![]() Last school year my reading intervention students and I read Freak the Mighty by Rodman Philbrick, and although it did not hold the attention of every students, the vast majority of them loved the book. The book is told from the perspective of Max who is a very large 7th grade boy who has gone through some trauma in his life (the death of his mother). As the story unfolds, the reader learns that Max has been labeled as having a "learning disability" and he has very little confidence in his abilities. Max lives in his grandparents basement and leads a somewhat uneventful adolescence until he gets some new neighbors. His neighbor turns out to be Kevin who is also in the 7th grade and has some challenges of his own. Kevin has Morquio Syndrome which causes him to be small in stature and wear leg braces; however, the reader soon learns that Kevin is a genius. As Kevin and Max become friends, Freak the Mighty is born. This book has a little of everything - friendship, adventure, overcoming obstacles, and dealing with loss. There are some harrowing scenes as Max's father comes back into the picture. There are some topics within this book that may not be suitable for everyone. Max's father is in jail for killing Max's mother (something the reader and Max do not know until later in the book) and there are some "unsavory characters" Max's father pals around with. There are mentions of beer, smoking, and criminal activity so be forewarned. Approximate Reading Level - the reading level of the book would be suitable for students as early as 4th grade; however, I would not suggest it for students under 6th grade simply because of the content. My suggestion would be 6th-8th grade for this one.
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![]() As I believe I have mentioned before, I am not a huge graphic novel fan, BUT I really enjoyed New Kid by Jerry Craft. It is well-written and the illustrations help tell the story instead of detract from it (which I feel happens with many graphic novels). In New Kid, Craft covers some themes many students will be able to relate to - changing schools and trying to fit in, pressure from parents, racial stereotyping, and just growing up in general. Seventh-grader, Jordan Banks is the the protagonist of the story, and he loves to draw so much so, that he would like to attend art school. His mother, however, wants him to attend Riverdale Academy Day School which is upscale and prestigious. Jordan must adjust to a much larger school, new friends, and friends who come from money, not to mention, he is one of only a few students of color at the campus. Don't let the fun illustrations fool you, this book is deeper than you might think upon first glance. Approximate Reading Level - The reading level would be appropriate for grades 3rd-6th; however, I think the content will be most relatable for students grades 5th - 8th. ![]() Jude, a young Syrian girl, must leave her homeland and travel with her mother an unborn sister to Cincinnati to stay with family due to the turmoil in her hometown in Syria. Jude leaves behind her father and older brother. Other Words for Home tells Jude's story through poignantly written verse. Throughout the verses the reader discovers Jude's struggles with trying to fit in to middle school in America while also trying to hold fast to her family and heritage. Jude worries about her older brother and father back home and encounters racism when their is a terrorist attack on U.S. soil, and she must choose whether to wear her hijab or not when she becomes a woman. The book tells a story that students of varying nationalities and ethnic backgrounds can relate to. Approximate Reading Level - Grades 5th-7th ![]() In this novel which is reminiscent of Rick Riordan's mythology-based novels, Charlie Hernandez discovers some family secrets that lead him to his role in Latin American myths. Charlie's abuela raised him on Latin mythologies from Central and South American, and he has always loved them as stories, but over the course of this novel, Charlie learns that the monsters he loved learning about are true. Charlie has to use the knowledge his abuela gave him of these myths and monsters to save himself and his family. This is a fun book with an action-packed storyline. I enjoyed the Spanish words interspersed within the story as they add to the authenticity of the story and help build Charlie's character. This book is the first in a series. Some of the monster's Charlie faces are a little creepy, so be advised! Approximate Reading Level - Grades 5th-8th ![]() I enjoyed this book much more than I had anticipated. Mian does a wonderful job developing Omar as a likable and relatable character. Told from Omar's perspective, the reader follows Omar as he works to fit in at his new school and in his new neighborhood. Students will enjoy the humor and fun illustrations throughout the story. Omar has a great sense of humor and a creative imagination which makes the storyline engaging; however, there are some serious themes in the book as well as Omar struggles with prejudice from others due to his family being Muslim. Mian does a fabulous job of including