It's Kind of a Funny Story by Ned Vizzini

Vizzini, N. (2006). It's kind of a funny story. New York: Miramax Books/Hyperion Books For Children.

Craig Gilner makes getting into the exclusive Executive Pre-Professional High School his life’s work, but once he is accepted and actually begins high school, he finds coping with the pressures of life and school increasingly difficult.  Medication and counseling don’t seem to be helping, and eventually Craig’s desire to commit suicide lands him in the psychiatric ward of a hospital where he encounters others struggling with their own problems and begins to deal with the anxiety and depression from which he is suffering.

            

Craig is a likeable and authentic character and narrator.  Readers will identify with his frankness and openness as he describes the events leading up to his hospitalization.  The subject matter is handled with sensitivity but also warmth and humor.  Even teens who have not struggled with depression will understand and empathize with the scenarios and angst-ridden situations that are a teenage rite of passage.

The novel is loosely based on the author’s experiences with depression and its treatment, which does add believability to the story overall.  However, aspects of Craig’s stay in the psychiatric hospital may come across as somewhat contrived with Craig’s romantic entanglements as well as poker games having as much to do with his recovery as the work of the doctors.  Early in the novel, Craig states that he is looking for a mental shift that will take away his anxiety and allow him to resume more normal habits, and in the end, his recovery may seem to some readers to have been a bit too easy. Despite these potential criticisms, the honesty and wit of the novel will likely charm many teen readers especially those who can find themselves identifying with Craig emotional journey.

We've Got a Job by Cynthia Levinson

Levinson, C. (2012). We've got a job: The 1963 Birmingham Children's March. Atlanta, GA: Peachtree Publishers.

Almost 4000 African American children stepped up in a historic way to help the Civil Rights Movement in Birmingham, and many of that number were jailed for their efforts.  The young people who participated in the Birmingham Children’s March were able to push along changes with the repeal of Birmingham’s Segregation Ordinances taking place just two months later.  Of course, segregation, prejudice, and issues of race did not disappear, but the actions of these young people drew national attention to the issues.  The account of this pivotal moment in history  is focused on four of those who marched and were jailed as well as the influential adults on both sides of the conflict. 

            

The author interviewed participants in the Children’s March and focuses on their remembrances to depict the events.  The story is simultaneously personal and universal.  The narrative is interspersed with black and white photographs, and many pages feature sidebars on highlighted topics.  Although the chapters and sections have clear and frequent headings that would allow readers to browse through, the compelling descriptions and flow of the text demand a thorough, linear reading. 

            

An afterword allows readers to learn more about the later lives of the four activists featured in the book. The volume is appended by a timeline, map, and thorough notes and documentation of the account allowing readers opportunities for further exploration of this topic.

Code Name Verity by Elizabeth Wein

Wein, E. (2012). Code name Verity. New York: Hyperion.

Set in Nazi-occupied France in 1943, “Queenie,” a captured spy is forced to write a confession that encompasses all her knowledge about Allied war efforts.  The result is a novel, scribbled on hotel stationery, recipe cards, and other scavenged paper, which chronicles the wartime friendship that develops between the narrator and Maddie, a Women’s Auxiliary Air Force radio operator turned Air Transport Auxiliary pilot.  Verity scatters just enough details about airplane factories and airstrips to pacify her jailers and torturers, but the real revelations have much less to do with war secrets and much more with true friendship, cowardice, and bravery.

            

The characters in the novel are portrayed with such complexity that readers will relate to Maddie and Queenie even though the historical setting and the dangerous situations in which they find themselves will be far removed from readers.  Queenie proclaims herself a coward in the first sentence of the novel, but so many of her actions and thoughts recorded in her confession make it clear that she has bravely endured hardships and danger and has only been forced into this cowardly act of confessing when she is out of time and opportunity.  Even in torturous conditions, she exhibits some of the same boldness and humor that characterize her early friendship with Maddie.  Queenie’s captor the Nazi officer von Linden could easily become the representation of evil, a Nazi everyman that readers should judge to have no redeeming qualities, but Wein presents him as multi-faceted, with an interest in literature and enough leniency to allow Queenie to tell her story though still a manipulative and cruel villain.  He may never be likable, but he is also not flat.

            

Maddie’s love of flying and her exploits as a pilot allow Wein, who is herself a pilot, to provide significant exposition on types of planes and the mechanics of flying.  These passages can become perhaps too descriptive but the author’s passion for the topic does shine through.  The story is peppered with facts and information about life in Great Britain leading up to and during the war.  Under the guise of confessing all she knows about the war efforts, Queenie is able to communicate to modern readers quite a bit of information about the history of the setting.  Life on a Royal Air Force air field, the Battle of Britain, and the role of women in the war are thoroughly detailed.  Readers may sometimes pause to wonder how she is allowed to write such a personal story by her captors, but ultimately the story is so compelling that suspension of disbelief may not be difficult for readers.

Paper Towns by John Green

Green, J. (2008). Paper towns. New York: Dutton Books.

 As children, neighbors Quentin Jacobsen and Margo Roth Spiegelman discover a dead body in the local park, and their friendship is never the same.  Quentin spends the next nine years watching and loving the mysterious Margo from afar.  One Wednesday night near the end of their senior year, Margo reappears in Q’s life, recruiting him to join her on an all night prank adventure.  The next morning as Q begins to wonder what comes next for their relationship, Margo disappears.  This isn’t the first time that Margo has taken off for a few days on an adventure, but when Q discovers a trail of clues she leaves behind, he is certain that he is meant to follow the clues and find her.

            

Reader’s familiar with Green’s Looking for Alaska will find something familiar in this novel.  A reserved, slightly nerdy teenage boy who’s hopelessly entranced by a charming, free-spirited girl will likely remind readers of Miles and Alaska, and there are definite similarities in the dynamics between the two sets of characters.  While Miles finds Alaska fascinating because her attitudes and behaviors are so dissimilar from anything he’s known prior to meeting her, Q grows up next door to Margo and shares in some of those early experiences that shape her, but she still presents a puzzle to Q as her boldness and adventurous spirit are so different from his natural reserve.  Margo’s character is larger than life, and readers may believe Q’s early descriptions of her exploits to be exaggerated, but as the story unfolds, it seems her gift for scheming and thrill-seeking are true.  The other characters in the story especially Q’s two best friends Ben and Radar provide humor and a dose of logic and practicality when Q becomes increasingly absorbed with Margo’s disappearance.  Just as authentically drawn are Q’s parents, therapists who love and support Q but also often see him as they want him to be rather than as he truly is.  This cast of believable characters also seems to emphasize Margo’s dramatic personality.

