Goosebumps Horrorland #7: My Friends Call Me Monster, by R. L. Stine

Goosebumps Horrorland #7: My Friends Call Me Monster, by R. L. Stine. New York: Scholastic Inc., 2009. 138 pp. ISBN-13: 9780439918756


“I hid the dog whistle under my desk. She hadn’t seen me blow it. She had no idea what a mechanical genius Michael Munroe is. Yeah, I’m real good with tech stuff. People don’t expect it, because I’m Monster, the big hulk of a dude who is always getting into trouble.” p. 10

Reader's Annotation
Well, it’s certainly been a strange couple of days for Michael Munroe…seeing his teacher sitting happily on top of a giant egg, and then the cold strange way she stared at him at school the next day. Somehow, he’s got to get back in her house and see what hatches out of that egg!

About the Author
R. L. Stine was born in Columbus, Ohio in 1943. At the age of nine, when he discovered a typewriter in the attic, he took it down into his room, and began typing stories and joke books. After graduating Ohio State University, he began writing humor books for kids. In 1986, he made the switch to horror novels. He is the author of the Fear Street and Goosebumps series, and his most recent series are Rotten School and Goosebumps Horrorland. Stine lives in New York City with his wife, Jane, and his dog, Minnie. His son, Matthew, is a composer.

Genre
Horror

Reading Level/Interest Age
9-11 years

Plot Summary
This book contains two stories. In the first, My Friends Call Me Monster, middle-school student Michael “Monster” Munroe and his friends Daisy and DeWayne sneak into the house of their teacher, Mrs. Hardesty, and happen to see her sitting on top of an enormous egg. Michael later slips back into her house in time to see a scaly green clawed monster hatch, and overhear her telling several other monsters that they will soon take over the world. Determined to stop her plan, he returns again to her house, but she unfortunately she sees him, and force-feeds him some scrambled monster eggs. To Michael’s complete horror, he then turns into a monster! Michael must figure out a way to escape, not only from her house, but also from the other monsters with whom he finds himself imprisoned in the basement. And then there’s the matter of preventing monster world domination!

The second story, Enter Horrorland, is shorter, and is one installment in a series that takes place in the Horrorland theme park. The same tween, Michael, is the protagonist of this installment, and he and other tweens are roaming the park, searching for a way to escape. They soon find themselves in a room with caged half-man half-ape creatures, one of which grabs one of the boys. They luckily escape this area, and Michael goes on to Goodbye Land alone, hoping to find an exit from the park. While there, at a park employee’s coaxing, he walks through a mirror. But he doesn’t then find himself back in the outside world…but in the possibly more dangerous Panic Park!

Series Note
This novel is part of the Goosebumps Horrorland series, of which there are twelve titles.

Critical Evaluation
These are actually the first two horror stories I have ever read voluntarily (had to read some disturbing classic stories in high school…in a mandatory reading course whose theme was actually “death”), either for children or adults. I have always avoided horror novels, as horror movies scare me. But I am happy to say I survived R. L. Stine! I actually found the first story, My Friends Call Me Monster, more gross than scary, and quite enjoyable in its well-paced back-to-back strange revelations. I found that I was curious myself to uncover the mystery surrounding Mrs. Hardesty. And I like the way that Stine dropped hints early on regarding Mr. Wong, as well as the surprising related plot twists in the story’s final scenes. I would have liked to get to know the character of Michael better...he is intriguing, as he has trouble at times controlling his temper, and also made a comment early on about being a little misunderstood. The second story, Enter Horrorland, I actually did find a bit scary at moments. I think this was due to the knowledge that the tweens had already been trapped in the park for at least 24 hours, and escape did not seem imminent. Also, in this story, it was more uncertain who could be trusted, and the tone was a bit darker, more psychological. But I would recommend both stories to tweens who enjoy horror: suspense and lots of action, and a few chills…without nightmares later.

Booktalking Ideas
• Give a character booktalk as Michael Munroe, expressing the thoughts running through his head as he watches Mrs. Hardesty hatch the monster egg.
• Give an episode booktalk about Michael being trapped with the monsters in the basement.

