Selfors, S. (2008). Saving Juliet. New York: Walker & Co.
Saving Juliet, is a charming dream-version of what could possibly be the “true version” of Romeo and Juliet. Seventeen year old Mimi has been doing Shakespeare since she was three years. She is well versed in the Bard and cringes when she gets cast opposite “teen heart-throb” Troy Summer, who appears to be absolutely clueless. After an alarming argument with her stage mom, Mimi is transported through time to Verona and helps Juliet escape her marriage to Paris. Ironically, Troy, unwillingly is also along for the dream and gets a dose of method-acting and assists with Romeo’s hook-up with Juliet. I always knew there was more to the story and this version is far-fetched but enchanting!
Friday, August 1, 2008
Sunday, July 27, 2008
Response/Journal Blog Selection 7/27/08
In reviewing your responses, how many exhibited the following (keep in mind that some responses may do more than one thing):
___5___ Were referred to during a discussion [D]
___1___ Summarized the articles you elected to read [SL]
___9___ Prompted a personal reaction [PR]
___8___ The entries that made a connection to something from your life or from another piece of writing, a film or TV [C]
___5___ Surprised you when you reread it [S]
___0___ None of the above [N]
Please answer the following questions based on your attached response:
I feel that my 7/9/08 Response to Twisted by Laura Halse Anderson is my favorite book that I have read during this class! Please read.
1. Which lesson in the course does it represent?
Session 3 ~ Realistic Fiction
2. Why did you select this particular response? What does it do for you as a reader and responder? What seems interesting, intriguing, surprising, or clever on/about it?
Twisted meets and exceeds the qualities of a good realistic/problem (teen drama). It follows the guidelines of a strong, interesting, and believable plot centering on modern day issues that adolescent,as well as parental & administrators readers can immediate engage it due to the nature of the topic. The story stimulated the reader to think about the various aspect of the story and a way with dealing with the problem so that the reader is left with insights into society and personal conflicts. It also clearly presents the thoughts of the main characters developing social and higher level maturing thinking.
3. What would you like me to know/notice about this response?
The final paragraph, I made text-to-self connections. Which is what I believe the ultimate connection all authors seek when they write, whether it is a novel, a newspaper article or campaigning (advertisement). Internalizing results in growth and learning and elevates literacy and intelligence.
4. What does this response demonstrate that is the same or different from responses you’ve written in the past?
As a middle school media specialist (librarian), I am constantly being requested to recommend books on demand to students, who are time crunched. I relish the opportunity when I can personally endorse a book that, is one of the few teen novels involving a teen male struggling emotionally and morally with both male and female relationships as well as school and community confrontations. I feel Twisted,belongs in all teen (adolescent)collections.
___5___ Were referred to during a discussion [D]
___1___ Summarized the articles you elected to read [SL]
___9___ Prompted a personal reaction [PR]
___8___ The entries that made a connection to something from your life or from another piece of writing, a film or TV [C]
___5___ Surprised you when you reread it [S]
___0___ None of the above [N]
Please answer the following questions based on your attached response:
I feel that my 7/9/08 Response to Twisted by Laura Halse Anderson is my favorite book that I have read during this class! Please read.
1. Which lesson in the course does it represent?
Session 3 ~ Realistic Fiction
2. Why did you select this particular response? What does it do for you as a reader and responder? What seems interesting, intriguing, surprising, or clever on/about it?
Twisted meets and exceeds the qualities of a good realistic/problem (teen drama). It follows the guidelines of a strong, interesting, and believable plot centering on modern day issues that adolescent,as well as parental & administrators readers can immediate engage it due to the nature of the topic. The story stimulated the reader to think about the various aspect of the story and a way with dealing with the problem so that the reader is left with insights into society and personal conflicts. It also clearly presents the thoughts of the main characters developing social and higher level maturing thinking.
3. What would you like me to know/notice about this response?
The final paragraph, I made text-to-self connections. Which is what I believe the ultimate connection all authors seek when they write, whether it is a novel, a newspaper article or campaigning (advertisement). Internalizing results in growth and learning and elevates literacy and intelligence.
4. What does this response demonstrate that is the same or different from responses you’ve written in the past?
As a middle school media specialist (librarian), I am constantly being requested to recommend books on demand to students, who are time crunched. I relish the opportunity when I can personally endorse a book that, is one of the few teen novels involving a teen male struggling emotionally and morally with both male and female relationships as well as school and community confrontations. I feel Twisted,belongs in all teen (adolescent)collections.
Saturday, July 26, 2008
Adolescent Lit. Response 7/23/08 D, PR, C, S
Author Study: AVI
Avi. (1988). Something upstairs: a tale of ghosts. New York: Orchard Books.
Avi. (1991). Nothing but the truth: a documentary novel. New York: Orchard Books.
Two different novel topics and styles; yet, both are presented as true stories.
Something Upstairs could also be cataloged as a Historical Fiction. From the very start, Avi draws in the reader on page one with "Author's Explanation" and ends with two pages epilogue. There is no doubt in my mind that Avi gets fan mail with questions about Kenny, the main character in this extremely suspenseful mystery with social diversity issues. I also know that Avi loves to do "Reader's Theater" and this tale would make a fantastic radio broadcast. I could not find any audio recording of this book but, I'm sure since this a beloved book of his, that perhaps, he could be swayed to produce a "podcast"! There is nothing in this book that suggests that it is dated and it's been over twenty years since it's first publication. I think it works quite well as "double-dipper" (mystery/historical fiction) for middle school & high school students. It is also a quick-read for reluctant readers.
Nothing but the Truth, which received the 1992 Newbery Honor as well as, the ALA Notable Children's Books, 1992. and YALSA 100 Best Books (1950-2000).
The story is a bit disturbing and at times could be too much for a younger reader. The story deals with a freshmen in high school, who is coming-of-age. Breaking a school rule at this age is not that all uncommon; however, the one that Philip Malloy chooses is quite controversial. This novel is written in "Reader's Theater" style and also variegates with a sprinkling of notes, memos and telegrams. I think the book deals with higher level thinking and would challenging for a "younger" reader. As a n adult reader, and working in a school, I could easily see this the story lines taking place today even though Avi wrote it in the early 1990's. I think the ultimate purpose of the book is alert teachers and administrators of how they create policies that go against Constitutional Rights and also as wake-up call on the ridiculous policy of retaining teachers year-after-year, when they should be "put out to pasture". The book does a fine job of Beginning, Middle and End but, just didn't grab and hook me.
