10th grader Susan Caraway was just like any other girl. Except for the fact that she is the antithesis to any girl you have ever thought about, met, or stereotyped in high school. She goes by 'Stargirl' She smiles and wins the heart of Leo, the narrator. Everyone seems to envy her upon first meeting her. She's a new student at Mica in Arizona and new students usually don't fair well. But new students often don't parade around lunchrooms with their ukuleles singing 'happy birthday' to strangers on their actual birthdays. Don't overlook the fact that she actually knows their birthdays, this is part of the allure of Stargirl.
Unfortunately, the students at Mica didn't know how to handle this eccentric girl whose display of individualism draws no likely comparisons. At first, she's popular. Then she goes on the school's famed program Hot Seat and subsequently becomes a martyr. She is asked to become a cheerleader and is excited at the opportunity. But she does something interesting: she roots for the team that's losing, no matter if its Mica or not. And students do no react well. She fades from glory and never regains her initial spice.
Stargirl would be an absolutely terrific novel to teach to high-schoolers. It should be on the shelves of any independent reading library for young adolescents. It teaches a message of being yourself. Stargirl's antics are heartwarming and are for all the right reasons. She is never one to judge and loves everyone for their inner soul. She is so dang innocent, but she really knows what she's doing. Stargirl's life goal is to make people happy, how can you not like a girl like this? The other message this novel puts forth to young adults is not to judge someone. Stargirl's melancholy demeanor after she is ridiculed on the television program and for her cheerleading stunts demonstrate to young readers the effect that bullying or chastising can have on a young girl, even one with so much kindness in their hearts. Spinelli's book is fun, quick, hopeful read that takes the reader away for the traditional school culture we see in many other YA novels.
Wednesday, May 4, 2011
Joyce Carol Oates' Big Mouth and Ugly Girl
Big Mouth & Ugly Girl is a book about two high-schoolers, Matt and Ursula. Matt is accused of plotting to do...something...to his school; perhaps a bomb threat or a school shooting. It is revealed, however, that he was overheard saying something out of context, and the context was intentionally wrongly assumed to get the young man into deep trouble. However, young Ursula, who isn't really Matt's friend at all, comes to help him because she overheard the entire conversation and knows fully well that Matt was just a young jokester, and he really enjoyed school.
The book is about dealing with issues one faces in high school and the emotional despair one can suffer when the entire school knows something about you that hurts your reputation. Matt's reputation was tarnished and he lost nearly all credibility; his best friends stopped talking to him and, even though he was one of the most popular boys, was now being bullied around.
Ursula, however, demonstrates to young readers a common theme I have noticed in young adult literature: how, and the logical reasoning and and answering of the ubiquitous question why?, to do the right thing. It is a lesson of morals, and a lesson on friendship. At first, Ursula is afraid to talk to Matt about his situation, and she goes through emotional turmoil herself because of her family dynamic at home. But she soon realizes that Matt needs help, both emotionally and with the problem at school. She tells the principal immediately, because she realizes the consequences Matt could incur if this misinformation spreads, or even potentially, leads to his indictment.
There are some side stories in the novel about corruption, evil, and family dynamic, but the friendship that erupts out of all the turmoil accentuates the capacity that young adults have for caring for one another in the face of adversity. Ursula consoles Matt, they go through troubles, Matt's dog is stolen and he breaks down, but Ursula is always there. They are seen together in school and chastised, but Ursula is strong enough to ignore this ignorance. Eventually, because of their strong bond, they convince, without doing much emphatic convincing, the rest of their peers that these matters really aren't that big of a deal. They are both good kids, and they both do the right thing. They are to be admired and looked up to, and eventually the student body realizes this and the school goes back to it's old, normal ways, all thanks to kindly Ursula Riggs. This would be a great theme to teach freshman students: the social mores, friendship in the face of adversity, and simply doing the right thing even when it is tough to do and may affect your social reputation, perhaps one of the most important things to a high school student.
The book is about dealing with issues one faces in high school and the emotional despair one can suffer when the entire school knows something about you that hurts your reputation. Matt's reputation was tarnished and he lost nearly all credibility; his best friends stopped talking to him and, even though he was one of the most popular boys, was now being bullied around.
Ursula, however, demonstrates to young readers a common theme I have noticed in young adult literature: how, and the logical reasoning and and answering of the ubiquitous question why?, to do the right thing. It is a lesson of morals, and a lesson on friendship. At first, Ursula is afraid to talk to Matt about his situation, and she goes through emotional turmoil herself because of her family dynamic at home. But she soon realizes that Matt needs help, both emotionally and with the problem at school. She tells the principal immediately, because she realizes the consequences Matt could incur if this misinformation spreads, or even potentially, leads to his indictment.
There are some side stories in the novel about corruption, evil, and family dynamic, but the friendship that erupts out of all the turmoil accentuates the capacity that young adults have for caring for one another in the face of adversity. Ursula consoles Matt, they go through troubles, Matt's dog is stolen and he breaks down, but Ursula is always there. They are seen together in school and chastised, but Ursula is strong enough to ignore this ignorance. Eventually, because of their strong bond, they convince, without doing much emphatic convincing, the rest of their peers that these matters really aren't that big of a deal. They are both good kids, and they both do the right thing. They are to be admired and looked up to, and eventually the student body realizes this and the school goes back to it's old, normal ways, all thanks to kindly Ursula Riggs. This would be a great theme to teach freshman students: the social mores, friendship in the face of adversity, and simply doing the right thing even when it is tough to do and may affect your social reputation, perhaps one of the most important things to a high school student.
Tuesday, May 3, 2011
Gary Paulsen's The Hatchet
No book has stuck out to me more from my childhood than The Hatchet. Simply put, Paulsen's work is a masterpiece. I grew up in an urban setting, not knowing much about the wild or islands or survival. Paulsen's work places teenage Brian on an island alone after his bush pilot has a heart attack. When I first read this book I must've been 12. Now, twice that age, this book has an even deeper connection to me. Brian is a boy that never gives up hope, even facing some of the most difficult adversities a person can deal with. He becomes a man throughout the novel. He is a young boy that any reader could look up to. Most people in his situation would be completely hopeless, but Brian knows that he must see his parents again. Adding on to his difficult situation, he holds a secret about his parent's divorce that tears him up emotionally. The Secret, it is revealed, is that his mother cheated on his father. His father doesn't know this and Brian seems to plan on telling his father, although in the end he chooses not to do so. I alluded to many themes present in the text on my website, but I have always wondered why he never told his father.
As he matured on the island, he must've realized how much of an impact the secret would have on his father emotionally. He was bright enough to realize that this could create further disparity between his parents. Interestingly, the Secret was kind of what kept Brian going. He had something to cling to, something that only he knew, and that maybe, just maybe, if he survived it wouldn't be his secret anymore. Whatever the reason Paulsen created the secret for, it was an important part of Brian's coming-of-age. He is no closer at the beginning of the book to telling his father about the affair, but everything else about his has changed. He is far more pensive, thinking about every little thing and scrutinizing every action. He marvels at the mass consumerism around him. It's funny, Paulsen probably didn't write this book to teach young adults about the effects of consumerism on their demographic, but it certainly teaches a lesson that we should not take for granted what we have available to us. Every day I think about this. I am not giving the book full credit for this, but it definitely helped in my formative adolescence. Its interesting to think that I have grocery stores down the block from my house, but then I watch a documentary on other cultures in remote areas of the world and see how some people risk their lives daily to provide family for their food. It is demoralizing, but I have become so desensitized by the media that it hardly affects my emotions at all. However, books like Paulsen's really spread great messages to young adults, and I really believe that this inspiring, thoughtful, moral tale can teach young adults quite a bit about growing up.
As he matured on the island, he must've realized how much of an impact the secret would have on his father emotionally. He was bright enough to realize that this could create further disparity between his parents. Interestingly, the Secret was kind of what kept Brian going. He had something to cling to, something that only he knew, and that maybe, just maybe, if he survived it wouldn't be his secret anymore. Whatever the reason Paulsen created the secret for, it was an important part of Brian's coming-of-age. He is no closer at the beginning of the book to telling his father about the affair, but everything else about his has changed. He is far more pensive, thinking about every little thing and scrutinizing every action. He marvels at the mass consumerism around him. It's funny, Paulsen probably didn't write this book to teach young adults about the effects of consumerism on their demographic, but it certainly teaches a lesson that we should not take for granted what we have available to us. Every day I think about this. I am not giving the book full credit for this, but it definitely helped in my formative adolescence. Its interesting to think that I have grocery stores down the block from my house, but then I watch a documentary on other cultures in remote areas of the world and see how some people risk their lives daily to provide family for their food. It is demoralizing, but I have become so desensitized by the media that it hardly affects my emotions at all. However, books like Paulsen's really spread great messages to young adults, and I really believe that this inspiring, thoughtful, moral tale can teach young adults quite a bit about growing up.
Watt Key's Alabama Moon
Alabama Moon is the tale of ten-year-old Moon Blake, a naive boy who has just lost his father and knows not how to assimilate into society due to his growing up in a hideout in the Alabama forest. I touched on a lot of themes on my website I created for this text and others, and the link is mentioned in my previous post. The one I'd like to talk a bit about here, that I did not give much credence to earlier is that of friendship. Moon helped orchestrate an escape from the boy's center he was staying in with the help of two new friends Hal and Kit. They form an unlikely bond and escape into a dense national forest with virtually nothing. Hal and Kit don't know the first thing about surviving the wild, but with the help of knowledgable Moon they hope to survive.
