REVIEW: The Night Tourist

Marsh, K.  (2007).  The Night Tourist.  New York:  Hyperion Books for Children.

232 pages.


Appetizer: While walking on the Yale campus, Jack Perdu was hit by a car.  While his injuries weren't too serious, he can now see the ghosts that haunt the world at night.  When his dad sends him to New York City to see a doctor friend, Jack is led by a strange girl deeper and deeper down into Grand Central Station and into the land of the dead.

After receiving this unexpected opportunity, Jack seeks out his dead mom, who his father refused to speak about.  But Jack's situation grows complicated when he grows attached to his New York City ghost guide, Euri, and learns that he can only stay in the realm of the dead for three nights and that the three headed dog, Cerberus hunts him.

I actually had a lot of trouble getting into this book.  A LOT.  Jack was just a bit too smart for my tastes.  He doesn't come across that way in the narration, exactly.  But as I was reading, I imagined what I would think of him if I sat down next to this guy in a class or at a train station:

JACK:  I'm helping a Yale professor translate Ovid's Metamorphoses from Latin.
JACK:  Because I understand Latin.
JACK:  And I'm a high school freshman.
SHEL:  ....
JACK:  And I can randomly quote from other works of poetry and literature, classic and modern.
SHEL:  ....
JACK:  Would you like to hear a quote now?
SHEL:  ....
JACK:  My jacket is tweedy.  Would you like to touch it?
SHEL STANDS AND MOVES TO ANOTHER SEAT AS FAR AWAY FROM THIS JACKASS AS POSSIBLE.

Basically, I'd find Jack annoying while also being secretly jealous that he was so much smarter than me.  The jackass!

My other problem was that he was clearly going through some very tense and emotional situations, but I didn't feel any real emotion coming from him until the veeeeeeeeery ending.


Following along this line, I also had some trouble with the plot.  I wanted to feel a sense of urgency.  I wanted to care.  Really I did.  Knowing Jack can only stay in the ghosty New York City for three nights should have instantly caused tensions.  But the fact that Euri and Jack spend most of their nights touring the city, sledding and attending plays (granted, the play attending is meant to lead them to some people who could help them or to provide some intertextuality), I felt almost no urgency.  That left me feeling "meh" about the whole book.

Perhaps it's me.  I do know of a middle grade teacher who strongly recommended this book.  In comparison to the Percy Jackson series, which is also incorporates Greek mythology, this book emphasizes characters' emotions rather than a fast-paced plot, which will appeal to a more YA audience.  Maybe.  Plus, it is worth noting that this book really focuses on death, letting go and suicide.

Perhaps I'm just grouchy.  I read this book as part of my research for Dudley the Dissertation.  (And because of that, I will also be going on to read the sequel, The Twilight Prisoner.)  Right now, Dudley and I are fighting, so I could be taking that out on The Night Tourist.

Could be.  But not likely.




Dinner Conversation:


"It was just after dusk when the accident happened.  As usual, Jack Perdu was walking through the Yale University campus with his nose buried in Ovid's Metamorphoses.  Although he was only in the ninth grade, he had an after-school job helping the head of the university's Classics department on her new English translation.  It was the day after Christmas so there were no professors around, which meant there was no reason for Jack to look up out of his book" (p. 3).

"The next thing he knew, there was a loud, heavy metal music, and he was knocked off his feet and into the air.
Jack barely had time to register what had happened.  He caught a glimpse of the car that hit him, heard panicked shouts, and closed his eyes as his body hit the ground.  A loud rushing sound filled his ears.  Then he blacked out" (p. 6).

"Jack thought about his accident, how it had led him to New York, and to Euri.  Maybe following her to track 61 hadn't been a mistake.  Maybe it was meant to happen, so he could find his mother.  For the first time in years he allowed himself to imagine seeing her again, and his chest tightened.  He took a deep breath.  "Do you think I could find her?" (p. 51).




Tasty Rating:  !!

REVIEW: Food Hates You, Too

Weinstock, R.  (2009).  Food Hates You, Too and Other Poems.  New York:  Hyperion Books.

9781423113911

Appetizer:  Robert Weinstock includes 19 poems about troublesome foods in this collection.  The carnival food turns and twists in attendees' stomachs, potential meals eat one another and, it turns out, food hates you too.

