Ahab's Wife or, The Star-Gazer

Bibliography
Naslund, Sena Jeter. Ahab's Wife or, The Star-Gazer. New York: Harper, 1999. Print.

image from: http://d202m5krfqbpi5.cloudfront.net/books/1178657369l/817460.jpg

My Thoughts

Una has lived quite a life.

When I began this voyage through 600+ pages, I wasn't sure I would be able to complete the book. I have found that I don't enjoy books about the water (Billy Budd, The Old Man & the Sea, Moby-Dick--ok I haven't actually read that one. I've tried multiple times, but I couldn't keep with it), so what compelled me to read this book, I do not understand.

Una seems to be telling her story as a survivor. She already knows the outcome, but the reader must hear how she survived. The opening chapters are about her losing her beloved mother and child in the same night. Then the story moves backward in time to when her mother sent Una to live on the island with her aunt and uncle. On this island is a lighthouse that she and her cousin call The Giant. This reminded me of another book (Light Between Oceans). This start to Una's narrative is explained on page 619!

Una leaves the island to meet her mother. She ends up on sailing on a whaleboat with Giles and Kit. Their voyage is heart-stopping! Una is one tough girl. I found myself caught up in the language and nuances that Naslund writes. It is a beautiful, horrifying story. So much happens that after Chapter 50, I stopped reading to begin writing this blog. I have 25 flags marking various things at this point.

I was determined to finish this book over Thanksgiving break. I did it! I am amazed at how many things Naslund ties into her book. There is the main story of Una, but there are many other characters and ideas with a place in this tale. Naslund ties in religious affiliations (Quakers, Unitarians, even Methodists). She broaches the idea of slavery (Susan has a recurring story line & Frederick Douglass speaks at an event Una attends.). She brings in women's rights and the role of women in societies. "I did not just want babies, or men who went to sea. I wanted something for myself" (Naslund 124). Una declares that she will do as she pleases, "so long as I hurt no other being" (Naslund 204). Sadly, this doesn't quite happen to Una's expectations. Oh, and then of course the life in a whaling town. Naslund also shows the human connection and what sacrifices are made for the betterment of others (See Chapter 43!).

I began mentally tracking the references to Shakespeare (King Lear & Hamlet, mostly), great classic writers like Keats, Chaucer, Swift; stories of Beowulf & Greek mythology. Una's name is "from Spenser's Faerie Queen, because [her mom] wanted [Una] to be brave and true" (Naslund 400). Transcendentalism and Emerson, Margaret Fuller and even Nathaniel Hawthorne actually makes an appearance  (see page 490). Herman Melville's book is obviously present, although secondary, to this book. It was complete when Ishmael (David Pollack) is identified on page 646. Ahab appears on page 250.

Una is independent....Una is "a remarkable woman" (Naslund 191). Her story is interrupted in Chapter 57 when we hear Captain Ahab's Jottings. From here until the end, the reader gets a glimpse into other character's thoughts. At first, this bothered me. Why did Naslund spend 260 pages in Una's voice to insert others? However, after finishing the book, I understand that we needed those insights.

It takes 360 pages, but Una FINALLY becomes Ahab's wife. We had to travel that far in Una's story before she could marry Ahab. Once they are married, Una's life drastically changes. Her position in society elevates. Even with her privilege, she faces hardships. In her hardships, she befriends Susan, David Poland, the Mitchell Family, the Judge, and a neighboring artist. It is almost like this book could be two--one story of Una's life before Ahab and another story of her life after Ahab. However, that would not make her complete story. Naslund's book does. There is so much that happens that I'm not doing the book justice here.

It isn't until page 609 that Una is persuaded to write down her story (hence the narrative voice). Again, with the interruptions of other characters' thoughts, parts of the story seem a stretch. I did think it was a bit over the top to have Nathaniel Hawthorne and Frederick Douglass play a part in the story. I think that is hindsight (and poetic licensing) to let these paths cross Una's.

Some writing I liked in the book:

• "'Sometimes I like the public space,' she said. 'It's where the most private things can be said, confidentially.'" (Naslund 320).
• "'It's always that way. In learning, one thing always has something else in it, or leads to something new'" (Naslund 408).

So, I sailed the story of Una Spenser, Ahab's wife. I actually thought it was good--in spite of the water. Maybe I'll give Moby Dick one more try.

Readicide

Bibliography
Gallagher, Kelly. Readicide: How Schools Are Killing Reading and What You Can Do About It. Portland, ME: Stenhouse Publishers, 2009. Print.

image from: http://kellygallagher.org/books_dvds/books_dvds.html


Summary of the book from Kelly Gallagher's website:
"Read-i-cide n: The systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools. Reading is dying in our schools. Educators are familiar with many of the factors that have contributed to the decline — poverty, second-language issues, and the ever-expanding choices of electronic entertainment. In this provocative new book, Kelly Gallagher suggests, however, that it is time to recognize a new and significant contributor to the death of reading: our schools.

