Monday, April 15, 2013

Module 13 - Diary of a Wimpy Kid

April 15-21, 2013

Bibliography:
Kinney, J. (2007). Diary of a wimpy kid: Greg Heffley's journal. New York: Amulet Books.

Summary:
Greg is a typical boy starting middle school with all the angst and pressure to fit in and seem normal. He spends his time reluctantly creating a journal about his days, following interactions with teachers and other students and revealing the hierarchy of the middle school food chain. Greg has a best friend, Rowley, but mostly because he feels sorry for him. Greg gets Rowley in trouble for something he did himself and lets Rowley take the blame before fessing up. Rowley and Greg go through the typical talking – not talking – talking phases as they work through their issues and traverse middle school and all its nuances.

Impressions:
I really did not enjoy this book at all. I did like the short, chunked writing and captions but thought that Greg was a poor example for children to follow. My six year old has become interested in the series of books because another kid at school brought his. She likes the comic style of the book but after reading it, I really don’t want her to read it at her age.

Reviews:
The first year in the middle-school life of Greg Heffley is chronicled in this laughout-loud novel that first appeared on the Internet. Greg tells his story in a series of short, episodic chapters. Most revolve around the adolescent male curse: the need to do incredibly dumb things because they seem to be a good idea at the time. Yet, unlike some other books about kids of this age, there's no sense of a slightly condescending adult writer behind the main character. At every moment, Greg seems real, and the engrossed reader will even occasionally see the logic in some of his choices. Greatly adding to the humor are Kinney's cartoons, which appear on every page. The simple line drawings perfectly capture archetypes of growing up, such as a preschool-age little brother, out-of-touch teachers, and an assortment of class nerds. Lots of fun throughout.
Morning, T. (2007). Diary of a wimpy kid. The Booklist, 103(15), 45-45.

Now on many a best-seller list, Kinney's print incarnation of the Web-based "Diary of a Wimpy Kid" comic is a laugh-out-loud journal kept by middle-schooler Greg Heffley (Just don't expect him to be "all 'Dear Diary' this and 'Dear Diary' that.") This "novel in cartoons" features a mix of text and black-and-white spot art, and the first-person narration is a hoot, whether Greg is describing the difference between school and TV wrestling, or the reason why his grandma's house was T.P.'d. Perfect for reluctant readers, this is the first of five promised Wimpy Kid books.
Tillotson, L. (2008). Diary of a wimpy kid. Book Links, 17, 19-20.

Uses: I would use this book and the others in the series to create a section celebrating and highlighting the books of authors in their birth month (his is in February). Each month I would select an author and display their work, organize a reading and encourage students to read what the author has written.

Wednesday, April 10, 2013

Module 12 - Martin's Big Words

April 8-14, 2013

Jane Addams Children’s Book Award
National Council of Teachers of English, Orbis Pictus Honor Book
Caldecott Honor Book
Coretta Scott King Honor Book
ALA Notable Children’s Book

Bibliography:
Rappaport, D. (2001). Martin's big words: the life of Dr. Martin Luther King, Jr. New York: Jump at the Sun/Hyperion Books For Children.

Summary:
In this book, we see the future civil rights leader as a child processing the prejudice he sees in the world around him. His mother influences him to understand that he is just as good as anyone else. As he grows into a minister and speaks of tolerance and equality, he seeks to make change for his people by using his words, not his fists. King becomes an history maker with his words and makes the world a better place for African Americans before his life is taken in Memphis.

Impressions:
Written for lower grades, this book is beautifully presented with stunning collages and few words, lending itself for simple storytelling and conversation. I like the simplicity of the story, just the facts, along with the list of important dates at the end. Although popular at the elementary level, I was delighted to find this as part of the collection at my high school library as well. It invokes a great message, use your words and make them count.

Reviews:
"Big words" influenced young Martin Luther King, Jr. in his resolve to heal a racially troubled nation. "Hate cannot drive out hate. Only love can do that." A minimal text and dramatic collage paintings create a stunning introduction to King's life and words. Video & audio avail. from Weston Woods.
Bock, L. (2003). Martin's big words. School Library Journal, 49(2), 98-98.

