Harry Potter and the Chamber of Secrets

Posted on September 11, 2014 by Mrs.N

Harry Potter And The Chamber Of Secrets by J. K. Rowling

The second installment in the Harry Potter series already weighs heavier in my hands. Not even 50 pages longer than its predecessor, nonetheless, the hardcover version I’ve gotten out from the library is larger and more substantial.* The prior book left off on a lighter note, end of year celebrations, small victories over evil and of course, summer vacation. I’m curious to see how long it takes before the tone of this one darkens.

As it turns out, before he has even left the Dursleys’, Harry Potter is visited by a House Elf who bears dire warnings.  He urges Harry to stay home from school because he will be in mortal danger if he returns.  Of course, Harry doesn’t heed this warning (we wouldn’t have a book to read if he had) and of course, once he returns to school, all manner of evil-doings begin to unfold.

Nearly from the first, we are shown that racism will play a role in this book as some of the pure-blood wizards take issue with those born from Muggle (non-magical) families.  Ranging from Rowling-created epithets to death threats, the dangers faced by Muggles and Mudbloods (half-magical wizards and witches) are real.

In the first book, Malfoy is simply set up as Harry’s adversary, in Chamber of Secrets he begins to demonstrate exactly what being Harry’s arch-nemisis will entail.  Spoiler: Acting as his rich, powerful father’s eyes, ears and voice at school.  Interestingly enough, the Malfoys’ wealth and abuse of power are often cited, with Rowling seeming to connect money+power with corruption.

Unlike the first book, this one reads far more like a mystery.  There’s less of the happy boarding school fun and a lot more trying to figure out the source of danger and who will next be injured.  The danger is pretty real and Rowling does not protect your favorite characters as completely as some kids might hope.  As the book progresses, it becomes clear that the children are made to doubt adults whom they should be able to trust.  They also end up being not-so-subtly encouraged by adults to attempt to solve this incredibly dangerous mystery themselves. Which, you know, isn’t really as scary for the kids reading it as it might be for adults.  I can’t say that I’m thrilled with the message that if there’s danger you should probably try to handle it yourself because the adults you trust aren’t going to be able to do it.  As with Harry Potter and the Sorcerer’s Stone, the book comes to a climax with an epic battle between Harry and evil.  And as you might suspect, Harry survives to headline yet another book.  The mystery is revealed during this climax and it is fairly disturbing as a character (one we do care about) has been manipulated and shall I even say possessed? So in this case, there’s definitely a good guy who is being used to commit unspeakably evil acts.  That’s a pretty high degree of trauma there.

*I should note that my copy of Book Two is just as unassuming as the first, so my experience with the library copy is purely a quirk of publication. I’m not reviewing my own because I have the UK editions and am not entirely sure how they differ from the US editions.

Age Recommendation: In terms of difficulty this might be appropriate for very strong third and and fourth grade readers.  In terms of content, I’d lean more towards fourth to fifth grade readers.

