Book Review for SPEAK by Laurie Halse Anderson

BIBLIOGRAPHY:

Anderson, Laurie Halse. 1999. SPEAK. New York: Penguin Group. ISBN: 0-14-131088-X

PLOT SUMMARIZATION:

Speak is a stark look at life in an American high school; a brutally honest look at the aftermath of sexual assault. “Welcome to Merryweather High”. Welcome to Melinda who has become an outcast, welcome to her used-to-be friends, welcome to the frustrated art teacher who reaches out to Melinda, and welcome to her attacker.

Anderson takes the reader through the first months of Melinda’s freshman year in a realistic journey of young teen. She is lost in the school not knowing what to do and not caring about anything but survival. Her parents are present in body but absent in ways that matter. Melinda tried to speak up when she was attacked at a summer party, but now she thinks it is just better to stay quiet. She finds solace while at school in her hideaway…an abandoned janitor’s closet which she has commandeered and somewhat renovated. She is encouraged by one teacher who pushes her to express herself through art.

Melinda grows and begins to heal some during her school year but must make a critical decision about speaking up in order to spare her once-friend the same fate she found with her attacker. In retaliation, he comes after Melinda and attempts to attack her again. Melinda finds her voice in the thrilling conclusion of this work.

CRITICAL ANALYSIS:

While no one wants high school to be anything but fun and great memories, Speak reminds us that for many students it can be hell on earth. Anderson deals with the serious topic of rape amid and in relation to a variety of other growing up issues faced by teen girls (self-esteem, identity, and friendship). Throughout, the humorous parallel of Melinda’s high school trying to determine it’s mascot follows the characters search for their identities. The frustrated art teacher, who often broods himself about personal challenges, reaches out to his students challenging them to express themselves and to dig deep within themselves. The school counselor, or authority figure at school, is inept and unaware of issues swirling for Melinda and others. Overall, the peek into high school is a tough one.

Speak is a classic of contemporary fiction told masterfully by Anderson. Although difficult at times, she threads touches of humor throughout (just like life). The work is most appropriate for readers from 8^th grade up, and while it is may be more appealing to girls, well-read boys will recognize and connect with the universal themes of adolescence.

AWARDS/REVIEWS:

*Horn Book: "An uncannily funny book even as it plumbs the darkness, Speak will hold readers from first word to last."

*Publishers Weekly: "Anderson infuses the narrative with a wit that sustains the heroine through her pain and holds readers' empathy."

*Kirkus Reviews: "A frightening and sobering look at the cruelty and viciousness that pervade much of contemporary high school life, as real as today's headlines."

*National book award finalist, 2000

*Printz honor book, 2000

CONNECTIONS:

*have students journal about their thoughts/feelings as they read the book

*host a discussion group of female students (high school age) about the book

*have students do research about dating violence among high school age students

*have students watch the film, Speak, and compare it to the written work

Book Review for WHEN YOU REACH ME by Rebecca Stead

BIBLIOGRAPHY:

Stead, Rebecca. 2009. WHEN YOU REACH ME. New York: Random House. ISBN: 978-0-385-73742-5

PLOT SUMMARIZATION:

Miranda is a typical 12 year old latch-key kid.  She has friends (sort of), she loves her mom (most of the time), she wonders if she is normal (of course what does that mean), and she is receiving strange letters (from the future). Stead leads the reader on a realistic journey through the life of a 6^th grader who is readying her mother for a trip to compete on the “$20,000 Pyramid”. We see her make friends, wonder about old friends, deal with the reality of walking alone on the streets of New York, and try to do things right.

Miranda is a likable and very relatable heroine. Normal in every way until the fantastic element of the story comes in with the mysterious letters Miranda has received. These notes provide proof that they are written by someone who knows the future. The author of the notes says he (or she) is there to save her best friend and that Miranda’s help is needed if the mission is to be successful. While trying to deal with this mystery, Miranda learns about her friend’s epilepsy, she discusses the possibility of time travel with a kid fairly new to her school, and she tries to find out why her life-long friend Sal has abandoned her.

