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NOW IN PAPERBACK NEWBERY HONOR BOOK CORETTA SCOTT KING AWARD WINNER WINNER OF THE SCOTT O’DELL AWARD FOR HISTORICAL FICTION NCSS/CBC NOTABLE SOCIAL STUDIES TRADE BOOK FOR YOUNG PEOPLE ★ “ Rich, masterful storytelling. ” —Kirkus Reviews, starred review SCHOLASTIC Scholastic Inc. ★ “ A fine, original novel. ” —Booklist, starred review ★ “ Curtis’s talent…is as strong as ever.” — School Library Journal, starred review ★ “ Irresistible.” — Horn Book, starred review Grades 4–7 • 368 pages • 0-439-02345-9 • $7.99 www.scholastic.com PROVEN, WINNING COMPANION TO (OR SUBSTITUTE FOR) TWAIN’S HUCK FINN “W “While creating modules of instruc- tion for English I teachers, I discovered Finn. I immediately included it as the core text for our Journeys unit. Finn will draw readers into Chloe’s journey in such an engaging way that students will be able to make many comparisons not only to Huck’s legendary journey in Twain’s Huck Finn, but also to other historical and personal journeys. Finn’s episodic style will also capture reluctant readers in ways that foster independent reading. Whether teachers are teaching their students about a classic hero’s journey or looking for a good book to enrich their students’ reading lives, Finn will serve them well.” —Dr. Janet allen, allen eDucational consulting (who maDe Finn part of 9th graDe core english curriculum for recorDeD Books of america’s “pluggeD-in to reaDing” program, 9/06) “Like Huckleberry Finn, Chloe is awakened to injustice and hypocrisy, but also finds hope in good-hearted people, and their ability to connect with others. Students familiar with Huck Finn will appreciate the many parallels this novel has to the classic … The spirited, resourceful, observant, and witty Chloe is a heroine who will keep readers engaged and interested.”—ncte’s alan review Finn: A Novel Approved for ninth grAde english use stAtewide by sC dept. of ed (2004) nAmed one of “lA’s best 100 books for 2001” by lA unified sd 1-890862-14-2, $14.95 (Trade Paperback) “Set in a thoroughly modern context, this inventive, affectionate homage to Mark Twain’s classic about Huck Finn clearly illustrates that prejudice still affects human understanding, behavior, and language… Teens who have read Twain’s book will appreciate Olshan’s direct references and parallels. Those who haven’t will like the action and the heroine’s resourcefulness. The book’s satire and cynicism may create controversy and strike some readers as harsh, but the novel effectively raises awareness of contemporary social concerns, and, like the classic, is certain to invite both thought and discussion.”—Booklist, starreD review “Teaching Finn alongside Huck Finn brings a new relevance to Twain’s important and much-taught work. I can attest to the powerful connection Finn readers make with Finn, the novel’s protagonist. This connection allows for a significant appreciation of the issues and conflicts both novels bring to light. Finn is much more than a complement to Twain’s enduring classic. It gives it contemporary punch and appeal.”—leslie goetsch, chair, english Department, rolanD park country school “A contemporary version of Huck Finn and a lively and captivating novel … Huck Finn’s creative and mischievous spirit soars in protagonist Chloe Wilder, who follows her own wild adventure in the tradition of one of Twain’s most memorable characters. … Mark Twain should be proud.”—(ira’s) Journal oF adolescent & adult literacy “In American Literature, I teach Finn as an alternative to Huck Finn. I’m impressed with all the allusions, imagery, and other literary devices used to make this a high quality book for teens.” —carole francis, parker high school, Janesville, wi To request a complementary review copy, email bruceb@bancroftpress.com, and provide your name, school, and mailing address. For more information, go to www.bancroftpress.com/finn.html.
page 6 EDITORS’ MESSAGE | On a Quest for New Discoveries: Effective Professional Development Calls for Manuscripts International Literacy September 2010. The world is shrinking as globalization brings us closer to people around the world. We want to widen the focus of this call to include the following: What kinds of literacy projects are happening in countries around the world? What aspects of literacy are currently drawing attention in your country? What can we learn from your best literacy practices? How do literacy practices compare across different countries? We also invite articles from American teachers and researchers that address the following questions: What literacy projects have you and your students engaged in that involve other countries? How has current technology opened the door to international literacy practices? What projects have your students been involved in that support the literacy development of students in underdeveloped countries? Are you involved in other international literacy practices, projects, initiatives, and issues that would be of interest to VM readers? Deadline: September 1, 2009. Talking about Talk December 2010. As educators of young adolescents, we understand the importance of the social nature of literacy and the role of talk in the classroom. In recent years, our understanding of talk has deepened, and we have worked consciously to provide our students with opportunities to share their ideas with others. As students explore new ideas, participation in discussion enriches, deepens, and expands their understandings. What do students talk about in your classroom? What does talk look like and sound like? How does observing and reflecting on this talk inform your teaching? How do you facilitate rich and meaningful talk? How do you invite all students into the conversation? How does talk inform student learning in the classroom? Deadline: December 1, 2009. Honoring Student Voices March 2011. In the most authentic and engaging classrooms, students feel a sense of ownership and responsibility toward the learning community to which they belong. In this issue, we are honoring the voices of young adolescents by inviting them to submit their stories about authentic and engaging literacy experiences. What makes literacy meaningful and relevant to you? What positive middle level literacy classroom experiences have you had that you want to share with others? What advice do you have for teachers in the future to make literacy learning more valuable? Please talk to your students about these questions and help them brainstorm additional topics. Deadline: March 1, 2010. Looking Back and Moving Forward May 2011. NCTE and Voices have traveled together toward new understandings about young adolescents’ literacy and learning. As NCTE celebrates its 100th anniversary, we are taking our final steps as VM’s editorial team. We invite you to get on board and join us as we reminisce about where we have been and as we look to the future for new possibilities. In this final issue, we reflect on seminal literacy practices of yesterday and seek new and evolving ways of helping our diverse students become strong and independent learners. What are the seminal literacy practices advocated by NCTE that every teacher of young adolescents should embrace? In looking forward to the future, what new and evolving practices should we take along? Let’s get “on the road again” (Willie Nelson) and take one final journey together. Deadline: May 1, 2010. Voices from the Middle, Volume 16 Number 4, May 2009
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