Bibliography Sones, Sonya. 2016. Saving Red. New York: HarperTeen. ISBN 9780062370280 Review & Critical Analysis While volunteering to count the city of Santa Monica’s homeless population, Molly Rosenberg encounters a young girl with red hair and becomes obsessed with finding her family and reuniting them before the holidays. Her new friend, Red, however, does not want to share this information with Molly. Despite this, the two girls discover that they have more in common than they realize and form an unlikely friendship that ends up changing both of their lives. This novel is written in free verse. Even without rhyme, there is a rhythm and cadence to the story. The way the lines are written bring Molly’s voice to life, and you can almost hear her voice in your head. Sones paints the scene in Santa Monica vividly through Molly’s perspective, including the emotional scene of how she feels and what she thinks. Even though the story is told through Molly’s perspective, the poems also paint a clear picture of Red and the mental health issues she is dealing with. This verse novel does a terrific job of using poetry to bring several mental heath disorders to life: post traumatic stress disorder, anxiety, manic depression, and schizophrenia. It does all of this without being too heavy or dark. The issues are discussed plainly and directly, with the effects of each clearly displayed through poetry. This leaves a lasting impact on the reader and brings awareness to these illnesses. The free verse is appealing for young adult readers and makes the book more accessible. The page is not overcrowded with text, and even though the experiences of the characters may not be familiar to all readers, the themes of the book definitely are. One of the major themes of the story is family. Molly is struggling with the disappearance of her brother, while Red is struggling with her mental illness preventing her from reuniting with her family. Both girls, from very different “sides of the tracks” realize that they have much more in common than they thought. Two other highly identifiable themes are young love and self discovery. Both Molly and Red transform throughout the book, becoming more aware of who they are and what they must to do to fix the things in their life that have gone wrong. The greatest lasting emotional impact of this novel is in its straightforward, no-nonsense handling of mental illness. Using a subject that could be very controversial, especially in a young adult novel, Sones brings mental illness to life in a realistic way. From Molly’s anxiety and her service dog, Pixel, to the voices that guide Red’s decisions and actions, Sones handles each in a way that is refreshing and much needed. These illnesses do not detract from the story they actually enhance it. Each girl learns to open up, and finds an appropriate and necessary way to deal with the issues they are experiencing. In both situations, Molly and Red both mature and “face their demons” in an age appropriate and impactful way. Each poem is consistently written in Sones’ signature style. She is amazingly able to bring the voice of these characters to life in less lines than most regular novelists use. That is truly an art! As the moods and emotions of the characters change, the tone of the poems change and it is clear in the rhythm of each piece. The book is arranged in chronological order following the story of Molly discovering Red, finding her, attempting to help her, and eventually saving herself in the process, too. At the end of the book, Sones includes an author’s note in which she describes where the idea for this novel originated. She also includes resources for help for anyone experiencing homelessness or mental illness or those who may know someone who is. Overall this is a wonderful work of realistic fiction in verse. Sones has written yet another novel that is incredibly appealing to young adult readers. Her inclusion of characters with mental illness and a character experiencing homelessness is a wonderful way to open up dialogue and address these issues with young adult readers in a new way. Spotlight Poem Until Today Until this very minute actually, I was under the impression that when you forgave people you did it to make them feel better. Now I see that it works the other way around: forgiving people makes you feel better. Or maybe… Oh, I don’t know… Maybe it makes both of you feel better. This poem, found on page 406, follows Molly’s mother’s apology for not being there for her. This is a feeling that all of us have experienced, yet Molly finds the strength to forgive her mother and makes the realization that forgiveness feels differently than she expected. I would introduce this poem to students by first having them remember a time they had a disagreement with someone they cared about. I would then read the poem aloud and have them think about that same disagreement. Were they able to forgive the other person and move forward? As a follow up activity, I would have students reflect through writing on this time. I would encourage them to write a free verse poem about their experience and whether or not they were able to forgive the other person.