Since many of the poems have fun or humorously dark twists (as with the poem "Toast"), I was strongly reminded of some of the poems by Shel Silverstein.  There is also some intertextuality, with references to fairy tales and a page illustrated in the fashion of Goodnight Moon:

As you can see, the illustrations are fun and colorful.  I particularly liked the front end pages which featured a piece of broccoli stating, "This Bites!"  (Although, some adults may take offense to the thought that some kids might take up that phrase)

The last poem, "Food for Thought" also seems designed to win over teachers and librarians, since it encourages the reader to think of reading as food for the mind.


Dinner Conversation:

"Ferris-wheeling is appealing
when your stomach isn't feeling
corndog-whirling, taffy-twirling,
cotton-candy-heaving, hurling,"

"If everyone hates different food,
Then couldn't it be true
That creamed chipped beef dislikes Gertrude,
And liver gags on Lou?"

"I ate your father.  Yes, it's true.
That's what we praying mantis do."


To Go with the Meal:

Students could write their own food poems (and create illustrations to go with them) to write back at the book.  Students could focus on writing about their least favorite foods, a topic most children have no problem discussing.

Since the title poem, "Food Hates You, Too" incorporates people's names, as in "deli Meats balk at Brigittes," students can follow this example and can construct a class poem (about food or another subject) that incorporates all of the names of the class members.  Also, based off of the poem "Monday," students could write poems exploring what they eat each day of the week (which could then lead into a teaching moment on nutrition).

This is also a good book to share with young children who seem to hate any and every possible food.  Food Hates You, Too shows many traditionally hated foods in a fun light and has the general encouraging message of giving all foods a chance.


Tasty Rating:  !!!

REVIEW: A Book

Gerstein, M.  (2009).  A Book.  New York:  Roaring Brook Press.

1596432519

30-Second Summary:  When A Book is opened, the characters awaken and go about their day, committed to their own stories.  But, for the little girl in the family, she has yet to determine what her story is.

I LOVE the concept for this book.  It answers the question of what happens to characters when a book isn't being read.  (As a child I had similar questions about movies that weren't being played.  I thought miniature versions of characters flew and wandered around the inside of a VCR.  Err, Blue Ray player.  Laserdisc.  Did I just date myself?)

The book is a good example of literature that draws attention to how a story is composed and takes into consideration the reader as well.  At one point the protagonist has a discussion with a large goose who says, "Readers like a good story, else they close the book, you know."  The girl asks, "What are...readers?"  "Look up." says the goose.  Heeheehee.  I love meta-narratives!  A Book also includes a bit of information about genre rules and includes intertextuality to a number of fairy tales and classic works of literature as well.  This is kinda like a new approach to David Wiesner's The Three Pigs.

I have to admit though, I wasn't as fond of the illustrations.  They're...fine.  Cute.  Blah-ish.  They are all positioned from the perspective of the reader looking down upon the characters.  Now, this is initially awesome, reinforcing the idea that the reader is looking in, peeking down upon the book.  But it got kinda old as the story went on.

But don't let that fool you, after finishing reading the library copy, I've ordered my own copy of the book from Amazon.  Oh, Amazon.  You have all of my monies.


Activities:

A Book is an awesome story to discuss how to create a book or story with students.  It explores the way each character needs their own story.  A teacher could also go into the fact how each student in the class also has their own unique perspective and story to tell.  We can all be our own protagonists or heroes.

Since so much of picturebook is written in dialogue, it would be difficult to use A Book as a straight-up teacher read aloud.  A teacher could, however, assign different roles to each student and they could act out the book very easily.  But since there's also narration, a teacher could discuss the presence of the narrator as well, assigning a student that role too.

A teacher could also use A Book to focus on the need for writers to create interest in the story for readers, to have a hook.


Quotes of Note:

"Once, in a book by Mordical Gerstein, published by Roaring Brook Press, New York, there lived a family of characters."

"When the book was closed it was night in the book, and the family slept."

"I know we live in a book, but what is our story?"

"Everyone has a story but me.  What's my story!"  And off went the girl to the next page."


Tasty Rating:  !!!!

REVIEW: Patricia von Pleasantsquirrel

Proimos, J.  (2009).  Patricia von Pleasantsquirrel.  New York:  Dial Books for Young Readers.

9780803730663

30-Second Plot Summary:  Patricia sees herself as a princess (meaning it's her right to order everyone around).  After reading Where the Wild Things Are, she decides to fly off and seek out her own kingdom.

