Showing posts with label books for boys and girls. Show all posts
Showing posts with label books for boys and girls. Show all posts

Monday, September 26, 2016

Guest Post by Joyce Hostetter: On Writing a War Series

Congratulations to Michelle Leonard for winning Radioactive! on last week's blog.
If you read my blog regularly, than you are no stranger to my friend Joyce Hostetter who I have featured on my blog many times. It is my privilege to host her today as she shares her reflections on some behind the scenes thoughts on writing a war series. Take it away, Joyce!
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When I wrote BLUE I thought I was writing a book about polio. I had no idea that it would grow into a series that would make a statement about war and its effects on family.   However my hometown’s polio epidemic took place in 1944 so it was a natural for my protagonist’s father to be drafted.

Ann Fay is exceptionally attached to her wise, affectionate Daddy when he leaves home, asking her to be “the man of the house” in his stead.  While Leroy is away at war, she faces multiple challenges while longing for the day he returns. She hopes against hope that he will come out alive and unscathed.
But is it possible to survive the battlefield, emotionally unscarred?  
After publishing BLUE, I did not intend to write a sequel.  However, Ann Fay’s voice kept echoing in my head.  And other things echoed there too—memories of childhood friendships with children whose fathers had served in WWII and The Korean Conflict.  War Trauma and PTSD were not yet identified in the 1960s.  I don’t know all the factors that contributed to these men’s personalities, their alcoholism, and abuse of spouses and children but I knew they all had combat memories in common.  
I suspect they each had war going on inside their heads.  
Later, much later, one of those friends told me what a gentle man her father was before going to war.  “He never wanted to kill people,” she said.  I thought about that man with the soul of a poet who played guitar and composed original music.  I considered the times I’d been in his presence and how gentle he still appeared to be. And I remembered that when his family was growing up he was unable to hold down a job.  My friend told me that, while she was still a child, one morning, in an attempt to motivate him to go to work, she actually took his bed apart with him in it.   
So having published BLUE, I decided to listen to the echoes.  I began to ask myself how Ann Fay’s relationship with her father would be changed by his war experiences. The result was the publication of COMFORT, a story about a girl and her father each on their own post-trauma journeys and how they begin to heal.

Ann Fay is much like the friend I mentioned above.  The one who tried to prod her father into going to work.  You would think such an action would have provoked abuse.  But I don’t know that my friend’s father was abusive to her.  Apparently he saved that for one of her brothers. And I see the devastation in that grown son’s life today. 
I see the pain of war moving down the family lines of my other friends.
When my publisher asked me to write a prequel to BLUE and COMFORT I knew immediately who the story would be about—Junior Bledsoe, Ann Fay’s neighbor.  I would explore his emotional journey after his father’s death. And as I began to listen again to those echoes I discovered the story of four generations of men traumatized by war. That story, AIM, will be released on October 4.

I’m not a sociologist but my reflections on life, my research on wars, and war trauma lead to me believe that war begats war. Trauma gives rise to more trauma and the cycle is in great danger of repeating itself.
How do we stop that cycle?  
I believe stories, historical fiction, in particular, help us to listen to history.  As a historical novelist, my task is to find the universal truth or emotion that will hold a reader and focus attention on history that might otherwise be overlooked. 

Although I don’t set out to write anti-war novels, I hope that my stories encourage readers to reflect on the effects of war and to consider alternatives.  I trust that even in their personal lives they will observe that anger and arguments give rise to more of the same. After all, change begins at home and the ripples spread.  Better that they be ripples of peace than those that lead to war.
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Next week I am reviewing AIM using material from a workshop I took with Jillian Sullivan at Highlights Summer Camp. PLUS I'll be giving away two ARCS.  Stay tuned!

Thursday, April 7, 2011

Two Boy Geniuses & One Book Giveaway

I discovered Freak the Mighty (Blue Sky Press, 1993) and The Reinvention of Edison Thomas (Front Street Books/Boyds Mills Press, 2010) when I was preparing for recent workshops at NCRA. Both books feature strong boy protagonists and include science and math elements.


