Bibliography:
Gantos, Jack. (2000). Joey Pigza Loses Control. New York, NY: Harper Trophy. ISBN 9781413108514.
Plot Summary:
Joey plans on spending 6 weeks to get to know his dad, whom he does not know well at all. His mother worries and makes sure he has money to phone home and always asks about his medicine. Joey, his dog Pablo, his grandmother, and father have an interesting few weeks when Joey stops taking his medicine. Without the medicine, Joey is liable to lose control. Torn between knowing what is best for him and wanting to please his dad, Joey is put in a difficult situation. How will he handle it?
Critical Analysis:
The character of Joey Pigza is fun-loving and hilarious. He is sort of a prankster and many students will identify with his high-energy character. Joey is put in many difficult situations and sometimes hesitates on how to handle them. Students learn the value of thinking their actions through in Joey Pigza Loses Control. Other characters in the book may remind students of adults in their own lives.
The setting is basic, taking place in a large city (Pittsburgh), with not too much detail about the surroundings in general. One particular place in the novel that was interesting was Storybook Land - the place where Joey's dad goes to think. Students who know nursery rhymes will find this place interesting.
Joey Pigza Loses Control sends the message to students that it is okay to be a little different. Joey has some good ways of dealing with his life trials and children will relate to that. Boys ages 3rd grade and up would most likely enjoy this novel, although girls will enjoy it as well. The book was easy to follow and engaging overall. After reading the novel I found out that Joey Pigza Loses Control is the sequel to Joey Pigza Swallowed the Key. Perhaps the background knowledge from the first book would benefit the reader.
Awards:
Newbery Honor Book
ALA Notable Book
Publishers Weekly Best Book
School Library Journal Best Book
NY Times Book Review Notable Book
Booklist Editors' Choice
Horn Book Fanfare Book
"Hilarious, harrowing, and ultimately heartening." -School Library Journal
"A truly memorable read." -Booklist
Connections:
*Suggest to readers who like sports or are new to taking medications like Joey.
*Series: Read other books in the "Joey Pigza" series including Joey Pigza Swallowed the Key and What Would Joey do?
*Have students write their own journals in Joey's situation. Have students choose several events in the book that spoke to them in some way and write a response to the event as Joey.
*Joey feels torn between his mother and father, wanting to please them both. Discuss with students when they have ever felt pulled in multiple directions.
*(A few interesting and fun ideas can also be found here: http://kieferja.tripod.com/page3.htm)
Monday, May 7, 2012
Sunday, May 6, 2012
Book Review: Speak by Laurie Halse Anderson
Bibliography:
Anderson, Laurie Halse. (1999). Speak. New York, NY: Farrar Straus Giroux. ISBN 0374371520.
Plot Summary:
Melinda is a high-school student who had something terrible happen to her at the end of summer before freshman year. The novel walks through her freshman year, marking period by marking period, talking through her trials with family, friends, art class (among her other courses), and herself. Ultimately, the issues are not all resolved, but things are turning around for Melinda.
Critical Analysis:
This young adult novel's main character is Melinda, a high school freshman. She is fighting to find herself and resolve the issue of what happened with "IT" during the summer. Many young adult readers would be able to identify with Melinda on different levels - from being the outcast to being a victim of violence. The "IT" male figure is not in a positive role, but the male teacher Mr. Freeman had a positive role and very relatable.
The setting of the book was well detailed and contemporary. Any high school student would related to switching classes, having difficult courses or teachers, the lunch room, etc. Middle school students may even relate to this, but I would not recommend this book for younger than 9th grade students due to subject matter and the age of characters. Students will be able to relate to issues with peers and parents presented in the book mostly likely.
The style of the book was interesting to me. I enjoyed the "mini-chapters" with sometimes humorous titles such as, "DEAD FROGS" or "LUNCH DOOM." Each heading tied into the next few paragraphs or pages. The book was sectioned off into marking periods, so students can relate to timing in the book as well. I felt the entire book was about Melinda overcoming her past. While the book didn't tell the reader everything was headed in the right direction, you get the idea that it is.
