Heck: Where the Bad Kids Go
Bibliographic
Information
Basye, Dale E. Heck: Where the Bad Kids Go. Random
House, New
York. 2008.
Plot Description
Milton had spent most of his time trying to avoid trouble.
On the other hand, his older sister Marlo, lived for it; which is how Milton
wound up in an unfortunate situation, cornered by mall security in front of a twenty-foot,
marshmallow-covered bear. Unfortunately, Damian (the school bully) was there.
And he was planning the best prank of all: to blow up the marshmallow
bear. The same bear that Marlo and
Milton were standing next to. Milton heard a faint sizzling sound coming from
the bear. When the sizzling stopped the bear exploded, covering Marlo and
Milton in flaming, sweet goo. The next thing they knew, they were in Heck. Not
H-E double hockey sticks. But the place that bad kids go until they turn
eighteen. But, why was Milton there? He was a good kid. According to the Heck
principle Bea “Elsa” Bubb he must have done something terrible in the last few
moments of his life. Milton and Marlo knew they had to get out of Heck. But it
wasn’t going to be easy, if it was even possible at all.
Quantitative Reading
Level
Flesch-Kincaid Grade Level: 7.6
Flesch-Kincaid Reading Ease: 69.5
ATOS Level: 8.5
Qualitative Reading
Level
Meaning: Middle Low. Text contains single complex multiple
layer of meaning.
Structure: Middle Low. The narrative structure is
largely simple, more explicit than implicit and is largely conventional.
Narration does not shift in point of view. The order of events is
chronological, there is some use of flashbacks.
Language: Middle High/Low: Text contains use of figurative
language or irony. The language is largely contemporary, familiar, conversational
language that is explicit. The text is rarely unfamiliar, archaic,
domain-specific or overly academic.
Knowledge Demands: Middle Low/High. Explores a single complex
theme, experiences portrayed are common to many readers or obviously fantasy.
The use of intertexuality and numerous allusions to cultural elements requires some
level of cultural and literacy knowledge.
Content Area
English
Subject Area Tag
English, Reading for Pleasure: Chapter Books, Middle School
or High School
Content Area Standard
New York State Content Area Standard (Grades K-5)
1. Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content
and style of a text.
7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
9. Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational
texts independently and proficiently.
11. Respond to literature by employing knowledge of literary
language, textual features, and forms to read and comprehend, reflect upon, and
interpret literary texts from a variety of genres and a wide spectrum of
American and world cultures.
Curriculum
Suggestions
- Hero myth
- Use in conjunction with other texts mentioned/Dante’s Inferno
- Use as pleasure reading
Links to Supporting
Digital Content
Book Blog:
*photo obtained from Goodreads
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