The Trouble with Mark Hopper

July 13, 2009
Weissman (Standing for Socks
) delivers a tried and true plot: two boys, archenemies at first, are forced to work together until they grudgingly form a friendship. The newfound trust is shaken when one betrays the other, but by the final page, all is forgiven. What gives this story its cleverness and humor is that both 11-year-old boys are named Mark Hopper; because Weissman tells the story in third person, the reader is constantly deciphering which Mark she is referring to. One Mark, a pompous know-it-all, who “wasn't smart enough to know that nobody wanted to be reminded all the time of how smart he was,” dearly wants to win the prestigious Mastermind tournament and, hopefully, his dad's affection. The other Mark, a shy kid who exudes kindness but struggles academically, longs to fit into his new sixth-grade class and surprise his grandfather with the top-notch portrait he's created in art class. The Marks clash until they realize that their complementary strengths make them a strong team. Weissman has a lot of fun with her two Marks—as will readers. Ages 9–12.

August 1, 2009
Gr 4-7-There are two Mark Geoffrey Hoppers entering seventh grade at Ivy Road Middle School in Greenburgh, MD. One is a straight-A student, very conceited, and obnoxious. The other is friendly and an average student. Since only one Mark Hopper is registered for school, both boys spend a confusing first day. Much to their chagrin, a teacher assigns them to be study partners. The "mean" Mark deviously creates a plan to promote himself as the first seventh grader to enter the Mastermind tournament. He needs to list two talents to be considered for the contest. He can use his music ability but is at a loss for the second one until he sees the other Mark's amazing artistic skills. He takes his drawing, which is on display in the school art show, to submit as his own for the tournament. Taking advantage of Mark's easygoing personality, he convinces him to take part in the team-building part of the tournament since "mean" Mark has such difficulty "playing with others." Although the use of identical names gets confusing at times, Weissman steers readers through the plot with clear distinction between the characters. The concluding chapters shed light on the reasons behind "mean" Mark's behavior and lead him to see by the other child's integrity what it means to be a true friend."D. Maria LaRocco, Cuyahoga Public Library, Strongsville, OH"

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