Awards:
1999 National Book Award Finalist for Young People's Literature
ALA Top Ten Best Books for Young Adults
ALA Quick Pick
Publishers Weekly Best Book of the Year
Booklist Top Ten First Novel
School Library Journal Best Book of the Year
Horn Book Fanfare Title
New York Times Bestseller
See http://us.macmillan.com/speak/LaurieAnderson for full list
"An uncannily funny book even as it plumbs the darkness, Speak will hold readers from the first word to last." -The Horn Book
"Melinda's pain is palpable, and readers will totally empathize with her. This is a compelling book, with sharp, crisp writing that draws readers in, engulfing them in the story." -School Library Journal
Connections:
*While students read this book, have them privately journal about their own experiences in the past and present. Have them venture in the end to write about their futures.
*Counselor's can use this book for students who have been victims of violence.
*Have high school students talk about "THE FIRST TEN LIES THEY TELL YOU IN HIGH SCHOOL" and "TEN MORE LIES THEY TELL YOU IN HIGH SCHOOL." Open up conversation about fears and hopes for the coming years. What would students have on their "Ten Lies" list?
*Art Connection: Students make their own tree art project that Melinda studies and works on throughout the book.
*If appropriate, have students watch the movie Speak (film 2004) after finishing the study of the novel.
*Discuss the author's purpose and how it relates to our lives today.
*Author Study: Other books by Anderson - Catalyst, Twisted, Prom, Wintergirls, Thank you, Sarah, Chains, Forge, and Fever, 1793.
Anderson, Laurie Halse. (1999). Speak. New York, NY: Farrar Straus Giroux. ISBN 0374371520.
Plot Summary:
Melinda is a high-school student who had something terrible happen to her at the end of summer before freshman year. The novel walks through her freshman year, marking period by marking period, talking through her trials with family, friends, art class (among her other courses), and herself. Ultimately, the issues are not all resolved, but things are turning around for Melinda.
Critical Analysis:
This young adult novel's main character is Melinda, a high school freshman. She is fighting to find herself and resolve the issue of what happened with "IT" during the summer. Many young adult readers would be able to identify with Melinda on different levels - from being the outcast to being a victim of violence. The "IT" male figure is not in a positive role, but the male teacher Mr. Freeman had a positive role and very relatable.
The setting of the book was well detailed and contemporary. Any high school student would related to switching classes, having difficult courses or teachers, the lunch room, etc. Middle school students may even relate to this, but I would not recommend this book for younger than 9th grade students due to subject matter and the age of characters. Students will be able to relate to issues with peers and parents presented in the book mostly likely.
The style of the book was interesting to me. I enjoyed the "mini-chapters" with sometimes humorous titles such as, "DEAD FROGS" or "LUNCH DOOM." Each heading tied into the next few paragraphs or pages. The book was sectioned off into marking periods, so students can relate to timing in the book as well. I felt the entire book was about Melinda overcoming her past. While the book didn't tell the reader everything was headed in the right direction, you get the idea that it is.
Awards:
1999 National Book Award Finalist for Young People's Literature
ALA Top Ten Best Books for Young Adults
ALA Quick Pick
Publishers Weekly Best Book of the Year
Booklist Top Ten First Novel
School Library Journal Best Book of the Year
Horn Book Fanfare Title
New York Times Bestseller
See http://us.macmillan.com/speak/LaurieAnderson for full list
"An uncannily funny book even as it plumbs the darkness, Speak will hold readers from the first word to last." -The Horn Book
"Melinda's pain is palpable, and readers will totally empathize with her. This is a compelling book, with sharp, crisp writing that draws readers in, engulfing them in the story." -School Library Journal
Connections:
*While students read this book, have them privately journal about their own experiences in the past and present. Have them venture in the end to write about their futures.
*Counselor's can use this book for students who have been victims of violence.
