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.

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

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.