although Bella's annoying depressive nature could provide a counter argument).

So, you may be wondering, what's my point?

Don't know.  Didn't have one.  These are random thoughts.  Look at the tag below.  "Random Thoughts"  right there.  And now I've decided I'm done being random for the day.  (Also may be done thinking, that remains to be seen)

What are your random thoughts?

A Stalker Edward of My Very Own! Thanks so much, but NO!

Get your credit cards out! You won't want to miss your chance to buy this wonderful piece of Twilight merchandise.

Just in case you feel your life is lacking that oh so wonderful feeling that you're being stalked.

You can now stick this 6 foot high monstrosity on your bedroom wall...

...for a mere $60 and then never sleep again.

I especially like the lame "Be Safe." It really helps to make me feel secure and loved as I sleep instead stalked and disturbed--(*Spoiler*) like some old vampire virgin might want to slowly separate me from my family and take away my freedoms before killing me with his freakish spawn. All because he couldn't stop himself from loving me.

Let us hope supplies aren't that high to begin with.

Harry Potter and the Half-Blood Prince

Movie.

Gooooooood.

Put together well.  Won't be confusing to those who haven't read.

Lots of unintentional (and even some intentional) sexual jokes and innuendos.  

Good Draco foil action.

Cave scene will scare the bums off of many kiddies.

Snapey magic.  Mmmmmmm.

Class tomorrow.  9:30 AM.

Sleeeeeeeeeeeeeeeep.

Harry Potter: 30 Minutes before the movie

Shape. Snape. Snape. SNAPE!

REVIEW: Charlie and the Chocolate Factory

Dahl, R.  (1964).  Charlie and the Chocolate Factory.  New York:  Puffin Books.

 

9780142410318

 

This classic has a special place in my heart.  By reading this book, I first learned how to spell chocolate.  True story.

 

Reading it this time around, I was more inclined to eat chocolate while reading.  Also a true story.

 

I was also struck by how economically relevant this story is in the current recession.  Charlie Bucket and his family are poor.  His father loses his job at the toothpaste factory and the entire family is close to starving, that is of course, until Charlie is one of the five children to find a golden ticket in his Wonka candybar and wins a tour of the mysterious candy factory.

 

This classic story is pretty much the original form of Survivor.  In the end, there can be only one!  But along the way, the way various children are sent away from the factory serve as didactic moments.  Of course, these lessons seem mainly geared toward parents:  Don’t spoil children, don’t allow children to watch so much television, discourage gluttony, etc. 

There is however a lesson for kids as well—be good, poor and willing to starve.  Good things will happen.

 

 

Activities to do with the book:

 

Since much of the plot is actually dealing with marketing techniques, a teacher could assign students to research contests sponsored by companies (especially those in the food industry).  They could make posters and do presentations about various contests and discuss which techniques seem effective and why.

 

A brave teacher could also address the treatment of the oompa-loompas and place them in the historical context of a tribe being forced to relocate.  A teacher could discuss colonialism, equality, whether or not it’s acceptable to keep people in a factory as workers and test subjects….

 

An elementary school could organize gym teams according to the various factory guests’ names.  Nothing appeals like the sound of Team Gloop.

 

The book lends itself to creating illustrations or dioramas of how they envision the factory to look.  They could also write more songs in response as well.

 

 

Favorite Quotes:

 

“This is Charlie.

How d’you do?  And how d’you do?  And how d’you do again?  He is pleased to meet you.

The whole of the family—the six grownups (count them) and little Charlie Bucket—live together in a small wooden house on the edge of a great town” (pp. 3-4).

 

“He’s brilliant!” cried Grandpa Joe.  “He’s a magician!  Just imagine what will happen now!  The whole world will be searching for those Golden Tickets!  Everyone will be buying Wonka’s candy bars in the hope of finding one!  He’ll sell more than ever before!  Oh, how exciting it would be to find one” (p. 20).

 

“…however small the chance might be of striking lucky, the chance was there.

