Across the Universe

Bibliographic Information: Revis, B. (2001). Across the Universe. New York: Razorbill. ISBN: 1595143971

Plot Summary: Amy, a seventeen-year old girl from Earth is torn between staying with her family, and finishing out her life on Earth.  Amy’s parents have joined a project to be cryogenically frozen and stored on the spaceship Godspeed traveling 300 years to a new planet they hope to colonize named Centauri-Earth.  She reluctantly agrees to join her parents on their 300-year frozen journey, but Amy is woken up fifty years too soon. Elder, the leader-in-training for the spaceship Godspeed stumbles upon Amy’s thawing body, and aids in her rescue.  Amy learns from the disgruntled leader, Eldest, that her presence on the ship is going to pose a threat to the mono-ethnic community aboard Godspeed, and she also has to deal with her grief of waking up 50 years prematurely.  All she wants is to see her parents again, but danger starts permeating the ship.  More frozen bodies are taken out of their cryogenic tanks, left to die.  She and Elder worry that her parents may be next, so they set out to solve the mystery, and catch the murderer.

Critical Evaluation: Beth Revis creates a space thriller told through the perspective of Amy and Elder.  With alternating narrations, Amy and Elder tell their story about the mysterious events that are taking place on the spaceship Godspeed.  The points-of-view in which Revis chose to tell the story provide great exposition in a narrative context.  The main characters, Elder and Amy, must grapple with earth-shattering discoveries.  Elder learns about the lower-levels of the spaceship, something Eldest has kept hidden from him.  He dislikes Eldest’s hesitance to trust him, and properly train him to become the next leader of the ship.  Elder’s discovery of Eldest’s secrets leads him to realize that much of the life he knew on Godspeed has been a lie.  Amy must deal with living as an outsider on Godspeed.  Eldest has convinced most of the ship’s inhabitants that she is a freak and a liar.  Amy is able to provide Elder with some perspective about life on the ship.  She senses that something is amiss, and acts as the catalyst to change the way of life on Godspeed. Across the Universe provides a window to the desperation people suffer when they are far, far, away from home.

Reader’s Annotation: The question isn’t where is she.  She knows she is on a spaceship headed for Centauri-Earth.  The question is when is she?  Amy wants to know why she is here now?  Why did someone wake her up while her parents still peacefully sleep sailing to their destination through outer space.

 

Information about the author: Beth Revis has been a life-long lover of Young Adult literature, and story writer.  She excelled in school, earning a BA in English, minor in history, and a MA in English Literature with a concentration in fantasy literature (Revis, n.d.).

After teaching for six years, a career she loved, Revis retired to focus on her writing.  Across the Universe is her first novel and trilogy, and she has also written a novella and a handful of short stories and Anthologies, which elaborate characters’ histories from Across the Universe (Revis, n.d.).

Genre: Science Fiction

Curriculum Ties: English  (literature)

Booktalking ideas (one or two):

1.    Conversation between Amy and her parents about leaving Earth.

Reading level/Interest age: 15+

Challenge Issues: The novel contains sexuality, attempted rape, and minor language.

To defend challenged material I would:

1.    Read/watch/listen to the material to become familiar with the content.

2.    Familiarize myself with the Arizona Common Core curriculum standards http://www.azed.gov/azcommoncore/teacher/ to defend how the material can support the learning of these standards.

3.    Refer to the Library Bill of Rights: http://www.ala.org/advocacy/intfreedom/librarybill

4.    Refer to the collection policy of my library.

5.    Collect reviews from staff/students/patrons who have used the material

Why I included this book: I included this book because of the unique point of view from which the story is told.  Alternating viewpoints between Elder and Amy help readers gather a deeper understanding of the novel.  The storyline is a little like Wall-E, in that humans have left earth to colonize another planet.  The science aspect about cryogenics will interest patrons interested in the science field. 

References:

Revis, B. (n.d.) Beth Revis. Website Retrieved from http://www.bethrevis.com/

I'd Tell You I Love You, But Then I'd Have to Kill You

Bibliographic Information: Carter, A. (2006). I'd tell your I love you, but then I'd have to kill you. Grand Haven: Brilliance Audio.

Plot Summary: Cammie Morgan attends the Gallagher Academy For Exceptional Young Women.  Under the guise of a boarding school for gifted girls, the school actually operates as a school for future CIA spies.  Spying come naturally to Cammie, but that isn’t surprising considering her mother is the headmistress of the school, and her father lost his life while on a spy mission.  Her fourth year at the Gallagher Academy introduces her to her first Covert Operations class, taught by the vary handsome Joe Solomon, a new addition to the Gallagher faculty.  During their first covert mission, the girls are assigned to spy of one of their teachers.  During the mission, Cammie is left behind and she meets Josh, a kid from town, and sparks fly.  Cammie struggles between keeping her true identity a secret, and building a relationship with Josh based on lies.  She eventually gets caught in her web of lies, but will Josh understand?