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Conventional writing wisdom is that the first few lines of  a story should grab the reader. Consider this opening paragraph:
    
I never had a brain until Freak came along and let me borrow his for a while, and that's the truth, the whole truth. The unvanquished truth, is how Freak would say it, and for a long time it was him who did the talking. Except I had a way of saying things with my fists and my feet even before we became Freak the Mighty, slaying dragons and fools and walking high above the world.

From there, Rodman Philbrick, the author, leads readers through a story of two boys who individually confront traumatic pasts as well as struggle day-to-day with their disabilities. Maxwell is a huge 7th grader who is diagnosed with a learning disability; his father killed his mother and is prematurely released on parole. Kevin is a genius dwarf with Morquio Syndrome; his father also abandoned him and his battle is against time and the limitations of his diseased body. Together they become an inseparable team.

With Kevin riding high on his shoulders, Maxwell learns he not only can "slay dragons," but defeat town bullies and overcome his fears about his father and school. Kevin finds an invaluable friend who loves and respects him.

Philbrick weaves their stories together masterfully. I love the voices of the two characters, the layers of meaning, and how Philbrick brings us a story about friendship and acceptance, as well as about death and healing.  





Like Kevin, Edison Thomas is also a boy genius with a problem. Here is the opening:

Eddy sat on the steps outside Drayton Middle School, where the noise from the science fair in the gym still roared in his head. Tiffany always told him to picture a calm place when he felt stressed....

Tiffany's strategy wasn't working; his heart was still beating too fast. His body would have to be under control for him to go back into that gym full of people...

New calming strategy: think about the science fair project.


The author, Jacqueline Houtman, has begun to paint a picture of a middle school boy who has Asperger's syndrome. Eddy has a million scientific facts at his fingertips but is unable to relate socially to his peers and is happy in his own world of experiments and science. The book is full of personal conflicts: disappointment when his science fair project does not win first prize, not understanding why his former friend Mitch now teases him, and obsessive fears over children being killed when a crossing guard loses his job.  

Two turning points occur that change things for Eddy. When he figures out how to stand up to Mitch's bullying and when he accepts the friendship of two other scientifically-minded peers, Eddy's life begins to change. Houtman, provides the reader with a satisfying ending when Eddy is allowed to compete at the regional science fair, but realizes that he no longer needs to win it - he has already won some major battles in his young life.

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By the way, both books have great appendices that add much to the the books' content.

In the spirit of books which incorporate science into their stories, I am giving away an autographed copy of Bonnie Doerr's book, Island Sting. If you are between the ages of 11-16, please share this blog with your friends (talk about it, e-mail it, Facebook, or Twitter) and then leave me a comment on this blog. I'll enter your name for a drawing on April 15.  





Wednesday, May 19, 2010

Bragging On My Buddies

In our last issue of Talking Story for this academic year, Joyce Hostetter and I offer some fun family and classroom activities, four cool giveaways, and several book reviews.  If you haven’t already subscribed, you can still do so by clicking here.

In addition, we announce two book developments. Joyce’s book Blue has just been released in paperback which is a huge step for an author. “Blue in paperback is more affordable for the reader who doesn’t have deep pockets.” Joyce explained. “And paperback also travels better on vacations!  Also, certain reading lists or programs like ‘Battle of the Books’ favor titles that are available in paper.” You can find a brief review of Blue on my blog here, or more lengthy reviews here. 




Secondly, Clay Carmichael, whose book Wild Things I reviewed this spring, is excited that her book was just released in audio format. "I'm thrilled and grateful to see that Wild Things continues to enjoy such success and to see the audio format expand readership.” Clay wrote in an e-mail. “Last week the book was named a 2010 Bank Street College Best Children's Book and nominated for the 2010-11 North Carolina Children's Book Award--nominated by NC, which please me no end."




I’m proud of both of these North Carolina authors. Both books are great reads for upper elementary school students and if you’re looking for good summer reading for your students or children, I heartily recommend both.



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Wednesday, October 28, 2009

A Day of Tears: A Novel in Dialogue


Julian Lester's thought-provoking book, A Day of Tears, builds a fictional story out of of a real event: the day when the most slaves in American history--over400--were sold at one auction. The place is Savannah, Georgia, the time is 1859 and the slaveowner is Pierce Butler who is "forced" to sell his slaves to pay off his gambling debts. Known afterwards as "The Weeping Time," the four days were marked by torrential rain; thus the tie-in to the title of the book.

