TAKE BACK THE BLOCK: A MIDDLE GRADE REVIEW AND GIVEAWAY

 I always enjoy supporting my fellow SCBWI-Carolinas writers, particularly those who live in Charlotte. Today I'm bringing you Chrystal D. Giles' debut novel, TAKE BACK THE BLOCK (2021: Random House Books for Young Readers).

REVIEW

I spent the morning of my eleventh birthday carrying a sign that read WE WERE HERE FIRST.

How do you like that for a dynamic opening line? How could any middle-grade reader not want to know more about this protagonist?

In the first chapter, readers find out what Wes wants: not to be a part of his mother's protest against the destruction of apartment complexes which are scheduled to be replaced by new condos.  

But they will also see his love for his neighborhood. After the protest, he and his mother return home. Entering Kensington Oaks is like being hugged by a grove of lake trees and sunshine. (p. 6) Bravo to the author for immediately setting up Wes's conflicts. 

The young protagonist's voice is also clearly heard. Here's a description of his former friend, Kari, whose family had to move out of the neighborhood after his parents split up.

Just last year, he rocked four different hairstyles. Bald fade, low fade, baby Afro, then twists. This year he started growing locs. They were short, frizzy, and uneven--kinda like him...

I peeked at the strings hanging from his shorts. I wouldn't be caught dead in that outfit. (p.23)

Giles uses this simple physical description of Kari to show more than what he looks like--we also have a glimpse of his character and Wes's too.

After meeting Wes's friends and his new middle school,  the plot begins to unfold. Wes's mother gets a notice that a development company wants to buy Kensington Oaks and redevelop it. Suddenly, his mother's concerns are now his. 

Flashes of all my favorite memories popped into my mind--a highlight reel of my life. How could I leave all that? (p.51)

As Wes tries to figure out how the redevelopment will affect him and his friends (wouldn't it be cool to be able to walk to a place that sells organic smoothies?), he reads an article in the local paper that his Social Studies teacher wrote entitled, 'Is Gentrification the New Segregation?' With his teacher's help, he organizes a team of kids to join the fight and save his neighborhood. But there's a problem: not all of his friends' families want to resist the development. They'd rather take the money that is being offered so they can move into a bigger house.

Wes also needs to find a topic that matters to him for his social studies project. After ditching researching climate change, he finally realizes that the topic that matters to him the most is gentrification. He tackles it with gusto and ends up being a community organizer--just like his mom but--a much flyer version. 

I don't want to give away the ending, but it's enough to say that Wes's determination pays off in a way that even he wouldn't have imagined. 

I hope that readers will come away from reading this contemporary middle-grade book for boys and girls with the hope that their voices and efforts can matter. 

Chrystal Giles writes in her Author's Note that although this book is loosely based on her hometown of Charlotte, North Carolina, her first up-close view of gentrification was during a walking tour of Harlem. She realized that change was sweeping away a great amount of Black culture and history. Although she thought that was only a big-city problem, when she came home she saw it was happening in Charlotte too. "Historic neighborhoods, parks, and restaurants would be there one month and gone the next. Beyond the places, what happened to the children and families? I wondered. That question plagued me for years and eventually became the motivation for Take Back the Block."

Chrystal's next book is coming out soon! I look forward to reading and reviewing Not an Easy Win.

GIVEAWAY

I have an autographed copy that I am giving away. Please leave me a comment by January 4 along with your name and email address if you are new to my blog. If you are a teacher or librarian, please tell me and I'll put your name in twice.

For Black Girls Like Me: A Review and a Giveaway

In 2018 I read Nancy Johnson's article on Writer Unboxed encouraging writers to figure out what their novel's big question is. I saved it on my desktop and went back to it several times as I wrote Half-Truths. That question is in my mind and shaping the sequel.

So, it's no coincidence that after I finished reading For Black Girls Like Me (Farrar Straus Giroux, 2019) by Mariama J. Lockington one of my thoughts was, "What is the big question this book answers?"

I don't know if Ms. Lockington has this in her mind when she wrote this middle grade book, but my question for this book would be, "What does a black girl experience who was adopted into a white family and never knew her birth mother?"

REVIEW

Using free verse poetry and poetic prose, the novel provides powerful insight into eleven-year-old Makeda June Kirkland's reality. Readers are immersed into the life of a girl whose hippie mother named her after an Ethiopian girl who died in a famine. Makeda's response: "I like Keda for short. I am not a dead girl." (p. 8)

The book opens with Keda, her older sister Eve, and her used-to-be-concert-violinist mother driving across country to New Mexico to meet their father who has taken a job as the principal cellist in the New Mexico Symphony. "Mama is up front with one hand on the wheel. Her violin in the passenger seat. The neck tipped down like a bottle being emptied into the seat." (p.3) This image poetically foreshadows  Mrs. Kirkland's battles.