This books shows how a book can spark a young reader's imagination and perhaps spark more readers' imaginations.  It would be possible to argue that while Where the Wild Things Are shares a boy's adventure into the imagination, Patricia von Pleasantsquirrel shares a girl's adventure into the imagination.

While this picturebook features standard narration, Proimos also makes use of dialogue boxes and arrows to share Patricia's story.  The illustrations are minimalistic, with mainly grey, purple and yellow.

As may be obvious by the title (Pleasantsquirrel!  Hehe) author/illustrator Proimos has a some of fun with language and imagery in this picturebook.  I particularly like Patricia's princess-ly crest which is in the endpapers.

If a teacher drew students' attention to the figure, the kids could draw their own personal crest in response, either incorporating elements of their name or interests.


ACTIVITIES:

Patricia von Pleastansquirrel shares many of the imagined duties of a princess (including never taking off her crown, reading everyone a bedtime story, and waving often) a teacher can use this to discuss some of the realities of being a princess--or at the very least, what one would have to learn in school.

Since Where the Wild Things Are is mentioned in the book and sparks Patricia's plan the picturebook could easily be paired with Patricia von Pleasantsquirrel.  There's also an intertextual reference to The Giving Tree as well.

The book includes a moral about respecting and following rules.  Teachers could easily emphasize that, if they so chose.  Another option would be discussing how the experience of going to a new place can help you to appreciate home more.


QUOTES OF NOTE:

"Once there was a princess who had not yet found her princessdom.  Her name was Patricia von Pleasantsquirrel."

"To the dungeon with you!"

"If a silly boy with no social graces could be made king with no effort at all, then imagine how easy it would be for me to find my princessdom."


TASTY RATING:  !!!

REVIEW: Spot the Plot: A Riddle Book of Book Riddles

Lewis, J.P.  (2009).  Spot the Plot:  A riddle book of book riddles.  San Francisco:  Chronicle Books.

9780811846684

PLOT SUMMARY:  J. Patrick Lewis assembled 13 poems that reference classic picturebooks and middlegrade novels.  Through the hints in the poems and the illustrations readers can guess the books being referenced.  (And just in case there's a book described that no reader can guess, the answers to the poem riddles are listed at the end of the picturebook)

While the artwork is cute and child-friendly, I can't help but think it would have been totally AWESOME if the illustrator Lynn Munsinger had mimicked at least some of the styles used in the books referenced.  I'm certain the publishers at least considered that option.  While it'd be fun to travel to San Francisco to knock on Chronicle's office door and ask why they chose not to take on the styles of the classic books, such a trip will have to wait for a later date.  (Say for when it's really cold here in Columbus and San Francisco will provide the perfect vacation)

J. Patrick Lewis's rhymes are easy to read.  Each with several hints at the book being referenced.  Every now and then though, the rhymes did feel a little forced.  For example, in a poem about Cinderella, Lewis writes:

"This poor miss
had two sis-
ters who were
mean to her."

I don't know.  Separating Sisters like that for the rhyme feels a tiny-teeny bit like cheating to me.  What do you think?


ACTIVITIES:

If students have trouble guessing the books Lewis based his poems around, there's an easy solution:  READ THE BOOKS!!!!  Yays!

Students can also write their own riddle-poems about other stories they've read in class.  They can even include some popular movies or TV shows.  Or if a teacher wanted to stay with the book, he or she could xerox pages and have students draw poems from a hat to perform and have other students guess the book described.

Spot the Plot can also be used to discuss who to write poems.  Although Lewis always uses rhymes, a few of his poems play with structure or are only a single sentence long.  So, a teacher can discuss some of the preconceived notions about what a poem is.


QUOTES OF NOTE:

"The sky shook,
the wind tossed
me in the air.
Toto-ly lost,"

"Imagine a castle
without any towers,
or a thundercloud bursting
without any showers.
Now imagine a bull
who loved only flowers."

"There is a book
I know you know--
the perfect bedtime
book, although

the rabbit who
has gone to bed
can't fall asleep"


TASTY RATING:  !!!

REVIEW: New Kid in Town

Freedman, C., & Stephenson, K.  (2006).  New Kid in Town.  Intercourse, PA:  Good Books.

1561485470

Interest Rating:  !!

With the feel of a western, Mouse is new in town.  He is welcomed by his new neighbors, but is cautioned to be cautious of the Big Wolf who lives on a nearby hill.

