Month: February 2013
Teens love horror. Is it because they are adrenaline junkies or truly that masochistic? Either way, they flock to the latest slasher/ paranormal/ serial killer flick like bees to honey, drawn by the promise of a horrifying and thrilling time.
I find that with many of my teens who are brought, most of the time unwillingly, into the library to check out a book, I’m able to hook them with the promise of “this is so scary! Don’t read it at night or you’ll have seriously crazy dreams!”
Anna Dressed in Blood by Kendare Blake has opened my eyes to the realm of teen horror. This morning I was reading it while standing at the circulation desk (no judgment, I’m in the last few chapters), completely engulfed by the action and drama, when I (very loudly and unaware of my surroundings) let slip “oh my god this is so freakin’ scary!” Sixty senior heads popped up from their workstations and stared. “Well it is!” I shook the book at them, “I mean just check out the title and book cover!” They nodded in assent and returned to their research, sharing a brief moment of understanding of how one can become totally involved in a scary moment that leads to such an outburst.
Later, I spent some time walking around looking for titles that I knew my horror-loving students passed around and recommended and found Bad Girls Don’t Die by Katie Alender. When I book talk this one all I have to say is, “Look at the cover. Doesn’t it remind you of The Grudge or something?” And, that’s all I’ve been able to get through–the cover. I’m such a scaredy-cat.
The sequel was released this year, From Bad to Cursed. Creepy!
Sometimes it helps to remember that the way to some teen readers’ hearts is through a little bit of creepy-crawly.
Thanks for joining me for another #IMWAYR!
With my 2 year old’s birthday party, a parent night for the big grant project, and major iPad woes at work all added up to reduced reading time 😦
But! I did finish one book that I promised to last week, continued on my audiobook adventures on bomb-making, and even found some courage to start a truly frightening book. Here’s my reading report:
Books I Finished:
Pandemonium by Lauren Oliver. I gotta say I saw it coming! (Okay, so maybe I had a hunch, accidentally dropped my book, which happened to land on the last page of the book and my eye naturally caught one word…which is all that it took!) Can’t wait to see how Lena continues to evolve and how the series concludes. I’ve read parts of some reviews from ARCS, carefully avoiding spoilers. But, I know that Oliver really comes into her own in the final installment, Requiem.
Books I’m Reading:
Today, I sat outside while my toddler played with bubbles, trucks, and sidewalk chalk and devoured the first 100 pages of Anna Dressed in Blood. Now, I’m the girl who has to plug her ears and closer her eyes when a teaser for a horror film that is rated pg-13 comes on during Once Upon a Time. The cover of Anna alone is enough to give me nightmares. During bathtime I managed another 15 pages, but it was getting to dark for my scaredy-cat heart to pick it up again later. I might be such a wuss that I even stowed it in my bag in my car so I don’t accidentally glimpse the floating white-dressed girl with inky-black hair. Other than being scared of a book in broad daylight, I’m really enjoying Cas and his quest.
Books to Read:
Amy over at www.threeteacherstalk.com published a retro review over at Nerdy Book Club introducing me to Falling for Hamlet by Michelle Ray. My nerdy heart goes bonkers over literary adaptations, and I’m really looking forward to this modern re-telling.
Now, I’m expecting a HUGE order from my jobber anyday now, which will bring with it many of the 2013 YMA winners and honor books. Where on earth am I going to begin??? Spring break is two weeks away; I think my TBR pile is about too take on a life of its own in preparation.
What are you reading?
Welcome to Thursday’s meme Reel Reading for Real Readers started by Amy and Heather over at www.threeteacherstalk.wordpress.com?! I love book trailers and believe in their power to build readership for certain books and engage ALL readers, no matter their reading habits.
Celebrating Books Awards With Teen Readers
The 85th Academy Awards are this Sunday night. The Oscars trumpet the peak of awards season in Hollywood following the Golden Globes and Grammys with flair, pomp, and fashion. Growing up, I loved watching the Oscars. Dressed in my finest wares, I’d lounge for the four hour awards show in front of our box t.v., slices of pepperoni pizza in hand and a 2-liter of Coke. I loved everything: the orchestra, the dresses, the speeches, the movie clips, the hosts.
For book lovers, we feel similarly about the ALA Youth Media Awards in January. Although we may not be decked out in fashion-forward formalware and most of us are streaming the event live through our computers or following the Twitter feed, there are just as many raucuous rounds of applause, audible gasps of shock, and even a little flair at the event.
Readers, just like movie-goers, love to celebrate their favorite books, put them on display, slap big metallic award stickers on their covers, and collect them. IMDB, TCM, and many other Hollywood afficiando sites provide lists of the top 100 films. Film followers find pride and enjoyment in having watched all 100 of those films just as readers find a sense of accomplishment and pride in having read all the Newbery award winners since 1929 with the Twitter meme #nerdbery.
This week in the library I am unveiling our latest special display: 2013 Book Awards. Books featured in the display are recipients of the Newbery, Printz, National Book Award, Morris Award, Pulitzer, and Nobel just to name a few.
