She wasn't the kind of girl to attempt a makeover.

In the world of sarcastic teens, Frankie Landau-Banks is queen, but she's determined to be king.

In The Disreputable History of Frankie Landau-Banks, Frankie is a student at a prestigious boarding school, Alabaster Prep. Her newly filled-out shirt negates her sophomore status; she gains the attentions of Matthew Livingston, a senior. After they begin dating, Frankie discovers that Matthew is a member of a secret society called "the Loyal Order of the Basset Hounds," a once "respected" group of male pranksters. Angered by patriarchy and eager to prove herself, she creates a little prank of her own.

The message behind this book is clear--women are equal to men.

One aspect I feel is particularly unique is the recognition of differences between men and women; it separates the idea that women can only be equal to men if they are exactly the same. Frankie embraces her femininity while asserting her voice, while plotting and planning and scheming, while hoping for a better salad bar. Her introduction may seem as though she's taking the fall for these boys when in fact, she's taking the credit.

The message behind this book is clear--women do not have to act like men in order to be equal to men.

I've decided that, for the purposes of my Adolescent in American Literature class, I need to look at these books through a lens of thematic content more than syntactic content. My preferences are very particular, and viewing these books through such a limited perspective prohibits my ability to grant them merit, which is not fair to the authors or the readers or the characters for that matter.

The message behind this book is clear, and that's what makes it worth reading.

But you...you shall be encumbered with your own past, hm?

As a part of my Adolescent in American Literature class, we are reading various sub-genres within the genre of YA lit in order to better familiarize ourselves with the many types of books available to our future students as well as lessen the stigma of a "young adult" label. So far, we've read a YA novel of our choice (Harry Potter and the Prisoner of Azkaban), a "classic" YA novel of our choice (The Chocolate War), a realistic YA novel (Looking for Alaska), an author-specific novel (John Green, An Abundance of Katherines), a dystopian YA novel (The Hunger Games) and now, a historical fiction YA novel, The Astonishing Life of Octavian Nothing by M. T. Anderson.

Octavian leads the life of a prince--silk clothes, an education in the classics and the arts--but this son of an African once-princess is far from royalty. After having his curiousities aroused by the comments of a servant in "his" household, Octavian opens the "forbidden door," and discovers how limited his freedom really is. This psychological devestation, however, teaches Octavian more than he could ever have hoped to learn in his childhood home with the philosophers; he realizes the injustices in the world and goes off to fight them.

Stylistically, the author pays tribute to the time period, which I fully apprecite. I love the phrasing of Octavian's thoughts, the constant near-beat of the word. It's almost as though his mother's description of their native tongue as song rather than speech impacts the voice of Octavian, even before he has had that conversation with his mother. In short, I very much enjoy it.

Additionally, the novel has historical documents throughout, adding to the realism of Octavian's plight and, therefore, to the connection the audience feels with the protagonist. If students form a more personal connection with the narrator(s), they have more inspiration for completing the assignment regardless of the difficulty level. Yes, a student is less inclined to read anything they find too difficult, but I know that's one way I grew as a reader.

I fully support this book being taught in a classroom. It's a great pairing novel for English OR History.

Of the "star-crossed lovers" from District 12

I must confess--I'm quite behind on these blog posts (as far as class is concerned). Several weeks ago, we read a highly lauded dystopian novel called The Hunger Games.

The Hunger Games is about two young adults from District 12 of Panem, Katniss Everdeen and Peeta Mellark, who are chosen to compete in one of the most popular competitions of their time--the hunger games. All twelve districts of Panem send a male and a female tribute (age twelve to eighteen) to the Capitol for the games; all twelve districts watch with bated breath. The game, you see, is survival, and the sole winner receives the prize--life. Without intention, Katniss and Peeta change the role of this game and perhaps even the Capitol itself.

Suzanne Collins (author, The Hunger Games) is not the first to tell this story, nor will she be the last. The first tale of sacrificial youth dates back to the ancient Greeks with the story of Theseus. The story has been simplified for children, intensified for adults and, in The Hunger Games, reimagined for teenagers.

Though the writing style is simple, the overarching theme of the book is far more complicated. Hidden among the unique post-apocalyptic world of fights to the death and teenage romance you'll find stimulating discussion points concerning the human animal, the abuse of political power and socioeconomic stratification. Because of the simplicity mentioned earlier, this novel can be taught as a modernization of any of its many precursors (preferably relating to Greek mythology) without providing undue stress on students.

The "YA Lit" Aspects of My Blog

Essentially, I started this blog to simply review books. I didn't have any particular audience in mind; I just wanted a way to showcase my opinions on literature in general as well as in specific contexts (by reviewing individual books). I want to review every book I read, so I decided to use this blog to post my entries for my new class, "The Adolescent in American Literature." I don't want to change the integrity of my blog, but I don't want to start a new blog either.

One requirement of my class blog is that I define my audience. I write each entry with future teachers in mind, but I don't want to limit it to that. I try to acknowledge the aspects of the books that I look for as a future teacher while infusing my own opinions about the books (considering it is my blog, after all). I feel like if I were to try to sell each book regardless of how I felt about it, I would be sacrificing my integrity as a reader and a writer. It won't be my job to sell books; it will be my job to teach them. As a teacher, I will keep my negative opinions of any books my students read to myself, but a personal blog is the venue for my opinions.

Teachers or future teachers who disagree with my opinions do not have to read my blog, but I think that future teachers with similar opinions to mine will find these reviews helpful. Though I do elaborate on my feelings on a book, I note the difference between a book which deserves appreciation and one that seems is too "simple" (for lack of a better term) for classroom instruction.