Sex, Nudity, Dating – Various mom-aged witches get breathless and push each other to see a handsome wizard. A Weasley boy teases that his mother fancies the wizard.  Ginny Weasley stands up for Harry and Harry gets teased that she is his girlfriend.  A female student puts hearts on her schedule by classes taught by a handsome wizard.  There are more jokes about Ginny liking Harry.  Two boys venture into the girls’ toilet.  Hermoine seems to have a crush on a male teacher.  She sleeps with a card from him under her pillow. 46 Students send the teacher a valentine.  There’s talk of a Love Potion and of Entrancing Enchantments. There are plants called mandrakes that have some human qualities and it’s said that when they start moving into each other’s pots they must be mature.  A girl writes about a boy in her diary wondering if he’ll every like her. A ghost has a crush on a live boy.  Ginny walks in on her older brother kissing a girl.
Profanity – “shut up,” “git,” Ron “swore” after stubbing his toe,
Death, Violence and Gore –We are reminded that Lord Voldemort killed Harry’s parents but failed to kill Harry. Aunt Petunia tries to hit Harry in the head with a frying pan. Dobby the House Elf is prone to banging his head against things or things against his head and similar self-injury.  Uncle Vernon threatens to flay Harry.  Ridding an area of gnomes means picking them up and whirling them around by the feet and then throwing them.  Harry finds himself in a shop containing a withered hand, human bones, bloodstained cards and a hangman’s noose that has claimed 19 lives. Another shop has a display of shrunken heads.  Two fathers fight each other one ending up with a cut lip and another with an injured eye.  There is a car crash which injures Ron; a tree and a professor end up injured in this as well. A mandrake’s cry is fatal.  Harry hears a voice saying “let me rip you, let me tear you, let me kill you.” He hears it again saying “rip, tear, kill” and “time to kill” and yet again asking to “kill this time, rip and tear.” Nearly Headless Nick was hit in the neck 45 times with a blunt axe. A ghost has a deathday party.  A ghost knight has an arrow sticking out of his head.  Headless ghosts play sports using their heads as balls.  A cat is hung by her tail until she died.  The cat is subsequently examined to determine cause of death. As it turns out she’s not dead, which I suppose is a relief.  A ghost tried to kill herself but realized she was already dead.  A potions book contains an illustration of a man who had been turned inside out and a witch sprouting extra arms from her head.  Ron suggests knocking Malfoy off his broom. A dangerous heavy ball called a Bludger repeatedly tries to hit Harry, it succeeds in breaking his arm.  A professor removes the bones from Harry’s arm while trying to heal him.  Dobby irons his fingers as a punishment. He is flogged for letting a dinner burn.  Some people are turned to stone.  There is a fencing club for students.  A teacher is thrown against a wall during a duel.  A student receives an injury that causes bleeding.  Hermione is held in a headlock by another student.  Hagrid finds dead roosters.  A plan involves drugging two students and locking them up.  Someone died the last time the Chamber of Secrets was opened.  Someone wishes Hermoine would be killed – this occurs repeatedly. A boy’s mother died leaving him an orphan. There is reason to believe an adult the students like and trust is responsible for the death of someone.  The aforementioned mandrake plants, which seem to have some human qualities, will be chopped up to use for a cure. Two more students are petrified, including a main character.  An adult is taken, likely to prison, without evidence against him.  A beloved and trusted adult is removed from his post by adults who are looking to gain power.  Visitors are prohibited to the infirmary because there is a real chance that those afflicted with the petrification might be killed.   A boy needs to be held back from physically harming a classmate, whom he threatens to kill with his bare hands. Giant spiders capture students and a dog and one urges others to kill the students. A character is taken and believed dead.  While it is not a major character it is nonetheless a character about whom the main characters care deeply. The ground is littered with animal bones and skulls.  A teacher speculates that a child’s body has probably been horribly mangled.  He also proposes leaving two students to certain death.  It is repeated that Harry’s mother gave her life to save him.  A bird bites a dangerous creature, causing it to bleed.  Blood streams to the floor. Harry’s life is in danger as he faces off with a dangerous man and a dangerous creature.  A sword is plunged into an enemy beast killing it.  Harry is on the verge of death, his body pierced by the tooth of the creature.  A character is essentially possessed and caused to do great harm to others, include those the character cares about. An adult tells Harry he will meet the same fate as his parents.
Drugs, Alcohol and Smoking – The Dursleys pour drinks for their friends.
Frightening or Intense Things – The Dursleys’ treatment of Harry would be considered child abuse, particularly when they bar him in his room, regulate his bathroom usage.  There’s a Chamber of Secrets which when opened will allow someone to purge the school of all who are undeserving.  The students talk themselves into doing dangerous things, including stealing.  Harry’s possessions are searched and something has been stolen.
Slavery – well, so, the house elves are owned by masters who control their working of magic.  They are punished mercilessly when they make errors.  Dobby says he receives death threats multiple times a day.

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Starting with a Summary

Posted on September 10, 2014 by Mrs.N

Last time I warned you that understanding is more than just summarizing. But let’s back up.  Let’s talk about the basic summary, both in general and also in relation to the Harry Potter series.

As I mentioned before, many people check for understanding by asking a child “what’s going on in the story” or asking the child to “tell me about what you’ve read.”

Learning to summarize is a skill which not all children have mastered.

Some of my best readers did not start out innately knowing how to summarize.  Despite excellent understanding they long to give more detail – too much detail, starting way back at page one.  Or overwhelmed by what they think you’re looking for, they offer too little. So be forgiving and offer some guidance.

When dealing with long chapter books ask for the main events so far and ask for more detail about only the past chapter or two.

  • Children with a strong understanding of the book may still have trouble identifying just the main events, but it will give you a sense of their understanding based on how they respond.  You are looking for events that are actually critical to the plot and have already occurred.
  • Children who understand what they are reading should remember what they’ve read recently and be able to tell you about the past few chapters in more specific detail.  They should be able to answer your questions about what they share with you.

If your child or student is reading a Harry Potter book, and is not yet a teen, regular check ins with you should be part of the process.  If you talk about books with your kids it’s a great chance for conversation and an easy way for you to see how they’re doing with their reading.  If you’re a teacher, you should be checking in regularly as part of your reading time.  As teachers we can’t possibly read every book ever, but if you suspect a child is reading out of his or her depth, take a few minutes to skim a section so that you can ask relevant questions and know whether the answers you get are sufficient.

Beware the rereader!