Miranda’s ultimate acceptance that she really is receiving letters which tell the future coincides with a heart-wrenching yet fulfilling end.

CRITICAL ANALYSIS:

The story of Miranda is current (although it is set in the late 1970s) and so realistic that readers in middle grades will connect immediately. The fantasy of a time traveling, mysterious helper will draw the reader in and keep them guessing until the conclusion. Snead’s work is low fantasy, as the only item that pulls it from the genre of contemporary fiction into the realm of fantasy is the inclusion of time travel.

Snead deals with many issues in this work. Readers will see an honest look at epilepsy, the issue of prejudice, the plight of the homeless (and the apparently mentally ill), the fear evoked by bullying, the struggles of single parenthood, and the often lonely reality of latch-key children. She deals with each of these topics with compassion and frankness although none of them is not explored in extreme depth. Stead also handles them is such a way as to not make the reader feel inundated with topics. The issues are realistic and important to young people but are included with a soft touch.

When You Reach Me is a great read and one that encourages readers to think about the interlinking of our lives and that of the lives of those around us.

AWARDS/REVIEWS:

*Amazon.com: "Rebecca Stead's poignant novel, When You Reach Me, captures the interior monologue and observations of kids who are starting to recognize and negotiate the complexities of friendship and family, class and identity." Lauren Nemroff

*School Library Journal: "This unusual, thought-provoking mystery will appeal to several types of readers." Caitlin Augusta

* 2010 Newberry winner

*Starred review from Kirkus Reviews, Horn Book, Publishers Weekly, School Library Journal and Booklist

CONNECTIONS:

*read aloud or have students read a Wrinkle In Time by L’Engle, Miranda’s favorite book

*have students work in small groups to research one of the topics presented in the book and then have them present to class as a whole

*have the school counselor come in and lead discussions with the students about one of the issues presented like being a latch-key kid or bullying or friendship

*have students select two of the issues brought out in the book to write a journal about not to be shared with the class

Book Review for AMERICAN BORN CHINESE by Gene Luen Yang

BIBLIOGRAPHY:

Yang, Gene Luen. 2006. AMERICAN BORN CHINESE.  New York: First Second.

ISBN: 978-1-59643-152-2

PLOT SUMMARIZATION:

In this uniquely told graphic novel, Yang weaves what appear to be different stories together. One, a mythic story of a royal monkey, one of a high school boy’s crazy Chinese cousin who visits, and then another of a first generation American born Chinese young man. The reader may try to find a tie among the stories for a while on their reading journey before the author cleverly provides clues and conclusion.

In the story of the Monkey King, the great ruler of Monkey Island is a master of martial arts, a self made "man". He is a great leader, revered by his people. He believes himself invincible until he hears of a unique party and tries to attend. He is turned away from the party which is for the gods and goddesses because he is a monkey. With his strength and anger, the Monkey King destroys those who have dared to offend him and to exclude him only to be punished by other gods. In his punishment he is helpless, buried under rock, for 500 years. He is ultimately approached by a monk who rescues him after he learns to give up his need for power and revenge.

Jin Wang is American born from Chinese immigrants to the US; he is from San Francisco. Children at school and teachers don’t understand who he is since he looks different, and he just wants to fit in. Jin hesitates to make friends with another student who moves to his school from Taiwan because he doesn’t want to be seen as different. Unlike Jin, Wei-Chen accepts his differences and tries to help Jin become more comfortable with himself.  Readers follow Jin Wang as he grows in the story to a fairly well adjusted teen until he develops a crush on a classmate. Through a series of events, his close friendship with Wei-Chen is ruptured, and their paths go in very different directions.

We also go along with Danny, a blond-haired teen, who has to deal with the visit of Chin-Kee, his Chinese cousin. Chin-Kee is unaware of American customs and is a brash addition to Danny’s classes and circle of friends. Danny has to face his embarrassment about Chin-kee’s appearance, his accent, and his other quirks.

