American Born Chinese

Yang, G.L. (2008). American Born Chinese. New York, NY: Square Fish

Appropriate grade levels:

6-12. This book would be appropriate for some 6th graders, most middle schoolers and definitely high school students. The romance theme would be a bit much for some 6th and 7th graders but many kids could relate to a lot of the other themes in the book such as feeling outcast or wanting to be someone else.

Summary:

This book is actually three stories in one but the stories come together in a surprise ending. First, there is a monkey king who wants to go to a party but is told no monkeys allowed. Second, there is a boy Jin who is born in America but his parents are Chinese. He is treated as an immigrant and constantly feels like he does not fit in. He likes a white girl but is not confident she will like him back. Thirdly, there is a another boy, Danny, who is constantly embarrassed by his crazy cousin from China. Interestingly enough, Danny is white. Three stories intertwine in this fun, entertaining, heartfelt coming of age story.

Classroom Use:

- Use with Literature Circles or for independent reading

- Writing connection: students could create playing cards for the unique characters in this novel. For an example, click here.

- Writing connection: students could create their own comic strips about other issues students have in school or bullying troubles that students experience.

- Reading strategies: Making connections (especially with bullying issues, romance), making predictions (trying to figure out how all three stories connect)

- Literature analysis: study use of pictures and how they impact the novel. Look at subtleties in pictures and compare to subtleties in language make a point.

Reader’s Response: (spoiler alert! Do not read if you have not finished this book.)

This book is an amazing story. It proves that graphic novels are not easy, can promote higher level thinking, and certainly have a place in the high school classroom. I have had struggling readers who have had trouble reading this book. The reading level is not low but the pictures are motivating. I've found that resistant higher level readers (also known as non-readers- those who can read well but do not like it) LOVE this book. It challenges them intellectually and it's motivating.

The themes in this book are easy for teens to connect to, even if they are not of Asian decent. The theme of bullying is clear throughout this book. When a boy asks Jin not to ask out Amelia again and insinuates it is because of his race, that is bullying. This would be an interesting book to talk about how teens treat each other and what is appropriate. It would help kids talk about where the line falls between simply being mean and bullying someone.

This book has some interesting themes about accepting who you are. Jin was so embarrassed by his heritage he had a created a white version of himself, Danny. He was incredibly embarrassed by his "cousin" (the monkey king) who would visit each year. He even went so far as to try to change his hair and appearance to make himself seem more "white." Great discussions points about accepting who you are and liking all parts of yourself.

This book is a must read for all high school students and teachers!

Something Extra:

Check out my blog about using graphic novels in the classroom:

http://lupoknowswhattoread.blogspot.com/2011/07/graphic-novel-use-in-middle-and-high.html

Browse through the author Gene Luen Yang's website for more information. Don't miss the link to his information for educators about using graphic novels in the classroom.

Graphic Novel Use in the Middle and High School Classrooms

Graphic Novels

Graphic novels have become an essential component of library collections for both children and teenagers, and they have enormous potential for classroom use. This page compiles graphic novel information and resources to help you learn more about this genre of publishing for youth.

Awards and Recommended Lists

Graphic Novels for Libraries: Recommended Titles for Children and Teens. A bibliography developed by former CCBC librarian Hollis Rudiger.

Great Graphic Novels for Teens: This annual list of recommended GNs from the Young Adult Library Services Association of the American Library Association began in 2007.

Eisner Awards: These are the comics industry's own awards, recognizing excellence in a variety of categories.

Books for Library Collection Development:

· Crawford, Philip Charles. Graphic Novels 101: Selecting and Using Graphic Novels to Promote Literacy for

Children and Young Adults: A Resource Guide for School Librarians and Educators. Hi Willow, 2003.

· Goldsmith, Francisca. Graphic Novels Now: Building, Managing, and Marketing a Dynamic Collection.

American Library Association, 2005.

· Lyga, Allyson and Barry Lyga. Graphic Novels in Your Media Center: A Definitive Guide.

Libraries Unlimited, 2004.

· Miller, Steve. Developing and Promoting Graphic Novel Collections. Neal-Shuman, 2005.

· Rothschild, D. Avila. Graphic Novels: A Bibliographic Guide to Booklength Comics. Libraries Unlimited, 1995.

· Weiner. Stephen. 101 Best Graphic Novels. NB Publishing, Inc., 2003.

Understanding, Using and Defending GNs

Web Resources:

Comic Books and Graphic Novels: Digital Resources for an Evolving Form of Art and Literature: The Association of College and Resource Libraries of the American Library Association publishes College and Research Library News. This online article from February 2005 offers terrific information for comics enthusasists, scholars and librarians, with links to a wide variety of comic-related resources.

Dealing with Challenges to Graphic Novels: This resource page from the American Library Association Office for Intellectual Freedom summarizes key messages for libraries regarding graphic novels, and offers general tips on responding to a complaint or challenge.

Defending the Purchase of Graphic Novels: This perspective from the CCBC was provided in response to a question submitted to our What IF . . . Questions and Answers on Intellectual Freedom forum.

