Critique:
The characters in this book are really interesting. Even the minor characters play their roles well, appearing for specific purposes and yet working together almost seamlessly. Lyra is such a wonderfully written lead character. It’s as if she never had innocence, thrown into an adult life from the very beginning having lost her parents and living among the scholars at Jordan College. But from this she gains independence and a knack for figuring things out on her own, discovering her surroundings and enjoying every thrilling minute. She makes connections to people in different ways, but maintains them well. Starting with Roger’s disappearance, Lyra and Pantalaimon venture out on a journey full of the unknown and false realities. Whether Lyra is being groomed by Mrs. Coulter only to find out that she is the head of the Gobblers, taken in by Ma Costa, whom she had previously played childish pranks on, or put in the position to save the kidnapped children and stop the separation of child and daemon, the young girl is head-strong throughout all of it. We feel her confusion as she realizes who her parents are, we feel her horror and emptiness when Pan is too far from her, we feel her curiosity when she learns how to use the Alethiometer, we feel her exhaustion when she travels north, we feel her shock when she sees Lord Asriel kill Roger. Pullman does a great job of making the reader truly understand Lyra’s emotions because of how well her character is written. She is so multidimensional and at the same time very believable as a young girl on a journey of self-discovery.
The setting of this story is perfect for the book. It has enough realistic elements that it feels like we have been there, and yet it is intermixed with other worlds and dimensions that immerse us in its fantasy. The distinction between land people and water people is intriguing, and the lives of the humans, witches, bears, and daemons brings a depth to the fantastical elements that is really exciting. Although certain elements of the plot were predictable, not many were; Pullman was able to carry through with a story line based on nicely placed clues without giving too much away. I was shocked when Mrs. Coulter and Lord Asriel were working together at the end. I love how it felt as if we, as readers, discovered things right along with Lyra, which made the flow of the book wonderful and engaging.
In general, I thought this book was wonderful. There were certain parts I had to re-read, especially at the end because everything was thrown at us so fast, but overall it was a great read. I had to force myself to stop when we were supposed to, and even then I still read ahead. I plan to read the following two books in the series this summer, even if I have to re-read The Golden Compass to really be able to follow along. :)
Monday, March 29, 2010
Synopsis: The Golden Compass by Phillip Pullman
The Golden Compass. ISBN: 0-440-41832-1. Phillip Pullman. 1995. Ages 12-18. Upper-class scholars, gypsies, witches and other mythical creatures.
Synopsis:
Tremendously clever and mischievous, Lyra Belacqua has the run of Jordan College. Orphaned and taken in by its scholars, Lyra is intelligent but lacks formal education. She befriends the town’s children of all sorts, enjoying being a leader among them. Her need to be in places she is not supposed to unlocks a world and a whole new meaning of knowledge. This newfound knowledge takes her, and her daemon, Pantalaimon, on a journey that can equal no other. Guided by the Golden Compass, aka the Alethiometer, Lyra goes on this journey as something she knows she must undertake. The Gobblers have begun taking children of all backgrounds, Lyra’s friend Roger included. To get him back, Lyra must travel North, along a dangerous and exciting path. Her uncle, Lord Asriel, plays a crucial part in this journey, as he has been captured at Svalbard by the bears. Mrs. Coulter, who Lyra finds out is in charge of the General Oblation Board aka GOB aka the Gobblers, tries to use Lyra in her scientific research. She later finds out that despite everything she has ever known, that these two people are her parents. Along with help from Iorek Byrnison, John Faa, Farder Coram, the Gyptians, the witches, and Lee Scoresby, Lyra finds a way to rescue the children who have been captured; she not only rescues them, but their daemons, who Mrs. Coulter has found a way to separate from each other. In the end, Lyra must continue her journey alone, with only Pan to keep her company. She ventures into the unknown to find the truth, a truth Lyra will only know when she sees it.
Synopsis:
Tremendously clever and mischievous, Lyra Belacqua has the run of Jordan College. Orphaned and taken in by its scholars, Lyra is intelligent but lacks formal education. She befriends the town’s children of all sorts, enjoying being a leader among them. Her need to be in places she is not supposed to unlocks a world and a whole new meaning of knowledge. This newfound knowledge takes her, and her daemon, Pantalaimon, on a journey that can equal no other. Guided by the Golden Compass, aka the Alethiometer, Lyra goes on this journey as something she knows she must undertake. The Gobblers have begun taking children of all backgrounds, Lyra’s friend Roger included. To get him back, Lyra must travel North, along a dangerous and exciting path. Her uncle, Lord Asriel, plays a crucial part in this journey, as he has been captured at Svalbard by the bears. Mrs. Coulter, who Lyra finds out is in charge of the General Oblation Board aka GOB aka the Gobblers, tries to use Lyra in her scientific research. She later finds out that despite everything she has ever known, that these two people are her parents. Along with help from Iorek Byrnison, John Faa, Farder Coram, the Gyptians, the witches, and Lee Scoresby, Lyra finds a way to rescue the children who have been captured; she not only rescues them, but their daemons, who Mrs. Coulter has found a way to separate from each other. In the end, Lyra must continue her journey alone, with only Pan to keep her company. She ventures into the unknown to find the truth, a truth Lyra will only know when she sees it.
Sunday, March 28, 2010
Critique: Number the Stars by Lois Lowry
Critique:
Annemarie’s character is well-written and makes us feel the confusion she faces during difficult decisions she must make. She is introspective, careful of what she says and who she says it to, and reflects on the changes she sees happening in Copenhagen. She is close with her family, even her deceased sister Lise’s boyfriend, Peter, who remains connected to the family. She is very responsible, not only being aware of her parents’ struggles, but also making sure her little sister, Kirsti, is safe and stays out of trouble. Because of this, and the war evolving around her, Annemarie must grow up quickly, and prove herself at the end of the book when she must save her friend, Ellen, and Ellen’s family.
I love Peter’s character, as well as his determination in the Resistance to save Jews and combat the Nazi’s as best he can. Lise is killed by the Germans, and Peter risks his life to make sure it doesn’t happen to others. Annemarie sees this determination and strength and uses it as a model for when she feels overwhelmed by her growing responsibility.
Annemarie looks to her father’s bravery and her mother’s strength to save her friend, and play the role of devoted sister to Ellen, who pretends to be a member of the Johansen family. Along with Annemarie’s uncle Henrik, her mother’s brother, Annemarie’s mother shows her how sacrifice is worth saving the lives of loved ones. Lowry writes Mrs. Johansen realistically, showing her caring but stern side during times of great pressure and potentially deep consequence.
The book takes place in Copenhagen, Denmark, which is a great setting. I like how Lowry focuses on the war through the eyes outside of Germany, especially because the war affected many countries. They are outsiders inside the tension, inside the danger, but they are immersed in the war just as much as those in Germany. Although the Johansens are not Jewish, they are friends to those who are, so the Jewish struggles become their own as Mr. and Mrs. Johansen, along with Peter, fight for their freedom.
Number the Stars is one of my favorite childhood books. I have read it dozens of time and recommended it to many students over the years. Lois Lowry really has a talent for story-telling, and this book really captivates a terrible time for youth during the Holocaust. I appreciate this book for so many reasons, and am glad we had this as one of the two Lowry pairings for our class.
Annemarie’s character is well-written and makes us feel the confusion she faces during difficult decisions she must make. She is introspective, careful of what she says and who she says it to, and reflects on the changes she sees happening in Copenhagen. She is close with her family, even her deceased sister Lise’s boyfriend, Peter, who remains connected to the family. She is very responsible, not only being aware of her parents’ struggles, but also making sure her little sister, Kirsti, is safe and stays out of trouble. Because of this, and the war evolving around her, Annemarie must grow up quickly, and prove herself at the end of the book when she must save her friend, Ellen, and Ellen’s family.
I love Peter’s character, as well as his determination in the Resistance to save Jews and combat the Nazi’s as best he can. Lise is killed by the Germans, and Peter risks his life to make sure it doesn’t happen to others. Annemarie sees this determination and strength and uses it as a model for when she feels overwhelmed by her growing responsibility.
Annemarie looks to her father’s bravery and her mother’s strength to save her friend, and play the role of devoted sister to Ellen, who pretends to be a member of the Johansen family. Along with Annemarie’s uncle Henrik, her mother’s brother, Annemarie’s mother shows her how sacrifice is worth saving the lives of loved ones. Lowry writes Mrs. Johansen realistically, showing her caring but stern side during times of great pressure and potentially deep consequence.
The book takes place in Copenhagen, Denmark, which is a great setting. I like how Lowry focuses on the war through the eyes outside of Germany, especially because the war affected many countries. They are outsiders inside the tension, inside the danger, but they are immersed in the war just as much as those in Germany. Although the Johansens are not Jewish, they are friends to those who are, so the Jewish struggles become their own as Mr. and Mrs. Johansen, along with Peter, fight for their freedom.
Number the Stars is one of my favorite childhood books. I have read it dozens of time and recommended it to many students over the years. Lois Lowry really has a talent for story-telling, and this book really captivates a terrible time for youth during the Holocaust. I appreciate this book for so many reasons, and am glad we had this as one of the two Lowry pairings for our class.