Music, according to their father, is their legacy. Forced to play piano, but loving singing more, Keda wonders if she sounds like gibberish when she sings since her father outlaws the gibberish of  rap, hip-hop, and R and B. Keda's constant question is, "Where do I belong?" 

I love Ella and Billie Holiday and oh I just can't get enough of Nina Simone. These women sing and I feel like they are talking to me. Like we are speaking the same language. Like they know what it is to feel loved and lonely all at the same time. (p. 18) 

Although Keda realizes her parents love her, that knowledge doesn't stop her from wondering about her birth mother. "Even though these days I can't help feeling like I'll never be whole. That somewhere out there is a woman with my face. Another mother. Missing me the way I miss her." (p. 33)

Keda's voice is in the songs she makes up. 

.... I try to imitate different instruments with the sound of my voice. I don't sing any real words. I just open myself to the sounds and sing what I feel. I close my eyes and sway back and forth. I like to think about notes as colors and shapes. I like to swish the notes around in my mouth. Taste them on my tongue. Then I try to fill the whole world with my breath. With my sound.

In Albuquerque, Keda misses her best friend Lena (who is Haitian and was adopted by a white family) and has problems at her new school. Although Keda is used to people staring at her parents and then at her, trying to figure out where she came from, this time it is particularly painful. A teacher assumes she is from Africa, a fellow sixth grader calls her the N-word, and Keda's fragile new world breaks apart.  

A brief stint of homeschooling is followed by a disastrous summer. Her father goes on tour, her mother pulls away from the girls and into her own world, and Keda stops hearing from Lena. In a manic turn of events, her mother suddenly decides to take the girls on a trip to Colorado which ends in her attempted suicide--for which Keda blames herself. 

The end of the book is a symphony of clashes between the sisters that climax with new empathy and forgiveness. The ways in which the family pulls together after Mrs. Kirkland's hospitalization are painful, tentative, and yet authentic. 

I loved one of the final scenes when Keda's mother's violin-playing invades Keda's dream--and she realizes that it's not a dream. After her mother ends her impromptu concert, the two speak honestly about her mother's mental illness and her mother suggests that Keda take formal voice lessons. That night Keda sleeps better than she has in months. In the morning her fantasy friends who she calls the Georgia Belles, sing their last song to her ending with:

Peachy girl

You are ripe

You are

Your own magic

You don't need us to be free

All you need is a song

Diddlee-do-ee 

So I fling my blinds open, I open my mouth. I smear my ripe voice all over the morning. And let it ring. (p. 316)

GIVEAWAY

I am giving away my autographed copy of this book. If you are interested in receiving it, please leave me a comment (with your email address if you are new to my blog) by November 14. Want an additional chance? Post this on your social media of choice or start following my blog. Please let me know what you do and I'll add your name twice. Continental United States only. 

Maybe He Just Likes You- A Review and ARC Giveaway

After watching Colby Sharp's YouTube  recommendation of Barbara Dee's newest book, Maybe He Just Likes You (Simon and Schuster), I knew I wanted to read it. 

As I mentioned to Ms. Dee when I connected with her on Facebook, it's a book that I both love and hate. I love it because it is written so well. I hate it because it deals so honestly with a topic-- sexual harassment--that no 7th grader should have to think about or deal with.  

REVIEW

Barbara Dee doesn't waste time. Right off the bat, the protagonist, Mila, receives unwelcome attention from Callum. He and his three friends (all basketball players) join a circle of friendship Mila and her friends created to celebrate their friend Omi's birthday. After singing "Happy Birthday" Callum continues to hug Mila. 

I wriggled my shoulders, but Callum's hand was squeezing. And I am not leaving.

Now I could feel my armpits getting damp. (p. 7)

From that uncomfortable encounter onward, Callum and his friends continue to harass Mila. Zara dismisses the incidents as the boys just being friendly and/or Mila being a baby or flirting with them. Omi fails to support Mila. Her fourth friend, Max, sees the bullying and recommends she talk to the assistant principal. But since he is also the basketball coach, Mila is reluctant to bring him into the picture. 

At the same time that Mila is experiencing increased unwanted attention and physical contact from the boys, her divorced mother loses her job and the family experiences financial stress. Mila can't confide in her mother and feels alone. Her one source of comfort--playing her trumpet--doesn't give her the normal "blue sky feeling" since Callum is in the school band and things seem to happen during practice. 

As the book progresses, Mila gets to know Samira, a Black star clarinetest, who observes the unwanted attention Mila is receiving. Here is an interchange between the two girls, beginning with Samira:

"If it was me, I wouldn't allow it."  

"You think I allowed it?" 

"I'm just saying, you don't  have to put up with stuff like that, Mila. It's just really wrong, you know?" (p. 56)

Although Mila is validated that the boys' attention is inappropriate, she misunderstands Samira's comment and is left feeling as if all this is her fault.