The illustrations of the animals are cute and child-like.  I was kind of surprised to see some species included that aren't native to the west (Giraffes??????  Really?).  While kids won't mind at all, if a teacher did plan to use this in a lesson on the "ol' wild west," the presence of giraffes may complicate a discussion.

To go slightly spoiler-y on you, it turns out the Big Wolf isn't quite as awful as many of the towns animals assumed.  I liked that this played with the reader's expectations that come with so many big bad wolves populating children's literature.

Activities:

New Kid in Town can help to ease the concerns of a child who is moving to a new town.  A teacher can point out the different places Mouse goes to make new friends.

This book can also be used to encourage students to see beyond appearances and to befriend children who may seem different or to consider the motives of bullies.

Quotes of Note:

"Mouse was the New Kid In Town.  He bounced in from over the hill, looking for a new place to live, and came upon Badger's Bakery.  "Hello!" said Mouse, strolling in.  "I'm the New Kid In Town."

"Watch out for the nasty Big Wolf who lives on the hill.  He's huge and hairy, and wild and scary.  BEWARE!"

"BEWARE of the horrible Big Wolf who lives on the hill.  He's ugly and mean, and his teeth are slime green.  Watch out!"

Interview with Lise Haines!

After finishing Girl in the Arena, I managed to snag an opportunity to ask author Lise Haines a few questions about her debut young adult novel. (SO EXCITING!) You'll find my questions and Ms. Haines's replies below.

1) Could you describe your writing process? Did you handwrite a draft? Did you work at a desk? Did visiting Rome help only with the chapter when Lyn reflects on her trip there or did it have broader implications for the book?

I write on a MacBook—and like so many laptop users, it almost feels like an extension of my body, I’m on it so often. I’m afraid I’ve developed a bad habit of working in bed so I’ve been trying to switch back to my desk. On weekend days and during the summer, I grab my laptop and start working even before I’ve had breakfast. Sometimes I look at the clock and it’s noon and I’m still working away. It’s not uncommon for me to work during the middle of the night as well. Another habit to break!


In some ways being in Rome made the whole book more real and tangible. And I certainly feel there are some parallels to be made between our culture and that of the Ancient Roman culture. I just saw an article in the NYTs about how many nonfiction books have been written on this subject in the last few years. It’s quite an industry.

2) Your background is as an academic. How has that influenced the writing of Girl in the Arena? While Lyn attempts to decide on a gladiator costume, you make mention of postmodern influences on culture and Lyn wonders what comes next. Do you have any ideas of what theories are on the verge of influencing culture?

Where I teach at Emerson, I mentor young novelists and short story writers, primarily in writing workshops. But in the process of our working together, we talk a lot about our culture, and I think their take on things has had a big influence on me.


I believe I’d need Thad here to see into the future. Like Lyn, I’m wondering what comes next.

3) As I was reading Girl in the Arena, I couldn't help but make comparisons to Suzanne Collins's The Hunger Games trilogy. How do you feel about your readers making such a connection? Can you write to how you think two very different authors can come to incorporate similar conflicts, themes and critiques of culture in their writings?

I’ve just started Hunger Games. But I can see why readers are so drawn to it and I look forward to curling up and reading the whole thing. So, at this point, I just can’t answer your question much as I’d like to. But I can say that both Joseph Heller and Kurt Vonnegut found something to say about the experience of war—so this kind of look at the world from two voices, two perspectives happens.

4) What do you imagined happened to Lyn after the events of Girl in the Arena? Does she continue her education? Does she finish and publish the history she'd been working on? Does she develop a romantic relationship with Uber or Mark?

You’ve nailed some of the basic questions that are left open. And if you and I were sitting down for coffee, no doubt I’d try to pick your brain to find out what you imagine has happened to Lyn and Thad, Mark and Uber. But I hold open the possibility that I might write a sequel or even a trilogy, so I don’t want to give anything away.

5) At one point, Lyn contemplates The Bhaghavad Gita and thinks about how a god can approach a mortal to discuss the moral implications of war. Lyn narrates that she could reach out to the spirits of one or two of her loved ones. Did you consider adding in such a moment into Girl in the Arena? You also include mention of oracles. DId you ever consider incorporating more of ancient Roman mythology into the story? If so, what made you decide not to?