Many fine books have been written depicting the harsh and unjust conditions surrounding slavery. Jester's novel distinguishes itself by giving voice to each character who plays a part in the drama. As a result of sparse narrative, the reader is engaged in the immediacy of the setting and conflicts. Instead of the traditional novel format, Lester relies primarily on monologues to tell the story. Readers hear the voices of Pierce, his abolitionist wife Fanny Kemble, their two daughters (with two very different points of view on slavery), the auctioneer, several slaves (also with different perspectives on slavery), and the man who helps some of the slaves escape to Cincinnati. Interludes within the main story fast forward the action as the characters reflect upon the years and events that transpired after that pivotal day. The reader watches as families are torn apart--both slaves and their owners--over an issue that divided our country.

I listened to the book on CD and found the acting compelling. Even without much actual physical description of the characters, I could imagine them talking directly to me.

Since the book candidly shows a variety of perspectives on the same event, it makes an excellent Social Studies resource for classes studying the Antebellum Age in the south. In addition, language arts teachers should point out the different uses of syntax, word choice, and dialect to make the voice of each character distinct and powerful. Given the way it is written, this would be an excellent choice for readers theater in middle school or high school classrooms.

The author's notes at the end include glimpses into some of the resources which Lester used to write the book. Since I am researching my own historical novel, I was particularly interested in his resources. He cites a pamphlet "What Became of the Slaves on a Georgia Plantation?" which is in the Library of Congress and can be viewed online. Written by an observer to the entire event, it provides "up close and personal" details of the auction and makes a terrific companion tool to this book.

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Wednesday, May 13, 2009

The Outcasts of 19 Schuyler Place



What do two semi-retired Hungarian watchmakers, an unemployed billboard painter, a bald-headed art curator who wears a diamond stud in one ear, a high power attorney from a large New York communications firm, and a precocious 12-year-old girl all have in common?

Their passion to preserve three gigantic towers that are threatened to be torn down by city officials who consider them blights in the neighborhood.

These are not any ordinary towers, of course. But instead, they are outsider art built from pipes, scrap metal, pieces of porcelain, and a variety of glass shards (including such things as pieces of blue Noxema bottles) that took the two Hungarians 45 years to build.

In EL Konigsburg's 17th novel, a reader can hardly find a character that is more spunky, determined, and resourceful as Margaret Rose Kane. Full of humor, pathos, and suspense, readers from 5th grade and up will cheer along as Margaret Rose figures out a way to protect her uncles' beloved works of art from being destroyed.

I listened to this on CD and found Molly Ringwald's characterization of the Hungarian uncles particularly delightful. She captured their accents and my enjoyment of listening to their warm approval of their niece as well as their frequently funny arguments was enhanced by her performance. The uncles' astute observations of life add a rich depth to the story. "What you take away is as important as what you leave," Uncle Alex tells Margaret Rose as he "edits" (prunes) his roses. Through her characters, Konigusburg gives her readers—both young and old—a lot to think about.

This is a David vs. Goliath story that can be used in the classroom or home school setting to foster discussions about art, creativity, and the role of individual expression. (Atheneum, 2005)

 


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Tuesday, June 3, 2008

Samurai Shortstop


Baseball bats and samurai swords. At first glance, you wouldn't think that these two have much in common. But if you're Alan Gratz, you will discover the story of how a Japanese teenager brings together his father's samurai traditions with his own passion for the gaijin sport, baseball. Readers of Samurai Shortstop (Dial 2006) will discover a coming of age book both for Toyo (the main character) as well as for the "new" Japan.

Although set in the end of the 19th century, this is the story of every young person who wrestles with having one foot imbedded in the traditions of family and culture, the other foot ready to sprint into the future. Which rules and family traditions will Toyo embrace and bring with him into his adult life? Which rules will he throw off? This is the not only Toyo's decision, but one that faces all young people, in every culture and every time period.