Using words instead of weapons, Dr. Martin Luther King, Jr., changed the course of history by galvanizing the civil rights movement with his passion for politics and pacifism. His profound belief in equality informed every aspect of his life and continues to enlighten people around the world today-if you want peace, work for justice.
Designed for younger children, this picture book biography pairs uncomplicated narrative text with short excerpts from some of King's well known speeches: The sheer power of his words is enhanced visually by a larger, bolder typeface, and Bryan Collier's collages-combining water-- color paintings, photographs, and patterned papers-effectively create a journalistic, you-are-there sense of immediacy. A timeline, bibliography, and Internet search tips are included for children who want to learn more.
Burke, L. T. (2002). Martin's big words. Reading Today, 19(4), 32-32.

Uses:
At the elementary level, I would use this book to read to classes as the school celebrates Martin Luther King’s birthday in January. Students could then create a collage to mimic the design of the pages in the book.

Wednesday, April 3, 2013

Module 11 - The Dinosaurs of Waterhouse Hawkins

ALA Notable Book
Caldecott Honor

Publishers Weekly Best Book of the Year

Bibliography:
Kerley, B. (2000). The dinosaurs of Waterhouse Hawkins: an illuminating history of Mr. Waterhouse Hawkins, artist and lecturer. New York: Scholastic.

Summary:
Benjamin Waterhouse Hawkins was an artist and who worked closely with a scientist to bring dinosaurs to life. Waterhouse was able to make determinations about the fossils to create life-size replicas of what the dinosaurs in Europe may have looked like, based on what scientists knew at the time about the fossils and how they compared to existing animals of the time. He used this as an opportunity to educate people about dinosaurs and was given the opportunity to create models of American dinosaurs for an area of Central Park dedicated solely for this purpose. That is until a corrupt politician and vandals put an end to it. So he moved on and created skeletons and murals for Princeton and the Smithsonian Institution before heading back home to Europe at the age of 71. Although many of his creations have been proven to be inaccurate as more fossils are discovered, he gave modern society the first glimpse of another time period. Some of his creations are still standing today.

Impressions:
What a fantastic story! I was entranced at the leap of faith this artist took by essentially creating something from almost nothing. What he did was bring the past to meet the present and although outdated now, he was a visionary for his time. I think students can connect to this person who went out on a limb and did something great.

Reviews:
Barbara Kerley's biography covers three periods in the life of Waterhouse Hawkins in England and America to chronicle his lifetime pursuit of scientific information and the artistic representation of dinosaurs. In the mid-1800s, with only a few dinosaur bones and tremendous creativity, Hawkins became the first person to extrapolate what dinosaurs might have looked like and to cast molds of them for the world to see. Aided by Richard Owen, the leading comparative anatomist of his time, Hawkins sculpted and gave "life" to dinosaurs housed, even today, in England's Crystal Palace. By contrast, his attempt to create similar models in New York City was thwarted by Boss Tweed's revengeful destruction of his work. Kerley baits readers by suggesting that the remains of Hawkins's dinosaur models may still be unearthed in Central Park. Kerley portrays the eternally inquisitive Hawkins as an entertainer as well as an artist and a scientist. Using a circus like design, from the Iguanodon dinner invitation used as the front bookplate to the menu on the back endpaper, Selznick reveals Hawkins's eccentricity. Dinner inside an Iguanodon is too good to miss.
The extensively researched endnotes by the author and the illustrator demonstrate use of primary documents such asl9th-century newspapers and Hawkins's own scrapbook, a 50-cent garage sale find. This scrapbook inspired the simulated leather cover and many of Selznick's artistic interpretations. Hawkins and Kerley model the inquiry process and may inspire readers to pursue biographical or scientific knowledge.
Duthie, C., Nancy, L. H., Julie, M. J., Richard, M. K., & al, e. (2002). The dinosaurs of Waterhouse Hawkins. Language Arts, 80(1), 71.

Hawkins, a British artist who combined scientific observation with sculptorly imagination to create the earliest full-scale dinosaur reconstructions, receives fanciful biographical treatment in three "ages" (chapters), corresponding to stages in his career. Kerley focuses on his commissions in England and the United States and on the destruction of his models-doubtless at the orders of New York's infamous Boss Tweed. Although there is much intrinsic interest in this aspect of Hawkins' story, dinophiles are here to see how Hawkins' interpolations stand the test of subsequent scholarship, and this juicy topic gets short shrift. Selznick's closing scene of comparative dinos displays anatomical contrasts, but it does so in a cartoonish fashion that may not satisfy children who take all this quite seriously. Dinosaurs rendered in fierce blues, teals, and purples would likely feel more at home on a toy shelf than on a museum display, and the two concluding pages of dense, double-columned author and illustrator notes pack intriguing details that listeners would probably have appreciated within the text. Still, this is a childfriendly introduction to an aspect of scientific procedure, and young museumgoers might justly ponder how today's life-size reconstructions may alter in years hence.
Bush, E. (2001). The dinosaurs of Waterhouse Hawkins. Bulletin of the Center for Children's Books, 55(2), 62.