*Have high school students talk about "THE FIRST TEN LIES THEY TELL YOU IN HIGH SCHOOL" and "TEN MORE LIES THEY TELL YOU IN HIGH SCHOOL." Open up conversation about fears and hopes for the coming years. What would students have on their "Ten Lies" list?
*Art Connection: Students make their own tree art project that Melinda studies and works on throughout the book.
*If appropriate, have students watch the movie Speak (film 2004) after finishing the study of the novel.
*Discuss the author's purpose and how it relates to our lives today.
*Author Study: Other books by Anderson - Catalyst, Twisted, Prom, Wintergirls, Thank you, Sarah, Chains, Forge, and Fever, 1793.
Book Review: Babymouse the Musical by Jennifer L. Holm & Matthew Holm
Bibliography:
Holm, Jennifer L. (2009). Babymouse the Musical. Ill. Matthew Holm. New York, NY: Random House. ISBN 9780375843884.
Plot Summary:
Babymouse is going to try out for the elementary school musical in this graphic novel. She gets the part of understudy for the lead role. The lead gets a hairball, so Babymouse must go on stage with Henry Higgins, her crush. Babymouse certainly ends up "bringing down the house" during her performance ("Crash!") and literally breaks a leg! What happens with Babymouse and Henry?
Critical Analysis:
The graphic novel is an interesting genre. Babymouse the Musical was my first experience with this form of text. I found it hard to follow the plot through the book. There were many side stories and references to outside texts/movies/shows. The illustrations by Matthew Holm were fantastic, some with more detail than others.
Students would be able to relate to this book easily, but the plot was overall not very believable. The lead role getting a hairball so Babymouse could be the lead was anticipated and not very realistic. Babymouse the Musical included a hint of romance between Henry Higgins and Babymouse. In the end, Henry just wanted to be around the "brilliant" star - not Babymouse herself. Babymouse says it is "typical" in the end. I don't feel that this sends a positive message to students about relationships.
Side stories and references were heavy in the book - from "Phantom of the Opera" to "American Idol" to "The Lion King", Babymouse the Musical takes side trips every few pages to an outside reference. Could students at the elementary level (where Babymouse takes place) relate to this? Will they get the references? Another part of graphic novels I question is if they are good for budding literacy or do they confuse students? Overall, Babymouse the Musical was a cute, quick read. The series is consistent and encourages the reader to believe in this fantasy world. With the pink-black-white illustrations and female lead, the series seems geared towards girls (however, boys may enjoy it as well!).
Awards:
Awards are for the Babymouse series, not Babymouse the Musical specifically.
-Winner 2006 Gryphon Award
-Winner 2006 ALA Notable Children's Book
-Winner 2006 New York Book Show Award
"Overall, Babymouse the Musical is an excellent book that early chapter readers will gobble up like chocolate.....Babymouse never fails to entertain and watching her in all those musicals is highly entertaining, although children might not know many of those musicals...yet." -ReadingReview.com (http://www.readingreview.com/earlychapter/babymouse-themusical.html)
"Another winning installment for the series' fans." -Booklist
"Nobody puts Babymouse in the corner." -Horn Book
Connections:
*Have students create their own adventure using Babymouse as their muse - Choose an animal as their main character and write a story about them.
*Talk to students about the musicals referenced in the text.
*Read others in the Babymouse series: Babymouse for President, Babymouse Dragonslayer, Babymouse Monster Mash.
*Discuss the animal type of characters in the book (porcupine, cat, mouse, etc.)
Holm, Jennifer L. (2009). Babymouse the Musical. Ill. Matthew Holm. New York, NY: Random House. ISBN 9780375843884.
Plot Summary:
Babymouse is going to try out for the elementary school musical in this graphic novel. She gets the part of understudy for the lead role. The lead gets a hairball, so Babymouse must go on stage with Henry Higgins, her crush. Babymouse certainly ends up "bringing down the house" during her performance ("Crash!") and literally breaks a leg! What happens with Babymouse and Henry?