Books:

• Bang, Molly. Picture This: How Pictures Work. SeaStar Books, 2000.
• Carter, James Bucky, editor. Building Literacy Connections with Graphic Novels: Page by Page, Panel by Panel. NCTE, 2007.
• Cray, Stephen. Going Graphic: Comics at Work in the Multilingual Classroom. Heinemann, 2004.
• Eisner, Will. Comics and Sequential Art. Poorhouse Press, 1985.
• Eisner, Will. Graphic Storytelling. Poorhouse Press, 1996.
• Gorman, Michele. Getting Graphic: Using Graphic Novels to Promote Literacy with Teens and Preteens. Linwood. 2004.
• Klock, Geoff. How to Read Superhero Comics and Why. Continuum, 2002.
• Lyga, Allyson A.W. and Barry Lyga. Graphic Novels in Your Media Center: A Definitive Guide. Libraries Unlimited, 2004.
• McCloud, Scott. Making Comics: Storytelling Secrets of Comics, Manga and Graphic Novels. Harper, 2006.
• McCloud, Scott. Understanding Comics: The Invisible Art. Kitchen Sink Press, 1994.
• Miller, Steve. Developing and Promoting Graphic Novel Collections. (Teens @ the Library Series) Neal-Schuman, 2005.
• Varnum, Robin and Christina T. Gibbons. The Language of Comics. University of Mississippi Press, 2002.
• Weiner, Stephen. The 101 Best Graphic Novels. Nantier-Beall-Minoustchine, 2005.
• Weiner. Stephen. The Rise of the Graphic Novel: Faster Than a Speeding Bullet. Nantier Beall Minoustchineg, 2004

The Invention of Hugo Cabret

Selznick, B. (2007). The Invention of Hugo Cabret. New York, NY: Scholastic

Appropriate grade levels:

4th-12th grade. The content of this book is interesting and allows for use between a wide range of levels. The pictures provide excellent support for younger readers or struggling readers yet the content and pictures combined allow for high level analytical discussions. The main character is 12 years old so younger students would relate, however, the character's youth is not a turn off for older readers because of the mysterious quality of the story and the interesting plot. This book is highly recommended for use with struggling and non-struggling upper elementary or struggling middle or high school students.

Summary:

Hugo is an orphan who lives secretly in apartment at a train station in Paris in the early 1900's. He mysteriously knows how to operate the clocks in the train station and keeps the clocks running smoothly. He steals food and toys from vendors, including an old man who has a small toy shop. Hugo gets caught by the old man and the old man learns of Hugo's secret and takes his notebook but Hugo refuses to give up any more information. Hugo works for the old man with the hopes of getting his special notebook, which contains notes about his secret, back and the old man recognizes Hugo's talent with his hands and his ability to fix small toys. Hugo also meets a girl, Isabelle, who is mysteriously connected to the old man at the toy shop and she claims she can get the notebook back for Hugo. Hugo and Isabelle become friends but Hugo still doesn't want to share his secret, which he hides in his train station apartment, with anyone.

Classroom Use:

- Use with whole class reading, Literature Circles or for independent reading

- Writing connection: students could create comic strips using ReadWriteThink's comic strip creator. Comic strips could describe a scene from the story (younger students) or could demonstrate a higher level analysis, for example, explain how and why Selznick's use of pictures creates a movie-like feel.

- Writing connection: students could create character analysis and development projects using glogster.

- Reading connection: Making predictions- the mysterious nature of this novel as well as the unexpected twists and turns would be perfect for making predictions, Somebody Wants But So technique for summarizing would work excellent with this novel as well.

- Literature Analysis: analyze the difference between a graphic novel, a movie, and this book and how this book is a combination of elements. Discuss how and why this works for this novel. Character and plot development through pictures would also be an excellent use of this novel as it quite uniquely uses pictures to develop characters and further the plot.

Reader’s Response:

The Invention of Hugo Cabret is a gem of a novel because, like Lawn Boy, this book can be read and understood on many levels. The pictorial support lends itself to use with low level readers in upper grades as well as younger students. The potential for high level analytical discussion about the elements of this unique book (the use of pictures, the movie-like quality, the mysteriousness of the title) allows for use with high achieving students as well. The general mysteriousness of the novel and unanswered questions (Did Hugo's father program the automaton to give a message to Hugo? Why is George Melies pretending to be dead?) will make for amazing discussions bridging higher and lower level readers and a large span of grade levels.

The reader will instantly sympathize with the main character of this book, Hugo. He has no parents and has to steal in order to survive. What gets him through the day is hope, a theme in many novels where people experience hardship like Hugo. His hope lies in the secret that the automaton (a sort of robot that can draw pictures or write messages, often used by magicians at the turn of the century) is holding and he is able to keep going in life because he has a mission: fix the automaton and learn it's secret. The characters are relatable and likable, from Isabelle, Hugo's friend to Etienne, who in many ways saves the day, and even the old man who owns the toy store, George Melies, a famous film maker.

