Everett Anderson’s Goodbye

Name of Book:  Everett Anderson’s Goodbye

Author:  Lucille Clifton

Illustrator:  Ann Grifalconi

Publisher:  The Trumpet Club

ISBN:  0-440-84950-0

Audience:  6-10 years

Summary:  Everett Anderson’s father has died. Everett, who is an African American boy, appears to be five or six years old. He is experiencing the five stages of grief as described by Elizabeth Kubler-Ross. He experiences denial of the death, anger about the death, bargaining, depression, and finally after an undisclosed period of time—a kind of acceptance that his father has died. Everett’s mother quietly supports him, and lovingly holds him when he cries. She understands the strong emotions Everett is having in the midst of mourning the loss of his father. At the end of the story,Everett Anderson says, “I knew my daddy loved me through and through, and whatever happens when people die, love doesn’t stop, and neither will I.”

Literary elements at work in the story:  Ann Grifalconi’s beautiful drawings show us Everett’s grief. Everett Anderson’s Goodbye is a Reading Rainbow Book, a 1984 Coretta Scott King Award winner, and a 1984 NCTE Teacher’s Choice. It is illustrated with chalk sketches using only the colors of black, gray, and white. This simple and small picture book of 17 pages opens the door for discussion about the grief and loss experienced by all children who have lost a parent, or beloved caregiver, whether they are African American or not.

How does the perspective on gender/race/culture/economics/ability make difference to the story?  The story is specific in telling a story of an African American child. It was published in 1983, and recognized as an outstanding book when books were just beginning to be published about African American families in the United States.

Theological conversation partners:  Everett says, “I knew my daddy loved me through and through…” We know that God loves us “through and through….”  The words:  “Love doesn’t stop” remind us of the everlasting love and power of God that never “stops.”

 Faith Talk Questions:

1. How does this story end?
2. Have you ever been angry at someone who died?
3. Do you know someone who has lost their father?
4. What stories from the Bible show us that God’s love for us never stops?

This review was written by Union Presbyterian Seminary student Chris Feno.

Life As We Knew It

Name of Book:  Life As We Knew It

Author:  Susan Beth Pfeffer

Publisher: Houghton Mifflin Harcourt

ISBN: 9780152061548

Audience: Ages 12 and up

Summary:  This is a realistic fiction work about the aftermath of an asteroid hitting our moon and one family’s struggle to survive.

Literary elements at work in the story: This is a story about survival, self-discovery, and growing up. After an asteroid hits our moon the whole world goes crazy. Tidal waves, tsunamis, and other natural disasters are all in the distant news, but for this family their struggle for survival centers on food. When all the big cities begin to crumble, this family must stick together and learn to trust each other like never before. The setting centers on their house and the struggles they face there. The main character, Miranda, has to grow up quicker than she wants to. The book is from her point of view and the reader is drawn into the fears, doubts, frustration, and joys she has while experiencing the end of the world.

(How) does the perspective on gender/race/culture/economics/ability make a difference to the story?  Miranda is a hero of sorts. After her brother is injured, it is up to her to keep the family together. At times she does not believe the end of the world has actually occurred, and continues to worry about normal things a girl her age would. She is forced to grow up, face reality, and be a support for her family in the most dire of circumstances.

Theological conversation partners:  Revelation 21:1-4:  This passage of scripture is full of hope. It gives the reader assurance that God has the last word, even when all we can see is destruction. The family in this story has their ups and downs, but they learn to rely on each other and have faith that one day things will be better. For all those facing disaster, or situations that just feel like the world is actually ending, this verse points to the one who will wipe away all tears and ends death forever. Glory Hallelujah!

Faith Talk Questions :

1. What would you do if an asteroid hit our moon?

2. How would your family cope with the aftermath?

3. Have you ever felt like you are not capable of doing something? Explain

4. How can a family support each other when they are going through hard times?

5. What can we learn from Miranda’s attitude?

6. How is her mother’s love like God’s love to us?

7. Where would you find God in a situation like this?

This review was written by Union Presbyterian Seminary student Russ Pearson.

Annie on My Mind

Name of Book:  Annie on My Mind

Author:  Nancy Garden

Publisher:  Farrar Straus Giroux

ISBN:  0374303665

Audience:  Age 14 up

Summary:  In November of her senior year in high school, 17-year-old Liza meets Annie Kenyon in the Metropolitan Museum of Art.  Though their worlds are full of contrasts – Liza goes to a private school, while Annie attends a terrible public high school; Liza is from a fairly wealthy family, and Annie’s parents and immigrant grandmother live in a shabby neighborhood – the girls become good friends and then lovers.  The realization of her homosexuality shakes Liza to her core and causes severe repercussions in her family and school as well.