Uses:
Since my library is part of a magnet school which concentrates on law and medicine, I would use this book to assist the art and science departments with introducing a unit on reconstruction of faces when only a skull is found.

Tuesday, March 26, 2013

Module 10 - The Other Side

March 25-31, 2013

ALA Notable Book
2001 Time of Wonder Award
2002 IRA Teacher’s Choice Award
2004 Louisiana Young Reader’s Choice Award
California Young Reader Medal Nominee
2003-2004 South Carolina Book Award Nominee

Bibliography:
Woodson, J. (2001). The other side. New York: Putnam's.

Summary:
Set in the South during a time of prejudice and segregation, Clover and Annie live on opposite sides of the same fence. They don’t understand why they cannot play together but they are from different races. Set in a time where races did not mingle, the girls balance obeying their mothers’ wishes to stay on their own side with wanting to play and build relationships.

Impressions:
Although I was not born yet when these issues were prominent, I recall my grandmother’s prejudices because of her upbringing in Arkansas and distinctly remember not being able to have friends over who were not white. In elementary I was one of three white kids in the entire school and I saw no differences. Color never mattered to me, as with these two children. It is the prejudice of the parents and their generation that was being impressed upon them and they were making their own choices. I felt a familiarity with this story and will share it and my own experiences with my children as they grow older.

Reviews:
Told by their mamas to stay on their own sides of the fence that divides their racially segregated town, two little girls (one black and one white) find a way to straddle the barrier and become friends. Glorious watercolors capture the long summer days. It's a slice of recent American history made accessible to young children.
Rovenger, J. (2001). The other side. Scholastic Parent & Child, 9, 18.

A fence in rural segregated America separates two girls, one African American and one white. Their mothers tell them not to go on the other side of the fence, but they never forbade sitting on the fence; through that beginning, the girls become friends. Their friendship shows how people can take small steps to change a negative environment.
Goss, G. (2004). The other side. Book Links, 13, 26.

Uses:
In addition to Martin’s Big Words, I would use this book to read to lower grades when they are studying Martin Luther King, Jr. and civil rights. It is useful for interpreting the prejudices of adults passed down to the children who don’t understand.

Monday, March 18, 2013

Module 9 - The Face on the Milk Carton

March 18-24, 2013

Cooney, Caroline THE FACE ON THE MILK CARTON

Bibliography:
Cooney, C. B. (1990). The face on the milk carton. New York: Delacorte Press.

Summary:
Janie Johnson is a typical teenager looking forward to getting her driver’s license. Whenever she asks her mother for her birth certificate, she is always given an excuse as to why she can’t get it for her. Although this is curious, it is not as unsettling for Janie as her red hair. No one else in her family has red hair. Where did it come from? And why aren’t there any baby pictures of her? These nagging questions remain just that until one day in the cafeteria she notices a picture of a little girl on the side of a milk carton. She looks familiar, as does the polka dot dress she is wearing. It seems to set in motion memories of twins and other children in a kitchen. Janie didn’t want to believe this could be true so she set about checking things out for herself. She and her best friend skipped school and went to the town where the missing girl was from and found the house she lived in, as red-headed children, including twins, got off the bus after school and went inside. Further research in her home revealed the polka dot dress she remembered wearing as a child, and memories of willingly going with someone who bought her ice cream as a young girl. Janie’s conversation with her parents revealed an interesting story, one in which she was actually her granddaughter, at least they thought. Their own daughter brought this girl to them to care for before going back to the cult she had fallen into. Only Janie did not think this was entirely true. The story ends with a cliffhanger, where you are left to create for yourself the reactions of a family who have mourned their loss for far too long.   

Impressions:
This was a quick read, and one which catches any parent right in their heart. I remember seeing pictures on the milk cartons when I was a kid and never thought anything of it, except that it was sad. But as a parent myself now, I can’t imagine losing a child in such a way, or having my child grow up never realizing what their true story is. Although this is a story with a happy ending, at least we are led to believe that, I find myself sad for the lost years and memories that will never be reclaimed.

