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