Avi. (1988). Something upstairs: a tale of ghosts. New York: Orchard Books.
Avi. (1991). Nothing but the truth: a documentary novel. New York: Orchard Books.
Two different novel topics and styles; yet, both are presented as true stories.
Something Upstairs could also be cataloged as a Historical Fiction. From the very start, Avi draws in the reader on page one with "Author's Explanation" and ends with two pages epilogue. There is no doubt in my mind that Avi gets fan mail with questions about Kenny, the main character in this extremely suspenseful mystery with social diversity issues. I also know that Avi loves to do "Reader's Theater" and this tale would make a fantastic radio broadcast. I could not find any audio recording of this book but, I'm sure since this a beloved book of his, that perhaps, he could be swayed to produce a "podcast"! There is nothing in this book that suggests that it is dated and it's been over twenty years since it's first publication. I think it works quite well as "double-dipper" (mystery/historical fiction) for middle school & high school students. It is also a quick-read for reluctant readers.
Nothing but the Truth, which received the 1992 Newbery Honor as well as, the ALA Notable Children's Books, 1992. and YALSA 100 Best Books (1950-2000).
The story is a bit disturbing and at times could be too much for a younger reader. The story deals with a freshmen in high school, who is coming-of-age. Breaking a school rule at this age is not that all uncommon; however, the one that Philip Malloy chooses is quite controversial. This novel is written in "Reader's Theater" style and also variegates with a sprinkling of notes, memos and telegrams. I think the book deals with higher level thinking and would challenging for a "younger" reader. As a n adult reader, and working in a school, I could easily see this the story lines taking place today even though Avi wrote it in the early 1990's. I think the ultimate purpose of the book is alert teachers and administrators of how they create policies that go against Constitutional Rights and also as wake-up call on the ridiculous policy of retaining teachers year-after-year, when they should be "put out to pasture". The book does a fine job of Beginning, Middle and End but, just didn't grab and hook me.
Wednesday, July 23, 2008
Adolescent Lit. Response 7/21/08 D, SL, PR
The Alan Review~ Winter 2006 vol.33 #2
Interpreting Latino Literature by Carmen L. Medine
Latino authors write to create imagery and to create awareness. They fill their books with symbols and traditions. Often, the subject is seeking identity and independence. Realities are not sugar coated and engage fully in struggle and survival journey. Dreaming of the future in a better place connects to religion and experiences.
This article also investigates Esperanza Rising by Pam Munoz Ryan and how it is a great example of the past, the present (but actually the 1920's-30's) and the hope for the future. The American Dream is just not an anglo thing if that was your frame of mind due to the lack of exposure.
The conclusion of the article gave a current book selection suggestion list. It is intended for children, students and second generation Latinos. It also states if the author of the book is Mexican, Puerto Rican, Brazilian or Caribbean. Diversity is something that teachers must acknowledge and encourage it through literature. This is a very positive article and valuable for understanding literature and being World Class Citizans.
Interpreting Latino Literature by Carmen L. Medine
Latino authors write to create imagery and to create awareness. They fill their books with symbols and traditions. Often, the subject is seeking identity and independence. Realities are not sugar coated and engage fully in struggle and survival journey. Dreaming of the future in a better place connects to religion and experiences.
This article also investigates Esperanza Rising by Pam Munoz Ryan and how it is a great example of the past, the present (but actually the 1920's-30's) and the hope for the future. The American Dream is just not an anglo thing if that was your frame of mind due to the lack of exposure.
The conclusion of the article gave a current book selection suggestion list. It is intended for children, students and second generation Latinos. It also states if the author of the book is Mexican, Puerto Rican, Brazilian or Caribbean. Diversity is something that teachers must acknowledge and encourage it through literature. This is a very positive article and valuable for understanding literature and being World Class Citizans.
Tuesday, July 22, 2008
Adolescent Lit. Response 7/22/08 D, PR, C, S
Hesse, K. (1997). Out of the dust. New York: Scholastic Press.
Historical fiction and free verse too!Every word is choice and has deep insight to the horrendous emotion of living in Oklahoma during the Great Depression. Karen Hesse captures the coming-of-age of BillieJo a dust-bowl depressed economy and environment youth. The song is grim but ends on a note of light. It is a historical insight that spans over one year (1935) in a journalized manner that each entry is a reflection and discussion starter. Hesse includes all the elements necessary for adolescent literature; A young girl of fourteen reaching puberty, a pregnant mother,her best friend immigrating, a young male peer, tragedy and uncontrollable natural elements and a father that has lost his dignity . The pains and simple joys of BillieJo's life are her strength. She tries to run away at one point but realizes her father need her and she need him. BillieJo hangs in there, she has her music and over comes physical difficulties and mostly she is survivor in history. A text-to-text contention could be another emotion filled book written in letter style and entitled Letters to Rifka, also by Karen Hess. Both books are fine example of her extremely creative and captivating writing style which drawns in the adolescent and adult reader.
Historical fiction and free verse too!Every word is choice and has deep insight to the horrendous emotion of living in Oklahoma during the Great Depression. Karen Hesse captures the coming-of-age of BillieJo a dust-bowl depressed economy and environment youth. The song is grim but ends on a note of light. It is a historical insight that spans over one year (1935) in a journalized manner that each entry is a reflection and discussion starter. Hesse includes all the elements necessary for adolescent literature; A young girl of fourteen reaching puberty, a pregnant mother,her best friend immigrating, a young male peer, tragedy and uncontrollable natural elements and a father that has lost his dignity . The pains and simple joys of BillieJo's life are her strength. She tries to run away at one point but realizes her father need her and she need him. BillieJo hangs in there, she has her music and over comes physical difficulties and mostly she is survivor in history. A text-to-text contention could be another emotion filled book written in letter style and entitled Letters to Rifka, also by Karen Hess. Both books are fine example of her extremely creative and captivating writing style which drawns in the adolescent and adult reader.
Monday, July 21, 2008
Adolescent Lit. Response 7/21/08 D, PR, C
Johnston, A., Horowitz, A., Damerum, K., Takasaki, Y., & Horowitz, A. (2006).
Stormbreaker: the graphic novel. New York: Philomel.
Hobbs, W. (2006). Crossing the wire. New York: HarperCollins.