Unfortunately, Kit has an undisclosed illness (perhaps cancer) and doesn't realize that he requires medicine to stay alive. He alludes to this earlier in the novel, but he acts as if he doesn't need the medicine much longer. Moon's father, at the beginning of the novel, died from an infection in his leg that spread. The infection could have been prevented by synthetic medicines, but Moon's father relied on their natural surroundings as medicine. Unfortunately, Moon's father didn't make it. It seems very irresponsible of a father to not think pragmatically and realize what effect his death would have on a ten-year-boy with nothing. Moon reflects on his father's death with much dismay. He mourns, but eventually realizes he must go. He seeks to go to Alaska because there are more people like him. But the walk from Alabama to Alaska is no easy task for a young boy, despite his upbringing in the wilderness.
Hal decides that he must leave and that is was unwise to escape into the forest. He follows a trail along a river with the advisement of Moon and eventually finds a way to his father's home. When Kit's sickness becomes unbearable, Moon searches throughout the forest for traditional medicines his father used. He applies them all and gives them to Kit, but none of them work. Moon must make a choice: does he disobey's his father's ideals and take Kit back to civilization or does he hope that Kit gets better? Moon chooses the former and saves Kit for the time being.
At the end of the novel Moon is saved by Mr. Wellington, lawyer and landowner of the hideout that Moon grew up in. Moon's last wish before being eschewed down to southern Alabama to stay with his newfound family is to see Kit and Hal. The strong bond the boys developed in the novel is a great theme for young readers out there. It demonstrates the capacity for young boys to feel and bond. Some boys may find it difficult to deal with tough situations, but with the help of friends, they can be carried through. The boys survive the escape because they cared so much for one another that they would not let anyone get in the way. There are moral lessons to be learned throughout the text but the greatest one is that of having good friends around. They really are the glue that holds young boys together.
Unfortunately, Kit has an undisclosed illness (perhaps cancer) and doesn't realize that he requires medicine to stay alive. He alludes to this earlier in the novel, but he acts as if he doesn't need the medicine much longer. Moon's father, at the beginning of the novel, died from an infection in his leg that spread. The infection could have been prevented by synthetic medicines, but Moon's father relied on their natural surroundings as medicine. Unfortunately, Moon's father didn't make it. It seems very irresponsible of a father to not think pragmatically and realize what effect his death would have on a ten-year-boy with nothing. Moon reflects on his father's death with much dismay. He mourns, but eventually realizes he must go. He seeks to go to Alaska because there are more people like him. But the walk from Alabama to Alaska is no easy task for a young boy, despite his upbringing in the wilderness.
Hal decides that he must leave and that is was unwise to escape into the forest. He follows a trail along a river with the advisement of Moon and eventually finds a way to his father's home. When Kit's sickness becomes unbearable, Moon searches throughout the forest for traditional medicines his father used. He applies them all and gives them to Kit, but none of them work. Moon must make a choice: does he disobey's his father's ideals and take Kit back to civilization or does he hope that Kit gets better? Moon chooses the former and saves Kit for the time being.
At the end of the novel Moon is saved by Mr. Wellington, lawyer and landowner of the hideout that Moon grew up in. Moon's last wish before being eschewed down to southern Alabama to stay with his newfound family is to see Kit and Hal. The strong bond the boys developed in the novel is a great theme for young readers out there. It demonstrates the capacity for young boys to feel and bond. Some boys may find it difficult to deal with tough situations, but with the help of friends, they can be carried through. The boys survive the escape because they cared so much for one another that they would not let anyone get in the way. There are moral lessons to be learned throughout the text but the greatest one is that of having good friends around. They really are the glue that holds young boys together.
Sunday, May 1, 2011
Wills Hobbs' The Maze and Far North
Hobbs' novels The Maze and Far North are both survivalist, coming-of-age tales about young boys that are 'lost'. Gabe, in Far North, is lost with his new roommate Raymond in Canada's Northern Territories. Rick, from The Maze, is lost within himself. He has no family, no real friends, and no guidance in life. All he had was a social worker and even the social worker was fired after a corruption scheme unfolded.
The great thing about Hobbs' style is that his novels are fast-paced, engaging, and are beautifully descriptive. They are often in nature and in remote settings. He includes a map at the very beginning of most of his works to give his reader, an intended YA audience, a concrete example of where the boys in his tales are. I don't want to get into the plots of the texts too much as you can find the plots and more on the themes of the novels on my website, right here.
The benefit of these books to young adults is the positive role models apparent in the boys as they mature into more formative adolescents. Gabe is forced to survive in conditions that he has never experienced before. In addition, he forms a bonding relationship with Raymond as they help one another to survive winter in one of the toughest settings on Earth. The boys have their wits about them and never give up. That, perhaps, is the reason they survived more than anything; the boys were full of hope. They used one another as resources; hiding the meat from the bear, one staying along with the moose meat and the other taking it back to the cabin, and Gabe dragged Raymond on his toboggan across very sketchy patches of ice and over a hundred miles toward Nahanni Butte. The gave the reader a thrill and demonstrated how two young men never give up hope and form a friendship that leads them to survival.
Rick was a boy who had no one. He never knew his father, his mother gave him up, and his grandmother died. The courts shuffled him around foster homes and he landed in Blue Canyon Detention Center. Rick was courageous; he snitched on a corruption scandal and faced a brutal beating if he didn't escape. He serves as a very positive role models to youth not because he escaped, but because he didn't get into a physical confrontation. Furthermore, he did the right thing, and that sometimes is the toughest thing to do. At the end of the text he did the right thing again, and once again it was a tough decision. He risked his life trying to save Leo, and through Leo's tutelage he saved Leo from inevitable death. Leo was a very positive mentor as he warmed up to Rick throughout the novel and acted as a surrogate father taking him back to court to straighten the situation out. Both were great role models for young readers, especially those faced with the decision of doing the right thing though its difficult, or apathy.
The great thing about Hobbs' style is that his novels are fast-paced, engaging, and are beautifully descriptive. They are often in nature and in remote settings. He includes a map at the very beginning of most of his works to give his reader, an intended YA audience, a concrete example of where the boys in his tales are. I don't want to get into the plots of the texts too much as you can find the plots and more on the themes of the novels on my website, right here.
The benefit of these books to young adults is the positive role models apparent in the boys as they mature into more formative adolescents. Gabe is forced to survive in conditions that he has never experienced before. In addition, he forms a bonding relationship with Raymond as they help one another to survive winter in one of the toughest settings on Earth. The boys have their wits about them and never give up. That, perhaps, is the reason they survived more than anything; the boys were full of hope. They used one another as resources; hiding the meat from the bear, one staying along with the moose meat and the other taking it back to the cabin, and Gabe dragged Raymond on his toboggan across very sketchy patches of ice and over a hundred miles toward Nahanni Butte. The gave the reader a thrill and demonstrated how two young men never give up hope and form a friendship that leads them to survival.
Rick was a boy who had no one. He never knew his father, his mother gave him up, and his grandmother died. The courts shuffled him around foster homes and he landed in Blue Canyon Detention Center. Rick was courageous; he snitched on a corruption scandal and faced a brutal beating if he didn't escape. He serves as a very positive role models to youth not because he escaped, but because he didn't get into a physical confrontation. Furthermore, he did the right thing, and that sometimes is the toughest thing to do. At the end of the text he did the right thing again, and once again it was a tough decision. He risked his life trying to save Leo, and through Leo's tutelage he saved Leo from inevitable death. Leo was a very positive mentor as he warmed up to Rick throughout the novel and acted as a surrogate father taking him back to court to straighten the situation out. Both were great role models for young readers, especially those faced with the decision of doing the right thing though its difficult, or apathy.
Jean Craighead George's Julie of the Wolves
I recently completed an individual inquiry project on young adult adventure/survival tales. I compared them to coming-of-age stories and related the fact that pretty much all of the survivalist tales I have read in YA literature are indeed coming-of-age tales. The one common factor among all the books I read for the project, Far North, The Maze, Alabama Moon, The Hatchet, is all the lead characters were male. Julie of the Wolves bumped the trend, and it really is good to see the perspective of a young girl in a 'survivalist' type situation, where one is out in the wild with scarce resources, so that young girls reading texts like these have someone to relate to.
The wolf-pack that Miyax adapts with and learns to survive from is symbolic of how we learn from humans around us and adapt to what others do. Young people reading this in a classroom will begin to understand how to learn from others and gain acceptance, as Miyax gained acceptance into the pact and was able to stay alive because of her adaptability.
We again see a theme of rape, and how Julie deals with this in her flashback is important. Although it is not explicit, as this is a YA (or even children's) novel, the presence of the abuse welcomes an opportune time to teach about the emotional ramifications of rape and sexual abuse. Julie decided to run away to San Francisco rather than dealing with the issue up front and this lead her to further unhappiness. She was clearly naive in her belief that she could make it, but it shows the extreme lengths some are willing to go through to escape such a situation.
The book also opens up the opportunity to explore Inuit (or Eskimo, depending on your location) culture. This incredibly rich culture preceded the Anglo presence in America and is not often seen in YA texts. It is obviously present in history classrooms but that is primarily surface information. This takes the reader into the mindset and lifestyle of an Inuit. This could lead to interdisciplinary assessments, or the educator could teach a nonfiction piece on Inuit culture. Also, the coming-of-age tale could be compared to The Absolutely True Diary of a Part-Time Indian when comparing Native culture in an Inuit village and native culture in a village on a rez in the U.S. Also, this book could be taught alongside any of the texts I read for my individual inquiry project to explore the differences in experiences and themes of a novel focusing on a survivalist/coming-of-age tale between a young girl and a young boy.
The wolf-pack that Miyax adapts with and learns to survive from is symbolic of how we learn from humans around us and adapt to what others do. Young people reading this in a classroom will begin to understand how to learn from others and gain acceptance, as Miyax gained acceptance into the pact and was able to stay alive because of her adaptability.