Literary elements at work in the story:  Annie on My Mind is a series of letters that Liza begins to write to her friend Annie and then discards as she tries to process the relationship they had before both went off to college.  Interspersed is Liza’s first-person narrative of their seven-month love affair and the subsequent calamity that befalls them when others find out about their relationship.  The reader sees the whole story through the eyes of Liza, as she struggles to understand and then accept who she is and rejoice in her love for Annie.

How does the perspective on gender/race/culture/economics/ability make a difference to the story?  Now nearly thirty years old, this novel portrays the prejudice that surrounds the topic of homosexuality in our culture.  Some details are quite dated – smoking is more acceptable, high school seniors can legally buy wine, etc. – but the underlying theme of the power of love stands the test of time.  Much is made of the rigid, small-minded moral code of Liza’s private high school, although it is not clear that the general population of the time was any more open in their dealings with gay teens.

Theological conversation partners:   This novel would be a good book to use with teens in discussions of what it means to grow into the people whom God created us to be.  It might also be instructive to look at the scripture passages used as weapons by one of Liza’s friends against her [Lev. 18:22, Romans 1:26] as a way of exploring the historical injunctions against homosexuality in the Bible.  Juxtaposing that scene with the Pharisees’ use of the law against Jesus (particularly Matt 22:35-40) might give rise to interesting discussions about what place social, civil, and moral laws have in our lives.

Faith Talk Questions:

1. What issues of trust were broken during the time that Annie and Liza were using the teachers’ home as a place to meet?
2. How were the teachers, Ms. Widmer and Ms. Stevenson, influential at FosterAcademy?
3. How did Liza’s friend Sally use scripture when Liza tried to explain her relationship with Annie?
4. How was this use of scripture similar to/different than the way the Pharisees used it when Jesus healed on the Sabbath in John 5:5-16?

This review was written by Union Presbyterian Seminary student Beth Lyon-Suhring.

Number the Stars

Name of Book:  Number the Stars

Author:  Lois Lowry

Publisher:  Sandpiper

ISBN:  978-0547577098

Audience:  Ages 10-14

Summary:  Young Annemarie Nielsen and her friend Ellen Rosen live in occupied Copenhagen in 1943. Though young, they understand that the occupation of their city by the Nazis is frightening and dangerous, especially for Jews like Ellen and her family. When the Nazis begin to relocate the Jews, Annemarie and her family take many risks to save Ellen and her parents. Faced with difficult choices, frightening truths, and hope for a time beyond war, Annemarie learns about her own strength and courage as she works to save her friend.

Literary elements at work in the story:  In very age-appropriate ways, this short novel brings to life the historical events of Europe during WWII. Lowry develops Annemarie’s character across the novel as she matures from a carefree school girl to a young lady burdened by the reality of war. Annemarie is insightful, intelligent, caring, discerning and brave. The novel’s action rises quickly as Annemarie’s family works to save their neighbors, the Rosens. While the plot is not complicated, the author slowly unveils the secret that Annemarie’s family must keep. This skillful plot development allows the reader to experience tension – and hope – alongside Annemarie. Additionally, as various family members come forward to help the Rosens, the author maintains her focus on Annemarie and the fears she must face, thus allowing a young reader to relate to this difficult period in history.

Perspective on gender/race/culture/economics/ability: With a backdrop of Nazi-occupied Europe, this novel explores the treatment of the Jews at the hands of the Nazis. Through Annemarie, a Lutheran, and Ellen, a Jew, the author reinforces the idea that love and friendship are not bound by such distinctions as race or religion. Throughout the novel, in fact, the two families are shown to be loving neighbors who are respectful of their varied traditions. Annemarie and her sister Kirsti, in fact, are frequently invited to the Rosen’s home to see the lighting of the Sabbath candles. In terms of gender, Annemarie is depicted as a strong girl, capable of carrying out a dangerous mission. However, the author is also careful to be realistic in her characterizations for this particular time and place. When Annemarie and her mother visit Uncle Henrik, Annemarie’s mother notes the clutter and announces that Uncle Henrik needs a wife. Finally, while Annemarie must present herself as a “silly, empty-headed little girl,” the great irony is that this pretense is what allows her to be her most daring, brave, and quick-witted self.