Yang ties all the stories together when Danny lashes out at Chin-Kee causing him to morph into the Monkey King. When called out, Danny becomes his true self…Jin Wang, who has traded those things that are truly important to be more American. Wei-Chen is revealed to be the Monkey King’s son sent to help Jin on his journey.

CRITICAL ANALYSIS:

Yang uses illustration paired with dialogue to address issues of race, prejudice, family, and acceptance. Whether through a random encounter with a Chinese medicine woman who discusses Transformers with young Jin or through the over-the-top portrayal of Chin-Kee, the author pushes readers to confront their own understanding of themselves as well as others. While the comic style of the work lessons the confrontational nature of some of the topics, it does not lesson the message or the challenges.

Vibrant in color, this graphic novel is engaging and allows the reader to find various characters with which to connect. Yang ties in a mythical quality with a current, real world situation of fitting in and coming of age. The reader is challenged to see the stories independently and yet to find their relation. The language is current and accessible for readers in middle grades. The growing up story is most appropriate for this segment of students, as well. Anyone who has ever wanted to just fit in will find this unique tale very relatable while others who have wanted to simply pigeon-hole people will be uncomfortable.

AWARDS/REVIEWS:

*Amazon.com: "Each story works well on its own, but Yang engineers a clever convergence of these parallel tales into a powerful climax..." Jennifer Hubert 

*Publishers Weekly: "Yang accomplishes the remarkable feat of practicing what he preaches with this book: accept who you are and you'll already have reached out to others."

*National Book finalist, 2006

*Printz award, 2007

CONNECTIONS:

*have students pick one of the characters in the story and write a summary of his or her growth during the story

*have students write about a time they felt embarrassed about something: either a family member, a situation, or something about themselves

*have students do a brief research project about Asian Americans, particularly first generation young people

Book Review for AL CAPONE DOES MY SHIRTS by Gennifer Choldenko

BIBLIOGRAPHY:
Choldenko, Gennifer. 2004. AL CAPONE DOES MY SHIRTS. New York: G. P. Putnam's Sons. ISBN: 0-399-23861-1

PLOT SUMMARY:
In an attempt to secure enrollment in a special school for his older sister, Moose Flanagan's family moves to San Francisco; more specifically, the family moves to Alcatraz. In this often humorous tale of coming of age and family responsibility, Choldenko depicts the daily life of employee families housed on the prison island.

While trying to adapt to his new home, Moose makes new friends with his island neighbors including the warden's daughter, Piper. Piper is a sneaky entrepreneur always attempting to lead the other children slightly astray of her father's strict rules. Moose loves baseball, his sister, and following rules making him a target for Piper's schemes. Especially schemes that involve the most infamous resident of Alcatraz: Al Capone.

After his sister fails to find help at the new school, Moose has to take on extra responsibility with her. His love for her grows as does his frustration with the entire situation. Piper and all of his new friends become closer to Moose and to his sister, learning a lot about themselves in the process.

CRITICAL ANALYSIS:
Moose Flanagan is a boy like someone the reader knows; he is a little nervous but nice and friendly. A good friend to have and a good pick for your baseball team. The struggles he faces in Al Capone Does My Shirts also make him seem just like someone we know (or like us). He tries to follow the rules; he tries to help in his family; he tries to do good in school; and he wants to make friends. The author makes Moose a strong and believable character, one the reader can completely connect with. Even his relationship with Piper reads like a relationship the reader might be having with a friend.

A simpler time in America is portrayed throughout the work. A time before World War II and after the initial shock of the Great Depression; one in which baseball was the main concern for boys like Moose. A time when mothers stayed home with children while the fathers worked to support the family. A time when girls only wore dresses, and an illness like Autism did not have a name.

The author's honesty comes through strongly in this book. The relationship in the family is strikingly forthright. The sincere depiction of a family struggling to understand a child's illness and to find some sort of hope for her future is emotional. Moose's attempt to help but to have his own life is honestly portrayed. Even the curiosity the children have about their convict neighbors is honest. Choldenko's thorough research on the lives of children who grew up on Alcatraz comes through and gives the reader a clear picture of what those unique years were like. The scenes of the children taking the ferry boat into San Francisco for school, and their excitement at having Al Capone do their laundry are realistic and effective in pulling the reader into the historic period and into the setting.

