![]() So, the premise of this novel is a little disturbing and may not be suitable for all. it is set in an alternate reality in the future where humans have achieved immortality and must be "gleaned" by Scythes in order to keep the population growth in check. The storyline centers around two teenagers, Rowan and Citra, who have been chosen to by Scythe apprentices and must be taught the skill of "gleaning". The novel includes lots of action and plot twists and kept me engaged. I also enjoyed the interplay between Rowan and Citra. I don't want to say too much about the story because I do not want to give any of the plot twists away, but if you like dystopian novels that are a bit dark in nature, you will likely enjoy this book. My son has read the entire series and gives it a thumbs up. Approximate Reading Level - 7th-10th grade
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![]() 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. ![]() 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 ![]() Jocelyn Wu has to figure out a way to save her family's Chinese restaurant from impending bankruptcy if she does not want her family to move. She devises a plan to save the restaurant and gets her dad's approval. The first step is to hire someone to assist her. Enter Will Domenici who is hired to assist with their social media marketing, website development, and anything else that needs to be done. Jocelyn and Will hit it off and develop feelings for each other. Everything seems to going well until Will's anxiety and Jocelyn's depression get in the way. This is my Brain on Love is narrated from Jocelyn and Will's perspectives so the reader gets to see how each of the characters deal with their mental illness. Both characters are caring, intelligent, and a little quirky, but they find a common spirit in the other. The characters seem a little more mature than a many of the high schoolers I have encountered, but they are still believable, and I think students will be able to relate to them and find them endearing. The storyline includes some problem-solving, some fun, and a little romance. There are some cuss words interspersed and some light sexual talk, so be forewarned for those of you who might be concerned. Approximate Reading Level: 7th-9th grade (the content would be enjoyed at higher grade levels as well). ![]() 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 ![]() 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 ![]() I have missed feelings about Code Talker: A Novel about the Navajo Marines of World War Two by Joseph Bruchac. I am not a fan of Bruchac’s writing style, although I did find the storyline interesting. The book and characters overall just did not draw me into the story as I had hoped; it read more like a memoir than a novel, and I would have like more descriptive imagery and character development because overall the story just felt flat to me. That being said, it was interesting to learn a bit about the Navajo Code Talkers. While reading the novel, I used some of the questions within the “code book” shared in Abington-Pitre’s Selecting Appropriate Native American Children’s Literature, and I found some conflicting messages. While I do think Code Talker, is an acceptable piece of literature to share with students, there is a mix of stereotyping and derogatory language towards Native Americas, alongside, discussion of cultural authenticity. For example, the Marines, often referred to the Navajo Marines as “chief” and the teachers within the school looked down upon the Navajo students as inferior and unable to achieve as well as their white counterparts. This is balanced by the fact that the narrator, Ned, is very competent and achieves at a high level in school as well as during his time as a Marine. He, and the other Navajo Marines, are shown to persevere despite the stereotypes and obstacles they encounter. In fact, the Navajo were the ones to develop and implement the Code Talker program which is one of the pivotal achievements in winning World War Two. The reader also learns a bit about the Navajo culture such as their family values and religion through Ned’s discussions and reflections. Perhaps the conflicting treatment of the Navajo is something mirrored in students’ lives since most of us can relate to be viewed and treated positively and negatively in different situations. Although I did feel, Bruchac balanced out the negative perspective and stereotypes of the Navajo within the novel, I felt as if the Japanese were shown as the villains and were not given any real redeeming characteristics. While this might provide a window into how Americans and those fighting the war against the Japanese felt during the time period, I am not sure a book can truly be considered diverse if it praises one minority group while vilifying another. I would have liked to have seen a little internal conflict or reflection about how the Japanese were treated from the main characters. I do not know enough about World War Two and the Navajo Code Talkers initiative to know whether all of the information provided in the novel is accurate; although, it comes across as being valid and as with any text, I would encourage further research and study to validate the information. As a whole, I would recommend Code Talker to students because I feel like it is an interesting story that might further engage students in learning about the Navajo Code Talker program and provide them a window into what it may have been like to be involved in World War Two from the perspective of a Navajo soldier. Approximate Reading Level: 6th-9th grades |
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