Theological Conversation Partners:  Genesis 15:1-6; Psalm 147 (Quoted in the novel); Isaiah 41:8-13; Mark 12:28-34; I John 3:11-22

Faith Talk Questions:

1. Ask children to identify some of the things that frighten people. Ask them to consider why we become fearful in certain situations.
2. The novel makes the point that bravery is not the absence of fear, but the putting aside of fear for a greater good. In what ways were Annemarie and her family brave in the face of great fear?
3. Ask students to brainstorm for a list of examples from scripture that show bravery in the face of fear.
4. What do you think motivates people to set aside their fears and act bravely?
5. How does faith play a role in facing fears?  What are some examples of the role of faith in this novel?
6. The Rosens and the Nielsens are neighbors. What does scripture say about the relationship between neighbors? How is this lived out in the action of the novel?
7. Peter reads Psalm 147 during the dark and frightening night of the Rosens’ escape. How does this psalm offer hope to those gathered? How does it offer hope to us?
8. Abraham was promised as many descendants as there are stars in the sky. Consider the use of stars in this novel. How do Ellen’s necklace, the title of the novel, Psalm 147 and the story of Abraham in Genesis 15 work together to speak of hope in the midst of the persecution the Jews faced in Europe in 1943?

This review was prepared by Union Presbyterian Seminary student Catherine Lovejoy.

Teens and Faith: Marcelo in the Real World

Title:  Marcelo in the Real World

Author:  Francisco X. Stork

Illustrator:

Publisher:  Arthur A. Levine Books

ISBN: 139780545054744

Audience:  Ages 14 and up

Summary: Marcelo Sandoval, an autistic seventeen-year old, has come to the end of his junior year at Patterson, the special education school he has attended since kindergarten. His autism has not been accurately identified but it is marked by an inner music Marcelo hears, a lack of social skills, a need for an inflexible schedule, and an intense interest in God. Marcello is a practicing Catholic who meets regularly with a Jewish rabbi and names his dog from a Buddhist prayer. He has a job for the summer caring for the ponies in the Patterson stable. Marcello’s father , a driven, successful lawyer, has other plans: Marcello is to work in the “real world,” the mail room of his father’s law firm.  If Marcello works successfully there, he can return to Patterson for his senior year; if not, he must go to public high school. The real world requires Marcelo to make “small talk,” learn to distinguish sarcasm, adapt to new situations, and follow a competitive law firm’s rules.  And so Marcelo learns-to work with Jasmine in the mail room, to read the faces and intentions of co-workers, to find his way around Boston, to tell the social lie, to be aware of sex. The discovery of an injured girl’s picture in one of his father’s files jolts him into an action that may destroy his father’s law firm.  The result of this action makes public high school mandatory and compels Marcelo to deal with suffering and God’s will for his life.

Literary elements at work in the story: Marcelo is a rich, multi-layered novel told in the first person.  This unique perspective never varies as Marcelo tries to process figures of speech, grasp the real intent of a statement, deal with multiple stimuli, understand a discussion about girls and sexual attraction.  It is a profound experience of a different point of view, of the strengths and handicaps of autism. Marcelo seldom uses pronouns, referring to himself and others by name.  Several times undesirable language is used and some vulgarity is expressed but both are integral parts of the story and highlight Marcelo’s difference in the way he thinks about sex and life.

How does the perspective on gender/race/culture/economics/ability make a difference to the story? Marcelo’s father is Hispanic and despite his success still faces racial and cultural prejudice. Marcelo’s autism elicits ridicule and contempt. Wendell, a significant character, is sexist and exploitive.  Rabbi Heschel and Aurora Sandoval are strong, compassionate women. The law firm is made up of successful males who compete, make money and use secretaries. Some characters are stereotypes but most are believable, vital persons.

Theological Conversation Partners: Because Marcelo’s keen mind sees most questions and events in religious terms almost every event in this novel has a theological slant. How do we pray, experience God’s presence, know God’s will?  What is the purpose of suffering and how do we live with it.  What is the purpose of sex in God’s creation?  How do we know right from wrong?  How can we talk about our faith in the secular world?  These are a few of the questions with which Marcello struggles as he leaves the sheltered environment of Patterson for the law firm.  His conversations with the rabbi about, sex, suffering, and finding God’s will require attentive, repeated reading.