In Readicide, Kelly argues that American schools are actively (though unwittingly) furthering the decline of reading. Specifically, he contends that the standard instructional practices used in most schools are killing reading by:
• Valuing the development of test-takers over the development of lifelong readers;
• Mandating breadth over depth in instruction;
• Requiring students to read difficult texts without proper instructional support;
• Insisting that students focus solely on academic texts;
• Drowning great books with sticky notes, double-entry journals, and marginalia;
• Ignoring the importance of developing recreational reading;
• And losing sight of authentic instruction in the shadow of political pressures.

Kelly doesn't settle for only identifying the problems. Readicide provides teachers, literacy coaches, and administrators with specific steps to reverse the downward spiral in reading—steps that will help prevent the loss of another generation of readers."

My Thoughts
I'd heard something on my library list-serv about this book. My library already owned it, so I put it on my "to read" pile. Very interesting read (and only 118 pages)! I wish I'd read it while I was still an English teacher. I would have changed a few things about my teaching.  Fortunately, I still work with a group of high school students and think I can use some ideas with them. The book also confirmed some things I did right in the classroom and helped me think about how I can help students in my role as librarian.

Testing is killing curriculum. There is no question about this.  The data that administrators and legislators use to decide if teachers are doing their job are not factoring in the human component. Teachers are not producing widgets, we are trying to educate a human being. Each tester must fit into a box (yet, ironically, we constantly talk about thinking outside of boxes!).

I liked how Gallagher examines readicide and gives teachers some ideas on how to still play well with the people who care more about the test than the student while really helping students learn how to enjoy reading--even when the text is difficult. He states that "if students are taught to read and write well, they will do fine on mandated test" (Gallagher 26). YES!

We need to expose kids to authentic reading and give them experiences to have prior knowledge when they read. "Kids without prior knowledge are at a disadvantage, regardless of reading ability" (Gallagher 38). He gives an example from an actual state mandated test about "The Farrier." Students without prior knowledge had no idea what they were reading. He later gives an example using baseball. As an avid fan myself, I had to "decode" the words being used. I understood the words, but not always the meaning. Very eye-opening!

Gallagher also validates the use of SSR in the classroom. Gallagher states, "SSR is actually a valuable investment in test preparation...SSR is necessary to allow students an opportunity to build their prior knowledge and background...[and] SSR provides many students with their only opportunity to develop a recreational reading habit" (42). HIP, HIP, HOORAY from this teacher!

One of my favorite analogies Gallagher uses is the movie. He gives an anecdote about a student saying her reading time was "ruined by the teacher's insistence on repeatedly stopping to that students could analyze the book" (Gallagher 59).  He continues the explanation with a question, "Would you stay in a movie theater if the projectionist stopped the film twenty-two times?" (Gallagher 61).

This book is powerful! I want my English department buddies to read this; I want my principal to read this; I want our curriculum director to read this; I want my teacher friends in other schools to read this; I want my daughter's teachers to read this. In fact, I've changed my email signature to tell everyone they should read this book.

Allegiant

Bibliography
Roth, Veronica. Allegiant. New York: Katherine Tegen Books, 2013. Print.
image from: http://thedivergenttrilogy.com/wp-content/uploads/2013/05/photo-1.jpg



My Thoughts:
This is the third book in the Roth trilogy. I read the first two installments of the story this summer (one of the best stories I read!), so I was counting down until I could buy this book.

Tris and Four are the narrators of this tale. At first, I didn't like the flipping back and forth, especially if I had to stop reading during a chapter. When I came back to read, I had to remember which voice I was reading. However, I did like seeing more of Four's internal struggles and his thoughts.

This book did not disappoint, even though I didn't like some things that happened. I know it had to happen, and since I've had a couple of days to think about it, I know that Roth kept true to her characters. This is a solid story, and even though it is dystopian, it is not so far removed that it isn't possible. I believe some kind of BUREAU OF GENETIC WELFARE probably exists.

There are several twists and turns that kept me saying, "OOOHHHH!" We get some back story on both Tris' and Four's parents. We realize that great inventions can also become deadly weapons.

Some questions I kept thinking about while reading is how do we know what the truth really is? Who can we believe to give accurate information? Who can we trust? Which side is the "right" side? Roth does a great job examining humanity and showing the reader that not everything is easily decided.

I marked so many pages in this book, that my coworker laughed. She asked what I marked. I flag things I want to remember, things I think are foreshadowing, things I thought were funny and things that are ponderable. I like the way Roth explains and describes.

