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January 1, 2011

The People of Sparks

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The People of Sparks

Author: Jeanne DuPrau

Page Length: 154

Reading Level: 7

Genre: Fiction

PLOT SUMMARY: In this sequel to The City of Ember, Lina and Doon lead the residents of the underground into the village of Sparks.  They are a surprise to the people of Sparks but are housed, fed and taught to live off the land.  Conflicts between the two communities begin to occur because of lack of supplies.  The people of Ember are used to a life with electricity and comforts of the world before the Disaster.  The people of Sparks are accustomed to providing for themselves.

As the book progresses, Doon is intrigued by the one of the leaders of the underground people, Tick.  He is aggressive and wants to overtake the people of Sparks.  Doon finds it hard to follow Tick’s military style of leadership.

Lina leaves with the brother of the family she is staying with to explore the unknown area of the disaster.  The journey is more than she had thought she would encounter and she eventually makes her way back to the village. 

She finds Doon and together, they again try to save their people.

REVIEW: The characters are well-developed as well as the theme of this futuristic fiction novel. Young teens who enjoyed The Hunger Games and The Giver would like this book, too.

TOUCHY AREAS-PAGES: None

AREAS OF TEACHING: Theme, Conflict, Character, Sequence of Events

RELATED BOOKS: Book of Ember, The Hunger Games, Catching Fire, The Giver, and Gathering Blue

RELATED WEBSITES:

www.randomhouse.com/teachers/catalog/display.pperl?isbn=9780375828249&view=tg

www.suzyred.com/2006cityofember.html

MOVIE CONNECTIONS: The City of Ember (2008)

REVIEWED BY: Shirley Wagner

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December 12, 2008

Witness

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Witness

Author: Karen Hesse

Page Length: 161

Reading Level: 6

Genre: Realistic Fiction written in Verse

PLOT SUMMARY: The setting of the story is in Vermont, in 1924.  Ten characters of the small community tell the story in verse.  It is the story of two young girls, Leanora, an African American whose mother has died, and Esther who is Jewish.  Neither is welcome in the community anymore because it has fallen under the influence of the Ku Klux Klan.  The other characters range in age from teen-ager to middle 60’s.  Some of the characters refuse to join the Klan and others become active.  With the Klan growing, violence increases.  However, the community eventually pulls together to find hope and redemption.

REVIEW: The setting of the story surprised me, in that, I was not aware the Ku Klux Klan was active in the North.  The story is told in verse, and could be read aloud as a play. The characters are vivid not only in their descriptions but also in their actions.  Each of them distinctly reflects a response that would be typical of real life when an influential association infiltrates a community.  Although set in the early 1900’s, this would be a good novel to study in conjunction with study of Hitler’s influence over the Nazi party and the Civil Rights Movement in America.

TOUCHY AREAS-PAGES: Some violence but it correlates with the theme of the book.

AREAS OF TEACHING: Verse writing, Theme, Conflict, Historical Context, Setting, and Character

RELATED BOOKS: To Kill a Mockingbird, A Time to Kill

MOVIE, MUSIC, ART CONNECTIONS: To Kill a Mockingbird (1962), A Time to Kill (1996)

RELATED WEBSITES:

www.teenreads.com/reviews/0439271991.asp

www.kidsreads.com/clubs/club-witness.asp

www.students.ed.uiuc.edu/bmweber/standard4.html

www.winooski.k12.vt.us/DHA_final_TeacherManual.pdf

REVIEWED BY: Shirley Wagner

November 2, 2008

Middle Row

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Middle Row

Author: Sylvia Olsen

Page Length: 100

Reading Level: 2.4

Genre: Realistic Fiction

PLOT SUMMARY: Raedawn (a Native American) and Vince (a white American) are dating in a town where racial tensions run high. Neither family totally embraces the couple’s bond.

When a fellow classmate, Dune, turns up missing from school, not many people are motivated to find out the truth about this boy’s disappearance. As Vince, Raedawn, and her Uncle Dave dig deeper into the disappearance of Dune, they stumble across a marijuana operation in the backwoods country. Upon their discovery, all three are chased out of the woods by gun shots and dogs. The “detectives” turn to the police to report what they have seen. As a result, Dune and his mother Ocean are forced from their hiding place in the woods to a farmhouse basement.

When Uncle Dave, who used to date Ocean, comes face to face with Ocean and Dune, it hits him that Dune is his son. Uncle Dave and Ocean make amends for their past actions, and the story closes with Uncle Dave accepting Dune into his “family”. A celebration of Dune commences at the Reservation.

REVIEW: This book was a simple story about how in the midst of racial tensions, family can transcend hatred and bigotry. The character of Dune is an outcast of mixed race, yet finally discovers his true family in his long-lost father. I enjoyed this book, however I wished that the character of Dune had some more dialogue. The lack of dialogue used by the author for Dune was probably for effect, but it would have been nice to know a little bit more about this character. 

AREAS FOR TEACHING: simile (page 41), characterization of Raedawn (page 71)

TOUCHY AREAS-PAGES: “beach bastards” (page 20), weed operation (page 55), marijuana mentioned (page 56), “damn racist” (page 79), racial tension throughout the book

RELATED WEBSITES:

http://www.orcabook.com/client/PDFs/TeachersGuides/Orca%20Soundings/MiddleRowTG.pdf

http://en.wikipedia.org/wiki/American_racism

REVIEWED BY: Kevin Stratton

September 21, 2008

Zee’s Way

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Zee’s Way

Author: Kristin Butcher

Page Length: 104

Reading Level: 3.2

Genre: Realistic Fiction

PLOT SUMMARY: John Zeelander, “Zee”, is a teenager looking for something fun to do. In a city where there are few opportunities for social entertainment and community involvement, Zee turns to his friends and abandoned shopping centers for “fun”. Fun for this group of teenagers refers to playing soccer and just “hanging around”. However, “hanging around” is seen by adults in this town as mischief and questionable activity. When Zee and his friends begin hanging around a newly opened shopping center, they are quickly branded as outsiders and refused entrance into some of the shops.

