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:  !!!

REVIEW: The 39 Clues (Book Four)

Watson, J.  (2009).  The 39 Clues:  Beyond the Grave.  New York:  Scholastic, Inc.

0545060443

190 pages.


Appetizer:  The fourth book in the 39 Clues series opens with the Cahill siblings in Cairo, Egypt, being pursued by their cousin, Irina, who is ex-KGB.  This time, Dan and Amy aren't quite certain what they're looking for in a clue.  Best solution?  Wander around a museum.

The siblings are lucky enough to meet an old friend of their grandmother's, which leads to a deeper understanding of who Grace Cahill was, but betrayals and encounters from other relatives still keep Amy and Dan on their toes.  Plus, Amy and Dan are beginning to fight, causing the fear that they'll end up behaving just like all the other Cahills.

Grace has become quite the Dumbledore figure, endowed with knowledge beyond what any one person should have and capable of still directing major operations from her grave.  Someday, when I'm old and wrinkly, I hope I can manipulate young people into dangerous situations that will pit them against dark lords or their relatives like that.  Seriously.

I really enjoyed Jude Watson's addition to the series.  Watson's writing included a lot of subtle humor that had me chuckling even during many of the tense scenes.


Dinner Conversation:

"If Amy Cahill had to list what was wrong with eleven-year-old brothers, their habit of disappearing would be numero uno.
Or maybe the fact that they existed in the first place.
And then there was the whole burping the alphabet thing...."

"He gave her the statue.
It felt strange to touch something so old.  Something Napoleon had touched.  Every so often she got a deep thrill from a sense of her own DNA linking like a chain down a line leading to a bunch of extraordinary people.  Napoleon!" (pp. 10-11).

"The Lucians are all little Napoleons," Dan grumbled.  "Look at Ian and Natalie.  Just a couple of smarty-pants with cash.  Comrade Irina?  A smarty-pants with a tic.  Napoleon?  He was a smarty-pants with an army" (p. 19).

"Where to?" the taxi driver asked, waking with a start.
"Just go, go go!" Nellie shouted.
"Go, go, go!" the taxi driver shouted gleefully as he stomped on the gas, practically sending them through the roof.  "I love Americans!"  (p. 23).

"Every branch had bad people in it," he said.  "And there are plenty of good Ekats, too.  I mean, where would we be without Edison?  In the dark, that's where.  Anyway, we don't know what branch we're in.  We only know we're Cahills.  If I had to choose a branch based on the bad guys, I wouldn't want to be part of any of them" (pp. 36-37).


To Go with the Meal:

Since this book focuses on different cities in Egypt, a teacher can focus lessons on ancient Egypt, Napoleon (and his role in Egypt), the Rosetta Stone, the work of various Egyptologists (and there are MANY mentioned in this book).

If a student is working through the entire series, a teacher could urge them to organize the famous members of the family into their branches graphically.

Tasty Rating:  !!!

REVIEW: Dinosaur Hunt

Catrow, D.  (2009).  Max Spaniel:  Dinosaur Hunt.  New York:  Orchard Books.

0545057485


Appetizer:  Max Spaniel is on the case!  Kinda.  In this early reader (part of a larger Max Spaniel series), Max decides to hunt for a dinosaur.  Max quickly discovers he has to take his search outside and use a bit of imagination to find what he's looking for.

Guys this book is adorable.  The text manages to capture a sense of childhood.  For example, when Max decides to take his search outside, he has to decide what to bring.  And he tries to drag more than he could possibly carry.
This reminded me of when I was little and going on a trip to my grandparents' house.  Packing the car with all my toys took many trips and my dad eventually had to inform me I had to choose among my toys so he'd be able to see outside the car's rear window.

The illustrations are excellent, including a lot of humor and energy to share Max's story. They manage to portray Max both as childlike AND doglike.  Which is impressive.  But, even better, they show Max's sense of imagination.  At one point, Max holds up a small tree branch and claims that it is a dinosaur bone.  This is a wonderful way to draw new readers in to use their imagination.


