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
*obtained photo from Goodreads
