Troublemaker

Troublemaker

Bibliographic Information

Evanovich, Janet; Evanovich, Alex. Troublemaker. Dark Horse Books, Milwaukie, OR. 2010.

Plot Description

Alex Barnaby, A.K.A. Barney is a NASCAR mechanic and spotter for the Metro Motor Oil Team. She once stole an eighteen-wheeler and her friend Felicia helped her hide it. Her friend Rosa helped her remove the dead body that was in the storage compartment. Alex didn’t kill him, she just found him. Alex receives a Voodoo doll that looks like Rosa with a note attached “I’ve got the floozy, her blood will be on your hands. You have three days”.  With the help of Sam Hooker (handsome NASCAR driver, also Alex’s boyfriend) they need to figure out who took Rosa and find her fast. What does the kidnapper want? Will they find Rosa in time?

Quantitative Reading Level

Flesch-Kincaid Grade Level: 5.1

Flesch-Kincaid Reading Ease: 81.2

ATOS Level: 5.5

Qualitative Reading Level

Meaning: Middle Low. Text contains single complex 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 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. Explores a single complex theme, experiences portrayed are common to many readers. There is no use of intertexuality. The text requires some cultural/literary knowledge. 

Content Area

English, Art

Subject Area Tag

English, Art, Reading for Pleasure: Chapter Books, Middle School or High School

Content Area Standard

NYS Art Standards

Standard 1—Creating, Performing, and Participating in the Arts

1. Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

Standard 2—Knowing and Using Arts Materials and Resources

2. Students will and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts.

New York State Content Area Standard (Grades 6-12)

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 formats and media, 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

• Compare and contrast a graphic novel mystery with a standard mystery
• Use as an example for an art class

Links to Supporting Digital Content

Author website

http://www.evanovich.com/

*obtained photo from Goodreads