Al Capone Does My Shirts is a thoroughly enjoyable read sure to be loved by readers from grades 4-8. They will see themselves or people they know in the characters, and they will surely learn about the variation in American culture in the 1930s and the unique world of Alcatraz island.

AWARDS/REVIEWS:
*School Library Journal: "The story, told with humor and skill, will fascinate readers with an interest in what it was like for the children of prison guards and other workers to actually grow up on Alcatraz Island." (Miranda Doyle)
*Booklist: "With its unique setting and well-developed characters, this warm, engaging coming-of-age story has plenty of appeal, and Choldenko offers some fascinating historical background on Alcatraz Island in an afterword." (Ed Sullivan)
Newbery Honor Book
ALA Best Book for Young Adults
School Library Journal Best Book of the Year
Kirkus Editor’s Choice

CONNECTIONS:
*have students research Autism
*read portions of Temple Grandin's book Thinking in Pictures: And Other Reports from My Life with Autism to students aloud and discuss the disease
*take a virtual tour of Alcatraz at www.nps.gov/alcatraz/

Book Review for WILLOW RUN by Patricia Reilly Giff

BIBLIOGRAPHY:
Giff, Patricia Reilly. 2005. WILLOW RUN. New York: Random House Children's Books. ISBN: 0-385-90096-1

PLOT SUMMARY:
World War II forced Americans to make changes and sacrifices "for the duration"; Willow Run shares the journey of one young girl and her family from New York to Michigan without a beloved son/brother who is serving in Europe. Meggie loves her home by the beach, her friends, and time with her grandfather. While she is sad at her brother's absence, Meggie believes his great adventure in the army will allow for her to be the only child and favorite of her family.Things will only be different "for the duration" according to all the adults. Soon they won't have to eat Spam; soon they won't have to wear worn shoes since the rubber shortage makes new ones nearly impossible to afford; and soon the men and boys from her town will be home rather than being simply marked by silver stars in the windows.

Meggie's father takes a job building B24 bombers on an assembly line in Michigan to do his part for the war effort forcing his family halfway across the country. Meggie's grandfather stays behind and leaves a whole in their family like the absence of her brother, Eddie. Despite the absence from her grandfather and her friends, Meggie keeps in touch by writing letters. She also pursues her passion for writing by submitting short stories and slogans for marketing contests of common products. She and her grandfather dream of winning and taking a trip together to New York City. One day after the war, her brother will be home, her family can reunite back in her hometown, she can stop eating Spam, and she and her grandfather can win a contest...after all, these changes are just "for the duration".

CRITICAL ANALYSIS:
From descriptions of the cars, past times, clothes, and stars of the period, Giff takes the reader back to 1944 in Willow Run. She centers the story around a girl the age of her target audience and uses her voice to tell the story of family, of change, and of growing up. These themes meet every pre-teen, tweenie, and early teen where they are and is a good fit for students from 5th- 9th grade. A reader will understand her struggles to adapt to the family move and to her initial feelings upon arrival in Michigan. Giff's description of the scene (children playing, people sitting outside, curious looks) is endearing and will touch a cord with any reader who has ever had to move into a new place leaving security and contentment behind.

Readers will be able to learn details of the daily life of children during the 1940s in America in the first person. The accuracy of Giff's historical details give readers an understanding of the movie stars, the styles, and the family structure of the day. Meggie watches as her mother and female neighbors move into the workplace at the bomber factory; readers see this major shift in American through her eyes.

World War II is a pivotal time in history, particularly American history. Meggie and her friends pass along their growth and vision to the readers of Willow Run.