Mila's mother begins working out a local gym that also has classes for kids. Mila ends up in a karate class where Samira clearly knows how to handle herself. Mila thinks,

How do you get like that? 

knowing what to do, in what order. 

Not thinking. Or not-thinking. 

Not ignoring. And not running away. 

Could I ever do any of that? 

Could one of those girls ever be me? 

As hard as I tried, it was impossible to 

imagine.  (p. 105)

As Mila begins to see that she is a victim of the boys' bullying, she starts reacting--but not always in appropriate ways. Not until she disrupts the band concert and has a heart-to-heart talk with her band teacher, is Mila given words to understand her experience of sexual harassment. Becoming more adept at karate class gives her newfound confidence. In turn, this is translated into stronger thoughts about herself and more forthright communication with others.

I highly recommend Maybe He Just Likes You for both girls and boys; it would be a useful conversation starter in any classroom or family. 

********

I wrote to Ms. Dee in our Facebook interchange, "I'm over 60. Wish there had been a book like this when I was that age. It would have helped."

She replied, "Totally agree. We never discussed these things and they never got solved."

GIVEAWAY

I am giving away my ARC to one fortunate reader. Leave me a comment (with your email address if you are new to my blog) by September 19 if you want to enter the giveaway. Giveaway limited to continental United States. 

Wonderland: A Review and Audio Book Giveaway

Browsing a recent Recorded Books catalog, I was pleased to find Wonderland (Farrar Strauss and Giroux, 2018), by North Carolina author, Barbara O' Connor. I hope one of your students, children, or grandchildren will enjoy it as much as I did.

REVIEW

The book opens with10-year-old Mavis Jeeter leaving Hadley, Georgia for the same reason she's left so many other homes--her mother's job hasn't worked out and she decides it's time to move on. Mavis is brave and spunky--but because of their frequent moves, she never ends up having a best friend. The reader quickly figures out Mavis's internal goal: to live somewhere long enough that she can have a "true" best friend. 

Therefore, when she meets Rose Tully, the shy daughter of her mother's new employer, Mavis announces, "You'll be my new best friend." Since Rose doesn't feel like she fits in with the other girls in their exclusive Magnolia Estates neighborhood, that suits her just fine. 

The story sweetly shows their ups and downs in navigating this new friendship. Since Wonderland is written from multiple-POV's, the reader gets to see the agonies each girl suffers when they feel as if they've blown it with the other person. The author does a great job of showing their gaffes as well as how the two girls forgive one another. 

The main conflict centers around Mr. Duffy, the elderly gatekeeper at Magnolia Estates whose dog recently died. Since Queenie's death, Mr. Duffy has become depressed and increasingly forgetful. Rose and Mavis love Mr. Duffy and fear that he's in danger of losing his job. When Rose's arch-enemy, Amanda, discovers a loose dog in the woods behind her house, Mavis is convinced that "Henry" (as Amanda names him) is the answer to all of Mr. Duffy's problems. 

The story has a happy ending--Mavis proves to be right--but there are enough obstacles that get in the way of that perfect solution to make the story interesting for elementary school girls. 

A neat addition to this friendship story is that Henry has his own POV. Readers will enjoy "hearing" Henry's thoughts and "feeling" his emotions as the greyhound longs for freedom and a person of his own to love him. 

I asked Barbara about her reason for including Henry as a POV character and she said, 

I know that most kids love dogs and have no problem thinking of them as an actual character in a story. I needed Henry (the dog) in order to add another emotional layer to the story. I needed the reader to know Henry’s feelings and motivations for his actions. Having a third POV character also kept the story moving forward but in differing, yet parallel, ways.

I enjoyed Mavis's child-like optimism that her plans would work and her persistence to come up with a "Plan B" when they didn't. In the end, she has gained what she wanted--but not exactly in the way she had expected. Rose's character arc--from a shy, quiet girl to a brave 5th grader who speaks her mind to her mother--is believable and worth cheering for.  

Besides Rose, Mavis, and Henry, the secondary characters including Mr. Duffy and the two mothers are well developed. Mr. Duffy's colorful language, Ms. Jeeter's petulant complaining, and Mrs. Tully's constant criticisms of her daughter and Mr. Duffy, show all these secondary characters well--and serve both Mavis's and Rose's journeys. 

The story will help young readers to consider what truly makes a best friend. In the end, as all three main characters reach a new normal I thought, "Is this Rose, Mavis's or Henry’s story?"

That will be for the reader to decide.

GIVEAWAY

I am giving this book away in conjunction with the winter issue of Talking Story in which Barbara is our expert. Leave a comment here and I'll enter your name once. Leave it through the newsletter and you'll have two chances to win. Hurry! Giveaway ends January 21. 