We again see a theme of rape, and how Julie deals with this in her flashback is important. Although it is not explicit, as this is a YA (or even children's) novel, the presence of the abuse welcomes an opportune time to teach about the emotional ramifications of rape and sexual abuse. Julie decided to run away to San Francisco rather than dealing with the issue up front and this lead her to further unhappiness. She was clearly naive in her belief that she could make it, but it shows the extreme lengths some are willing to go through to escape such a situation.
The book also opens up the opportunity to explore Inuit (or Eskimo, depending on your location) culture. This incredibly rich culture preceded the Anglo presence in America and is not often seen in YA texts. It is obviously present in history classrooms but that is primarily surface information. This takes the reader into the mindset and lifestyle of an Inuit. This could lead to interdisciplinary assessments, or the educator could teach a nonfiction piece on Inuit culture. Also, the coming-of-age tale could be compared to The Absolutely True Diary of a Part-Time Indian when comparing Native culture in an Inuit village and native culture in a village on a rez in the U.S. Also, this book could be taught alongside any of the texts I read for my individual inquiry project to explore the differences in experiences and themes of a novel focusing on a survivalist/coming-of-age tale between a young girl and a young boy.
M. T. Anderson's Feed
This is a book I can't stop thinking about. It was published in 2002 before text messaging was common and the Internet was in its adolescent stages. Cell phones were toddlers waiting to erupt with applications and face-to-face chat a la Skype. Now we have augmented reality applications like Yelp that tell us what we're looking at, ratings on the restaurant or product, and other pieces of information. There are new barcodes called QR codes that can contain a seemingly infinite amount of information on a product and all one needs is a phone with the app capability to find all of this out.
And then we have Feed. I did the math and the book seems to take place about sixty or seventy years from right now. It seems like a strange reality, a world where babies are no longer conceived by womb, but rather grow. Sound familiar? That's because this is becoming a real possibility. We are growing animals in petri dishes and consuming them. It is certainly a feasibility.
There is also 'Feednet' from which the book takes its name. Feednet is a type of alternative Internet that attaches to the human brain and allows users to connect with one another and communicate without speaking. It also displays to its users, or rather consumers, prices and information of products as they are looking at them. This isn't far off at all. We have text messaging now, where texters in a room together can communicate instantly without speaking and can go unbeknownst to others in the room not involved in the text conversations. We have the aforementioned augmented reality apps as well. Anderson's future is not far off at all. One thing missing from Feednet in society: the attachment to the brain. However...if we all carry our cell phones around with us at all times and often feel 'naked' without them, how is this much different? Take a walk through a stretch of downtown Chicago, or a college campus, and most people will probably have their cell phones in hand. We have become androids without even knowing it. This isn't necessarily a bad thing, but the repercussions can be damaging.
These repercussions are evident in Anderson's text: they become so reliable on Feednet that if it is 'hacked' it can malfunction and thus is fatal as it is attached to the brain. Although the loss of a cell phone is not fatal, it certainly is emotionally damaging. The other ramifications are the loss of vernacular. In the text, Titus, the central character, barely can hold an intelligent conversation and when speaking to his love interest Violet's father, does not understand a word he is speaking. I have thought about this a lot lately and I experience this myself. I start saying thing and that and using non-definitive pronouns in place of the words used to define the items or places or what have you. People do this all the time. Instead of searching for the absolute correct word in their brains, they just come up with whatever they think of, maybe trying to explain it, but often we just have to assume, and miscommunication can become rampant.
This is certainly a dystopian work, but also a poignant and necessary one. Students need to read this to understand where their generation can head if we become too dependent on technology and consumerism. It is important that texts like these be written so we can make ourselves more aware of our future and understand the implications that come along with advents in technology.
And then we have Feed. I did the math and the book seems to take place about sixty or seventy years from right now. It seems like a strange reality, a world where babies are no longer conceived by womb, but rather grow. Sound familiar? That's because this is becoming a real possibility. We are growing animals in petri dishes and consuming them. It is certainly a feasibility.
There is also 'Feednet' from which the book takes its name. Feednet is a type of alternative Internet that attaches to the human brain and allows users to connect with one another and communicate without speaking. It also displays to its users, or rather consumers, prices and information of products as they are looking at them. This isn't far off at all. We have text messaging now, where texters in a room together can communicate instantly without speaking and can go unbeknownst to others in the room not involved in the text conversations. We have the aforementioned augmented reality apps as well. Anderson's future is not far off at all. One thing missing from Feednet in society: the attachment to the brain. However...if we all carry our cell phones around with us at all times and often feel 'naked' without them, how is this much different? Take a walk through a stretch of downtown Chicago, or a college campus, and most people will probably have their cell phones in hand. We have become androids without even knowing it. This isn't necessarily a bad thing, but the repercussions can be damaging.
These repercussions are evident in Anderson's text: they become so reliable on Feednet that if it is 'hacked' it can malfunction and thus is fatal as it is attached to the brain. Although the loss of a cell phone is not fatal, it certainly is emotionally damaging. The other ramifications are the loss of vernacular. In the text, Titus, the central character, barely can hold an intelligent conversation and when speaking to his love interest Violet's father, does not understand a word he is speaking. I have thought about this a lot lately and I experience this myself. I start saying thing and that and using non-definitive pronouns in place of the words used to define the items or places or what have you. People do this all the time. Instead of searching for the absolute correct word in their brains, they just come up with whatever they think of, maybe trying to explain it, but often we just have to assume, and miscommunication can become rampant.
This is certainly a dystopian work, but also a poignant and necessary one. Students need to read this to understand where their generation can head if we become too dependent on technology and consumerism. It is important that texts like these be written so we can make ourselves more aware of our future and understand the implications that come along with advents in technology.
Friday, April 15, 2011
Sharon Draper's Romiette y Julio
Romiette and Julio is the most self-aware YA book I think I've ever read. Sharon Draper's characters make several references to the fact that their names are so relative to that of Shakespeare. I've read Draper's other novels and they all follow the same style. This style is likely effective with adolescents but it didn't hit home too much for me. There is certainly a level of foreshadowing that is teachable to high school aged children, as the themes are a bit too intimate and mature for a younger audience.
As far as the style, the chapters are relatively short, and Draper includes words in every chapter that a typical teenager would have to look up in the dictionary or check for context to understand the definition. In this aspect, its another teachable element. The foreshadowing thats present, especially when Romiette and her friend Destiny are talking about the superstition of making a wish when the clock displays identical numbers across. That theme reappears at the end, playing a role in how Ben and Destiny develop hope that Romi and Julio have survived. It was also evident with the sacking, or rather 'transfer', on Nannette, the newscaster. She fumbled with the lines with her anchor and reporting duties a bit much. I found it to be overkill, however, and I think Draper was a little emphatic and overzealous with this character.
The themes, however, are ones that teens need to be exposed to, especially in literature. I think thats where the teachability comes in for this text. The gang, Devildogs or The Family, is ruthless and commits senseless acts of disturbance, including kidnapping Romi and Julio, as most acts committed by gangs are indeed senseless. I think Draper paints this in a pragmatic and comprehensive manner for teens to understand that gangs are indeed senseless. The inclusion of Julio's father Luis as this hardened man who doesn't want to see his son dating a girl outside their race is also one that is common in real life as well. I am sure some teen readers of this text have a parent or two like this, and eventually Luis comes around as he realizes that not everyone should be judged or generalize, and that in fact no one can be judged based on something so arbitrary such as race.
So, while Draper has written a novel for a specific audience, I wouldn't recommend this text to everyone. I know that certainly an urban teenager would enjoy this novel, and perhaps it has a place in a city classroom. That's not to say that a rural community wouldn't 'get' this novel, but I feel that an urban community could relate to the novel more, and it does take place in a city as well. The themes are still relevant to those outside the cities, and so depending on the school's curriculum, this could be part of an independent reading unit.
As far as the style, the chapters are relatively short, and Draper includes words in every chapter that a typical teenager would have to look up in the dictionary or check for context to understand the definition. In this aspect, its another teachable element. The foreshadowing thats present, especially when Romiette and her friend Destiny are talking about the superstition of making a wish when the clock displays identical numbers across. That theme reappears at the end, playing a role in how Ben and Destiny develop hope that Romi and Julio have survived. It was also evident with the sacking, or rather 'transfer', on Nannette, the newscaster. She fumbled with the lines with her anchor and reporting duties a bit much. I found it to be overkill, however, and I think Draper was a little emphatic and overzealous with this character.
The themes, however, are ones that teens need to be exposed to, especially in literature. I think thats where the teachability comes in for this text. The gang, Devildogs or The Family, is ruthless and commits senseless acts of disturbance, including kidnapping Romi and Julio, as most acts committed by gangs are indeed senseless. I think Draper paints this in a pragmatic and comprehensive manner for teens to understand that gangs are indeed senseless. The inclusion of Julio's father Luis as this hardened man who doesn't want to see his son dating a girl outside their race is also one that is common in real life as well. I am sure some teen readers of this text have a parent or two like this, and eventually Luis comes around as he realizes that not everyone should be judged or generalize, and that in fact no one can be judged based on something so arbitrary such as race.
So, while Draper has written a novel for a specific audience, I wouldn't recommend this text to everyone. I know that certainly an urban teenager would enjoy this novel, and perhaps it has a place in a city classroom. That's not to say that a rural community wouldn't 'get' this novel, but I feel that an urban community could relate to the novel more, and it does take place in a city as well. The themes are still relevant to those outside the cities, and so depending on the school's curriculum, this could be part of an independent reading unit.