The two symbols, the bat and the sword, play significant roles as Toyo angrily wrestles with Sotaro's insistence that he learn bushido (the samurai code). In a poignant passage, his fellow players come and ask him for bushido lessons so that they can become better baseball players. As Toyo struggles with his decision, he realizes that, "…maybe they could take the warrior code and leave the worst elements of the samurai behind. He knew Sotaro would never approve. But wasn't that what Japan was herself doing—taking the best of what the rest of the world had to offer and making it her own?" p. 206.

"…the warrior's way is the twofold path of the brush and the sword," Sotaro tells Toyo on his sixteenth birthday. By opening the book with the following haiku, Gratz sets the stage for this well-written historical and sports novel.

The secret to catching a ball

Lies with the willow

Swaying in the wind

--Haiku by Japanese baseball player and poet Shiki Masaoka (1890)

I would recommend this book for middle and high school students. The quality of research and attention to detail which Gratz includes makes this an excellent supplementary book for Asian studies particularly in the period prior to World War I. Teachers could also use this book to discuss the issues their students face in assimilating or rejecting their own cultural heritage.




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Monday, May 26, 2008

The Boy in the Striped Pajamas


"If you do start to read this book, you will go on a journey with a nine-year-old boy called Bruno. (Though this book isn't a book for nine-year-olds.) And sooner or later you will arrive with Bruno at a fence. Fences like this exist all over the world. We hope you never have to encounter such a fence."

This description from the cover flap of The Boy in the Striped Pajamas (or in my case, on the cover of the CD) piqued my curiosity, but I was totally unprepared for the drama that lay in store for me. Told from the perspective of the son of a newly-appointed Commandant, young Bruno's voice of innocence permeates this atypical Holocaust story. The story opens with Bruno receiving the news that his family is packing up his beloved house in Berlin to move to an undisclosed location. The servants will only tell him that the sudden move has something to do with his father's important, yet highly secretive, job. Not pleased with the news that he has to leave his three best friends with whom he goes on exploring adventures, or that his "Hopeless Case" sister Gretel is also coming, Bruno contemplates the events in the unfolding days with a quiet seriousness. He is at the same time inquisitive (the explorer in him) and naïve (why do all of the boys, men, and grandfathers who live on the other side of the fence wear gray-striped pajamas? And if his father knew about the horrible huts they lived in, wouldn't he do something about it?) These traits are both endearing, and his downfall.

As the story develops, the reader sees life though the eyes of this young boy. We meet "The Fury" ("he was the rudest guest Bruno had ever witnessed.... he walked directly into the dining room and sat down at the head of the table—in Father's seat!"); and Shmuel, the boy who "happens to be on the other side of the fence" who Bruno finds out with delight, was also forced to leave his home—solidifying the friendship that Bruno longs for. Bruno struggles to make sense of the fence that separates the two of them, wondering why he can't crawl under it to play with Shmuel and the hundreds of other boys that Bruno imagines are happily living there.

It is this desire for the simple pleasures of boyhood friendships that propels Bruno into his final "adventure". The sad ending, as unfortunately inevitable as war, prejudice, and discrimination; hits the reader with bomb-like force. I would recommend it for 7th graders and up, in conjunction with holocaust studies; or, in language arts, to discuss a character's voice. Bruno's distinct but naïve voice is evident in his comments to Shmuel about his clothing, the camp…even about Poland itself. As the book jacket testifies, this is not a book for nine-year-olds. But it is a book that will certainly prompt thought-provoking discussions in the classroom. (Random House, 2006)Technorati Tags:
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Monday, May 19, 2008

The Neddiad



What kid isn't going to like a book in which the main character boards a fancy train headed to Los Angeles; is abandoned among cowboys in Flagstaff, Arizona; meets a famous movie star; and has a gun pulled on him during an airplane ride over the Grand Canyon? Personally, I can't imagine an adult not enjoying this fantastical novel by Daniel Pinkwater (Houghton Mifflin, 2007). If this doesn't sound like enough fun and excitement, then throw in a ride on a circus elephant, outwitting a movie producer who wants to take over the world, being an extra in the evil producer's movie along with your school buddies, and a mammoth who wanders into the circus one day.

