Green, J. 2012. The fault in our stars. Dutton Books: NY.
Hazel Grace Lancaster knows her final chapter has already been written. A sixteen year old with terminal thyroid cancer, she has accepted her fate. Her mother, however, believes her to be depressed, and along with Hazel’s therapist, encourages her to go to a support group for teens with cancer. It’s there she meets Augustus Waters, the first boy she’s met who can match her wit and intelligence. They bond over her favorite book, An Imperial Affliction, and soon something happens to Hazel that she never saw coming: she falls in love.
ATOS Book Level: 5.5
Interest Level: Upper Grades (9-12)
John Green is one of those authors who is considered to really have a direct line into the teenage mindset, through his internet ventures and his multiple books. This book is no different, producing a witty account of a teenage girl who is traveling a difficult road with grace and poise, as well as a sense of bitterness over the world that dealt her this hand.
I’d say the meaning was Middle High, as the subject matter is complex, especially with the integration of Van Houten’s minimal story line towards the end. The language is also Middle High, using some complex words. The knowledge demands I think are Middle Low; experiences in the book can be common (love, depression, death), and there are few references to other texts/cultural elements.
Goal 1 Reading, Reviewing and Responding to Texts
The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis.
The student will use effective strategies before, during, and after reading, viewing, and listening to self-selected and assigned materials.
- 1.1.1 The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions.
- 1.1.2 The student will use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing.
- 1.1.3 The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading.
- 1.1.4 The student will apply reading strategies when comparing, making connections, and drawing conclusions about non-print text.
- 1.1.5 The student will identify specific structural elements of particular literary forms: poetry, short story, novel, drama, essay, biography, autobiography, journalistic writing, and film.
The student will construct, examine, and extend meaning of traditional and contemporary works recognized as having significant literary merit.
- 1.2.1 The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text.
- 1.2.2 The student will determine how the speaker, organization, sentence structure, word choice, tone, rhythm, and imagery reveal an author’s purpose.
- 1.2.3 The student will explain the effectiveness of stylistic elements in a text that communicate an author’s purpose.
- 1.2.4 The student will identify and/or explain connections between and among themes and/or styles of two or more texts.
- 1.2.5 The student will extend or further develop meaning by explaining the implications of the text for the reader or contemporary society.
- 1.2.6 The student will extend or further develop meaning by comparing texts presented in different media.
Author’s website: http://www.johngreenbooks.com
- #1 New York Times bestseller
- #1 Wall Street Journal bestseller
- #9 The Bookseller (UK) bestseller
- #1 Indiebound bestseller
- New York Times Book Review Editor’s Choice
- Starred reviews from Booklist, SLJ, Publisher’s Weekly, Horn Book, and Kirkus