Dying to Meet You by Kate Klise

One of the books that has gotten some tread in my classroom is Dying to Meet You by Kate Klise. I picked it up over the summer because it was a 2012 Sasquatch Awards nominee. It is a bit different than you're typical children's book in that it is written in the form of letters between the various characters as they talk about events that happen. It also has some illustrations that fit well with the story and the writing.

The setup is as follows: Ignatius Grumply is a children's author with writer's block. He needs a summer home to set up shop and get his writing done. Enter Anita Sale (yes, "aNEEDa Sale"!). She tries to dissuade him from 43 Old Cemetery Rd, but to no avail. Once there he finds a boy, his cat, and a ghost. He doesn't know about the ghost Olivia C Spence, but eventually comes to gather that she lives... what follows is a fast read that works for good and struggling readers alike. The nuance in the names and actions will get laughs out of the more experienced readers. But it reads easy enough for those who won't necessarily get the nuance.

Rating: 3 out of 5. Good read, not great. Has its place in the intermediate classroom library.

Dead End in Norvelt

Ever have a book recommended to you but you couldn't quite finish it? Have you found yourself reading a book that you feel like you should like because of the author, but just couldn't get into? How about a book that you didn't really have no affinity for, but no real reason to put it down? That sums up Dead End in Norvelt to me.

I enjoyed the previous works of Jack Gantos. Joey Pigza was an interesting character lacking the typical qualities of a hero/protagonist. You could fall in love with his faults, and see things from a different perspective. When Dead End... came out, I was hoping for a similar story. Instead it was closer to Gary Schmidt's The Wednesday Wars, only that it lacked the storyline for 3/4 of the book.

Jack lives in Norvelt. It is a town built by Eleanor Roosevelt, and was built to help people be self-sufficient (small houses, plots of land to farm, etc). The only problem is that the old way died, giving way to industrialization and modernization. One woman is charged with chronically how the original Norvelters live and die: Miss Volker. After getting grounded, Jack is enlisted to help Miss Volker write obituaries for the original Norvelters. Along the way you see Jack grow up, and you learn lessons from the old. But the story doesn't really pick up until halfway, or two-thirds the way through when a Hells Angel dies and people begin to wonder why these original Norvelters are dying.

This wasn't my favorite Gantos book. I felt like the story lacked a real clear plot. It was a biography of sorts, which is not really my genre. I like the payoff that comes through seeing a protagonist struggle and attempt to solve a problem. I also wonder whether a majority of my kids will enjoy it, feeling similar to me in wanting a payoff in the end.

Rating: 3 out of 5. The ending helps make the story, but it seems to take forever to get there.

The Gap Between Recognition and Implementation

Perhaps the best part of my first year of teaching was getting to observe in the classrooms of far more experienced teachers. In particular, one visit was incredibly powerful. The class had been reading The True Confessions of Charlotte Doyle as a class novel/literature study. One of the things that they did was use Activotes ("clickers" if you will) to have students voice their opinion. From there students would offer why they made their choice, and debate their respective reasoning.

I walked away with a vision of my own. I wanted to kids to have discussions about books, but also to write about books. I also wanted to have them talking about ideas, and debating. What did I do? I modeled responses to literature ("What is one word to describe the character?", "What is the problem in the story and how do you think the main character will resolve it?") along with some basic criteria for "is it good enough." This gave students a baseline for whether the response that is at standard.

Since last year I've had kids scoring responses on a 4 through 1 scale. The point is to uncover "good enough" looks like. We'll look at a few different responses modeled after student work past and present, and score them. We did this last week and the discussions kids were having were fantastic... When you hear kids say "That response referenced the text, and explained why they chose strong to describe the men.." you feel really good because they are getting it. The issue I ran into was that not all kids were making the leap when it came to their own responses.

Why was that? Part of it was because of the way I crafted the questions for their novel study books. When you don't necessarily provide multiple avenues for kids to travel down then you won't get the quality you're looking for. That was one reason. Another connected to stamina. Writing a quick couple of sentences gets you just above the threshold, and is "enough." This was an instance where I gave feedback to almost all in order to have them improve. Most knew that they could add more, and simply needed direction. More of the same is planned for this week. Should be fun.