This weekends assignment was to read a Graphic Novel & an Adventure Novel. I did both in the first assignment! But, I also picked up a new book by an old favorite adventure writer too! To begin with the Graphic Novel Review, I have tell you....
I'm a big fan of the Alex Rider series. When there was word of a movie, I was right on it and it was a good thing....I believe it was in the theaters for one week and then went directly to video. Anthony Horowitz has a fantastic website for over four years. Readers would and still do review his books and blog with the author, who appears to have just as much adventure as Alex does in his life. That's probably how Horowitz gets his ideas. Alex is like a young James Bond. His parents worked for M16, just like James Bond, unfortunately for Alex they died while on duty and Alex was kept in the dark about this until his uncled and guardian meets his demise and he was recruited.
The graphic novel version of Stormbreaker is interesting but, did not hold my interest for the entire time I "read" the book. I'm not sure if you would actually say, I read the novel. Graphic novels are more of an experience. They have the look of bound comic books and usually have characters that have Asian artistic feature since it is very common for the illustrators to be Japanese. At several points, I guess because I'm not totally sold on Graphic Novels, I wonder if something was lost in the translation; however, I'm sure that not the case because I assume this book was well edited. I have admit that the scenes were pretty much the way I imagined them and they were different than the movie version so, they should interest the reader. Another difficulty I had with book and most graphic novels is that even though I'm a dyslexic writer, I'm a pretty good reader and have a darn good level of comprehension of what I read. Even though I am a certified "visual" learner, this Graphic Novel did not reach out to me. But, I'm not going to narrow minded and not pick-up more Graphic Novels, I'm sure there are better choices and I'd hate to miss out on great literature so, I'll assign myself and get my hands on a copy of "How Graphic Novels Work and What They Mean" by Peter Schjeldahl.
Now, I'll switch back and review a regular old text-rich novel:
Crossing the Wire by Will Hobbs was a good teen adventure. Will Hobbs rarely let the reader down. He is great at featuring modern day adolescent behavior. Boys in particular are easily drawn in. Since I "peddle" "Guy Reads", Will Hobbs books are en easy sell! In the spring of 2008, I saw on the big screen, "Under the Same Moon" which was a short lived movie in the theaters about illegal immigration south of the boarder. It is a good movie to do a "text to movie" connection. Neither in my opinion paint a true story. I have also read a book, "Enrique's Journey" about a kid form Honduras who comes to the United Stated illegally. Enrique gets beat-up, robbed, raped and left for dead several times before he makes it to the US. Will Hobbs' main character Victor Flores gets a little roughed-up but basically makes it the US within a reasonable amount of time. White kids might buy into this book; however, I'm not so sure readers from Central America will. But, if you are looking for a quick read that hold the reader's attention about illegal immigration, I guess it's a fair version. Victor's journey does have danger but, he seems to make through with out spending a lot of money and the coyotes are not the worst villains that are out there, yeah right. It's sort like a Disney version of survival in my opinion.
Stormbreaker: the graphic novel. New York: Philomel.
Hobbs, W. (2006). Crossing the wire. New York: HarperCollins.
This weekends assignment was to read a Graphic Novel & an Adventure Novel. I did both in the first assignment! But, I also picked up a new book by an old favorite adventure writer too! To begin with the Graphic Novel Review, I have tell you....
I'm a big fan of the Alex Rider series. When there was word of a movie, I was right on it and it was a good thing....I believe it was in the theaters for one week and then went directly to video. Anthony Horowitz has a fantastic website for over four years. Readers would and still do review his books and blog with the author, who appears to have just as much adventure as Alex does in his life. That's probably how Horowitz gets his ideas. Alex is like a young James Bond. His parents worked for M16, just like James Bond, unfortunately for Alex they died while on duty and Alex was kept in the dark about this until his uncled and guardian meets his demise and he was recruited.
The graphic novel version of Stormbreaker is interesting but, did not hold my interest for the entire time I "read" the book. I'm not sure if you would actually say, I read the novel. Graphic novels are more of an experience. They have the look of bound comic books and usually have characters that have Asian artistic feature since it is very common for the illustrators to be Japanese. At several points, I guess because I'm not totally sold on Graphic Novels, I wonder if something was lost in the translation; however, I'm sure that not the case because I assume this book was well edited. I have admit that the scenes were pretty much the way I imagined them and they were different than the movie version so, they should interest the reader. Another difficulty I had with book and most graphic novels is that even though I'm a dyslexic writer, I'm a pretty good reader and have a darn good level of comprehension of what I read. Even though I am a certified "visual" learner, this Graphic Novel did not reach out to me. But, I'm not going to narrow minded and not pick-up more Graphic Novels, I'm sure there are better choices and I'd hate to miss out on great literature so, I'll assign myself and get my hands on a copy of "How Graphic Novels Work and What They Mean" by Peter Schjeldahl.
Now, I'll switch back and review a regular old text-rich novel:
Crossing the Wire by Will Hobbs was a good teen adventure. Will Hobbs rarely let the reader down. He is great at featuring modern day adolescent behavior. Boys in particular are easily drawn in. Since I "peddle" "Guy Reads", Will Hobbs books are en easy sell! In the spring of 2008, I saw on the big screen, "Under the Same Moon" which was a short lived movie in the theaters about illegal immigration south of the boarder. It is a good movie to do a "text to movie" connection. Neither in my opinion paint a true story. I have also read a book, "Enrique's Journey" about a kid form Honduras who comes to the United Stated illegally. Enrique gets beat-up, robbed, raped and left for dead several times before he makes it to the US. Will Hobbs' main character Victor Flores gets a little roughed-up but basically makes it the US within a reasonable amount of time. White kids might buy into this book; however, I'm not so sure readers from Central America will. But, if you are looking for a quick read that hold the reader's attention about illegal immigration, I guess it's a fair version. Victor's journey does have danger but, he seems to make through with out spending a lot of money and the coyotes are not the worst villains that are out there, yeah right. It's sort like a Disney version of survival in my opinion.
Saturday, July 19, 2008
Adolescent Lit. Response 7/15/08 D, PR, C, S
Cooney, C. B. (1994). Driver's Ed. New York: Delacorte Press
Cummings, P. (2004). Red kayak. New York: Dutton Children's Books.
