1. The Hunger Games by Suzanne Collins

1. Bibliographic Information
Collins, S. (2008). The hunger games. New York: Scholastic Press.

374 pages
ISBN: 978-0-439-02348-1

2. Plot Summary
Katniss Everdeen is a poor, sixteen year old girl living in District 12 of Panem under the Capitol’s regime. Although Katniss is well aware of the abuses and unfairness of her situation, she accepts her fate given her need to protect her younger sister Prim. However, on this particular morning is the drawing for the Hunger Games. To ensure each district’s obeisance, the Capitol requires two volunteers from each district to participate in the annual Hunger Games. There, a boy and girl from each district will fight to the death in an arena filled with danger. With the rest of the world watching, the teens must use their ingenuity as well as their physical skill to survive. The victor will be considered a hero and that person, along with their district will lavish in the wealth of prizes sustained by the other districts. Unfortunately, District 12 has never been known for its fighting skills. Nevertheless, when Katniss hears her sister’s name called, she immediately steps forward in her stead. Peeta, the Baker’s son is also picked to go. Together the two teens are forced to compete against the rest of the districts, but only one can be named the winner.

3. Critical Evaluation
The Hunger Games is a great book for teens. Author Suzanne Collins creates a book with interesting characters, great atmosphere, social commentary, and action to keep readers enticed. As a character, Katniss is somewhat of an enigma. Like most teenagers, she does not necessarily know what she wants. What makes her different though is Collins’ ability to put her in a situation which forces her to act before thinking of the consequences. Furthermore, Collins’ dark futuristic society, which rules with an iron fist, seems very realistic. While some readers might scoff at the believability of reinstating a sort of gladiator game in real life, Collins’ forces readers to rethink how we view not only politics but media as a whole. By televising each aspect of the Hunger Games, Collins allows readers to see how much “Reality” Television permeates this society, thus drawing obvious connections to our own. Lastly, Collins’ book is filled with action that both require physical and mental toughness. Overall an exciting read.

4. Reader’s Annotation
In a futuristic gladiator’s arena, Katniss is forced to fight for her life. The Hunger Games will change her forever.

5. Information about the Author
Suzanne Collins worked in television before becoming an author. As an author she has written books for children as well as teens. Her novels include Gregor the Overlander the first in the Underland Chronicles, as well as the sequels to the Hunger Games entitled Catching Fire and Mockingjay, respectively. She currently lives in Connecticut.

6. Genre
Science Fiction

7. Curriculum Ties
While this book has a distinct message about politics and government, I see this book being used for an English class or an outside reading book.

8. Booktalking Ideas
- Explain how Katniss’ experiences throughout the book change her perception of the Capitol?
- What are some of the overall themes that Suzanne Collins explores in The Hunger Games?

9. Reading Level
I think that due to the themes, the characters ages and the writing style, this novel would be best for older teens aged 15-18.

10. Challenge Issues
This novel does explore themes of oppressive totalitarian governments, as well as somewhat gruesome examples of violence and murder. While, I feel that these themes are crucial in establishing a realistic novel, some people might not agree. Therefore, if anyone wished to challenge this book, I would refer them to the ALA’s website for more information including a challenge form, found at:

http://www.ala.org/ala/issuesadvocacy/banned/challengeslibrarymaterials/index.cfm

11. Why was it selected?
Of all the books we read for our class, this one was my favorite.

12. Citations
Challenges to library materials. (2010). In American Library Association. Retrieved from http://www.ala.org/ala/issuesadvocacy/banned/challengeslibrarymaterials/index.cfm

Collins, S. (2010). Biography. Retrieved from http://www.suzannecollinsbooks.com/

Collins, S. (2010). The hunger games. Retrieved from http://www.suzannecollinsbooks.com/the_hunger_games_69765.htm

Picture
Collins, S. (2010). Works. Retrieved from http://www.suzannecollinsbooks.com/works.htm

13. Awards
Include but are not limited to:
NEW YORK TIMES NOTABLE CHILDREN'S BOOK OF 2008
AN AMERICAN LIBRARY ASSOCIATION
TOP TEN BEST BOOKS FOR YOUNG ADULTS SELECTION
AN ALA NOTABLE CHILDREN'S BOOK
2009 ALA AMELIA BLOOMER PROJECT LIST
#1 ON WINTER '08/'09 CHILDREN'S INDIE NEXT LIST
INDIES CHOICE--BEST INDIE YOUNG ADULT BUZZ BOOK HONOR
2008 CYBIL AWARD--FANTASY & SCIENCE FICTION
2009 CHILDREN'S CHOICE BOOK AWARD
TEEN CHOICE BOOK OF THE YEAR FINALIST
NYPL “STUFF FOR THE TEEN AGE” LIST, 2009
CCBC CHOICES 2009
A NEW YORK TIMES BOOK REVIEW EDITORS' CHOICE
KIRKUS BEST YOUNG ADULT BOOKS OF 2008