Dinner Conversation:

"My name is Max.
I am not a dog.
I am a great hunter."

"I have an idea.
I will go outside.
What can I take?"

"So I hunt
and  I hunt
and I hunt
and I hunt.
I don't give up."


To Go with the Meal:

This would be a wonderful story to discuss the five senses with students since Max uses all of his senses to try and find dinosaurs.

Since Max labels body parts (such as knee, eyes, lips, etc.) as he goes on his dinosaur a teacher could have students point to and name their own body parts as they read.

After reading the book, a teacher could have students have their own scavenger dinosaur hunt around the classroom or playground, encouraging students to imagine the everyday objects are part of the dinosaur.


Tasty Rating:  !!!!

REVIEW: Things Not Seen

Clements, A. (2002) Things Not Seen New York: Philomel.

0-439-53106-3

251 pages

Appetizer: Bobby wakes up one cold Tuesday morning to discover that he has turned invisible during the night. How will he regain visibility? How will he survive in a world that can't see him? How will he get the girl!?

I know, friends, this is an older book -- but think of it as An Oldie But A Goodie. Plus, it was written by Andrew Clement, who became my best friend the moment he wrote Frindle and convinced me that I too have a chance to wiggle my way into the dictionary, if I just think up a neat enough word. Still working on that.

Things Not Seen is pure fun from the first page to the last. Clements has written a main character so realistic that the plot falls in line behind him, and each increasingly implausible page seems... possible. Bobby navigates through his surroundings untouched by anyone ("Me and John Wayne, we're men of action.") but able to see those around him for who they really are. This serves him in good stead when he meets the smart, cute, well-read and tech-savvy Alicia. She's coincidentally blind, which helps smooth over the initial awkwardness that always crops up when one member of a party is see-through. Bobby struggles with parents who don't understand him (and who really wish that Child Protective Services wasn't accusing them of hurting their "missing" son), with girl problems (Alicia's parents are understandably upset with their blind daughter dating an invisible boy) and with frostbite. What? It's February, and Bobby spends an alarming amount of time in the nude. It's hard to sneak when you're nothing but a floating set of clothes, after all.

I love this book. It's well-written and interesting, barrels along to a satisfying conclusion, and Clements throws in enough technobabble that you find yourself nodding along to theories of how accelerated solar fields and magnetic particles cause people to vanish. In between the adventure and the romance, too, you have the drama of poor Bobby cycling through stages of anger and denial as he begins to accept the fact that he may never be Seen again.

Plus, let's be honest. We've all felt invisible at one time or another -- even you, super popular high school cheerleader. It's gratifying, then, to see someone work their way through the perils of invisibility before fighting their way back to the world. (Oops -- spoiler?!)

Dinner Conversation:

Dad watches as I float forkfuls of rubbery eggs up to my mouth. So does Mom. And I'm watching, too. It's a good show: Bobby and His Disappearing Breakfast, now appearing on the Big Screen of Life in the Kitchen of the Weird. (p. 5)

She's having trouble breathing. Then the first words. "So... you're, you're really--"
"Yeah," I say. "Invisible."
Then she finishes her sentence. "--naked?" (p. 90)

I know my mom swears once in a while. Like if she burns her hand on a pan, or if her computer freezes when she's trying to print something. But when that social worker and the cops leave the house, Mom cuts loose. The A word? She shouts it. The B word? Mom shakes her fist and hisses that one. She stomps around the first floor of the house, legs stiff, face red, and she works her way through the entire alphabet of swear words, including some stuff I've never heard anyone say before. (p. 130)

And I'm alone in my room. Alone. Mom and Dad are down there, spoons clinking on their bowls, ladling out soup for their uninvited dinner guest, their fellow conspirator. And I'm alone. (p. 221)

Tasty Rating: !!!!

If you thought this was delicious, try:
Things Hoped For by Andrew Clement
In this sort-of-sequel, Bobby hangs out in the background while new character Gwen takes center stage. You'll like Gwen, I promise. With her, the word "awesome" comes to mind.