Your questions illustrate so beautifully how many possible directions a single book can take. And that’s one of the things I love about writing. Some people claim, from time to time, that novels or short stories are dead, or that all the stories we have to tell have been told. But your questions point out that there’s endless variety and so much to be explored. I believe I’m aware, as I create a novel, that I have an essential story to tell. If I throw too much into a book, I can lose the story and then my reader will as well. I am, however, fascinated by mythology.

6) I found Lyn's relationship with her mother, Alison, to be central to my understanding of the story as I read. Can you speak to how you developed their relationship as a writer? Did writing it influence your own relationships with your family members or friends?

I absolutely agree, their relationship is key to knowing Lyn and understanding how one can assimilate into a world that instinctively feels wrong. And I realize there are many reasons not to like Allison. But maybe, in understanding the succession of events, and just what she’s up against, we can understand one or two of her choices. This I’ll have to let you decide, of course. I was able to write about their relationship, because internally, I lived with these characters for a very long time.


I can’t really say writing about Lyn and Allison changed my own relationships, though that’s a good question. It makes me think about the way some actors get into a role and have a hard time getting out of it at the end of the day. There was one death in the book that was very hard to write about, but I don’t want to say which one and spoil what happens for those just thinking of picking up my book. But it’s possible my daughter saw how sad I was as I wrote that scene.

Is there anything else you'd like to say about yourself or Girl in the Arena?



I have some things on my website about how GIRL came about. And a few of my daughter’s avatars up, with a list of gladiator movies, little known facts on gladiators and so on. I hope readers will take a look: www.lisehaines.com. There are plenty of places to make responses, and I love hearing from young writers in particular.


Thank you so much for including me on the SJ Kessel site and for reading Girl in the Arena!

UPDATE:  There's now a musical trailer for Girl in the Arena:



Learn more about Girl in the Arena and Lise Haines (who you can follow on Twitter) from the other book bloggers on tour:

The 160 Acre Woods, A Patchwork of Books, All About Children’s Books, Becky’s Book Reviews, Fireside Musings, Homeschool Book Buzz, KidzBookBuzz.com, Maw Books Blog, My Own Little Corner of the World, Reading is My Superpower, The Hungry Readers

P.S.  I was given a free copy of this book through Bloomsbury USA along with the other tour members.

REVIEW: Ivan the Terrier

Catalanotto, P. (2007). Ivan the Terrier. New York: Antheneum Books for Young Readers.

1416912479

Readers, I'm bouncing with joy over here. I randomly came across yet another metanarrative. And you know how much I love metafiction! Mmmmmm. Delicious reading.

Ivan the Terrier begins intertextually with the story of the three billy goats gruff, which a teacher or parent will probably want student to be familiar with before or after sharing this story (along with Goldie Locks and the Three Bears, The Three Little Pigs, The Gingerbread Man). Ivan, the troublesome terrier, interrupts the story in similar fashion to what occurs in Chester and Chester's Back!, interrupting the narrative and forcing the narrator to change stories. If a teacher were to share all three books, I would recommend using Ivan the Terrier first, since the Chester books include many words crossed out with a marker, Ivan the Terrier would be easier to take in initially.

If I were to share this book as a read aloud, I would have two people share the reading duties. One student or teacher could read the moments the narrator is introducing a new story and someone else could read the narration when Ivan has interrupted the story. The parts are in different fonts, so the book lends itself to being read in more than one voice.

Activities:

The title of Ivan the Terrier is referencing Ivan the Terrible. Since the youngest of readers won't get this, Ivan the Terrier is a wonderful book to bring in and share with middle grade readers who are actually learning about the historic figure.

Aside from sharing the other stories referenced throughout Ivan the Terrier, this book could inspire a teacher or parent to discuss why it may be important to give a dog obedience training. Or a teacher could discuss how people or animals often act out when they want attention.

Quotes of Note:

"Once upon a time there were three billy goats named Gruff."

"Ivan! You naughty dog! You're ruining the story!"

"Oh well. I guess we'll have to read a different story."

REVIEW: Into the Forest

Browne, A. (2004). Into the Forest. Cambridge, MA: Candlewick Press.

0763625116

In a re-imagining of Little Red Riding Hood, a young boy must deliver a basket of food to his sick grandma. His mother advises the boy (who's only items or red clothing are his shoes...and eventually a coat) to avoid going in the forest.