Reviews:
Alyssa Bresnahan brings to life the character of 15-year-old Janie Johnson, a teenager whose typical angst is compounded when she discovers her picture on a milk carton as a missing child. Searching for the truth behind the kidnapping consumes Janie as she tries to maintain the balance between the craziness of her discovery and the teenage world of school, dates, and friends. Bresnahan deftly portrays each character, creating a unique voice for each. The sense of terror that develops in Janie is exhibited by the rising tension in the narrator's voice. Read equally well is the part of Janie's parents-their voices changing during the course of the story from professional and upbeat to wary and defeated. The progression of the characters complements the piece nicely. While the pace of the recording remains steady, it is slightly too slow and tedious at times to accompany this suspenseful tale. However, this does not outweigh the value of Caroline B. Cooney's excellent story (BDD, 1996) which has been a favorite read for young teenagers, an IRA-CBC Children's Choice Book, and the subject of a television special. The popularity of the book will cause this recording to leap off the shelves.
Freeman, D. B. (1998). The face on the milk carton. School Library Journal, 44(9), 152.

As she stares at the face of a little girl on a milk carton, fifteen-year-old Janie Johnson recognizes herself in pigtails and a white-collared dress. Unable to concentrate on her current life, she gropes for an answer, a personal history, a way back to the lively world she has loved for so many years. This fine book has suspense. It has romance. It has characters so real you will want to check your own family album! Caroline Cooney beckons the reader with fine writing that offers immediate action and an abundance of sharp, accurate descriptions.
Christian, J. A. (1992). Serious business -- The face on the milk carton by Caroline B. Cooney. English Journal, 81(2), 89.

Uses: I would use this book to highlight the mystery genre to students, along with a selection of other books that fit. As a book club, I would also use this book for review and discussion.

Wednesday, March 6, 2013

Module 8 - Twilight

March 4-10, 2013

TWILIGHT

Bibliography:
Meyer, Stephenie. (2005). Twilight. New York: Little, Brown.

Summary:
Bella relocates to Forks, Washington to spend her remaining high school years with her dad while her mom travels with her new baseball-player husband. With new surroundings comes traversing high school as the “new girl.” Soon after her arrival, her attention is drawn to Edward Cullen, “son” of a popular physician in town. Unbeknownst to her, he is drawn to her as well. Through suspicion, conversation with her old friend Jacob, and research of her own, Bella learns the truth behind the Cullens, the fact that they are vampires. This particular vampire family that she becomes close to, and even closer to Edward, choose to go against traditional behavior and feed only on animal blood, assuring Bella her safety. The difficulty is the unique characteristic of Bella’s blood…one which is highly attractive to vampires in general. This detail lands Bella in serious trouble as a band of vampires “smells” her and chooses to make her their meal. It is then that the Cullens protect this human as one of their own, sealing Bella’s fate as a member of their own unique family.

Impressions:
Somehow I managed to avoid the Twilight phenomenon up until now. I tend to stay away from the books that get all the attention because I tend to be disappointed. I was never interested in this in particular because I didn’t like the casting and hype but once I committed to reading the book, I have to say I was truly pleasantly surprised. Meyer created a unique perspective on the vampire genre and it led to a remarkable following. The characters were believable and even likeable. The emphasis on humanizing the inhuman and traversing high school anxiety in the process brings with it an all too familiar feeling of high school drama that always exists.

Reviews:

When seventeen-year-old Bella Swan moves in with her dad in the small town of Forks, Washington, she's immediately Fascinated by one of her new classmates, the distant but exquisitely handsome Edward Cullen. Though Edward is obviously drawn towards Bella as well, he is clearly conflicted, warning her away from him, and she eventually guesses why: he's a vampire. Like the rest of his unusual enclave, he has forsworn feeding on humans, but Bella tempts his appetite as well as completely capturing his heart. A trusting Bella has confidence in Edward's increasing self-control, but it's not Edward she has to worry about when a group of visiting vampires encounters her among Edward's family and fixes on her as their prey. The story moves slowly, spending an excessive amount of time on extended description and contemplation of Edward's physical beauty ("He was too perfect. . . . There was no way this godlike creature could be meant for me") and a general tendency to tell at length rather than show; it's not until the last quarter that the vampire hunt delivers the suspense and action promised in the opening scene. The notion of the vampire struggling with self-abnegation is a philosophically intriguing one, though, and Meyer makes original use of the classic subtext in her conflation of Edward's different kinds of appetites. The matter-of-factness of Bella's narration makes her seem an accessibly ordinary teen even as her calm acceptance of her boyfriend's vampirism supports the notion that she is highly unusual in ways that arouse Edward's affections, not just his hunger. While this lacks the pace that some vampire lovers seek, readers may nonetheless find their appetites whetted by the risky, compelling romance.
Stevenson, D. (2005). Twilight. Bulletin of the Center for Children's Books, 59(4), 195.