            

The mystery of Margo’s disappearance is compelling and readers will follow Q’s emotional journey through highs and lows as he follows the clues and searches for her.  Although Q never loses sight of finding out what has happened to Margo, along the way he is just as interested in what the clues tell him about the kind of person that Margo is.  As he searches for her, he comes closer and closer to understanding the person behind the façade she presents to the world.  The mystery story is part of a larger search for identity.  Margo and Q use several different metaphors throughout the book to describe the inner life that represents true personhood, none of which ever completely seem to fit, but by the end of the book, Q is satisfied by what he is able to learn and understand about Margo as well as himself.  While readers may be hoping for a happier conclusion, the resolution of the story fits with the overall tone of the book and provides the answers that those drawn to the mystery of the story will require.

            

Literary allusions are peppered throughout the novel with the most focus on Whitman’s “Leaves of Grass,” which serves as one of Margo’s clues, but fans of the classics will also appreciate the references to the poetry of T.S. Eliot and Emily Dickinson as well as Moby Dick.  Connecting his characters and readers to other literary works is something that Green is able to do in such a way that communicates a clear appreciation and brings a sense of significance of classic literature to his contemporary work.

Divergent by Veronica Roth

Roth, V. (2011). Divergent. New York: Katherine Tegen Books.

Set in Chicago sometime in the future, the novel depicts a society that is divided into five factions that value different traits:  Abnegation whose members practice selflessness, Amity known for their peacefulness, Candor who quest for truth, Dauntless who exhibit bravery and daring, and the Erudite who seek knowledge and understanding.  There are also the factionless who are forced to live on the fringes of society.  At sixteen, Beatrice who has been raised in Abnegation, takes the aptitude test that will help her determine which faction she will choose to join.  Her results are inconclusive, and she learns that she is a rare Divergent, someone who possesses an affinity for multiple factions.  Beatrice is warned to keep this information a secret as claiming Divergence could be dangerous.  She chooses to join the Dauntless faction, where she discovers a conspiracy to overthrow the city’s leadership and seize power.  Beatrice’s loyalty to her faction is tested, and she is forced to accept and rely upon all the traits that make her Divergent in order to do the right thing.

            

Roth creates a world that is both recognizable and completely foreign to readers.  Beatrice and other characters in the story must face pressures and influences from family and society while trying to develop a sense of self and choose a path for the future.  The highly regimented faction system may not be a reality, but young readers may feel similar constraints placed on them by peer groups, teachers, or socioeconomic factors.  The depictions of life within the factions show both members who thrive living within the narrow confines of their faction’s defining trait and those who are out of sync or alienated.  There is little room for individuality except for the factionless.  For teens who are often struggling to find a balance between fitting in and autonomy, the society of Divergent could provide some valuable perspective.

            

In addition to the societal issues addressed in the novel, through Beatrice’s training and initiation in Dauntless, readers are exposed to a world of aggression, combat, and survival.  Like other popular dystopian and fantasy novels, the characters find themselves in situations where they must rely on their own strength, skill, and cunning to survive.  While this world of weapons and tactics may not be a part of reality for today’s young adults, these scenarios demonstrate important lessons about strength and strength of character while also providing an escape into a world where characters experience situations and trials that are far removed from the lives of readers.

            

The relationships explored in the novel are another element that will likely be appealing to readers.  Beatrice finds herself making friends with a variety of characters who are very different from her, and the first person narration conveys how these relationships help her to grow out of the sheltered life of her old faction to understand the world more.  The developing love story between Beatrice and her instructor Four is described with emotion and authenticity that will resonate with readers.

            

As with many fantasy and dystopian novels, the main character faces harsh realities and impossible dilemmas, and the overall tone can be read as bleak or dark.  Since this is the first book in a trilogy, there is no bright happy ending to wrap up the story.  The characters face external dangers and villains as well as internal fears and personal grief, and some readers may be depressed by the tragedies and conflicts, but many readers will respond to the complex heroes of Beatrice and Four and find a connection to this story.

The First Part Last by Angela Johnson

Johnson, A. (2003). The first part last. New York: Simon & Schuster Books for Young Readers.  

Bobby is a teenage father living in New York City.  He tells his story of life with his newborn daughter Feather and the countless ways that his life is transformed by her existence.  The responsibility of caring for a child at such a young age while still balancing school, family, friends, and decisions about the future is daunting, but Bobby is determined to make the right decisions for his daughter and their future together.

            The novel begins just a few days after Bobby brings Feather home from the hospital.  The chapters alternate between the first few months of her life and flashback descriptions that begin with the day that Bobby’s girlfriend Nia tells him of her pregnancy.  The two timelines blend to create a story that keeps the reader engaged.  Although it’s obvious in one sense where the “Then” chapters are leading since the reader knows from the “Now” story line that Bobby is raising Feather with support but little direct assistance from his parents, it becomes clear early in the novel that both timelines are building towards a climax that the reader may not expect.  The narrative style is episodic in nature, describing key events that lead to future consequences as well as conversations, interactions, or reflections that are representative of the relationships among the characters.  

            Bobby’s narrative voice seems authentic, conveying the fear and confusion alongside his determination and love for his daughter.  He is frank about the realities he faces in raising a child alone, conveying both the resentment he secretly feels about losing his own childhood and the tender devotion and amazement he feels at Feather’s existence.  The novel reads a bit like poetry.  The language is sparse in places but very powerful and descriptive.

            There is foreshadowing leading up to the conclusions of both timelines that connect then and now into one linear story, but Bobby’s final decision about his and Feather’s future may still seem shocking or even unrealistic to readers, especially after the realistic way that Bobby has been portrayed throughout most of the book.  Eve with this slightly incongruous ending, the result  

is a powerful novel.

Where Things Come Back

I enjoyed Where Things Come Back so much that I decided to make it the subject of my book trailer assignment for this class.  One of the requirements was to incorporate spoken narration as well as text.  I hate the sound of my recorded voice so much, I seriously considered hiring someone to do it.  In the end, it's my voice saying "Welcome to Lily, Arkansas."

Where Things Come Back by John Corey Whaley

Whaley, J. C. (2011). Where things come back. New York: Atheneum Books for Young Readers.

The small town of Lily, Arkansas is situated halfway between Little Rock and Memphis and is the sort of place that people dream of leaving.  The summer before his senior year of high-school, Cullen Witter witnesses people coming to Lily instead of leaving.  An alleged sighting of the Lazarus woodpecker thought to be extinct for seventy years brings notoriety to Cullen’s hometown.  The woodpecker becomes a symbol for second chances to the people of Lily and the bird enthusiasts who flock there, but when Cullen’s younger brother Gabriel disappears without a trace one night, his family and friends are left hopeless, desperately in need of a second chance. 