The movie like quality and the use of pictures is one of the most fascinating parts of this novel. When I began reading it I did not quite understand the use of pictures as it is incredibly different then any other novel I've read (and I've read a wide range of graphic novels!) As the story unfolded I became accustomed to the style of this unique book. As the story wrapped up it all came together and the connection between film and the pictures in this book made sense. Many teachers feel that stories with pictures (graphic novels or a book like this) do not have a place in the middle or high school English classroom. Graphic novels and pictorial novels such as this are misunderstood. In some graphic novels (comic books) the pictures simply support the text. In a good graphic novel (still a comic book) or in the case of this novel, the pictures enhance the text and provide another layer of meaning that would not exist without the pictures. Check out some of the resources below for more information on how and why high school teachers should incorporate graphic novels into the classroom.

Bridging the gap between analysis of different forms of media and novels would be an excellent way to draw students in to this novel and would make for excellent discussions. As it explains in the afterward, this book is based on a real film maker, George Melies. His films would be an interesting point of discussion and many are available on YouTube. An important film mentioned in this novel is A Trip to the Moon, Hugo's late father's favorite movie. To watch, click here. Some other excellent Melies films to watch on YouTube are The Vanishing Lady (produced in 1986) and The Magician.

Something Extra:
Read about Gene Luen Yang, the author of American Born Chinese, and his use for comic books and graphic novels in education here. You can also find a wealth of information on his website.
Check out my blog on graphic novel use in the middle and high school classroom as well.
http://lupoknowswhattoread.blogspot.com/2011/07/graphic-novel-use-in-middle-and-high.html

Lawn Boy

Paulsen, G. (2009). Lawn Boy. New York, NY: Random House

Appropriate grade levels:

4th-adult. The content of this book is interesting and allows for use between a wide range of levels. Each chapter title begins with an economic principle which would make for interesting discussions in a high school classroom, especially if studying economics. The main character is 12 years old so younger students would relate, however, the character's youth is not a turn off for older readers because of Paulsen's clever writing and fabulous array of characters. Struggling and non-struggling high school readers would both love this book and take away different things at different levels.

Summary:

The Lawn Boy (nameless throughout the book) is on summer break and has no money. His parents are not wealthy and sometimes he gets picked on at school. He starts mowing lawns for extra money. Due to a recent shortage of lawn mowers in the neighborhood his business becomes immensely popular and grows out of control. He meets an investment banker who invests money for him rather than paying him then helps him build his business and his earnings are unbelievable. The investment banker makes some interesting connections for Lawn Boy bringing some fascinating Paulsen-esque characters in to this delightful story. This book is hilarious, a quick read, and will leave you wanting more (so check out Lawn Boy Returns- the sequel!)

Classroom Use:

- Use with whole class, read alouds, Literature Circles or for independent reading

- Writing connection: students could write a business plan using the economic principles outlined in this book, read nonfiction pieces about economics to draw connections

- Writing connection: students could write about what they would do if they suddenly came into a great deal of money or brainstorm ways that it would change Lawn Boy's family or their own family.

- Writing connection: students could create comic strips about Joey Pow, Arnold, Pascal, or the antagonists who want to beat up Lawn Boy

- Reading strategies: Making predictions is perfect for this novel because of all of the twists and turns. The reader is constantly wondering how Lawn Boy will deal with each of his twists of fate.

- Literature analysis: character development (Paulsen's characters are always creative and richly descriptive), plot analysis (conflict, climax are great to study with this book), authors choice (consider why Paulsen chooses not to name his main character, for example)

Reader’s Response:

This thoughtful written, fun book will instantly be a favorite. Paulsen's talent combined with an uplifting story will not disappoint readers. Lawn Boy is lovable because he is not popular or well loved at school. He is a funny, regular kid with problems and then something amazing happens to him. Students will be able to relate and imagine themselves coming across the good luck that Lawn Boy randomly finds.

Connections with social studies and economics are avenues that many teachers should explore when using this novel. I personally do not have a great understanding of how the stock market works or the true economic structure of our society and this book gives amazingly practical examples that a elementary student could understand and relate to. At the high school level, it would be totally possible to look at businesses and figure out why certain business succeeded or failed based on what is learned from this book. Lawn Boy was able to earn an incredible amount of money because so many tides turned his way. From the shortage of lawn mowers to the chance meeting of an investment banker and his lucky (almost lottery-like) choosing of stocks for Lawn Boy, massive amounts of money was accrued. Students could look at what things need to occur to create a successful business.

The characters in this book are splendid. Paulsen does not disappoint and holds true to his reputation of creating interesting, likable characters. Arnold, the investment banker, is quirky and smart. His motivation for helping Lawn Boy is clear as he earns a percentage of Lawn Boy's earnings but he also seems to be a helpful, caring person. Joey Pow is tough and kind and his extreme protection of Lawn Boy is endearing. The antagonists in the novel are clear bad guys and easy to hate and feel sorry for at the end of the book. Lawn Boy's parents have enough quirkiness to be endearing as well. Paulsen's choice of leaving Lawn Boy nameless and the impact this has on the story is also an interesting point of discussion for a class. This fabulous book will quickly make the top of your list to reread every year for fun!