  • It is only natural that a child will reach for the book when you start to ask questions.  It’s also a sign that they may not have the answers.  Watch to see if they flip purposefully towards a specific spot or if a desperate hunt appears to be in progress.
  • There is nothing wrong with rereading to bolster comprehension but a child who is reading a book of appropriate difficulty will not need to reread in order to answer every question.

Can you imagine trying to hunt for an answer in an 700+ page book?  I can’t!  And yet, I have seen students, amid “ers” and “ums” do exactly that.  Grab that giant book towards them and start flipping.

Did you see the movie?

  • Often students seem to be able to read difficult books because they have also watched the movie.  These students are usually able to give decent summaries, identifying main characters and events.
  • Watch for sequence.  If the reader is frequently talking about things they haven’t gotten to in the book, they are likely relying too much on their movie experience.
  • Readers that are relying on the movies may also give less weight or importance to characters or events that didn’t make the cut into the film. Pay attention to this as it serves as a warning signal.

I have often had students explain to me that they know what’s going on in Harry Potter because they have seen the movie.  While I agree that having seen a movie (especially multiple times) will give you a basic idea of the plot, it should not be a substitute for actually understanding what you are reading.

Be kind, but firm.

If you feel that the discussion of the basic plot of the story has revealed that a child just isn’t ready to read it, you may have to tell them to save the book for another time.  Try to remember that it can be frustrating and embarrassing to have to stop reading a book even if you are struggling.

If you are a parent:
If your only concern is about difficulty and not about content, talk to your child about saving the book and the enjoyment they will get out of it later. If you have an older child whom you feel will absolutely be okay with the content, consider offering up your services. Children get great value out of reading with their parents, so reading together as part of your daily or weekly routine may be away to allow them to continue the series without struggling with understanding.

If you are a teacher:
I’ll be honest. It was much, much easier for me to have a blanket rule in my third grade class no one is allowed to read Harry Potter for any school assignment. I only ever had one parent push back. I simply explained that a book of its length didn’t allow for the variety of genre and style that I wanted my students to explore (true) and that very long books often didn’t lend themselves to completing the type of assignments we were doing (also true).

But sometimes I wasn’t in my classroom. As a gifted education teacher I was often in other classrooms in my schools and teachers would sometimes ask me to conference with students to determine if they were comprehending Harry Potter. In those cases, I very frequently would be in the position of explaining to students that I didn’t think it was a good fit for them right now. I would explain the rule I had in my own room. I would emphasize (when relevant) that many students their age weren’t ready for Harry Potter. I would remind them that the book would still be their in the future. I would also very quietly remind them that just because someone else has “read” the book, does not mean that it was appropriate for them or that they understood it fully. And that we can never really know how other kids did with the book.   It’s important to reassure them that they aren’t the “only kid in the world” who can’t read Harry Potter right now.  And it’s equally important to reassure them that you have faith in them as a reader.

Have Faith

Children sometimes associate being a good reader with reading long heavy imposing texts. They might need reassurance from an outside source, like a parent or a teacher that they are good readers.  Find things to praise about children’s reading skills so that they don’t feel like they are a failure just because they can’t tackle one particular book right now.  Maybe your child reads with expression and makes the story come alive!  Make sure you tell your child that you’ve noticed and invite your child to read to you.  Maybe your child excels at coming up with good predictions about what might happen.  Point this out and ask your child to share how they did it!  Make sure your child knows that there are many skills necessary to being a good reader and that tackling a large number of pages has very little to do with it.

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How Hard is Too Hard – Grades 3-5

Posted on September 8, 2014 by Mrs.N

Usually I’m talking all content all the time!  Today I’m taking a break from that to talk to you about how to determine if the books your child is reading are actually too hard!

Before Reading:

A great resource for checking the reading level of book is http://www.scholastic.com/bookwizard/. While not all books are listed there, it does have many popular titles. If your child is in Grade 3, his or her teacher may be able to tell you your child’s Guided Reading Level or DRA score. Many scholastic titles will list this level and you can use this to help guide your child’s book selection.

Continue to check vocabulary prior to reading by having your child turn to a random page and read. If there are five or more words that your child does not know, it is likely that this book is too hard.  Make sure to ask your child the meaning of tricky words. Remember, pronunciation doesn’t always mean comprehension.  Definitely still count words that your child can decipher, if the deciphering requires prompting from you or significant effort on their part.  Imagine how much more slowly they would have to read to compensate for all of that work!  Think of how their fluency will be affected and how the flow of the book will be more difficult to follow.

During and After Reading:

Check how your child is feeling about the book. Sometimes when adults recommend a book (especially based on their own childhood favorites or experiences) you may hear the following complaints: “It’s boring.” “I don’t like it.”  Also, with a too challenging book a child may report that she has trouble paying attention to the story.  Don’t despair!  You can share these books with your child at a later date!