Whaley’s novel is rooted in a real place and time.  The ivory-billed woodpecker, long thought to be extinct, was spotted in the Big Woods region of Arkansas in 2004, and its existence  has been the subject of debate among ornithologists for the past several years.  Teens in Arkansas, especially in the central and delta areas surrounding the Big Woods will be old enough to remember the extensive news coverage surrounding the bird as well as the locally-published children’s books such as Big Woods Bird (Luneau & Bennett, 2005) that were distributed in classrooms across the state.  While the story of Gabriel’s disappearance and the Witter family’s struggle to deal with the loss is the true focal point of the novel, the woodpecker subplot is woven throughout and comes to have great significance in Cullen’s recollections of that summer.  Readers familiar with Arkansas may also appreciate the many geographic names from around the state that are used as character names throughout the novel. 

Interspersed with the chapters narrated by Cullen, are sections told from a third-person point of view that introduce the character Benton Sage, a young missionary in Ethiopia and later a college student in Georgia.  His experiences and relationship with his roommate Cabot Searcy at first appear to be completely unrelated to the events unfolding in Lily, but the author eventually weaves these two story lines together through some surprising twists and turns.  Benton and Cabot both demonstrate the same single-minded passion and pursuit of goals that characterizes the zealous woodpecker-seekers in Arkansas, and their particular interest in biblical texts and apocrypha connects to the other storyline through the name of the woodpecker.  Of course, there is no Lazarus woodpecker, the name is an allusion to the biblical story of one who returns from the dead, underlining the hope and belief in second chances that the bird represents to the town. 

Although the novel is has a realistic setting and plot, Cullen’s narration often turns fanciful with extended descriptions of his zombie-filled daydreams and nightmares as well as his notations of amusing book title ideas he records in his journal.  Although these elements provide some humor, it can sometimes be a little tricky for the reader to determine where reality ends and fantasy begins.

Small town life is authentically portrayed as are the teen characters of Cullen, his best friend Lucas, and the various friends, enemies, and love interests Cullen describes.  The descriptions of how each family member and close friend deals with Gabriel’s disappearance as well as Cullen’s perception of how the town bears with them through the loss are vivid and realistic.  Readers who have experienced tragedy or loss will appreciate how the narrative demonstrates the duality of time marching onward and standing still.  Although the subject matter is serious and the emotional descriptions haunting, Whaley provides moments of humor and levity that seem to mimic the ups and downs of real life.

References

Luneau, T. R., & Bennett, T. (2005). Big Woods bird: An ivory-bill story. Little Rock, AR: Kury Lane Inc.

            

Speak by Laurie Halse Anderson

Anderson, L. H. (1999). Speak. New York: Farrar Straus Giroux.

Melinda Sordino enters the ninth grade “clanless,” without a group of friends to define her identity.  Her former friends shun her, and when she does draw the notice of teachers or other students, it’s the wrong kind of attention.  She withdraws into her own haunting thoughts, burying her pain in long silences and a year-long art assignment that will push her to deal with the tumultuous memories that plague her.

Despite the fact that it was written over a decade ago, the subject matter of Speak could have been inspired by much more recent headlines:  a teenage girl, drunk at a party, a victim of sexual assault at the hands of a popular athlete.  The only difference in Melinda’s story and the real-life tragedies that have made news in the past few years is that there’s no social media to testify to what happens to her.  Her rape is a closely guarded secret—one that she manages to compartmentalize and keep even from herself much of the time, yet she is still criminalized by peers who don’t know the whole story.  Melinda is left to deal with the emotional fallout of her ordeal on her own.          

Although Melinda stops communicating with her parents, teachers, and classmates, her first person narration of the story is highly descriptive, full of evocative imagery and perceptive observation of the people and events around her.  Her thoughts and judgments of others are sometimes biting in their sarcasm, but this trait lends an authentic teenage voice to the narration.  The realism, raw emotion, and feelings of powerlessness that Melinda expresses will likely find a ready audience with teenagers who can often feel marginalized and silenced due to parents, teachers, and peers who do not understand or provide support to their inner struggles.

Throughout the novel, Melinda must endure encounters with her attacker who goes to her school, and while he seems to taunt her through these interactions, it’s somewhat unclear whether this is Melinda’s perception or what’s actually happening between them.  A final confrontation near the end of the book brings them face to face once again and seems to reveal her adversary as a person who displays every confidence that he will continue to get away with his abusive treatment of girls.  While it is easy to sympathize and relate to Melinda, even for people who have not experienced a similar trauma, the antagonist and his actions seem almost too horrible to be believed.  Perhaps his character is just as realistic as the others in the story, but the way he maneuvers himself into his final scene with Melinda seems just a little far-fetched.

The difficult subject matter have made this novel the target of challenges and attempted censorship, but the realistic portrayal of the cruelties of high school and adolescence along with the ultimately hopeful message provide ample cause to keep this book on library shelves and easily accessible to teen readers.           

I Am the Cheese by Robert Cormier

Cormier, R. (1977). I am the cheese. New York: Knopf.

The story of Adam Farmer begins when he sets out on a bicycle trip from Monument, Massachusetts, to Rutterburg, Vermont to see his father.  Along the way, he encounters dangers of the road, some of his worst fears, and a few helping hands.  Interspersed with Adam’s first person account of his journey and his recollections of happier times are transcripts of interviews between Adam and Brint, a doctor who is trying to help Adam regain his memories.  Through their conversations and Adam’s trip narrative, the clues about Adam’s family and past unravel. 

            The multiple points of view to which the reader has access through Adam’s travel narrative, the interview transcripts, and the third person descriptions of some of Adam’s memories that are recalled during the interview sessions highlight the unreliability of Adam as a narrator while leaving clues and foreshadowing for the reader to solve the mystery of the Farmer family.  Multiple viewpoints or shifts in narration from first to third person may be more common in contemporary young adult literature, but for its time, this was a likely an innovative literary device.  The  events of the story also cast doubts upon certain aspects of the government in a move that mimics the trends in adult literature of the same time and is a precursor to conspiracy theories and exposés that abound in popular fiction (and nonfiction) today.

            Like so many other young adult novels that have remained perennial favorites among both teens and the teachers and librarians who recommend and advocate for them, I Am the Cheese is a story of seeking out identity.  In Adam’s case, this may be a more literal quest than other works, but the story is told in such a way that even if teens cannot relate to the specific circumstances of Adam’s life, they will connect to his exploration of memories as he tries to piece together and explain his life.  The mystery and adventure of his bike trip will also likely resonate with readers who are eager to gain independence from home and family while the treatment of Adam’s many fears along the way can be viewed as reassuring or affirming to readers who may be dealing with their own fears and insecurities about growing up, changing relationships, and identity.  I believe that the accessibility of the teen characters of Adam and Amy in the book and these themes of identity, insecurity, and independence are the greatest strengths of the novel.  As someone who reads a great deal of young adult literature, I can see the influence of Cormier’s writing and characters in the writing of more contemporary realistic fiction.  As I read, I noticed several instances or descriptions that will make this novel seem dated to today’s young readers.  Adam has to use pay phones in his attempts to contact his friend Amy along his journey, and during one of the calls, the operator cuts in to speak to him.  Although I can recall a time before cell phones when pay phones were a necessary part of life, but today’s teens will have little or no reference for this plot point.  Some of the literary and musical references will be similarly outside the experience of current readers.  This could be perceived as a drawback to some teens who aren’t interested in outdated references in books or movies, but the overall strength of the characters, plot, and theme of the story ultimately outweigh this drawback. 