Monday, April 11, 2011
Jennifer Cervantes' Tortilla Sun
Never has a book such as Tortilla Sun made me want to eat food so badly. But that certainly isn't the only entertaining aspect of the novel. Tortilla Sun is about a little girl who is sent to New Mexico to stay with her family for a summer, ostensibly because of her mother seeking a higher education, but also to introduce her to the culture that she was always a part of but never fully realized. This book was written with the setting, New Mexico, clearly in mind. The adobe houses, the color of the sunset over the village, the dresses and attire that the village people wear. It is all so surreal yet so stunning. This book could double as a travel advertisement for New Mexico. THe village is a character in and of itself in this text. It has an old life, including all the stories the people in the village tell, and a new life, with a rebuilt church, panaderias and adobe flats. Even the homes themselves have old souls inside, as evidenced by the doorways being too low for those of a growing generation (literally).
The story is similar to that of Mexican White Boy in that we have a character who is Mexican but doesn't speak Spanish, never really was introduced to the Mexican culture, and is forced beyond their will to stay with their Mexican family they know nothing about for the summer. Beyond that, it is a search for the main character, a young pre-teen by the name of Izzy (or Isadora, or Izzy Bella, or Bella, depending on when and who you are). She is the most enlightening character of the bunch. By this I mean she has so much we can learn from with her innocence and youth. She is afraid to come to New Mexico but adapts very quickly, realizing that these people in the village have stories about her father that she never knew. The story also involves a young girl, Maggie, and a boy Izzy's age that acts as sort of a romantic interest. Izzy is as sweet as cherry pie and all the village people seem to recognize this immediately. She seeks to understand what words belong on her baseball, as the only two words, Because and Magic, sandwich two invisible words. Throughout her journey Izzy seeks to find out what this means. She projects her young heart unto others and seems to give good spirits to anyone she comes in contact with, almost her own innate 'magical' ability to inspire and give hope.
Its hard to tell who this text appeals to. I truly believe that anyone could read this and enjoy it. I'm a nearly 25-year-old man and I loved it. I think that some secondary students may feel that if they were 'forced' to read this, they may object because of the adolescent characters in the text. The truth is, if you enjoy reading, you'll probably enjoy this book. It is a sweet tale of innocence and could easily be taught to a lower-middle-school reading or language arts class with a chapter a day. The chapters largely contain interesting and often magical tales, and it really gets the reader a good insight on traditional, and in this case Mexican, storytelling and culture. It is for that reason that this is such a fun book to read. Cervantes does a masterful job at turning this piece of literature into an art. I think that those of any age who enjoy to pick up a light-hearted, good-spirited tale would enjoy Tortilla Sun.
The story is similar to that of Mexican White Boy in that we have a character who is Mexican but doesn't speak Spanish, never really was introduced to the Mexican culture, and is forced beyond their will to stay with their Mexican family they know nothing about for the summer. Beyond that, it is a search for the main character, a young pre-teen by the name of Izzy (or Isadora, or Izzy Bella, or Bella, depending on when and who you are). She is the most enlightening character of the bunch. By this I mean she has so much we can learn from with her innocence and youth. She is afraid to come to New Mexico but adapts very quickly, realizing that these people in the village have stories about her father that she never knew. The story also involves a young girl, Maggie, and a boy Izzy's age that acts as sort of a romantic interest. Izzy is as sweet as cherry pie and all the village people seem to recognize this immediately. She seeks to understand what words belong on her baseball, as the only two words, Because and Magic, sandwich two invisible words. Throughout her journey Izzy seeks to find out what this means. She projects her young heart unto others and seems to give good spirits to anyone she comes in contact with, almost her own innate 'magical' ability to inspire and give hope.
Its hard to tell who this text appeals to. I truly believe that anyone could read this and enjoy it. I'm a nearly 25-year-old man and I loved it. I think that some secondary students may feel that if they were 'forced' to read this, they may object because of the adolescent characters in the text. The truth is, if you enjoy reading, you'll probably enjoy this book. It is a sweet tale of innocence and could easily be taught to a lower-middle-school reading or language arts class with a chapter a day. The chapters largely contain interesting and often magical tales, and it really gets the reader a good insight on traditional, and in this case Mexican, storytelling and culture. It is for that reason that this is such a fun book to read. Cervantes does a masterful job at turning this piece of literature into an art. I think that those of any age who enjoy to pick up a light-hearted, good-spirited tale would enjoy Tortilla Sun.
Matt de la Pena's Mexican White Boy
This one was a rather interesting text. Basically, it's about a mixed-race boy who grapes who in a culturally 'white' area and is thrusted into a world one summer much different from his: an ubran, Mexican-American community. He goes from posh bay-area California to southern California, and to Danny (the him I referred to) these are two different planets. That's the plot. But the book is about much more than that. It is about the struggle a young boy has with his own identity and how he is treated in a community where he is largely different than those around him. He doesn't speak Spanish, doesn't have dark brown skin, and doesn't have an accent. He dresses preppy and the kids around him, as kids often do, chastise him because he's different.
I think this last angle is the most important to focus on. As a future educator, I find deep issue with this. All too often I hear stories of children who are ostracized and made fun of because of some difference they have with the mainstream of whatever culture they are currently surrounded by. Some examples: physical disabilities, skin color, religion, and the way one dresses. All of these things, from what I have experienced or seen anecdotally, and from what I've read in books, textbooks, and seen in film, are all common experiences for the child that is different. The reason I think this angle is so important, then, is because I think we need a cultural shift. We need to start educating our youth to embrace diversity and to recognize that being different isn't so bad after all. In fact, being different and unique is what makes US, as individuals, who we are. It's good and fun to be a part of the common culture, but we must also embrace our own individuality. And I think this text does a good job, especially in a subtle manner, at educating young adolescent readers that being different isn't bad at all and that making fun of someone just because they are different is not the right thing to do.
Another theme the book focuses on is 'judging a book by its cover'. Danny is initially judged not only because of his difference in appearance but because he is shy and quiet. He rarely speaks, even though the kids around him speak English primarily. He is shy because he's the new person. Not everyone is reluctant to embrace him immediately, however, and this shows that you don't have to be strong to be the one to stand out and embrace someone because of their difference or their inability to speak. I think I've seen this a lot in YA lit thus far, the inability to speak up for whatever reason. This text reinforces that. I think another issue that is addressed that is important to youth is cutting (one's wrist, not class). This is a difficult issue to cover and discuss with young readers. It is important, however, because it is a fairly common occurrence, relatively speaking, and these young readers must understand the harm cutting can cause, not just to one's self, but to others as well. This would be a great text to cover in a multi-cultural literature unit, or with sections taken out to discuss themes of identity and culture.
I think this last angle is the most important to focus on. As a future educator, I find deep issue with this. All too often I hear stories of children who are ostracized and made fun of because of some difference they have with the mainstream of whatever culture they are currently surrounded by. Some examples: physical disabilities, skin color, religion, and the way one dresses. All of these things, from what I have experienced or seen anecdotally, and from what I've read in books, textbooks, and seen in film, are all common experiences for the child that is different. The reason I think this angle is so important, then, is because I think we need a cultural shift. We need to start educating our youth to embrace diversity and to recognize that being different isn't so bad after all. In fact, being different and unique is what makes US, as individuals, who we are. It's good and fun to be a part of the common culture, but we must also embrace our own individuality. And I think this text does a good job, especially in a subtle manner, at educating young adolescent readers that being different isn't bad at all and that making fun of someone just because they are different is not the right thing to do.
Another theme the book focuses on is 'judging a book by its cover'. Danny is initially judged not only because of his difference in appearance but because he is shy and quiet. He rarely speaks, even though the kids around him speak English primarily. He is shy because he's the new person. Not everyone is reluctant to embrace him immediately, however, and this shows that you don't have to be strong to be the one to stand out and embrace someone because of their difference or their inability to speak. I think I've seen this a lot in YA lit thus far, the inability to speak up for whatever reason. This text reinforces that. I think another issue that is addressed that is important to youth is cutting (one's wrist, not class). This is a difficult issue to cover and discuss with young readers. It is important, however, because it is a fairly common occurrence, relatively speaking, and these young readers must understand the harm cutting can cause, not just to one's self, but to others as well. This would be a great text to cover in a multi-cultural literature unit, or with sections taken out to discuss themes of identity and culture.
Tuesday, April 5, 2011
Markus Zusak's The Book Thief
The readings for my Young Adult novel class seem to just keep getting better and better. Although this particular text spanned over 550 pages, I was thrilled for probably the last 450.
We have all read the Holocaust texts: Night, Diary of Anne Frank, etc., but never one like this. The text takes the perspective of a very interesting narrator: Death. And Death sort of has a pretty cool perspective. Although he acknowledges that Hitler has forced him to work more than ordinary, he still does his job, which is to carry souls to heaven. Death picks sides though. It is subtle, but Death certainly realizes that what Hitler is doing is atrocious. Strangely, he is probably not even the most interesting character in the book. I would give that award to Liesel Meminger, the little girl that Death narrates and sees three times.
Liesel is a sweet little girl. And a lot of unsweet things happen to her. Her mother is taken away, her brother passes away, and she is sent to be fostered by a family from just outside Munich. I enjoyed the setting because I've lived in Germany previously and could understand what the scenery looked like and picture it fairly easily myself. However, when the prisoners of Dachau are marched through this small town called Molching, that is something fair unimaginable. Thankfully, Liesel's foster Papa isn't as close-minded as some of his German peers. He doesn't see the difference between a Jew and a Gentile. This is probably the most refreshing aspect of the book. I actually enjoyed most of the characters. In fact, they almost all had something to like about.