Synopsis: Number the Stars by Lois Lowry
Number the Stars. ISBN: 0-440-40327-8. Lois Lowry. 1989. Newberry Medal. Historical fiction. Ages 9-12. Jews living in Denmark and throughout Europe.
Although the protagonist of this story is 10-year-old Annemarie Johansen, Number the Stars revolves around the Jewish family of Annemarie’s best friend Ellen Rosen. Ellen’s family is Jewish, living in Denmark during World War II, and Annemarie’s family helps them hide and escape from the Nazis. Annemarie’s family risks their lives to save Ellen’s, even pretending that Ellen is Annemarie’s dead sister Lise when the Nazis come looking for them. The Johansens take the Rosens to stay with Annemarie’s uncle, a fisherman on the coast whose plan is to safely transport the Rosens to Sweden. Annemarie’s emotional, and at the end physical journey of trying to save her best friend’s life is inspiring as well as honest, making it one of my favorite books to this day. Although the story itself is fictional, the telling of Jewish people escaping the Nazi regime with the help of non-Jewish friends is one that can be told over and over and is still remarkably personal and heartbreaking.
Although the protagonist of this story is 10-year-old Annemarie Johansen, Number the Stars revolves around the Jewish family of Annemarie’s best friend Ellen Rosen. Ellen’s family is Jewish, living in Denmark during World War II, and Annemarie’s family helps them hide and escape from the Nazis. Annemarie’s family risks their lives to save Ellen’s, even pretending that Ellen is Annemarie’s dead sister Lise when the Nazis come looking for them. The Johansens take the Rosens to stay with Annemarie’s uncle, a fisherman on the coast whose plan is to safely transport the Rosens to Sweden. Annemarie’s emotional, and at the end physical journey of trying to save her best friend’s life is inspiring as well as honest, making it one of my favorite books to this day. Although the story itself is fictional, the telling of Jewish people escaping the Nazi regime with the help of non-Jewish friends is one that can be told over and over and is still remarkably personal and heartbreaking.
In-class Yopp & Yopp activity for The Giver
Contrast Chart
Source: Yopp & Yopp, page 31
The contrast chart strategy is used as a pre-reading strategy in Yopp & Yopp to help students think about a more in-depth topic in the book they will be reading. For this case, however, I think it is a great tool to use as a post-reading activity. It is very simple to set up because students just need to put a title at the top, and make two divided columns underneath.
The purpose of a contrast chart as a pre-reading strategy is to show differences within a text in order to help predict what might happen. As a post-reading strategy, a contrast chart is a great way for students to analyze the text at a deeper level. A different version of a contrast chart could be a Venn diagram, where not only contrast is shown, but also similarity. With this kind of chart, students can use the middle section to bring together two categories and decide how to analyze them. For example, with The Giver there might be some similarities between pros and cons, like “Gains insight into the truth.” Students could then discuss why this statement is a similarity instead of merely a difference. The statement can be a pro because Jonas learns the truth and is able to better understand his surroundings and those around him. But it is also a con because with that truth comes immense pressure to expose it and do the right thing.
There are many benefits and many hardships Jonas must endure when he is chosen to be The Receiver of Memory. List some positives that come out of his experience in the first column, and then list the negatives in the second.
The Giver: Pros and Cons of receiving the community’s memories
Pros of receiving memories
-
-
-
-
-
Cons of receiving memories
-
-
-
-
-
What is it about this strategy that makes it a “scientifically based best practice?”
This strategy is best practice because students must use their prior knowledge of the book to fill out the chart. This helps with comprehension because depending on the topic, the students must look for and think of specific information to contrast with each other. This chart can be used at any level; for lower grades a topic like “What is good vs. what is bad about what the cat in the hat does to the children’s house?” could be used, and for upper grades a topic like the one above about The Giver could be used. This kind of chart stimulates deep cognitive thinking about the similarities and differences between topics within a text, and can be used to make text-to-text or text-to-self connections.
List the Procedures you will go through to teach your strategy. Follow the Cognitive Apprenticeship (Watch It Do It Know It, Direct Teaching model)
First I will introduce the strategy to the group and explain its use. I will guide them through the example I have laid out, followed by the reasons behind the answers I filled out on the chart. I will explain that good readers go back to use the text to look for information they need, and that the reason behind this is to strengthen comprehension. Then I will explain what I want them to do (see below under “Materials Application”) and ask them to work together to fill out the chart. Following this, I will ask them to share their answers and then apply them to the questions I have written that will lead to a deeper understanding of the text.
What questions will you ask to stimulate discussion of the effectiveness and further application of your strategy?
-Did you enjoy this strategy? Why or why not?
-If you could add or subtract an element of the strategy, what would you change?
-Do you like the column chart or the Venn diagram better? Why or why not?
Source: Yopp & Yopp, page 31
The contrast chart strategy is used as a pre-reading strategy in Yopp & Yopp to help students think about a more in-depth topic in the book they will be reading. For this case, however, I think it is a great tool to use as a post-reading activity. It is very simple to set up because students just need to put a title at the top, and make two divided columns underneath.
The purpose of a contrast chart as a pre-reading strategy is to show differences within a text in order to help predict what might happen. As a post-reading strategy, a contrast chart is a great way for students to analyze the text at a deeper level. A different version of a contrast chart could be a Venn diagram, where not only contrast is shown, but also similarity. With this kind of chart, students can use the middle section to bring together two categories and decide how to analyze them. For example, with The Giver there might be some similarities between pros and cons, like “Gains insight into the truth.” Students could then discuss why this statement is a similarity instead of merely a difference. The statement can be a pro because Jonas learns the truth and is able to better understand his surroundings and those around him. But it is also a con because with that truth comes immense pressure to expose it and do the right thing.
There are many benefits and many hardships Jonas must endure when he is chosen to be The Receiver of Memory. List some positives that come out of his experience in the first column, and then list the negatives in the second.
The Giver: Pros and Cons of receiving the community’s memories
Pros of receiving memories
-
-
-
-
-
Cons of receiving memories
-
-
-
-
-
What is it about this strategy that makes it a “scientifically based best practice?”
This strategy is best practice because students must use their prior knowledge of the book to fill out the chart. This helps with comprehension because depending on the topic, the students must look for and think of specific information to contrast with each other. This chart can be used at any level; for lower grades a topic like “What is good vs. what is bad about what the cat in the hat does to the children’s house?” could be used, and for upper grades a topic like the one above about The Giver could be used. This kind of chart stimulates deep cognitive thinking about the similarities and differences between topics within a text, and can be used to make text-to-text or text-to-self connections.
List the Procedures you will go through to teach your strategy. Follow the Cognitive Apprenticeship (Watch It Do It Know It, Direct Teaching model)
First I will introduce the strategy to the group and explain its use. I will guide them through the example I have laid out, followed by the reasons behind the answers I filled out on the chart. I will explain that good readers go back to use the text to look for information they need, and that the reason behind this is to strengthen comprehension. Then I will explain what I want them to do (see below under “Materials Application”) and ask them to work together to fill out the chart. Following this, I will ask them to share their answers and then apply them to the questions I have written that will lead to a deeper understanding of the text.
What questions will you ask to stimulate discussion of the effectiveness and further application of your strategy?
-Did you enjoy this strategy? Why or why not?
-If you could add or subtract an element of the strategy, what would you change?
-Do you like the column chart or the Venn diagram better? Why or why not?
Critique: The Giver by Lois Lowry
Critique:
Jonas’ journey throughout this book is heartbreaking as well as illuminating. Unsure of what he wants out of life but excited about his given task, this young boy is forced to grow up much more than his peers. When he is first assigned to be the Receiver, he is upset; he does not know what to think except separation from those around him. Jonas has been handed an immense responsibility, one that will affect his entire community. The more he learns, the more confused he becomes. What he has always known becomes foreign to him; the truths he has been told turn into lies, and he must decide what is best for not only his community, but himself. Lowry’s description of Jonas’ is so wonderful; she really shows us how difficult his task is emotionally. As readers, we feel Jonas’ pain when the Giver transfers the memories to him. We see what he sees when colors begin appearing. We understand his conflict of either continuing life as he has always known it or using his newfound knowledge to make his life, and the lives of those around him, better. Jonas’ questioning shows his depth of knowledge even at the young age of twelve, and it is this questioning that proves Jonas was chosen for the right position during the ceremony. Through his connection with the Giver we see how important the past is, and through his connection with Gabe we see how truly important the future is. Jonas is the connection between both, and we learn just how important that connection becomes through his character.
The town Jonas lives in is so multi-dimensional. I love how Lowry shows us both what everyone sees, and then what Jonas sees once he learns the truth behind the scenes. Everything seems too perfect, and that creates a really chilling atmosphere. People are too in sync with each other, and they truly fabricate life around them to be what they consider perfect. I reference George Orwell’s 1984 earlier, because I think the two communities are similar. Both thrive on conformity, both give the appearance that everything is fine; but ultimately, the details that people don’t see (or choose to ignore) are what destroy the bubble that people are used to. People see their lives as jobs, as tasks they must fulfill to keep the community going. When Jonas sees his father releasing the baby, and realizes that releasing is a synonym for killing, he is horrified; and yet his father seems so calm. To his father, releasing is just something he does. The community Jonas lives in and later decides to leave is twisted in so many ways. Because of this occurrence, Jonas realizes that the chance to give life to Gabe is more important than his own, risking everything he has ever known to let Gabe experience a real life.