            

Things Left Unsaid by Stephanie Hemphill

Hemphill, Stephanie. 2005. Things left unsaid : a novel in poems. New York: Hyperion. ISBN 9780786818501

In her debut novel, Hemphill tells the story of high-school junior Sarah, a model student and daughter, who begins to question her life and decisions.  When she is befriended by Robin, a rebellious classmate, Sarah is drawn to the danger and dark glamour of a new life so unlike her old one.  In the end, Robin's self-destructive lifestyle helps Sarah to realize the danger of blindly following, and she must begin to find her own identity.

The novel is told entirely in titled, free verse poems.  Many can stand alone with interest and meaning outside the context of the novel.  Sarah, as the speaker of all the poems, is honest and vulnerable in depicting her confusion and questioning of life.  The poems contain some narrative elements and dialogue, but many are simply descriptive of Sarah's actions and reactions to the events going on around her.  The language is vivid and descriptive, and the poems convey a strong rhythm.

Teens, especially girls, will be drawn to the clear writing and events and emotions depicted in the novel.  The characters are realistic and representative of several teenage archetypes.  The themes of identity, peer pressure, and friendship are especially relevant to teen audiences.  Hemphill does not shy away from sensitive topics, addressing eating disorders, suicide, alcoholism, and abusive parents with honesty and understanding.

This book was awarded the 2006 Myra Cohn Livingston Award for Excellence in Poetry by the Children's Literature Council of Southern California.

Feature poem:

Under This Skin

I itch,

not pathologically,

but like I'll feel great relief

if I untie my wool scarf

and let my neck bathe

in sunlight.

I'm ready to take

something off

shed the heavy layers.

In the novel, this poem describes Sarah coming out of a time of worry and depression after the attempted suicide of her friend.  She is coming to terms with her own sense of self and getting ready to start living her life on her own terms.  It is a pivotal point in the plot where readers see Sarah start to take control of her life.

With or without the context of the novel, this poems is evocative of throwing off old ways or feelings that weigh down or hold back.  The imagery lends itself to self-expression and new freedom.  This poem would be an excellent introduction to getting students to engage in personal or creative writing such as poetry.  Every year my library holds a teen poetry performance competition, and we try to share poems with them that will inspire them to find or write poems that express their emotions and that also inspire them to speak, read, or recite.  This would be an excellent poem to use an example or inspiration for that purpose.

Blue Lipstick: Concrete Poems by John Grandits

Grandits, John. 2007. Blue lipstick: concrete poems. New York: Clarion Books. ISBN 9780618568604

Concrete poems use the shape of the words and lines to convey meaning.  In Blue Lipstick, John Grandits revisits the characters from his earlier book Technically It's Not My Fault as well as the concrete poetry style to tell the story of fifteen-year-old Jessie.  The title poem on the book's cover introduces us to the cast of characters:  Jessie, her parents, her little brother Robert, and best friend Lisa.  We also get a glimpse into Jessie's personality as a girl who likes to be different and take risks.  These relationships and traits are further explored in the rest of the poems in the volume.  

Many of the meanings or themes are enhanced by the forms of the poems themselves, and the visual impact of the poems are as striking as the honest portrayal of teenage life.  Jessie, as the speaker of all the poems, is articulate and creative using figurative language and strong images to convey a wide range of emotions.

The wide range of topics with varying levels of seriousness and angst depict a realistic and relatable portrait of a teenage girl who is by turns angst-ridden, insecure, and insightful.  In her quest to be an individual, Jessie reveals that she is just like everyone else.  Teen readers, especially girls, will relate to the emotions and situations in the poems, and adult readers will also find themselves drawn to the collection.

The poems can mostly stand alone but are enhanced by the unified collection which is arranged in a rough chronology with some poems making references back to previous ones.  The relationships between Jessie and her parents and brother can especially be seen to develop across several poems.  The volume is book-ended by two versions of a poem called "The Wall" that describes the people who are on Jessie's side versus those who are on the opposing side of the wall.  The second version of this poem acknowledges that some people, once considered enemies, have come to Jessie's side of the wall.  

In this collection, Grandits uses his design background to give the poems shape and additional meaning.  The book received a starred review from School Library Journal as well a appearing on SLJ's Best Books of the Year list.  It is an ALA Notable Book and an ALA Quick Pick for Young Adults.  It won a Lee Bennett Hopkins Poetry Honor Award.

Featured poem: 

(The poem is written on black lines surrounding blocks of color in the manner of the art described in the painting.  There are no line breaks in the poem because of its design.)

Mondrian

Dad and I went to the Art Institute.

There was a show of work by Mondrian, and the guy totally rocks!

He did these paintings with just boxes and lines,

and he only used black and yellow and blue and red. 

I mean, he didn't mix his colors at all.

It was so simple and so elegant. 

I said, "I wish I could do that when I grow up--

make ultra-cool radical art."

Dad said, "It's not easy 

to be creative." 

And I thought to myself, "You wouldn't believe how creative

I have to be just to get through the day."

He said, "It's tough being an artist.

You've got to struggle for years.

People often misunderstand your work.

You've got to be thick-skinned because critics can be cruel.

You don't have any money.  And in many ways,

you're really alone."

And I said,

"It sounds like high school."

This poem would be a fun introduction into the art of Piet Mondrian.  After sharing the poem, students could explore his work through the Museum of Modern Art website (http://www.moma.org/collection/artist.php?artist_id=4057).  In an art class, students could also be encouraged to create their own paintings or art pieces showing the influence of Cubism.

Aside from the art connection, the comparison of an artist's life to that of a high school student could lead to a discussion of other occupations or life situations that might also correlate to aspects of teenage life.

Calamity Jack by Shannon and Dean Hale

Bibliographic Information:
Hale, Shannon and Dean Hale. 2010. Calamity Jack. Illustrated by Nathan Hale. New York: Bloomsbury.

Plot summary:
Jack sees himself as a criminal mastermind with more than his share of bad luck.  All of his plans and schemes seem to go awry or have unintended consequences.  In an effort to make his mother proud, he plans to quit his wicked ways after one final score.  When the beanstalk mishap results in the death of a giant, Jack must flee his home.  He returns some time later with his friend Rapunzel to discover that Shyport is under the control of Blunderboar the giant who may be in league with the ant people to keep the city under control.  With the help of Freddie, a journalist and collector of gadgets and Jack's old partner in crime Prudence the pixie, Jack and Rapunzel must put a stop to Blunderboar's reign and save Jack's mother, proving once and for all that Jack can live up to family expectations.

