I got zapped with the flu two weeks ago. Really walloped me, like being endlessly pummeled with pillows at a sleepover party. Just when I thought I was getting better—PHHHHHHUMPT! Down I went. Cold compresses, hot tea, lukewarm toast. Sleepless nights, endless days. What a funk! Now I’m happy to be back in the land […]
Archive for March, 2016
“Will bring a chorus of laughter from sympathetic readers.”—Publishers Weekly
Celebrating 40 years of a Judy Blume classic!
Millions of fans young and old have been entertained by the quick wit of Peter Hatcher, the hilarious antics of mischevious Fudge, and the unbreakable confidence of know-it-all Sheila Tubman in Judy Blume’s five Fudge books. And now, Puffin Books honors forty years of the book that started it all, Tales of a Fourth Grade Nothing, with a special edition–featuring a new introduction from Judy–to celebrate this perennial favorite.
“As a kid, Judy Blume was my favorite author, and Tales of a Fourth Grade Nothing was my favorite book.”—Jeff Kinney, author of the bestselling Wimpy Kid series
A teacher wrote her thoughts about the book:
I don’t know why I identified with and loved this book so much. The main character and I don’t have much in common. In fact I have more in common with his brother Fudge, us both being the youngest, but I didn’t like Fudge much in this book because in my adolescent eyes the kid never got what he deserved. Despite that, though, I read this book and it’s sequels many many times. It’s a great book though, especially for people with siblings. It’s a subtle story about family love and appreciation. Even if I couldn’t see that when I was younger, there was still something about the book that had warm and fuzzy undertones, part of the reason why I loved it so much.
Tales of a Fourth Grade Nothing is the first of these entertaining yarns. Peter, because he’s the oldest, must deal with Fudgie’s disgusting cuteness, his constant meddling with Peter’s stuff, and other grave offenses, one of which is almost too much to bear. All these incidents are presented with the unfailing ear and big-hearted humor of the masterful Judy Blume. Though some of her books for older kids have aroused controversy, the Hatcher brothers and their adventures remain above the fray, where they belong. (Peter’s in fourth grade, so the book is suitable for kids ages 8 and older.)
The teacher continued:
This book can be and is used in schools, especially in fourth grade (of course.) I have seen it used as a class-wide read-aloud quite often. This book is great for kids who are older siblings and don’t get along with their younger siblings. It’s also a great read just for it’s hilarious and well-written story. You could use this book for any number of things.
It depicts a ‘normal’ (or average) American family life, and some kids will of course identify with it more than others, depending on what their family life is like. however, I don’t think this would be a barrier toward using the book, the teacher would just have to be more sensitive about the questions they ask. You’d want to stay away from anything that assumes your student’s home life is in any way similar (Unless you know it is) but I don’t think it would be a big deal for a discerning teacher.
A tree full of monkeys the last thing fourteen-year-old Jay Berry Lee thought he’d find on one of his treks through Oklahoma’s Cherokee Ozarks. Jay learns from his grandfather that the monkeys have escaped from a circus and there is a big reward for anyone who finds them. He knows how much his family needs the money. Jay is determined to catch the monkeys. It’s a summer of thrills and dangers no one will ever forget.
Wilson Rawls (author of WHERE THE RED FERN GROWS) has done it again. Summer of the Monkeys is a delightful tale of a poor family from rural Oklahoma in the early 1900’s. Fourteen-year-old Jay Berry Lee lives through incredible events and a rollercoaster of emotions as he comes of age, during one unforgettable summer near the river bottoms in former Cherokee territory. What, another kid-and-his-dog story? Fortunately, this one is much more. You chuckle and groan with frustration, as Jay and his smart-as-a-coot Grandpa wrack their brains to catch some 30 monkeys which have escaped the circus after a train wreck. Lured on by the generous reward offer, Jay becomes obsessed with trapping the little fellows–in order to achieve a country boy’s dream of his own pony and .22 gun. But those simian rascals prove too human-savvy to be caught; time and again they outsmart the best laid plans–all because they are protected by a fiendishly clever chimpanzee.