Rudy Steiner, Liesel's love interest in the text, is a boy who chases his dreams, literally. We are told about halfway into the book that Rudy is going to die young. What we don't know is when (in the book) or how. This, instead of Zusak foreshadowing, creates for a more gripping tale because although his death is expected, we have no idea when we will see him die, or if we will at all. Rudy is just an innocent boy aspiring to be Jesse Owens. I know as a young man myself that I certainly had many athletes I aspired to be (although I never painted my face the color of their skin). It is crushing when we discover that Liesel will never have kissed Rudy, at least not while he's breathing, and we understand that regrets are something we are all to live with. There are so many scenes when I want her to kiss him, so so much, but she doesn't. And by the time that she's willing, she waits for Rudy to ask, but he doesn't. Oh the irony.
And then there's Max. The Word-Shaker. The Standover Man. These are books within this book. And they are some of the sweetest things one could ever concoct given that Max had a kerosine lamp, some buckets of paint, and a copy of Mein Kampf. Mein means "my" in German, and Kampf means "struggle." This text, authored by Hitler, was about his struggle as a prisoner. Max decides to paint over this portrait of a struggle to show Liesel his platonic affection for her and essentially to thank her for helping him get through his sickness and his time in the basement. Perhaps the best part of the text, for me at least, was the final few pages where we discover that Max has entered Mr Steiner's shop looking for Liesel and when she appears and they embrace. It is so poignant, so powerful. It is ironic, even, that one of the few survivors in this text was the lone Jew that we meet.
While I lived in Germany I met many people near my age. I didn't want to be that typical American and bring up beer and Hitler with them right away. But after getting to know them and opening up to them a little here and there I finally had the urge to ask them about their families and what happened in World War II. My grandfathers fought in the war, but on the Pacific front, so all of my knowledge of the European front comes from films or texts. Although what I was told was a secondhand account, I have no reason to disbelieve when many of my friends told me that their grandfathers fought in the war as well. Yes, they were Nazis. However, much like Liesel's Papa, they were not all bad people. Some joined because it was 'kill or be killed.' And perhaps they were anti-semitic. I certainly never asked my grandparents what they thought about the Civil Rights era in America in the 1960's. I kind of wish I had the courage. I suppose I don't want to know the answer if it isn't something I agree with. Anyway, my friends' grandparents primarily joined because it was compulsory. Had they not joined, their families would be put in jeopardy, and my friends may not be here today as a result. What I'm trying to say is that not every German, much like Liesel's Papa, was a bad person. Not every Nazi had the will to kill. Not every Nazi threw Jews in a chamber or an oven. Liesel's Papa was an accurate portrayal of a man we do not often get to see in literature or film on World War II from the German side.
I think that this book is highly teachable, although it is long, and has tough issues to deal with. It certainly should be on the shelves of any language arts teacher with an independent reading library. Even excerpts from the book could be taken. The perspective from Death in the book, however, is one to be lauded and picked apart because it is so vastly different from what many adolescents read about World War II. I'd highly recommend this book to anyone, regardless of their interest in history or not.
We have all read the Holocaust texts: Night, Diary of Anne Frank, etc., but never one like this. The text takes the perspective of a very interesting narrator: Death. And Death sort of has a pretty cool perspective. Although he acknowledges that Hitler has forced him to work more than ordinary, he still does his job, which is to carry souls to heaven. Death picks sides though. It is subtle, but Death certainly realizes that what Hitler is doing is atrocious. Strangely, he is probably not even the most interesting character in the book. I would give that award to Liesel Meminger, the little girl that Death narrates and sees three times.
Liesel is a sweet little girl. And a lot of unsweet things happen to her. Her mother is taken away, her brother passes away, and she is sent to be fostered by a family from just outside Munich. I enjoyed the setting because I've lived in Germany previously and could understand what the scenery looked like and picture it fairly easily myself. However, when the prisoners of Dachau are marched through this small town called Molching, that is something fair unimaginable. Thankfully, Liesel's foster Papa isn't as close-minded as some of his German peers. He doesn't see the difference between a Jew and a Gentile. This is probably the most refreshing aspect of the book. I actually enjoyed most of the characters. In fact, they almost all had something to like about.
Rudy Steiner, Liesel's love interest in the text, is a boy who chases his dreams, literally. We are told about halfway into the book that Rudy is going to die young. What we don't know is when (in the book) or how. This, instead of Zusak foreshadowing, creates for a more gripping tale because although his death is expected, we have no idea when we will see him die, or if we will at all. Rudy is just an innocent boy aspiring to be Jesse Owens. I know as a young man myself that I certainly had many athletes I aspired to be (although I never painted my face the color of their skin). It is crushing when we discover that Liesel will never have kissed Rudy, at least not while he's breathing, and we understand that regrets are something we are all to live with. There are so many scenes when I want her to kiss him, so so much, but she doesn't. And by the time that she's willing, she waits for Rudy to ask, but he doesn't. Oh the irony.
And then there's Max. The Word-Shaker. The Standover Man. These are books within this book. And they are some of the sweetest things one could ever concoct given that Max had a kerosine lamp, some buckets of paint, and a copy of Mein Kampf. Mein means "my" in German, and Kampf means "struggle." This text, authored by Hitler, was about his struggle as a prisoner. Max decides to paint over this portrait of a struggle to show Liesel his platonic affection for her and essentially to thank her for helping him get through his sickness and his time in the basement. Perhaps the best part of the text, for me at least, was the final few pages where we discover that Max has entered Mr Steiner's shop looking for Liesel and when she appears and they embrace. It is so poignant, so powerful. It is ironic, even, that one of the few survivors in this text was the lone Jew that we meet.
While I lived in Germany I met many people near my age. I didn't want to be that typical American and bring up beer and Hitler with them right away. But after getting to know them and opening up to them a little here and there I finally had the urge to ask them about their families and what happened in World War II. My grandfathers fought in the war, but on the Pacific front, so all of my knowledge of the European front comes from films or texts. Although what I was told was a secondhand account, I have no reason to disbelieve when many of my friends told me that their grandfathers fought in the war as well. Yes, they were Nazis. However, much like Liesel's Papa, they were not all bad people. Some joined because it was 'kill or be killed.' And perhaps they were anti-semitic. I certainly never asked my grandparents what they thought about the Civil Rights era in America in the 1960's. I kind of wish I had the courage. I suppose I don't want to know the answer if it isn't something I agree with. Anyway, my friends' grandparents primarily joined because it was compulsory. Had they not joined, their families would be put in jeopardy, and my friends may not be here today as a result. What I'm trying to say is that not every German, much like Liesel's Papa, was a bad person. Not every Nazi had the will to kill. Not every Nazi threw Jews in a chamber or an oven. Liesel's Papa was an accurate portrayal of a man we do not often get to see in literature or film on World War II from the German side.
I think that this book is highly teachable, although it is long, and has tough issues to deal with. It certainly should be on the shelves of any language arts teacher with an independent reading library. Even excerpts from the book could be taken. The perspective from Death in the book, however, is one to be lauded and picked apart because it is so vastly different from what many adolescents read about World War II. I'd highly recommend this book to anyone, regardless of their interest in history or not.
Tuesday, March 29, 2011
John Green's Looking For Alaska
Geez. I certainly can relate to Miles. He's the main character in the book in the title of this blog entry. The number one reason why? Like every other boy, there is a girl in his life that he desires but just cannot have. And after that girl dies? Well, every kid should read this story. Because I certainly would have dealt with it in a much more devastatingly emotional way. Miles and the Colonel are an odd couple. Miles never had friends before really, but I find that hard to believe. I guess a lot of kids have been there before. And that is where he serves as a great influence. Although there is a lot of general tomfoolery in this book, none of it is truly bad. You know...the BAD kind of bad. Like violence and such. He just plays pranks and smokes cigarettes. And while students who read this should certainly stay away from these activities (obviously, and especially, smoking), Miles finds himself, and friends through his newfound sociability. A lot of students might read this and realize that, hey, if Miles can find lifelong friends, maybe they can too? The only thing I am worried about is that some students might see the negative acts and take that as a way to escape the confines or alienation. But I think that would not giving credit to young people. I think that a large majority of them would certainly recognize that smoking and pranks and drinking and the like are common among young adults and there are those who will do it or won't do it regardless of their reading this text.
Alaska. She's that unattainable girl. I found myself wanting to be Miles just so I could talk to her. She seems so...likable, yet she is obviously somewhat psychologically ill. She has dealt with a lot in life, and the death of her mother seems to be the thing that affected her most. That's what makes me apprehensive about saying she is ill in the mind. Everyone goes through emotional turmoil and she just needed someone to be there for her, to help console and counsel her. Unfortunately, that didn't come in time and she died. A few pages before her death, Alaska was giving advice on fellatio, and then was making out with Miles, the boy she often flirted with (and many young men probably wish they were at the time). Unfortunately she made a mistake, and everyone had to emotionally pay for it. In the end, lessons were learned and people moved on, but no one would forget Alaska Young, the girl who chose her own name.
The book also touched on some other great themes that would well suit a young adult classroom. Especially the concept of social cliques and moving upward socially. It isn't that a lot of kids want to be popular, but nearly no one wants to be rejected by all of their peers. Miles felt that way before going to a boarding school states away from his home. His friends, and especially his roommate the Colonel, all helped him grow. Dr. Hyde, however, was the mentor who showed an outright display of compassion. Even at the end, the school's headmaster the Eagle, seemed to favor the young men by acknowledging their prank in honor of Alaska. The story is a great tale and was a fun read and really, although its cliche, a page-turner. I am convinced many young adults would agree. I still am in that in between stage at being twenty-four, and I find that I can relate to some of these issues as they are still fresh in my mind. Kids. will. love. this. book. The pranking and fun and foolishness and then after. The grief. The planning of the major prank. The students all coming together, and banding together. And the subtle tones of religion, especially Buddhist mantra, all cover a wide variety of themes. The book serves not only as an educational tool on school life and culture, but on life itself and how to deal with grief and come together as a group. Miles is the type of boy so many other young boys can relate to and for that and these aforementioned reasons, this book should sit on any young adult curriculum there is.