Something Extra:
Check out a great way to incorporate technology as well as collaborate between a 4th grade and a 12th grade classroom using this book:

Free Technology For Teachers

Sold

McCormick, A. (2006). Sold. New York, NY: Hyperion Books

Appropriate grade levels:

9-12. The content of this book is inappropriate for middle school. Although the main character is only 13 years old, the sexual content of this book could be jarring for middle school students. Some middle school students would be emotionally mature enough to handle this book, however. The reading level is very appropriate for high school independent reading which is why I think this novel is best for high school students.

Summary:

Lakshmi is a thirteen-year-old girl living in a poor village in the Himalayan mountains. Her stepfather sells her to a woman, thinking that she will be his maid. His family is desperate. Unfortunately she is sold into the sex trade industry and brought to a brothel in India. In India she faces her worst fears and nightmares, makes surprising friends, and learns to survive. The poetic structure of this novel is an excellent way to tell this deeply troubling tale that is unfortunately a reality for many girls around the world.

Classroom Use:

- Independent reading or as a choice in literature circles (make a choice, this topic is sensitive and not everyone will feel comfortable reading it.)

- Writing connection: students could research and write letters to organizations that help combat child sex trafficking.

- Writing connection: Pod Cast. Most students don't realize child sex trafficking exists until reading this book and many students may want to raise awareness. Students could write a short piece explaining to other teens the realities of child sex trafficking and what is happening around the world. They can plead for help and then create a podcast or video of their piece to help raise awareness.

- Reading strategies: Making connections, summarizing, and making predictions. Reciprocal Teaching method of predicting, asking questions, clarifying, and discussing predictions would work perfectly with this novel.

- Literature analysis: Discuss the use of figurative language: similes, metaphors, alliteration, imagery, sensory stimulation, symbolism. The poetic language of this book is a perfect medium for helping students gain comfort analyzing figurative language.

Reader’s Response:

Sold is a heartbreaking novel that haunts your thoughts long after you read it. Teens will be drawn in to the shock value of Lakshmi's experiences in the brothel in India. Students will connect with Lakshmi's difficult family situation in Nepal prior to her time in India. Students will be saddened as Lakshmi is beaten and starved until she stops refusing (or can no longer physically refuse) to do her job in the brothel. Lakshmi will touch the lives of students in a way that will make some want to stop reading and others engaged in the horrors that surround the life of children sold into the sex industry.

Hope is an important theme in this novel. Lakshmi is able to survive on her hope that she will pay Mumtaz back and be free someday. When the drunk, Shilpa, dashes this hope with reality, Lakshmi wants to give up. The (nice) American man gives her that hope again. Lakshmi needs hope in order to survive. Lakshmi finds hope in interesting places throughout this poetically written novel. "[Harish] hands me a pencil. It is shiny yellow and it smells of lead and rubber. And possibility... A tear is running down my cheek... I have been beaten, locked away, violated a hundred times and a hundred times more... How odd is it that I am undone by the simple kindness of a small boy with a yellow pencil" (182). Harish's friendship brings Lakshmi much hope throughout the novel. Hope is an essential human survival necessity and many connections can be made to student's lives and themes of hope in other novels.

Friendship is another important theme in this novel. Lakshmi's struggles bring her some interesting friends. Harish, the "David Beckham boy", as mentioned above helps teach Lakshmi to read. In return Lakshmi gives him her soccer ball made out of rags. Monica, who has a terrible temper and is a little "risque", even becomes friends with Lakshmi as they shared stories about how they are helping their families at home. Shahanna is Lakshmi's first friend at the brothel, the only kindness in Lakshmi's first days of her new nightmare.

Coping with pain is a topic throughout this novel. Lakshmi learns from the other girls who find ways to "pretend" to have happiness, such as have babies even though this means they will be forever endebted to the brother owner, Mumtaz. A cup of tea, a sweet, favorite American soap operas, memories from home, dreams of going home, and thoughts of how they are helping their families all help the girls survive the day to day horrors of growing up in the sex trade industry.

A little extra:

While reading, I imagined some of the girls I met in India and Nepal. This young girl followed me around a small, Himalayan village on the border of Tibet. When I first picked up Sold, I thought of her. When Lakshimi described her village memories of this village came to mind.

Her village:

I was also reminded of some of the children I met in India. This girl and boy followed me all over Jaipur and her smiling spirit reminded me of Lakshmi's strength.

Check out clips from CNN's special on Nepal's Stolen Children with Demi Moore.

The Absolute True Diary of a Part Time Indian

Sherman, A. (200). The Absolute True Diary of a Part Time Indian. New York, NY: Little, Brown, and Company

Appropriate grade levels:

9-12. The content of this book is inappropriate for middle school. The main character is in high school and the reading level is very appropriate for high school independent reading which is why I think this novel is best for high school students. I think adults would also enjoy this book as it is fabulously written and touching.