Adolescent Mystery is the genre and I will be discussing a "text to self", followed by a "text to text" connection. First I will review Driver's ed. It's very realistic portrait of some teens and the way Drier's Education is taught. I honestly believe the theme could and probably has happened. In fact, I'm sure the "Myth Buster Guys" could probably research and find many cases in point. Teens have been know for their lack of thinking about the consequences. In Driver's ed, the high school students create a game of adventure to "steal" road signs, not as a "prank"but,just for their own enjoyment. At this time, I can add my own "text-to"self" connections, my husband has a stop sign in his possession from "somewhere". When I first met him at the age of nineteen, I saw it in the back of his bedroom closet, when he was packing for college. He claims he and his "cross country buddies" found it while out running. "yeah, sure, I believe that"....another connection is that, for the past ten years I had a speed limit sign on my parkway placed by the village, underneath the sign, I had a village approved sign that I paid for, and it was made by the village that said, "Slow down, we (heart)(love) our children. In May 2008, when I went out on "weed-patrol", I discovered that my sign was gone, but the bolts that had secured the sign were in the grass. I reported the missing sign to my neighbor and alderman, and he was disappointed because he lives across the street and has young children and appreciated the sign. He did some investigating and the village street crew did not have it nor did they have a requisition to remove it. So, from past experience, I know the local the high school Driver's Education class has an assignment that the students take pictures of unusual street signs and present them to their peer during class. Probably once a semester, I see cars pull-up and a teen jumps out and snaps a picture if the sign and drives off. I image this last time, the student loosen the bolts and "just took the sign". So, I can connect to the Caroline Cooney's book. Another feature in this book, is the lack of teaching and responsibility that the Driver's Ed teacher has in regards to his class. My own son, took Driver's Ed through a private driving school and it was quite "hap hazard". I was appalled how the program was supervised and structured. A young man in his early twenties taught the class and I when I say, "taught" I mean put on the films and took the students out for the required "drives". My son would report that it was not a very "serious" experience. I however, was proactive with my son and had him drive with me every day to school and even after he received his license, I supervise his driving in he same manner.
Next, I will make a "text to text" connection. The book, Red Kayak by Priscilla Cummings deals with "consequence" and also has the "mystery" element. In Driver's Ed, there is the unknown about bashed up mail boxes and of course the death of a driver. In Red Kayak, there is a child's death and property damage. Caroline Cooney does not get law enforcement totally involved in the "consequences" of the teens actions and lets the parent and survives express their disapproval and grief. In contrast, Priscilla Cummings, show a realist, full-blown, court case and "juve" outcome. I found both books, engaging and puzzling. Everyone that reads either or both books will find them hard to put
Cummings, P. (2004). Red kayak. New York: Dutton Children's Books.
Adolescent Mystery is the genre and I will be discussing a "text to self", followed by a "text to text" connection. First I will review Driver's ed. It's very realistic portrait of some teens and the way Drier's Education is taught. I honestly believe the theme could and probably has happened. In fact, I'm sure the "Myth Buster Guys" could probably research and find many cases in point. Teens have been know for their lack of thinking about the consequences. In Driver's ed, the high school students create a game of adventure to "steal" road signs, not as a "prank"but,just for their own enjoyment. At this time, I can add my own "text-to"self" connections, my husband has a stop sign in his possession from "somewhere". When I first met him at the age of nineteen, I saw it in the back of his bedroom closet, when he was packing for college. He claims he and his "cross country buddies" found it while out running. "yeah, sure, I believe that"....another connection is that, for the past ten years I had a speed limit sign on my parkway placed by the village, underneath the sign, I had a village approved sign that I paid for, and it was made by the village that said, "Slow down, we (heart)(love) our children. In May 2008, when I went out on "weed-patrol", I discovered that my sign was gone, but the bolts that had secured the sign were in the grass. I reported the missing sign to my neighbor and alderman, and he was disappointed because he lives across the street and has young children and appreciated the sign. He did some investigating and the village street crew did not have it nor did they have a requisition to remove it. So, from past experience, I know the local the high school Driver's Education class has an assignment that the students take pictures of unusual street signs and present them to their peer during class. Probably once a semester, I see cars pull-up and a teen jumps out and snaps a picture if the sign and drives off. I image this last time, the student loosen the bolts and "just took the sign". So, I can connect to the Caroline Cooney's book. Another feature in this book, is the lack of teaching and responsibility that the Driver's Ed teacher has in regards to his class. My own son, took Driver's Ed through a private driving school and it was quite "hap hazard". I was appalled how the program was supervised and structured. A young man in his early twenties taught the class and I when I say, "taught" I mean put on the films and took the students out for the required "drives". My son would report that it was not a very "serious" experience. I however, was proactive with my son and had him drive with me every day to school and even after he received his license, I supervise his driving in he same manner.
Next, I will make a "text to text" connection. The book, Red Kayak by Priscilla Cummings deals with "consequence" and also has the "mystery" element. In Driver's Ed, there is the unknown about bashed up mail boxes and of course the death of a driver. In Red Kayak, there is a child's death and property damage. Caroline Cooney does not get law enforcement totally involved in the "consequences" of the teens actions and lets the parent and survives express their disapproval and grief. In contrast, Priscilla Cummings, show a realist, full-blown, court case and "juve" outcome. I found both books, engaging and puzzling. Everyone that reads either or both books will find them hard to put
Monday, July 14, 2008
Adolescent Lit. 7/14/08 D, PR, C
It's been a "Power Read" weekend for me! I completed the follwoing books:
Flinn, A. (2001). Breathing underwater. New York: HarperCollins.
Haddix, M. P. (2005). Double identity. New York: Simon & Schuster Books for
Young Readers.
Johnson, A. (2003). The first part last. New York: Simon & Schuster Books
for Young Readers.
The first book I tackled was First part last a young adult novel by Angela Johnson, deals with the subject of teen pregnancy. The story is told from the father's perspective, which sets it apart from most books on teen pregnancy. Bobby and Nia, the child's parents, are urban upper-middle-class African-American teenagers. This book talks about Bobby being a father at the age of 16. Bobby raises his little girl, Feather, on his own and realizes how hard it truly is to be a parent. Bobby is just an impulsive teenage at the beginning but, by the end of this quick-read, he is in the process of making the right of passage and "coming-of-age". Becoming a parent at any age is terrifying and being sixteen the reality of it can be extremely life-shaking!