Teachers also spend time helping children recognize whether or not they’re understanding the story. You can check if your child is understanding by asking her to retell what she’s read in her own words. A reader who really understands will be able to give you a decent synopsis. Be wary if your child is quoting too much directly from the book (even if the book is not open). Some readers have excellent memories, and can give you sections verbatim without knowing what those sentences meant.

Understanding is more than just summarizing!

Summarizing or recalling details is one of the lower levels of understanding. Students should be able to make connections by comparing books to other books they’ve read. These connections should be on deeper levels rather than just on the surface. Students should be able to infer how characters are feeling even when the author doesn’t use the exact words for the emotions described. As students become more adept at understanding text they should be able to synthesize what they read and tell you about what lesson or idea the author is trying to communicate. They also should be able to recognize times when misconceptions they had were corrected. At the highest levels, students would be able to analyze the author’s use of literary techniques and their effectiveness.  Frequent and consistent practice of these higher level thinking skills is critical to success in the classroom and on state tests.

Other Factors:

Peer Pressure – When it comes to reading peer pressure can actually be negative!  I’m thrilled when students make recommendations to each other, but often students select books that are too hard for them based on what they know is popular or famous.  This is especially true in cases where a movie about a book has been released. The Harry Potter series, Rick Riordan’s Lightning Thief Series and the Hunger Games series have all gained enormous publicity and fame.  However they are often selected by readers who are not able to fully comprehend them or who are not prepared to deal with the content. Help your children stand up to this peer pressure by helping them make good choices for right now.

Pride – It can be really hard for an advanced reader to admit that a book is too hard.  They are often proud of their achievements and rightfully so! It is important that parents and teachers stress the importance of being able to admit when a book is best saved for later. Like us, kids want to be successful and often they will stick with a too hard book because they can’t bear the alternative.

Reading for School vs. Reading for Fun

Sometimes your child’s teacher will recommend that your child read a book for entertainment rather than as their school selection. Often teachers come to this decision based on conversations with your child about the text and on our their experience with the books in question.  Just because a book is not acceptable for in class or nightly school reading does not mean that your child cannot read it for fun. It is a sign that you may want to be available as a support for your child as they read the book and step in if you are seeing that the book is too challenging for home as well.

Books Will Always Be There!

I often try to remind my impatient readers that books will not go away. Just because a book is out of reach right now does not mean it will always be too hard. It will be right there on the shelf or in the library in a few months or in a few years. Waiting can be hard, but it is often worth it!

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Harry Potter and Sorcerer’s Stone

Posted on September 4, 2014 by Mrs.N

Harry Potter and the Sorcerer’s Stone by J.K. Rowling

As someone who genuinely loved reading the Harry Potter series, it’s strange to me sometimes to be such a strong advocate against it.  My problem is not with Harry Potter, nor J. K. Rowling, but in matching the series with the right audience.  Initially, as with all series, the books were released slowly: one a year for the early ones, and then sometimes two or three years between the later ones.  But unlike some series books where the hero ages only slightly or not at all, Harry himself grew a year older in each book, his experiences reflecting this coming of age.  The very first book, which I hold in my hands now, introduces us to a lost young boy on the brink of a marvelous journey of self-discovery and adventure.  It is about 300 pages long, with standard sized font for a chapter book and looks as innocuous as you’d expect from a magical middle grades novel. Unsurprisingly, it’s fantastic.  It draws readers in and makes them long to read the rest, to discover what excitement next awaits Harry.

The bulk of the book is fun adventures at Hogwarts, plenty of your usual boarding school mischief, but magical, with ghosts and extraordinary beasties and invisible cloaks.  But the undercurrent is quite dark. The beginning is not unlike any number of fairy tales, in which the hero has lost his parents and left in the care of some rather unsuitable and unloving guardians.  Then fortune steps in and introduces him to a world (and fate) beyond his wildest dreams.  So how is it unlike other tales of magic and adventure?  What is scary or dark about it?  Well, unlike most fairy tales, the evil that is responsible for Harry’s parents deaths, Voldemort, is present, still evil and unable to be killed.  And he is actively trying to gain power and actively trying to kill Harry.  Harry’s unsuitable guardians are in fact, abusive, locking him in a closet under the stairs, issuing threats. Once we enter the world of Hogwarts, its students, in and among the usual mischief are genuinely worried that teachers (usually a position of trust and safety) are trying to bring them and those they care about to harm.  And while they are a bit off in regards to whom they suspect, they are in fact, correct that staff is dangerous.  The final chapters of the book begin to give us a glimpse of the future, as there is a showdown between the main three characters, Ron, Hermione and Harry and the forces of evil. And unlike many children’s books, the children are actually at risk of being killed.

