Krista Brouwer 6th-10th grade

Bauer, Joan. Close to Famous. New York: Scholastic Inc., 2011. Print.

Foster McFee and her mother Rayka settle down in the rural town of Culpepper, West Virginia after fleeing Memphis from Rayka’s abusive Elvis-impersonator boyfriend, Huck. With the help of a friendly, older couple, Foster and her mother are able to stay in Lester and Kitty’s Airstream trailer for free. Foster makes herself at home by doing what she knows best…baking and getting Culpepper residents to fall in love with her cupcakes. She dreams of having her own baking show one day. But Foster isn’t the only one in Culpepper with dreams. Her new-found friend Macon wants to be a famous documentary film maker and wants to make his first film about how the new prison is ruining their small town. Miss Charleena, an ex-Hollywood actress that Macon does odd chores for, has escaped the unforgiving, harsh life of acting. She has just about let it kill her until she meets Foster through Macon. Foster has a deep, shameful secret that Miss Charleena is willing to help Foster with. The way these three characters come together, along with the many other side stories this book has to offer, makes this an uplifting read. This book takes many unexpected twists and turns from the unresolved issue of Huck pestering Foster and her mom to Foster and Macon saving the day at a local shelter.

Themes:Empathy, social action, domestic violence, being famous, community spirit

Classroom theme:creating a positiveclassroom community, researching social issues, facing tough times with a hopeful spirit

Genre: Awards:

Contemporary Realistic Fiction ALA’s 2012Schneider Family Book Awards

2014 Rebecca Caudill Honor List

Rating: Excellent

Instructional Uses:

1. Have students create a Bio-poem or a Clerihew about themselves. Many students don’t like poetry, so it is best to teach poetic forms throughout units of study instead as a unit by itself. In the book, Foster says, “You’ve brought so many ingredients into my life. You taught me to be brave and to always share what I’ve got with other people” (pg. 157). Have students reflect on what that means and have them complete a “recipe card” with the poem about themselves on the front and have them draw a picture or symbol on the back of the card that represents who they are. Then, have students put all of their cards in a recipe box, pass the recipe box around and have students randomly draw one of their classmates’ cards out and read it. This activity will help foster a positive leaning environment. Have students talk about people that have brought“good ingredients” into their lives.

2. Split the class into two groups randomly. Have each side research the need for or decrease in prisons. This is a hot topic all over the country, but especially in Illinois. Sothern Illinois has particularly been affected by this topic. Each side must research the topic and use at least one Illinois newspaper article. Students may use the book as well. Give each side only 30 minutes to research the topic. Debates are especially important for the young adolescent as they are beginning to be able to see both sides of an argument. Having students argue against something they believe in (meaning being on the opposite side of what they believe) is a true challenge to all students-even college students! However, it helps a person expand their knowledge of a topic and gets them out of their own comfort zone. It is a truly challenging experience. Of course, ground rules are always important in any debate such as courtesy, timed responses, and giving time for rebuttals.

Other books by Joan Bauer: Rules of the Road, Close to Famous, Best Foot Forward, Stand Tall

Other books with the same theme: When She Hollers by Cynthia Voigt, What Jamie Saw by Carolyn Coman, Shooting Kabul by N.H. Senzai, Tangle of Knots by Lisa Graff, You Are Not Alone: Teens Talk About Life after the Loss of a Parent by Lynne B. Hughes (Non-Fiction)

Media:This YouTube video has the lyrics to “I Will Survive” by Gloria Gaynor from 1979. The lyrics portray a woman who has just left a bad relationship. Students can listen to the song while viewing their lyrics. After listening to the song, students can be encouraged to write their own lyrics about a topic in the book such as domestic violence, small towns, or remaining hopeful and persevering. Many times teens don’t listen to the specific lyrics in a song; however, lyrics can have powerful lyrics.