Summary:

Arnold "Junior" Spirit is an intelligent, artistic young 9th grader who lives in a depressing world on an Indian Reservation. After losing his temper at the poor quality of education on "the rez" and getting suspended from high school Arnold's teacher encourages him to leave the reservation to go to high school in the small, white town 22 miles away. This novel follows Arnold's trials in hilarious accompaniment often using pictures to both laugh at and show the severity of his situation. Arnold faces the death of many loved ones, racism, alcoholism, child abuse, and being isolated and ostracized by one's own people as well as normal teenage problems. Arnold wants a girlfriend, wants to be popular, doesn't want to be beat up, and wants to be successful in high school and fulfill his dream of going to college. His determination and wit make for an interesting journey for the reader. A MUST READ for adults and teens.

Classroom Use:

- Independent reading or as a choice in literature circles (with parent approval/notification.)

- Writing connection: students could research and write letters to organizations that help children deal with child abuse or alcoholism.

- Writing connection: Yearbook- students could create a "yearbook" for the main characters in the novel (Rowdy, Arnold, Penelope, Coach, Gordy, and Roger) drawing a picture of each and then doing a short write up of their accomplishments and highlights in high school.

- Reading strategies: Making connections, summarizing, and making predictions. Reciprocal Teaching method of predicting, asking questions, clarifying, and discussing predictions would work perfectly with this novel.

- Literature analysis: Discuss use of pictures to illustrate a point. Discuss how pictures add to the words and could not be simply described in words. Can look at some graphic novels for comparison purposes.

Reader’s Response:

This book first struck me as a little over the top. The potty talk, the discussion of masturbation, and facing the horrors that reservation kids face daily was difficult. The humor in the novel does an excellent job of balancing this out and things although difficult, really do work out for Junior. This is one of those novels that will get under your skin and make you think weeks or months after you read it. Alexie's colorful descriptions both visually and with words put this book in a class of it's own both in uniqueness and quality.

Multicultural literature is an under-appreciated, under-used necessity in the classroom according to Tomlinson et. al. (2010). This novel not only depicts life on the reservation, a cultural surprise to most people, but bridges gaps between other cultures of people in our society and around the world. Many people from different backgrounds will identify with Arnold's poverty, a culture in which child abuse and alcoholism is the norm, and a place where death and depression abound.

Arnold's honesty and aha moments will make the reader think. Arnold falls in love with a white girl and while researching his chances of a white girl agreeing to go out with an Indian, he comes to the conclusion that everyone loves white girls and that makes him feel racist. When talking to the coach about how "scared" he feels before a big game, the coach differentiates between "scared" and "nervous" in a way that readers will have their own aha moment. "Nervous means you want to play and scared means you don't" (181).

Alexie's ability to make awful situations funny make this book so endearing. Arnold's imaginative responses to the question "Am I Poor" will make the reader laugh out loud. "Pore? Do I have pores?" or "Look" while he runs away (128.) Arnold's picture of the "invisible mountain gorilla scientist" to describe how lonely he feels has a similar effect.

Although this book is funny (ok, hilarious!) it is realistically sad as well. At the end of the book Arnold is just simply depressed at the state of his people. He feels like they are getting killed off by alcohol and have no hope. And he's right. His ability to maintain hope and find ways to overcome his intense struggle make for a spectacular story. And of course, laughter is the icing on the cake of this wonderfully written novel.

Looking for an EASY but INTERESTING read?

Check out this website for the widest variety of easy, fun reads for teenagers.

Easy Reads for Reluctant Readers

Absolute True Diary of a Part Time Indian

Read more about Sherman Alexie in the NY Times article.

The Evolution of Calpurnia Tate

Kelly, J. (2009). The Evolution of Calpurnia Tate. New York, NY: Henry Holt

Appropriate grade levels:

5-9. The main character of this book, although only "almost" twelve, is also relatable to older students because of her charm, sophisticated wit, and insights on life that span age ranges. While many high school students would not find this book completely compelling, some older high school students would be drawn to the interesting relationships and historical aspects of this turn of the century novel. I would not be afraid to recommend this book to an older high school student or adult although I would not use it in a literature circle or for whole class teaching beyond 8th grade.

Summary:

The Evolution of Calpurnia Tate takes place at the turn of the century and as a piece of historical fiction, tells a story of a girl and her family while providing insight into life in a small Texas town in 1899. The main character, Calpurnia "Callie Vee" Virginia Tate, is an "almost" twelve year old who forms an interesting relationship with her seemingly distant and grumpy grandfather. Callie and her grandfather are brought together shortly after Callie's failed quest to obtain a copy of Darwin's controversial book and the bond is solidified when Callie discovers that her grandfather owns this book and used to know Darwin. Callie is a scientist at heart and her and her grandfather find similarities among their passions as he teaches her beyond what her appallingly lacking schooling can do. This novel is not strictly about Science, however. Callie's insights into life, her family, her six brothers, love, and what it means to be a woman at the turn of the century are thoughtful and engaging. Callie's intense journal keeping about her observations of the world question things such as whether or not caterpillars have eyelids and lead her to conclusions about the color and evolution of grasshoppers. Callie's stories about childhood are endearing, especially because she is a rebellious tomboy, always in trouble with her mother and she yearns to be a Scientist rather than a housewife despite societal and cultural norms that make her dreams seem impossible.