The chance had to be there.

This particular candy bar had as much chance as any other of having a Golden Ticket” (p. 28).

 

“So please, oh please, we beg, we pray,

Go throw your TV set away,

And in its place you can install

A lovely bookshelf on the wall.

Then fill the shelves with lots of books,

Ignoring all the dirty looks,

The screams and yells, the bites and kicks,

And children hitting you with sticks—

Fear not, because we promise you

That, in about a week or two

Of having nothing else to do,

They’ll now begin to feel the need

Of having something good to read” (p. 141).

Book to Movie: Angus Thong and Full-Frontal Snogging

It would seem Angus, Thongs and Full-Frontal Snogging is being turned into a movie.  For reals.

But apparently the idea of "full-frontal snogging" is too controversial, what with peoples of the world assuming anything full-frontal has got to be porn.  (For the record, this is not porn)  But, now it's got to be "perfect snogging."  Which makes sense, as Georgia does attend snogging lessons.  Much more idealistic and child-friendly.

If you haven't discovered this teenage Bridget Jones-ish series, I've reviewed the first book previously.

Watching the trailer, it seems like the movie just may do the book's content and humor justice.  Maybe.  So do you think the movie will be wonderful, good, so-so, a painful time of pain?  What are your thoughts?

REVIEW: The Vampire Diaries

Smith, L.J. (1991). The Vampire Diaries: The Awakening and The Struggle. New York: HarperTeen.

9780061140976

Tell me if you’ve heard this plot? Teenage girl is strangely attracted to the smart, dangerous, supernaturally-powerful and rich outsider at her school who initially resists his special attraction to her. The eventual and tentative relationship is challenged by another equally powerful and attractive male love interest, forming a love triangle that will drive the rest of the series. Who will she choose who will she chose? Oh yeah, and the writing about all of this conflict, it’s mediocre. I wonder if Stephenie Meyer has read The Vampire Diaries. (It’s possible the answer is no. other (adult) vampire books tend to have the same love triangle themes as well (See Anita Blake Vampire Hunter, Sookie Stackhouse of The Southern Vampire series, etc.)

Published over ten years before the Twilight series, Vampire Diaries has a lot of similarities. But where Bella was angsty and co-dependent, Elena is obsessive, manipulative and the self-described “queen of the school” somehow causing me to dislike her even more than Bella. I didn’t find Elena relatable or redeemable until the end when she was actually contributing to fighting-the-good-fight (unlike other mortal female protagonists in other vampire series).
Still, Elena’s repeated thoughts about possessing Stefan (vampire love interest #1) or dying annoyed me. Her tendency to develop plans to get him and spread false rumors didn’t exactly impress me either. I could see some twelve or thirteen-year-old girls managing to see past all of this in their desire to become a popular high school student. Eventually, I was able to get over my dislike for her when the plot picked up and the dramazz started and Elena decided to make the effort to be less self-involved. But that was around page 150. Now I know part of the point of a novel is that a character changes. Learns. Becomes a better person. Whatever. But I gotta still be able to engage with the character pre-change. And I personally had trouble doing that with Elena. Of course, this could all just be me. Anyone read it? Got something to say? Did Elena float your boat?

The series starts with Elena, arriving home after spending the summer in France. She lives wither her aunt and young sister, since her parents are mysteriously dead. (Yet somehow the way this fact is presented somehow managed to prevent me from sympathizing with the character. Hard to believe, I know). When she returns to school she reclaims her title as “Queen,” and becomes fascinated with the new boy, Stefan, who is also secretly attracted to her, in part because she looks almost exactly like a girl he and his older brother, Damon, had loved when they became vampires during The Renaissance in Italy. Throughout the book, the reader is positioned with Elena, reading from her diary. From time to time, though the reader also gets to see into Stefan’s mind and see his past, including how he became a vampire. Readers will find that the end of the book does not resolve any of the conflict, but that they must continue on to The Struggle and then to The Fury and Dark Reunion.