The second book was an exhilarating thriller by, Margaret Peterson Haddix, who crafts a sci-fi story so full of twists and turns, readers will be gripped until the startling conclusion. Cloning is the subject and what teenager would want to find out they are not the only one like them. This goes against everything they ever heard from the big purple dino on tv that, "they are special, they're the only one, the only one like you!" Bethany is approaching her thirteenth birthday and mom and dad are acting even weirder if that's possible. This was also a "quick-read", however; it took more than half the book to get to the cloning part but, over-all I thought it was great character/climax set-up.
And for the final book, I finished at 11:56 pm on Sunday night just making the weekend curfew, The story of 16-year-old Nicholas Andreas, a wealthy Miami teen who is sent to anger management because his girlfriend, Caitlin, takes out a restraining order against him. Ordered by the judge to write about his relationship, Nick tells of falling in love with her, and the eventual time when his anger took over. Breathing underwater by Alex Flinn is set in Miami and Key West, Florida and is well deserving of it's ALA pick as a Top-10 Best Book for Young Adults for 2001. I started it and found it hard to put down. Flinn an excellent job of describing a teenager and how he thinks. This book is worth the journey!
Flinn, A. (2001). Breathing underwater. New York: HarperCollins.
Haddix, M. P. (2005). Double identity. New York: Simon & Schuster Books for
Young Readers.
Johnson, A. (2003). The first part last. New York: Simon & Schuster Books
for Young Readers.
The first book I tackled was First part last a young adult novel by Angela Johnson, deals with the subject of teen pregnancy. The story is told from the father's perspective, which sets it apart from most books on teen pregnancy. Bobby and Nia, the child's parents, are urban upper-middle-class African-American teenagers. This book talks about Bobby being a father at the age of 16. Bobby raises his little girl, Feather, on his own and realizes how hard it truly is to be a parent. Bobby is just an impulsive teenage at the beginning but, by the end of this quick-read, he is in the process of making the right of passage and "coming-of-age". Becoming a parent at any age is terrifying and being sixteen the reality of it can be extremely life-shaking!
The second book was an exhilarating thriller by, Margaret Peterson Haddix, who crafts a sci-fi story so full of twists and turns, readers will be gripped until the startling conclusion. Cloning is the subject and what teenager would want to find out they are not the only one like them. This goes against everything they ever heard from the big purple dino on tv that, "they are special, they're the only one, the only one like you!" Bethany is approaching her thirteenth birthday and mom and dad are acting even weirder if that's possible. This was also a "quick-read", however; it took more than half the book to get to the cloning part but, over-all I thought it was great character/climax set-up.
And for the final book, I finished at 11:56 pm on Sunday night just making the weekend curfew, The story of 16-year-old Nicholas Andreas, a wealthy Miami teen who is sent to anger management because his girlfriend, Caitlin, takes out a restraining order against him. Ordered by the judge to write about his relationship, Nick tells of falling in love with her, and the eventual time when his anger took over. Breathing underwater by Alex Flinn is set in Miami and Key West, Florida and is well deserving of it's ALA pick as a Top-10 Best Book for Young Adults for 2001. I started it and found it hard to put down. Flinn an excellent job of describing a teenager and how he thinks. This book is worth the journey!
Wednesday, July 9, 2008
Adolescent Lit. Response 7/9/08 PR, C, S
Anderson, L. H. (2007). Twisted. New York: Viking.
I totally agree with the YALSA’s award of “Best Books for Young Adults-2008”. This book has everything a teen is looking for in the genre of Realist Fiction! Laurie Halse Anderson is fantastic in my opinion, at exploring the feeling and desires of adolescents. She taps into adolescent development and address the physical, mental, emotional and social stages with experience. While reading, insight to contemporary issues are engaging and allows for text-to-self connections. Twisted is right there and immediately grips the reader and motivates them to continue to identify with the main character, Tyler Miller who is bullied at his high school.
Moral development is a hot topic with teens and this book displays social conflicts and “doing the right thing”. It begins with Tyler paying this social responsibility for a huge mistake he made during the final weeks of his Junior year of high school. The first chapters set-up and begin us to the beginning of his Senior year and proceed through the semester. Interpersonal relationships, family problems and coming-of-age situations are cited on every page. Tyler struggles to find meaning in himself, his parents and the community. His first-person voice illustrates his emotional anguish as he deals with grades, sex, alcohol and family matters. At times, it seems that life is spiraling out of control and Tyler has to deal with being alienated at school and his parents too! I think everyone can feel the authentic drama being played out and can relate to the crisis points.
Life is complicated and it makes great reading! I’m placing this book on my “Must Read” List! This book most definitely lingers and yearns for discussion. It took me back to memories of my high school days and issues that I thought were extremely important and it also brought me up to speed on new spins on these issues for the teenagers of today. I enjoyed the comic undertones of Tyler and pained at his destructive thoughts. I can not deny that I have to say… been there and done that! I give this book four stars and feel I can stand behind my endorsement and recommendation.
I totally agree with the YALSA’s award of “Best Books for Young Adults-2008”. This book has everything a teen is looking for in the genre of Realist Fiction! Laurie Halse Anderson is fantastic in my opinion, at exploring the feeling and desires of adolescents. She taps into adolescent development and address the physical, mental, emotional and social stages with experience. While reading, insight to contemporary issues are engaging and allows for text-to-self connections. Twisted is right there and immediately grips the reader and motivates them to continue to identify with the main character, Tyler Miller who is bullied at his high school.
Moral development is a hot topic with teens and this book displays social conflicts and “doing the right thing”. It begins with Tyler paying this social responsibility for a huge mistake he made during the final weeks of his Junior year of high school. The first chapters set-up and begin us to the beginning of his Senior year and proceed through the semester. Interpersonal relationships, family problems and coming-of-age situations are cited on every page. Tyler struggles to find meaning in himself, his parents and the community. His first-person voice illustrates his emotional anguish as he deals with grades, sex, alcohol and family matters. At times, it seems that life is spiraling out of control and Tyler has to deal with being alienated at school and his parents too! I think everyone can feel the authentic drama being played out and can relate to the crisis points.
Life is complicated and it makes great reading! I’m placing this book on my “Must Read” List! This book most definitely lingers and yearns for discussion. It took me back to memories of my high school days and issues that I thought were extremely important and it also brought me up to speed on new spins on these issues for the teenagers of today. I enjoyed the comic undertones of Tyler and pained at his destructive thoughts. I can not deny that I have to say… been there and done that! I give this book four stars and feel I can stand behind my endorsement and recommendation.