Curriculum Ideas
• Literature: Read aloud to the class some stories from other countries and time periods about monsters. Students then brainstorm to figure out what it is about monsters that makes them so frightening…what are the qualities that most monsters have in common?
• Art/Ecology: Drawing on the dumpster and monster scenes in the novel, students repurpose metal, cardboard, plastic, and other trash from home into sculptures of monsters.

Potential Challenge Issues & Defense
I do not foresee any challenges to this book, but if any were to arise, the following steps could be taken in defense:
• Become familiar enough with the book’s content to promote its literary merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
Despite my fear of horror novels, considering R. L. Stine’s mega-popularity, I thought it high time to read him in the name of library science. :)

Teens in Peru (Global Connections Series), by Sandy Donovan

Teens in Peru (Global Connections Series), by Sandy Donovan. Minneapolis, Minnesota: Compass Point Books, 2009. 96 pp. ISBN-13: 9780756538521


“In one part of Lima, a well-dressed teenager might spend his after-school hours…preparing for when he will enter the family business. Just blocks away, another teen may spend her days…scouring the streets for potentially valuable trash….She cannot take time off to attend school full time in the hope of getting a better job someday.” p. 61

Reader's Annotation
Ever wonder what teens in another part of the world do after school, or for fun on the weekend? Or what they like to eat, or what their family life and homes are like? Open up a Global Connections book and find out!

About the Author
Sandy Donovan has an undergraduate degree in political science and journalism, and a master’s degree in labor policy. She has worked as a reporter, editor, and Web developer, as well as authored several books for children. She lives in Minneapolis with her family.

Genre
Nonfiction: social conditions, geography

Reading Level/Interest Age
12-14 years

Content Summary
Donovan begins with a brief introduction to the lives of teens in Peru, noting the very different experiences of those from poor families who live in the rural highlands or in shantytowns in coastal cities, and those from upper-income families who often live in cities and attend private schools. She notes that teens make up a full one-third of the Peruvian population, and that the median age in Peru is 25. Donovan divides her text into six chapters. In her chapter on schooling, she highlights that while 77% of children attend school through age 16, the quality of the school facility is quite different in rural and urban settings. In the next chapter, on housing and diet, she mentions that 95% of urban teens live in shantytowns or slums. In her chapter on friendship and family life, she describes the various ethnic groups in Peru: indigenous groups like the Quechua, mestizos of mixed Spanish and indigenous ancestry, and the descendants of the Spanish conquistadores. On the chapter on celebrations, she discusses Inti Raymi, or the Inca Festival of the Sun; Catholic holidays; and the quinceañero (spelled instead with a final “a” in many other countries) for one’s 15th birthday. In her chapter on work, Donovan discusses the prevalence of child labor. Finally, in her chapter on leisure activities, she contrasts the fact that rural teens often attend community events with their families for fun, while wealthy urban teens are more likely to have the freedom and funds to hang out at the beaches or nightclubs with their friends.

Series Note
To date, there are at least 29 books in the Global Connections series, each focusing on the lives of teens in a specific country.

Critical Evaluation
I think what I like most about this book is the stories that the photos tell. Many are of the quality that one would find in National Geographic, showing the Peruvian people in everyday settings at school, work, and leisure. The often very stark contrast between the lives of the minority of wealthier teens and the overwhelming majority of poorer teens is clear in these images, one notable example being an image of teens picking through garbage shown next to one of a group of teens strolling downtown with a digital camera (pp. 48-49). I think Donovan does quite a good job in the text of presenting each topic as thoroughly as she can in the short space she has, complete with corresponding statistics, and pronunciation guides. However, I felt that her introduction and conclusion sections were too short, and thus a bit too general in their statements. In fact, I think the Global Connections book series, as great as it is, could be even better if the length of each book were to be doubled in order to address the topic in an even more substantial way. I don’t think this would be off-putting to young teens, as I feel that most would view these books -- even at their present length -- as a reference source which they would not read cover-to-cover anyway, and would still be drawn in by the amazing photos. I appreciated the fact that the book includes a couple pages of key population, economic, and other facts about Peru; a timeline of Peruvian history; a glossary; and a list of a few related nonfiction and fiction titles and a link to Web resources.