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Bibliography Crowe, Chris. 2014. Death Coming Up the Hill. Boston: Houghton Mifflin Harcourt. ISBN 9780544302150 Review & Critical Analysis This book, written entirely in haiku, is the moving story of seventeen-year-old Ashe and his experiences growing up in 1968 torn between two wars, the war in his home and the war in Vietnam. As Ashe struggles in the fight between his strict (racist) father and peace-activist mother, he also struggles to understand the war in Vietnam and cope with its effect on those he loves. In the end, Ashe is forced to make a difficult decision; choosing sides in the war at home or entering the fight abroad. This book does a fantastic job of bringing Ashe’s character and feelings to life in haiku. Even though there is no rhyme, there is definite rhythm to the words in each poem. Crowe uses realistic imagery and startling facts (like the number of soldiers killed each week in Vietnam) to bring the time and place of the story to life. The reader truly feels Ashe’s emotions as he struggles to comprehend his losses at home and in the war, fall in love for the first time, and make life-changing decisions to save his family. One of the most emotional parts of this book is Crowe’s dedication to the lives lost in Vietnam. The book is made up of 16,592 syllables, one for each U.S. soldier who died in Vietnam in 1968. Another poignant and emotional moment is the last stanza of the last poem, “I see Death coming / up the hill, and I am not / ready to meet him.” Death Coming Up the Hill is very appealing for young adult readers. Not only will they be able to relate to Ashe’s character as a young person during changing social and political times, many will be able to understand his feelings as his family is torn apart. For those who do not have this experience, the theme of first love may resonate as Ashe meets Angela. The theme of family is also evident in the way that Ashe feels about his mother and new baby sister, and his reaction to protect them at all costs. The most appealing aspect of this book, however, is its true life glimpse into 1968 through Ashe’s eyes. Crowe does an outstanding job of making the characters, setting, and plot believable seventeen syllables of haiku at a time. Readers will be drawn into Ashe’s life and struggles, and relate to his coming of age story. These haiku poems are consistent and emotional without being overly sentimental. The poems are organized with the Month and Year as the headers, as well as the week (e.g. Week 15) and a number. This number represents the number of soldiers killed that week in the line of duty in Vietnam. This is a touching reminder of one of the major themes and influences of this book. There is a table of contents at the beginning and a historical note and author’s note at the end. The historical note gives background to the Vietnam war and 1968 including how Crowe found the statistics for those killed each week. The author’s note tells more about where the idea for this book came from, the struggles he had writing it, and the meaning behind the numbers and the story. I enjoyed the historical fiction and haikus in this book. One of my favorite details is that the last two stanzas of the book are based on an actual letter written by a soldier in Vietnam before he died in the assault on Hamburger Hill. These words are incredibly emotional and tie the story up with a question, what happened to Ashe next? We will never know, but we are left with feelings that many people felt during that time; hope and fear. This story is an incredible work of poetry that will leave a lasting impression on any reader. Spotlight Poem April 1968 Week Fifteen: 363 As a kid, I dreamed of becoming a hero. War movies had taught me that the hero saved his buddies by diving on a live grenade, so in our childhood war games I always played that guy. Someday, I thought, my valor would earn me a Medal of Honor. Things changed when I got older and learned that real war is nothing like the movies. I started wondering if I had what it took to be a hero. Would I have the guts to cover a live grenade for my friends? Would I sacrifice my life for someone else? Sometimes that’s exactly what a guy doesn’t want to learn about himself. The thing is, there are all kinds of grenades in life; you don’t have to go to Vietnam to find them. I knew that. This poem, found on page 62, provides a great description of Ashe’s maturation as he starts to realize that life has all kinds of “grenades” to face. It’s also illustrates his “coming of age,” as he realizes his family is splitting up and things will never be the same again. I would introduce this poem to students by reading it aloud then reflecting on what Ashe meant when he said “The thing is, there are / all kinds of grenades / in life; you don’t have / to go to Vietnam to / find them.” I would discuss with the class what kinds of “grenades” he might be talking about. As a follow up activity, I would have the students reflect in their writing journals about a “grenade” they have had to face or what they would do if they had to face one of the issues Ashe is dealing with in this book/poem. They could even attempt a reflection in haiku! This book would also be a great literature piece to incorporate in conjunction with an American history class. Students would benefit from the youthful perspective of Ashe and relate to his feelings, emotions, and actions. Bibliography Brown, Skila. 