AWARDS/REVIEWS:
*School Library Journal: "A worthwhile choice for historical fiction collections." (Jo-Ann Carhart)
*Booklist (starred review): "Giff artfully carves the sentiments so prevalent in times of war--anxiety, inspiration, boredom--into sharp relief while creating a cast of finely drawn characters (the kind of people Meggie would never have met had she stayed home), each with his or her own worries, fears, and hopes." (Ilene Cooper)

CONNECTIONS:
*read together as a class the prequel book, Lily's Crossing
*have students do research and present findings on topics related to key elements in the story:
     a) B24 Bombers and their manufacturing
     b) the stories of German-Americans during WWII
     c) the D-Day landing at Normandy on June 6, 1944
     d) movie news reels during WWII
     e) marketing contests conducted by products during the WWII era
     f) the 'war efforts' of people at home in the U.S. during WWII, including the shortages of supplies they faced
     g) the movement of women into the U.S. workforce

Book Review for CHAINS by Laurie Halse Anderson

BIBLIOGRAPHY:
Anderson, Laurie Halse. 2008. CHAINS. New York: Simon & Schuster Books for Young Readers. ISBN: 978-1-4169-0585-1

PLOT SUMMARY:
Chains tells the story of a young slave girl, Isabel, who falls into the hands of a Loyalist family in New York after her owner dies. Isabel and her younger sister, Ruth, were promised freedom, but through the ruthless greed of their owner's nephew, they are uprooted from all they know in Rhode Island and dropped into New York. The daily challenges for survival are entangled with the backdrop of the early days of the American Revolution.

Isabel strives to keep Ruth safe and to fulfill her promise to her dead mother as Ruth is special, perhaps suffering what we know today as Autism. She is enlisted to spy for the Rebels by another young slave, and for a while believes this will be their ticket to freedom. Throughout the story Isabel learns that many people do not keep their promises, and that there is no clear side to take for her in the war. Freedom is a rallying cry for the Rebels, but it will be a freedom only for some.

CRITICAL ANALYSIS:
Anderson uses accurate descriptions of dress, language, manners, travel, and sites of the late 1700s to draw readers into the story and to keep them turning pages. Her thorough research of the history surrounding this topic, slavery during the Revolution, is clear and allows the reader to feel transported into Isabel's world. Throughout the book, Isabel deals with questions faced by so many people. Questions beyond the basics of growing up...questions of responsibility, of freedom, of pride, of independence, of family, and of humanity.

Isabel is a young girl and will draw female students in quickly, while the author uses the character of Curzon, a young male slave, to engage male readers. Their friendship is pivotal to the story and to the very survival of both characters. Students from late elementary through middle school will be able to relate to the characters and to recognize the historical events taking place during the story. Even the most historical savvy reader will learn from the vivid descriptions of the sea travel for slaves, the New York fire of 1776, and the punishment given to Isabel as a disobedient slave. Readers will be uncomfortable by the truths revealed in the story about the lives of some during this time (grades 6-12).

Chains is an eye-opening account of true challenges during, what for some is the greatest period of American history, the Revolutionary War. Isabel's story allows the reader to understand that not everyone saw a victory for the Colonists as freedom.

AWARDS/REVIEWS:
*School Library Journal: "Well researched and affecting in its presentation, the story offers readers a fresh look at the conflict and struggle of a developing nation." (Denise Moore)
*Booklist (starred review): "Anderson explores elemental themes of power, freedom, and the sources of human strength in this searing, fascinating story." (Gillian Engberg)
*National Book Award finalist
*2009 Scott O'Dell Award for Historical Fiction
*2009 Margaret A. Edwards Award (for the author)


CONNECTIONS:
*encourage students to read the follow-up book, Forge, and present reports on the continuation of the story
*have students break into pairs and research elements of the history discussed in the book:
       a) Torries/Loyalists and Patriots/Rebels
       b) Common Sense by Paine
       c) Battle of Long Island (or the Battle of Brooklyn)
       d) slavery during the American Revolution
       e) African Americans who fought in the American Revolution
       f) American founding fathers/leaders who were slave owners
       g) the great fire of 1776 in New York

Book Review for QUEST FOR THE TREE KANGAROO: AN EXPEDITION TO THE CLOUD FOREST OF NEW GUINEA

BIBLIOGRAPHY:

Montgomery, Sy. 2006. QUEST FOR THE TREE KANGAROO: AN EXPEDITION TO THE CLOUD FOREST OF NEW GUINEA. Photographs by Nic Bishop. Boston: Houghton Mifflin. ISBN: 978-0618-49641-9

PLOT SUMMARY:
Sy Montgomery starts this amazing journey with the reader by introducing the main characters: Lisa, the scientist/leader, and the Matschie's tree kangaroo. She then proceeds to take the reader along a three-week expedition into the cloud forest of New Guinea allowing him or her to feel a part of the scientific team.