Booktalking Ideas
• Talk about the vastly different lifestyles of Peruvian teens from different socioeconomic groups, showing images from the book which illustrate this.
• Talk about what teens do for fun in Peru.

Curriculum Ideas
• Literature: Donovan suggests some fiction titles related to Peru. Students can read one of these or select another, and discuss it informally in class.
• Language Arts: In the spirit of this series’ goal of connecting teens to their peers in other countries, teens can establish pen-pal correspondence with a classroom in Peru if possible. This may be aided by the fact that the Peruvian government is purchasing inexpensive laptops for schoolchildren, and I believe providing Internet connection.

Potential Challenge Issue & Defense
I do not foresee any challenges to this book, but if any were to arise, the following steps could be taken in defense:
• Become familiar enough with the book’s content to promote its literary merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
This book is very current, and when I was a young teen myself, I was much more interested in the lives of teens in other countries, than adults. I had also read favorable reviews of the series.

Cracker!: The Best Dog in Vietnam [sound recording], by Cynthia Kadohata

Cracker!: The Best Dog in Vietnam [sound recording], by Cynthia Kadohata. Read by Kimberly Farr. New York: Random House/Listening Library, 2007. 6 CDs/7 hrs., 32 min. ISBN-13: 9780739348567


“…she’d felt something out there in the bush today….She felt like she was herself. That was strange, because ‘herself’ really loved lying in a soft bed. But out there, searching for something she knew was important to Rick, and somehow also important to her, she was herself.” p. 122 in print version

Reader's Annotation
Why has she been taken from Willie, where is she now, and what is it that this guy who keeps coming to her kennel and calling himself “Rick” wants? Cracker doesn’t know the answer to any of these questions, but she’s sure of one thing: Rick’s got to prove himself before she will do anything for him.

About the Author
Cynthia Kadohata was born in Chicago in 1956. Her family then moved to Georgia, then Arkansas, where they lived until Kadohata was nine years old. She earned her B.A. in journalism from the University of Southern California and has completed graduate coursework. The first story she ever wrote, still unpublished, was about a planet inhabited by one-legged ducks. She has now written seven novels, including 2005 Newbery-winner Kira-Kira. She lives in Los Angeles with her son and her Doberman, and loves road trips across the U.S., feeling that this is an important source of inspiration for her writing.

Genre
Realistic Fiction

Listening Level/Interest Age
12-14 years

Plot Summary
Cracker, a German shepherd, had a rough time early in life, but when caring 11-year-old Willie and his family adopted her, she learned to trust again. Unfortunately, Willie’s family soon has to move into a new building that does now allow dogs. So, based on an advertisement that Willie saw in the newspaper, it is decided that Cracker will become a scout dog for the U.S. Army in Vietnam. Once in military training, it takes Cracker some time to decide whether she likes Rick Hanski, the seventeen-year-old new guy who has been assigned to be her handler. She’s got to be sure that he is someone worthy of her respect, and more importantly, her trust. For his part, Rick, labeled as a “generalist” by a teacher at school, feels a keen desire to prove himself and excel at something. The thought of taking over the family hardware store does not appeal to him, and so he decides to join the army, where he plans to “whip the world”. It’s not easy at first in training, as Cracker does not initially feel like doing this stranger Rick’s bidding. But as she senses his growing love and commitment to her, she experiences a dramatic change. She increasingly finds that she loves to please him and also to be “important” with him as a team more than anything else. Rick and Cracker become one of the best dog and handler teams in training. But Vietnam is another thing entirely. There, Cracker and Rick are going to have to work as one, as the lives of the hundreds of men which the two will lead “on point” on various missions -- sniffing out bombs, booby traps, and the enemy – will depend on it. Are they up to the challenge?