Muslim culture throughout the book to lend some authenticity to the storyline and characters and to teach non-Muslim readers about some basic Muslim beliefs and culture. Overall, I think students will enjoy this book which is the first in a three book series about Omar. Approximate Reading Level - Grades 3rd-5th (I think it would also be suitable for some 6th graders as well) ![]() The Parker Inheritance was recommended to me by a former colleague, and I am quite glad she recommended it to me because I always have students ask me for mystery recommendations, and I just rarely read mystery books. The protagonist of the story is a young Black girl named Candice who works with her friend Brandon to solve a mystery involving her grandmother. As Candice works to solve her grandmother's mystery she encounters historical information and racism. The plot line bounces from current times to the 1950s seamlessly as the reader learns what is happening with Candice as well as what happened with her grandmother. Students who like a mystery and historical fiction will love this book. There are some discussions of racism in the book as well as a character who is LGBTQ+. Approximate Reading Level: 4th-6th grade ![]() I chose this as one of my books to read because I do not usually enjoy graphic novels; however, many of my students do. I will say, I was pleasantly surprised with Catherine’s War. The fact that the story is based upon Billet’s own experiences in the war as a hidden child in France gave some authenticity to the storyline. The storyline not only follows Cohen’s journey throughout France, but it also parallels her journey as a photographer. Through her inner dialogue, the author gets her thoughts on what is happening to her as well as how she begins to evolve as a photographer with the different techniques and items she photographs. Flauvel’s illustrations are expressive and do not detract from the message of the story. They allow the reader to better understand what Rachel and her fellow characters must have been thinking and feeling along their journey. The book definitely provides a window into the harrowing time in France and allows the reader to get a glimpse of what it would have been like to be a child during this time period. I believe that students will be able to find a mirror, perhaps not in Rachel’s physical journey, but in her emotional journey and her growth as she adapts with each of the situations she faces. In the book, photography seems to be the anchor that allowed Rachel to be able to deal with the turmoil in her life, and I am certain many students will be able to relate to having something that is their calm in the storm as well. The only “issue” I have with this book is simply that it is another representation of Jewish life as is centered around the Holocaust which seems to be the theme for the majority of Jewish books I have encountered. While WWII and the Holocaust are defining moments in this culture, they do not define the culture, and I believe students would benefit in representation of Jewish life from other perspectives as well. As Chimamanda Ngozi Adichie discusses in her Ted Talk, there is a danger in viewing ethnic groups and cultures from a “single story” and I believe the single story of the reaction or happenings to WWII is often the single story for the Jewish culture. Approximate Reading Level: 4th-7th grade (no war scenes but children are uprooted from their families) ![]() Show Me a Sign by Ann Clare LeZotte is inspired by a true story of a deaf community on Martha’s Vineyards in the 19th century, and through Mary and the other character’s eyes, this community comes to life to the reader. The reader is presented with a community where everyone speaks sign language and being deaf is not seen as a deficit. I do not think I have ever read a book with a deaf protagonist before, and I am glad that I read this one and was presented with such a strong and capable young woman. I believe through Mary, LeZotte creates a strong protagonist which can serve as a mirror for students who may also be dealing with deafness and how it impacts their life. Mary is a positive role model with strength, intellect, and some spunk who both hearing and non-hearing students will be able to connect with. In the story, Mary does not see anything “wrong” with herself and neither do any of the other members in the community; unfortunately, Mary’s sheltered life is disturbed as an outsider comes to the island to study the deaf. Through his treatment and belittling discussions with the townspeople, Mary begins to question her abilities and why others view deaf people as being less smart or incapable of the same tasks as a hearing person. Through her inner-dialogue and her conversations with other characters, LeZotte introduces the idea of deafness not being a hindrance to intellect and ability. Lezotte also weaves threads in the storyline about dealing with family loss, the effects of Colonialism, racism, ableism, and religion. In the novel, LeZotte acknowledges the racial tensions among the English, black, and Wampanoag residents of the community through Mary’s interactions. The