Here is an audio excerpt as a teaser.

She Started it All- A Review and Giveaway

Some of you may remember my review of Sandra Warren's book, We Bought a WWII Bomber: The Untold Story of a Michigan High School, a B-17 Bomber and The Blue Ridge Parkway. After she wrote and published it, I challenged her to use her research to write an historical novel. She knew the story inside and out--so she had half the work done!

She took my challenge seriously and the result is her first foray into middle grade historical fiction, SHE STARTED IT ALL. 

REVIEW

Told in two points of view, SHE STARTED IT ALL brings the story of the "forgotten" bomber- a plane purchased with money raised by Michigan students during WWII--into Joe Gerrard and Sandi Howard's eighth grade classroom. 

Of course, when the two students receive their history assignments they don't know what lies in wait for them. All they know is that they receive topics they don't like. Sandi wants to cover the music of the time period and instead is asked to report on WWII aircraft; Joe wants to do a project on the bombers he's passionate about, but instead he's required to research United States War Bonds and War Loan Stamps. Their teacher, Mrs. Bradley, says, "As you work through your projects, maybe you'll discover something that will make history itself." A statement that proves to be true in unexpected ways.

If you add to this set-up the fact that Sandi is a shy "Brainiac" with a secret crush on Joe and that he is the popular jock at school--then you have a recipe for conflict. In fact, their constant misperceptions of each other and the cliff-hanger endings to each chapter make the book a page-turner. 

The author does a good job of including historical facts so that the reader learns about WWII without feeling overwhelmed with information. The contemporary setting of a modern middle school and authentic language also makes the book accessible to today's readers. 

I'm a huge fan of using facts in fiction (including real people when possible) as well as inter-generational stories. Both of these are present in this novel. Both Sandi and Joe receive help from elderly primary sources which adds further authenticity to the story.

As for the ending? Well, let's just say it's perfect.

GIVEAWAY

If you'd like to receive a personally autographed copy of SHE STARTED IT ALL, please enter my giveaway! Leave me a comment by September 13 along with your email address if you are new to my blog. Share this on social media (and tell me what you did) and I'll enter your name twice!

  

Between The Lines: A Review and Audio Book Giveaway

Congratulations to Connie Saunders who won Behind These Hands from last week's blog.

********

Nikki Grimes' sequel to Bronx Masquerade, BETWEEN THE LINES (Penguin Random House, 2018), combines narrative and free verse in a moving book about teens whose lives are changed through poetry. The audio book published by Recorded Books is narrated by different actors; each eloquently expresses a different character. Listen or read this book and you'll reach the same conclusion that I did: Grimes masterfully created authentic voices and personalities for the six different point of view characters. 

REVIEW

For various reasons ranging from a desire to write poetry to attendance only because of a guidance counselor's suggestion--the students in Mr. Ward's poetry class are thrown together. The universal theme of wanting to belong weaves the students and their poems together. This commonality provides the reader a window into the the personal and interpersonal struggles and triumphs they face.

The reader first hears about Darian, a Puerto Rican teen who sees himself as a newspaper man, not a poet. He lost his mother to breast cancer and by the end of the book his poetry gives him a way to express his grief. 

Private Pain

Numb, I sit on the edge

of the bed

Mami y Papi share.

Shared.

I feel light as the ghost

my mother has become.

Her picture 

on the bedside table

looks blurry until

I wipe my eyes.

"Pobrecito," she would say.

If she were here,

if she were anywhere

in this world.

"Mijo," she would whisper

and touch my cheek,

and I would answer,

"Mami."

But this time,

The word never leaves

my throat.

And what difference

does that make?

When I wasn't looking

Mama's heart stopped

like a broken clock.

Half past 36,

the final tick,

the final tock.

Explain to me

exactly how 

I'm supposed to

tell time now. (pp. 130-1)

**********

Li Cheng is "all Chinese and all American." Her poetry is full of "contradictions which squeeze into one small body."

Threads

How can I explain

the duality of Li?

The muffled sounds

of mah-jong tiles touching,

clicking together,

flips a switch in me

as my parents follow

the ritual 

of the ancient game.

The Mandarin calligraphy

clinging to our walls

sends my soul sailing 

to rice paddies

oceans away,

to the land of silk,

red sunrises,

and the jade mountain peaks

my parents

often speak of.

China whispers 

through their blood,

You are part mine.

Remember!

And I nod, silent

and ashamed

that my untrained

American lips

are unfamiliar 

with my ancestors'

local lingo. (pp. 26-7)

************

Jenesis has been placed in thirteen foster homes and is worried about aging out of the system and having nowhere to live. Here is some of her story. 

Blue Eyes Squared

I see you staring at me.

You be boring a hole in my soul

as if the alchemy

of your curiosity

could somehow turn

these blue eyes brown,

but you might as well forget it.