Stephenie Meyer's Twilight takes place mostly in the small town of Forks on the Olympic Peninsula of northwest Washington. Because the sun shines less often in Forks than in any other community in the United States, an old, affluent, and accomplished family of vampires has settled in the area. Isabella (Bella) Swan's parents have been divorced since she was an infant, but she has regularly visited her single father who is the town's police chief, and now she is moving to Forks from Phoenix, Arizona, to start her junior year of high school. She has chosen to do this so that her mother will be free to accompany her new partner, a professional baseball player, on his travels. Bella finds a new kind of popularity based largely on the fact that Edward Cullen-the most beautiful boy in school and one of the vampires-falls madly in love with her.

Twilight appeals to young women so much that I had to write this review from a library copy with a broken back and loose pages because my copy is still circulating among the female students in my YA literature class. The book is the ultimate romance. Back in the early 1980s when our most influential publishers began promoting teen romances, I did an ALAN presentation entitled, "The Jocks in Girls' Fiction: Characters without Support." Now, twenty-five years later, when I found myself staying up all night reading Meyer's Twilight, my old discomfort came flooding back. I'm bothered when authors of romances use words to "perfect" the attitudes and the actions of males much like the creators of pornography use makeup, airbrushes, and now computer graphics to "perfect" the bodies of females.

There is no way that a typical high school boy can compete with Edward Cullen, who is gorgeous beyond belief and who is so swift and strong that he can stop a car that is sliding toward Bella in the iced-over school parking lot. He is so prescient that he is on hand to rescue Bella when she finds herself alone and being threatened in a bad part of a nearby town where she had gone with friends to shop for a prom dress. No matter what Bella does, Edward remains steadfastly in love with her. And even though he was attracted to her because his extrasensitive nose can detect her "special" scent, their "love" is more romantic than sexual because Edward explains that he is so strong that if they had sex he might lose control and accidentally crush her or forget and bite her, thereby turning her into a vampire.

When I mentioned to one enchanted reader that I didn't like the way the book glorified sex and then skirted the real issue that most girls face, she gushed, "But that's why it's such a perfect plot!" Another reader who "loved the book" was so put off by my motherly worries that she assured me, "I know I'm not in school with vampires!" That's true, but still I would like to attach a warning label: "Read and enjoy-but please do not think you are a failure if your boyfriend is not as wonderful as Edward Cullen."
Alleen, P. N. (2006). Twilight. English Journal, 96(1), 94-95.

Uses:
Because of the overwhelming popularity of the Twilight series, I would use this book as a display item to promote similarly-themed literature that may not be receiving the same attention but will also keep students reading. I’d likely use a sign that said something like, “If you liked Twilight by Stephenie Meyer, take a look at these!” Hopefully it may entice others to take a look at some books that may have been lost in the stacks until now.

Sunday, March 3, 2013

Module 7 - Stargirl / Deadline

February 24 - March 3, 2013
STARGIRL

 Bibliography:

Spinelli, J. (2000). Stargirl. New York: Knopf.

Summary:

Stargirl is the new girl at school and she’s a little different. She walks to the beat of her own drum, or ukulele, whatever the case may be. Although she doesn’t conform to the societal norms of high school, eventually she is embraced for her differences…then shunned for them. Leo is in awe of this girl and just can’t figure her out. Then one day there is a spark, a connection, and he is forever changed. See, Stargirl is an enigma, a force of nature, an odd little duck, as some may say. She doesn’t see the world the same as everyone else and this is her gift, and her curse. When her peers decide they’ve had enough of her shenanigans, the actions that make her unique, they turn their back on her. She doesn’t seem to care but Leo, well Leo has a difficult time getting the same treatment because of his association with her. Through their ups and downs, Stargirl makes an attempt to be “normal” but that doesn’t help and only makes her not “her” anymore. Stargirl returns, only to disappear forever soon after. As life goes on, eventually they see that she truly made a difference in their lives.

 
Impressions:

Although a little tough to get into at first, I soon felt I was back in high school and remembered the differences between my now-husband and myself and how much I could relate to Stargirl. Spinelli wonderfully captured the struggle between individuality and fitting in from the point of view of a high school boy, one not often seen in this genre.