Sound something like a crazy ride in an amusement park? You bet. Is it a little wacky? More than just a bit. In fact, the wild mixture of fantasy and fiction increases as the book progresses. But readers need to beware. Although the La Brea Tar Pits and The Brown Derby are real places—fantasy including shamans, ghosts, and sacred turtles are part of the roller coaster ride of the book.
As a Christian who believes in creation, I was uncomfortable with the manner in which Pinkwater intertwined evolution into the story presenting it as irrefutable truth. But the book is well-written and funny and will engage boy and girl readers from 4th-8th grade. In the classroom I would recommend using it to show how fantasy must be internally believable, despite the fact that the premise might be outlandish.
After reading the book, I discovered that Pinkwater published weekly chapters online. The sequel,Yggyssey, can now be read the same way.
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Monday, March 31, 2008

Brian’s Return


It's been a long time since I read Hatchet by Gary Paulsen, but I can still remember the eloquent detail Paulsen used to show Brian's survival in the wilderness. Since he first published that book in 1987, Paulsen continued the series with The River and Brian's Winter. I was not disappointed with the sharp account of Brian's return to the bush—authentic detail abound. The conflicts that Brian faces in trying to return to civilization are acutely captured in this short 2-CD audio book from Listening Library, but I kept thinking—how can this book end so quickly? I admit, I was hoping for a different ending. But after listening to the author's note at the end in which Paulsen talks about his own life and his difficulties coming back into "real life" as you and I know it, I realized that Paulsen wrote the only ending that would truly fit who Brian was (and who Paulsen himself is.) This series of books are unabashedly autobiographical and I would recommend them as stellar examples of an author mining his own life to create realistic fiction—an element which I talk about in Teaching the Story and in my workshop, Mining Your Students' Lives: Writing Rich Short Stories. Brian's Return
was released as Hatchet: The Call by Macmillan Children's Books in the UK on January 8, 1999.

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Wednesday, March 26, 2008

Secret Agent



I don't know if Robyn Freedman Spizman, or Mark Johnston, or the two of them together realized it would be fun to play with the words "secret agent," but as a team they have penned a fun, clever middle grade novel. I don't want to give away the story of Secret Agent
(Simon & Schuster, 2005), but suffice to say there is mystery, a touch of romance, and a bunch of very smart kids who work hard to help the main character, Kyle Parker, find a way to get his dad's much-rejected manuscript published. I enjoyed the clues which the authors dropped along the way, the red herrings, and the unique ways they described what was going on inside the characters. Check out this description of how Kyle's father feels when he meets a big time editor who wants his book: "Well, you can imagine the craziness going on inside Kyle's dad's body. It was like all of his organs decided to switch jobs. His belly was beating. His heart was hungry. His lungs felt like they might die of thirst. Something was up. Something big." p. 219

I'd recommend that teachers use this book to teach voice since the narrator has a very distinctive way of telling the story. It may be a quick read for some students, but both boys and girls will enjoy the plot twists and humor. Writers of all ages will enjoy the inside references to the publishing world. I look forward to reading Spizman and Johnston's next collaboration, Secret Agents Strike Back (Atheneum, January, 2008).

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Thursday, January 24, 2008

Crispin: The Cross of Lead by Avi


This is a magnificently written story of two individuals whose lives intersect in medieval England. The first is Crispin, an orphaned peasant boy who is pursued by nobles suddenly seeking to kill him. The second is Bear, an itinerant juggler and a member of an underground movement pursuing freedom from the same nobility who are trying to capture Crispin. Written with authentic language and dialogue, Avi keeps young readers on edge as Crispin faces one conflict after another against the background of peasant life complete with the ever-present hostile soldiers, the slop in the streets and the lice in Crispin's bedding.

History teachers who are teaching medieval history can use this book for supplementary reading, but for those of you who are teaching writing, this mentor text is also a great example of how a main character solves his problems. From climbing walls that separate him and Bear, to outwitting his chief antagonist (the village steward) with clever words and a dagger, Crispin matures. As a result of his difficulties, he is transformed from an ignorant village boy who fears that a 3-story building will fall down, to a young man who rescues his hero and surrogate father, Bear.