REVIEW: Prophecy of the Sisters

Hi friends! I apologize for my sporadic posting as of late – graduate school is killing me by inches. Of course, Shel is a ridiculous example of how someone can both rock at school and at blogging, but I, alas, am not quite that skilled.
But exams are almost over, and then I promise, I will be so attentive to you lovely people that you’ll start to feel a little stalked.
Anyway, on to today’s review!

Zink, M. Prophecy of the Sisters
343 pages – 9780316027427

Thirty second summary: After the death of their father, orphaned twin sisters Lia and Alice stumble upon the discovery that they are destined to be enemies – for one girl is prophesied to unleash evil into the world, and the other to defend all that is good.

I almost hate to review this book, friends, because it’s the kind of novel that I know I should love. It has everything I like, up to and including a creepy child who knows too much, a massive library, and ponies. (The dust jacket apparently likes listing details as much as I do -- Prophecy of the Sisters also contains “a tattoo-like mark, their parents’ deaths, a boy, a book, and a lifetime of secrets.” Ooh.) So I almost hate to review it, because I… really did not enjoy this book all that much.

I can’t put my finger on exactly what the problem is, either.

Part of it might be the writing:

“Sonia and I don’t speak on our way up the hill to the cliff overlooking the water,” Lia thinks to herself. “In the vacuum of the words we do not say, I focus on the sky, an endless sapphire that goes on and on” (68).

Dang, you’ll say. That’s ridiculously poetic! Then you realize that the entire book is written that way. It doesn’t matter what’s happening – girls gossiping at school, psychic wanderings, crazy sibling murders (oops, is that a spoiler?) – Lia relates everything in a distant and detached fashion. It’s well-written, and it’s beautiful to read, but you don’t even really feel that she cares about anything, for all that she insists that she does.

Part of it might be the amped-up drama with very little follow-through. Alice is *so* evil (you’ll love the scene where she’s staring off into the distance and yanking the fur out of her pet cat) that you expect her to do something about it. Instead she just lurks around the edges. Granted, she works some major bad in the last scene, but she ruins it by pretending like she didn’t mean to! Alice, you have to embrace your role in this book. No one likes a half-hearted villain.

And part of it (probably the biggest part, for me) is that when you finally do reach the end of the book, you realize that this was just the first in a series. Nay, just the prequel in a series. No wonder there was no feeling of closure! I secretly loathe books like this. It’s not that I don’t love books that are part of a series, but I like each one to be vaguely stand-alone-ish. Prophecy of the Sisters is not – it serves solely as a set-up for the next book. It’s exasperating!

The novel isn’t all bad, obviously. There’s something very viscerally satisfying about a sisters-at-war book. Neither girl seems particularly comfortable with the roles that have been forced upon them, and you’ll appreciate the frustration each feels as they chafe at the boundaries of the prophecy. Lia is an interesting heroine – you’re not quite sure that you love her, but you cringe alongside her as disaster after disaster occurs. And as an added bonus, I really do like the cover. Oh, creepy headstone-esque girl statues. How you rock.

I can’t give this book my full endorsement. I found the writing style too foofy (even given the time period the novel takes place in) and the drama too overdone. However, I also recognize that it has the potential to be wildly popular, so don’t let me keep you from checking it out!

Quotes of note:

Once, I would have taken offense. I would have sided with my sister. But I cannot refute Luisa’s perception of Alice, and deciphering the prophecy and my place in it is suddenly more important than loyalty to a sister I am becoming more and more certain I hardly know. (p. 109)

“What of the world that is left when the Beast reigns? What good is our safety if those we love are left to live in a world of darkness?” (p. 229)

I bring my gaze to the ice, slipping as I see the figure frozen beneath it. I stifle a scream, the sudden movement causing me to slip, arms and legs flailing as I fall. I scramble on hands and knees, slipping and sliding to get away from the person entombed in the ice directly under me, though there is no reason why I should be afraid of her. The face is colorless, but perfectly preserved within the ice. Even her hair is frozen, stretched out in the ice behind her.
When she speaks, her lips move almost imperceptibly. “Help me. They… are… coming.” (p. 277)

Tasty Rating: !!!