Monday, July 7, 2008
Adolescent Lit. Response 7/3/08 PR, C, S
Temple, F. (1992). Taste of salt: a story of modern Haiti. New York:
Orchard Books.
Haiti and Dominican Republic in the 1980’s and 1990’s were very unsettling. Taste of Salt is based on real incidents and people. Djo, a seventeen year old Haitian, tells a powerful personal story of the poverty and oppression in his country. He does this while recovering in a make-shift hospital which is described more of an aid station. His narration gives insight to the political and social injustices. There are also factual references from the president at the time and his speeches. The novel begins with a map of Haiti and the Dominican Republic. A glossary is also provided at the end of the novel.
In contrast to Djo coming-of-age, there is an adolescent female who feels the political unrest, however, she is protected and sheltered by a mother that sends her to school to get educated at a convent. Her name is Jeremie and she dreams of continuing her education in France where she has been awarded a scholarship.
Both of their accounts are full of helplessness and rays of hopefulness. The grim realities of the military government and the contrast of the harshness and blatant disregard for the sacredness of human lives come to a full-boil as the instinct to thrive and survive independently as the innate spirit of the people of Haiti make way for resistance and revolts. Both Djo and Jeremie are trying to participate in a reformed democracy and also make sense of as they grow into maturity.
The impact on the reader of this book is burdening. There is a sense of urgency and helplessness that pushes the reader to complete the novel and wanting to reflect, discuss and further investigate the current situation globally. The authenticity is clearly genuine and not contrived. As a World-Wide Learners, literature is a natural venue to heighten sensitivity to the needs and problems across cultures. Developing a World-Wide Diversity reading habit results in analysis and commonality. It enhances one’s self-concept and respect for people everywhere.
Orchard Books.
Haiti and Dominican Republic in the 1980’s and 1990’s were very unsettling. Taste of Salt is based on real incidents and people. Djo, a seventeen year old Haitian, tells a powerful personal story of the poverty and oppression in his country. He does this while recovering in a make-shift hospital which is described more of an aid station. His narration gives insight to the political and social injustices. There are also factual references from the president at the time and his speeches. The novel begins with a map of Haiti and the Dominican Republic. A glossary is also provided at the end of the novel.
In contrast to Djo coming-of-age, there is an adolescent female who feels the political unrest, however, she is protected and sheltered by a mother that sends her to school to get educated at a convent. Her name is Jeremie and she dreams of continuing her education in France where she has been awarded a scholarship.
Both of their accounts are full of helplessness and rays of hopefulness. The grim realities of the military government and the contrast of the harshness and blatant disregard for the sacredness of human lives come to a full-boil as the instinct to thrive and survive independently as the innate spirit of the people of Haiti make way for resistance and revolts. Both Djo and Jeremie are trying to participate in a reformed democracy and also make sense of as they grow into maturity.
The impact on the reader of this book is burdening. There is a sense of urgency and helplessness that pushes the reader to complete the novel and wanting to reflect, discuss and further investigate the current situation globally. The authenticity is clearly genuine and not contrived. As a World-Wide Learners, literature is a natural venue to heighten sensitivity to the needs and problems across cultures. Developing a World-Wide Diversity reading habit results in analysis and commonality. It enhances one’s self-concept and respect for people everywhere.
Tuesday, July 1, 2008
Adolscent Lit. Response 7/1/08 PR, C
Block, F. L. (1989). Weetzie Bat. New York: Harper & Row.
Weetzie Bat is a “quick read” that describes common-law marriage, gay marriage, children out of wedlock, abortion and AIDS, all in a vivid and at times, humorously descriptive, sometimes Disney environment. Actually, the story takes place in Hollywood and even though I have never been to this part of Los Angeles, I think it is was well depicted. This book by all means, pushes itself to the limits and I think it would grab and hold the attention of a mature pre-teen and teenagers interested in the subject manner at hand.
As a middle school librarian, I would not feel comfortable having this particle book in my collection. I have been call to explain myself and my book selections one too many times. Personally, I feel adolescents have First Amendment Rights, however, many parents do not feel the same way I do! Weetzie Bat, has the themes middle school, high school and college students are attracted to, there are blended family issues, homosexuality issues, love issues, drug abuse issues, rape issues, AIDS issues and the I don’t want to grow-up, fairy tale issues. This book, in its own raunchy way is a “coming-of-age” book in its own right. I know students are interested in all the subject matters cover in Weetzie Bat. My school’s collection has several books that deal with the same issues, just maybe not as straight shooting as this book. I have come across sixth grade students, who when let loose in the middle school Library Media Center for the first time, seek out books independently and present books on the above mentioned themes at the check-out. Although, I do not censor the book collection, I tell the students sincerely, “if this book dos not match your family’s values, please stop reading it, return the book and make another selection.” Seventh graders and eight graders usually know better than to fill their parents in on the details of the books they have stashed in their backpacks. Boys and girls are equally interested in “coming-of-age” information founding literature.
What makes this book captivating is that the author, Francesca Lia Block, tells the story in a flowing, breezy voice, which is very attractive to teens. She has an artful wordplay and is hip to pop-culture. The main character, Weetzie is confusing at times but, isn’t that what growing-up is all about? The reader is constantly in critical thinking mode when reading this tale. Text to Self connections are expressed on practically every page. This book defiantly has the power to take the reader and stretch like Silly Puddy™ and expand their thinking and views on cultures that might not match their “white bread & butter” upbringing.
Weetzie Bat is a “quick read” that describes common-law marriage, gay marriage, children out of wedlock, abortion and AIDS, all in a vivid and at times, humorously descriptive, sometimes Disney environment. Actually, the story takes place in Hollywood and even though I have never been to this part of Los Angeles, I think it is was well depicted. This book by all means, pushes itself to the limits and I think it would grab and hold the attention of a mature pre-teen and teenagers interested in the subject manner at hand.