For example, here are some things I marked (without any spoilers or clues):

• "I wonder if fears ever really go away, or if they just lost their power over us" (Roth 91).
• "People are just divided by different things, fighting different wars" (Roth 249).
• "I think that no matter how smart, people usually see what they're already looking for" (Roth 256).
• "I wonder if this is how it is with all evil men, that to someone, they look just like good men, talk like good men, are just as likable as good men" (Roth 321).
• "When you control information, or manipulate it, you don't need force to keep people under your thumb. They stay there willingly" (Roth 346).
• "I stay with him because I choose to, every day that I wake up...I choose him over and over again, and he chooses me" (Roth 372). This one made me think about my marriage. Yep, we choose each other, and it's work, but the work is worth it!
• "To me, grief is a devastating numbness, every sensation dulled" (Roth 503). I can relate to this. I recently lost an uncle, and numb is the best word I can describe how I feel.

The title reference first appears on page 20.

I am so happy I found this story! A friend recommended Divergent to me a few years ago. I didn't pick it up, didn't pick it up, didn't pick it up. Finally, I picked it up. Now, it's my go to recommendation book. Well done, Veronica Roth! I can't wait to see what you come out with next.

And the Mountains Echoed

Bibliography
Hosseini, Khaled. And the Mountains Echoed. New York: Riverhead Books, 2013. Print.
image from: http://img1.imagesbn.com/p/9781594631764_p0_v5_s260x420.JPG

"This is what aging is, these random unkind moments that catch you when you least expect them" (Hosseini 231).

My Thoughts
I love the way Hosseini tells a story! This book tells many stories and had me interested in the opening chapter when a father tells a story to his two children to illustrate a hard truth: sometimes difficult choices are made to benefit the "greater good."

The main themes of this book are abandonment and penance. Many characters are disfigured as well. This may be a physical or psychological manifestation.

The main characters of this story are brother & sister Abdullah & Pari. However, the book spans several generations and travels to several countries and includes multiple characters. I was interested in learning about the various cultures, and Hosseini gives glimpses without having to explicitly explain.

Pari collects feathers as a young girl. Her brother Abdullah protects her & collects the feathers. Upon Abdullah's death, his daughter Pari finds a box full of feathers. Sadly, the daughter doesn't understand the significance, but the reader gets it! WOW!

Chapter Four begins a letter from Nabi to Mr. Markos, but it is really meant for Pari. I felt a range of emotions about Nabi while reading this "confession" and began to understand some connections between the characters. Nabi's letter is the "meat" of the story, and it is juicy!

There are several flashes of time in this book. The author breaks it up visually. I could see this story being put on the big screen very easily because as I read, I had the fade back moments. Sometimes, the breaks were distracting or rushed the story. The one element that ran throughout the book is that there are no coincidences. People are put into our lives for reasons, experiences shape us, and somehow, we are all connected. Someone at my book club described this as Hosseini weaving the threads together. This book is universal because it focuses on the human connection and the complexity of good and evil.

I was taking notes as I read, but then I started marking up the book. This is one I will reread and am glad I bought my own copy. This is also a book the reader needs to experience. My words will not express the beauty of this story.

The One and Only Ivan

Bibliography
Applegate, Katherine. The One and Only Ivan. New York: Harper, 2012. Print.
image from: http://media.npr.org/assets/bakertaylor/covers/manually-added/one-and-only-ivan_custom-91a7b2ad0737f02bbbb6729412e1aa4de048c3f9-s6-c30.jpg

My Thoughts
I kept seeing "buzz" about this book on my library list serv, so I looked it up and found that is was a "juvenile" book. I contacted the elementary librarians and asked to borrow it. All of their copies were checked out, but one would send the book to me when it returned.

I got it Tuesday and started reading it that night. It was such a cute story. Ivan is a silver back gorilla that was captured as a young animal and raised with humans. His "father" Mack now keeps him in a "domain" at the mall along with Stella the elephant and Snickers the trick dog. Bob is also there, even though he is "homeless" and wonders in to sleep on Ivan's belly. Later in the story, Ruby joins the attractions.

The opening chapter is "Hello. I am Ivan. I am a gorilla. It's not as easy as it looks" (Applegate 1). Indeed, as you read the story, you understand that being a gorilla is complex. Ivan and his sister Tag were captured as young gorillas. Ivan survived. He is an artist and explains that he draws things in his cage. "I often eat my subjects before I draw them" (Applegate 17). A human named Julia comes each day to the mall, as her dad George is the custodian. Julia is an artist, too, so she understands Ivan's drawings. Julia's understanding actually creates a conflict in the story.