You frown at my blond curls,

even though girls with hair

the color of sun

the color of spun gold

are supposed to have more fun.

At least, that's the story

they try to sell on TV.

Yeah, I'm different, but

don't call me freak

or assume I'm the only one.

There are bound to be

other brown beauties

with pale blue eyes

eerily like mine,

wearing smiles crooked

in exactly the same way,

noses that scream

matched set.

Are there more like me?

Yeah, you bet.

When I find them,

I'll fit in without question,

never mind that

the world thinks

I'm odd as H-E-

well, you get it. (pp. 33-34)

***********

Val feels the pain of the prejudice her father faces as an Argentinian immigrant.

What You Don't Know

Mi padre, Ignacio,

is a book you haven't read.

It's filled with poetry

that can curl its fingers

around your corazón 

and squeeze out joy.

Pero you've never

cracked the cover.

You scribble crítica  

that questions

the measure of the man,

but you've never

 peeled back the pages

of his biografía.   

You toss el libro

onto the trash heap

marked "Immigrant"

y ustedes dicen it has no value.

But, of course,

you are categorically incorrect,

which you would know

if only you could read

las palabras.

If only you, too,

were blessed

to be bilingual. (p. 51)

*******

Marcel has been labeled a troublemaker. His past includes his father's unjust imprisonment and how that demoralized him and shattered their family.

Troubled (partial)

What is it

with people and their labels,

as if the way they mark me

makes them able

to understand who I am

or why?

"Troubled kid"

tells you exactly nothing

about the trouble

my pops has seen 

or Moms

or me.

We stare from windows 

caged in iron,

in state prisons

or rented rooms,

which are only better

by degree.

We are forced

to survive outside

the neatly mowed landscapes

of your imagination.

Our stop on the train station

is worlds away

from your manicured lawns

and lives

and the lies you tell

about the days

of racial discrimination

being in the past.

Quit asking

why I'm angry

or I'll tell you. (pp. 39-40)

*******

Freddie takes care of her eight-year-old niece and her alcoholic mother. This is a portion of one of her poems.

School Rules

Stage right,

the lights fade on a daily life

of tiptoeing around

my niece's feelings about the mom

who traded time with her

for time spent cozying up to crank.

The truth is too rank

for her tender little-girl ears.

And so, until she's fast asleep,

I keep bitter thoughts

under my tongue's lock and key.

Have I mentioned how it hurts me?

That neither my niece nor I

manage to have a mother

worthy of the name?

Oh, mine is present,

in an alcoholic-fog kind of way,

which is to say, hardly at all. (p. 148)

*******

Nikki Grimes stitches a story together so real and touching that after the boys vs. girls poetry slam which produces outstanding poetry on both sides--I want to know what happens to each character. This would be a great curriculum resource for teens: some readers will resonate and identify, others will be informed by stories much different than their own. Read it out loud in reader's theater. Let it inspire you and your student to write poetry. The results may surprise you.  

Giveaway

I am giving away my audio book, courtesy Recorded Books. Leave me a comment with your email address if you are new to my blog. Random.org will pick a winner on August 3.

Boy Bites Bug: A Review and an E-Book Giveaway!

Congratulations to Rosi Hollinbeck who won BACKFIELD BOYS from last week's blog. Rosi is my California counterpoint since she reviews and gives away books too. You might want to follow her blog!

Many of my faithful blog followers have read about how Rebecca Petruck has mentored me while I've written Half-Truths. She's guided me through countless revisions with an amazing talent to see the forest and tell me which trees need to be felled.

Rebeca can do this, because she's a gifted author. (Here's my review of her first middle grade book,  Steering Toward Normal.)

Now I have the privilege of introducing her second book, BOY BITES BUG (Abrams, May, 2018). 

Although you might look at this amazing cover and fun title and think this is simply a humorous book for boys. But I can assure you that the story takes the reader on a much deeper journey than that.  And of course, girls will enjoy it too!

REVIEW

Seventh grader Will Nolan has a problem. In fact, he has more than one. Stinkbugs have invaded the school library "bobbling like weather-worn boats on a calm sea." (p. 5) His best friend, Darryl, decides to squash them using Will's copy of Wrestling for Dummies. 

Knowing the stench that would produce, the new kid, Eloy, intervenes with, 

"Are you crazy?!" 

"No one asked you, cholo," Darryl snapped back.

Will inhaled sharply. It felt like the world went into slo-mo. (p.6)

Will is caught off guard. There are other Hispanics in their Minnesota school, but Darryl's attitude makes Will uncomfortable. Things go from bad to worse when the boys start daring each other to eat a stinkbug. When Darryl responds with,  

"Me? No way. Dare the Mexican. I've seen stuff on TV--they eat bugs all the time." 

"Dude, I'm from Rochester," Eloy said. 