Classroom Use:

- Use with Literature Circles or for whole class reading in upper elementary or middle school classrooms, independent reading at middle school or high school level is appropriate. A precocious upper elementary student could read this book independently.

- Writing connection: students could create journal entries observing the world around them as Callie has done in the novel.

- Writing connection: students could do research about the evolution of a species and use blabberize to create an image of the animal/bug/mammal, etc to have it explain how it came to be.

- Reading strategies: Connecting historical knowledge to what is happening in the novel. Summarizing would be an excellent strategy to help students stay focused and self monitor comprehension. Students could use the summarizing formula: Who... Did What/What happened/Problem... As a result (e.g. Callie did not want to lose her brother's affections and as a result she told his secret about his older girlfriend to their mother.)

- Literature analysis: standards related to historical fiction, features of reading historical fiction

Reader’s Response:

When I first picked up this novel I did not expect to like it. At first I found it tolerable and then I as I continued reading I really enjoyed it. I am not a Science person and I was not fascinated by all of the scientific observations, discoveries and analysis. I was engaged by the relationships and historical aspects of this novel, however.

Callie's relationship with her grandfather is fascinating and this is what originally engaged me while reading. Theirs was a mutually beneficial, special relationship where both Callie and her grandfather gained something from each other that they could not have gained otherwise. I also enjoyed Callie's family. Her mother, raising seven children, is doing her best to raise her children "right" with piano lessons and attempting to teach Callie to be ladylike but Callie's constant resistance to this will engage young readers. As the novel continues, Callie's resistance increases and she is devastated when her parents finally give her a book for Christmas: The Science of Housewifery.

Kelly has a way of describing childhood events and feelings so that the reader feels like s/he is back in childhood. One of my favorite scenes in the novel is the piano concert. I loved this from start to finish, from all of the mothers fixing their children's hair (torture for the children, of course), to Callie terrified that she'd trip up the steps while walking onto the stage, to Lula vomiting and George falling off the piano stool. Kelly's description is priceless, "It was a massacre" (72).

Callie's exploratory nature does not just leave her questioning insects and nature. She is growing up and she has a lot of questions about coming-of-age type issues. She is resistant to her family changing and her older, favorite brother Harry possibly getting married one day. She is fascinated by kissing and explains to her frightened friend Lula that kissing is "required" by Texas law once you are married. She seeks out further kissing information from her brother Harry but is sadly disappointed by her research and findings.

When teaching historical fiction, The Evoluation of Calpurnia Tate is a must read. Historical fiction is a fantastic way to "humanize" history (Tomlinson) and engage young readers by allowing them to make connections to characters and experiences of a particular time and place in history.

http://www.randomhouse.com/highschool/RHI_magazine/active_citizens/moran.html

Claudette Colvin: Twice Towards Justice

Hoose, P. (2009). Claudette Colvin: Twice Towards Justice. Canada: Douglas &McIntyre

Appropriate grade levels:

7-12. The language and content would be inappropriate before seventh grade. Interestingly, amazon has it labeled as Ages 9-12 as well as Young Adult (hardcover and paperback.) I think the cover is deceiving- the book seems like it is written for upper elementary school children but the main character is a teenager (graduating from high school) with teenage perspectives and feelings and this book would be better left for older students. Often books are given to children at too young of an age and they never learn to appreciate the true value of a book if they read the book too early.

Summary:

Claudette Colvin, a fiery, bright teenager with college in her future, grew up in Montgomery, Alabama in 1955 during a trying time of unfair Jim Crow laws for African Americans. Angered at the treatment of African Americans, Claudette refuses to give up her seat in the "colored" section of the bus to a white person and was arrested almost a year before Rosa Parks. Claudette's arrest sparked the planning of the bus boycott and the eventual overturning of a Jim Crow law, thus providing a crucial step in the right direction of freedom and equality for African Americans. Claudette's struggles as a teenager confound, frustrate, and ripple through her life as she struggles with growing up, romance, parental issues, death of a loved one all while fighting for justice in her own way. Claudette's descriptions and encounters with well known heroes such as Rosa Parks and Martin Luther King Jr give the reader amazing insight into a trying time in our history. Hoose' conversational writing gives the reader great insight into Claudette's inner-life and coupled with the amazing story of a brave teenager make this book a must read for young adults and adults of all ages, backgrounds, and races.

Classroom Use:

- Use with Literature Circles during a nonfiction unit

- Writing connection: students write journals from the perspective of Claudette during this time.

- Writing connection: students create a glogster page of another unsung hero using Hoose style of combined media: newspaper articles, conversations (students would create how a conversation could go or interview someone they know), and stories about this hero.

- Reading strategies: re-reading the text to check for comprehension is an essential component of reading nonfiction and would be especially helpful for this book because of the mixed media on one page. Students could also practice identifying text features and structures as the mixed-media format of this book allows for a variety of both text features and structures.