That said, it doesn’t read as terribly scary.  Particularly if you don’t know what lies ahead, and due to the familiar constructs employed by Rowling, readers will unlikely be genuinely worried that any of the main three characters might be killed.  They are more likely to focus on the exciting magical world that has been created and the vibrant details that Rowling gives us.  It’s easy to see why after reading this first book, young readers are eager to continue the series.

Age Recommendation: If this were a free standing book, I would be happy to recommend it to strong third grade readers and up. As it it part of a series, and many children will not be dissuaded from continuing, I’m more hesitant about that recommendation. While there is no end to wizardy goodness in this book (flying keys, three-headed dogs named Fluffy, the singing Sorting Hat) there are dark themes for those who are looking. Also on the more difficult side, Hagrid speaks in dialect.

Sex, Nudity, Dating – A girl is called attractive by a boy.  Hagrid kisses Professor McGonagall on the cheek.
Profanity – “dratted,” “Good Lord,” “shut up,” “idiot,” “stupid,”
Death, Violence and Gore – At the beginning we learn that Volemort has killed Harry’s parents and tried to kill Harry, but failed.  Harry has been told they were killed in a car crash. Dudley kicks, punches, pokes, prods and pinches various people.  Dudley knocked down an old lady on crutches while riding his bike. A woman broke her leg tripping over a cat.  Dudley drove a tank over a dog.  Uncle Vernon is armed with a rifle.  We learn that Voldemort killed those who stood up to him. Mr. Dursley says there’s nothing wrong with Harry a beating wouldn’t have cured.  A ghost’s head swings back as if hinged from a beheading that was not terribly thorough. Another ghost is covered in blood.  A corridor is off limits to those who do not wish to die a painful death.  People rarely die while playing Quidditch (so of course, it follows that people have died while playing Quidditch).  Someone has a bloodied and mangled leg from an encounter with a beast.  A boy becomes covered in angry red boils.  Someone crashes off a broomstick, breaking a wrist.  There is a scuffle with a mountain troll, where the troll suffers someone grabbing it around its neck, having a fist shoved up its nose and is finally knocked out.  Trolls are bad guys so this is not terribly concerning.  There is a brief fist fight between a group of boys.  A baby dragon bites people. In the old days bad students were kept in chains.  A unicorn is dead, a hooded figure drinks its blood.  A bow and arrow is used for protection.  A character is paralyzed by a curse.  This is particularly of note, because it is done by friends who feel they need to keep something from him.   A character is smashed across the face by a life sized chess piece. He enters this situation knowingly in order to help others. A different troll has been knocked out and has a bloody lump on its head.  Children must solve a logic puzzle in order to avoid drinking poison and dying.  A character is alone with a teacher who is attempting to kill him and has tried to kill him before.   Harry is threatened and the one who is responsible for his parent’s deaths describes how he first killed his father but that his mother needn’t have died, that she died protecting him and that he shouldn’t let her have died in vain.  Harry’s scar causes him blinding pain.  His skin causes those who threaten him to receive terrible burns.  He is under thread of imminent death.  Two characters (who are aged) make a decision to die. Voldemort leaves a follower of his to die after he has used his body.  He cannot be killed as he is not truly alive.
Drugs, Alcohol and Smoking – Mr. Dursley gets a large brandy.  Hagrid requests a drink stronger than tea.  A bartender offers Hagrid “the usual.” Hagrid is rumored to get drunk. Hagrid drinks wine at Christmas.  A baby dragon must be fed on chicken blood mixed with brandy.   We learn that Hagrid was drunk.
Frightening or Intense Things – There are ghosts, but they are not particularly frightening unless one is typically frightened by ghosts. Vampires and zombies are mentioned but are not major players in the story.  There’s discussion about whether it is preferable to live and be cursed forever or die.  There is also talk about whether or not Voldemort had enough human left in him to die.  There is a poltergeist who is constantly causing trouble.  A character has two faces, one of his own and another belonging to his master.

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It’s Time for Harry Potter…When is it Time for Harry Potter?

Posted on September 2, 2014 by Mrs.N

I was out of college when I first read Harry Potter and I fell completely and madly in love with it.  It was one of the books that reminded me, after years of forced school reading, that I did love to read and would like to be spending my free time reading. So allow me to summarize:

I love the Harry Potter series and I very much hope that readers will too!

In years to come, I hope readers will find this series fall in love with and share it, with their friends, with their parents, and one day, with their children.  But my write-ups of the books and a lot of the related coverage I’ll be posting reads like a cautionary tale.

Why will much of my focus be on finding the right time for Harry Potter?