This is such an incredible book. I never read it as a child, reading it for the first time last year. I was impressed with Lowry’s writing before, having read Number the Stars when I was younger, so I knew I would enjoy this book. I had read 1984 for the first time about 3 months beforehand, and I think doing that enhanced the experience of The Giver even more. The surreal world Lowry creates for Jonas to live in is both comforting for those in it and eerie for Jonas once he learns the truth. The plot is so well-crafted and creative, and it gives new meaning to passing down knowledge from generation to generation.
Jonas’ journey throughout this book is heartbreaking as well as illuminating. Unsure of what he wants out of life but excited about his given task, this young boy is forced to grow up much more than his peers. When he is first assigned to be the Receiver, he is upset; he does not know what to think except separation from those around him. Jonas has been handed an immense responsibility, one that will affect his entire community. The more he learns, the more confused he becomes. What he has always known becomes foreign to him; the truths he has been told turn into lies, and he must decide what is best for not only his community, but himself. Lowry’s description of Jonas’ is so wonderful; she really shows us how difficult his task is emotionally. As readers, we feel Jonas’ pain when the Giver transfers the memories to him. We see what he sees when colors begin appearing. We understand his conflict of either continuing life as he has always known it or using his newfound knowledge to make his life, and the lives of those around him, better. Jonas’ questioning shows his depth of knowledge even at the young age of twelve, and it is this questioning that proves Jonas was chosen for the right position during the ceremony. Through his connection with the Giver we see how important the past is, and through his connection with Gabe we see how truly important the future is. Jonas is the connection between both, and we learn just how important that connection becomes through his character.
The town Jonas lives in is so multi-dimensional. I love how Lowry shows us both what everyone sees, and then what Jonas sees once he learns the truth behind the scenes. Everything seems too perfect, and that creates a really chilling atmosphere. People are too in sync with each other, and they truly fabricate life around them to be what they consider perfect. I reference George Orwell’s 1984 earlier, because I think the two communities are similar. Both thrive on conformity, both give the appearance that everything is fine; but ultimately, the details that people don’t see (or choose to ignore) are what destroy the bubble that people are used to. People see their lives as jobs, as tasks they must fulfill to keep the community going. When Jonas sees his father releasing the baby, and realizes that releasing is a synonym for killing, he is horrified; and yet his father seems so calm. To his father, releasing is just something he does. The community Jonas lives in and later decides to leave is twisted in so many ways. Because of this occurrence, Jonas realizes that the chance to give life to Gabe is more important than his own, risking everything he has ever known to let Gabe experience a real life.
This is such an incredible book. I never read it as a child, reading it for the first time last year. I was impressed with Lowry’s writing before, having read Number the Stars when I was younger, so I knew I would enjoy this book. I had read 1984 for the first time about 3 months beforehand, and I think doing that enhanced the experience of The Giver even more. The surreal world Lowry creates for Jonas to live in is both comforting for those in it and eerie for Jonas once he learns the truth. The plot is so well-crafted and creative, and it gives new meaning to passing down knowledge from generation to generation.
Synopsis: The Giver by Lois Lowry
The Giver. ISBN 0-440-23768-8. Lois Lowry. 1993. Newberry Medal. Fantasy. Ages 11 +. Secluded Caucasian community.
Synopsis:
With a premise eerily like that of George Orwell’s 1984, The Giver is a fantastical and yet frighteningly realistic telling of a young boy growing up out of place who eventually uncovers knowledge that forever changes his life. In a world where there is no color, no choice, no real independent thought or action, Jonas is chosen to replace the Giver as the Receiver of Memory, the only keeper of record in the community. Blessed and burdened with this task, Jonas sees the world around him shift as he is shown the past through an almost torturous process. The Giver transfers his memories to Jonas by touching his back and connecting with the boy’s mind, the most extraordinary element of the story. In a place where no one is allowed to lie, the town itself turns into a lie once Jonas finds out its secrets. Knowing what he now does, Jonas has to make a decision that will not only save his own life, but the ones he has grown up thinking he knows. Although it is not allowed, Jonas transfers some of the memories to Gabe, the infant his family has taken care of since birth. In the end, the two of them must flee the community to embark what amounts to be a very serious and strenuous journey in order to ultimately save themselves as well as everyone they know.
Synopsis:
With a premise eerily like that of George Orwell’s 1984, The Giver is a fantastical and yet frighteningly realistic telling of a young boy growing up out of place who eventually uncovers knowledge that forever changes his life. In a world where there is no color, no choice, no real independent thought or action, Jonas is chosen to replace the Giver as the Receiver of Memory, the only keeper of record in the community. Blessed and burdened with this task, Jonas sees the world around him shift as he is shown the past through an almost torturous process. The Giver transfers his memories to Jonas by touching his back and connecting with the boy’s mind, the most extraordinary element of the story. In a place where no one is allowed to lie, the town itself turns into a lie once Jonas finds out its secrets. Knowing what he now does, Jonas has to make a decision that will not only save his own life, but the ones he has grown up thinking he knows. Although it is not allowed, Jonas transfers some of the memories to Gabe, the infant his family has taken care of since birth. In the end, the two of them must flee the community to embark what amounts to be a very serious and strenuous journey in order to ultimately save themselves as well as everyone they know.
Critique: The Latehomecomer by Kao Kalia Yang
Critique:
Kao Kalia Yang is a wonderful writer. Although Yang did not experience the lives of her young parents or her grandmother, and does not remember enough of her earliest years, Yang paints a picture of them as if she had through her family’s stories and photographs. One of the family members most focused on is Yang’s grandmother, with whom she has a very loving relationship. Yang writes of her grandmother’s determination to keep her family together during times of war and hardship, of her work as a shaman as she cures Yang of a bladder infection, of her understanding that she knew she wasn’t going to learn new things in America but was willing to try anyway. Yang’s relationship with grandmother is depicted as one of constant care and loving sacrifice. The way her grandmother held on to her family and pushed through difficult transitions shows her strength and her wisdom.
Yang’s descriptions of both the refugee camps in Thailand are very realistic, bringing to life the hardships she and her family, as well as thousands of other displaced Hmong, experienced. Between sleeping on the concrete flooring of a room only separating each family by a curtain and the small room used to educate Hmong children of all ages, Yang really shows what the conditions were like.
All the stories Yang’s grandmother tells her of Hmong tradition are wonderful. Starting with how Hmong children come to their families out of the sky, to the woman taken by the tiger who eventually fell in love with him, to grandmother’s sister’s spirit being taken by a witch, grandmother’s stories pull together Yang’s life in Thailand with her life in America.
I first learned about the Hmong culture when I worked for the Minnesota Literacy Council almost four years ago, but I did not truly get to know any Hmong people until I began working at Battle Creek Elementary School in 2008. Battle Creek is about 65 percent Hmong, and it has been a joy to learn about such a fascinating group of people. Whether the students I work with need ELL services, or their English is great but their parents’ English is not as developed, language is a crucial part of their lives. Their parents and grandparents, and often older brothers and sisters who lived in Laos, Thailand, China, or other Asian countries tie them to a culture they did not live in themselves; they grew up Hmong American, and with that breeds its own culture. The mix of both cultures is fascinating to witness, especially when I hear bilingual children running through the halls, wearing traditional Hmong dress and singing traditional Hmong songs during the talent show, and teaching me Hmong words and phrases on the bus.
The Latehomecomer was recommended by a friend about six months ago and I purchased it because it sounded lovely. I had so many other books to read, however, that I hadn’t gotten to it, which is why I was so excited to read it for this class. Overall, this book is a beautiful reflection of the Hmong culture and their journey to the United States. It shows the emotional as well as the psychological and physical struggles many of them endured to find a country they could call home. I absolutely loved this book, and when I told some of the 5th-grade girls at Battle Creek that I had just finished it, they were excited to hear more about it. Great pick!
Kao Kalia Yang is a wonderful writer. Although Yang did not experience the lives of her young parents or her grandmother, and does not remember enough of her earliest years, Yang paints a picture of them as if she had through her family’s stories and photographs. One of the family members most focused on is Yang’s grandmother, with whom she has a very loving relationship. Yang writes of her grandmother’s determination to keep her family together during times of war and hardship, of her work as a shaman as she cures Yang of a bladder infection, of her understanding that she knew she wasn’t going to learn new things in America but was willing to try anyway. Yang’s relationship with grandmother is depicted as one of constant care and loving sacrifice. The way her grandmother held on to her family and pushed through difficult transitions shows her strength and her wisdom.
Yang’s descriptions of both the refugee camps in Thailand are very realistic, bringing to life the hardships she and her family, as well as thousands of other displaced Hmong, experienced. Between sleeping on the concrete flooring of a room only separating each family by a curtain and the small room used to educate Hmong children of all ages, Yang really shows what the conditions were like.