Summer of the Monkeys takes place in the 1800s in Oklahoma near the Ozark Mountains. Jay Berry has his eye on a pony and a rifle and he hopes that he can capture Jimbo, the head circus monkey. Jimbo has a price tag on his head of $100. The rest of the monkeys will fetch $2 apiece. Jay attempts to catch the monkeys with traps and nets borrowed from his grandpa to no avail. A storm rolls through and the monkeys nearly die. Jay Berry befriends Jimbo and leads the monkeys to safety and the reward money. Jay then gives the money to his family for the surgery for his ‘little’ sister. When his sister returns she brings him a gift of a rifle and Jay’s grandfather buys him a pony.
An amazon reviews said:
Jay Berry Lee is happy until the summer he is 14 years old and discovers monkeys living in the creek bottoms near his parents’ homestead. Set in the late 1800s, Summer of the Monkeystraces the boy’s adventures as he attempts to capture 29 monkeys that have (it turns out) escaped from the circus. With somewhat dubious help from his grandfather, and over the objections of his mother, Jay goes about discovering that monkeys are much smarter and harder to catch than he thought possible. Woven into this story is a second theme about his physically disabled sister and the family’s attempts to find money for an operation. As funny and touching as Wilson Rawls’s Where the Red Fern Grows, this book will appeal to the young reader who has always wished for the freedom to run wild through the woods with nothing more pressing to do than find another rabbit hole–or escaped monkey. (Ages 12 and older).
One of my students who read it said that the book is a great realistic contemporary novel. The figurative language used in this novel is outstanding. The antics these monkeys pull on poor Jay Berry Lee create many truly comical scenes. Summer of the Monkeys is ideal for middles schoolers. Themes of friendship, problem solving, sacrifice, and persistence run through the work.
Summer of the Monkeys is a fun book that touches on many good themes in very colorful ways. There is a part when the monkeys get intoxicated and end up getting Jay Berry intoxicated as well so a discussion about the use of alcohol might have to be used before reading this book depending on the age of the audience.
The book is great for discussing characterization through the intelligence of Jimbo. Setting place a big role in this novel without the storm that passes through Jay might not have ever been able to befriend the chimpanzee Jimbo and the rest of the monkeys. The themes of friendship, the relationship between Jay and his grandfather, and the sacrifice that Jay provides for his family are all worth wile themes to delve deeper into.
Wilson Rawls has written the a superb young adult novel. The characters are so deep in this book; you can tell exactly what Jay is feeling and thinking, and you really get to love him. The story is very original and extremely well written. It is funny and loveable, but not shallow at all … a real heartwarming story.The mixture of humor, love, family relationships, adventure and magic make for engrossing reading. There is never a dull moment in this wonderful book..
“Modern fantasy literature has unexplainable magic, and it is this element that captures the minds and hearts of children.” – Charles A. Temple, Miriam A. Martinez, Junko Yokota in Children’s Books in Children’s Books in Children’s Hands: A Brief Introduction to Their Literature.
I love fantasy and science fiction. Children tend to read a lot of these stories because they are easier to understand and spark kid’s interest with their silly or unique qualities. Many dream of having magical powers or coming across a mythical beast. The supernatural is so very intriguing to the young mind. They eat up anything that has magic, dragons, spaceships, wizards, mad scientists, or talking beasts.
The backdrop for this discussion with my preservice teachers is Chapter 8 of the text quoted above.
Nebulous … but distinct
Many stories contain both fantasy and science fiction, making it sometimes hard to tell the difference. Science Fiction is a variety of fantasy in which an author inspired by real developments in science, has conceived by a version of reality difference from one we inhabit. … “Fantasy could never be. Science Fiction has the possibility to be.” Some examples of modern fantasy are Alice and Wonderland, The Jungle Book, Peter Pan, Winnie-the-Pooh. Some examples of Science Fiction are Frankenstein, Anti-Gravity Paint, and a personal favorite, A Wrinkle in Time. Two classic fantasy books are personified, talking animals: Charlotte’s Web and Babe.