2016. To Stay Alive: Mary Ann Graves and the Tragic Journey of the Donner Party. Somerville, Massachusetts: Candlewick Press. ISBN 9780763678111 Review & Critical Analysis In this brand new novel in verse, Skila Brown recounts the long and arduous journey of Mary Ann Graves and her family to California in 1846. They were part of the well-known and tragic Donner party that was stuck in the snow unable to cross the Sierra Nevada mountains into California. Mary Ann, the nineteen-year-old daughter of Frank and Elizabeth Graves and one of nine children, tells the story of their travels through the four seasons. The family’s initial hope and excitement quickly turns to worry and despair as they take the southern route, the Hastings cutoff, and winter comes early. Readers will cling to Mary Ann’s every word as she struggles to survive and save the family that she loves. Before reviewing the poetic elements of this novel, first we must address the historical accuracy of this novel in verse. Brown does an exceptional job of providing accurate historical information to help the reader understand the true story behind the poems. The novel begins with a newspaper notice from 1846 stating that the Graves family is moving west and wishing to sell their home and land. It also lists all of the family members which was a very handy resource throughout the reading of the book. Brown also includes a map of the family’s journey with their route and the typical northern route clearly marked for reference. An epilogue is also included that finishes out Mary Ann’s story, as well as an author’s note with detailed historical information. The photograph of Mary Ann, taken in 1879, truly brings her character to life, as does the list of all the members of the Donner party, with those who died clearly marked. Brown provides many specific details about her research and retracing of their journey, and also provides some insight into the rumors that surrounded the tragic outcome. Overall, this novel in verse is historically accurate as it walks the line between fact and historical fiction. The poems included in this novel take many forms, shapes, and rhythms. All are told from Mary Ann’s perspective and are full of emotion. From the initial excitement and hope of a new life in California, to the desperation she feels searching for Sutter Fort to retrieve help for her family, Mary Ann’s voice is clear, strong, and effective. There are many poems, especially as the family realizes the severity of their situation, that are so deep and emotional they are almost overwhelming. The language, imagery, and emotion of the poems is so vivid that at times I had to take a break and process how I felt. Brown does an incredible job of connecting readers to an incredible journey full of courage, perseverance, and hope. The varying shapes and rhythms of the poems is engaging and appealing. No two poems are quite alike, keeping the reader on his/her toes. Even though most readers (hopefully) will not have personal experience with the events of the story, every reader can connect with the feelings and themes in the story. The emotional response elicited by the poems, especially the ones about the importance of family, are sure to leave a lasting impact, both emotional and historical with the reader. The overall quality of the poems is consistent and interesting. The shape of the poems and the rhythm helps convey the feelings and changing mood of the story. Brown does an excellent job arranging the poems both on the page and in the sequential order of the Graves’ journey through the seasons. Even without illustrations, the reader is able to picture the scene, characters, and events clearly through the imagery and language used by Brown. The additional resources she provides, like the map, author’s note, and “Donner Party” section help the reader understand the historical context of the story and make deeper connections to the story and characters. Overall, this is a fantastic, historical fiction novel in verse that provides a lasting emotional impact for the reader. This is a book that I plan to book talk with our English classes this spring. Spotlight Poem Snow At home snow meant extra layers for walking to the barn, extra quilts on the beds, extra logs brought in to dry before they found their crackle in the fire. At home snow meant snow cream made with milk and sugar, sliding down a hill on wooden boards, time inside, more sewing, more mending, more stories. At home snow meant more time, more work, more layers, all to reach the barn, feed the animals each day. Here snow means snow snow means covered snow means silence snow means stuck snow means trapped snow means starving. Here it’s as if we’re the animals in the barn, the snow is too big, too wide, too much, and no one is coming to feed us. Soon the blanket of white will cover us completely. In the spring, when people cross through this land, with the blanket gone, what will they find underneath? In this poem, found on page 173, Mary Ann compares her old life to her new life and the fear she has for the future of her family’s journey. The happiness of the first three stanzas is quickly muted by the desperation of the last, especially “with the blanket gone / what will they find underneath?” Even though readers will not have had this same experience, the deep emotions and feelings of this poem are highly relatable. I would introduce this poem during a social studies unit on the Donner party or westward expansion. I would read it aloud and ask the students to discuss how the feelings in the poem changed. Even though this wasn’t the exact experience of all those traveling west, each person had an arduous journey in some way. After reading the poem, I would retrace the journey of the Graves family on the map using an interactive medium (e.g. a Google Expedition) so students could experience the environment the settlers experienced. Another follow-up activity, if time allowed, would be to encourage the students to compose a free verse poem about their “experience” on the trail or the experience of the settlers they have learned about. |
AuthoRMy name is Mrs. Scott and I'm a secondary Media Resource Specialist (librarian) in Texas. This blog was created as part of my graduate coursework at Texas Woman's University. All reviews and opinions are my own. Archives
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