The reason I chose to start reading this series is because the CW has chosen to turn it into a TV series. They’ve turned a bad YA book series into a successful TV series before. I couldn’t read past page six of the first book of Cecily von Ziegesar’s Gossip Girl series, but I will only slightly-reluctantly admit to enjoying the TV series. So, I actually find myself looking hopefully (but still suspiciously) forward to the fall for a couple of reasons. Honestly, it’d take a lot of effort on the CW’s part to make the series worse. Plus, there are a lot of good conflicts and themes to work with, once Elena stops being self-involved. And after all, the CW (formerly the WB) did give me Buffy the Vampire Slayer, the series that started my fascination with vampires and helped me survive high school.

In terms of reading the Vampire Diary series, I stopped after The Awakening even though there was no resolution and The Struggle was incorporated to be in the same giant book when the books were republished. Of course, I put down Twilight and didn’t think I’d continue on to the rest of the series. That turned out not to be the case. The conflicts at the end did entertain me, so I’ll probably end up picking up this series again down the road.

Rambling done.  For now.  I promise.


Activities to do with the book:

This is a good book recommendation for students who have fallen in love with the Twilight series. There are a lot of the similar themes and plot devices throughout both series.


Favorite Quotes:

“Dear Diary,
Soemthign awful is going to happen today.
I don’t know why I wrote that” (p. 3).

“Interesting things happen in the dark…sometimes” (p. 164).

REVIEW: The Giver

Lowry, L. (1993). The Giver. New York: Laurel-Leaf Books.

0440824400

This book was one of my favorites as a child. I had it read aloud to me. I read it multiple times then. I’ve been assigned to read it once as an adult. I’ve had to reread it twice for some of my students’ projects. I’ve seen the play version that was created. I have The Giver memorized. Seriously. Ask me what went down on page 127. I’ve got an answer.

The scope of Lowry’s writing career is impressive, including historical fiction, realistic fiction, science-fiction and parody. The Giver has always been my personal favorite. The book shares the story of Jonas, who upon turning twelve with all of his classmates is chosen for a special career-path by his community, to receive the memories of lives different from those in the community. Experiences of pain, joy, love, war, death and color.

Jonas soon realizes that the choices made by the community are not the best for them. So he, along with his mentor, the giver, decides to return the memories to the community.

Lowry puts forth a lot of effort to craft the world and rules of the community. Some may argue too much effort. But since this may be many students first adventure into a society different from their own, it may be necessary.

The Giver is the first book in a loosely connected series. (The next book being Gathering Blue) But The Giver is commonly considered to be the best book of the series.

Some students may have trouble with the ending of the book. While the majority of students view it as a happy ending, some will see it as ambiguous or even sad, which can cause all manner of vocal reaction in class. If the ending upsets anyone, a good starting point is to have students create their own endings.


*SPOILER ALERT*
When this book was first read aloud to me as a child, I was totally blown away by the moment that the reader learns the members of the community do not see in color. Seriously my young little world was rocked. That’s when I realized that books can be well crafted. And this still tends to be a moment that many readers pull out as interesting.
*END SPOILER*

Also, apparently the book will be made into a movie sometime around 2011. Do you think they’ll manage to pull it off? Who would you want to play the giver?

Activities to do with the book:

This book can be used it multiple ways—to discuss the way a society is constructed. To create an introductory lesson on utopias and distopias. To have students create rules for a society they would like to create (and then implement those rules for an afternoon). Scenes from this story could easily be dramatized. Children could also make illustrations of the text, paying special attention to the use of black, white, grey and red.

This book could be used to trigger a discussion of symbolism. Also, since the ending may be considered ambiguous to a few children, a teacher could encourage discussion of multiple interpretations being allowable.


Favorite Quotes:

“It was almost December, and Jonas was beginning to be frightened. No. Wrong word, Jonas thought. Frightened meant the deep, sickening feeling of something terrible about to happen. Frightened was the way he had felt a year ago” (p. 1).