Critical Evaluation
This is a thoroughly enjoyable novel that I cannot recommend highly enough, told as it is through the viewpoints of both Rick and his dog, Cracker. Although I do not have any knowledge of dog psychology or biology, I had a dog once myself -- and Cracker’s feelings and motivations appear so true-to-life, reflecting dogs’ innate instincts, along with their desire to please their humans and receive praise and affection from them. Cracker is an extremely likeable character, but she is not romanticized. Rick is a character with whom many will identify, with his great and confident plans of huge achievement balanced by a little self-doubt. While Kadohata keeps the action moving along, she allows us inside Rick’s head and we are privy to his honest thoughts. Although the novel’s vocabulary level is appropriate for 9-11 year olds, the necessary inclusion of serious subjects such as armed warfare and death make the story more meaningful for 12-14+ year-olds. Kimberly Farr’s reading of this audio version is superb and expressive, perfectly paced so that you don’t miss a word or any nuances of meaning. She verbally echoes the distinct personalities of Rick and Cracker that Kadohata has created. Kadohata conducted extensive research for this novel, interviewing many who served the military in Vietnam and having them later check her manuscript for accuracy: several dog handlers, a veterinary technician, and Special Forces and medical personnel. This novel is a must-read for so many reasons: those literary and historical, as well as for the insight it provides into the military wartime experience.

Booktalking Ideas
• Give a character booktalk as Cracker, as she meets Rick for the first time.
• Give a character booktalk as Rick, as he arrives in Vietnam.

Curriculum Ideas
• History: U.S. military dogs are thought to have saved at least 10,000 lives in Vietnam. Students can research the history of these dogs and their handlers, or other instances in which animals have served alongside people in military or other missions, and present short oral reports to the class.
• History: Students interview a local veteran about their military service, and create a multimedia electronic report, possibly including interview video clips, photos of the military service, etc.

Potential Challenge Issue & Defense
Warfare violence, smoking:
• Become familiar enough with the book’s content to promote its literary merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
I loved the idea of a story being told from both a dog and his human’s points of view.

Salt Water Taffy: The Seaside Adventures of Jack and Benny, Vol. 1: The Legend of Old Salty [graphic novel], by Matthew Loux

Salt Water Taffy: The Seaside Adventures of Jack and Benny, Vol. 1: The Legend of Old Salty [graphic novel], by Matthew Loux. Portland, OR: Oni Press, 2008. 96 pp. ISBN-13: 9781932664942


“Angus: Have you boys heard of the legendary sea monster of Chowder Bay?....She goes by the name of ‘Old Salty.’ Some say she’s lived in Chowder Bay for thousands of years! They say she carved out the bay with her two monstrous claws during the mesolithic age.” p. 34

Reader's Annotation
A whole summer in Maine without TV is not Jack’s idea of a good time…until he and his little brother Benny meet Angus, who warns them about “Old Salty,” the monster who lurks just off the shore.

About the Author
Matthew Loux grew up in eastern Connecticut, vacationing often along the New England coastline. He attended college at the School of Visual Arts in New York City, and now lives in Brooklyn. He is the creator of Sidescrollers, one of ALA’s and YALSA’s “Top 10 Great Graphic Novels for Teens”.

Genre
Adventure, Comedy

Reading Level/Interest Age
9-11 years

Plot Summary
Brothers Jack and Benny, eleven and eight years old respectively, along with their mom and dad, are going to spend the summer at Chowder Bay, a quiet little town on the coast of Maine. Jack is very unhappy about the thought of a summer without TV, but Benny is looking forward to the new experience. To Jack’s further disgust, the family’s first stop in town is a shop selling this awful-looking candy called taffy. But when he tastes it, he is instantly hooked. Once the family is settled in their vacation house, the brothers meet Angus O’Neil, who mentions that there is a sea monster living in the bay. Angus had a previous tussle with the monster, a huge lobster called “Old Salty,” and has been trying to get a good photograph of her since. Suddenly, the summer is filled with excitement for the boys. When the taffy shop is later robbed, the intrigue deepens. Who would do such a thing? And why does the state investigator sent to solve the crime look so unusual? Solving this mystery and preventing further candy theft will require Angus and the boys to keep their eyes open and remain alert…and perhaps even encourage a small rebellion.

Series Note
Subsequent titles in this series include Vol. 2: A Climb Up Mt. Barnabas (2008) and Vol. 3: The Truth About Dr. True (2009).