If you thought this was delicious, try:

The Hollow by Jessica Verday.

This is a book that could also be described using the words “a boy, a book, and a lifetime of secrets.” Add in some angst and a funeral, and you’ve got a fun (and only slightly trashy) read.

REVIEW: The Eleventh Hour: A curious mystery

Base, G.  (1993).  The Eleventh Hour:  A curious Mystery.  New York:  Harry N. Abrams.

0810932652

Not to be confused with the TV series, this classic picturebook shares the story of Horace, an elephant who is turning eleven.  While the story seems to be a simple tale of him planning and having his birthday party (only to discover SOMEONE has eaten the great feast he prepared for everyone), there are codes, clues, references to Base's other books, quotes from other works and hidden messages or images on each page (there's also an explanation of them all at the end).

While the narrative does have a happy conclusion, it does not give the answer to who ate the majority of the party treats.  So, if a student is at all curious, he or she will have to review the book and try to discover the thief's name to discover the key to the code and the answer.

The colorful and amazingly detailed illustrations will keep students staring for minutes upon minutes (a major accomplishment for some kids).

The poetry, although sometimes forced, includes a lot of larger vocabulary words that will be worth students struggling through.

I have to admit, as I child I never read Base's books.  I tended to open them, see the amount of text on each page, and put the books back on the shelf.  What can I say.  I was lazy.  Still kinda am.  But became curious enough to try to figure out who the thief was to get the answer.

Activities to Do with the Book:

While this could be a read aloud for younger readers, The Eleventh Hour will probably be loved by eight to eleven year olds who like secret codes and hidden messages.

In response to this book, students could research elephants, zebras, tigers, giraffes and the other animals included, sharing with other students what the various animals eat, live, etc.

A parent may want to share this book with children as it comes time to plan a birthday party, Halloween party or other gathering, so the child sees all that goes into planning or could get game, food and costume ideas.  

Favorite Quotes:

"When Horace turned Eleven he decided there should be 

Some kind of celebration.  'For my friends', he said, 'and me.  

For though I've been the age of eight and nine and six and seven, 

This is the very first time that I've ever been Eleven!'" 

"But if the Guests had hoped to eat the Banquet there and then, 

They soon found out their Host had plans for what they'd eat and when, 

For Horace told them firmly not a crumb would they devour, 

Until the time that he had set--THE ELEVENTH HOUR."

"A little later in the day some Guests played Snakes and Ladders, 

Upon a board that squirmed and turned with Pythons, Asps and Adders.  

The board was set, the race was on, the game had just begun, 

Then Thomas went and ate the dice, so no one ever won."

"They raced each other up the stairs (Eleven steps in all), 

Then past the marble statues leading to the Banquet Hall.  

And there they stopped.  No body spoke.  They stood in disbelief.

For all the food had disappeared.  Aghast, they cried:  'A Thief!'"

REVIEW: The Composer Is Dead

Snicket, L.  (2009).  The Composer is Dead.  New York:  HarperCollins Publishers.

 

9780061236280

 

Music teachers!  Pay attention!  This book is wonderful for you (and for others, but especially for you).

 

The composer is dead (just in case you couldn’t tell be the title).  Since the death is suspicious, an investigator is called in to solve the mystery.  He questions the various instruments that make up an orchestra, searching for the most likely suspect.  What follows is an introduction to the orchestra and all the instruments that it includes.

 

This picturebook includes fun definitions and twisted humor many fans of A Series of Unfortunate Events will recognize.  It would be an ideal read to share before beginning book one of the series as a read aloud or as a fun recommendation to a child who enjoyed the 2004 film.  Overall, the story is on the longer side (but that won’t be a problem if a student is already a fan of Snicket’s other books).  But for some readers, it may be intimidating.  But do not fear, the book comes with its own solution:  A CD that includes Snicket narrating the story as well as original orchestral accompaniment by Nathaniel Stookey.