“There was absolutely nothing remarkable about that apple. He had tossed it back and forth between his hands a few times, then thrown it again to Asher. And again—in the air, for an instant only—it had changed” (p. 24).

“He is to be alone, apart, while he is prepared by the current Receiver for the job whish is most honored in our community” (p. 61).

REVIEW: Angus, Thongs, and Full-Frontal Snogging

Rennison, L. (1999). Angus, Thongs and Full-Frontal Snogging: Confession of Georgia Nicolson. New York: HarperTempest.

0064472272

It’s hard to believe this book is already ten years old. It makes me wonder if, I too, am old. I certainly hope not.

The diaries of British teen, Georgia, are essentially a young adult version of Bridget Jones’s Diary: Often funny, occasionally insulting, always frivolous. Georgia’s humor often emerges at the expense of others, including her best friends and parents. There are also multiple jokes describing lesbianism in negative terms.

Despite these drawbacks, Rennison has managed to capture the voice of Georgia well. Although the character often feels immature for her age, she can be used to describe the ways that media and other popular narratives influence young girls. And I always end up laughing out loud. At least a little.



Activities to do with the book:

This book is best for entertainment. If a teacher were desperate to turn this series into a lesson, they could pair it with Pride and Prejudice or Emma by Jane Austen and describe how plot points commonly present in most romantic comedies were first developed by Austen.


Favorite Quotes:

“I hope you like my diary and don’t hold it against me that my great-great-great-grandparents colonized you. (Not just the two of them, obviously…)” (A Note from Georgia).

“You’re fourteen years old. You’ve only had that hair for fourteen years and you want to change it already! How bored are you going to be with it by the time you are thirty? What color will you be up to by then?” (p. 13).

“Georgia, what have you done now?” (p. 21).

“Then [my little sister] Libby said, “Yes, I am the Queen and Georgia did a big poo this morning.”
I couldn’t believe it. He [Robbie, a love interest] could not believe it. Nobody could believe it. It was unbelievable, that’s why. He stood up quickly and I said, “Er, well, I’d better be going.” (p. 64).

REVIEW: America

Frank, E.R. (2002). America. New York: Simon Pulse.

9780689857720

The story of sexually abused and institutionalized fifteen-year-old America is a challenge to get through. Written by a clinical social worker who has “known many Americas,” the book switches back and forth between ‘then’ and ‘now’ showing the experiences that brought America to the office of Dr. B, the psychiatrist who just may be able to help him decide against committing suicide.

America struggles with being ‘lost’ and feeling abandoned and unloved. He must deal with issues involving his distant relationships with violent half-brothers, his mixed racial background which not even he can specify since he does not know his father and with his questions over his sexual orientation. While I don’t like to give spoilers in general, I do feel, with this book, it is important to know there is hope and comfort at the end of this novel.


Activities to do with the book:

America would be good for encouraging empathy and reflective journal writing. It can also be used with struggling teenage readers because the book includes American’s own struggle to become literate.

Other discussion topics include the use of America as a name, issues of love, forgiveness, trust, suicide, abandonment and recovery.

The book could also be paired with Laurie Halse Anderson’s Speak (1999) because both books deal with trauma, secrets, metaphors connecting plants with growth, and physical labor assisting in recovery.


Favorite Quotes

“You have to watch what you say here because everything you say means something and somebody’s always telling you what you mean” (p. 1).

“Can’t believe it’s s--- made this garden grow,” I tell her.
“Believe it,” she tells me. “The more s--- things get, the better they come out” (p. 237).

REVIEW: The Tale of Despereaux

DiCamillo, K. (2003). The Tale of Despereaux. Cambridge, MA: Candlewick Press.

9780763625290

The Tale of Despereaux plays with both story structure and time to tell the tale of how an outsider and small mouse can save a human princess from a rat and misguided servant girl.

The book, a Newbery Medal winner, has also been recently made into a mediocre movie. The story includes a lot of religious symbolism that few readers will notice. They will, however, notice the narrator’s direct addresses to the reader and how the narrator guides the reader to a deeper understanding of the greatness of small Despereaux’s feats and to an expanded vocabulary.