reader is introduced to the problems and Mary questions them, but there is no easy fix. The reader is not left with a cute, storybook ending, but a realistic one. While reading this book, I definitely gained a window into a world I knew very little about. I was able to connect to Mary and envision the frustration and hurt you would feel when being looked upon as “less than” simply because you can’t hear. Through Mary, LeZotte creates a window to time and place in history, I would like to further explore and share with my students. Approximate Reading Level: 5th-7th grades ![]() In The Year of the Rat by Grace Lin, Lin tells the story of Pacy who is an elementary aged girl who is trying to figure out where she fits. In Chapter 3, page 16, I was struck by Pacy’s thoughts, “…It was so hard to explain these things. Sometimes, I felt like I was more than one person. At home, everyone called me Pacy, my Chinese name; and at school, everyone called me Grace, my American name.” She goes on to explain that some people consider her to actually be Taiwanese because her parents are from Taiwan, and she was not sure which person she is supposed to be. As someone who has never encountered these feelings myself, it gave me a window into what many of my ESL students and immigrants to other countries must feel often. They feel as if they are straddling two worlds and two cultures and are not quite sure who to be when. I think this would be exceptionally difficult for a young person who is growing up and dealing with all of the hormones and feelings adolescent brings with it. I am certain many of my students will see their personal struggles mirrored in Pacy’s struggle to find herself and will be able to relate to her. Not only has Lin authentically represented the turmoil a young immigrant may feel, she also has included many facets of Chinese culture throughout the short novel. The book is full if Chinese culture, traditions, and legends. The reader learns about the Chinese Zodiac and why the rat is the first animal represented, as well as, traditional food items and what is served a different celebrations. Through Pacy’s parent’s stories, the reader is also given some “first person” accounting of how difficult it is to be “fresh off the boat”. The book includes Lin’s fun black and white illustrations to add more character and whimsy to the story as well. I would definitely share this book and series with my students as it offers a peek into the Chinese culture for those who are unfamiliar and it will lend some insight and comfort to students who are from a culture that is not in the majority. Approximate Reading Level: 3rd-6th grades ![]() Watched by Marina Budhos was a difficult read for me. It opened a window to a world that I did not really know existed. After 9/11, I was aware of difficulties and Islamaphobia that many Muslims faced (and still face), but I guess I did not realize the intensity and how tough it must have been to be Muslim in America especially at this time in history. I did not love Budhos’s writing style or really connect with the protagonist Naeem, but I could not put the book down. It was like staring at a train wreck. I did not want to see what happened, but I needed to know. The one underlying point that Budhos makes clear in this novel is how the Muslim population felt “watched” and how that affected their lives and interactions with each other. It did not seem that the characters could really trust anyone because they were hyperaware that neighbors had been planted to “watch” them and report suspicious behavior. In the novel Naeem struggles with first being sort of proud that his handlers entrusted him with this important job. He felt that he was doing something to protect his community, and he enjoyed the money he received. But, as he got deeper into the program, and was in the midst of surveilling his friend, Ibraham, he began to feel differently. Naeem begins to empathize with Ibraham and see that he feels lost and isolated and does not know what to do. This internal struggle between what Naeem was seeing and how the police instigated and enticed Ibraham into admitting he is “planning” something is what really struck me. It made me realize how lost and isolated these young men must feel. Like many teenagers, they are struggling to find their place in the world, but they are also being pressured by their families to be “good Muslims”, they are feeling watched at all times, and then they become very susceptible to extremists and/or other outside forces that try to offer them a “better life”. Although, I hope none of my students have encountered a situation similar to Naeem’s, I do think the majority of teenagers could relate to Naeem and his struggles to find his place in the world and to make his family proud. I would be interested to see if my Muslim students see any of their lives mirrored in Naeem’s, and if they too have ever felt “watched”. I would hope they have not, but I imagine some of them probably have. I plan on adding this book to my recommended list for students to read. Approximate Reading Level: 6th-8th grades |
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