 

 

Activities to Do with the Book:

 

A wonderful read aloud, a teacher could choose between reading the book him or herself with musical accompaniment in the background or having students listen to Snicket’s narration which allows students to hear the author’s voice, but also includes breaks to share samples of the type of music.  (The narrative on the CD would take about 30 minutes) and students could also be allowed to create movements or interpretive dances that reflect the tones of the different styles of classical music incorporated into the narrative.

 

Another option would be to have students listen while drawing how they see the music or one of the scenes.  To incorporate poetry, students could research one instrument and decide what animal or action the instrument most sounds like and right a poem incorporating metaphors.

 

This would also be a wonderful introduction to music lessons or to prepare students for a field trip to watch an orchestra perform.  It includes a lot of important vocabulary, for example the different orchestral sections and instruments and a list of various composers that students could research individually or in small groups.

 

 

Favorite Quotes:

 

“The Composer is dead.

“Composer” is a word which here means “a person who sits in a room, muttering and humming and figuring out what notes the orchestra is going to play.”  This is called composing.  But last night, the Composer was not muttering.  He was not humming.  He was not moving, or even breathing.”

 

“The Inspector was a very handsome and intelligent person, not unlike myself.”

 

“I will solve this terrible crime against humanity and/or classical music.”

 

“…we suspect the murder was committed by a foreigner.”

“A foreigner,” the Inspector repeated.  “What say you, French Horns?  You have a strange accident.”

The French Horns did not understand the question, and began murmuring a story about the Old Country.”

 

REVIEW: The Westing Game

Raskin, E.  (1978).  The Westing Game.  New York:  Scholastic Inc.

 

0439412811

 

The new tenants of Sunset Towers become aware of a mystery when smoke rises from the Westing Mansion nearby, the owner of which was thought long gone.   A few days later, all of the building’s residents are called together and partnered up to compete for the deceased Samual W. Westing’s fortune.  Not everyone is who he or she seems.  And some will go to drastic measures to claim the what they want.

 

This classic mystery has been sparking interest in students for over thirty years now and is still regularly used or recommended in middle grade elementary schools.  It includes subtle themes of empowerment in terms of disability, gender and race, while incorporating a lot of humor and even more tension to keep the student reading.

 

There are only two potential hesitations that I would have over sharing this text.  First, the narrative does include a bomber who sets several small explosions with fireworks.  There are a few injuries due to the bombs, but nothing too serious and there’s no real damage to the building.  But nonetheless, in a post 9/11 world, that alone could give some teachers and parents some serious pause.  The other reason is the fact that the book jumps from perspective to perspective, including those of adults.  The adults would still manage to entertain most readers, but the repeated shifting in points of view may be more difficult for some.

Also, while the text still manages to feel very present, there are a few references that a teacher could take on as a "teaching moment."  One example is a mention of the Black Panthers.

 

After finishing this book, a teacher could recommend Agatha Christie herself as a comparative follow-up.

 

 

Activities to do with the book:

 

This is a wonderful book to encourage students to create charts to track characters,  their traits, their relationships and plot developments involving them.  But instead of presenting it as homework or an organization technique, a teacher can introduce the process as a detective’s tool.  That may spark some interest.

 

This is a fun and classic literature circle mystery or read aloud that does a good job of creating interest with most readers.  It could provoke discussions on race, disabilities, feminism, death and the classic sketch “Who’s on First," as well as lessons on how to play chess.

 

 

Favorite Quotes:

 

“The sun sets in the west (just about everyone knows that), but Sunset Towers faced east.  Strange.

Sunset Towers faced east and had no towers” (p. 1).

 

“Who were these people, these specially selected tenants?  They were mothers and fathers and children.  A dressmaker, a secretary, an inventor, a doctor, a judge.  And, oh yes, one was a bookie, one was a burglar, one was a bomber, and one was a mistake.  Barney Northrup had rented one of the apartments to the wrong person” (p. 6).