Over the years I have seen many children who are undertaking this series before they are ready. Some readers come to it well before they have the reading skills to actually fully understand the text. Pushed to it for various reasons (which I promise to expand upon in another post) they tackle the books without having the comprehension and ability to really read it. Others may have the reading ability but may not be developmentally ready or even mature enough to handle the themes explored in the books.

My goal this month is to provide you with the information that you need in order to best determine the question of When is it time for Harry Potter? To that end, you’ll find my usual book posts, each Thursday, with full details about the content of each book. You’ll also find various other posts to help you make your decision including:

  • Why I think Harry Potter is often read too early
  • How to determine if a challenging book is too hard
  • Kids’ thoughts on whether or not they can be the authority on what is okay for them
  • How to help your child save face when they feel like all their friends are reading it

And hopefully, a special guest post (or two) from a psychologist on whether or not there are any more serious considerations we should be taking into account.

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Is Common Sense Media Enough?

Posted on June 30, 2014 by Mrs.N

When I started describing my blog to a local librarian, she responded with only, “Have you heard of Common Sense Media?”*

Of course I have!  Although I don’t often consult the site, I think it provides a much needed service.  Clearly I agree that reviews and age ratings are valuable to parents, educators, librarians and lovers of books.

So why did I even bother creating a blog about book content when something so vast and easily accessible already existed?  Because I believe I have something to more to offer: more detail, more discussion, more nuanced information to help you decide what’s right for you and the young readers you love.

To show you what I mean, here’s a comparison of some of our reviews.

Common Sense Media review of The Hunger Games
My review of The Hunger Games

What’s Different?
While Common Sense Media believes that “[i]t’s not unduly gory”, my review tells a different story, marking where flesh of a dead person disintegrates in the main characters hands; how the book describes that when one girl died they “literally had to scrape her bits off the ground”; that the parts of humans have been reassembled into wolf-like creatures that hunt other humans to the death, including eating them alive.  Is that unduly gory?  I guess it depends on your perception, but in my mind, yes, those things would qualify the book as extremely gory indeed.

Common Sense Media review of Eleanor & Park
My review of Eleanor & Park.

What’s Different?
Common Sense Media brings up the abuse that Eleanor suffers, referring to it as her stepfather “acts threateningly toward Eleanor, who hates him and is frightened of him.” Spoiler: Eleanor’s situation with her stepfather is abuse, verbal and sexual abuse. While the Common Sense Media folk use the term “abuse” to refer to the physical treatment of Eleanor’s mother, they only call his treatment of Eleanor threatening. We have enough trouble these days getting teens and adults to recognize abuse that is not physical in nature and to call it by its proper name, a major outlet that reviews content should not be afraid to call it what it is. I’m also interested in what standard they use for giving something a four in language rather than a five. In their breakdown they make absolutely no mention of the word “cunt” which makes an appearance (which in my opinion is every bit as noteworthy as the f-word). They mention that the strong language is used “realistically”, and I’m not going to argue that, because I’ve heard teenagers and I have been a teenager, and there is quite a bit of swearing involved from what I’ve seen. But there is a difference between knowing that swearing happens realistically and using the work “fucking” seven times in the first two pages. For me, that crosses a line into excess that I think my blog readers would like to know about.

Common Sense Media review of Lola and the Boy Next Door
My Review of Lola and the Boy Next Door

What’s Different?
Much like the law, I don’t make you guess. A sexual relationship between a 17 year old and a 22 year old is statutory rape. Again, while Common Sense Media writes down that a teen is dating an older guy and give their ages, it’s another thing to call it what it is. Illegal. I’m not saying that it doesn’t happen in real life, or that it shouldn’t happen in books. But I am saying that adults should know that it occurs in this book and be prepared to discuss it with the kids they care about. Also, I won’t bury important information. If you don’t click one of the side categories on Common Sense Media, you won’t know that Lola has two dads. Is this a big deal? Yeah, kinda. For some families, this is a book they’ve been looking for – a book with LBGT characters! For others, this is a book to avoid, because their own family values dictate that a relationship between two men is morally wrong. I think I’ve made it clear on my blog that I believe in equality and love diverse books but fundamentally, I’m not the one making the call for your family. I’m here to give you information that I think you need.

What else is different?
Common Sense Media has tons of books – more than I could ever possibly cover. But it doesn’t mean they have the same books as I do! While they review Princess Academy, a lovely middle grades offering by Shannon Hale, they don’t cover any of her other books! I’ve got several reviews of Shannon Hale books along with the much needed content ratings as most of her offerings are not quite as appropriate for elementary school readers.