All the stories Yang’s grandmother tells her of Hmong tradition are wonderful. Starting with how Hmong children come to their families out of the sky, to the woman taken by the tiger who eventually fell in love with him, to grandmother’s sister’s spirit being taken by a witch, grandmother’s stories pull together Yang’s life in Thailand with her life in America.
I first learned about the Hmong culture when I worked for the Minnesota Literacy Council almost four years ago, but I did not truly get to know any Hmong people until I began working at Battle Creek Elementary School in 2008. Battle Creek is about 65 percent Hmong, and it has been a joy to learn about such a fascinating group of people. Whether the students I work with need ELL services, or their English is great but their parents’ English is not as developed, language is a crucial part of their lives. Their parents and grandparents, and often older brothers and sisters who lived in Laos, Thailand, China, or other Asian countries tie them to a culture they did not live in themselves; they grew up Hmong American, and with that breeds its own culture. The mix of both cultures is fascinating to witness, especially when I hear bilingual children running through the halls, wearing traditional Hmong dress and singing traditional Hmong songs during the talent show, and teaching me Hmong words and phrases on the bus.
The Latehomecomer was recommended by a friend about six months ago and I purchased it because it sounded lovely. I had so many other books to read, however, that I hadn’t gotten to it, which is why I was so excited to read it for this class. Overall, this book is a beautiful reflection of the Hmong culture and their journey to the United States. It shows the emotional as well as the psychological and physical struggles many of them endured to find a country they could call home. I absolutely loved this book, and when I told some of the 5th-grade girls at Battle Creek that I had just finished it, they were excited to hear more about it. Great pick!
Synopsis: The Latehomecomer by Kao Kalia Yang
The Latehomecomer: A Hmong Family Memoir. ISBN 978-1-56689-208-7. Kao Kalia Yang. 2008. Minnesota Book Awards. Ages 13 plus. Non-fiction memoir. New American Hmong Immigrants.
Synopsis:
In this beautifully written memoir, Kao Kalia Yand delves into the lives of her Hmong family to ensure their history isn’t erased, like it is in American textbooks. Gathered from her parents, aunts, uncles, cousins, and most of all her paternal grandmother, the stories she acquires are filled with the hardships of change — through war, death, displacement, and starting over countless times. Displaced from Laos because of the Vietnam War, Yang’s family escapes to the mountains. Swimming across the dangerous Mekong River to Thailand’s Ban Vinai Refugee Camp, Yang’s family struggles to find peace, health, and positive reassurances from their surroundings. Holding on to the few possessions they still have, Yang’s family travels to the United States; some of her family goes to California, but she and her family end up in St. Paul. Her grandmother, a vital part of Yang’s life, fights to keep her family together in Laos, Thailand, and now the United States, which proves extremely challenging for someone so set in her ways and traditions. The relationship between Yang and her grandmother is written so beautifully, giving life to the spirits of Hmong tradition brought to life through her grandmother’s wise mind. Interspersed with pictures of her past and present, Yang’s memoir truly shows us the way family can pull each other through anything: war, death, poverty, displacement, transitioning, and learning a new culture and language.
Synopsis:
In this beautifully written memoir, Kao Kalia Yand delves into the lives of her Hmong family to ensure their history isn’t erased, like it is in American textbooks. Gathered from her parents, aunts, uncles, cousins, and most of all her paternal grandmother, the stories she acquires are filled with the hardships of change — through war, death, displacement, and starting over countless times. Displaced from Laos because of the Vietnam War, Yang’s family escapes to the mountains. Swimming across the dangerous Mekong River to Thailand’s Ban Vinai Refugee Camp, Yang’s family struggles to find peace, health, and positive reassurances from their surroundings. Holding on to the few possessions they still have, Yang’s family travels to the United States; some of her family goes to California, but she and her family end up in St. Paul. Her grandmother, a vital part of Yang’s life, fights to keep her family together in Laos, Thailand, and now the United States, which proves extremely challenging for someone so set in her ways and traditions. The relationship between Yang and her grandmother is written so beautifully, giving life to the spirits of Hmong tradition brought to life through her grandmother’s wise mind. Interspersed with pictures of her past and present, Yang’s memoir truly shows us the way family can pull each other through anything: war, death, poverty, displacement, transitioning, and learning a new culture and language.
Sunday, March 7, 2010
Critique: The Invention of Hugo Cabret: Brian Selznick
Critique:
Although the majority of Hugo Cabret’s storyline is shown through its illustrations, Brian Selznick’s character developments are beautifully scripted. Each character is revealed through snapshots of their lives, whether through glances into their thoughts or into their eyes. Hugo struggles with hardship from the very beginning, wondering how is going to survive on his own. He struggles with morality and survival, having to steal food and milk just to live. He steals toy parts from Papa Melies’ stand, but panics if he does not keep the clocks running in the train station. Although this is mostly so the inspector won’t find out his uncle is dead, Hugo also has a sense of responsibility to the clocks; as if he associates his clever mind ticking in conjunction with the clocks he surrounds himself with.
Papa Georges goes from a seemingly bitter old man to a man filled with secrets of his own, and his character is also very well developed. We know he is hiding something, but it doesn’t come together until Hugo and Isabelle get into quite a bit of mischief. Realizing how passionate Papa Georges was about filmmaking and how putting it all behind him affected his life is such a powerful way of addressing success, age, and life’s challenges, and Selznick does a great job of showing us not only the joys of love, but also the pains.
There is a sense of wonder throughout the book, especially with the setting. We do not see much beyond the train station, but we are taken into the secrets it holds as we venture through the walls with Hugo. We see what he sees from behind the clock faces, which is even more intriguing once we realize that Isabelle has also been watching Hugo without him knowing. Both children have strong personalities and an equally fascinated desire to figure out mysteries and secrets. Although they are used to figuring things out individually, they realize they need each other to piece everything together about the automaton and Papa Georges’ true identity.
When I was younger my father showed me Georges Melies’ film A Trip to the Moon. I loved the Smashing Pumpkins and their video for “Tonight, Tonight,” which was based off the film, and I was interested to see it. To have Papa Georges actually be Georges Melies was such a wonderful surprise, and a very creative one. I had never heard of automata before, and reading up on it through a Web site Brian Selznick put together was quite fascinating.
The drawings in this book were captivating. The seemingly simple pencil strokes turn into beautiful pieces of art; some of my favorite pieces are the ones strung together that become more and more focused on a certain element (such as Hugo’s eyes). Framing the book using black paper was such a small detail and yet made me feel as if I was truly experiencing the book and not just reading it. The black and white images complemented each other so well, almost coming together like a small flip book of motion at times. The emotion of the characters is well written, but better described through the detail in their faces. And I absolutely loved how Selznick broke up his own images with photographs and film stills from Georges Melies’ real life. This book is so well crafted, each detail thought of with extreme intention. The suspense of figuring out how each character contributed to the plot, and more specifically, the automaton, is framed so simply with the drawings, and yet they are my favorite part of this book. Selznick truly brings the characters to life, and although the drawings stand on the page, they feel as if they dance.
Although the majority of Hugo Cabret’s storyline is shown through its illustrations, Brian Selznick’s character developments are beautifully scripted. Each character is revealed through snapshots of their lives, whether through glances into their thoughts or into their eyes. Hugo struggles with hardship from the very beginning, wondering how is going to survive on his own. He struggles with morality and survival, having to steal food and milk just to live. He steals toy parts from Papa Melies’ stand, but panics if he does not keep the clocks running in the train station. Although this is mostly so the inspector won’t find out his uncle is dead, Hugo also has a sense of responsibility to the clocks; as if he associates his clever mind ticking in conjunction with the clocks he surrounds himself with.
Papa Georges goes from a seemingly bitter old man to a man filled with secrets of his own, and his character is also very well developed. We know he is hiding something, but it doesn’t come together until Hugo and Isabelle get into quite a bit of mischief. Realizing how passionate Papa Georges was about filmmaking and how putting it all behind him affected his life is such a powerful way of addressing success, age, and life’s challenges, and Selznick does a great job of showing us not only the joys of love, but also the pains.
There is a sense of wonder throughout the book, especially with the setting. We do not see much beyond the train station, but we are taken into the secrets it holds as we venture through the walls with Hugo. We see what he sees from behind the clock faces, which is even more intriguing once we realize that Isabelle has also been watching Hugo without him knowing. Both children have strong personalities and an equally fascinated desire to figure out mysteries and secrets. Although they are used to figuring things out individually, they realize they need each other to piece everything together about the automaton and Papa Georges’ true identity.
When I was younger my father showed me Georges Melies’ film A Trip to the Moon. I loved the Smashing Pumpkins and their video for “Tonight, Tonight,” which was based off the film, and I was interested to see it. To have Papa Georges actually be Georges Melies was such a wonderful surprise, and a very creative one. I had never heard of automata before, and reading up on it through a Web site Brian Selznick put together was quite fascinating.