- Literature analysis: bias of an author of nonfiction writing. Students can examine what the author's opinion, what is fact and what biases may or may not exist in his writing.

Reader’s Response:

I often wonder where bravery comes from. I've read many books where the brave act is discussed at length, people's reactions to the act are reported, and what happens to the hero after the fact is told. I'm often left wondering how the hero came to act bravely. What from their life or childhood drove them to do things that would put them in danger? Claudette Colvin: Twice Towards Justice is a nonfiction story that does not leave the reader wondering. Her life is clearly explained from her complex parental/living situation to the death of her sister from polio and it shows how events came together to cause Claudette to be angry enough to refuse to listen to a bus driver who was asking her to do something that was outside of the confines of the law. It was fascinating to learn how Claudette's arrest, not the first arrest but the first in which someone pleaded not guilty, sparked such a monumental event and change in our history.

Hoose' style is engaging, especially for teenagers. Claudette, although older when she told her story to Hoose, describes her story from the eyes of a teenager. Teenagers have heard about Rosa Parks for years but I am not sure that they can understand the impact of the decision to get arrested to stand up for your rights unless they read Claudette's account.

She states, "Now I was a criminal... I would have a police record whenever I went to get a job, or when I tried to go to college... I hadn't done anything wrong. Not everyone knew the bus rule that said they couldn't make you get up and stand if there was no seat available for you to go to- but I did" (45).

Teenagers will able to see that Claudette had to face the consequences of her actions and was willing to do this to stand up for justice.

Although this book is non-fiction and historically well researched and accurate, it reads like a story which is a benefit for many adult and young adult readers. The insights into Claudette's emotions and feelings draw the reader in and make the reader want to keep reading.

Claudette describes her feelings about her arrest, "I cried a lot, and people saw me cry. They kept saying I was "emotional." Well, who wouldn't be emotional after something like that? Tell me, who wouldn't cry? (45).

Claudette's descriptions of her emotions are so relatable that teenagers will be drawn into this story and connect with her feelings and emotions. In many ways, it makes sense that a teenager was the spark for this great historical event. Teenagers are known for acting upon their feelings and Claudette is no exception. She wonders why adults are not doing anything to fix the obvious injustices and she is right to wonder. Teenagers have the passion and spark to ignite the flames and it's unfortunate she did not get more credit.

While Claudette was not always treated with the utmost respect, given as much credit as she deserved for her brave actions, or taken as seriously as she should have been, I have comfort in the fact that her actions caused what she desired in the end: an end to a Jim Crow law and bus segregation in Montogomery Alabama. I can rest easier at night knowing that Claudette did get some credit for her actions, albeit much later in life both with the publication of this book and her honor of Times Magazines most important 100 people as stated in the New York Times article:

http://www.nytimes.com/2009/11/26/books/26colvin.html

Claudette Colvin: Twice Towards Justice will leave the reader thinking about American history and how many other unsung heroes have helped create the amazing and much more just society that Americans live in today.

The Hunger Games

Collins, S. (2008). Hunger Games. New York, NY: Scholastic Press

Appropriate grade levels:

8-12. The violent content of this book would deem it inappropriate for a student younger than eighth grade. Additionally, the independent reading level is an excellent match for students in grades 8 and above. The main character is sixteen and deals with teenage issues so this book is most appropriate in high school.

Summary:

The Hunger Games takes place in a fictional society called Panem in which the country is divided into twelve districts and run by a wealthy Capitol. To punish citizens each year for a previous civil war the Capitol created the Hunger Games, a yearly game in which two children are randomly selected to fight to the death in a stadium in the Capitol. The main character is an adventurous, tough sixteen year old who steps up to take her sister’s place in the Hunger Games. Katniss is a great hunter and immediately loved and favored by the public as a contender. Her rival from her district is Peeta, the baker’s son who has loved Katniss from afar for a long time. Katniss feels like she owes Peeta as he once gave her a piece of bread when her family was on the brink of starvation so Katniss makes it her goal to send Peeta back alive to repay her debt to him. Katniss has trouble returning his love because of her long-time close relationship with Gale, another boy from their district. Katniss’ desire to do the right thing and strong abilities in the arena make this novel a must read for any sci fi, fantasy, or adventure lover.

Classroom Use:

- Literature Circles, whole class read aloud, independent reading

- Writing Connections: analysis of societal parallels with our society, character analysis and how character traits impact a character’s actions in the text using glogster, podcast illustrating Katniss’ love triangle and what she should do, journal entries about love, parents, death, making difficult choices, being separated for loved one, injustice of poverty and wealth

- Reading strategies: making predictions, visualizing

- Literature analysis: connections and influences of the author including: The Vietnam War, Shirley Jackson’s “The Lottery”, Romeo and Juliet, Fahrenheit 451, other science fiction texts or dystopias.