The boy, in the hopes of being back more quickly to greet his father who is missing, disobeys and takes the path through the forest. There he meets many upset characters, that many readers will recognize from some fairy tales. (But on that note, if a child isn't familiar with Western fairy tales, they may feel left out during a read aloud)

Browne's artwork in Into the Forest is reminiscent of Chris Van Allsburg's art. But Browne makes very interesting use of color, keeping the forest and many of the colors in black and white, while the narrator is in color.

This probably won't be a problem for most children, but as I was reading, I couldn't get the song "Into the Woods" from the titled musical out of my head. And people who are familiar with the musical probably won't be able to help noticing the parallels between the drama and this picturebook.

Activities:

Students reading or listening to this book can have fun guessing the various fairy tale characters that the narrator meets in the forest. Another option would be to share this with a read aloud of The Wonderful Wizard of Oz, or a screening of the movie. There are many elements of the classic that Into the Forest makes use of.

A great topic for discussion would be the use of color and black and white. Who is in color, who isn't and why?

To encourage students to write their own stories, a teacher could present an assignment of having the students create their own stories of a journey.

Quotes of Note:

"One night I was wakened by a terrible sound."

"Dad wasn't there. I asked Mom when he was coming back, but she didn't seem to know."

"The next day Mom asked me to take a cake to Grandma, who was not feeling well."

"But that day, for the first time, I chose the quick way. I wanted to be home in case Dad came back."

REVIEW: Eyes Like Stars

Mantchev, L.  (2009).  Eyes Like Stars:  Theatre illuminata, act I.  New York:  Feiwel and Friends.

0312380968

Beatrice Shakespeare Smith, or Bertie, lives in the theatre and interacts with the living various characters and theatre managers.  An orphan, she had lived in the theatre happily for most of her life.  That is, until she had a little too much fun one time too many and shot a pyrotechnic cannon for her own amusement.  Now the theatre manager has insisted she either leave the theatre soon or "find an invaluable way to contribute" (p. 39).

Determined to find her purpose in this wonderful and magical theatre, Bertie must contend with a stage manager who would love to see her leave, her troublesome fairy friends, her attraction to one of the younger pirates from Peter Pan, and a Shakespearean character who will sabotage all of Bertie's work to escape the theatre himself.

While the rules of the magical place take some time to be established and understood in this narrative there is no doubt a sense of love and enchantment and an understanding of the power of words.  For me, Peaseblossom, Cobweb, Moth and Mustardseed, the four fairies from A Midsummer Night's Dream, made this book, providing humor and light throughout Bertie's many frustrating situations.  Having said that, at times if the reader hasn't brushed up on their Shakespeare (whether assigned by a teacher or to woo women) he or she may have some trouble following some of the deeper implications of the characters' behaviors.

Flashbacks to Bertie's childhood are shared in the structure of a play, lending them to be acted out in classrooms.

As with many performances, this one is but the first of three acts.

Activities to Do with the Book:

 

 Students could read (or watch) A Midsummer Night's Dream, The Tempest, Hamlet, etc. to understand many of the references made throughout the narrative or they could create their own one-act plays in response to this story.

As art projects, student could be allowed to design the theatre sets they think Eyes Like Stars could take place in.  They could create costume designs and other illustrations that they feel could represent the characters.

 

 

Favorite Quotes:

 

 "The fairies flew suspended on wires despite their tendency to get tangled together.  Beatrice Shakespeare Smith, busy assessing her reflection in the looking glass and thinking perhaps she shouldn't have dyed her hair blue on this particular morning, turned to glare at them when they rocketed past the end of her nose for the third time in as many minutes" (p. 1).

"The only reason I'm friends with any of you is because I outgrew the von Trapps, one annoying Austrian at a time" (p. 4).

 

 "Hey, Mustardseed took a bag of jelly beans!" Cobweb whined, far less concerned about access to the stage than stolen snacks.

"You can have the black one."

"But I wanted the red one!"

A muffled noise, then, "Now it's up my nose.  Still want it?" followed by a very sulky "No!" (p. 24).

 

"It is with deepest regret that I convey this news to you all:  The Theater Manager is in his Office at this very moment, telling Beatrice Shakespeare Smith she must leave the theater" (p. 33).

"You're not the sort of girl who fades into the background.  I had hoped you'd find your place with us, your niche, but I see now you must follow your stars elsewhere" (p. 37).

"Then why are you sitting here naked and in the company of a pirate?"

"He was dirty, and I didn't see how it could hurt?"  (pp. 150-151).