Great character lessons also pervade this book. Better than a 21st century psychiatrist, Bear teaches Crispin that he isn't a "nobody without a soul." By listening to instructions to look people in the eye, the young boy hesitatingly moves from a servile position into the freedom of being able to make his own decisions. Bear's words are worth quoting. At one point he remarks, "In a ruthless world I find innocence more a puzzle than evil." Coming from the lips of a fictional character that lived over 600 years ago—it is still applicable today.

Girls and boys from 4-8th grades will enjoy this 2003 Newberry Medal book. It is the precursor to Crispin at the Edge of the World which I also enjoyed.

Hyperion, 2002.

Friday, November 23, 2007

Eggs



What happens when a 13-year-old girl who invents a non-existent father and lives with a palm-reading wacky mother befriends a 9-year-old boy who is mourning his mother's death? You end up with a sometimes explosive, rocky friendship that bonds two lonely children together in their need for love and acceptance. In this another "I-read-this-because-I love-the-author" book, Jerry Spinnelli's new book, Eggs, will not disappoint readers from 4th grade through middle school. Teachers can use Eggs to begin a discussion of how these young characters say "I hate you" to one another, but just like people in real life, their actions really say, "I want to be your friend." I am impressed with Spinnelli's consistent ability to paint a visual image and show characters through their dialogue and actions. I regularly use Misha from Milkweed in seminars where I show teachers how an author "shows" rather than "tells about" a character—another way in which teachers can also use this book. I may just have to add Primrose, a main character in Eggs, to my teaching repertoire. (Little, Brown, and Young Readers, 2007)


The Castle Corona


I have to admit it. I began listening Sharon Creech's new book, The Castle Corona with skepticism. Not another mistaken-identity-orphan book, I thought. But Creech's power as a "wordsmith" (yes, you have to read the book to find out exactly who that is) won me over and I happily recommend this humorous book to upper elementary students. The short tale that takes place "long ago and far away" has similar themes to other books I have recently reviewed. Like Enter Three Witches: A Story Of Macbeth, the reader discovers the consequences of misunderstood actions. More gently than Carolyn Cooney's rendition of the Shakespeare tragedy (and appropriate to a younger audience) the reader also sees how wanting what one cannot have can shape a person's thoughts, dreams, and actions. And like Keturah and Lord Death, The Castle Corona skillfully weaves together several stories within a story. It makes me hopeful that storytelling is not a lost medieval art!

I hope that the girls and boys who read this book will think about the simple words of wisdom sprinkled throughout the book and consider pearls such as "When one has nothing, then nothing can disappear" and "A thief steals to get what he does not have." Teachers could use this book as an example of how to infuse a story with a moral without hammering the reader over the head with it. (Harper Collins, 2007)

Tuesday, October 30, 2007

Enter Three Witches: A Story of Macbeth


Usually I pick a book by reading the blurb on the back; sometimes I find the title is intriguing. In this case, I knew I have never been disappointed with YA novels written by Caroline Cooney, and found her latest book to be no exception.

Interweaving quotes from Shakespeare's original play, Cooney crafted her own version of the Macbeth story. In the process, she created a new character, Lady Mary, through whose eyes much of the story is seen. By the way, this book is a masterpiece of multiple points-of-view which is not an easy task for a writer. But by writing it in this manner, Cooney allows the reader to see the misunderstandings between the characters as each perceives events based upon their own bias. The resulting miscommunication can provide many teachable moments for family or classroom discussion.

The themes of lust for power, deception, and greed are summarized at the very end when Lady Mary notes, "Macbeth is a great man gone bad." The cunning which she and Fleance use to defeat a castle full of soldiers is amusing and gratifying to the reader and provides a happy ending to an otherwise tragic story. Having just traveled to Scotland last spring, I could more easily picture the castles and countryside; that added another dimension to this attention-grabbing book.