Critical Evaluation: Ally Carter’s novel, I’d Tell You I Love You, But Then I’d Have to Kill You, is a story appealing to younger teens.  The main character, Cammie Morgan, parades through the novel hindered only by her predicament between love and spy school.  Her conflicts are far from the rough issues teens deal with in novels like Speak by Laurie Halse Anderson.  Carter gives Cammie’s character some depth through the ongoing grief she encounters from losing her father, a world class spy, but it isn’t long until Cammie loses herself in thoughts about her boyfriend Josh.  The setting, spy school, is the most appealing aspect of the book, as it provides an environment different from most adolescent experiences.  Spy school is cool, and the fact that The Gallagher Academy is strictly a school for girls, breaks the stereotype that only boys are spies.  Hopefully in future installments of the Gallagher Girls series, Cammie can exercise more of her spy skills.

Reader’s Annotation: Welcome to spy school.  Today is Tuesday, which means you may only speak French, a welcome relief from yesterday’s Latin conversations, and hopefully you completed you Covert Operations homework, because that is one class you do not want to fail.

Information about the author: I’d Tell You I Love You, but Then I’d Have to Kill You was Ally Carter’s first YA novel, and part of a six-part series with the sixth and final novel due to hit shelves in 2013.  After growing up on a ranch in Oklahoma, Carter attended Oklahoma State University and Cornell University, and worked in the agricultural industry.

           Carter feels very grateful that she is able to write full-time because it is something she has wanted to do since she was a little girl.  She has published another YA series, Heist Society, and has published a few adult fiction novels as well.  Carter’s books have sold over two million copies and have appeared on many best-seller lists (Carter, n.d.). 

Genre: Fiction; Romance

Curriculum Ties: English (literature)

Booktalking ideas (one or two):

1.    Spy school class schedule

2.    Description of covert operation

Reading level/Interest age: 14-16

Challenge Issues: N/A

Why I chose this audiobook:  I included this audiobook because of it's light-hearted tone.  Many of the books in my collection deal with heavy issues, so this one is a breath of freash air.  School Library Journal labeled this book as one young adults read for fun (2011).

References:

Carter, A. (n.d.). Detailed Bio - Ally Carter. Home - Ally Carter. Retrieved April 29, 2013, from http://allycarter.com/ally/detailed-bio/

Charnizon, M. (2011, April 5). What are they reading for fun? School Library Journal. Retrieved from http://www.schoollibraryjournal.com/slj/newslettersnewsletterbucketextrahelping2/890042-477/what_are_they_reading_for.html.csp

Juno

Bibliographic Information: Halfon, L., Malkovich, J., Novick, M., & Smith, R. (Producers) & Reitman, J. (Director). (2007). Juno [Motion picture]. United States: Fox Searchlight Pictures.

Plot Summary: When sixteen-year old Juno MacGuff finds herself pregnant with her friend’s child, she decides to give the baby up for adoption.  Her parents, although shocked by the revelation, are supportive of Juno and her decision for adoption. Juno searches the Pennysaver ads with her friend Leah for a suitable family to raise her unborn child, and selects Mark and Vanessa Loring.  Juno makes a few visits to the Lorings home where Mark works, and they discover common interests.  The visits take on more emotional meanings for both Juno and Mark, and during one visit Mark discloses his plans to leave Vanessa, because he isn’t ready to be a father.  Juno freaks out, and leaves, scared of what lies ahead for the Loring family and her baby.  Juno starts to realize that she has feelings for her child’s father, Paulie Bleeker, when he asks another girl to prom.  When she shares her frustration with him, Paulie brings to light that Juno’s actions have broken his heart.  What will become of her relationship with Paulie, and does Vanessa still want to adopt her baby without Mark in the picture?

Critical Evaluation: Juno provides a humourous take on the theme of unplanned pregnancy.  While teenage pregnancy is no joking matter, it showcases the decisions a young girl faces with an unplanned pregnancy.  Initially, Juno opted to have an abortion, but upon arriving at the abortion clinic was met by a protester stating,”All babies deserved to be borned!”  When the protester tells Juno that her baby already has fingernails, she realizes she can’t go through with the abortion, and starts her search for a couple to adopt her baby.  Juno also has to deal with her feelings about her baby’s father, Paulie Bleeker.  Initially she plays cool about the situation, distancing herself from Paulie, but she realizes her true feelings for him when he asks another girl to the prom.  This compounds the issues she has with her growing body, raging hormones, and funny stares from her classmates.  Eventually, Juno is able to admit her love to Bleeker after a heart-to-heart talk with her father.  The adoption process doesn’t go very smoothly either.  When Mark tells Juno he is going to leave Vanessa, she is left worried Vanessa won’t want the baby anymore.  Teenage pregnancy is a tough situation, but Juno shows that with support and options, the teen mother will survive.