To find out more about Eyes Like Stars and its author, follow the rest of the book tour:

The 160 Acre Woods, A Christian Worldview of Fiction, A Patchwork of Books, Abby the Librarian, All About Children’s Books, And Another Book Read, Becky’s Book Reviews, Dolce Bellezza, Fireside Musings, The Friendly Book Nook, Homeschool Book Buzz, Homespun Light, Hyperbole, KidzBookBuzz.com, Never Jam Today, Reading is My Superpower, Through a Child’s Eyes

REVIEW: King Dork

Portman, F.  (2006).  King Dork.  New York:  Delacorte Press.

 

0385732910

 

A self-described dork, Tom begins tenth grade girlfriend-less, with only one friend and still thinking about the car accident that killed his father several years previously.  After being assigned to read Salinger’s The Catcher in the Rye again and leaving his own copy at school, Tom finds his father's old copy of that book and some others from the 1960s.  Interested in the marginalia (notes written in the margins), Tom begins to suspect a larger mystery is at work.

 

When I started this book, I was under its spell, laughing out loud and totally amused by all of Tom's insights and run-on sentences.  As I kept reading, the love subsided (but still managed not to completely die).  Many of the sections felt like rambling essays that didn’t add to the plot or tension.  There is no perfect conclusion to some of the mysteries, which I was fine with, since it felt realistic and managed to comment on the meanings we place upon the past.  

 

There are multiple sexual situations that probably takes this book out of the running for an actual class to read.  But it could still be a great recommendation for any teen that likes John Green, Susan Juby or Markus Zusak's books.

 

Activities to do with the book:

 

At the very least, King Dork is a wonderful personal recommendation to make to young adults, especially if that teacher does a unit on Catcher in the Rye or some of the other 1960s books referenced.  A complete list of the books and other fun stuff can be found through Portman's website.

 

If a teacher managed to find a context in which they could share this book in a school setting, the could have students read some of the novels from the 1960s and research that time period.  In groups, students could also research some of the bands also mentioned in the text and consider the history and social pressures that influenced the groups.  A more creative option would be to have students take on the role of graphic designers and create album art for bands they would create.

 

 

 

Favorite Quotes:

 

“It’s actually kind of a complicated story, involving at least half a dozen mysteries, plus dead people, naked people, fake people, teen sex, weird sex, drugs, ESP, Satanism, books, blood, Bubblegum, guitars, monks, faith, love, witchcraft, the Bible, girls, a war, a secret code, a head injury, the Crusades, some crimes, mispronunciation skills, a mystery woman, a devil-head, a blow job, and rock and roll.  It pretty much destroyed the world as I had known it up to that point.  And I’m not even exaggerating all that much.  I swear to God” (p. i).

 

“The call me King Dork.

Well, let me put it another way:  no one ever actually calls me King Dork.  It’s how I refer to myself in my head, a silent protest and an acknowledgement of reality at the same time.  I don’t command a nerd army, or preside over a realm of the socially ill-equipped” (p. 5).

 

“I should mention that The Catcher in the Rye is this book from the fifties.  It is every teacher’s favorite book.  The main guy is a kind of misfit kid superhero named Holden Caulfield.  For teachers, he is the ultimate guy, a read dreamboat.  They love him to pieces.  They all want to have sex with him, and with the book’s author, too, and they’d probably even try to do it with the book itself if they could figure out a way to go about it.  It changed their lives when they were young.  As kids, they carried it with them everywhere they went.  They solemnly resolved that, when they grew up, they would dedicate their lives to spreading The Word.

It’s kind of like a cult.

They live for making your read it” (p. 12).

REVIEW: After Tupac & D Foster

Woodson, J. (2008). After Tupac & D Foster. New York: G.P. Putnam’s Sons.

9780399246548

Woodson uses beautiful prose to share the experiences of the narrator, Neeka and their new friend D, who is in foster care. They maintain their friendships as they experience life in their neighborhood and have discussions about friends and family. The three girls feel a special connection to the famous rapper Tupac Shakur as they grow to become teenagers. Time flows as a backdrop and the various experiences of Tupac being shot, imprisoned and reemerging serve as some of the strongest markers of time.

The tensions of After Tupac & D Foster are subtle. Most of them are shared through conversations on the girls’ front stoops in Queens as they consider discrimination, boys, the justice system, their families, Neeka’s homosexual brother and their own futures.