I recommend this book for students who might be reluctant to read Macbeth in the full Shakespearean English, and think it is suitable for middle school students and above. There is plenty of blood and warfare to satisfy boys, and enough romance and court intrigue to keep female readers turning the pages (or, like me, hooked to their CD-player or iPod!) (Scholastic, 2007)

Monday, October 1, 2007

Crispin at the Edge of the World



I have never been disappointed by a book by Avi, and Crispin: At the Edge of the World is no exception. Appealing to boys and girls from middle school and higher, this book shows the reader a no-holds-barred description of the poverty, warfare, and superstition that governed life in the Middle Ages. If you are looking for a book that shows the themes of forgiveness, sacrifice, and love through the actions of strongly portrayed characters, I would highly recommend this book. Make sure that you pay attention to the stories that Bear, Crispin's adopted father, tells about a trained bear. The symbolism of those stories plays out at the latter end of the book. Troth, the third person in this unlikely trio, inadvertently teaches her friend Crispin what it means to love unconditionally. This is the second book in the Crispin triology; the first, Crispin: The Cross of Lead won the Newberry Award in 2003. Now, I'll have to pester my local librarians to get the first one on CD also! (Hyperion, 2006)

Friday, September 21, 2007

Peter Pan in Scarlet


Read Peter Pan in Scarlet and you will be reassured that the realm of imagination is alive and well-despite the onslaught of TV, videos, and computer games that is poised to zap creativity from the next generation. This book, that will be enjoyed as a read-aloud at home or in the classroom, pulls readers into Neverland in a manner that is rivaled only by Peter Pan's own power to imagine food for his hungry compatriots, or to banish them into "Nowhereland". The reader has an "ah ha!" moment towards the end of the book when Peter's valet-turned-nemesis Ravello croons to Peter, "How willingly you allow me to comb the imagination out of your hair." A warning to all of us.

I first saw this book when Tracy Adams and her husband Josh, owners of Adams Literary were excitedly looking at the cover design at the 2006 SCBWI-Carolinas conference. They had a right to be excited about their client, Geraldine McCaughrean's new book. As they pointed out, the cover does pop-out, but the title's real meaning is revealed about two-thirds of the way through the book. I was hooked on the book when I was invited to read the first few pages at Covenant Day's "Readers are Leaders" event last spring. Although I enjoyed listening to this on CD, it is worth checking the book out of the library or buying your own copy—the illustrations by Scott Fischer in front of every chapter are terrific.

Used in the classroom, the book can be a treasure chest (sorry, I can't help my own allusions!) of characterization, setting, imaginative language, and personification. Consider this description of the sea:

  • Even the ocean felt the surge of excitement—TREASURE!—for it fairly rushed into the bay. The tide came in much faster than it does on unremarkable days. It refloated the Jolly Roger and spun her ground so that her bowsprit pointed out to sea—en garde!

Having just heard a great talk on symbols in literature by Mark Johnston at the EMRYS/SCBWI conference, I was very aware of such truisms as this comment by Ravello, "If you put on another's clothes you become that man." The comments about treasure being whatever the League of Pan wanted the most, will spark great classroom discussions.

It is hard to pick, but one of my favorite lines in the entire book is this description of Wendy:

  • Deep in her child heart she was still a grown-up; just as in the heart of every grown-up there is a child.

I highly recommend this book for boys and girls of all ages and I guarantee that you'll close the book with a smile on your face. (Oxford University Press, 2006)

Saturday, August 11, 2007

The Higher Power of Lucky


What child doesn't fantasize about running away in order to get the attention that he or she deserves? And what child hasn't worried that their mother/father/guardian/caretaker is considering leaving because of something the child fears he has done wrong? These themes, like the beautiful knots that Lucky's best friend, Lincoln ties, are intertwined throughout this 2007 Newberry Award winning book by Susan Patron. Through the course of this short book, 10-year-old Lucky also comes to grips with her mother's death and her father's abandonment. I found the description of Lucky hiding new thoughts and observations into different "crevices of her brain" to be poignant and true-to-life. Which one of us hasn't been confronted with a new reality without filing it in our mind to "think about later?" This would be a good book to use in a classroom to show how an author shows not tells characters and setting; the picture of this tiny town at the edge of the desert is outstanding.

I would recommend this book for readers 10 and up, although some parents may object to the use of the word "scrotum" on the first page. The word within the context of the story is just another part of adult life that Lucky is learning about. For comments about the book, you might want to read the review written by the New York Times which presents some interesting thoughts on authors and censorship. (Simon and Schuster, 2006)

THE NIGHT WAR: A MG Historical Novel Review

  By now you should have received an email from my new website about my review of THE NIGHT WAR by Kimberly Brubaker Bradley. (It'll com...