Take time to celebrate books and authors who have been recognized for their contribution to children’s and teen literature with book trailers from some of the 2013 recipients:
It’s Monday! What are you Reading? is a meme hosted by Sheila at Book Journeys. It is a great way to recap what you read and/or reviewed the previous week and to plan out your reading and reviews for the upcoming week. It’s also a great chance to see what others are reading right now…who knows, you might discover that next “must read” book!
Be sure to stop by Teach Mentor Texts for a list of participating bloggers and even more great reading ideas from Jen and Kellee.
In the absence of human relationships I formed bonds with paper characters. I lived love and loss through stories threaded in history; I experienced adolescence by association. My world is one interwoven web of words, stringing limb to limb, bone to sinew, thoughts and images all together. I am a being comprised of letters, a character created by sentences, a figment of imagination formed through fiction.
Books I’m reading:
Bomb: The Race to Build–And Steal–The World’s Most Dangerous Weapon by Steve Sheinkin–I never thought I would enjoy listening to a nonfiction book as much as I do this one. Reading it in print would be just as pleasurable. I’ve already passed the library copy onto our AP World History teacher, and I have two more teachers in line to read it. I’m excited to hear their reactions.
In Darkness by Nick Lake. I have to digest this one in small doses. It is just like it sounds, dark.
Books to read:
Hopefully, Unravel Me, will show up on my library door step. And, poor Anna Dressed in Blood is still sitting on my bedside table. This week is a busy week as the Boy is turning 2, and we have a wonderful Winnie the Pooh party planned for Saturday.
I read so many wonderful blogs each week from colleagues, librarians, and book-lovers that I want to start adding a blog-of-the-week for #IMWAYR.
How often do you hear from students and colleagues, “I don’t have time to read?” Jennifer over at Empathic Teacher has a response to that! Check out her blogpost reflecting on all the creative ways she finds time to include reading in her busy day
How excited am I about this new meme, Reel Reading for Real Readers started by Amy and Heather over at www.threeteacherstalk.wordpress.com?! I love book trailers and believe in their power to build readership for certain books and engage ALL readers, no matter their reading habits.
Today, I am featuring two book trailers for my author BFF, Maggie Stiefvater. Don’t believe we are BFFs? Check out this awesome pic from NCTE of the two of us. ‘Nuff said.
Maggie is a master at fantasy, folklore, and mythology. Check out the trailers (illustrated and produced by Maggie herself) for two of her books.
|Tagxedo Word Cloud of My Found Poem|
Today, for a special School-wide Wednesday post, I’d like to share a poem I wrote inspired by Jen over at www.empathicteacher.wordpress.com. Last week, Jen shared a strategy she used in her class involving old issues of Upfront magazine, a nonfiction serial publication for teens spanning relevant news, issues, and current events and topics of interest to teens. Her goal wasn’t for students to think about the main idea and supporting details and then write a five sentence summary of an informational article. Her goal was for students to play with language and create a response to the test in the form of a poem.
Found poems are deceptively simple: they require that the reader glean words, phrases, and sentences from a text or multiple texts in order to compose a poem using the author’s language. In my experience, using found poems in response to literature, they allow students to let down their guard and throw away inhibitions about writing poetry. Found poetry also allows students to gather and collect details that “stick with them” without having to worry about why.
One of my favorite uses of the found poem in an English classroom is in response to difficult texts such as Nathaniel Hawthorne’s The Scarlet Letter. After reading an excerpt from “Pearl,” I invited students to highlight adjectives and phrases that Hawthorne uses to describe Hester’s strange daughter. Then, they went back to the text to glean the language that they felt was most important to create a poem using Hawthorne’s own words to represent Pearl.
We shared our poems, talked about the patterns and dug deeper into the “so what” or “why” in regards to the author’s purpose and style. Then, we moved into a formal analytical response. Since we took the time to play with language and form creative responses, students were ready to think analytically.
Levels of comprehension with found poetry:
1) Literal –What’s the gist?”
2) Interpretation– So what does this mean?
3) Application–Now what do I understand about the author’s purpose or craft?
In content areas other than English, found poems are a quick, accessible tool to engage students in thinking about themes and topics found in expository and informational texts. I decided to take an emerging text form, tweets, to create a found poem in response to last week’s Digital Learning Day #DLDay and the plethora of information I received at TCEA in Austin.
Here was my process:
Step 1–Read my tweets and notes that I took on Digital Learning Day and during the conference.
Step 3–Draft a poem by rearranging phrases, creating repetitions, thinking about form, etc.
Step 4–Publish poem:
Tech Tuesday: Students as Information Consumers and Creators
Our students are bombarded with information 24/7/365. They forget (never learned) how to be curious and critical consumers. An inquiry stance to learning taps into our natural curiosities, building upon content area knowledge in relevant and authentic ways. A simple infographic (informational graphic) might make more of a lasting impression upon a student and his learning experience than a five page research paper or report.
|Created at http://www.piktochart.com to publish the library’s statistics for January|