 

“[Turtle Wexler] was pure of heart and deed; she only kicked shins in self-defense, so that couldn’t count against her” (p. 20).

REVIEW: Soccer Sabotage

O’Donnell, L.  (2009).  Soccer Sabotage:  A graphic guide adventure.  Custer, WA:  Orca Book Publishers.

 

9781551438849

 

Devin, the little brother to the team captain of the Lions soccer team tags along as an assistant coach to the Under-18 Canadian National Championships.  While at practice, their coach is seriously injured and Devin suspects a foul play. (Ha!  I’m hilarious)

 

While presenting a mystery, this graphic novel—one in a larger series—pauses the narrative occasionally to explain some of the proper techniques to play soccer, such as working as a team, being a good team captain, controlling the ball, defending, and scoring. 

 

I like that the story features a women’s soccer team, but is still predominantly following the events with a boy.  This should help both genders to engage with the text.   Devin’s presence stops the graphic novel from becoming a “girl book,” but also shows girls’ being athletic and strong.  It is also interesting to note, that there are multiple minority figures on the soccer team and all of the girls, except one, are shown to be skinny.  While it is possible to make the argument that these are characters who are among the best at their sport, so of course they should all be healthy.  An argument could also be made that there is “one token heavy girl.”  Pick your side.

 

The illustrations neither hinder nor improve upon the story.  The language and dialogue are neither painful nor poetic to read.  Together the art and words express the information and narrative well, without distracting from their lessons or overall story.  The mystery itself is fairly well crafted with multiple suspects.

 

 

Activities to do with the book:

 

This graphic novel would be great for a reluctant reader who is crazy about soccer, or for a little extra homework for middle grade members of a soccer team.

Students could also create their own panels of illustrations contributing their own knowledge about how to play soccer, or even make comics for other sports.

 

Students could also create a chart or poster of possible suspects and motives for hurting the Lions’ captain.  While this technique could help organize all stories, with this book students have the fun pretence of pretending to be a detective.

 

A soccer team could try to reenact some of the games to learn the lessons presented in the book.   Soccer Sabotage could also be used as a cautionary tale to encourage goodwill among team members.

 

 

Favorite Quotes:

 

“They call soccer the beautiful game.  Watch international stars like Ronaldo or Beckham play the game and you’d have to agree.  Watch my sister Nadia and you’d have your doubts.”

 

“I’m coach for less than a minute and I’ve already got a mutiny on my hands.”

 

“Maybe I’d read too many detective comics, but seeing Nate lying on the ground sent my stomach tumbling and that told me one thing:  This wasn’t an accident.  Nate was pushed.”

REVIEW: Getting the Girl

Juby, S. (2008). Getting the Girl: A Guide to Private Investigation, Surveillance, and Cookery. New York: HarperTeen.

9780060765255

Not to be confused with (My future husband) Markus Zusak’s YA novel Getting the Girl which focuses on the relationship between two Australian brothers, THIS Getting the Girl is set in a school where girls are occasionally declared “defiled” and considered ghostly outcasts. Fearing that his crush may be the next girl to be defiled, ninth grader, Sherman Mack decides to investigate who does the defiling and why.

Humorous and well written, this mystery reminded me of the works of John Green (another would-be husband, but alas, he didn’t wait for me and has already gotten married), but a little younger and a little lighter. The book includes quirky characters, many great lines and some social commentary.

One of the other things that I also like about this book is that not all of the characters are assumed to be middle class. Sherman doesn’t know who his father is and his mom is a bartender interested in burlesque dancing (Quirky!) who got pregnant when she was sixteen.

Juby seemed to do a good job of writing from a boy’s perspective. Of course, my ability to judge this is limited, what with not being a boy either. Most of Sherman’s masculinity is expressed through being attracted to various female characters. Despite that, this book is begging to be examined in terms of the way gender is constructed.(particularly since girls are often considered potential victims).