Critical Evaluation
This funny and action-filled story moves along at a fast pace, and is really a short gem. In black and white drawings, Loux conveys the characters' emotions with just enough detail, but not so much that it takes away from the plot. I liked the fact that a page or two of action without dialogue sometimes appears, this provided a nice balance. Jack and Benny have distinct personalities, and each has a chance to shine. There are a couple surprising plot twists toward the end, which leave the reader wondering what will happen in the next installment of this quarterly series. I found myself smiling throughout the story, and laughing out loud at many scenes, especially those involving the smaller lobsters’ social interactions. And I did not predict the outcome of the mystery surrounding the state investigator…very inventive! I highly recommend this graphic novel for its humor and energy, and its focus on making one’s own fun in any circumstance.

Booktalking Ideas
• Show and read some of the scenes involving Jack and Benny’s sightings of mysterious dark figures.
• Give a character booktalk as Jack, deciding that the vacation just might be exciting after all.

Curriculum Ideas
• Literature: Students find and share with the class other stories or folktales involving legendary creatures.
• Art/Literature: As a class, students create a graphic short story in turns, each student viewing only the cells/pictures of the student who contributed just before them, before they continue the story with their own cells. At the end, all cells will be put together for all to enjoy.

Potential Challenge Issue & Defense
I do not foresee any challenges to this book, but if any were to arise, the following steps could be taken in defense:
• Become familiar enough with the book’s content to promote its literary merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
A classmate recommended this graphic novel during her group genre presentation, and I thought it sounded great!

Secrets, Lies, Gizmos, and Spies: A History of Spies and Espionage, by Janet Wyman Coleman with the International Spy Museum

Secrets, Lies, Gizmos, and Spies: A History of Spies and Espionage, by Janet Wyman Coleman with the International Spy Museum. New York: Abrams Books for Young Readers, 2006. 113 pp. ISBN-13: 9780810957565


“The imagination is crucial to all aspects of espionage, including ‘hiding places’…. Confederate spy Betty Duvall carried dispatches coiled in her hair. During World War II, members of the French resistance put intelligence inside the handlebars of their bicycles.” p. 44

Reader's Annotation
If you’ve got a camera in your pen, secret plans in the soles of your shoes, and know that the word “babysitter” really means “bodyguard”, then you might be a spy. But if not, and you want to learn about the history of spies and spying -- including their codes, gadgets, and daring missions -- then you’ve come to the right place.

About the Authors
In addition to this book, Janet Wyman Coleman has also written the award-winning Baseball for Everyone: Stories from the Great Game, as well as Famous Bears and Friends and Fast Eddie. She lives near Boston, Massachusetts. The International Spy Museum in Washington, D.C. is the only public museum in the United States dedicated solely to international espionage, and contains the largest collection of related artifacts ever displayed publicly. The museum has many interactive exhibits and programs for adults and children, and its Web site presents a monthly podcast, resources for educators, games, and much additional information.

Genre
Nonfiction: espionage, history

Reading Level/Interest Age
12-14 yrs.

Content Summary
This book gives a historical overview of espionage all over the world, yet focuses more on American-related spying in its discussion of the twentieth century. It is broken into themed sections, which start with key espionage terminology and a timeline of the world history of espionage and other events involving secrecy from 1800 B.C. to 2005 A.D. Covered next are disguises and covers, bugging and secret transmission of information, cameras, and code-makers and code-breakers. Following this are sections on misinformation and propaganda, clandestine operations, spying based under the ground, weapons and detection devices, and tools of interrogation and spies’ responses. The final sections of the book detail spy blunders, female spies, celebrities and writers who became spies, and fictional spies in literature and on the screen. Throughout these sections we are introduced to the espionage-related or secret work of figures such as Virginia Hall, George Washington, Harriet Tubman, Elizabeth Van Lew, Eli Cohen, W. Somerset Maugham, and others. Many fascinating facts are also included throughout the text, e.g., the very successful camera-toting pigeons used in WWI; information on how spying helped the Americans defeat the larger British force in the American Revolution; and how in the 1970s, fugitive Canadian diplomats were disguised by the CIA as a flamboyant Hollywood film crew in order to get them safely out of Iran, just to name a sampling.