As a middle school librarian, I would not feel comfortable having this particle book in my collection. I have been call to explain myself and my book selections one too many times. Personally, I feel adolescents have First Amendment Rights, however, many parents do not feel the same way I do! Weetzie Bat, has the themes middle school, high school and college students are attracted to, there are blended family issues, homosexuality issues, love issues, drug abuse issues, rape issues, AIDS issues and the I don’t want to grow-up, fairy tale issues. This book, in its own raunchy way is a “coming-of-age” book in its own right. I know students are interested in all the subject matters cover in Weetzie Bat. My school’s collection has several books that deal with the same issues, just maybe not as straight shooting as this book. I have come across sixth grade students, who when let loose in the middle school Library Media Center for the first time, seek out books independently and present books on the above mentioned themes at the check-out. Although, I do not censor the book collection, I tell the students sincerely, “if this book dos not match your family’s values, please stop reading it, return the book and make another selection.” Seventh graders and eight graders usually know better than to fill their parents in on the details of the books they have stashed in their backpacks. Boys and girls are equally interested in “coming-of-age” information founding literature.
What makes this book captivating is that the author, Francesca Lia Block, tells the story in a flowing, breezy voice, which is very attractive to teens. She has an artful wordplay and is hip to pop-culture. The main character, Weetzie is confusing at times but, isn’t that what growing-up is all about? The reader is constantly in critical thinking mode when reading this tale. Text to Self connections are expressed on practically every page. This book defiantly has the power to take the reader and stretch like Silly Puddy™ and expand their thinking and views on cultures that might not match their “white bread & butter” upbringing.
Thursday, May 22, 2008
Changes in Latitudes
Conflict Resolution: There is a simple know fact that just trying to look at thing positively has an effect on your attitude! Research has proven that just deciding to do something better next time can help you find a healthy way to deal with an unpleasant situation. The old "silver lining in every dark cloud" philosophy can actually make a difference! When you search for and focus on what good can come out of your problems,actually can have a positive result on you mood and outlook! There are many situations in life one has to live with, but if one is affirmative, they do not have to let it ruin their life! Suggestions are to use Words: Discuss and think about your problem. Ideas: Have an idea of a compromise and share demands... what could each party give up? Settle:Decide on one compromise to the conflict and finally, Explain: Explain your view point to the opposition and resolve to end the conflict!
Wednesday, April 23, 2008
There's always something New!
@your libraries
Watch "What's New in Libraries?" Channel 24 on Comcast
Increasing the North Suburban Library System member libraries’ visibility is a key goal of What’s New in Libraries? This cable program is created in partnership with the Library Cable Network (LCN) to highlight the many fun and interesting things that member libraries are doing while providing members with the experience of being interviewed on camera.
Can't watch, then you better read this! Sarah Long’s Daily Herald Column, every Tuesday. Sarah is fantastic at bring library topics and events before the public on a weekly basis is the motivation for NSLS Director Sarah Long to write her Daily Herald column. Her articles frequently feature member libraries, quotes and suggestions from their staff, and increase their visibility.
... and don't forget about Digital Past!
Sharing information in new and inventive ways is one of the goals NSLS libraries have pursued. Since 1998, Digital Past has created an online archive of over 35, 000 digital records to allow the participating institutions a chance to share their rare and unique records with the world. This is a great link to add primary sources to any school project and making community connections!
Watch "What's New in Libraries?" Channel 24 on Comcast
Increasing the North Suburban Library System member libraries’ visibility is a key goal of What’s New in Libraries? This cable program is created in partnership with the Library Cable Network (LCN) to highlight the many fun and interesting things that member libraries are doing while providing members with the experience of being interviewed on camera.
Can't watch, then you better read this! Sarah Long’s Daily Herald Column, every Tuesday. Sarah is fantastic at bring library topics and events before the public on a weekly basis is the motivation for NSLS Director Sarah Long to write her Daily Herald column. Her articles frequently feature member libraries, quotes and suggestions from their staff, and increase their visibility.
... and don't forget about Digital Past!
Sharing information in new and inventive ways is one of the goals NSLS libraries have pursued. Since 1998, Digital Past has created an online archive of over 35, 000 digital records to allow the participating institutions a chance to share their rare and unique records with the world. This is a great link to add primary sources to any school project and making community connections!
Saturday, April 5, 2008
Changes!
They say changes are good! ... but it sure doesn't feel right when you turn left when the tenancy is to turn right. I admit it: it's weird, I hate change but, I also look forward to it! I always try to keep a positive attitude and be optimistic, I know that change will always bring something good into my life and I also know that I am resilient, strong and capable of getting through anything. Sometimes (actually most of the time) my emotions, including the negative ones,are there as a guide but,in reality, I replace them with more positive ones. I also realize that the more quickly I accept or choose to change, the less likely the pain and hardship will be. I really get a kick out of challenging myself and empowering myself with questions and words. I think, the better I push myself, the better thoughts I am allowing myself to come up and I know will be connecting to something bigger. I make an all out attempt to live my inner-self, my soul, my spirit, my higher-self. And everyday, I try to surround myself with people who can help and who have an optimistic mind-set. This ensure me to create an environment the supports my change. I realize, I must take action & take command of my life. I must build a plan and take care of myself...so what am I waiting for? I must be my own knight in shining armor and join the realm of other patriots...Godspeed give m strength and lead me to my destiny.
Friday, March 28, 2008
Do the Dewey!
http://www.youtube.com/watch?v=BgSlpPUEAbo
Meet me @ the Des Plaines Public Library on Saturday, April 26, 2008!
Don't forget your Library Card! x x o , mb
Meet me @ the Des Plaines Public Library on Saturday, April 26, 2008!
Don't forget your Library Card! x x o , mb
Saturday, March 15, 2008
Illinois Library Legistative Day
Believe You Can Make a Difference
By MaryBeth McWilliams, MacArthur Middle School
January 30, 2008
As the Library Media Center Teacher at MacArthur Middle School in Prospect Heights, I strive for collaboration, leadership, intellectual freedom, and technology. I truly believe I have a vision for making a difference in Illinois Public School Libraries. Every school day, I facilitate intellectual freedom and learning with the young adult students and professional teaching staff in my school community. Constantly, these seekers of global information come to me requesting accurate information. As the LMC Teacher, I must continually be aware of current issues. I must be unbiased and prepared to assess and evaluate information and then concisely express and communicate this information. I am dedicated to doing this in order to continue to nurture an information rich society.
This aspect of my position, as the LMC Teacher, is one that I truly relish and I appreciate those students and staff that seek information. Working in the field of education and specifically in the middle school library media center, I focus on open access to information. As an educator in the library field, I am seeking to communicate, collaborate and connect intellectual freedom for everyone. The better informed and aware I am on state and national issues, the more effective I will be on preparing and presenting information for students. Ultimately, my mission is for quality in public school libraries that facilitate an atmosphere where students and staff spend less time searching and more time learning. By attending the Illinois and National Library Legislative Days in 2007, I gained an insight in how I fit into the partnership for libraries and lifelong learning.