Analysis:
Jack narrates the graphic novel in boxes of text that fill in the gaps of dialogue and drawing, describing the capers of his childhood and his descent into a life of petty crime.  Fantastical creatures and characters from traditional literature appear throughout the story.  In fact, Jack will be known to readers as the folktale character who climbed a beanstalk to steal from a giant.  Rapunzel has had a haircut but keeps her long locks to use as tools or weapons as needed.  The blending of familiar characters into a new and inventive story adds interest.

Visually the story is vivid and full of movement, and the appearance of the characters gives an impression of their nature, attractive heroes and heroines with the bad guys disfigured or misshapen.  The varying sizes of the panels enables the illustrator to show fine details or to convey the size and magnitude of the scenes and characters.

Reviews & Awards:
Junior Library Guild Selection
2011 YALSA Great Graphic Novel
SLJ Best Comic for Kids 2011
Horn Book review: "The swashbuckling plot shines in the graphic-novel format... this steampunk-flavored fairy tale will appeal to boy-, girl-, reluctant- and eager readers alike."
Kirkus Reviews:  "something for everyone... Readers will relish this gleeful mix of fairy tale, adventure and romance."

Connections:

• Display with other graphic novels that draw from traditional literature including Rapunzel's Revenge, Cinderlla:  the Graphic Novel, and Trickster: Native American Tales:  a Graphic Collection
• Engage students in creating their own graphic re-tellings of familiar stories.
• Explore the steampunk elements of the illustrations and make connections to other examples of steampunk motif in books and movies.
• Other books by the author:

Hale, Shannon. 2003. The goose girl. New York: Bloomsbury.

Hale, Shannon. 2004. Enna burning. New York: Bloomsbury.

Hale, Shannon. 2005. Princess Academy. New York: Bloomsbury

Hale, Shannon. 2006. River secrets. New York: Bloomsbury

Hale, Shannon. 2007. Book of a thousand days. New York: Bloomsbury. 

Hale, Shannon. 2009. Forest born. New York: Bloomsbury.

The Fault in Our Stars by John Green

Bibliographic Information:
Print:
Green, John. 2012. The fault in our stars. New York: Dutton Books.
Spoken Recording:
Green, John. 2012. The fault in our stars. Read by Kate Rudd. Grand Haven, MI: Brilliance Audio.

Plot summary:

Sixteen-year-old Hazel Lancaster has known since her diagnosis of thyroid cancer three years ago that all the prodding, poking, medicines and treatments are only able to buy her a bit more time.  There is no cure for her.  As a result, she seeks to maintain a distance from most people in her life.  Her closest friends besides her parents are books, but when she meets Augustus Waters at a teen cancer support group, the two are immediately drawn to each other.  Gus, who is in remission from the bone cancer that took one of his legs, understands Hazel and seems to be able to look beyond her illness to see her as she is.  Bonding over Hazel’s favorite novel, Gus and Hazel make contact with the book’s reclusive author which leads to a European adventure before tragedy strikes. 

Analysis:

Green draws upon his personal experiences as a hospital chaplain to paint a frank and emotional portrait of young cancer patients living under a death sentence.  The characters of Hazel, Gus, and their friend Isaac provide another perspective to the bravery-and-battle mentality that is so often used to describe the terminally ill in fiction as well real life.  The authentic portrayal of teenagers who are sometimes scared, sometimes hopeless, and often struggling with so many of the big questions and identity issues that all teens face while also being forced to come to terms with their own mortality creates a powerful story that will challenge both teen and adult readers.  The adults in the novel are also realistically drawn as well-meaning, earnest supporters who unintentionally make things worse as often as they make them better. 

Most of the story is set in Indianapolis with a portion taking place in Amsterdam.  Whether describing the local haunts that Hazel and Gus visit or the more exotic sights and sounds of the Netherlands, Green’s descriptions are vivid, placing the reader into the story effectively.

The humor, honesty and sometimes gritty realism of the treatment of a sensitive topic is what makes this book so powerful.  In the audio version, Kate Rudd’s vocal talents bring the characters, especially Hazel, to life.  The breathless emotion of the dialogue is a continuous reminder of the struggle for oxygen that is Hazel’s constant companion. Augustus and Hazel’s banter is handled deftly in the audio version with enough distinction in the character voices to highlight when the speaker shifts but is not overdone or heavily dramatic.

Reviews & Awards:

 New York Times bestseller & NYT Book Review Editor's Choice

Starred review, Booklist:  “ . . . his [Green’s] best and most ambitious novel to date . . . a triumph.”

Kirkus Reviews, starred review:  “A smartly crafted intellectual explosion of a romance.” 

School Library Journal, starred review:  “An achingly beautiful story.”

Connections:

• Share John Green’s author interview that is included in the audio version of the book or have students explore Green’s website for further insight and discussion of the novel including a section in which Green answers reader questions about the book (http://johngreenbooks.com/questions-about-the-fault-in-our-stars-spoilers/).
• Ask the students to write letters or email for a favorite author as Gus and Hazel did and encourage them to share any responses that they may get.
• Ask students to think about their own funeral or write their own obituary.
• Other books by John Green

Looking for Alaska (2005)
An Abundance of Katherines  (2006)
Paper Towns (2008)
Will Grayson, Will Grayson (2010, with David Levithan)

Between Shades of Gray by Ruta Sepetys

Bibliographic Information:
Print:
Sepetys, Ruta. 2011. Between shades of gray. New York: Philomel Books. ISBN 0399254129

Spoken Recording:
Sepetys, Ruta. 2011. Between shades of gray. Read by Emily Klein.  New York: Penguin Audio. ISBN 0142428973

Plot:
Shortly after the annexation of Lithuania and other Baltic States by the Soviet Union 1940, fifteen-year-old Lina is taken along with her family and thousands of other Lithuanians to work camps in Siberia and eventually the Arctic.  Lina tells the story of their imprisonment and the brutality of treatment that was suffered while also recounting the stories of courage and kindness shown by fellow deportees and even occasionally by their captors.  Interspersed in her narrative are flashbacks to happier times in Lina's past, most of which foreshadow what would later happen to her family.  Separated from her father, she uses her artistic talent to leave messages and clues for him in hopes that one day they will be reunited.  Although Lina will lose both of her parents to the harrowing ordeal, her spirit is not conquered.  She and her brother survive to eventually return to their home and Lina preserves her memories of that time to pass along to future generations so the world will know and not forget the atrocities that so many people endured.