Alaska. She's that unattainable girl. I found myself wanting to be Miles just so I could talk to her. She seems so...likable, yet she is obviously somewhat psychologically ill. She has dealt with a lot in life, and the death of her mother seems to be the thing that affected her most. That's what makes me apprehensive about saying she is ill in the mind. Everyone goes through emotional turmoil and she just needed someone to be there for her, to help console and counsel her. Unfortunately, that didn't come in time and she died. A few pages before her death, Alaska was giving advice on fellatio, and then was making out with Miles, the boy she often flirted with (and many young men probably wish they were at the time). Unfortunately she made a mistake, and everyone had to emotionally pay for it. In the end, lessons were learned and people moved on, but no one would forget Alaska Young, the girl who chose her own name.
The book also touched on some other great themes that would well suit a young adult classroom. Especially the concept of social cliques and moving upward socially. It isn't that a lot of kids want to be popular, but nearly no one wants to be rejected by all of their peers. Miles felt that way before going to a boarding school states away from his home. His friends, and especially his roommate the Colonel, all helped him grow. Dr. Hyde, however, was the mentor who showed an outright display of compassion. Even at the end, the school's headmaster the Eagle, seemed to favor the young men by acknowledging their prank in honor of Alaska. The story is a great tale and was a fun read and really, although its cliche, a page-turner. I am convinced many young adults would agree. I still am in that in between stage at being twenty-four, and I find that I can relate to some of these issues as they are still fresh in my mind. Kids. will. love. this. book. The pranking and fun and foolishness and then after. The grief. The planning of the major prank. The students all coming together, and banding together. And the subtle tones of religion, especially Buddhist mantra, all cover a wide variety of themes. The book serves not only as an educational tool on school life and culture, but on life itself and how to deal with grief and come together as a group. Miles is the type of boy so many other young boys can relate to and for that and these aforementioned reasons, this book should sit on any young adult curriculum there is.
Thursday, March 10, 2011
G. Neri's Yummy: the Last Days of a Southside Shorty
The two things about Yummy that stuck out to me were: it is a relatively true story about something kids in Chicago can understand and potentially relate, and the graphic novel is a great way to represent such a harrowing tale involving the protagonist/antagonist Yummy.
Any amount of discussions could be started with a text like this. First off: Why did this happen? Why are so many kids in gangs? What can we as society do to ameliorate the problems of gangs, particularly in rough, impoverished areas like the deep southside of Chicago?
As far as teaching this to a group of Chicago teenagers, I think that the graphic novel nature, the low-level reading aspect, the connections to their own city, the age of Yummy and those he affected through his actions, and the problems that still exist today similar in nature to that of the Roseland murders, all enhance the teachability of this book. It could theoretically be done in 2-3 lessons. The important thing is not the strength of the text as it stands alone, or the literacy, but that the story sparks discussion. It gets students wondering, and it keeps them interested.
On p. 50, the narrator Roger asks: "Why was Yummy the way he was?" Students could write essays on this, have group or class discussions, or even do some research into gangland Chicago and its impact on culture and young people in 1990's Chicago. On p. 62, an anonymous reporter was quoted as saying "This young kid fell through the cracks. If this child was protected 5 years ago, you save 2 people. You save the young woman who was killed, and you save the young offender." This definitely could spark debate: was it ever possibly to save Yummy? If so, how? What more can be done for youth in gangs? Was Yummy good or bad or both?
The end of the novel has a quote from the Time reporter who covered Yummy's murder and the subsequent trial and he didn't "know what he found more appalling: [Yummy]'s life or [Yummy]'s death." This is a great question. There are so many angles to focus on. Where does the problem start? How do we go about educating our youth on the atrocities gangland warfare elevates?
The questions Neri poses through this short graphic tale are all great ones and can go a long way in teaching our youth the ramifications of getting involved with gangs and the horrors it can bring, among others.
Any amount of discussions could be started with a text like this. First off: Why did this happen? Why are so many kids in gangs? What can we as society do to ameliorate the problems of gangs, particularly in rough, impoverished areas like the deep southside of Chicago?
As far as teaching this to a group of Chicago teenagers, I think that the graphic novel nature, the low-level reading aspect, the connections to their own city, the age of Yummy and those he affected through his actions, and the problems that still exist today similar in nature to that of the Roseland murders, all enhance the teachability of this book. It could theoretically be done in 2-3 lessons. The important thing is not the strength of the text as it stands alone, or the literacy, but that the story sparks discussion. It gets students wondering, and it keeps them interested.
On p. 50, the narrator Roger asks: "Why was Yummy the way he was?" Students could write essays on this, have group or class discussions, or even do some research into gangland Chicago and its impact on culture and young people in 1990's Chicago. On p. 62, an anonymous reporter was quoted as saying "This young kid fell through the cracks. If this child was protected 5 years ago, you save 2 people. You save the young woman who was killed, and you save the young offender." This definitely could spark debate: was it ever possibly to save Yummy? If so, how? What more can be done for youth in gangs? Was Yummy good or bad or both?
The end of the novel has a quote from the Time reporter who covered Yummy's murder and the subsequent trial and he didn't "know what he found more appalling: [Yummy]'s life or [Yummy]'s death." This is a great question. There are so many angles to focus on. Where does the problem start? How do we go about educating our youth on the atrocities gangland warfare elevates?
The questions Neri poses through this short graphic tale are all great ones and can go a long way in teaching our youth the ramifications of getting involved with gangs and the horrors it can bring, among others.
Wednesday, March 9, 2011
Jacqueline Woodson's After Tupac & D Foster
When I first started reading this text I was wondering what in the world Tupac was doing in the title. What is the significance of this highly acclaimed too-young-to-die rapper from the mid-90's to these three girls, besides the fact that they like his eyes and find his music enjoyable.
I know a little bit about Tupac, and recognize the lyrics and songs mentioned in the text. Specifically, Dear Mama. Tupac wrote the song about his mother raising him and the struggles a single mother must go through to raise a child. On top of this, she was pregnant with him in prison...and she was addicted to crack. Tupac didn't have a great childhood and had it rough. Reading his lyrics and listening to his songs, one can certainly discover this after just a few reads/listens. And then I started thinking about the character D Foster. She had a rough upbringing. Her father isn't around, beginning to end, much like Tupac's. Her mother was disengaged, had drug (particularly alcohol) problems and spent some time away (perhaps prison, much like Tupac's mother). D also grew up in New York. Okay, so we have similarities...but what's the story here? Where is the connection?
D walks in and out of her two friends' lives. She strolled into their lives one day, and eventually strolled right out. This signifies just how Tupac kind of strolled into these young girl's lives with his music, and strolled out upon his death. Maybe he still has mixtapes floating around today, but the man isn't here. It shows the importance of friends, and music, which can often serve as a friend to those without much to appreciate or someone to love. We don't know where D goes at the end of the novel and I don't feel we need to. I've discussed the ending with friends, and they were disappointed because we find no solace. I suppose it is slightly ambiguous what happens to D, but it didn't hand it to the reader on a plate. There is nothing to infer. And sometimes young adults who will read this book should be exposed to these types of endings. There doesn't always need to be a happy ending to these stories, or a sad ending. Life goes on, friends come and go. It is an important lesson we all learn anecdotally at some point, but to have a book show kids that this isn't always a bad thing sends a good message, in my humble opinion.
I know a little bit about Tupac, and recognize the lyrics and songs mentioned in the text. Specifically, Dear Mama. Tupac wrote the song about his mother raising him and the struggles a single mother must go through to raise a child. On top of this, she was pregnant with him in prison...and she was addicted to crack. Tupac didn't have a great childhood and had it rough. Reading his lyrics and listening to his songs, one can certainly discover this after just a few reads/listens. And then I started thinking about the character D Foster. She had a rough upbringing. Her father isn't around, beginning to end, much like Tupac's. Her mother was disengaged, had drug (particularly alcohol) problems and spent some time away (perhaps prison, much like Tupac's mother). D also grew up in New York. Okay, so we have similarities...but what's the story here? Where is the connection?
D walks in and out of her two friends' lives. She strolled into their lives one day, and eventually strolled right out. This signifies just how Tupac kind of strolled into these young girl's lives with his music, and strolled out upon his death. Maybe he still has mixtapes floating around today, but the man isn't here. It shows the importance of friends, and music, which can often serve as a friend to those without much to appreciate or someone to love. We don't know where D goes at the end of the novel and I don't feel we need to. I've discussed the ending with friends, and they were disappointed because we find no solace. I suppose it is slightly ambiguous what happens to D, but it didn't hand it to the reader on a plate. There is nothing to infer. And sometimes young adults who will read this book should be exposed to these types of endings. There doesn't always need to be a happy ending to these stories, or a sad ending. Life goes on, friends come and go. It is an important lesson we all learn anecdotally at some point, but to have a book show kids that this isn't always a bad thing sends a good message, in my humble opinion.