While I think this book would be perfect for eighth or ninth graders, the length of the book (341 pages) could scare a lot of students that age away. But at the same time, not many eleventh or twelfth graders will want to read about a ninth grader. Plus a few secondary characters smoke pot, another character is a dealer.


Activities to do with the book:

Since the word defiled is used to describe the girls cast out of the high school social scene, a great project would be to research the significance of the word defiling among different cultures and ethnic groups. Who or what gets defiled in different societies and why? Does the fact that only girls had been ‘defiled’ previously at the start of the novel seem significant thinking both historically and in contemporary society?
(As a side note, I went to the OED (Oxford English Dictionary: the super-dictionary for super-nerds which considers word origin and shifts in meaning). Apparently, the word ‘defile’ has been around in English since the 1400s.)

Also, after reading this book and given the right context, maybe a teacher could provoke an honest conversation about school cliques in schools within literature circles. They can consider how socio-economic status influence the popularity and power of various characters.

This book could start a discussion on the theme of transgression in literature, since Sherman transgresses gender roles and social groups.

If a teacher ever examined mystery and detective novels with high school students, this novel could be paired with a Raymond Chandler novel, the movie Brick, or the TV show Veronica Mars, or other detective narrative.


Favorite Quotes (There were a lot to choose from, so I went with those quotes that made me chuckle, giggle, laugh out loud, cackle, snort, etc.):

“I am very interested in girls. I actually study them. I am almost like a scholar of women. My friend Vanessa says I’m a scholar of stalking, but she’s quite cynical, probably from all her crime reading which has given her an abnormally dark view of life” (p. 15).

“You’ll be happy to hear that Sherman is finally going to do something useful with his life” (p. 64).

“My masculine esteem didn’t appreciate that very much” (p. 66).

To help pass the time, I tried meditating. Our health teacher says deep breathing can help with the stress of being an adolescent, but in my experience it just makes me think about girls” (p. 70).

REVIEW: Graceling

Cashore, K. (2008). Graceling. Orlando: Harcourt, Inc.

9780152063962

Kasta is graced with a skill for killing, one that her uncle, King Randa, has taken advantage of since she was a small child. Marked by her beautiful and mismatched eyes, Kasta’s killing reputation extends to all of the seven kingdoms.

Kasta’s killing ways begin to change when she encounters a stranger with another grace during a secret mission to rescue the kidnapped father of one of the other kings. Leaving the stranger alive, Katsa later learns that he is Po, the grandson of the kidnapped man and a prince. As Katsa continues to question her role and allegiance, she joins Po in the search for who is behind kidnapping his grandfather.

I had expected to enjoy this book more than I actually did. I’ll admit Graceling was given high praise by a friend of mine and was compared to one of my favorites, Robin McKinley’s The Hero and the Crown. It wasn’t that Graceling necessarily fell short of expectations, I think my problem was with how long the book was. I found myself mumbling, “four-hundred pages left…three-hundred pages left, two-hundred and ninety-nine pages left….” I felt like a lot of the conflicts could have been condensed. There was a lot, A LOT of traveling and practice fights. While this was where the majority of the romance was, I felt it could have been done more quickly. But then, it’s also possible I have the reading mentality of a nine-year-old boy. So, judge for yourself.

With less action than many fantasy novels, Graceling considers the role of women within a society as Katsa seeks freedom and notices the roles and dangers presented to other girls in the medieval-esque society. It is probably for the best that fighting isn’t used to build the tension of the novel, after all, when your protagonist is undefeated and known to be able to outfight any group, no matter the number, it is not going to add to the tension to see her fight. The novel does however include both subtle humor and a subtle mystery.

My other problem with the novel involves Katsa’s desire for freedom. While she doesn’t want to serve a man, she takes on the responsibility of protecting a child. Without hesitation While Katsa still chooses where and how to go places with her charge, her charge’s safety and well-being are always Katsa’s first priority. Which, in my mind, challenges Katsa’s freedom. But then, that may tell you less about how Katsa views freedom and more about how I view freedom.