Speak to me of racism!
The only review of Indian in the Cupboard offered on Common Sense Media is for the movie version (which I have not seen), it offers the tagline ” Classic, heartwarming fantasy will rivet kids.” There is no mention of how it might in any way be deemed offensive. None. Our current truth is that 50 US Senators (that’s half!) recently sent a letter to the NFL urging the Washington Redskins to change the team name. So we can only hope that elsewhere we are examining books, movies and other cultural touchstones to make sure they are not derogatory, racist or reinforcing negative stereotypes. My review of Indian in the Cupboard calls immediate attention to the tone of the book, urging families who want to read it to engage in frank discussions about it afterward. Whether I’m reading classics or modern books I try to point out instances of racism, questionable treatment of gender issues and other social issues that families may want to address or avoid. (Off topic aside: Indian in the Cupboard got only one fewer dot for language than Eleanor & Park, despite having only “”Hell,” “damn,” and “ass” uttered by the adults occasionally.” I’m not sure I’m understanding their rating system!)

Middle Grades Reads!
Did you know there’s not a single Dan Gutman book on Common Sense Media? Dan Gutman was one of the reigning kings of elementary school books when I was teaching!  They don’t have any Wendy Mass books either!  I will continue to provide reviews of books for children of all ages.

Diversity ahoy!
I seek out books with characters from a variety of backgrounds, cultures and races. I read and review books about characters with autism and Tourette Syndrome and I call attention to these interesting characters (note, Common Sense Media’s review of Al Capone Does My Shirts makes the briefest possible note about autism and does not even mention how it relates to the story).  I’ve shared the amazing Flygirl about an African-American girl passing as white in order to fly during World War II.  I’ve introduced you to Ziggy and the Black Dinosaurs, a selection written on a third grade reading level that will interest third graders and older students alike.  Common Sense Media has covered exactly two Grace Lin books, ignoring her fabulous Pacy Lin series.  You can count on my continued coverage of books featuring all kinds of characters!

Professional advice
In addition to book reviews, I’m always eager and willing to talk about reading and the issues that surround book selection.  It’s one thing to say “oh The Hunger Games is too violent for young children” but I’m happy to share why I think it should be saved for older children and also how to help your child in the face of peer pressure.   I’m here to help you navigate book selection for your precocious little ones as well.  Having an early reader is an wonderful thing, but it can be hard trying to find a book that matches their ability level with content they will appreciate, understand and enjoy.

And so, despite being a small blog without the resources and pure wide range coverage of a site like Common Sense Media, I hope you’ll continue to stop by for the specialized content reviews that I provide here at Between These Pages.

*Lest you think I accost random unsuspecting librarians trying to shill my blog, I swear, my son has been going to her storytime for the past 9 months and we are on friendly terms, and the context was that the person in line before me had just asked her if a book was appropriate for her child.

 

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Tweet! Between These Pages is Now on Twitter!

Posted on June 11, 2014 by Mrs.N

I am nothing if not behind the times, but as I’ve taken a bit of a reading hiatus this summer, I thought I’d branch out to keep from fully abandoning you.

I’ve got a whopping three tweets up already!  Over the summer I will be tossing up some links to older posts you might have missed that might be of interest, giving some sneak peaks into what’s coming up next fall and who knows what else.

Right on the sidebar is a fancy “Follow me on Twitter” button, so go ahead and click!

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Opening Weekend: The Fault in Our Stars

Posted on June 6, 2014 by Mrs.N

The Fault in Our Stars by John Green

This is opening weekend for The Fault in Our Stars and it is expected to do extremely well at the box office.  Clearly, I have not seen it yet.  I don’t know that I will in the end, because it’s not the kind of thing I go in for. I do not enjoy a good cry and I steer quite clear of weepies.  But lots of people luuuuurved the book and will likely feel the same about the movie.  If you go, pack a box of tissues and possibly some sunglasses to hide your red-rimmed eyes.

I can’t speak to the content of the movie (see aforementioned, have not seen it yet) but I did review the content of the book.  It’s probably worth checking out if you’re on the fence about whether your kids are old enough or mature enough for it.  And it’s definitely worth checking out if you’re the type of person who hopes movies will inspire your kids to read in the first place.

Here’s my review, handily reposted:

This is not my kind of book.  I’m reviewing because it is without a doubt one of the most anticipated books of the year and certainly there are many people out there who really, really want to read it.  I’ve just never been one for books that center around inevitable tragedy.  Nonetheless, The Fault in Our Stars is incredibly well-written (would you expect anything less from John Green) and compelling (I finished it in less than a day). If you’re only going to read one book about teens dying from cancer, I’m betting this would be it.

Hazel is fighting lung cancer, and losing.  She is terminal, but in a sort of drug-induced limbo.  Her cancer is getting no worse, but it will never get better.  Her desperate fear of hurting people simply by dying has led her to isolate herself even more than the cancer forced her to.  Everything she feels about her situation is challenged when she meets Augustus Waters.  A cancer survivor with a better prognosis than Hazel’s, Augustus is determined to draw her out and make her live the life she has.