Faith Talk Questions:

1.  What is the real world according to Mr. Sandoval?  How does this contrast with Marcelo’s view?
2. Jesus asks God not to take his followers out of the world (John 17:15) and Paul suggests to the Corinthians that they are to maintain contact with the world as Mr. Sandoval sees it. (1 Cor. 5:1) How do we and Marcelo bridge this gap?
3. Marcelo calls his life of prayer “remembering.” Is this a good description?  How would you describe your prayer life?
4. What’s the difference between small talk and large talk?
5. Marcello attempts to explain to Mr. Holmes how to control worry and anger?  What do you think of his suggestion?  Do you think Mr. Holmes understood?
6. Marcelo’s father tries to explain to him how he can talk about religion in the real world. Is it good advice?  How does it handicap Marcel’s communication?
7. Marcelo asks Rabbi Heschel why Adam and Eve felt shame in the Garden of Eden when they realized they were naked. (Genesis 3:7) Is her insight about evil affecting the imagination an adequate explanation?
8. Rabbi Heschel says that God speaks to us through urges that are painful. When Marcelo follows this urge that may hurt his father, her advice is, “Trust God. God will know how to use whatever hurt results for His own ends.”  What do you think of “painful urge” as a term for God’s guidance?  Do you think her advice is sound?
9. Have you tried to discern God’s will as Marcelo does? How did you know?

This review is the last full review with faith questions in our series on teens and faith.  For the next two Mondays, shorter reviews of six books will also be offered.  Virginia Thomas is the writer of this series.

Speak

Name of Book: Speak

Author: Laurie Halse Anderson

Illustrator: None

Publisher: Puffin Books

ISBN: 9780142407325

Audience: Ages 13-17. A high school girl could easily relate to this story, whether they themselves have suffered some emotional trauma or if they want to be a good listener for a friend in need.

Summary: Being “popular” was no longer a priority for Melinda after peer pressure led to victimization and harassment. In an attempt to find justice, she not only lost her friends, but also her self worth. Speaking out was the only way to escape the internal prison she was trapped in.

The story centers on Melinda, who narrates through a first person dialogue. She struggles to find her way back from the traumatic event that happened right before her freshman year. From the inside, out, she feels like everything is totally wrong. Her dreams of making fond memories in high school turned into a series of nightmares. Unable to speak about the truth and afraid of making matters worse, her friends cannot understand her silence and sadness. Anyone, but especially a young woman, who has experienced being the outsider will be captivated by the way she describes her emotions.

Literary elements at work in the story: Realistic Contemporary Fiction

This book will especially help teenage girls identify with the emotional problem and fears that many face during their youth. Although the underlying issue is of a sexual nature, the plot concentrates on the hurtful realities of fleeting friendships and “holidays gone wrong” as one teacher quotes while trying to reach out.

This book involves all the things that teenagers hear about or are directly involved with – popularity, pep rallies, parties, sex and drugs.

The setting is mostly in a high school with flashbacks of the house where an end of summer party occurred.

Theological Conversation: Forgiveness comes at a very high price for adolescents who are trying to identify with themselves, let alone God. It is difficult to find faith in God when you feel unwanted and dislike who you are.

Although Melinda comes from a Christian based household, she and her family could benefit greatly from the positive social interaction that a church environment offers. Being part of a faith community promotes caring relationships that in turn brings family members closer together.

Scripture: Matthew 6:14-15 (forgiveness); Deuteronomy 12:7 (family blessings and support)

Faith Talk Questions:

1. How would the story be different if each traumatic or emotional issue pointed toward Melinda’s faith in God?  Her firneds’ faith in God?  Her family’s faith in God?
2. After the damage is done, why does it matter if a crime is reported or not?
3. Why is it so difficult for Melinda to forgive her friends?
4. Why would anyone want to forgive their perpetrator?
5. What kind of caring support can a teenager find at church?

This review was written by Union Presbyterian Seminary student Gina Craft.

Letting Swift River Go

Name of book:  Letting Swift River Go

Author:  Jane Yolen

Publisher:  Little Brown

ISBN: 978-0316968607

Audience:  Ages 4-8

Summary:  Sally Jane tells the story of the demise of her beloved town along the Swift River in Massachusetts. The town will be flooded along with the rest of the valley to form the Quabbin reservoir that will supply water to Boston. The story covers from 1927, when the town is told about the flooding, to 1946 when the flooding is completed. Sally is just six years old when the story begins. She watches as graves are moved, trees cut, homes destroyed and the river dammed. Later she and her father are in a boat on the now filled reservoir. As she looks down into the water she recalls something her mother told her when she wanted to keep lighting bugs in a jar, “ You have to let them go, Sally Jane.” As she looks into the water, she smiles and does just that, she lets it all go.