I attended the Illinois Library Day on Thursday, April 19, 2007 at the state capitol building in Springfield. This was an occasion for school and public librarians to demonstrate our concerns to the Illinois legislators on issues that are important to the Illinois library communities. Since both House and Senate were in session, I was able to personally meet with the legislators to discuss Library Advocacy at their Springfield offices. My very presence and conversations showed our serious concern for the future of Library Literacy and Intellectual Freedom. I also gave each legislator my business card and a “Palm Card” that summarized exactly which bills I support and which I oppose. As a result of these face-to-face visits, I truly believe that I have established a solid rapport with local legislators.
At noon, as a collective body, Illinois Librarians gathered and enthusiastically marched from the Abraham Lincoln Presidential Library and Museum to the State Capital. I proudly displayed my “I [heart] Libraries!” umbrella as I walked. The procession concluded with an energetic rally with impassioned speeches given by the Illinois Library Association and other supporters outside the Governor's and Secretary of State's office windows.
On May 1 and 2, 2007, I attended a two-day event along with librarians and library trustees who care about libraries and intellectual freedom. I participated in advocacy and training sessions to tell “our story” of student education in Prospect Heights and the northwest suburbs of Chicago. I also interacted with Capitol Hill insiders and visited congressional member offices to express a strong, visible message to them and to ask Congress to pass legislation that supports libraries. My mission was to remind the law makers of the significant contributions libraries make in our public schools and communities.
The first day was filled with programming and networking with librarians and trustees from all over the country. There were 424 participants from 47 states. We were informed of legislative updates from the American Library Association's Washington office and advocacy tips from legislative consultants. During the afternoon break, I went over to the Library of Congress to update my library card and to do some “research.” To complete the evening, the Illinois Library Association hosted a dinner at the Capitol Hill Club. Michael Strautmanis from Illinois, Senator Barack Obama's Chief General Counsel, spoke about current and relevant affairs and the direction of a cautious and planned future.
The second day everyone was “on the hill” meeting with legislators or their aides in the House or Senate. With the North Suburban Library System, I had appointments at the offices of Mark Kirk, Melissa Bean, Dick Durbin, and Barack Obama. At each visit, I advocated for the students of MacArthur Middle School and public schools.
About the Author
MaryBeth McWilliams is the Library Media Teacher at MacArthur Middle School in Prospect Heights School District 23. Previously, she worked in Palatine School District 15 in the Library Resource Center program. McWilliams also serves on the NSLS Board of Directors and is a member of several professional organizations.
By MaryBeth McWilliams, MacArthur Middle School
January 30, 2008
As the Library Media Center Teacher at MacArthur Middle School in Prospect Heights, I strive for collaboration, leadership, intellectual freedom, and technology. I truly believe I have a vision for making a difference in Illinois Public School Libraries. Every school day, I facilitate intellectual freedom and learning with the young adult students and professional teaching staff in my school community. Constantly, these seekers of global information come to me requesting accurate information. As the LMC Teacher, I must continually be aware of current issues. I must be unbiased and prepared to assess and evaluate information and then concisely express and communicate this information. I am dedicated to doing this in order to continue to nurture an information rich society.
This aspect of my position, as the LMC Teacher, is one that I truly relish and I appreciate those students and staff that seek information. Working in the field of education and specifically in the middle school library media center, I focus on open access to information. As an educator in the library field, I am seeking to communicate, collaborate and connect intellectual freedom for everyone. The better informed and aware I am on state and national issues, the more effective I will be on preparing and presenting information for students. Ultimately, my mission is for quality in public school libraries that facilitate an atmosphere where students and staff spend less time searching and more time learning. By attending the Illinois and National Library Legislative Days in 2007, I gained an insight in how I fit into the partnership for libraries and lifelong learning.
I attended the Illinois Library Day on Thursday, April 19, 2007 at the state capitol building in Springfield. This was an occasion for school and public librarians to demonstrate our concerns to the Illinois legislators on issues that are important to the Illinois library communities. Since both House and Senate were in session, I was able to personally meet with the legislators to discuss Library Advocacy at their Springfield offices. My very presence and conversations showed our serious concern for the future of Library Literacy and Intellectual Freedom. I also gave each legislator my business card and a “Palm Card” that summarized exactly which bills I support and which I oppose. As a result of these face-to-face visits, I truly believe that I have established a solid rapport with local legislators.
At noon, as a collective body, Illinois Librarians gathered and enthusiastically marched from the Abraham Lincoln Presidential Library and Museum to the State Capital. I proudly displayed my “I [heart] Libraries!” umbrella as I walked. The procession concluded with an energetic rally with impassioned speeches given by the Illinois Library Association and other supporters outside the Governor's and Secretary of State's office windows.
On May 1 and 2, 2007, I attended a two-day event along with librarians and library trustees who care about libraries and intellectual freedom. I participated in advocacy and training sessions to tell “our story” of student education in Prospect Heights and the northwest suburbs of Chicago. I also interacted with Capitol Hill insiders and visited congressional member offices to express a strong, visible message to them and to ask Congress to pass legislation that supports libraries. My mission was to remind the law makers of the significant contributions libraries make in our public schools and communities.
The first day was filled with programming and networking with librarians and trustees from all over the country. There were 424 participants from 47 states. We were informed of legislative updates from the American Library Association's Washington office and advocacy tips from legislative consultants. During the afternoon break, I went over to the Library of Congress to update my library card and to do some “research.” To complete the evening, the Illinois Library Association hosted a dinner at the Capitol Hill Club. Michael Strautmanis from Illinois, Senator Barack Obama's Chief General Counsel, spoke about current and relevant affairs and the direction of a cautious and planned future.
The second day everyone was “on the hill” meeting with legislators or their aides in the House or Senate. With the North Suburban Library System, I had appointments at the offices of Mark Kirk, Melissa Bean, Dick Durbin, and Barack Obama. At each visit, I advocated for the students of MacArthur Middle School and public schools.
About the Author
MaryBeth McWilliams is the Library Media Teacher at MacArthur Middle School in Prospect Heights School District 23. Previously, she worked in Palatine School District 15 in the Library Resource Center program. McWilliams also serves on the NSLS Board of Directors and is a member of several professional organizations.
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