Sex, Nudity, Dating – A character had cancer “in his balls” and his ball-lessness is mentioned.  A group therapy session is referred to as a “circle jerk”.  A guy is “hot”.  There’s kissing and bodies pressed against each other and boob fondling.  Herpes is mentioned, but not caught.  Hooking is quickly mentioned.  A movie they watch involves shirtless men.  A poem Hazel reads involves sodomy. Virginity is discussed.  There is sex, but it is not graphic.
Profanity – “blew,” “goddamn,” “hell,” “badass,” “shit,” “douche,” “piss,” “Jesus Christ,” “bullshit,” “assclown,”  I don’t remember reading the f-word anywhere in the book, but it is unlike Green not to drop it at some point, so if I missed it, please consider yourself warned.
Death, Violence and Gore – The basic plot is about cancer, as a result, there’s a lot of discussion of dying and certainly some actual dying.  A book a character reads involves the main character killing over 100 people, and there’s a really violent video game that figures in the plot, but that’s not really a big deal with all the actual death and dying, is it?
Drugs, Alcohol and Smoking – Hazel freshly asks her mother for a fake ID so that she can go to clubs, drink and take pot.  Two underage characters drink champagne.  An adult character is an alcoholic and drinks heavily during the book.
Frightening or Intense Things – The toll that cancer takes on various patients as well as the various treatments are not easy topics to read about.  Reading about terminal young people can be upsetting, as can the grief others feel at their deaths.

 

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Reader’s Choice!

Posted on June 3, 2014 by Mrs.N

Your choice that is! For some time I’ve been meaning to ask you all:

What do you want to see reviewed?

I have so many ideas turning over in my mind, but the future is wide open, so share what you’re hoping to see.

Do you want…

  • A specific theme or genre that you’ve been waiting for?
  • Newbery winners? Printz winners? Honor books for either award?  A selection of years or just the current ones?
  • Any other books recommended by a specific library, book review or similar resource (include a link if you’d like to have me run down a specific list!)
  • More minorities?  Any specific ones (specific minorities or specific books welcome.)
  • A specific book or series?  Harry Potter? Divergent?  Graceling?
  • An author you’d like covered?
  • Childhood favorites or classics you’ve been waiting to share with your own children?  Ramona? Anne of Green Gables? Wrinkle in Time?  Hardy Boys?
  • More teacher commentary?  Advanced chapter books for 3-4 graders? Below level books with sufficient interest for middle grades readers?

Let me know!  It can be hard to track down the right books to make a theme, particularly if they’re not obvious, so tell me now and I’ll see what I can do!

Even though I’m not posting many book reviews while I’m taking a summer break, pop back in and see what good stuff I do have going on.  And remember, if you haven’t already subscribed to Between These Pages in the blog reader of your choice, now is the time to do it!  Make sure you don’t miss an update!

 

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The Twits

Posted on May 30, 2014 by Mrs.N

The Twits by Roald Dahl

There’s really nothing quite like Dahl when he lets the crazy hang out.  He did gross out humor years before Wimpy Kid and Captain Underpants and he did it without poop, pee, vomit, wedgies and only a few naked bottoms.  All that Dahl needed was a truly disgusting imagination, and in no time flat, the twits are eating worms disguised as spaghetti and scratching their itchy dirty tummies and painting a tree with glue to catch birds for bird pie.

Quentin Blake’s illustrations welcome you even deeper into the world of gross with lovely close ups of beards encrusted in tinned sardine, moldy cornflake and stilton cheese and pies with little bird feet sticking out.

This was my favorite book by Dahl as a child and it’s easy to see why.  It’s quite short and while it has plenty of dark and ooky, the good guys do get the best of evil in the end and the pranks are quite brilliant and funny.  Definitely a good introduction to Dahl!

Sex, Nudity, Dating – Boys remove their pants.  An illustration shows their naked bottoms.
Profanity – “shut up,” “nitwits,” and a wide variety of very inventive although not profane insults.
Death, Violence and Gore – Mrs. Twit hits children and dogs with her stick.  She cracks Mr. Twit all over with it. Birds are caught for dinner by smearing glue to a tree. Mr. Twit contemplates eating children.  Mrs. Twit also hits monkey.  The twits plan to buy guys with lots of bullets.
Drugs, Alcohol and Smoking – Mr. Twit drinks beer.
Frightening or Intense Things – Mrs. Twit has a glass eye which she pops out and uses for pranks.  Mr. Twit fabricates a sickness called “the shrinks” and warns Mrs. Twit that she will shrink to nothing.

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