Will didn't say anything. His tongue was frozen in shock at hearing the friend he'd known since kindergarten talk like that. The Mexican?... He knew better than to talk trash about people because of where they came from. (pp. 9-10)

Will takes the heat in order not to look like a prejudiced redneck, tosses the stinkbug into his mouth, and "Bug Boy" is born.

But not without serious fall-out.

Rebecca skillfully portrays Will's journey of self-discovery and figuring out who his friends are in the events that follow like falling dominoes. This serious theme is against the backdrop of Will's development as a wrestler and the humorous interplay and drama of boy vs. boy. 

In this snippet, you'll glimpse how Rebecca accurately captures the boy's voices and Will's internalization. This scene takes place after Simon, one of Will's friends, anonymously sends him 1000 crickets.

Back at school Monday morning, Will unloaded books from his backpack. 

And freed half a dozen crickets.

He banged his forehead on a locker door, repeatedly.

"Bug Boy strikes again!" Simon said. He nudged a cricket that hadn't taken off yet and hooted when it arced through the air. He poked into Will's backpack. "What are you doing with the others?"

Will froze, head still pressed against the metal lockers, cold seeping into his brain. He turned slowly. "So it was you?"

 "A thousand crickets? Of course it was me! So what will you do with them?"

Will imagined "nudging" Simon and watching him arc through the air. "Why didn't you warn me?"

"Are you kidding? I wish I could have seen your face. A thousand crickets are funny!"

"Not when they escaped in my house and I had to kill them!" 

.........

"What did you do now, losers?" Darryl leaned against a locker, acting extra casual.

Will darted an instinctive glance toward Eloy's locker, but he wasn't around, which was strange but for the moment kind of OK.

Ever since Darryl had stomped off to the library last week, he and Will had been weird together but trying to act normal until they got back to normal. Calling one another losers was an ordinary thing, a razz just because.

But after killing all those crickets, Will felt like a loser for real. He tried to shrug it off. (p.116-118) 

As I mentioned, Rebecca has helped me dig deeper into Half-Truths. As I read BUG, I realized that Will's journey into discovering his own subtle prejudices was similar to what Rebecca encouraged me to probe about Kate Dinsmore, my protagonist.

With the risk of including a spoiler, towards the end of the book, Will has the following "Aha!" moment:

Eating grasshoppers wasn't exactly part of Eloy's day-to-day life, but it wasn't weird, either. It was even ordinary when he visited his family in Mexico. But Will had treated it like it was weird and worse than weird, a trick to get back at someone. 

Eloy had put up with Will a lot longer than Will would have if the situation was reversed. The only person who had done anyone a favor was Eloy. He'd given Will the benefit of the doubt, trying to make him see. (p.198-9)

As I teach my writing students, figurative language, or Muscle Words, are the engines that drive good writing. Here are three of my favorites. Can you guess what the first one describes?

Brown-and-beige banded antennae twitched at Will from a too-small head resting on extra-wide shoulders. It looked like a miniature football player in pads. Speckles like dimples on a golf ball dotted its brown body and thick outer wings. (p.9)

The day had started so normal. But it had gotten chased around the mat and pinned like a lightweight taken down by a heavyweight. (p. 30)  (Note: I love how Rebecca used the wrestling theme to highlight what Will was feeling.)

When Mr. Taylor took attendance, Will felt as if someone were pulling his belly button through his back. (p.136) 

There are tons more examples in the book--you'll just have to get a copy to discover them yourself!

For fans of STEERING TOWARD NORMAL, the ending of BUG ties neatly back into Rebecca's first book. And since a book on entomophagy would be incomplete without recipes, Rebecca has included three that are from The Eat-a-Bug Cookbook  by David George Gordon.

A WORD FROM THE AUTHOR

I asked Rebecca why she chose wrestling as the boys' sport. She responded: "I fell into wrestling simply because I wanted to do something I don't see as often as other sports in books, and then it ended up being perfect for the story. Wrestling is all about the mind, about committing to those six minutes. You can lose a match before ever stepping on the mat if you don't believe in your skills or yourself. It's a wonderful metaphor for Will's journey because he's made a commitment to not only Eloy but also to himself and the kind of person he wants to be, and he has to see it through. On one hand, it is him alone on the mat, but he also has the support of his coaches and teammates so he's never alone, and that's true for Will off the mat, too."

PRE-ORDER BOY BITES BUG

One way we support authors is by pre-ordering their books. You can find BOY BITES BUG on Amazon or on Bulk Book Store if you want to order it for your classroom. It would make a great classroom resource to open up conversations about prejudice as well as ways to feed the planet in the future!

GIVEAWAY

I can't give away my arc because the book is "on tour" and goes to the next reader. 

Rebecca encouraged all readers to write
comments in the arc. What a great idea!