The drawings in this book were captivating. The seemingly simple pencil strokes turn into beautiful pieces of art; some of my favorite pieces are the ones strung together that become more and more focused on a certain element (such as Hugo’s eyes). Framing the book using black paper was such a small detail and yet made me feel as if I was truly experiencing the book and not just reading it. The black and white images complemented each other so well, almost coming together like a small flip book of motion at times. The emotion of the characters is well written, but better described through the detail in their faces. And I absolutely loved how Selznick broke up his own images with photographs and film stills from Georges Melies’ real life. This book is so well crafted, each detail thought of with extreme intention. The suspense of figuring out how each character contributed to the plot, and more specifically, the automaton, is framed so simply with the drawings, and yet they are my favorite part of this book. Selznick truly brings the characters to life, and although the drawings stand on the page, they feel as if they dance.
Synopsis: The Invention of Hugo Cabret: Brian Selznick
The Invention of Hugo Cabret. 978-0-439-81378-5. Brian Selznick. 2007. Caldecott Medal. Ages 13-15. French working class.
Synopsis:
The Invention of Hugo Cabret by Brian Selznick is intriguing from the moment it’s opened. With its striking black pages that emphasize the beautifully crafted drawings inside, its style truly invites the reader into an experience as bold as the characters inside. Growing up with little more than his father’s love and his knack for intricate puzzles, Hugo is a content boy with a growing sense of wonder. But when his father dies in a museum fire, Hugo must learn to cope with loneliness, fear, and injustice in order to survive. His obsession, what keeps him determined to live, is the automaton his father was repairing before he died. Using his father’s notebook, Hugo begins to reassemble the machine in hopes it might script a message from his father; but when he is caught stealing parts from a local toy maker, Hugo’s reason for living seems that much more crucial. Determined to get his notebook back, which has been taken as payment for the toys he has taken, Hugo befriends the toymaker, who we learn later to be early filmmaker Georges Melies. Through Melies’ goddaughter Isabelle, Hugo discovers what it means not to be isolated anymore. He discovers that what he needs to fix the automaton is within him, and that the two of them can literally unlock its secrets. Once the two children realize who Papa Georges really is, outbursts of emotional self-discovery and painful reality bring everyone together to appreciate not only the craft and clockwork of film, but of life.
Synopsis:
The Invention of Hugo Cabret by Brian Selznick is intriguing from the moment it’s opened. With its striking black pages that emphasize the beautifully crafted drawings inside, its style truly invites the reader into an experience as bold as the characters inside. Growing up with little more than his father’s love and his knack for intricate puzzles, Hugo is a content boy with a growing sense of wonder. But when his father dies in a museum fire, Hugo must learn to cope with loneliness, fear, and injustice in order to survive. His obsession, what keeps him determined to live, is the automaton his father was repairing before he died. Using his father’s notebook, Hugo begins to reassemble the machine in hopes it might script a message from his father; but when he is caught stealing parts from a local toy maker, Hugo’s reason for living seems that much more crucial. Determined to get his notebook back, which has been taken as payment for the toys he has taken, Hugo befriends the toymaker, who we learn later to be early filmmaker Georges Melies. Through Melies’ goddaughter Isabelle, Hugo discovers what it means not to be isolated anymore. He discovers that what he needs to fix the automaton is within him, and that the two of them can literally unlock its secrets. Once the two children realize who Papa Georges really is, outbursts of emotional self-discovery and painful reality bring everyone together to appreciate not only the craft and clockwork of film, but of life.
Monday, March 1, 2010
Cubing Strategy: Hugo Cabret
Cubing Strategy
Source: Tompkins, pages 28-30
The Cubing Strategy is a really interesting, interactive way for students to think about how multidimensional the characters they have read about are. This strategy usually gets written down on pieces of paper and formed into a cube, but for the blogs we can just write them out as a list. There are six sides to the cube, and the class would be divided into these groups and assigned a character to write about. Each member of the group would draw a number that is assigned one of the following: describe (appearance, personality, etc.); compare (and contrast to a different character in the book); associate (character with a character from another book or someone you know); analyze (the motivations of the character); apply (what you’ve learned from this character); or argue (for or against character’s actions, give support).
This activity is great for students because they work collaboratively in groups, they are engaged in the content that they are learning, and they create a visual object to support their learning. It can be used either as an informal learning tool or a more formal writing tool that gives students the opportunity to use the writing process to draft, revise, and edit their writing. Students also use higher-level thinking and deepen their understanding of the character.
Think about these questions as you pick which character to describe: Why did you choose the character you did? What intrigued you about that character? Can you relate to that character?
Pick a character from The Invention of Hugo Cabret to analyze. Choose any 4 categories you want to write about, but at least think about how you would answer the other 2. Here is an example of just a few categories for Isabelle:
The six dimensions of Isabelle:
• Describe the character (including appearance, personality, likes/dislikes, habits, etc.)
Isabelle is 12 years old. She has straight, short, dark hair, with bangs. Her parents died in a car accident, and she was sent to live with her godparents, Jeanne and Georges Melies, in Paris, France. Isabelle is quiet mischievous, whether she’s picking locks or sneaking into movies she has been told to stay away from. But she is also very loyal to her family, and to her new friend Hugo.
• Compare and contrast the character to another character in the book
Compare/contrast to Hugo: Both Isabelle and Hugo are young and intelligent. They both have an immense curiosity that consumes their attention once captured. The difference is that Isabelle is much more reactive and therefore doesn’t think as thoughtfully about consequences as Hugo, who seems to have a plan for his conquest. Both, however, know how to survive difficult situations that often place them in compromising positions; Isabelle knows how to pick locks and go through back alleys, and Hugo knows his way around the train station better than anyone. Both children hold secrets in their past, but Isabelle is much more willing to discuss them than Hugo.
• Associate the character to someone else, either someone you know or another character from a different book you have read. Also, explain why the character makes you think of that other person.
Isabelle reminds me of myself when I was younger. I always wanted to figure out puzzles and solve problems I didn’t fully understand. I respected and love my parents, but I also tried to cheat the system by staying up late to watch Homicide: Life on the Streets even though they didn’t want me to (just as Isabelle sneaks into the movies). I was clever and most of the time thoughtful, but often I would jump into something without really knowing what I was doing or having a back-up plan. Just like Isabelle, I thought I knew what was best for everyone; and even if things didn’t turn out the way I wanted them to, my heart was always in the right place.
• Analyze the character and what motivates him/her. Why does the character make the choices he/she does?
• Apply what you have learned from this character and tell how that information can be used. What can you learn from this character's actions, thoughts, or life?
• Argue for or against the character. Take a stand either for or against the character's actions or motivation and list reasons to support your stand.
Source: Tompkins, pages 28-30
The Cubing Strategy is a really interesting, interactive way for students to think about how multidimensional the characters they have read about are. This strategy usually gets written down on pieces of paper and formed into a cube, but for the blogs we can just write them out as a list. There are six sides to the cube, and the class would be divided into these groups and assigned a character to write about. Each member of the group would draw a number that is assigned one of the following: describe (appearance, personality, etc.); compare (and contrast to a different character in the book); associate (character with a character from another book or someone you know); analyze (the motivations of the character); apply (what you’ve learned from this character); or argue (for or against character’s actions, give support).
This activity is great for students because they work collaboratively in groups, they are engaged in the content that they are learning, and they create a visual object to support their learning. It can be used either as an informal learning tool or a more formal writing tool that gives students the opportunity to use the writing process to draft, revise, and edit their writing. Students also use higher-level thinking and deepen their understanding of the character.
Think about these questions as you pick which character to describe: Why did you choose the character you did? What intrigued you about that character? Can you relate to that character?
Pick a character from The Invention of Hugo Cabret to analyze. Choose any 4 categories you want to write about, but at least think about how you would answer the other 2. Here is an example of just a few categories for Isabelle:
The six dimensions of Isabelle:
• Describe the character (including appearance, personality, likes/dislikes, habits, etc.)
Isabelle is 12 years old. She has straight, short, dark hair, with bangs. Her parents died in a car accident, and she was sent to live with her godparents, Jeanne and Georges Melies, in Paris, France. Isabelle is quiet mischievous, whether she’s picking locks or sneaking into movies she has been told to stay away from. But she is also very loyal to her family, and to her new friend Hugo.
• Compare and contrast the character to another character in the book
Compare/contrast to Hugo: Both Isabelle and Hugo are young and intelligent. They both have an immense curiosity that consumes their attention once captured. The difference is that Isabelle is much more reactive and therefore doesn’t think as thoughtfully about consequences as Hugo, who seems to have a plan for his conquest. Both, however, know how to survive difficult situations that often place them in compromising positions; Isabelle knows how to pick locks and go through back alleys, and Hugo knows his way around the train station better than anyone. Both children hold secrets in their past, but Isabelle is much more willing to discuss them than Hugo.
• Associate the character to someone else, either someone you know or another character from a different book you have read. Also, explain why the character makes you think of that other person.