23. The Maze Runner by James Dashner

1. Bibliographic Information
Dashner, J. (2009). The maze runner. New York: Listening Library.
Audiobook read by Mark Deakins
9 Disks
ISBN: 978-0307582881

2. Plot Summary
When Thomas emerges from the dark room, he finds himself surrounded by a group of boys. Remembering only his name, Thomas begins his life in the Glade. The Glade is an outdoor community engulfed by walls, protecting the boys from the maze. Everyone has a job; some in the care and upkeep of the Glade, while others run through the maze hoping to find answers of why they are here and how to get out. Life in the Glade is determined by routines. On the same day every month, a new boy is sent to the Glade. At the same time everyday, the gates to the maze are opened and later closed. At night the Grievers come to stalk the boys. However, with Thomas’ entrance strange things begin to happen. The day after Thomas’ arrival, a girl named Teresa is sent to the maze. When the maze doors refuse to close the Gladers know their time is numbered. Can Thomas find the answers to the maze, his link to Teresa, and his own mind before it’s too late?

3. Critical Evaluation
The Maze Runner is an interesting addition to the futuristic dystopian novels. The plot itself is reminiscent of Golding’s Lord of the Flies; however, Dashner's work takes a more direct approach, simply looking at the psychological effects of abandonment, isolation, confusion and danger rather than commenting on the loss of humanity. Converse to Golding’s work, though, is the boys’ ability to remain positive through their experiences. Despite their unrelenting lifestyle, the boys use order and routine to counteract their desolation and fear. Nevertheless, the end of the novel felt lacking in execution. While it is evident that The Maze Runner is to be the first book in a trilogy, the author provides the reader with no explanations, the boys with a false sense of security, and a hanging resolution thus making the ending seem empty. The themes and survival techniques so vigorously employed by the Gladers is meaningless. Furthermore, since almost all of the questions generated from this book remain unanswered, the lasting impression of the boys who struggled in the maze for two years is wasted. Perhaps this book’s resolution will appear better when all of the books are published and the reader can fully understand the motives of the characters and author.

4. Reader’s Annotation
Thomas wakes up in a dark room, remembering only his name. When a light emerges, he finds himself surrounded by a group of boys in a maze. Thomas is sure that the secrets that could help them escape remained locked in his brain. Can Thomas find these answers before it’s too late?

5. Information about the Author
James Dashner was born in Georgia but now lives in the Rocky Mountains with his wife and kids. His other books include The 13th Reality Series and the subsequent sequels to The Maze Runner which have yet to be published.

6. Genre
Science Fiction

7. Curriculum Ties
This book would be interesting for a philosophical debate on reality, ethics, and leadership roles.

8. Booktalking Ideas
-How do the creators use routine to control the Gladers?
-Do you think you would have given up on hope for escape if you had been in the Glade for 2 years?

9. Reading Level/Interest Age
I would recommend this book for older teens aged 16-18.

10. Challenge Issues
There are some instances of graphic violence including boys beating each other up, a young boy getting struck from a bow and arrow, and boys dying from a hybrid animal/machine all in the context of a post-apocalyptic future. The “creators” are also seen as unfeeling scientists using the boys for some unknown reason.

If anyone wished to challenge this book, I would encourage them to look at the ALA’s website and challenge form found at:

http://www.ala.org/ala/issuesadvocacy/banned/challengeslibrarymaterials/index.cfm

11. Why was it selected?
During the Elluminate Session for The Hunger Games, one of the presentations recommended this book.

12. Citations

Challenges to library materials. (2010). In American Library Association. Retrieved from http://www.ala.org/ala/issuesadvocacy/banned/challengeslibrarymaterials/index.cfm

Dashner, J. (2009). The maze runner. New York: Listening Library.