Critical Evaluation
This book is literally packed with facts, and is presented extremely attractively, with the background of each topic section in a different bold color. The color coding is very helpful, especially given that the book contains no index or table of contents, very surprising for a nonfiction book. The book is large, measuring over 10 x 8 inches, lending itself well to its display of large detailed images of spy equipment, encoded notes, historical images, portraits, and many other pictures. The text is easy to read and flows well, and interesting quotes from espionage figures are used effectively to enhance the narrative. I was glad to see that women's role in international espionage is included in such detail, something which is lacking in many historical texts. Overall, this an informative and often very entertaining read. I learned quite a bit about espionage that I had not known before, and would recommend this book as an interesting introduction to the topic for tweens through adults.

Booktalking Ideas
• Talk about some of the innovative gadgets and hiding places that spies have used over the years.
• Talk about some of the espionage blunders which have occurred throughout history.

Curriculum Ideas
• Critical Thinking: Students break into groups and create coded messages, which other groups then try to crack. Here are some code-making resources from the Texas State Library .
• History: Students study how secrecy and espionage changed history by aiding American figures such as Harriet Tubman, and groups such as the Culpeper Spy Ring.

Potential Challenge Issues & Defense
Violence used in espionage:
• Become familiar enough with the book’s content to promote its merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
I first learned of the International Spy Museum during my research for another class project, and was quite impressed with their programs and Web site. When I learned of their connection with this book, I knew I had to check it out.

Fantastic Mr. Fox, by Wes Anderson & Noah Baumbach (based on the book by Roald Dahl)

Fantastic Mr. Fox. Screenplay by Wes Anderson & Noah Baumbach, based on the book by Roald Dahl. Directed by Wes Anderson. Fox Studios, 2009. 87 minutes. Rated PG.



“ Mrs. Fox [to her son]: You’re different. We all are, him [Mr. Fox] especially. But there’s something kind of fantastic about that, isn’t there?”

Viewer's Annotation
Mr. Fox, formerly a chicken thief and now a respectable newspaper columnist, wants to have just one more adventure by stealing from the nasty farmers Boggis, Bunce, and Bean. But the farmers retaliate, creating unforeseen consequences. Will Mr. Fox be able to redeem himself and save his family and friends’ very lives before it’s too late?

About the Author & Screenwriters
Roald Dahl was born in Wales to Norwegian parents in 1916. Dahl remembered his mother as a great storyteller, and his father kept a diary, as Dahl himself did from age eight. Dahl began writing professionally in 1942, about World War II. He wrote for both adults and children, authoring over 40 books and over 60 short stories. When he passed away in 1990, he was in the middle of writing three books.

A Houston, Texas native, Wes Anderson loved filmmaking and performance as a child, shooting movies and staging school plays. He majored in philosophy at the University of Texas, where he became friends with classmate Owen Wilson. The two co-wrote the short film Bottle Rocket after college. Anderson has also co-written and/or directed films such as Rushmore, The Royal Tenenbaums, and The Darjeeling Limited.

Noah Baumbach, who is from New York, made his writing and directing debut at age 26 with Kicking and Screaming. He also wrote The Squid and the Whale and Margot at the Wedding, and has co-written with Wes Anderson before. He and his wife, Jennifer Jason Leigh, are expecting their first child in March 2010.

Genre
Fantasy, Comedy, Action

Interest Age
9-11+ years

Plot Summary
Mr. Fox is a newspaper columnist living happily, if not opulently, with his wife, Mrs. Fox, and son, Ash, in an underground home. When Mr. Fox decides that he’d like to move his family into a house with a view, he chooses a beech tree close to the farms of Boggis, Bunce, and Bean. A former chicken-thief, Mr. Fox would love to have just one more adventure in this arena. Thus he and his friend Kylie the possum pull off three successful raids. Meanwhile, Ash is feeling very jealous of his cousin, Kristofferson, who is staying temporarily with the Fox family. Kristofferson excels at everything, including martial arts, team sports, and academics. Ash on the other hand, tries his best, but does not yet possess Kristofferson’s maturity or mastery. But life becomes difficult for all when the farmers decide to try to kill Mr. Fox, only succeeding in getting his tail. The farmers' continued pursuit drives the Fox family underground, where they realize that Mr. Fox’s actions have forced all the other animals underground too. To feed everyone, Mr. Fox tunnels into the farms and steals from them. The farmers ultimately pump cider into the animals’ new tunnel homes, forcing the animals into the sewer system. At this point, Ash and Kristofferson attempt to steal Mr. Fox’s tail back from the farmers. In this attempt, however, Kristofferson is captured. To get Kristofferson back, Mr. Fox proposes a meeting with the farmers. But when he realizes that their agreement to meet is a trap, Mr. Fox tries to convince the other animals that they must take dramatic action. But even if his creative plan is successful, there is still the issue of figuring out a way for his family and the other animals to survive indefinitely in the sewers.