Isabelle reminds me of myself when I was younger. I always wanted to figure out puzzles and solve problems I didn’t fully understand. I respected and love my parents, but I also tried to cheat the system by staying up late to watch Homicide: Life on the Streets even though they didn’t want me to (just as Isabelle sneaks into the movies). I was clever and most of the time thoughtful, but often I would jump into something without really knowing what I was doing or having a back-up plan. Just like Isabelle, I thought I knew what was best for everyone; and even if things didn’t turn out the way I wanted them to, my heart was always in the right place.
• Analyze the character and what motivates him/her. Why does the character make the choices he/she does?
• Apply what you have learned from this character and tell how that information can be used. What can you learn from this character's actions, thoughts, or life?
• Argue for or against the character. Take a stand either for or against the character's actions or motivation and list reasons to support your stand.
Monday, February 22, 2010
Critique of Godless: Pete Hautman
I absolutely loved this book, in part because I have also struggled with religion throughout my life. My sister has as well, and it was nice to be able to discuss certain issues that the book brought up. Hautman does a really good job of showing how confident Jason is as he creates this new religion. Jason develops the commandments of sorts, and appoints different people for different positions, all the while really believing in what he is doing. Once Shin starts acting weird and gets way too involved in the religion, Jason explains that he doesn’t believe in the water tower as a god, but that he believes in what he is doing and how it challenges his own beliefs. There is also a big transformation with Henry, who appears macho to the community but is actually very smart and well-read behind closed doors. My favorite character is Shin, however, because the CTG gives him something to truly be a part of, and he ends up losing himself in it in the process. Shin goes from being satisfied with collecting snails to letting them die and focusing all his energy on climbing the water tower. He is so obsessed at the end that Jason has to call the police on him to retrieve him from inside the tower.
The small-town setting is great for the plot of this book. So often in small towns we hear of youth involved in drinking, smoking, getting into trouble. And while this group of teenagers doesn’t cause trouble in those ways, they do, in a sense, by creating their own religion. Their parents as well as the reverend and the members of PTO do not approve of what is going on, and think there needs to be more religious respect from the teens. But Jason is strong in his convictions, and has the time to carry them out.
Hautman really brings up some great questions about religion, about the differences between religion and faith, about society’s outlook and interpretation of how religion fits in with the people of the community. We get to see the development of Jason’s character as well as how his feelings parallel the activities of the CTG, and through that we are able to understand much more where he is coming from. Religion can be a difficult subject to bring up, especially because not everyone is involved the same way and not everyone participates equally in their church. Jason’s dry, sarcastic humor mixed with his willingness to challenge his religion and his parents is what truly brought this book together. Hautman’s writing of Jason’s thoughts is fantastic, and I love when Jason rationalizes religious activities for us:
“I once read a short story about some cannibals who didn't turn their victims into steaks and chops and roasts; they made them all into sausages. Because when you're eating a sausage you don't think so much about what you're eating.
It's the same with communion wafers. Hosts are little white disks that do not resemble any kind of real food. The closest thing I can think of would be a flattened, sugarless marshmallow. They have almost no taste, just a faint sourness, and they require no chewing. I think they're made out of some kind of digestible paper.
My point is, the miracle of Holy Communion is when the priest turns these little white disks into the flesh of Jesus Christ. They call it transubstantiation. So, if you buy that, then the host the priest places on your tongue is actually a sliver of Jesus meat. But they make the host as different from meat as they can, so that even though communion is a form of cannibalism, nobody gets grossed out. Like with the sausages."
This is my favorite passage from the book because it so wonderfully states something that I have felt since I can remember. Maybe I wouldn’t have stated it in the exact same way, but that’s what I love about Jason — he comes up with witty, almost nonsensical descriptions of real-life problems.
The small-town setting is great for the plot of this book. So often in small towns we hear of youth involved in drinking, smoking, getting into trouble. And while this group of teenagers doesn’t cause trouble in those ways, they do, in a sense, by creating their own religion. Their parents as well as the reverend and the members of PTO do not approve of what is going on, and think there needs to be more religious respect from the teens. But Jason is strong in his convictions, and has the time to carry them out.
Hautman really brings up some great questions about religion, about the differences between religion and faith, about society’s outlook and interpretation of how religion fits in with the people of the community. We get to see the development of Jason’s character as well as how his feelings parallel the activities of the CTG, and through that we are able to understand much more where he is coming from. Religion can be a difficult subject to bring up, especially because not everyone is involved the same way and not everyone participates equally in their church. Jason’s dry, sarcastic humor mixed with his willingness to challenge his religion and his parents is what truly brought this book together. Hautman’s writing of Jason’s thoughts is fantastic, and I love when Jason rationalizes religious activities for us:
“I once read a short story about some cannibals who didn't turn their victims into steaks and chops and roasts; they made them all into sausages. Because when you're eating a sausage you don't think so much about what you're eating.
It's the same with communion wafers. Hosts are little white disks that do not resemble any kind of real food. The closest thing I can think of would be a flattened, sugarless marshmallow. They have almost no taste, just a faint sourness, and they require no chewing. I think they're made out of some kind of digestible paper.
My point is, the miracle of Holy Communion is when the priest turns these little white disks into the flesh of Jesus Christ. They call it transubstantiation. So, if you buy that, then the host the priest places on your tongue is actually a sliver of Jesus meat. But they make the host as different from meat as they can, so that even though communion is a form of cannibalism, nobody gets grossed out. Like with the sausages."
This is my favorite passage from the book because it so wonderfully states something that I have felt since I can remember. Maybe I wouldn’t have stated it in the exact same way, but that’s what I love about Jason — he comes up with witty, almost nonsensical descriptions of real-life problems.
Synopsis of Godless: Pete Hautman
Godless. 1-4169-0816-1. Pete Hautman. 2004. National Book Award. Ages 13-17. Middle-class. Contemporary realistic fiction.
After getting punched in the face by bully Henry Stagg, 15-year-old Jason Bock decides to start his own religion. His inspiration? The town water tower, which he renames the Ten-Legged One. Jason has struggled with his own faith in the Church of the Good Shepherd, and openly admits that to Reverend Allan Anderson (who he calls “Just Al”) and everyone else at the Teen Power Outreach meetings at the church. Sick of being told what to believe, Jason names his own religion the Church of the Ten-Legged God (CTG), its followers being Chutengodians. He is the Founder and Head Kahuna; his best friend, Shin, is the First Keeper of the Sacred Text; his “ordinary” friend Dan Grant is the First Acolyte Exaltus; town sweetheart but tough girl Magda Price is the High Priestess; and without asking the other members, Jason inducts bully Henry Stagg as the High Priest because Henry shows him how to climb the water tower. The group creates religious laws to abide by and guidelines to follow, but ultimately want to climb the water tower to hold service. Shin freezes going up and runs home, but the other members not only climb the water tower, they swim inside of it. The night ends with a contaminated water supply and Henry having to go to the hospital for falling off the top of the water tower onto the railing below. Shin has a nervous breakdown, Magda and Henry become close, and Jason becomes an outcast, only clinging to his religion for peace of mind. The story depicts how difficult religion can make things, especially when you doubt your beliefs. Jason questions his openly, and learns valuable lessons along the way.
Godless is an interesting book to read in school, because it discusses religion very openly. I’m not sure this book would be allowed in many public schools unless the curriculum involved students not being allowed to discuss their own religious experiences. That said, I think it could be an interesting historical study for how religion has been formed/created throughout history.
After getting punched in the face by bully Henry Stagg, 15-year-old Jason Bock decides to start his own religion. His inspiration? The town water tower, which he renames the Ten-Legged One. Jason has struggled with his own faith in the Church of the Good Shepherd, and openly admits that to Reverend Allan Anderson (who he calls “Just Al”) and everyone else at the Teen Power Outreach meetings at the church. Sick of being told what to believe, Jason names his own religion the Church of the Ten-Legged God (CTG), its followers being Chutengodians. He is the Founder and Head Kahuna; his best friend, Shin, is the First Keeper of the Sacred Text; his “ordinary” friend Dan Grant is the First Acolyte Exaltus; town sweetheart but tough girl Magda Price is the High Priestess; and without asking the other members, Jason inducts bully Henry Stagg as the High Priest because Henry shows him how to climb the water tower. The group creates religious laws to abide by and guidelines to follow, but ultimately want to climb the water tower to hold service. Shin freezes going up and runs home, but the other members not only climb the water tower, they swim inside of it. The night ends with a contaminated water supply and Henry having to go to the hospital for falling off the top of the water tower onto the railing below. Shin has a nervous breakdown, Magda and Henry become close, and Jason becomes an outcast, only clinging to his religion for peace of mind. The story depicts how difficult religion can make things, especially when you doubt your beliefs. Jason questions his openly, and learns valuable lessons along the way.
Godless is an interesting book to read in school, because it discusses religion very openly. I’m not sure this book would be allowed in many public schools unless the curriculum involved students not being allowed to discuss their own religious experiences. That said, I think it could be an interesting historical study for how religion has been formed/created throughout history.