Picture
Amazon.com. (2010). The maze runner [Audiobook][Unabridged] (Audio CD).
Retrieved from http://www.amazon.com/Maze-Runner-James-Dashner/dp/0307582884/ref=tmm_abk_title_0

13. Awards
No awards known.

29. Leviathan by Scott Westerfeld

1. Bibliographic Information
Westerfeld, S. (2009). Leviathan. New York: Simon & Schuster Audio.
Audiobook read by Alan Cumming
7 Disks
ISBN: 978-0-7435-8388-6

2. Plot Summary
This story begins in an alternate world at the start of World War I. The Archduke Ferdinand and his wife Sophie have just been poisoned after a failed assassination attempt in Serbia. The son and prince, Aleksander Ferdinand is forced to flee from his palace home, when his relatives threaten his life. Running for the Swiss border, he is aided by his fencing teacher, a mechanic and a few other members who remain loyal to Alek. To move from Austria to Switzerland, the band uses Clanker technology to employ steam-driven machines as a means of transportation and protection. Unfortunately, his relative’s allies are not far behind. During this time, a young girl named Deryn has hopes of joining the British Air Service. However, they do not allow girls into their program. Deryn decides to pass as a boy. On her first day, she ends up stranded in a Huxley drifting over London. When she is rescued by the Leviathan, a whale-like air-ship, she convinces the captain to let her stay aboard. High in the Swiss Alps, Alek and Deryn’s paths cross. With so many secrets and the inevitability of war, how safe are Alek and Deryn?

3. Critical Evaluation
In many ways the themes in this story are nothing new. Leviathan focuses on the lives of Deryn and Alek, both of whom are pitted against one another while trying to prove their worth. Both are somewhat hampered by their birth; Deryn because she was born a girl, and Alek because he was born a prince. Nevertheless, it is the setting that Westerfeld presents as well as Alan Cumming’s narration that makes the book interesting. Westerfeld’s alternative history becomes exciting because it pits two different types of technologies against each other forcing the listener to question these modes of weaponry. It somewhat goes back to the cliché: just because we can does not mean we should. In fact, using this line of reasoning, Westerfeld’s novel becomes more than just a simple science fiction tale. While the novel does look at the characters it also makes a comparison between the growth of mechanical technology as well as animal testing in today’s world. Furthermore, Deryn and Alek debate the very same questions when comparing the two technologies. Alan Cumming’s narration also has an undeniable impact upon the listener. His tone, voice and pacing allows the listener to be transported to Westerfeld’s new World War I.

4. Reader’s Annotation
On the eve of World War I a 15 year old girl passes as a boy so she can fulfill her dreams of being an airman in the British Air Service. Additionally, Prince Aleksander Ferdinand, son of the Archduke Ferdinand, must flee Austria-Hungary and lay low until he can complete his destiny. When their paths cross their lives will change forever.

5. Information about the Author
Scott Westerfeld was born May 6, 1963 in Dallas, Texas. He has written other books for teens including the Uglies Series. He currently lives in New York and Sydney, Australia with his wife. His sequel to Leviathan is due in the fall and is to be title Behemoth.

6. Genre
Science Fiction (more specifically: Steampunk Fiction)

7. Curriculum Ties
Since this book is about an alternate reality during World War I, I would just encourage students to read this book as an outside reading book.

8. Booktalking Ideas
-What are some of the social and gender rules during Westerfeld’s Leviathan? How is this different from today?
-Through Deryn and Alek’s discussion regarding the technologies between the Clankers and the Darwinists, how does Westerfeld question the role of animals and machines in science and technology?

9. Reading Level/Interest Age
I think that this book would appeal most to 15-16 year olds.

10. Challenge Issues
I do not feel that this book presents any challenging issues to the age group that this book was written for. However, if anyone were to challenge this book I would refer he/she to the ALA’s challenge form found at:

http://www.ala.org/ala/issuesadvocacy/banned/challengeslibrarymaterials/index.cfm/

11. Why was it selected?
I am a fan of steampunk fiction.

12. Citation Page

Challenges to library materials. (2010). In American Library Association. Retrieved from http://www.ala.org/ala/issuesadvocacy/banned/challengeslibrarymaterials/index.cfm

Westerfeld, S. (2010). Scott facts. Retrieved from http://scottwesterfeld.com/blog/about-the-author/scott-facts/

Picture
Amazon.com (2010). Leviathan [Audiobook][Unabridged] (Audio CD). Retrieved from http://www.amazon.com/Leviathan-Scott-Westerfeld/dp/0743583884/ref=tmm_abk_title_0

13. Awards
ALA Best Books For Young Adults
ALA Notable Children's Books
Bank Street Best Books of the Year
Outstanding Merit Kirkus Best Young Adult Book School Library Journal Best Books of the Year

50. Donnie Darko Directed by Richard Kelly

1. Bibliographic Information:
Ball, C. and Barrymore, D. (Producers), Richard Kelly (Director). (2001). Donnie Darko. United States: Pandora Cinema.

