Snow Treasure

I have been doing lots of book reviews lately, but one of the reasons I taught was I loved children's literature and introducing great books to kids. Snow Treasurewas a book that was handed down to me by my older brother. He originally got it for $.50 from a Scholastic Book Club order. The book has been in and out of print over the years. I have bought it new when I could for presents and given used copies when that was the only option available.

When I read it the story was printed as a factual story of children in Norway helping the adults remove gold from Norway's banks to boats for shipment before the Nazi's could seize it. Later research could not confirm the student's participation. The story was then labeled historical fiction. Either way it is an interesting read for children about facing challenges in a hostile environment. Children who have read more modern realistic fiction might wonder why the author is not more explicit about the physical and emotional challenges faced by the children, but I still find that a plus about the book. Those who understand the history of the time do realize the risks the children and their families are taking. Children with less exposure to the history of the time can enjoy an adventure story.

The story takes place as the Norwegians are preparing to move their gold out of the reach of Nazi Germany during the invasion of Norway. The Nazi's clearly have arrived quicker than the Norwegians had feared and now the plans must be altered. Here is where the children are employed. Adults would clearly be noticed and potentially treated as spies or saboteurs. Children out sledding could perhaps pull off a daring feat and transport gold bars to an area where the gold can be loaded on to a ship. Adults and children find clever uses for snowmen and must find ways to keep the children out of school long enough to finish the gold transport before the Nazi's discover the purpose of all this outdoor activity. Still one of my favorite WWII adventure books for kids.

Alcatraz Versus the Knights of Crystallia

I was very excited to start Alcatraz Versus The Knights Of Crystallia. I should have read the title more carefully. It gives the reader a very large hint of what Alcatraz faces in this book. I thought it referred to his support of his friend Bastille. I was wrong as was made clear by the end of the novel.

This book gave readers more information about the mysteries of the Librarian conspiracy. It also provided more information about Alcatraz's family history that was hinted at in the previous novel,Alcatraz Versus The Scrivener's Bones. Some of the jokes are getting tired which some of the diehard fans think defines the difference between real fans and casual fans. Some of us just think the author needed more ideas. The conflict between Alcatraz and both his parents looks like it is being established for later books.

The first two books did a great job of managing action, mystery, and foreshadowing. This book seemed to drop more chunks of story background, but the action was less smooth. While Bastille was allowed to redeem herself at the end, her character lacked definition for most of the third novel.

I am still looking forward to reading Alcatraz Versus The Shattered Lens. According to reviews I have read, there are supposed to be more plot solutions for interested readers. However, there are criticisms similar to ones I have made about the third book. There also does not seem to be a resolution with Scholastic regarding the last book.

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Alcatraz Versus the Scrivener's Bones

The library copy of Alcatraz Versus The Scrivener's Bones was available and I was finally able to finish it last night. The family reviews of the sequel were wonderful. Some of the online reviews more critical regarding the quality of the book. Therefore, I was unsure as I approached the novel what to think.

I have been listening to Alcatraz Versus The Evil Librarians on CD during my workouts. Charlie McWade brings Alcatraz alive and the story even more interesting than it was when I first read it. I have carried that voice into the reading of the second book.

There is definitely continuity between the first novel and the second. In fact, the main character is highly critical of those who skip the first novel and jump to the sequel. While the author reveals more information about the mystery surrounding the family and the mission, he presents new mysteries. The intentions of all the characters are not clear leading into the third book.

I was able to pick up the third novel from the library. The final novel needs to be reserved so I can pick it up. There still is no information available regarding the final novel. Talks seem to have broken down between Scholastic and the author. Perhaps if there is enough demand, talks will resume.

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Teaching the Language and the Historical Context for Shakespeare and Other Literature

In my previous post, I wrote about how wonderful my high school experience with English literature was and how I still find myself returning to books and plays I studied during that time. My college experience was equally bad.

One thing I discovered is that there does seem to be almost a fraternity approach by some to exploring English literature. Much as fraternity pledges are expected to suffer as previous generations have done, sadly many students experience the same approach to English literature. If others have suffered and survived, why should we make it easier for the next generation? Another equally harmful approach is the students are too stupid and therefore cannot handle the material. We will show them the movie and decide they are not intelligent enough to read the material for themselves. Perhaps they get the comic book versions if a teacher is feeling the students can handle the pictures.

Each approach is equally damaging. Students need appropriate tools to study English literature. We teach young children to decode and "break the code" so they can read Standard English. When we teach them foreign languages, we again go through the process of teaching them how to understand the structure and components of the language. Most foreign language programs even include some forms of cultural instruction to help students with comprehension, fluency, and interaction.

However, when it comes to understanding older forms of their own language we leave students to struggles as if it is some kind of coming of age ceremony. This is supposed to determine the children who can and cannot become English scholars.

I believe there are alternatives to what I call the fraternity approach. We do not need to force children to push their way through literature that might as well be a foreign language without a translation or teach them they are too stupid to handle it by not having them read the material.

First, teach the language. We give students Standard English dictionaries and foreign language dictionaries, but when it comes to older forms of our language we, somehow expect them to guess at the words and hope for the best. One of the things I was taught my special education trainers, as an elementary teacher was it was important to work on decoding skills and improve the comprehension skills of my struggling readers. So while my fourth grade student might only be able to decode at a second grade level it was important to work on their verbal comprehension skills which may be at a fourth grade level or higher. Teach the students where they are at and you will see improvements.

For older students this does mean teaching them to decode the literature you are expecting them to read. If you want them to spend all their time learning to decode what is essentially a new language, than you will get little comprehension, let alone high level thinking we expect of our older students. Stop watching them sink and teach the language. Provide them with a copy of Shakespeare's Words: A Glossary and Language Companion or something similar. Give them the tools for comprehension. Stop making them guess. Keep working on learning the vocabulary, but help them increase comprehension, too.

Whether it is Shakespeare or literature that is more modern, teach them the historical context when necessary. Even when teaching younger children I found that books that were categorized as realistic fiction have moved into historical fiction in the sense that the background material is no longer familiar to readers. There are technological, geographical, and historical contexts that my students needed education about to understand the stories assigned.

Understanding many pieces of English literature requires knowledge of the time period. The focus should not be on apologizing or demonstrating how much better things are today, but on what conditions were then. Students are capable of making the comparisons to modern life if given the chance. However, many of them may not understand the social orders, lifestyles, health issues, and other items written about in the books assigned to them to read. This lack of understanding can make comprehension questions impossible, especially ones at the higher level. If you do not understand a sacrifice was made, how do you discuss the sacrifice as a theme of the story?

I know I have been on a bit of a lecture tour today. However, it does bother me that we seem to have to polar extremes to teaching kids English literature. Neither respects the ability to challenge students with the demands of our language. We can provide opportunities for students to succeed if we give them the right tools to approach the learning exercise.




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