But, Rebecca is giving away an e-copy. Leave a comment by March 9 and I'll enter your name. Share this on social media (and tell me what you did) and I'll enter your name twice. If you are new to my blog--welcome!--and please leave your email address.

Cleo Edison Oliver in Persuasion Power: A Review and Giveaway

Cleopatra Edison Oliver is a fifth grade force to be reckoned with. Her superpower is the art of persuasion and she is convinced that she can not only create and market personalized hair clips ("Tell the world who you are!") to every girl in her grade, she's sure that her idol, talk show host, Fortune A. Davies, will endorse her. Following the pervious book, CLEO ADDISON OLIVER: PLAYGROUND MILLIONAIRE, PERSUASION POWER by Sundee T. Frazier (Scholastic Books, 2017) will appeal to 4th-6th grade girls.  

In one of the initial scenes Cleo's teacher, Mr. Boring, rebukes her for not focusing on their language arts lesson. Cleo admits that she can't imagine how metaphors or similes could be useful. Mr. Boring points out she used a metaphor in the ad copy for her passion clips. Like an inside joke, for the rest of the book Sundee Frazer sprinkles flavorful similes and metaphors into Cleo's thoughts and speech. For example, when Cleo thinks about another girl who became quickly popular she thinks, "The girl was all whipped cream and no pudding." 

Although this is a book about how Cleo translates her passion for hair clips into big sales, it is equally about Cleo wanting to find her birth parents. 

Her parents loved her. A lot. And yet lately she'd felt a growing desire to know more about her birth parents. To have a relatives list of her own. To see herself in her family. To have some clues about what she might look like all grownup. (p.73)

The author uses an apt simile to describe Cleo's feelings about her adoption: 

She had her parents. But something else--a gnawing, like hunger, except it wasn't in her stomach--told her that something was missing. She just wanted to know: Did they [her birth parents] remember her, wonder about her too? (p.82)

Cleo comes up with a foolproof plan to find her birth mom. She'll become a "kidpreneur" on Fortune's show, her birth mom will see her and contact her. When her mother warns against getting her hopes up too high, 

Cleo lets the words slide off her like grease on a non-stick pan. She was a seed in dirt, a dog chasing a scent, a dentist with a scaler! Nothing--not even her overly cautious mom--could stop her from trying to reach Fortune. (p.107)

Despite anxiety over meeting her birth father, she tells him, "I'm a girl with big dreams who won't let anything stop her. I may be young, I may be small, but I'm as persistent as the Itsy-Bitsy Spider." Her birth father gets a funny look on his face and she's worried that she said something wrong until he says, "That's exactly how I was when I was your age."

Suddenly, she was flinging her arms around his middle and hugging him as hard as she could. His arms hovered above her, then slowly he embraced her, ...and the feeling of her birth dad's arms around her mingled together and became a memory she would never forget--a coin in the piggy bank of herself that she would never, ever spend. (p. 228)

And even though Cleo never appears on Fortune's television show, the ending leaves the reader with a satisfied smile. I have just two points of critique. As much as I enjoyed this fast-paced contemporary novel, I would have liked if better if Caylee, Cleo's "business partner" was a little more developed and provided more push-back. It seemed as if Caylee was always hard at work creating the passion clips and worried over Cleo taking on more orders than they could manage--but there didn't appear to be consequences of Cleo's choice to turn over the majority of the "manufacturing" to her best friend. Similarly, Cleo spends a lot of class and homework time daydreaming about her business passions without any  consequences to her grades. 

This book will entertain the lower middle grade crowd and I have a paperback copy to give away. (My apologies in advance; the book arrived from the publisher with creases in the cover.) Leave me a comment by May 26 and your email address if you are new to my blog, and I'll enter your name in the giveaway. It would be a great book for your daughter, granddaughter, or to add to your classroom library. 

Tangled Lines: A Review and an Autographed Giveaway!

With the publication of TANGLED LINES (Seek, 2016), Bonnie Doerr completes her eco-mystery series that began with ISLAND STING (2010) and STAKEOUT (2012). All three middle grade books star "detectives" Kenzie Ryan and Angelo Sanchez figuring out an ecological crime that threatens their beloved Florida Keys. 

Since many of you tell me you appreciate it when I interweave book reviews with comments on craft, this review will focus on three basic elements: The Beginning, Middle, and End using materials Barbara O' Connor provided at the fall SCBWI-Carolinas regional conference.

THE BEGINNING 

O' Connor says that the story's setup should include:

• Whose story it is
• Where the story takes place
• What the story is about
• A sense of the style or tone of the story

In the first two pages of TANGLED the reader finds Kenzie gathering Florida Keys' newspapers and shoving them in the recycling bin under her stilt house. As she performs this chore, she sees a picture of a Brown Pelican.