*Spoiler Below*
Sticking with the exploration of freedom for one more comment, much of Katsa’s consideration over freedom, comes when she contemplates whether or not to begin a relationship with Po since marriage would mean he’d have power over her. (The answer: Become lovers, of course! With a sex scene, which, while not explicit, pushes more than most books.)
*End Spoiler*


Activities to do with the book:

This is a great book to use to begin a discussion of women’s roles in imagined societies as well as in real societies.

Students could create their own maps of the layout of the seven kingdoms.

More than anything this may be a good book recommendation, particularly for teenage female readers who love strong female characters or fantasy.


Favorite Quotes:

“It was a land of seven kingdoms. Seven kingdoms, and seven thoroughly unpredictable kings” (p. 17).

“What’s the point of a public execution,” he said, “if the public misses the part where the fellow dies? I can see that when I give orders I shall have to compensate for your mental ineptitude” (p. 29).

“Normal. She wasn’t normal. A girl Graced with killing, a royal thug? A girl who didn’t want the husbands Randa pushed on her, perfectly handsome and thoughtful men, a girl who panicked at the thought of a baby at her breast, or clinging to her ankles.
She wasn’t natural” (pp. 32-33).

“She would knock his nose from his face. She would thump them both, and she would apologize to neither” (p. 90).

“Take care. She has a knife, and she’s willing to use it.”
“Good for her” (pp. 280-281).

REVIEW: The Case of the Missing Marquess

Springer, N. (2006). An Enola Holmes Mystery: The Case of the Missing Marquess.
New York: Puffin Books.

9780142409336

After her mother has gone missing, Enola Holmes must call for her two older brothers, one of whom is the famous detective Sherlock Holmes. Threatened with boarding school, Enola instead decides to escape to search for her mother. She happens upon another mystery of a ten-year-old Marquess who is missing from his home. Enola’s search for both the Marquess and her mother will take her to London where she encounters a number of different characters and dangers.

Enola’s voice feels authentic to the time period. This is both a strength and weakness of the novel. While giving it an authentic feel, it may make it harder for some readers to engage with. The text is well-researched and gives a lot of sensory details to try to bring the reader in.

The experience of British women in the late nineteenth century is central to this novel. It shows the expectations upon women and the feminist experience and search for freedom within a restrictive society. And it serves as a strong start to the series of books showing Enola's mysterious cases that have followed it.

I am nerdy enough to have grown up, believing the character of Sherlock Holmes to be downright sexy. Springer, at least for a large portion of the novel, manages to challenge this perception by having Holmes wander around encouraging pity for his young sister due to her small “cranial capacity.” His perception of women, while authentic and humorous, angered my feminist sensibilities. Which, you know, is the point.


Activities to do with the book:

There are many lessons that this book could be incorporated into, especially those involving the history of Great Britain, the women’s movement, Western thought and philosophy, the meaning and significance of flowers or exploration of Sherlock Holmes as a character.

Students could create illustrations to accompany the story. This could take the form of portraits of the characters or even studies of flowers.


Favorite Quotes:

“I would very much like to know why my mother named me “Enola,” which, backwards, spells alone. Mum was, or perhaps still is, fond of ciphers, and she must have had something in mind, whether foreboding or a sort of left-handed blessing or, already, plans, even though my father had not yet passed away” (p. 5).

“I remembered Dr. Watson’s listing of my brother’s accomplishments: scholar, chemist, superb violinist, expert marksman, swordsman, singlestick fighter, pugilist, and brilliant deductive thinker.
Then I formed a mental list of my own accomplishments: able to read, write and do sums; find birds’ nests; dig worms and catch fish; and, oh yes, ride a bicycle” (pp. 29-30).

“What on earth was he saying? That Mum had abandoned me? I sat with my mouth ajar.
“Pity the girl’s cranial capacity, Mycroft,” Sherlock murmured to his brother” (p. 49).

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).