Saturday, March 5, 2011
How Beautiful The Ordinary
There certainly seems to be a lack of literature with characters that might fall into the LGBT 'category' (for lack of a better term). Thinking about this, I am a vegetarian and hardly ever do I see vegetarian characters in novels, short stories, television or film. If I do see them, the medium I see them in goes out of the way to make their vegetarianism an issue central to the show's theme. It is never just left aside, it always takes prominence. The reason for this? Because it goes against the grain; it isn't mainstream. When someone is or does something that isn't what society deems as 'normal' then, in these forms of media, the issue is nearly always a central theme. The great thing about the text How Beautiful the Ordinary is that although there is a character in all of the dozen stories that is either gay, lesbian, bisexual or transgendered, it is not essential to the story's overall progression. Sure the stories might no exist with an LGBT character, but many of the stories don't make it a point to point out to the reader that, "HEY GUYS! Look! Its a gay dude! We need to ride this gay wave to the moon so we can invite readers and show much they are ostracized in society for their lake of sameness!" No, this book isn't like that at all. Its about normal people, normal people who if I may borrow a line from Lady Gaga, are born this way. They are ordinary, just like everyone else. We all have something different about us, and these stories go to show their differences, not in their sexual preferences, but in their daily lives. They are different because we are all different, not because of anything else. Its an arbitrary classification and these stories prove that.
I think the thing I enjoyed most about the text, even though I didn't find all the stories interesting or even full of depth, is the different styles the writers practiced. There is one story, My Life as a Dog that is both interesting in theme and characters as it is for the style it possesses. The story is interrupted by the narrator with side conversations and the style is completely different from the rest of the story itself.
My Virtual World takes a pragmatic look at teenagers and finding love on the internet. Simple fact: this happens, and it happens a LOT more than either we suspect or is evident in contemporary fiction. The style, in that of social networking messages, takes a great look at kids discovering who they are while never interacting with someone face to face. This would be a great story to teach in a modern classroom because of its vast relatability. Kids go online, they go to social networks, and they seek out friends they might not seek out in real life. One could argue the ethics of morals behind this non-traditional form of courting, but it exists nonetheless.
Perhaps my favorite story in the selection is First Time. I would be apprehensive to teach this in a classroom because it portrays the female orgasm in a very mature and sophisticated manner with wonderful prose. What I did like about it the most, however, is the style and form. Back and forth narration between two characters perspectives of an encounter with one another. It seems this could be stretched into a much longer, more in depth story. I could envision a movie following the likes of this. It would be an excellent way to teach multiple perspectives definitely.
I think the thing I enjoyed most about the text, even though I didn't find all the stories interesting or even full of depth, is the different styles the writers practiced. There is one story, My Life as a Dog that is both interesting in theme and characters as it is for the style it possesses. The story is interrupted by the narrator with side conversations and the style is completely different from the rest of the story itself.
My Virtual World takes a pragmatic look at teenagers and finding love on the internet. Simple fact: this happens, and it happens a LOT more than either we suspect or is evident in contemporary fiction. The style, in that of social networking messages, takes a great look at kids discovering who they are while never interacting with someone face to face. This would be a great story to teach in a modern classroom because of its vast relatability. Kids go online, they go to social networks, and they seek out friends they might not seek out in real life. One could argue the ethics of morals behind this non-traditional form of courting, but it exists nonetheless.
Perhaps my favorite story in the selection is First Time. I would be apprehensive to teach this in a classroom because it portrays the female orgasm in a very mature and sophisticated manner with wonderful prose. What I did like about it the most, however, is the style and form. Back and forth narration between two characters perspectives of an encounter with one another. It seems this could be stretched into a much longer, more in depth story. I could envision a movie following the likes of this. It would be an excellent way to teach multiple perspectives definitely.
Saturday, February 26, 2011
Laurie Halse Anderson's Speak
Its hard to find humor in the macabre. This book certainly had its fair share of comedic moments. And it had its fair share of dramatic moments. The scene with the counselor and principal and Melinda where Principal Principal calls her Melissa is both hilarious and unfortunately depressing. She needs help, and maybe deep down wants help, but no one is affording her the attention she deserves. She makes light of these situations throughout the text to bring humor to her plight, but it is easy to see through her and know that she has some emotional scars.
As far as teaching this text, the way Anderson uses Melinda's voice to foreshadow details of the account of her rape are something to behold. Anderson keeps touching on the surface of this incident, of which we have no clue what it is initially. Eventually, with over half the novel completed, we find out what happens to our fair narrator. There are many fragments of foreshadowing throughout the novel that would be excellent to teach students about authorial intent and how to use plot devices such as this, while still teaching an enjoyable text.
Although the novel was written in a contemporary, even post-modern, time, the novel is passionately realistic. The ten lies the school tells students are especially evidential to this. The apathy of the counselors, the nicknames given to students and (especially) teachers, the social outcast(s), the cliques, what Heather finally told Melinda about her personality, guys like Andy Evans (maybe not to the rapist extent, but certainly jockish and unfriendly), and her refusal to talk about what happened (denial, essentially) are all facets of the realistic nature of this text. What this translates to is an engaging read for young (and old) adults because of the connections they can make, especially in relation to our own high school experiences. Another interesting issue to teach would be the rebellious and anti-establishmentarian nature of Melinda. Certainly many students go through these phases, and Melinda's refusal to conform to the cliques can be a bright moment in a rather morbid tale (concerning the rape, at least). Overall, Anderson's text is appealing to audiences both young and old, and is certainly one that should be placed in the hands of young women and men alike.
As far as teaching this text, the way Anderson uses Melinda's voice to foreshadow details of the account of her rape are something to behold. Anderson keeps touching on the surface of this incident, of which we have no clue what it is initially. Eventually, with over half the novel completed, we find out what happens to our fair narrator. There are many fragments of foreshadowing throughout the novel that would be excellent to teach students about authorial intent and how to use plot devices such as this, while still teaching an enjoyable text.
Although the novel was written in a contemporary, even post-modern, time, the novel is passionately realistic. The ten lies the school tells students are especially evidential to this. The apathy of the counselors, the nicknames given to students and (especially) teachers, the social outcast(s), the cliques, what Heather finally told Melinda about her personality, guys like Andy Evans (maybe not to the rapist extent, but certainly jockish and unfriendly), and her refusal to talk about what happened (denial, essentially) are all facets of the realistic nature of this text. What this translates to is an engaging read for young (and old) adults because of the connections they can make, especially in relation to our own high school experiences. Another interesting issue to teach would be the rebellious and anti-establishmentarian nature of Melinda. Certainly many students go through these phases, and Melinda's refusal to conform to the cliques can be a bright moment in a rather morbid tale (concerning the rape, at least). Overall, Anderson's text is appealing to audiences both young and old, and is certainly one that should be placed in the hands of young women and men alike.
Wednesday, February 16, 2011
Suzanne Collins' The Hunger Games
I have read many books over the years and one that stuck with me for quite a long time, since fifth grade, is Gary Paulsen's The Hatchet. I think Suzanne Collins has, not arbitrarily, trumped Paulsen for a novel that will stick with me for ages. The novel is reminiscent of a terrific Japanese film, Battle Royale, and is as thrilling as any movie I've seen lately. The conceptual framework that Collins conceives is utterly fantastic. Obviously, she set the book up to be a series (or so it seems to me) which is great for 1. marketing and 2. as a y.a. novel, getting kids to read, and read a lot. The pace of the book is unbridled, it just keeps going, and keeps the reader wanting more...and more.
The characters are riveting, likable, and fascinating to behold. The construction, and eventual destruction, of the 12-year-old Rue is both disheartening and uplifting. Before Rue's alliance, I constantly wondered what would become of her; such a young girl, everyone but one must die, no real skill beyond leaping from tree to tree. I didn't want her to die, of course, and Collins presented just about the most acceptable murder of a 12-year-old I could ever imagine. The relationship of Peeta and Katniss is one, in an undisclosed time and place (beyond what used to be the United States) helps mask the question of why in the hell society has degraded to the point that everyone must watch a 'game' where out of 24 young people, only one victor wins.
All three parts of the novel are thrilling, although maybe not equal in value. The middle section, with the beginning of the Games, is sort of a Battle Royale meets Lord of the Flies. Coupled with the aforementioned novel, this could be a great unit on survival. I am somewhat apprehensive of teaching this novel because of its violent nature, but its prose and terrific attention to detail are too much to pass up. I recently read that reading violent literature or playing violent video games does not lead to aggressive or violent behavior later in life and therefore, I find this novel one that I not only can teach, but SHOULD teach. I am certainly going to pick up the second novel in this series soon. I am very curious what becomes of District 12 and our 'star-crossed lovers' relationship. Romeo & Juliet now have some competition in literature with the 'out-there'-named Katniss and Peeta.
The characters are riveting, likable, and fascinating to behold. The construction, and eventual destruction, of the 12-year-old Rue is both disheartening and uplifting. Before Rue's alliance, I constantly wondered what would become of her; such a young girl, everyone but one must die, no real skill beyond leaping from tree to tree. I didn't want her to die, of course, and Collins presented just about the most acceptable murder of a 12-year-old I could ever imagine. The relationship of Peeta and Katniss is one, in an undisclosed time and place (beyond what used to be the United States) helps mask the question of why in the hell society has degraded to the point that everyone must watch a 'game' where out of 24 young people, only one victor wins.
All three parts of the novel are thrilling, although maybe not equal in value. The middle section, with the beginning of the Games, is sort of a Battle Royale meets Lord of the Flies. Coupled with the aforementioned novel, this could be a great unit on survival. I am somewhat apprehensive of teaching this novel because of its violent nature, but its prose and terrific attention to detail are too much to pass up. I recently read that reading violent literature or playing violent video games does not lead to aggressive or violent behavior later in life and therefore, I find this novel one that I not only can teach, but SHOULD teach. I am certainly going to pick up the second novel in this series soon. I am very curious what becomes of District 12 and our 'star-crossed lovers' relationship. Romeo & Juliet now have some competition in literature with the 'out-there'-named Katniss and Peeta.