Reader’s Annotation: Take a look into the life of Juno MacGuffy- sixteen, and pregnant with her friend’s baby.  A night of boredom never turned out so wrong!

Information about the director: Jason Reitman is no stranger to Hollywood.  His father, Ivan Reitman, directed the 1984 hit Ghostbusters.  He started by directing commercials before making satirical shortfilms.  Some of his other films include Thank You for Smoking (2006), and Up in the Air (2009).  

    After a failed semester studying pre-med at Skidmore College, Reitman transferred to USC to study film.  His work on Up in the Air starring George Clooney earned him a Golden Globe for Best Screenplay (YAHOO Movies, n.d.).

Genre: Comedy, Romance

Curriculum Ties: N/A

Booktalking ideas (one or two):

1. Teen Pregnancy statistics

Reading level/Interest age: 13+

Challenge Issues: This movie contains sexual content and language, and reference to abortions.

To defend challenged material I would:

1.    Read/watch/listen to the material to become familiar with the content.

2.    Familiarize myself with the Arizona Common Core curriculum standards http://www.azed.gov/azcommoncore/teacher/ to defend how the material can support the learning of these standards.

3.    Refer to the Library Bill of Rights: http://www.ala.org/advocacy/intfreedom/librarybill

4.    Refer to the collection policy of my library.

5.    Collect reviews from staff/students/patrons who have used the material

Why I included this movie: Juno  is a great addition to my movie collection because of the self-discovery Juno makes during her pregnancy, and subsequent adoption of her baby.  

References:

YAHOO! Movies. (n.d.). Jason Reitman- Biography.  Retrieved from http://movies.yahoo.com/person/jason-reitman/biography.html

Pride and Prejudice

Bibliographic Information: Austen, J. (1813). Pride and prejudice. London: T. Egerton, Whitehall.

Plot Summary: In the lives of the Bennet girls, marriage is most desirable as they, as woman, are not to receive much inheritance once their father dies.  Love is uncommonly found alongside marriage, but for Elizabeth Bennet, love is a requirement.  Each of her sisters has their own stories of love and marriage, which unfold as Elizabeth tries to stay true to her own heart’s desires.  When Mr. Bingley, a handsome and wealthy bachelor, moves to town every girl is hoping to be his bride.  Mr. Darcy, a very wealthy friend of Bingley’s has also caught the eye of everyone in town, especially Elizabeth, but only because of his arrogance and pride.  As Elizabeth learns of Mr. Darcy’s past and his misjudgments of her family, she is forced to make up her mind about his character, putting aside her own pride and prejudice towards him.

Critical Evaluation: Jane Austen never fails to appeal to the romantic in all of us, specifically woman.  Although Pride and Prejudice is set in England in the late 1700’s, Austen draws on the intimate details of love and romance to connect with readers worldwide even two centuries after the novel was written.  While Elizabeth struggles to make correct judgments of others, it feels as if Austen is similarly inviting the reader to reconsider within their own lives possible misjudgments they have made based on rumor or miscommunications.  Mr. Darcy’s pride is something many of us are guilty of- judging people who aren’t as fortunate as ourselves. Elizabeth and Mr. Darcy’s relationship experiences many obstacles, much like real-life relationships, and it shows how rewarding love can be when those obstacles are overcome.  Social class is one of those obstacles, as Elizabeth hails from the inferior middle class to Darcy’s upper class.  Darcy and Elizabeth’s marriage show that prejudices based on social status and class are trivial and unfounded.  Through love and commitment, class boundaries are blurred and prejudices squashed.  

Reader’s Annotation: Enjoy a story about young love, and how to overcome pride and prejudice to find it. 

Information about the author: Jane Austen is a famous English author of six popular works:Pride and Prejudice, Sense and Sensibility, Emma, Mansfield Park, Persuasion, and Northanger Abbey.  Despite her many works focusing on love, Austen never married.  
 Austen began writing short stories and poems around age eleven, and at fourteen decided to become a professional writer. In May of 1817 Austen succumbed to illness at the age of 41 (Alex, 2013). 

Genre: Fiction, Romance, Crossover

Curriculum Ties: English (literature)

Booktalking ideas (one or two):
1. Description of Mr. Darcy, and description of Elizabeth Bennet
2. Explanation of social classes and their differences. 

Reading level/Interest age: 16+

Challenge Issues: N/A

Why I included this book: Pride and Prejudice is considered a classic literature, so it is a great addition to my collection.  This book is a great choice for advanced young adult readers who aren't turned off by 19th-century customs and language.  Multiple movie and play adaptations have stemmed from this book, along with many literary adaptations like Pride and Prejudice and Zombies.

References:
Alex, D. (2013, April 10). Jane Austen Biography. Retrieved from http://www.janeausten.org/jane-austen-biography.asp