Analysis:
In an author's note at the book's end, Sepetys describes her Lithuanian heritage and the research she did for the story.  The deportation of Lithuanians, Latvians, and Estonians to Siberia has been largely unknown or unacknowledged by western Europe or North Americans, and the Soviet Union never admitted to the events portrayed in the novel, but according to Sepetys the story survived because of people like Lina who recorded their histories and hid them away, who passed the story on so that one day the world would know.  Sepetys drew upon these firsthand accounts and interviews with those who survived to capture the reality of the world in that time.  Her descriptions of the living conditions and the harsh treatment of the soldiers who were their captors are brutal but create a vivid setting to communicate the severity of the the time period.  Bits of dialogue in both Lithuanian and Russian remind readers of the setting as well as the language barriers between characters.  So many of the characters reveal what is best (and what is worst) in people:  bravery, dignity, kindness, and strength in the face of extreme hardship are present in the same characters who are scared, selfish, pushed beyond the limits of endurance, and broken.  Lina, especially, manages to display the mercurial moods of adolescence while being forced to come to maturity and take on responsibilities far beyond what is normally asked of a fifteen-year-old.  The flashbacks reveal glimpses of her old life, a time marked by an innocence that is quickly lost.  Ultimately Sepetys manages to not only bring a forgotten history to light but also to convey a valuable message about the human spirit in the face of suffering, something that will resonate when readers consider the resilience of those who successfully overcome hardships today.

In the audio version of the novel, the narrator Klein uses inflection, pacing, and modulation to convey the strong emotions of the story although the character voices in dialogue can be distracting.  In written form the flashbacks are set apart by italics to denote a break in the chronology.  In the audiobook there is no such warning, but eventually readers may adapt to the change in rhythm of the story that these flashbacks represent.


Awards & Reviews:
2012 Golden Kite Award
2012 IRA Young Adult Book Award
New York Times Book Review Notable Children's Book of 2011
Booklist Top Ten First Novels for Youth, Top Ten Historical Novels for Youth & starred review: "an important book that deserves the widest possible readership"
Publisher's Weekly, starred review:  "The narrative skillfully conveys the deprivation and brutality of conditions . . ."
Starred review in School Library Journal:  "there are uplifting moments when the resilience of the human spirit and the capacity for compassion take over"

Starred Kirkus Reviews:  "bitterly sad, fluidly written historical novel . . . flowing prose"

Connections:

• Visit the book's website (betweenshadesofgray.com) to view an author interview and download a book discussion guide to use with book club or discussion group.
• Explore the historical setting of the novel through books that Sepetys used in her research: A Stolen Youth,a Stolen Homeland by Grinkeviviciute, Sentence: Siberia by Lehtmets and Hoile, Leave Your Tears in Moscow by Armonas,  and Lithuanians in the Arctic by the Laptevieciai Organization
• Historical fiction set in communist-era Soviet Union:

Fine, Anne. 2008. The road of bones. New York: Farrar, Straus and Giroux. ISBN 0374363161

Müller, Herta, and Philip Boehm. 2012. The hunger angel: a novel. New York: Henry Holt and Co. ISBN 080509301X

Yelchin, Eugene. 2011. Breaking Stalin's nose. New York: Henry Holt. ISBN 0805092161

Why We Broke Up by Daniel Handler

My second-ever attempt at book trailer creation . . .

Figuring out how to have the book audio clip and the music playing at the same time is the greatest achievement of my life.

What My Mother Doesn't Know by Sonya Sones

Sones, Sonya. 2001. What my mother doesn't know. New York: Simon & Schuster Books for Young Readers. ISBN 0689841140

Summary:
Written in free verse, the novel is narrated by fourteen-year-old Sophie who is navigating life, love, and high school with varying degrees of success.  In short titled poems, readers learn about Sophie’s fighting parents, best friends, and the birth and slow demise of her relationship with Dylan.  A mystery encounter with a masked man at the Halloween dance fill her with questions and longing, and when his identity is eventually revealed, Sophie must make some mature decisions about her life, identity, and popularity.

Analysis:
Sophie’s voice is authentic and emotional, conveying the confusion, passion, and angst of adolescence without shying away from sensitive topics.  The lines of most of the poems are short but full of imagery and description.  Repetition is used for emphasis in several poems, most notably and effectively in a poem describing the after-effects of a fight with her mother entitled “I Hate Her” in which she details a list of things she hates about her mother most of which have nothing to do with their fight. The concise but descriptive language manages to convey both the action of the narrative and the full range of emotions in a unique way which will connect with teen readers while also resonating with adults who can still remember the elation and tragedy of growing up.

Awards & Reviews:

ALA Best Book for Young Adults (2002) ALA Top Ten Quick Pick for Reluctant Young Adult Readers (2002) International Reading Association Young Adults' Choice (2003) Winner of the Iowa Teen Book Award (2005–2006)

Starred review, Publisher's Weekly:  "With its separate free verse poems woven into a fluid and coherent narrative with a satisfying ending, Sophie's honest and earthy story feels destined to captivate a young female audience, avid and reluctant readers alike."

Starred review & Editor's Choice, Booklist:  "The poetry is never pretentious or difficult; on the contrary, the very short, sometimes rhythmic lines make each page fly."

Starred review, Kirkus Reviews:  "A verse experience that will leave readers sighing with recognition and satisfaction."

Connections:

• Incorporate into a Banned Books Week display, discussion, or Read-Out.  
• Introduce to young writers' group to encourage journaling and authentic voice
• Make connections to the art in the book including Renoit and the Museum of Bad Art (museumofbadart.org)
• Connect readers of the book with the author's website (sonyasones.com) for background information, writing advice, and blog.
• Other novels in verse for young adults:

Herrera, Juan Felipe. 1999. CrashBoomLove: a novel in verse. Albuquerque: University of New Mexico Press. ISBN 0826321135

Sones, Sonya. 2004. One of those hideous books where the mother dies. New York: Simon & Schuster Books for Young Readers. ISBN 0689858205

Sones, Sonya. 1999. Stop pretending: what happened when my big sister went crazy. New York: HarperCollins Publishers. ISBN 0060283874

Sones, Sonya. 2007. What my girlfriend doesn't know. New York: Simon & Schuster Books for Young Readers. ISBN 0689876025

Tregay, Sarah. 2012. Love & leftovers: a novel in verse. New York, NY: Katherine Tegen Books. ISBN 0062023586

Sample Program: Teens

Theme:  Banned Books Week

Audience:  Teens (13-18)

Program Elements:

Display/Promotion:

• Purchase 2012 Banned Books Week poster (http://www.alastore.ala.org/detail.aspx?ID=3777) and display on window.
• Purchase 2012 Banned Books Week buttons (http://www.alastore.ala.org/detail.aspx?ID=2358) for staff and volunteers to wear and to give as prizes. 
• Blow up and post copies of Library Bill of Rights and portions of ALA Freedom to Read statement. 

         

• Use display shelving to highlight frequently challenged books from ALA lists. Select titles that are located in the YA collection. Create a “jail” over the display to put the books behind bars using thin cardboard tubes or dowel rods painted black or gray. 
• Create “CENSORED” labels and place on spines of challenged books that are not in the display but rather shelved in their usual location.