The character voices are strong and thought provoking. Woodson manages to touch on a bit of the academic theory of Deconstruction (my fave!), with understandable descriptions. But I did feel that the characters’ search for their Big Purpose was lost throughout most of the story.

Activities to do with the book:

A teacher could take this book in several different directions. If a teacher were using this book with younger middle grade students, he or she could emphasize the girls’ search for their Big Purpose and connect it to other stories, like The Higher Power of Lucky, while still having discussions about race, gender, family and education. This would be a good book to show how a writer can say a lot with a few seemingly simple descriptions.

On the other hand, although the protagonists are only 13 at the end of the text, it deals with issues that are relevant to teens. If a teacher wanted to emphasize the treatment of African Americans by the justice system, the book could be paired with Myers’s Monster.

Other more general options include exploring Tupac’s life and poetry or the treatment of homosexuality, gender, deconstruction, having a friend leave, and family in the 1990s.


Favorite Quotes:

“D Foster showed up a few months before Tupac got shot that first time and left us the summer before he died. By the time her mama came and got her and she took one last walk on out of our lives, I felt like we’d grown up and grown old and lived a hundred lives in those few years that we knew her. But we hadn’t really. We’d just gone from being eleven to being thirteen. Three girls. Three the Hard Way. In the end, it was just me and Neeka again” (p. 2).

“Maybe, while he was in jail, Tupac started thinking about his Big Purpose. That’s what D called it—our Big Purpose. She said everybody’s got one and it’s just that we gotta figure out what it is and the go have it” (p. 7).

“Me and Neeka had bought matching jean jackets with white stitching on the pockets for when school started and we’d worn them that day with these brown velvet pants we had. We’d walk up and down the block thinking we were bad, but we were just hot in our fall gear” (p. 23).

“I watched her for a minute to see if she understood about gray areas. I’d just learned it myself and was trying it out” (p. 26).

REVIEW: The Willoughbys

Lowry, L. (2008). The Willoughbys. New York: Houghton Mifflin Company.

9780618979745


Lois Lowry, made famous for her explorations of distopias and historic moments in The Giver (1993) and Number the Stars (1998), went in a more humorous direction with The Willoughbys. I had wanted to say ‘a lighter direction,’ but alas, that would be mistaken. The plot features a family of four children attempting to rid themselves of their parents so they may become orphans. Don’t feel too bad for the parents though, they are also looking to be rid of their sons and daughter. While the lack of sympathy and sentimentality among the characters may shock a few, it will likely amuse most.

The Willoughbys includes reference after reference to classic or ‘old-fashioned’ children’s literature in what feels like an extensive running gag. A well-written running gag.

If a teacher were to choose to share it with students, he or she would have to be careful of the expectation of prior knowledge on the part of the reader as well as some of the jabs that could be viewed as marginally offensive to the French or Presbyterians. While the book includes humorous appendices of both the book’s vocabulary and references, few young readers would probably actually use it. On the plus side, even if the students don’t initially know what stories The Willoughby characters are referencing, I have no doubt it was Lowry’s goal that students might seek out some of those books after finishing her novel.

I couldn’t help but notice a slight-tiny-itty-bitty mistake with the narrative. The plot takes up several strands of narratives (which a teacher might have to provide support for anyway). The main plot takes place over several days, while weaving with another subplot that takes place over one afternoon (unless the reader is expected to believe a baby remained unattended and unfed on the porch of a mansion for several days). However, few will probably notice this discrepancy in the chronology of the narrative. I must admit I didn’t notice it until I was reading the book for the third time.

Activities to do with the book:

This would be a great book to use as a class read aloud. Students would no doubt be entertained by their teacher’s attempts at speaking faux-German. Plus this way the teacher could pause over vocabulary words, over characters mentioned and described from different perspectives and over references to classic children’s literature and encourage students to read those books. (There are enough books referenced that each student could probably be assigned to read one and report to the class about the plot)

The Willoughbys also would lend itself to enacting some parts of the narrative to help students visualize the scenes.


Favorite Quotes:

“Barnaby and Barnaby were ten-year-old twins. No one could tell them apart, and it was even more confusing because they had the same name; so they were known as Barnaby A and Barnaby B. Most people, including their parents, shortened this to A and B, and many were unaware that the twins even had names” (p. 11).

“Their lives proceeded in exactly the way lives proceeded in old-fashioned stories.
One day they even found a baby on their doorstep” (p. 13).

“Shouldn’t we be orphans?” Barnaby B asked” (p. 28).