Literary elements at work in the story: This beautiful book for young readers is told in poetic narrative form perfectly illustrated by Barbara Cooney’s soft understated watercolors. The perspective is that of an adult recalling when she was six and the Swift river was flooded. This form allows the narrator to have insight a child would not have, but still keep a child’s perspective.

How does the perspective on gender/race/culture/economics/ability make a difference to the story: Both Yolen and Cooney bring to the story a personal understanding of the valley. Yolen often visited the Ouabbin Reservoir and Cooney lived not far away from the reservoir. The illustrations portray the time and place perfectly with carefully selected details that will appeal to children of any time period.

Scripture:  Luke 24: 36b-48

Theology:  Disbelief and disappointment are common to us all. Sally Jane just can’t believe what is happening around her. The town knew this was going to happen, but the eventuality of it all was shocking. In this passage, the disciples, like Sally, had been told what was going to happen, but they didn’t believe it. Then, when it comes, they are just as shocked and fearful as Sally was. Jesus calms their fears and opens their eyes and they are once again joyful. In the same way, Sally Jane’s boat ride on the reservoir helps her find joy once again. However joy, as great and healing as it may be, is not enough for the disciples or for Sally Jane.. Jesus tells his disciples they must spread their joy by preaching in His name and witnessing to others. We, like Sally Jane, must also pass on our stories of hope and joy to those around us. If the disciples had not passed on the joy of Christ where would we all be today. Don’t let you disappointments in life get in the way of living in Christ’s joy and then pass that joy on to others.

Faith Talk Questions:

1. How did Sally feel about what was happening around her?
2. How would you feel if someone said your town was going to be flooded so someone else miles away could have water?
3. Sally tells us her story to pass on her love for her town. What story can you pass on about something you love?
4. What does Jesus say to the disciples about passing on his story?
5. How can you pass on Jesus’ story?
6. Which of Jesus’ stories would you share and who would you share it with?

Review prepared by guest contributor Janet Lloyd.  (A review of Someday, a book for middle and high schoolers that chronicles the same event, was reviewed here yesterday.)

The Bracelet

Name of Book: The Bracelet

Author:  Yoshiko Uchida

Publisher:  Puffin

ISBN: 978-0698113909

Audience:  Ages 4-9

Summary:   During World War II, Second grader Emi is one of thousands told they must give up everything and move to an internment camp. Why? Because their relatives came from Japan. In many cases, as in Emi’s, those relatives came one or two generations before this and they are now citizens of the United States, but that does not matter. They are considered possible traitors or spies. While they are packing, Emi’s best friend Laurie comes to say goodbye and gives her a gold bracelet. Emi promises to always wear it to remember her friend. When Emi arrives in Montana, she realizes she has lost the bracelet. At first she is upset as the bracelet was the only link she had with her friend. As time passes, though, she begins to realize that she does not need the bracelet to remember her friend.

Literary elements at work in the story: Uchida uses a simple, descriptive style, that allows a child’s feelings to show through without becoming sentimental. Yardley’s watercolor illustrations match the characters and are historically accurate.

How does the perspective on gender/race/culture/economics/ability make a difference to the story: This story is about the history of the Japanese Americans in the United States during World War II. The history is portrayed with grace without diluting the fact that it was wrong. The conversations with Emi and Laurie are particularity good at showing how confusing this part of our history was. An afterword gives historical context to the story.

Scripture:  Jonah 2: 1-9.  When Jonah first arrived in the belly of the whale, he must have felt a bit like Emi when she lost her bracelet. He must have felt that he had lost all connection with the outside world. However, he, like Emi, begin to remember and understand and eventually hope comes. With hope he, like Emi, can see clearly. For Emi it means that she will not forget her past. For Jonah hope means that even in the belly of the whale, God will save him. When you are in the “belly of the whale,” when you are in distress, pray as Jonah did, as if you are already saved, for you are!

Faith Questions:

1. How did Emi feel about leaving her home?
2. What did the bracelet mean/represent to her?
3. How did she overcome her unhappiness about loosing the bracelet?
4. Have you ever been sad like Emi was when she had to leave her home and when she lost her bracelet?
5. What did you do?
6. How did Jonah feel about being in the belly of the whale?
7. Who did he come to understand would save him?
8. Why?
9. Can you think of something that makes you unhappy?
10. Can we go around the table and ask God to help us find hope in our unhappiness?