Low Fantasy / High Fantasy
Fantasy can be broken into two categories: Low Fantasy and High Fantasy. These two distinctions help to separate and classify the literature as well as set up expectations. The authors also give a definition for science fiction and described the difference and relationship between fantasy and science fiction. Often, fantasy situations are created using the mechanisms of science fiction to create a “willful suspension of disbelief.”
Low fantasy and high fantasy can then be broken down into subgenres. Low fantasy includes books that take place in our actual world but utilize magical elements to propel the story. This chapter describes the subgenres of low fantasy in the order that most children encounter them first.
High fantasy is closely related to myths and legends. It often asks so much of the reader that if the author is not careful in how they craft their story, they can lose the audience. Because of this, the amount of time spent on world building, characterization, plot and believability are so important that a very rich experience can be produced. On the opposite side of that coin is what happens if those cares are not taken.
The scholars incorporated many of the attributes from the “Hero Cycle” into what makes high fantasy work, tests of identity, tasks, quests, escape from death, journey etc. I really liked how the chapter mentioned the merits of fantasy and science fiction, “Fantasy is not an escape from reality, but a mirror in which reality is reflected and extended in the imagination” (209). The amount of extra care that needs to be taken regarding the craftsmanship of fantasy and science fiction is essential to creating a “willful suspension of disbelief.”
I thought it was fitting that personification of animals was the first subgenre. It is often true that the first encounter with fantasy for children involves animals being personified with everyday traits that children and adults possess. This was followed by personified toys. Who hasn’t read a story about a toy that has come to life? These two were followed by outlandish characters and situations such as “Marry Poppins” and “Pippi Longstocking.” I couldn’t help but think of “Clifford the Big Red Dog.”
These stories were followed by the subgenre of magical powers. Scores of people love “Harry Potter!” Embellished fairy tales are familiar. This is followed by extraordinary worlds. The examples of “Alice in Wonder Land” and “Charlie and the Chocolate Factory” were given. I would add “Harold and the Purple Crayon” as well. This brought on supernatural elements. I was surprised “Goosebumps” wasn’t mentioned. Time slips fittingly finished up the low fantasy subgenre. Who hasn’t heard of “Magic Tree House” books? I really enjoyed the breakdown of the subgenres of low fantasy. They are all such different reads, yet each is enriching in their own way.
Good science fiction
Science Fiction is a fascinating and unique genre that takes the elements of real life, such as technology, and creatively builds upon those ideas. It is amazing that the stories of flight and underwater exploration could be credited with their inventions, “Good science fiction is entertaining, addictive, and inevitably thought provoking” (214).
Science Fiction was broken down into stories that project scientific principles, utopian and dystopian societies, survival of environmental catastrophes, and the combination of science fiction and fantasy. These subgenres all offer different flavor of what science fiction has to offer. The biggest difference between science fiction and fantasy is that science fiction is plausible. There is an explanation given for why something extraordinary can take place.
What to look for
The way to evaluate a good science fiction or fantasy work of literature is pretty close to how to evaluate any work of literature. First, look at the elements of literature and see how they work with the framework that is laid out by the author. Then see how the characters interact with the environment and rules that are put into place. By asking if the elements of the story are “convincing, consistent, and well developed” a sense of the quality of the literature can be determined (210).
The textbook had a great idea for a lesson for teachers. You have students embellish their own fairytale by finding unanswered questions in the story and asking them “what do you think/wish would happen next?” This gets students thinking and promotes creativity in the classroom.
It is very important to include books like these in the classroom. Teachers need to allow children to go to a world that is not in this one. Fantasy and science fiction really makes the phrase “Escape with a good book” meaningful. Our everyday world is at times quite predictable and mundane.
I enjoy seeing the excitement brewing in students when they cherish these types of stories. I have noticed a different passion for these genres than for any other type of books. Encourage young learners to use their imagination — to think about what could never be — and to imagine what has the potential to be.