Events:

Monday, October 1

Freedom of Expression Panel.  This program will require one staff member and one volunteer.  Prior to the program, staff should contact three to five of the following professionals and invite them or a representative of their organization to sit on the panel.  Two debate team members from a local high school will also be invited to participate in the panel.

• Collection Development Librarian, Central Arkansas Library System: Philip Jones, Department Head 501.918.3070 pjones@cals.org 
• School Librarian/Media Specialist, Little Rock School District: Barbara Williams, Director of Instructional Technology and Media Services 501.447.1306 barbara.williams@lrsd.org 
• Board Member, Little Rock School District: Jody Carrieiro, President, 501.447.1000 
• Representative of American Civil Liberties Union of Arkansas: 501.374.2660 www.acluarkansas.org
• Faculty Member/Law Professor, UALR Bowen School of Law: June Stewart, Law Library Director 501.324.9444

Each panel member will introduce him or herself and speak briefly on their connection or interest in freedom of speech/censorship issues.  The Youth Advisory Council (YAC) will compile a list of questions or topics for the panel to discuss.  Audience members will also be allowed to ask questions.  Refreshments will be served.

Tuesday, October 2

First Amendment Film Festival (recommended by ALA website).  This program will require one staff member or volunteer for set-up and clean-up.  The teen center will screen Fahrenheit 451 (1966, G) which deals with censorship. This movie is covered under the library’s public performance license with Movie License USA.  Popcorn will be served.

  

Wednesday, October 3

Discarded Book Crafts.  This program will require at least one staff member and up to three volunteers.  Prior to the program, staff should contact juvenile collection development librarian and ask for any weeded copies of banned/challenged books to be held rather than discarded.  If these books can be set aside each time weeding is done, the books could also be used for future projects or displays.  Staff may also need to go through the discarded book bin outside technical services for frequently challenged titles.  Any discarded books may be used for the activities, but staff should attempt to get titles from challenged lists.  It’s important to stress in the program that these books were not removed from the collection because of banning but because of damage or because they were replaced by new copies.  Staff or teen volunteer should make one or two examples of each craft prior to program.  Due to time constraints attendees may be able to make only one or two of the four offered projects.

Origami crane:

Supplies needed:  Discarded book pages, rulers, scissors, folding instructions 

• Print instructions for making origami crane. 
• Provide rulers and scissors on hand so participants can cut squares of paper from discarded book pages. 
• Staff/volunteers should be prepared to assist teens with project.

Paper flowers:

Supplies needed:  Discarded book pages, pencils/pens, scissors, glue.

• Cut book pages into squares 
• Draw spiral shape onto book pages. 
• Cut spiral leaving a circle in the middle. 
• Starting on the outside, roll the paper around itself, tighter in the middle and looser towards the end. 
• Use a dab of glue at the end of the rolling. 
• The circle from the middle of the spiral goes on the back to finish the flower. Use glue to finish. 

Coasters/Tiles:

Supplies needed:  4 inch tiles from hardware store, Mod Podge, discarded book pages, foam brushes, clear acrylic sealer, felt scraps, permanent markers, dropcloth to protect furniture/floor

• Cut books pages into squares slightly smaller than tiles.
• Apply one coat of mod podge to tile.
• Carefully place book page square onto tile and allow glue to dry.
• Using markers, decorate book page with name drawing/design, or quotation.
• Apply two more coats of mod podge, allowing it to dry in between coats.
• Spray tile with clear acrylic sealer.
• If using as a coaster, glue felt scraps to the back of tile.

Bracelet/Cuff :

Supplies needed:  cardboard rolls from packing and book tape, discarded book pages, Mod Podge, foam brushes, rulers, scissors, permanent markers (optional)

• Cut cardboard roll to desired width (staff may want to do this step ahead of time and offer cuffs of various widths. 
• Make a cut in the roll if it will not fit over the hand 
• Cut book pages into ¾” strips. 
• Wrap strips around cardboard roll and glue. 
• When glue is dry, crafters may color or design with markers. 
• Apply two to three coats of mod podge, allowing time to dry in between coats

Thursday, October 4

Banned Book Trivia from More Teen Programs that Work by RoseMary Honnold.  

Prior to the program, staff members will select 15-20 banned or challenged titles from the ALA’s Banned and/or Challenged Classics list or other appropriate source.  Obtain copies of the titles and wrap each in colored butcher paper and place a “CENSORED” label on the cover.  Write up a two to three sentence summary of each book and one reason that it was banned or challenged and attach it to the front cover as well.

In the program have attendees work independently to identify the book titles based on the description of the book, writing them down.  Give a prize to the person who guesses the most titles correctly.  A gift card to the library’s used book store or a donated book will be first prize.  Consider offering a $5 library card fine waive certificate to second or third place winners.  As each book title is revealed, allow discussion of the challenge or content of the work.

Friday, October 5

First Amendment Film Festival, Part 2.  This program will require one staff member or volunteer for set-up and clean-up.  The teen center will screen Good Night and Good Luck (2005, PG) which deals with censorship/free speech issues. This movie is covered under the library’s public performance license with Movie License USA.  Popcorn will be served.

Saturday, October 6

Banned Books Read-Out and All You Can Read Buffet.  These programs will require two to three staff members and up to three volunteers.  Prior to the program, staff members will contact the drama department at Parkview Arts Magnet High School and invite drama students to prepare selections from banned or challenged titles to read/perform at the library.  The Arkansas Repertory Theater and the Arkansas Art Center Children’s Theater are also potential contacts for readers or performers.  Additionally, YAC members will be asked to volunteer to prepare readings or work at the event.  Staff will provide a list of possible books for the performers if needed. 

The Read-Out will take place in the open study area of the teen center reading room. The tables will be pushed aside and the chairs set up theater style.  The public address system will be set up as well.  Readers and performers will be scheduled to present selections from banned books throughout the day as frequently as every fifteen minutes (depending on the total number of performers).  Participants will also be able to share selections between scheduled performers.

The reading buffet will be set up in the program room of the teen center.  Comfortable seating and floor pillows will be provided.  Snacks and drinks will also be set out in this area.  Teens will be invited to select a book or magazine and read.  Banned or challenged books will be featured in the displays, but patrons will have the freedom to choose whatever reading material best suits them. 

  

Marketing Plan:

Teen center staff will

• Request a press release detailing scheduled activities and promoting Banned Books Week from PR department one month in advance. Staff may offer to write press release for distribution by PR. Optimally, press release will go out to media contacts September 14. 
• Include a preview of Banned Book Week activities on September printed calendar by August 10. 
• Create posters, flyers, and bookmarks promoting Banned Books Week Activities to be posted at the library, in other branches of the library system, and in local middle and high schools. Print materials will be prepared and approved by PR by August 20. Printing and distribution will be completed by August 31. 
• Create individual event listings in the library’s online events calendar by September 10. 
• Designate Banned Books Week events as “featured” events on website to ensure inclusion in system-wide promotions by PR department. 
• Publish printed version of October calendar by September 10. 
• Publicize events on Teen Center Facebook page and Twitter account.