 
Reviews:

Spinelli portrays an elegant and lifelike microcosm of high school life and the conflict between conformity and individuality. Susan nicknames herself "Stargirl" and at first dazzles her new friends and classmates, but then she enrages them with her offbeat antics. Leo, the narrator, is both in love with and disgusted with Stargirl. Spinelli's newest novel can be called a humorous tragedy and a unique love story.

Haar, D.V. (2002). Stargirl. Journal of Adolescent & Adult Literacy, 46(3), 218.

 
Peer pressure and conformity as well as first love are at the heart of this story about a very unusual girl who manages to change her new high school forever. (5 awards)

Hilbun, J., & Claes, J. (2007). Stargirl. Book Links, 16, 20.


Uses:

I would recommend this book for the boys to read, although the cover doesn’t scream “BOY” to me, or them, at all. In addition, I would encourage the students struggling to fit in to explore it as well and hold a discussion group using the questions in the back of the book.

 

 

DEADLINE

Bibliography:

Crutcher, C. (2007). Deadline. New York: Greenwillow Books.

Summary:

Ben Wolf is a high school senior who discovers he has incurable leukemia and has only a year to live. He is determined to make the most of it and live life to the fullest, leaving everyone around him none the wiser. Only his doctor and counselor are privy to his condition and he wants to keep it that way, against their better judgment. But he is an adult and has the right to keep this information private. His diagnosis leads him on a path of living life with no regret: joining the football team, going after THE girl, and leaving an indelible impression on his hometown so he won’t be forgotten after he’s gone. An eye-opening perspective of a teenager wise beyond his years (he learns he is dying and worries more about the feelings of the others around him), this book leaves you contemplating your own existence.

Impressions:

This book is heavy on the sports play-by-plays that I tended to lose interest in the detail but the human struggle Ben faces is one that any of us would relate to if faced with our own impending mortality. I loved his conversations with “Hey-soos” which allowed him to ask the questions he couldn’t talk about with anyone else.

 
Reviews:

After learning that he has a terminal disease and, at most, a year to live, eighteen-year-old Ben Wolf decides to keep the information to himself and to forgo all treatment, thinking that "my chances aren't about living, they're about living well." He changes sports from cross-country to football (now coached by Louie Banks, from Crutcher's Running Loose [rev. 8/831]) and becomes aggressive-and successful-in pursuing the smart and sexy Dallas Suzuki. He wants to "maximize his education" and becomes an autodidact, challenging what he sees as the meaningless drivel taught in high school. That Ben's social awareness parallels many of Crutcher's previous themes (freedom of speech, individual choice, free expression) will come as no surprise, but Ben's nothing-to-lose perspective allows both him and Crutcher to raise the stakes. As the year progresses,  Ben realizes that his decision is more complicated than he first knew: by not revealing his secret, he's also lying to family and friends. Ben particularly worries about his younger brother, fellow football-player Cody. Can he survive without Ben, or will Ben's death allow him to stand on his own? Multiple subplots-the most notable involving a guilty ex-priest-don't always add to the story and can inch over the top. But Crutcher's latest is for the most part an exhilarating read that will make readers wonder about the meaning and worth of their own lives.

Carter, B. (2007). Deadline. The Horn Book Magazine, 83(5), 569.


Just before his senior year, Ben Wolf is diagnosed with a rare, incurable leukemia. At 18, he has the legal right to keep the news to himself until he's ready to reveal it. With only his doctor and therapist in on his secret, Ben sets out to live an entire lifetime in a year: "There are insects that pack it all into a day," he reasons. His goals are to join his brother on the football team; learn everything he can; and ask out gorgeous Dallas Suzuki. Crutcher fits far too much into this ambitious novel, which includes subplots about incest, pedophilia, manic depression, and intellectual freedom, as well as a Jesus-like character who appears in visions. And readers may feel distanced from Ben, whose first-person voice and reactions never quite feel authentic. But, as usual, Crutcher writes vivid sports action scenes, and teens' interest will be held by the story's dramatic premise, Ben's unlikely turn as a football hero, love scenes with Dallas (including some mildly explicit sex), and Ben's high-gear pursuit of life's biggest questions.

Engberg, G. (2007). Deadline. The Booklist, 104(1), 131.

 
Uses:

I would recommend this to a student facing a loss or illness. It would also be one I would market toward the boys interested in sports as it is a great story of the underdog using determination and heart to succeed where others thought he wouldn’t.