Julia Alvarez's Before We Were Free
The Dominican Republic's brutal regime completely got skipped in my high school and college World History studies class. I never knew there was a dictator. I never knew there was a rebellion. I never knew the Americans got involved, to any extent. So, why now is it that after reading a piece of fiction in young adult literature that I am finding all of this out? Me, a guy who boasts his historical knowledge to his friends on a relatively frequent basis. Well, some might say there is simply too much history in this world to be covered in a few semesters, or even over the course of an entire collegiate career. Simply put, however, this novel would be important to teach for its historical informative value as much as its literary value.
I must say, at the beginning of the book I was anticipating a coup. Maybe it is everything that has recently happened in Tunisia, Egypt especially, and the rest of the Arab world, but I was disappointed when the fiction wasn't heading in that direction. The map of the compound the family built and resided in was confusing as it prefaced the entire novel. I didn't understand what I was supposed to interpret from the map. However, it served as a great reference when the spying in the novel intensified, especially when the group who wanted to stage a coup starting meeting outside the window of our narrator. We were allowed an inside look at just how this part of the rebellion began and where it physically started.
Cultural perspectives are vital to creating a peaceful, more tolerant world. This book serves as a terrific perspective of a young girl growing up in a dictatorship who didn't quite understand the effects of such a government. The book pulls all the right punches, and surprisingly to me, the girl's father and uncle (or brother? it escapes me now) are killed. I really expected more of a happy ending for her family. Alvarez got it right, though, as clearly not everyone survives staging a coup against a brutal dictator, and we got a very real depiction of the repercussions of committing such an act. I think that, with explanation and background information prefacing the novel, this would be a great book to teach in a young adult lit class or a class geared towards world lit. I would certainly entertain giving my students in the future the option of reading this novel.
I must say, at the beginning of the book I was anticipating a coup. Maybe it is everything that has recently happened in Tunisia, Egypt especially, and the rest of the Arab world, but I was disappointed when the fiction wasn't heading in that direction. The map of the compound the family built and resided in was confusing as it prefaced the entire novel. I didn't understand what I was supposed to interpret from the map. However, it served as a great reference when the spying in the novel intensified, especially when the group who wanted to stage a coup starting meeting outside the window of our narrator. We were allowed an inside look at just how this part of the rebellion began and where it physically started.
Cultural perspectives are vital to creating a peaceful, more tolerant world. This book serves as a terrific perspective of a young girl growing up in a dictatorship who didn't quite understand the effects of such a government. The book pulls all the right punches, and surprisingly to me, the girl's father and uncle (or brother? it escapes me now) are killed. I really expected more of a happy ending for her family. Alvarez got it right, though, as clearly not everyone survives staging a coup against a brutal dictator, and we got a very real depiction of the repercussions of committing such an act. I think that, with explanation and background information prefacing the novel, this would be a great book to teach in a young adult lit class or a class geared towards world lit. I would certainly entertain giving my students in the future the option of reading this novel.
Sherman Alexie's The Absolutely True Diary of a Part-Time Indian
In a multicultural unit, this could serve as a terrific fit. Teaching it alongside books like Mexican White Boy, American Born Chinese, and House on Mango St. could serve as a catalyst to an overarching formative assessment on multiculturalism, perhaps a speech or paper. I thought the anecdotes in the story, coupled with the brilliant illustrations, would interest nearly any kid who read just a few chapters. The challenge, of course, is getting the students into the first few chapters. I think a viewing of some Native American films, or background information on reservations could get kids interested first, especially some clips of Smoke Signals.
The artwork and the comedy were some of the best I've ever come upon in Y.A. Lit. I have thought about emailing Alexie and trying to have a discussion on some of the issues addressed in the book dealing with Natives and the perspective of children on reservations. Not only did this book serve as a form of entertainment, but the historical perspective and the perspective of a kid on a reservation and leaving the reservation were some I've never approached before. I learned from a episode of the FX show 30 Days that alcoholism is still rampant on the Indian rez, but I didn't realize the culture behind the folks on the rez, such as the folks who were upset with anyone who left the rez, implying they think this act is equal to treason. It also addresses issues like this and alcoholism head-on, which can certainly lead to a greater discussion on the issue and perhaps how to maybe not solve, but certainly dissipate the hardships that the Indian rez culture contains. I certainly am looking forward to hopefully teaching Alexie's book in a lit class of my own, whether it is to 6th all the way to 9th or 10th graders. It is an important book, and definitely one that students would read if given the opportunity.
The artwork and the comedy were some of the best I've ever come upon in Y.A. Lit. I have thought about emailing Alexie and trying to have a discussion on some of the issues addressed in the book dealing with Natives and the perspective of children on reservations. Not only did this book serve as a form of entertainment, but the historical perspective and the perspective of a kid on a reservation and leaving the reservation were some I've never approached before. I learned from a episode of the FX show 30 Days that alcoholism is still rampant on the Indian rez, but I didn't realize the culture behind the folks on the rez, such as the folks who were upset with anyone who left the rez, implying they think this act is equal to treason. It also addresses issues like this and alcoholism head-on, which can certainly lead to a greater discussion on the issue and perhaps how to maybe not solve, but certainly dissipate the hardships that the Indian rez culture contains. I certainly am looking forward to hopefully teaching Alexie's book in a lit class of my own, whether it is to 6th all the way to 9th or 10th graders. It is an important book, and definitely one that students would read if given the opportunity.
Chris Crutcher's Deadline
Sure, sure, Crutcher’s novel might be a tad typical, and might follow the same formula as his other books. But the best thing about this book and so many of his others: they relate to kids. The kids in the book are like real-life kids, face real-life kid situations, and deal with real-life kid problems. He certainly packs a lot into this book, dealing with tales of abuse, struggling with multiple deaths, alcoholism, spirituality, etc. But I must argue against those who find Crutcher to be simple and overdone because I find this book really is an enjoyable read and because of its broad nature, can appeal to many kids who might suffer from one of the issues, or have dealt with one of these issues in the past.
The themes of Catholic preist abuse and molestation are ever present in society, and the media has certainly touched on these quite a bit. But for students to actually be able to read this issues, and deal with them on their own, in their own minds, can serve as more of an impact than simply hearing about these issues on the news.
As far as the general story goes, I really enjoyed the conceptual framework Crutcher built. We knew how the story was going to end, but how he got us there was what was really enjoyable. Every issue faced to young students was covered, even with the tragic car accident near the ending. It might have been a little overdone and exaggerated, but beyond the death of the main character, predictability was a non-issue. The quick pace of the read really helped, and I especially like the moral dilemma our tragic hero faced when Rudy revealed to him his background story. It would be a great discussion and debate topic for students to work further upon and could really be valuable.
The themes of Catholic preist abuse and molestation are ever present in society, and the media has certainly touched on these quite a bit. But for students to actually be able to read this issues, and deal with them on their own, in their own minds, can serve as more of an impact than simply hearing about these issues on the news.
As far as the general story goes, I really enjoyed the conceptual framework Crutcher built. We knew how the story was going to end, but how he got us there was what was really enjoyable. Every issue faced to young students was covered, even with the tragic car accident near the ending. It might have been a little overdone and exaggerated, but beyond the death of the main character, predictability was a non-issue. The quick pace of the read really helped, and I especially like the moral dilemma our tragic hero faced when Rudy revealed to him his background story. It would be a great discussion and debate topic for students to work further upon and could really be valuable.
Robert Cormier's The Chocolate War
The Chocolate War was a book that at first I found to be predictable, formulaic, and of lacking substance. However, after our in-class discussion on the book, I found it to be something I find suitable to teach to young adults. I thought that at first it might be too mature for students. The book really doesn’t have that typical ending of solace and finality. It kind of just…ended. And that was my original issue with it: students would not get a message, and if they did, it wouldn’t be a good one.
After pondering and discussing this, though, I reversed my thinking. Children are not dumb, and we should not patronize them thinking thus. We cannot, as (future) educators, generalize how students may think and react, especially to a piece of literature. I must say that I truly find censorship to be abhorrent. I think censoring students, especially from books like this, is just hiding them from reality. I was reading in our “Is Crutcher a Hero or Villain” article and noticed a student had said something along the lines of this in one of their reviews. It’s very true. Students know what is going on in the real world, and to shield them from what is just pandering to a far too conservative school of thought.
Although the book did not have a positive message at the end, where someone gets what is coming to them or lessons are learned, students do get a critical view of what it might be like to be in an all-boys school. Corruption and elitism exist, and exposure of this to our students is neither harmful nor detrimental to their development. I applaud Cormier’s ability to go past the typical formula of young adult literature and provide a hard-hitting realistic tale of a Catholic boy’s school fundraising event.
After pondering and discussing this, though, I reversed my thinking. Children are not dumb, and we should not patronize them thinking thus. We cannot, as (future) educators, generalize how students may think and react, especially to a piece of literature. I must say that I truly find censorship to be abhorrent. I think censoring students, especially from books like this, is just hiding them from reality. I was reading in our “Is Crutcher a Hero or Villain” article and noticed a student had said something along the lines of this in one of their reviews. It’s very true. Students know what is going on in the real world, and to shield them from what is just pandering to a far too conservative school of thought.
Although the book did not have a positive message at the end, where someone gets what is coming to them or lessons are learned, students do get a critical view of what it might be like to be in an all-boys school. Corruption and elitism exist, and exposure of this to our students is neither harmful nor detrimental to their development. I applaud Cormier’s ability to go past the typical formula of young adult literature and provide a hard-hitting realistic tale of a Catholic boy’s school fundraising event.
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