Partnerships:

As mentioned in the program details above, teen staff will reach out to community partners for various aspects of the week’s events.  For the panel discussion, staff will contact the debate team coach at eStem Public Charter School to cosponsor the event.  In this way, attendance by students from the nearby school will be encouraged.  One or two students from the debate team will be asked to sit on the panel, and the coach can assist by moderating.  By involving media specialists and board members from the public school system as well as representatives from the ACLU and UALR Law School, the library will also establish relationships in the community.

Drama students from Parkview Arts Magnet High School have participated in Banned Books Read Outs in the library system previously.  Teen center staff hopes to become a part of the library’s relationship with the school for a successful program and to draw in Parkview students as library patrons.  A relationship between the Arts Center and the Youth Services department already exists and thrives.  Including the Arts Center in the Read Out festivities will further build that relationship.  The Arkansas Repertory Theater has not previously worked with the library, but this opportunity to bring together representatives from theater across the city may be an enticement for them to participate.  Once these partnerships are established, the teen center may be able to call on these groups to assist with this program annually. 

Timeline:

January: 

·         Contact collection development librarians about weeding schedule and saving discarded books for craft projects.  Communicate with technical services department as needed to get the discards.

·         Post a request for used tape rolls to library SharePoint FreeCycle discussion board.

May:

·         Before school dismisses for the summer, contact drama department at Parkview about involvement in the Read Out.  Make arrangements for follow-up in August.

July:

·         Reach out to potential panel discussion members.

·         Contact Debate Coach at eStem (year-round school) about cosponsoring panel discussion event and selecting student panel members.

·         Contact The Rep and Children’s Theater and invite participation in Read Out.

August:

·         Follow-up with panel discussion invitees who have not responded and finalize panel members.

·         Order Banned Books Week poster and any other promotional supplies.

·         Prepare print promotional materials and have them approved and printed.

·         Request press release from PR department.

·         Follow-up with drama department contact at Parkview and finalize involvement.

·         Meet with YAC to encourage their involvement in Banned Books Week.  Assign them the task of creating questions and topics for the Panel Discussion.  Seek volunteers for Read Out performers.

September:

·         Procure craft supplies for discarded book projects.

·         Complete print and online calendars.

·         Create written instruction sheets and sample products for craft activities.

·         Plan refreshments for Panel Discussion and Reading Buffet

·         Procure books and movies needed for Film Festival and Book Trivia.

·         Prepare books summaries for Book Trivia.

·         Meet with YAC to follow up on assignments and recruit volunteers for each program.

·         Prepare for decorating and displays—to be put up on Saturday, September 29.

October: 

·         Showtime!

*Timeline note:  Banned Books Week typically begins in September.  In future years, most of the Marketing plan should be moved up by one month to meet monthly deadlines for event promotions.

Budgeting/Funding:

The Teen Center has a monthly budget of $200 for programming which breaks down to approximately $50 weekly.  There is a reserve for special event programming.  This program can use up to $50 of that reserve.  Promotional materials will come from a separate budget.

Promotional Materials from Youth Services promotional budget:

Banned Books Week Poster                                                  $16

Banned Books Week buttons (18)                                          $22

Total with tax and shipping:                                                $47

Display:

Paper, labels, cardboard tubes, and paint already procured through supply budget at no additional cost         

Food from teen programming budget:           

Panel Discussion (50 people):  Cookies, lemonade, water, Kroger bakery    $30

Read Buffet (50 people):  cookies, pretzels, punch, water:  Kroger              $50

Total                                                                                                     $80

Movies:

Film License is purchased annually and paid in January.  No additional cost for these programs.  Popcorn is purchased in bulk by Youth Services supply budget.  No additional cost.

Discarded Book Crafts from teen programming budget:

Books and tape rolls procured at no additional cost.

Scissors, rulers, foam brushes, felt scraps, and white glue and markers already procured through supply budget at no additional cost.

Tiles:  Lowe’s $.15 per tile  x 30 tiles                                                            $4.50

ModPodge:  dickblick.com 1 Quart                                                               $11.25

Clear acrylic sealer: dickblick.com 1 can                                                        $5.29

Total with estimated tax and shipping                                                        $27                                                                 

Book trivia from October teen programming budget:

Butcher paper for book wrapping already procured through supply budget at no additional cost

Prize:  $20 River Market Books and Gifts gift certificate donated by library friends group (FOCAL) at no additional cost     

Total Cost for 6 programs                                                                               $154

YS Promotional Budget                                                                                  $47

Special Programs Reserve                                                                               $50

Teen Programming Budget                                                                             $57

Evaluation:

Attendance goals for each program:

Panel discussion:  30 not including panel

Film Festival:  20 each day

Discarded Book Crafts:  30

Book Trivia:  20

Buffet and Read Out:  50 not including performers

A printed evaluation will be offered to attendees at each program, asking for an overall rating on a five point scale and allowing space for positive and negative comments.  Participants will also be able to provide contact information about future programs or remain anonymous.

Feedback will be sought from Panel Discussion members, eStem debate coach/team, Parkview drama teacher/performers, Rep performers, and Children’s Theater performers.  YAC members and volunteers will be asked to provide feedback on each event they attend and assist.  Feedback will be reviewed by teen center staff in order to make adjustments in future programs.

Sources:

2012 Banned Books Week Poster: http://www.alastore.ala.org/detail.aspx?ID=3777

2012 Banned Books Week Buttons:  http://www.alastore.ala.org/detail.aspx?ID=3772

ALA Frequently Challenged Book Lists: http://www.ala.org/advocacy/banned/frequentlychallenged

ALA Library Bill of Rights: http://www.ala.org/advocacy/intfreedom/librarybill/

ALA Freedom to Read Statement: http://www.ala.org/offices/oif/statementspols/ftrstatement/freedomreadstatement

ALA First Amendment Film Festival:  http://www.ala.org/advocacy/banned/bannedbooksweek/ideasandresources/first_amendment_film_festival/filmfestival

Discarded Book Origami Crane: http://www.origami-fun.com/support-files/origami-crane-print.pdf

Discarded Book Paper Flowers: http://www.bystephanielynn.com/2009/12/rolled-flower-gift-toppers.html

Discarded Book Tile/Coaster: http://thecottagehome.blogspot.com/2011/01/tile-coaster-tutorial.html

Discarded Book Bracelet/Cuff: http://www.the4yablog.com/2011/04/super-comic-book-upcycle-projects.html

Banned Book Trivia Program:

Honnold, RoseMary. More Teen Programs that Work.  New York:  Neal-Schuman Publishers, Inc., 2005.

ALA’s Banned and/or Challenged Classics:  (http://www.ala.org/advocacy/banned/frequentlychallenged/challengedclassics/reasonsbanned)