Critique of Big Mouth & Ugly Girl: Joyce Carol Oates
I enjoyed reading this book. I’m big on character development, and I thought Joyce Carol Oates really let us into the minds and lives of Ursula and Matt. We see Ursula’s character develop internally for the most part, describing her mood like Fiery Red and Ugly Girl, but we also see her struggle through interaction with her family and those around her. Confidence springs from her position on the basketball team, but she quits after everyone thinks she loses a game on purpose. Throughout the book she goes back and forth between depressive moods, eventually taking more control of her life through her relationship with Matt. We see Matt’s character develop more socially, going from popular student council vice president who writes for the school paper to possible terrorist. His friends abandon him, his family is stressed out, he feels like an outcast and doesn’t know where to turn. His feelings of desperation unfold through his deleted-before-sent e-mails to Ursula, saying how lonely he feels.
The plot of this book is pretty complicated in trying to connect each event to something or someone, but overall the themes are simple: accusation, betrayal, loneliness, shifts in socialization, family struggles, emotional downfalls and triumphs. Oates creatively shifts virtually every other chapter into the mind of Ursula and Matt, which eventually blend together as their relationship grows. Their lives mirror each other’s in many ways, and they are able to help each other through the problems they have. The reactions of the students at school feels very realistic because they are unsure of whether they should even talk to Matt and ignore Ursula because she appears different from everyone else. I love the way Ursula doesn’t care and talks to Matt anyway, and how Matt embraces Ursula’s differences.
In suburbia New York there is an expectation of upholding reputation, which everyone except Ursula seems to follow. Matt’s parents file the lawsuit for defamation of character, fearing the repercussions of having their family name smeared. Ursula’s parents don’t want her to speak up for Matt in fear she will be associated with the alleged crime. Matt’s friends say their parents don’t want them to talk to him because they don’t want them to be involved. And the principal, Mr. Parrish, wants to keep his school in good faith with the community. This is all very emotional, and I like how Oates displays so much of this by using different fonts (for e-mail, for the beginning line of each chapter, for the newspaper clippings).
Big Mouth & Ugly Girl could be used to discuss alienation, bullying, and unprecedented judgment of others. So much of this occurs on a daily basis, and it can be emotionally destructive to those experiencing it. Discussing the effects of such behavior and how it truly can make teenagers feel unwanted and like they want to die would be a good suicide prevention technique as well.
The plot of this book is pretty complicated in trying to connect each event to something or someone, but overall the themes are simple: accusation, betrayal, loneliness, shifts in socialization, family struggles, emotional downfalls and triumphs. Oates creatively shifts virtually every other chapter into the mind of Ursula and Matt, which eventually blend together as their relationship grows. Their lives mirror each other’s in many ways, and they are able to help each other through the problems they have. The reactions of the students at school feels very realistic because they are unsure of whether they should even talk to Matt and ignore Ursula because she appears different from everyone else. I love the way Ursula doesn’t care and talks to Matt anyway, and how Matt embraces Ursula’s differences.
In suburbia New York there is an expectation of upholding reputation, which everyone except Ursula seems to follow. Matt’s parents file the lawsuit for defamation of character, fearing the repercussions of having their family name smeared. Ursula’s parents don’t want her to speak up for Matt in fear she will be associated with the alleged crime. Matt’s friends say their parents don’t want them to talk to him because they don’t want them to be involved. And the principal, Mr. Parrish, wants to keep his school in good faith with the community. This is all very emotional, and I like how Oates displays so much of this by using different fonts (for e-mail, for the beginning line of each chapter, for the newspaper clippings).
Big Mouth & Ugly Girl could be used to discuss alienation, bullying, and unprecedented judgment of others. So much of this occurs on a daily basis, and it can be emotionally destructive to those experiencing it. Discussing the effects of such behavior and how it truly can make teenagers feel unwanted and like they want to die would be a good suicide prevention technique as well.
Synopsis of Big Mouth & Ugly Girl: Joyce Carol Oates
Big Mouth & Ugly Girl. 0-06-623756-4. Joyce Carol Oates. 2002. Ages 13-17. Suburban youth. Contemporary realistic fiction.
Big Mouth, Matt Donaghy, and Ugly Girl, Ursula Riggs, have gone to the same school not knowing each other for years. But when Matt is accused of threatening to blow up the school, Ursula must come to his aid. Matt is joking around in the lunchroom about his play not winning the school competition, and he sarcastically asks what he can do, blow up the school? Misinterpreted by the Brewer sisters, they report him to their father and the principal. Matt is suspended, his friends stop talking to him, and his whole life changes. Ursula calls herself Ugly Girl because she is somewhat of social outcast who doesn’t even feel a part of her own family. But she knows the difference between right and wrong, and Ursula stands up for Matt, saying that she overheard him and everyone knew he was joking, and the investigation against Matt is dropped. Nothing goes back to normal though, and Matt is treated like a heretic. Eventually Matt and Ursula develop an unconventional relationship, both drawn to each other’s humor and the fact that they feel like outsiders. Matt’s parents decide to sue the school for defamation of character (later dropped), Matt’s dog, Pumpkin is kidnapped (and returned safely), and another bomb scare threatens Matt’s emotional sanity. Eventually we learn that Reverend Brewer, the racist unforgiving father of the girls who reported Matt in the first place, has called in the second bomb threat, and things finally start turning around for Matt. Despite the ups and downs of their relationship, Matt and Ursula grow stronger, and develop into more than just friends at the end.
Big Mouth & Ugly Girl could be used to study the media and its effects on society. Matt’s situation might not have even caused such a terrible problem were it not for the initial news reports of the supposed bomb threat. That, plus word of mouth and people’s perceptions of situations without the truth, can really escalate into something unnecessary.
Big Mouth, Matt Donaghy, and Ugly Girl, Ursula Riggs, have gone to the same school not knowing each other for years. But when Matt is accused of threatening to blow up the school, Ursula must come to his aid. Matt is joking around in the lunchroom about his play not winning the school competition, and he sarcastically asks what he can do, blow up the school? Misinterpreted by the Brewer sisters, they report him to their father and the principal. Matt is suspended, his friends stop talking to him, and his whole life changes. Ursula calls herself Ugly Girl because she is somewhat of social outcast who doesn’t even feel a part of her own family. But she knows the difference between right and wrong, and Ursula stands up for Matt, saying that she overheard him and everyone knew he was joking, and the investigation against Matt is dropped. Nothing goes back to normal though, and Matt is treated like a heretic. Eventually Matt and Ursula develop an unconventional relationship, both drawn to each other’s humor and the fact that they feel like outsiders. Matt’s parents decide to sue the school for defamation of character (later dropped), Matt’s dog, Pumpkin is kidnapped (and returned safely), and another bomb scare threatens Matt’s emotional sanity. Eventually we learn that Reverend Brewer, the racist unforgiving father of the girls who reported Matt in the first place, has called in the second bomb threat, and things finally start turning around for Matt. Despite the ups and downs of their relationship, Matt and Ursula grow stronger, and develop into more than just friends at the end.
Big Mouth & Ugly Girl could be used to study the media and its effects on society. Matt’s situation might not have even caused such a terrible problem were it not for the initial news reports of the supposed bomb threat. That, plus word of mouth and people’s perceptions of situations without the truth, can really escalate into something unnecessary.
Critique of Scorpions: Walter Dean Myers
Jamal’s character is very well-developed. His struggles with living in a single-family household with his older brother in jail come through as he tries to be responsible and care for everyone (his mother, older brother, and younger sister). This also applies to his strong feelings of protectiveness over his friend, Tito. When Jamal gets caught up in the gang activity, he is emotionally torn between taking over the Scorpions for his brother and walking away from it. Should he be in charge, carry a gun, risk his life and the lives of those he loves? He struggles throughout the book and Myers does a wonderful job of making the reader feel anxious for him, for making us want to help him through his difficult decisions.
The setting of Harlem is a good choice for the storyline. It emphasizes historical involvement with gangs and violence, and yet focuses on strong community. The connections people make in this neighborhood are crucial to their development, and Tito and Jamal’s friendship is a great example of this. We actually feel for the boys during their times of troubled youth, and Myers’ shows us the strong connection they have with each other despite the growing gang activity in their neighborhood. We feel Tito’s anxiety over Jamal being involved with the Scorpions and killing someone, see Jamal’s struggle to decide between what’s best for his brother or himself, sympathize with Jamal and Tito’s lack of positive male role models, feel sorry for Jamal constantly feeling overwhelmed by everything around him, empathize with Jamal feeling like no one takes him seriously or wants to see him succeed except his mother, and anger for Jamal feeling like the gang makes him actually belong somewhere. These all connect to Myers’ themes of responsibility, loyalty, making difficult decisions, self-awareness, and self-preservation.
Scorpions is a good book for young adults to discuss many issues surrounding them today. Gang activity and the struggles not to become involved; loyalty to our friends, family, and especially ourselves; and a willingness to stand up for individuality and making positive decisions are all good topics for discussion. This could also be a good book to teach with the history of gang violence and other challenging community issues in the neighborhoods the students live in. Students could discuss their own social difficulties, whether personal or communal, and they could research examples of strong, positive change in their community.