In the photo, the pelican's pouch was raggedly sliced from its beak, hanging loose like a war-torn flag. The caption screamed Pelicans Brutally Slashed. (p. 2)

She runs inside, shoves the paper in front of her mother and says, 

"This is sick." Kenzie's stomach churned. "It's inhuman. It's despicable!" .... A cinematic swirl of jagged knives, dripping blood, and murderous human eyes hijacked her brain. (p. 3) 

Within a few pages Doerr has shown that Kenzie's story is set in the Florida Keys. Even without the cover and book illustrations, readers will guess that environmentally-sensitive Kenzie's new mission is to save injured pelicans. Kenzie's quick call to action sets the tone for the book.  

O' Connor said that the setup should contain the catalyst (the event or action that starts the story) as well as a central question (what the problem is.) Do you see those elements in these brief snippets from TANGLED LINES? O' Connor mentioned that the setup should include relevant backstory. Doerr expertly intertwines the right amount of details from the previous two books without bogging down TANGLED. 

THE MIDDLE

As Kenzie tries to find out who is hurting the pelicans, she turns to her Cuban-American friend Angelo Sanchez, who helped her solve previous eco-mysteries. But they've entered high school and things have changed between them. Angelo is spending time with a different girl (Estefania) and there's another guy who Kenzie thinks about. Complications ensue! 

Enter the middle of the book, which most writers agree, comprises about 50% of the story. O' Connor called this development and said it should include scenes that:

• advance the story
• reveal more about the character
• and contain action that revolves around the central question or problem. 

Kenzie talks to her friend Ana about Angelo's lack of figuring out who is harming the pelicans. Ana reminds Kenzie that Angelo's father's business depends on selling fish caught by local fisherman. Kenzie determined that the birds were often injured by fishermen because the birds stole their bait and snatched their catch. 

"Ana, look. I get what you mean about Angelo and fisherman, but he said he wasn't interested because he had no time. I think Estefania Betancourt is the reason. Yeah, he has to work after school and weekends, but Christmas vacation starts in a week. He could make time then." (p. 75)

Angelo snoops around one of his father's fisherman's boats and finds a few suspicious items that worry him. Kenzie does a happy dance when he decides to join her on the pelican project. The story advances as the two follow clues and red herrings in their quest to figure out who is injuring the pelicans. Both Angelo and Kenzie discover parts of Angelo's past, adding more tangled lines to the story. They also begin to suspect illegal activity on one of the islands. In a flurry of excitement Kenzie reports to Angelo,

"Oh my gosh. I almost forgot to tell you. Donna at the Wildlife Center started keeping a chart of mile marker sections were injured pelicans are found. You'll never guess where they've found the most."

He was almost afraid to ask. "Where?"

"Mile markers 21-31. We're smack in the middle. There has to be a connection between abusing pelicans in Key West and abusing them around our islands. Something's going on. We have to figure it out and stop it." (p. 201) 

 THE END

O' Connor said that the climax of the story should:

• Answers the central question or solves the problem raised in the setup and happen just before the resolution.

The resolution:

• Should show that everything was foreshadowed was resolved
• The central question answered or the problem is solved
• Show that the character has grown or changed

I can't tell you how Doerr weaves together all the story lines, because I don't want to spoil this book for you. Let's just say there is high adventure on open water (including a kidnapping and an almost-concussion), Kenzie and Angelo capture the bad guy, the pelicans AND island are saved, and a sweet romance create the perfect ending.

But since this is the last book in the series, I'll share this snippet. Angelo fixes Kenzie's broken necklace and with trembling hands clasps it around her neck. 

Angelo lifted the key pendant. "I'm sure glad your mom got this for you. Wish I could have bought it, though." His voice cracked. He hesitated, cleared his throat and continued. "Remember why I wanted you to have it?"

He made it sound like the right answer would be the key to solving a mystery, but a wrong answer would further complicate it. Like he was navigating uncharted waters. 

Kenzie had no clue. They were in such a comfortable place with each other now. What would happen when she admitted it? She tensed and gulped, "No."

Angelo carefully released the pendant and lowered his head. "It's one of a kind." Raking his hair back with his fingers, he breathed deep and long. "Yep. One of a kind. Just like you."  (p. 375-6) 

I challenge you to read TANGLED and figure out how many story lines are tangled and then untangled by the end of the book. I counted at least four. How many will you find?

For more information about Bonnie's books including curriculum resource material (she admits that the teacher in her doesn't know when to quit) and the inspiration behind each book, please visit her website.

For more information about Barbara O' Connor's books, please visit her website. 

For more information on this aspect of the writing craft see Beginnings, Middles, and Ends by Nancy Kress.

GIVEAWAY: You can enter this giveaway twice! Leave a comment today and I'll add your name to the list. Leave a comment on next week's blog when I interview Bonnie, and your name will go "in the hat" a second time. Random.org will pick a winner for this terrific classroom resource on January 12.