Critical Analysis:
The graphic novel is an interesting genre. Babymouse the Musical was my first experience with this form of text. I found it hard to follow the plot through the book. There were many side stories and references to outside texts/movies/shows. The illustrations by Matthew Holm were fantastic, some with more detail than others.
Students would be able to relate to this book easily, but the plot was overall not very believable. The lead role getting a hairball so Babymouse could be the lead was anticipated and not very realistic. Babymouse the Musical included a hint of romance between Henry Higgins and Babymouse. In the end, Henry just wanted to be around the "brilliant" star - not Babymouse herself. Babymouse says it is "typical" in the end. I don't feel that this sends a positive message to students about relationships.
Side stories and references were heavy in the book - from "Phantom of the Opera" to "American Idol" to "The Lion King", Babymouse the Musical takes side trips every few pages to an outside reference. Could students at the elementary level (where Babymouse takes place) relate to this? Will they get the references? Another part of graphic novels I question is if they are good for budding literacy or do they confuse students? Overall, Babymouse the Musical was a cute, quick read. The series is consistent and encourages the reader to believe in this fantasy world. With the pink-black-white illustrations and female lead, the series seems geared towards girls (however, boys may enjoy it as well!).
Awards:
Awards are for the Babymouse series, not Babymouse the Musical specifically.
-Winner 2006 Gryphon Award
-Winner 2006 ALA Notable Children's Book
-Winner 2006 New York Book Show Award
"Overall, Babymouse the Musical is an excellent book that early chapter readers will gobble up like chocolate.....Babymouse never fails to entertain and watching her in all those musicals is highly entertaining, although children might not know many of those musicals...yet." -ReadingReview.com (http://www.readingreview.com/earlychapter/babymouse-themusical.html)
"Another winning installment for the series' fans." -Booklist
"Nobody puts Babymouse in the corner." -Horn Book
Connections:
*Have students create their own adventure using Babymouse as their muse - Choose an animal as their main character and write a story about them.
*Talk to students about the musicals referenced in the text.
*Read others in the Babymouse series: Babymouse for President, Babymouse Dragonslayer, Babymouse Monster Mash.
*Discuss the animal type of characters in the book (porcupine, cat, mouse, etc.)
Wednesday, May 2, 2012
A Side Note: Audiobook Format
I wanted to take a moment to tell about my experience with audiobook format. Our professor encouraged us to use audio format for one of our historical fiction novels. Before going into the assignment, I really imagined I would enjoy the audiobook experience, as I had enjoyed audio-poetry earlier in the semester. When I was a child, I really enjoyed hearing story books on record and on tape while reading along with the speaker.
Elijah of Buxton was my choice for historical fiction. I checked out the audiobook and the physical book from my local library. Before starting the audiobook I did read the first chapter in the actual book (I couldn't help myself!). I sat down one evening to listen to the first few chapters of Elijah of Buxton. The first ten minutes were okay, but I quickly lost track of what was happening in the story and who was speaking. After the first 3 chapters, I was completely confused. So confused that I tried again from the beginning. The audio format still didn't click, so I started another book.
I felt that the audiobook turned me off from even the physical book because I was so confused by it. I wanted to document my experience on my book review blog. Audiobooks can be a great tool, but for me they may not be the best choice when reading an entire novel. I think I enjoyed poetry and storybooks but not the novel because of the difference in length and perhaps rhythm.
Elijah of Buxton was my choice for historical fiction. I checked out the audiobook and the physical book from my local library. Before starting the audiobook I did read the first chapter in the actual book (I couldn't help myself!). I sat down one evening to listen to the first few chapters of Elijah of Buxton. The first ten minutes were okay, but I quickly lost track of what was happening in the story and who was speaking. After the first 3 chapters, I was completely confused. So confused that I tried again from the beginning. The audio format still didn't click, so I started another book.
I felt that the audiobook turned me off from even the physical book because I was so confused by it. I wanted to document my experience on my book review blog. Audiobooks can be a great tool, but for me they may not be the best choice when reading an entire novel. I think I enjoyed poetry and storybooks but not the novel because of the difference in length and perhaps rhythm.
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