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.

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.