The research team is introduced to the reader while we are given a glimpse into the monumental planning that is undertaken for such a trip. No running to the market for food or other supplies in the cloud forest! Everything that the scientists need they must take with them and then carry on a nine-hour hike in the mountains. With photographs inside the plane and of the team, the reader is given the sense of participation. Upon arrival in the village of Yawan, we are introduced to the native people's and some of their culture.

After a long hike to the camp, the team begins the process of finding, tracking, and capturing tree kangaroos for study. The team will hold the animals for a brief time in order to tag them and then release them back to the forest. The detailed writings of the entire process of tracking and marking and general care for the kangaroos are a true window into a scientific expedition allowing the reader a much greater understanding. Upon release the kangaroos are tracked and studied through transmissions of the monitors they were equipped with while in captivity; again, the specificity of the writing (while not being inaccessible to students) gives the reader a sense of the science behind animal research in the natural habitat.

The author ends the work with a positive discussion of conservation and the application of their expedition. In a brilliant closing, she records the story of a young child and her grandmother on a trip to the zoo as they discover the tree kangaroos for the first time. The reader is left with a sense of wisdom and intelligence, knowing more than others after having been along for the scientists work.

CRITICAL ANALYSIS:

Beginning with a globe view of the island of New Guinea and then zooming in to the cloud forest area where the expedition takes place, Montgomery shows a true expertise at guiding the reader on a scientific journey. Her writing is accessible for students as young as 4th or 5th grade while providing such rich depth that an older student could use her work for research. Beautiful and brilliant photos by Bishop enhance the feeling of the reader being taken along for the journey with the team.

The conversational tone of the book allows the reader to learn much without feeling as if they've been reading a textbook. Mmanageable chapter lengths assist with this belief, also. Not only does the reader learn about the cloud forest and the tree kangaroo, a rich look at the natives of the Yawan village is given. This cultural aspect of the work is valuable to students in America.

The detailed scientific monitoring and information is amazing in Quest. A student is given a much greater knowledge of what a scientist does and how precise they must be...and why. For a young person studying science of any form, this information is incredibly relevant and helpful. This importance of this accuracy cannot by overstated.

Overall, the book is well documented and accurate with an easy to follow organization. In regard to access materials, Montgomery provides a clever (and brief) Tok Pisin dictionary for a unique look at the native language of the villagers we meet, a wonderful list of resources for readers to use in follow-up research, and tips on conservation given by the lead scientist. Each of these resources provides an excellent path to further study by a class or by an individual reader.

REVIEW(S)/AWARD(S):

*School Library Journal (starred review): "Bishop's photographs capture the expedition in detail. Stunning close-ups of plants, insects, and birds vie for attention with panoramas of moss-draped trees in the eerie, ancient forest. Montgomery describes both the hardships and exhilaration of the enterprise." (Kathy Piehl)
*Booklist (starred review): "Montgomery gives a chronological, sometimes moment-by-moment account of the challenging climb into the remote cloud forest, the conditions in camp (rice-and-fern dinners, icy waterfall showers), and the awe-inspiring encounters with barely studied animals." (Gillian Engberg)
*Sibert Honor book

CONNECTIONS:

*have the students check out the "Tree Kangaroos Near You" to see where these amazing animals live in the U.S.
*assign small groups of students to each take one of the "To learn more" recommendations given by the author and then present back to the entire class
*have the students create small sayings using the Tok Pisin dictionary
*have students research in groups more about cloud forests
*have students research and identify other endangered and rare animals
*read Saving the Ghost of the Mountain, another book by Montgomery and Bishop, as a class