Ivan is smart and thoughtful and funny. He shows the reader the human race through another species' eyes. "At times...I wish humans could understand me the way I can understand them" (Applegate 22). When a little boy remarks that Ivan must be lonely, Ivan wishes he could tell the boy,"With enough time, you can get used to almost anything" (Applegate 22). How true, Ivan.

Ivan isn't the only wise one in the mall. Stella the elephant shows her wisdom when she remarks that "old age is a powerful disguise" (Applegate 31). Stella and Ivan are pals, and Ivan makes a promise to help the baby elephant Ruby. Stella is a wonderful story teller because she doesn't forget anything. "I always tell the truth. Although, I sometimes confuse the facts" (Applegate 66).

The first chapter hooked my daughter into wanting to read this book. Well, I actually read some of it to her before going to sleep at night, which I enjoyed sharing the story with her. I don't know how much longer my little girl will let me read to her. Yesterday, she told me she finished the book at school. She really enjoyed it, and so did I.

The Lovely Bones

Bibliography
Sebold, Alice. The Lovely Bones. Boston: Little, Brown & Co., 2002. Print.
image from: http://images.wikia.com/thelovelybones/images/5/5d/The_Lovely_Bones_book_cover.jpg

 

My Thoughts
OH MY GOODNESS! This book scared me!

Susie Salmon is murdered in 1973. She was fourteen years old. After her death, she goes to heaven and is able to tell the story of her family from her eye on the world.

This book is part mystery, part romance, part speculation and all very compelling! I can't wait to watch the movie to see if it is creepy as the book. I visualize what many of the characters look like, including the recluse neighbor Mr. Harvey.

I love how Susie is the omniscient narrator. She sees everything her family is doing and reacts as the reader would watching something that we could not fix.

When Susie's brother Buckley is in the seventh grade, "his favorite teacher was not really a teacher at all but the school librarian, a tall, frail woman with wiry hair who drank tea from her thermos and talked about having lived in England when she was young" (Sebold 253). Yes, librarians do make a difference, even if we don't all drink tea from a thermos!

Buckley has a special connection to Susie. He can see her, and even talks to her. "'Please don't let Daddy die, Susie,' he whispered. 'I need him'" (Sebold 260). I buy into this idea. I "talk" to my angels all of the time!

Ruth's character was interesting, but I had a hard time buying into the supernatural sex scene. Of everything written in the story, this was the most unbelievable element for me.

The ending was sad and happy at the same time. Susie and her family do get some resolution. The charm bracelet on the cover is relevant to the story.

The title reference is on page 320.

SPOILER: I was mad at how long Mr. Harvey lasted, but I was happy when he did finally die. That's one less creep on the move. When Sebold writes, "George Harvey had evaporated into thin air when he hit the property line. He [Len]could find no records with that name attached. Officially, he did not exist" (Sebold 218). This startled me. How many people are among us that don't "officially" exist?  

Dear Teen Me

Bibliography
Anderson, E. Kristin, and Miranda Kenneally, eds. Dear Teen Me. San Francisco: Zest Books, 2012. Print.
image from: http://www.goodreads.com/book/show/12479640-dear-teen-me



My Thoughts
I'd been hearing about this book, so I ordered one for the library. A few kids checked it out, but it didn't fly off the shelf like I hoped. At TLA this year, I bought myself a copy since I could get it signed by E. Kristin Anderson (yep, this is one I didn't give away to my students). So, it has been on my "summer reading" stack. Now that I've read it, I can book talk it and more kids will read it. I have some in mind that I want to make sure they do!

This book is a collection of letters that various authors are writing to themselves. I noticed two things: many of the authors have Texas connections (yea!), and I felt like I was reading my own past. It amazed me how many similar situations these authors had with my own teenage years. If I could craft a letter to my teenage self, I would include some of the same advice these writers did. This book really made me think about my teenage years. What would I do or not do? How would I take those "lessons" and live through them when it seemed impossible at the time? I kept thinking about people I shared the hallways and classrooms with that I never really knew, and how unfortunate that is. I kept thinking of my best friends in high school and how we leaned on each other through those trying years (and some of them are still best friends!).

I liked that some of these writers I've never heard of, but I shared their stories. I was surprised by a few writers that I did know (Ellen Hopkins' story was unexpected.) and enjoyed getting a better glimpse into their personal lives. I liked the pictures because they mostly looked familiar, too.

As an adult reader, who thankfully survived the teenage years, I could appreciate this book.
For a teen, I think this book gives hope. I can't wait to share it with them (and I might be buying a few copies for some friends to relive their teen years).

As I finished the book, I found out there is a "Dear Teen Me" blog. Yep, I've started following that, too.