This book is a challenging read, expecting the reader to follow the narrator back and forth through time and to make connections among several stories that all come together. It is, however, a good step for a reader to learn how to read a book to themselves silently, since the narrator makes sure that no important aspect of the text goes unnoticed.


Activities to do with the book:

In the right circumstance, a teacher could draw out the religious symbolism to show The Tale of Despereaux to be an allegory for Jesus’s death and resurrection. The book could also lead to discussions about heroism, rules and bravery.

The story could also be used to open up a discussion on abuse, since Miggery Sow’s condition as a victim is only examined at a shallow level.

Favorite Quotes

“The world is dark, and light is precious. Come closer, dear reader. You must trust me. I am telling you a story” (p. 7).

“Once upon a time,” he said aloud, relishing the sound. And then, tracing each world with his paw, he read the story of a beautiful princess and the brave knight who serves and honors her” (p. 24).

“Reader, you may ask this question; in fact, you must ask this question: Is it ridiculous for a very small, sickly, big-eared mouse to fall in love with a beautiful human princess named Pea?
The answer is…yes. Of course, it’s ridiculous.
Love is ridiculous.
But love is also wonderful. And powerful. And Despereaux’s love for the Princess Pea would prove, in time, to be all of these things: powerful, wonderful, and ridiculous” (p. 32).

REVIEW: Paper Towns

Green, J. (2008). Paper Towns. New York: Dutton Books.

9780525478188

Paper Towns was pretty much what I had come to expect from author John Green: Quirky characters, humorous dialogue, endearing deeper meanings and thin, white, teen boys seeking some aspect of a particular girl.

Green’s narrator, Quentin, spends a lot of the novel ruminating on how he sees others, particularly his long-time neighbor, recent partner in pranks, and runaway love interest, Margo Roth Spiegelman, the most popular girl at their high school. The book extends out into questioning if a person can ever truly know another and looks at how complicated people are.
While Green’s writing still manages to make me laugh out loud fairly regularly, I did find that the dialogue-heavy ending did pain me a little as I read. It felt a little too meaningful, too sentimental. But then, the end of high school and high school friendships, with all the changes, uncertainties and leavings are often just that. This would be a good final book for a teacher to share with graduating seniors.

There is an extensive scene in the novel that involves underage drinking. Quentin remains sober and is witness to the humorous antics of his drunken schoolmates while waiting to act as their designated driver. The scene confirms the conclusion I learned as a teen: Alcohol is much more entertaining when you’re not the one consuming too much of it.

Activities to do with the book:

Read the works of literature and poetry mentioned throughout the novel (including Moby Dick, The Bell Jar, and the poetry of Emily Dickinson, T.S. Eliot and Walt Whitman). As a project, have students grow grass in clear pots so they can see the extent of the root structure. Do reflective journal writing. Discuss the characterizations of the characters and the way people are characterized in our minds. Discuss the treatment of race, class, the act of leaving, etc.

Oh, and of course, you can ask students why the book was published with two different covers and ask which of them they prefer.
I myself tend toward the unsmiling, moody, blue cover of angst. But that is me.

Favorite Quotes:

“I shaved this morning for precisely that reason. I was like, ‘Well, you never know when someone is going to clamp down on your calf and try to suck out the snake poison’” (p. 75).
-This is also when I tell myself when I’ve avoided shaving my legs for too long. Margo and I are so alike—or is it just my perception of the world that we’re alike, hmm?
“No, I love you. Not like a sister loves a brother or like a friend loves a friend. I love you like a really drunk guy loves the best girl ever” (p. 187).
“They’d given me a minivan. They could have picked any car, and they picked a minivan. A minivan. O God of Vehicular Justice, why dost thou mock me? Minivan, you albatross around my neck! You mark of Cain! You wretched beast of high ceilings and few horsepower!” (p. 232).