Approx. 113 minutes
Rated R for language, some drug use and violence
Catalog # 2003642
Bar Code # 0-24543-03642-5

2. Plot Summary:
Donnie Darko is a troubled teenager living in suburban town named Middlesex. Upon waking up on a deserted road Donnie, rides his bike home to find that a jet engine has crashed through his house and into his bedroom. The whereabouts of this plane or how the jet engine fell is unknown. However, this event has irrevocably altered Donnie’s life. He begins to see a bunny named Frank. Frank can see the past and the future, and warns Donnie that the world is going to end. Donnie, unsure about who Frank is or what his motivations are, feels compelled to obey Frank’s instructions. Donnie’s life begins to spiral as he comes closer to the date that Frank says the world will end. Donnie tries to learn what is happening to him by talking with some of his high school teachers, but they are unable to help. Is Frank a delusion of Donnie’s mind? Or does he serve a greater purpose?

3. Critical Evaluation
Donnie Darko poses more questions than it answers. By creating a character that has possible emotional issues as well as being tied to his emotions as a teenager, writer/director Richard Kelly forces the viewer to suspend belief, and look within to question what is real. Throughout the movie there are constant contradictions. We hear Donnie’s therapy sessions, see Frank the bunny and Frank the man, see that there is a demonic bunny cookie jar in the Darko’s kitchen, and yet there are no definitive answers. However, there are no wasted scenes, characters or motivations; all serve a purpose to the plot and themes of this motion picture. Ultimately, the viewer must decide whether or not they believe in these possibilities. This is where the movie succeeds. The audience is willing to suspend belief in order to discover what is real; to determine how time travel is possible, the impetus, and thus its possibilities. Through all this, Donnie becomes a more rounded character, one that the viewer can show apathy for if not relate to.

4. Reader’s Annotation:
Donnie Darko sees Frank, a demonic bunny, who tells him that the world will end in 20 days, 6 hours, 42 minutes and 6 seconds. Can this be real?

5. Information about the Author/Director:
Richard Kelly is a writer, director and a producer. Born on March 25, 1975 in Newport News, Virginia, he graduated from the University of Southern California majoring in film. He has written other screenplays, and is going to direct the upcoming film, Pride and Prejudice and Zombies. See citation from IMDB.com.

6. Genre:
This movie is a science fiction thriller.

7. Curriculum Ties:
I do not think that a school would show this movie unless it was dealing with philosophical questions on what is real. If such was the case, then possibly an English class would be most fitting, and even then I would only show clips.

8. Booktalking Ideas
What is reality?
Is Frank a figment in Donnie’s imagination, due to delusions from mental illness or real?
Do you believe that time travel is possible or the existence of parallel universes?

9. Reading Level/Interest Age
I think that the themes in this film would be most understood by 17 and 18 year olds. They would be able to think abstractly and understand the questions posed by the film. Furthermore, they would be able to relate to Donnie’s relationship with his parents and siblings.

10. Challenge Issues
Since this motion picture is rated R, teens under 17 cannot legally watch it without parental/guardian consent. Therefore, I would suggest that any adult who wishes to show this film to minors needs to write out consent forms and obtain a parent’s signature.

For an example of school procedures see Bonneville Joint School District No. 93 PDF:

http://www3.d93.k12.id.us/media/117671/2160p%20classroom%20use%20of%20videos%20and%20movies%20procedures.pdf

11. Why was it selected?
I chose Donnie Darko because I thought that this was a film that provoked teens. I think that there are far too many examples of older teen movies strictly made for entertainment, and I wanted to include an example of one that made teens think.

12. Citation Page

Bonneville Joint School District No. 93. Classroom use of videos, dvds, and movies procedures. Retrieved from http://www3.d93.k12.id.us/media/117671/2160p%20classroom%20use%20of%20videos%20and%20movies%20procedures.pdf

Internet Movie Database. (2010). Awards for donnie darko (2001). Retrieved from http://www.imdb.com/title/tt0246578/awards

Internet Movie Database. (2010). Richard Kelly (II). Retrieved from www.imdb.com/name/nm0446819/

DVD Town. (2009). Donnie darko dvd. Retrieved from http://www.dvdtown.com/moviedatabase/coverart/donnie-darko/dvd/9720/0

13. Awards
2002 Silver Scream Award at the Amsterdam Fantastic Film Festival
2003 Chlotrudis Award for Best Actor and Best Screenplay
2002 Cinénygma - Luxembourg International Film Festival Audience Award
2003 Film Critics Circle of Australia Awards
2002 Gérardmer Film Festival Premiere Award
2001 San Diego Film Critics Society Awards
2001 Sitges - Catalonian International Film Festival Best Screenplay
2001 Sweden Fantastic Film Festival Audience Award
2002 Toronto Film Critics Association Awards Special Citation