Critical Evaluation
The lushly depicted world of this stop-motion animation film is engrossing from start to finish. The storylines mentioned above are expressed in an action-filled plot, balanced by domestic interaction and conflicts in the Fox household, along with a few moments of philosophical musings on the part of some of the characters. However, the tone of the movie is humorous and light throughout, even in the animals’ darkest hours. Each animal has a distinct personality, but Mr. Fox is the most developed character. He is intelligent, calm yet gregarious, and up for adventure. In conversation, he notes in a couple instances that he will always have fox characteristics and instincts, and this is clearly shown in the way he tears into his food and how a verbal argument with his friend Badger turns into snarling and waving of paws. Mr. Fox comes to the realization at one point that some of his actions are motivated by his need for everyone to think he's “fantastic”. Tweens will identify with Mr. Fox’s son, Ash, as he navigates his way through what appears to be middle or high school, and is not yet seen by his dad as competent enough to help him in his chicken-stealing escapades. Ash’s hurt feelings over the presence of his cousin Kristofferson in his household and his desire to outshine Kristofferson mirror the emotions that a human tween or young teen would go through in a similar situation. A major theme of the movie is that each of us, like Mr. Fox and his penchant for chicken-stealing, has a basic nature or urges that will always be a part of us. The trick is to fulfill our individual desires in a way that does not negatively affect our family and friends, or the community. The importance of recognizing and celebrating the differences and strengths of each individual is an additional theme.

Talking Up The Film
• Give a character booktalk as Ash, focusing on his jealousy of the multi-talented Kristofferson.
• Give a character booktalk as Mrs. Fox, giving her perspective on Mr. Fox’s chicken and cider-stealing.

Curriculum Ideas
• Literature: Students read the novel on which the movie is based, and compare the two.
• Science: Students research the traits of the animals depicted in the film, to see how they compare with the animals' personalities in the film.

Potential Challenge Issues & Defense
Alcohol consumption, violence:
• Become familiar enough with the film’s content to promote its merits.
• Refer to library’s collection development policy.
• Refer to movie reviews from authoritative sources.
• Obtain movie reviews from tweens who have seen it.

Why I Chose This Movie
I have always loved Roald Dahl, and as the novel Fantastic Mr. Fox is a good pick for ages 9-11 (and as Wes Anderson also co-wrote The Royal Tenenbaums, one of my favorite films of all time), I ran to the theater to see the FMF movie!

Wonderland [graphic novel], written by Tommy Kovac and illustrated by Sonny Liew

Wonderland, written by Tommy Kovac and illustrated by Sonny Liew. New York: Disney Press, 2008. 160 pp. ISBN-13: 97814423104513


“Mary Ann: Well, with her [Alice] and her sharp tongue being gone, they seem to want me to be some sort of rebel leader, and steal the crown away from the Queen of Hearts. I don’t know what they see – it’s just nonsense. A serving girl like me… White Rabbit: Oh, Mary Ann, I think you’d be delightful at rebellion! It would be so orderly and tidy.” p. 124

Reader's Annotation
Mary Ann is spending her days as dutiful housemaid to the White Rabbit. And when the Queen of Spades comes along and claims her as her own servant, she meekly agrees. But the small forest animals believe that Mary Ann is destined to lead an uprising against the royals…will Mary Ann ever believe in herself?