One of the reasons Zee and his friends are discriminated upon is because they look different – they have shaved heads, colored hair, tattoos, piercings, and leather. The adults who own the stores and those that shop at them unfairly discriminate based on age and appearance. Zee’s friends are not into drugs or major crimes. If they are to be charged with a crime it is boredom. Boredom leads Zee, a talented artist, to spray paint graffiti on the side of the local hardware store. He also spray paints this store wall out of frustration for his friends’ and his discrimination.

When Zee is caught spray-painting by the owner of the hard ware store, the owner expects Zee to pay him back for his vandalism by painting an appropriate mural on the side of his building. Zee reluctantly agrees despite the heckling from his peers. While painting the mural, the older patrons of the shopping center begin to change their mind-set about Zee and youth in general. Zee now becomes the central force in bridging the gap between the youth of his neighborhood and the older citizens. This change and unification is reflected in Zee’s finished mural (page 102).

In the end, a compromise is reached, and Zee and his friends are allowed to hang out in a little space (vacated by a previous owner) attached to the shopping center. 

REVIEW: This book was an easy read, however I felt the ending was not explained in detail. The compromise was ok, however it does not truly address the problem of a lack of socialization and community involvement for youth. Giving these young boys a small building to “hang out” just does not seem adequate.

I did like how graffiti and other forms of art were woven throughout the story, however the main issues of community resources just did not seem to be appropriately addressed.

AREAS FOR TEACHING: compare/contrast, characterization, discussion on ageism and discrimination based on appearance

RELATED BOOKS: Journey (mother who leaves the family), Message in a Bottle (loss of wife and art)

ART CONNECTIONS:

http://www.trompe-l-oeil-art.com/fauxfinishes.html (trompe l’ oeil)

http://en.wikipedia.org/wiki/Graffiti (graffiti)

MOVIE CONNECTIONS: “Sister Act” (1992) – graffiti scenes

RELATED WEBSITES:

http://orca.powerwebbook.com/client/PDFs/TeachersGuides/Orca%20Soundings/ZeesWayGuide.pdf

http://books.google.com/books?id=s9Sd6EqVFt8C&dq=zee’s+way&pg=PP1&ots=nNlWqli62R&sig=haJlDmdu3x6FyL0rvBm0RbEUOkw&hl=en&sa=X&oi=book_result&resnum=1&ct=result

REVIEWED BY: Kevin Stratton

Seedfolks

Seedfolks

Author: Paul Fleischman

Page Length: 102

Reading Level: 5

Genre: Realistic Fiction

PLOT SUMMARY & REVIEW: While focusing on a worn-down inner-city Cleveland community, the author does an excellent job blending the perspectives of 13 individuals. Even though all the characters are as different as night and day, they become unified through a vacant lot turned garden paradise.

I truly enjoyed this book because it approached the topic of differences (age, gender, race, and culture) in a unique way. The transformation of the community’s rat infested vacant lot into a garden begins with a little Vietnamese girl, Kim, searching for a way to gain attention from her deceased father. In her search, Kim decides to plant some beans in the hard ground of the lot next to her residence. This act stirs-up curiosity as well as motivation from the others who live near by. Slowly the other 12 characters begin to approach the lot and add their own “seeds” to the ground. Not only does this diverse group of individuals begin planting their own vegetables and flowers, they begin “planting” their own personalities amongst each other’s presence – sharing their stories and personalities to a community that has been scared to walk the streets!

Gradually this community witnesses a social transformation powered by the act of one little girl’s small plot of beans. The community garden is a symbol of change, promise, and hope to this group of strangers turned friends. Many of the characters in this book gained various modes of inspiration – inspiration to walk outside of their apartments, inspiration to reconnect with a past loved one, inspiration to better their financial situation, inspiration to move beyond a life of seclusion, inspiration to clean up their town, etc.

In several communities across the United States, Seedfolks has been chosen as a “citywide read”. The power of collective reading and group change shines through this story. I highly recommend this book!!!

AREAS FOR TEACHING: characterization, point-of-view, cause/effect

TOUCHY AREAS-PAGES: racial overtones and descriptions are prevalent throughout the book, however the context of them is appropriate, the word “marijuana” is used (page 32), biblical comparisons are stated several times in the story

RELATED BOOKS: Bull Run (similar style of writing with it’s varied use of point of view)

RELATED WEBSITES:

http://www.harperchildrens.com/schoolhouse/TeachersGuides/seedfolks.htm

http://www.harperchildrens.com/hch/parents/teachingguides/fleischman.pdf

http://english.byu.edu/Novelinks/reading%20strategies/Seedfolks%20HTML%20Text%20Files/table.html

http://theliterarylink.com/seedfolks.html

http://www.bgsu.edu/colleges/library/crc/webquest/seedfolks/

http://www.audiobookshelf.com/seedfolk_cc.html

http://www.teachertube.com/view_video.php?viewkey=3bf695a5f1d53bdc9409

REVIEWED BY: Kevin Stratton

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