Reader’s Response:

I loved this novel from the instant that I picked it up about 8 months ago. I immediately ran out and read the second and third novels, which were equally engaging. What I like best about the novel is how thought provoking it is. As a teacher, I would have no shortage of uses in the classroom for a novel like this that appeal to both boys and girls. This novel could be used to teach a wide variety of standards, literary features, deep level analysis, and reading strategies to a wide range of reading levels.

The shocking nature of the Capitol’s treatment of the children who will take part in the Hunger Games really grabbed my attention. The irony of Katniss’ prep group telling her after hours of work that she is “finally looking like a human” is horrifying as everything about the capitol takes the humanity out of people. Putting humans in a stadium to fight to the death is about the most inhumane thing that someone can do. Hollywood-izing the event is the icing on the dehumanization cake. Katniss and Peeta’s mentor, Haymitch, is a perfect example of what happens when someone is dehumanized and lives.

There are a special few who are unaffected by the Capitol’s magic, such as Cinna, Katniss’ fashion designer. The heroes in this novel all take on a similar quality of wanting to do right and seeing past the smoke and mirrors that the Capitol’s wealth and gluttony portray. Peeta is another hero in this novel because he is constantly laying down his life for Katniss, especially in the arena when he pretended to be part of the “career” tributes in order to save Katniss. Thresh, Rue’s district 11 counter-tribute, is another hero who dies a tragic death although not before showing his heroic side.

In a dystopia like this the antagonist is the government. As Katniss quotes Peeta’s words, “Only I keep wishing I could think of a way to… to show the Capitol they don’t own me. That I’m more than just a piece in their Games” (236). Katniss and Peeta find that way at the end, but is the cost worth it? If it means escaping a dystopia as destructive as the one they live in, then yes.

Wintergirls

Anderson, L.H. (2009). Wintergirls. New York, NY: Penguin Group

Appropriate grade levels: 9-12. The content of this book is too intense for middle school. The main character is eighteen and the reading level is very appropriate for high school independent reading which is why I think this novel is best for high school students. Many students in 11^th and 12^th grade would be able to relate to independence from parental issues that the main character experiences. I also think college or post high school students would be able to relate to the main character and her issues.

Summary: Lia is an eighteen-year-old senior who struggles with anorexia. Her ex-best friend, Cassie, has recently died from an eating disorder, bulimia. Lia befriends an orphaned teenage motel worker, the last person who saw Cassie before she died in order to try to make sense of her death and her own guilt for not answering Cassie’s phone calls the night she died. Lia struggles with mental illness, her life long friend’s death, guilt over not being there for her friend when she died, desire to be independent from her parents, low self esteem, her body’s response to not eating, parents who are divorced in addition to the desire to be obsessively thin. In this novel, Lia plummets into a dark hole of pain showing the reader what the body goes through when starving. Lia struggles with her parents desire to help her and her own desire to be thin. Lia’s relationship with her little sister helps ground her in what’s truly important.

Classroom Use:

• - Use with Literature Circles or for independent reading
• - Writing connection: students could write letters to local organizations to help raise awareness about the dangers of eating disorders to help raise awareness
• - Writing connection: students could write letters to Cassie from Lia in order to help explain her feelings and alleviate guilt
• - Reading strategies: Making connections (especially with parental issues), summarizing, re-reading in order to make sense of a text
• - Literature analysis: study liberal use of punctuation in order to make a point, allusion, connotation

Reader’s Response:

This book is another well-written novel by Laurie Halse Anderson explaining an important issue that teenage girls deal with, similar to the well known novel Speak. Lia’s feelings and actions are disturbing and haunted my mind for days after I finished this book. Anderson has once again cracked open a struggling teenager’s mind and allowed us entrance.

In the beginning of the novel I sympathized with the main character quite a bit. My favorite line that jumped out at me was “I had figured out that my eyes were broken long before that. I started to worry that the people in charge couldn’t see either” (83). I think this exemplifies the coming-of-age feelings that many teens feel when they realize that their parents, teachers, and other adults around them are not perfect and do not have all the answers.

Her perception of the world is dark and untrusting. For example, at Cassie’s funeral she portrays the audience as uncaring, stating things such as “The crew talked about… who didn’t cry [at the wake] and who was crying because they got dumped” (105) indicating that Cassie’s death is trivialized by many around her. As the novel continues the readers realizes that Lia as a narrator becomes untrustworthy because she is not seeing the world clearly because of her mental illness. During the entire novel she paints an awful picture of her mother. Her mother is uncaring, cares only about her career, forces Lia to live in a certain (bad) way but by the end of the novel we are given clues that Lia’s mother is doing the best she can. Earlier in the novel, Lia points out that her mother took down pictures of her at her house after she moved out and never bothered to hang them back up. At the end of the novel we are told the reason: her mother found it too painful to live without Lia. I realized at the end that Lia’s mental illness was so deep that she was unable to see how much the people around her cared about her. She was unable to see the good in herself and as a result she pushed away those who saw good in her.

This novel is an excellent choice as an insight into a troubled teen’s mind and the challenges that go into parenting a teen on the brink of independence who is still not capable to making good life choices. Wintergirls is a great read and something that will stick with you long after you finished.