Annie on My Mind

Garden, N. (1982). Annie on My Mind. Canada: Douglas and McIntyre Ltd.

Appropriate grade levels:

9-12. The content of this book is too intense for middle school. The main character is a senior 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 also think college or post high school students would be able to relate to the main character and her issues.

Summary:

Liza is a senior at an exclusive private school in New York City. She is a top-notch student with hopes of attending MIT when she graduates. She is president of her class and has always been well respected by her classmates, family, and teachers. She loves English class and looks up to her English teacher. Liza is also a lesbian in the early 1980's and struggles to feel like she fits in with her peers while she feels so different. She meets and falls in love with Annie and experiences some tragedies and hardships along with great joy that she never would have expected.

Classroom Use:

- Use with Literature Circles or for independent reading (students should choose to read this)

- Writing connection: students could create glogs or facebook profiles for Annie, Liza, Sally, or any other characters.

- Writing connection: throughout the novel Liza writes a series of letters to Annie but she does not send most of them. Students could write responses to the letters from Annie, imagining that Liza did send them.

- Reading strategies: Making connections (especially with bullying or treating people a certain way for being different), summarizing, making predictions

- Literature analysis: study time order of text. The letters take place later but the text is taking place in chronological orders. Discuss impact on the novel and reasons for the author's choice of this method.

Reader’s Response: (spoiler alert!)

This book is well written but may make some students uncomfortable as it details the relationship of two lesbians in high school, Annie and Liza. However, many heterosexual students may find connections to the book because more than struggling with feeling "different", Annie and Liza struggle with trying to have a love relationship as a teenager, a huge struggle for many teens. It's important to keep in mind that this book was published in 1982. Things have changed drastically. While bullying still occurs because of sexual orientation, it is much less accepted in most areas and some of the things that happened in this novel would not happen today.

After Liza and Annie get caught and incidentally "out" Liza's art and English teachers, Ms. Widmer and Ms. Stevenson, Annie endures quite a bit of bullying in all forms at school. It's important as teachers to think about how we support or do not support treatment of GLBT students in a classroom. Many students at the school were not mean outright to Annie, but many made her feel bad in other ways, such as refusing to sit next to her because they feared she would rape them or asking her to detail her sex life so others could "understand" how it worked. This would be considered extreme sexual harassment. Some of the worst responses were from teachers and students who wanted to "help" Liza. They said they prayed for her or told her "success" stories about how other people overcame homosexuality. Treating Liza like this is indicating that her sexual orientation is something that is wrong and that can and should be overcome. It's extremely offensive but an example of one way that people harass GLBT people while pretending (either intentionally or not) that they are being helpful.

There were several eye-opening moments in this novel. Liza, after returning to school at one point states, "But it did occur to me it was as if all three of us were trying to say: see, we're women, We wear dresses." It never occurred to me that a lesbian may not feel like a woman sometimes (due to the way people treat her.) This is something to be sensitive about when talking with students. At another point in the novel Liza writes a letter to Annie and stresses that their relationship was fine as long as it wasn't hurting anyone but now it had hurt people. Liza is referring to how her parents feel, her teachers feel, as well as the unfortunate unemployment situation of the two teachers at her school who were lesbians. I cannot imagine how difficult it would be to love someone but realize that your love for someone hurt other people. I find that incredibly unfair and I think that if love hurts someone because they cannot accept who you are, then that is their problem.

I think this book is a must read for teens and teachers alike to raise awareness of issues and feelings that GLBT teens deal with on a daily basis in high school. I also think this book is a must have for all classroom libraries as it really could speak to a teen when he or she needs it the most.

Something extra:
It's important for schools to recognize and support GLBT students and the kinds of struggles they may have in our society. Here are some resources to help make sure that GLBT feel supported rather than isolated or bullied for their sexual orientation in school.

http://www.cdc.gov/lgbthealth/youth.htm

http://www.tolerance.org/supplement/action-steps-educators-take-stop-bullying

http://www.cdc.gov/lgbthealth/youth-resources.htm#school

Non-traditional Book Report: create trading cards!

Research shows that traditional book reports are out. You don't need to read the book to create a traditional book report.

Non traditional book reports, on the other hand, utilize technology and require higher order thinking (hint- kids must read the book to complete this kind of report!)

Here's an example of trading cards that students can make using the book American Born Chinese by Gene Luen Yang. I used the website http://bighugelabs.com/ and clicked on the trading cards option. I snapped pictures of my book using photobooth. I took the pictures with my computer and edited them slightly to crop out the edges. Keep some space around the face as the website does some cropping for you. After creating the trading card, I downloaded to my computer. For a non-graphic novel students could find pictures on the internet or use their own pictures. They would want to look for pictures that resemble how they see the characters as well as mirror their descriptions in the book.

My playing cards:
arrangement and order of playing cards tells a story

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.