Review prepared by guest blogger Janet Lloyd

Smoky Night

Name of Book:  Smoky Night

Author:  Eve Bunting

Illustrator:  David Diaz

Publisher:  Voyager Books Harcourt Inc.

Audience:   Ages 8-10

Summary:  The book was written to portray the experience of a young boy and his mother during the riots in Los Angeles in 1994.  The main characters watch as angry people destroy property, steal, and hurt each other.  As the boys’ home is burned during the night, he and his neighbors escape to the safety of a church.  It is here that the boy’s mother and Mrs. Kim who are of different races realize that they can indeed live together as they watch their two cats befriend each other and share food.

Literary elements at work in the story:  The setting of this story is vividly portrayed through the illustrations which make the author’s words about what happens when a mob of people become angry even more powerful.  The underlying theme of coming together in times of trouble is another critical element in this story.

Perspective on gender/race/culture/economic ability:  he author shows how people of different races/cultures can change their attitudes toward one another in times of fear and suffering.  The boy’s mother comments near the beginning of the story that she only doesn’t go to Mrs. Kim’s store because she only buys things from “her own people.”  By the end of the story the mother has changed her attitude and offers the hand of friendship to the same person that she previously would not associate with.

Scripture:   Psalm 37:8, Psalm 145:8-9, Romans 14:19, Galatians 3:28

Theology:   God’s people are called to restrain themselves from anger and wrath because they produce evil.  God is full of unconditional love for all of God’s children and is slow to become angry.  We are called to pursue peace.  We are all one in Christ Jesus.

Faith Talk Questions:

1. What can happen when a lot of people become very angry?
2. What does mama mean when she says “it is better if we buy from our own people?”
3. Where in the story do you observe people loving their neighbors as themselves? (Allow the children to actually point out where they see this on specific pages in the book.)
4. How does mama change from the beginning of the story to the end of the story?
5. How do you understand or interpret the final two illustrations in the story?

Review prepared by Marcia Rauch, MACE, Entering cohort Fall 2006

Olive’s Ocean

Name of Book: Olive’s Ocean

Author: Kevin Henkes

Illustrator: None

Publisher: Harper Collins Publishers

Publisher’s Intended Audience: Grades 5-8

Summary: As Martha Boyle is getting ready to go to her grandmother’s house on the ocean, she receives a visit from the mother of a classmate named Olive who was recently killed in a car accident.  Olive’s mother gives Martha a page from Olive’s journal and leaves. Although Martha was not friends with Olive, the journal entry suggests that Olive really wanted to be her friend.  Martha reflects on this as she and her family spend time with her grandmother. Many things happen on the summer trip to Martha: Martha falls in love and is humiliated, shares deep thoughts with her grandmother, sees her family in a new light, and contemplates her own mortality as she seeks to remember and grieve for Olive Barstow.

Literary elements at work in the story: The genre of this story is contemporary realistic fiction. The setting for the majority of the story is the beach where Martha’s grandmother has her home.  The plot is centered on Martha and her discoveries about life and about herself.  The author’s characterization of Martha is typical of what many 12 year old girls may experience and feel as they grow and change. This book would be very appropriate for tweens in a middle school youth group.

Perspective on gender/race/culture/economic ability: No particular perspective is highlighted in this book although it is evident that Martha’s family is upper middle class. Mom has her own show at a radio station and dad is a lawyer who decides to return to his firm after taking time off to be a stay at home dad.

Scripture/Theme: This book has an overall theme of growing up and highlights the experiences that happen to a girl who is almost a teenager. Although the book is a fictional piece, the events described in it are realistic and ones that middle school girls could relate to as they grow and change in their own lives

Theology:

1. Although our thoughts, feelings, and bodies change as we grow, the unconditional love of God for all of God’s children remains constant.
2. The Christian life is a journey on which we meet people and have experiences that mold and shape us as we walk the path toward sanctification.

Faith Talk Questions (Intended for use with Grades 5-8/ages 10-12):

1. Why is Martha surprised by the visit from Olive’s mother?
2. What does Martha realize when she is talking about Olive for Jimmy’s video?
3. What do you as the reader learn as Martha writes “Olive’s” story?
4. Why does Martha feel solidarity with Olive?
5. What is the significance of the ocean and the beach setting to this story?
6. How does Martha change from the beginning to the end of the story?
7. Do you think that Martha will view people who cross her path differently in the future?  Why or why not?

Review prepared by Marcia A. Rauch, MA in Christian Education (MACE), Entering cohort – 2006.