About the Writer & Illustrator
Writer Tommy Kovac is an avid reader who works at a library and has worked at several others previously. Per his Web site, he has no formal art or writing training, but has been writing and illustrating comics and graphic novels since 1999, including Stitch, Skelebunnies, and Autumn. He is also co-creator of an indie zine, Library Bonnet. He lives in Orange County, California, with his husband, Anthony, and their dog, Mr. Scoots. Illustrator Sonny Liew is also a comic artist who has been nominated for several Eisner Awards. He has worked on My Faith In Frankie, Regifters, along with the Xeric-awarded Malinky Robot. He has also contributed to the comic anthologies Flight and 24Seven. He has additionally done concept work for MMORPG games. He lives in Singapore with his cat.

Reading Level/Interest Age
9-11 years

Plot Summary
Mary Ann, who was the White Rabbit’s housemaid in Alice in Wonderland, is our protagonist in this graphic novel. She is a hard-working young woman who is obsessed with cleanliness, and seems to believe that serving others is her place in life. She carries with her at all times Feather, a talking duster with the head of a bird. The Queen of Hearts is firmly in charge of Wonderland, where they all live, and is about to behead the Rabbit for his purported association with the “Alice Monster” who visited Wonderland earlier and spoke her mind. Mary Ann and the Rabbit thus run off and hide in the Tulgey Wood, where Mary Ann falls into a treacle well and meets the Queen of Spades, who proceeds to claim her as her own housemaid. Underconfident Mary Ann agrees. After the entire party escapes the well, a deer, Sir Edward the Tailor, plants a seed in Mary Ann’s mind when he asks her if she actually feels fulfilled by her line of work. Later, in the Looking Glass House, Mary Ann meets some small animals who tell her that they think she has it in her to lead a rebellion against the royals. Mary Ann reveals that she has had dreams in which she is the outspoken Alice. The group’s further adventures take them finally to the castle where the Queen of Spades is in the midst of overthrowing the Queen of Hearts in a chaotic scene. Mary Ann, with her innate cleanliness, is horrified by the disorder, and her talent for tidiness comes to the fore -- she decides to cut all the playing cards into little pieces to put an end to all the figurative game-playing once and for all. But when the throne is subsequently offered to her, what will the newly self-empowered Mary Ann choose as her destiny?

Critical Evaluation
This is a very inventive take on what a minor character of Alice in Wonderland’s life may be like. The story arc moves along at a good pace, with moments of reflection throughout, and characterization is quite satisfying -- each creature and human’s distinct personality is clearly and humorously shown in their expressions, words, and actions. The illustrations are bursting with beautiful and richly varied shades of blue, red, and pink, and capture the story’s action, hilarity, and moments of mayhem. There is not a large amount of text per page, but more than enough to tell the story in an engaging way, with many humorous asides to boot. The story contains a strong message that each of us is the master of our own destiny, and that if we don’t realize our innate strengths and take charge of our own lives, it is very likely that other people will. Mary Ann transforms from a young woman whose lack of confidence has trapped her in a cycle of near-slavery to the whims of others, to someone who recognizes that she has valuable talents and possesses the power to change her life and the world. By the end of the story, it is clear that the Rabbit now respects Mary Ann and sees her in an entirely different light, undoubtedly because she now respects herself.

Booktalking Ideas
• Give an episode booktalk about the scene in which the Queen of Hearts calls in the Rabbit to behead him for treason for supposedly consorting with Alice.
• Give a character booktalk as Mary Ann, as she contemplates the smaller forest animals’ proposal that she become their rebel leader.

Curriculum Ideas
• Art: Invite an illustrator to speak and provide drawing lessons, and students can then create their own mini-graphic novel together.
• Literature: Students read Alice in Wonderland and Through the Looking Glass, and compare their storylines and characterization with those of this graphic novel.

Potential Challenge Issues & Defense
Violence and hookah smoking, possibly:
• Become familiar enough with the book’s content to promote its literary merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
I saw it by chance when I was browsing the library recently, and loved the idea of a story focusing on a background character of a famous novel. I was also drawn in by the gorgeous artwork, and the black paint splattered over the cover title suggested the intriguing possibility that something was amiss in this fantasy world.