The setting of Harlem is a good choice for the storyline. It emphasizes historical involvement with gangs and violence, and yet focuses on strong community. The connections people make in this neighborhood are crucial to their development, and Tito and Jamal’s friendship is a great example of this. We actually feel for the boys during their times of troubled youth, and Myers’ shows us the strong connection they have with each other despite the growing gang activity in their neighborhood. We feel Tito’s anxiety over Jamal being involved with the Scorpions and killing someone, see Jamal’s struggle to decide between what’s best for his brother or himself, sympathize with Jamal and Tito’s lack of positive male role models, feel sorry for Jamal constantly feeling overwhelmed by everything around him, empathize with Jamal feeling like no one takes him seriously or wants to see him succeed except his mother, and anger for Jamal feeling like the gang makes him actually belong somewhere. These all connect to Myers’ themes of responsibility, loyalty, making difficult decisions, self-awareness, and self-preservation.
Scorpions is a good book for young adults to discuss many issues surrounding them today. Gang activity and the struggles not to become involved; loyalty to our friends, family, and especially ourselves; and a willingness to stand up for individuality and making positive decisions are all good topics for discussion. This could also be a good book to teach with the history of gang violence and other challenging community issues in the neighborhoods the students live in. Students could discuss their own social difficulties, whether personal or communal, and they could research examples of strong, positive change in their community.
Sunday, February 7, 2010
Synopsis of Scorpions: Walter Dean Myers
Synopsis:
Scorpions. 0-06-4406237. Walter Dean Myers. 1988. Newberry Honor Book. Ages 12-16. African American.
Twelve-year-old Jamal Hicks cannot escape stressful situations no matter where he goes or how much he tries. At home he deals with his brother Randy being in jail for murder, his sister’s pestering remarks, his mother’s exhaustion from trying to provide, and his absent father’s comments that berate him. At school he deals with troubling assignments, teachers sending him to the principal, and fights with an older boy named Dwayne. Mixed in with all of this is pressure from the gang his brother used to lead called the Scorpions. Doing what he can to raise money for Randy’s $2,000 appeal, Jamal joins the Scorpions and unintentionally involves his best friend Tito, who ends up killing another gang member in self-defense. Overwhelmed by what he has done, Tito confesses his actions to his grandmother as well as the police, is charged as a juvenile delinquent, and returns to Puerto Rico, leaving Jamal to face a world that hasn’t changed much for himself.
Scorpions, like Monster, is a good book to discuss real-life issues with students in middle school. Peer pressure to join gangs and get involved with very serious problems such as guns, drugs, murder, and jail time is a realistic pressure teenagers deal with. Making sure students know safe places to go and people to talk to could make all the difference in their lives, especially if they are unaware of the options but desperately need them or know someone who does.
Scorpions. 0-06-4406237. Walter Dean Myers. 1988. Newberry Honor Book. Ages 12-16. African American.
Twelve-year-old Jamal Hicks cannot escape stressful situations no matter where he goes or how much he tries. At home he deals with his brother Randy being in jail for murder, his sister’s pestering remarks, his mother’s exhaustion from trying to provide, and his absent father’s comments that berate him. At school he deals with troubling assignments, teachers sending him to the principal, and fights with an older boy named Dwayne. Mixed in with all of this is pressure from the gang his brother used to lead called the Scorpions. Doing what he can to raise money for Randy’s $2,000 appeal, Jamal joins the Scorpions and unintentionally involves his best friend Tito, who ends up killing another gang member in self-defense. Overwhelmed by what he has done, Tito confesses his actions to his grandmother as well as the police, is charged as a juvenile delinquent, and returns to Puerto Rico, leaving Jamal to face a world that hasn’t changed much for himself.
Scorpions, like Monster, is a good book to discuss real-life issues with students in middle school. Peer pressure to join gangs and get involved with very serious problems such as guns, drugs, murder, and jail time is a realistic pressure teenagers deal with. Making sure students know safe places to go and people to talk to could make all the difference in their lives, especially if they are unaware of the options but desperately need them or know someone who does.
Critique of Monster: Walter Dean Myers
Critique:
I thought Steve Harmon’s character was well developed throughout the book. His journal provides insight to his thoughts as he struggles with his feelings of guilt despite not thinking he did anything wrong. He shares his reaction to emotional experiences such as seeing his father cry, wishing he could talk to his brother, feeling as if he wanted to die at the thought of being sentenced to life in prison. The dialogue feels real, scattered with silent contemplative actions of the characters as well as appropriate diction and street language used by the people testifying.
Harmon goes back and forth between feeling innocent and feeling guilty, giving the plot an underlying question of how much, or if, Harmon was involved in the crime. The photographs throughout the book gave the reader snapshots of Harmon’s movements, but Myers makes it unclear if they are how Harmon wants his movie to look or pictures of how things played out during the crime in Harmon’s mind. Throughout the book Myers gives us glimpses of testimony as well as Harmon’s inner thoughts about the crime, always leaving the reader to wonder what and if Harmon had anything to do with the drug store crime. Harmon must struggle with how he sees himself versus how everyone else sees him, and what it truly means to be guilty.
The jail scenes felt just as crowded and dangerous in my mind as Myers depicted them in the book, which led to the feelings of fear and anxiety surely felt by Harmon. The camera shots and stage directions from Harmon’s movie perspective helps the reader see what he sees during the trial, from the worried face of his mother to the jurors trying not to make eye contact, from the smirks of the prosecutor to the half-asleep courtroom guard.
Monster could spark discussion about the varying levels of guilt as well as a guilty conscience. Especially with influential young teenagers, this book would be a good example of how even being associated with the wrong people could lead to extreme consequences. There is so much gang and violent activity in society today that tying this book in with real-life stories of at-risk and troubled youth could be beneficial in more ways than just another literary perspective.
I thought Steve Harmon’s character was well developed throughout the book. His journal provides insight to his thoughts as he struggles with his feelings of guilt despite not thinking he did anything wrong. He shares his reaction to emotional experiences such as seeing his father cry, wishing he could talk to his brother, feeling as if he wanted to die at the thought of being sentenced to life in prison. The dialogue feels real, scattered with silent contemplative actions of the characters as well as appropriate diction and street language used by the people testifying.
Harmon goes back and forth between feeling innocent and feeling guilty, giving the plot an underlying question of how much, or if, Harmon was involved in the crime. The photographs throughout the book gave the reader snapshots of Harmon’s movements, but Myers makes it unclear if they are how Harmon wants his movie to look or pictures of how things played out during the crime in Harmon’s mind. Throughout the book Myers gives us glimpses of testimony as well as Harmon’s inner thoughts about the crime, always leaving the reader to wonder what and if Harmon had anything to do with the drug store crime. Harmon must struggle with how he sees himself versus how everyone else sees him, and what it truly means to be guilty.
The jail scenes felt just as crowded and dangerous in my mind as Myers depicted them in the book, which led to the feelings of fear and anxiety surely felt by Harmon. The camera shots and stage directions from Harmon’s movie perspective helps the reader see what he sees during the trial, from the worried face of his mother to the jurors trying not to make eye contact, from the smirks of the prosecutor to the half-asleep courtroom guard.
Monster could spark discussion about the varying levels of guilt as well as a guilty conscience. Especially with influential young teenagers, this book would be a good example of how even being associated with the wrong people could lead to extreme consequences. There is so much gang and violent activity in society today that tying this book in with real-life stories of at-risk and troubled youth could be beneficial in more ways than just another literary perspective.
Synopsis of Monster: Walter Dean Myers
Synopsis:
Monster. ISBN 0-06-440731-4. Walter Dean Myers.1999. National Book Award Finalist. Ages 13-17. African American.
Steve Harmon, a 16-year-old black man, is on trial for felony murder for allegedly being the lookout in the robbery of a drug store turned shooting of the owner, Mr. Nesbitt. The book goes back and forth between Harmon writing in his journal while in jail, to the court and jail scenes depicted by Harmon in the movie script he is writing of the trial. In the end Harmon is found not guilty but the author, Walter Dean Myers, leaves the reader to contemplate whether or not Harmon is truly involved. An emotional journey for both Harmon and his family, Monster is a realistic portrayal inside the mind of a young man mixed up in a terrible situation.
Monster could be used in a social studies or government class as a realistic study of the court/judicial system. It could also be used to stimulate discussion about law, whether certain consequences fit the crime, and the inner-workings of local jail/detention facilities.
Monster. ISBN 0-06-440731-4. Walter Dean Myers.1999. National Book Award Finalist. Ages 13-17. African American.
Steve Harmon, a 16-year-old black man, is on trial for felony murder for allegedly being the lookout in the robbery of a drug store turned shooting of the owner, Mr. Nesbitt. The book goes back and forth between Harmon writing in his journal while in jail, to the court and jail scenes depicted by Harmon in the movie script he is writing of the trial. In the end Harmon is found not guilty but the author, Walter Dean Myers, leaves the reader to contemplate whether or not Harmon is truly involved. An emotional journey for both Harmon and his family, Monster is a realistic portrayal inside the mind of a young man mixed up in a terrible situation.
Monster could be used in a social studies or government class as a realistic study of the court/judicial system. It could also be used to stimulate discussion about law, whether certain consequences fit the crime, and the inner-workings of local jail/detention facilities.
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