![]() 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).
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![]() While this book might be a good choice for many, it was not a good fit for me. I was not a fan of the author’s writing style and the multiple grammatical errors within the text. I also felt there was just too much going on with this book. There was the main plotline which I found interesting. Louisa was sent to a mental asylum and doesn’t know why and has to figure a way out, but then the author kept adding in subplots - Louisa’s brother and his issues in London, Grace and her fiancé, Beatrice and her baby, and then finally the fact that Louisa discovers she is attracted to women. It all began to feel like a soap opera with just a hodgepodge of storylines. Because of all of the aforementioned items, I would not recommend this book to students because I think I could locate a book that would offer a better representation of LGBQT+ feelings and thoughts that my students could actually relate to. There are a few scenes in the book where Louisa struggles to feel like she belongs and with her choices that some of my students might see as a mirror unto their own personal feelings, but on the whole, I do not see this being a book that many of my students would enjoy or that they would feel represented by. Perhaps the way Louisa was treated could open a door to discuss women’s rights and changes that have occurred over the years. The only thing I felt was a window in this book was the window into how women may have been treated in Victorian England. The author’s note at the end of the book mentions that the book was written in response to information about how women were incarcerated in mental institutions. I wish Eagland would have extended this in the story and made this the major focus of the book. Focusing on the historical fiction angle and saving the LGBTQ+ portion for a different story, would have allowed the author to effectively present both ideas because as the book is written, the LGBTQ+ portion of the story is not explored or extended to the full extent. Approximate Reading Level: 8th-12th grades (some sexual and LGBTQ+ themes) ![]() 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 ![]() Miracle’s Boys is a well-written tribute to the love of brothers and the difficulty they face when losing their mother and father. On her website, Woodson says about writing Miracle’s Boys, “I also wanted to write about how hard it is to lose someone you love—in this case, both parents—and how that pain starts shaping itself into other things sometimes like anger and isolation. Most of all, I wanted to write about three brothers who are funny, handsome, searching, and caring of one another. Woodson accomplishes her goal in this novel. The reader sees the struggles each of the brothers face and how they cope with the loss of their mother specifically. At 22 years old, Ty’ree is faced with becoming the bread winner of his family and the caretaker of his brothers. He foregoes his college acceptance at MIT to stay home and keep his family together. Charlie, who is 15 and the middle brother, struggles with making poor choices and acting out in anger. The book concludes with some hope as far as Charlie’s future is concerned. The reader gets the idea that perhaps Charlie has learned his lesson and wants to make better choices. Lafayette, the youngest brother at 12, yearns for his mother and feels somewhat isolated from his brothers. Woodson’s voice in this novel is authentic. The characters are not stereotypical or tokens. They are strong young Black men who have to learn to persevere and achieve despite the misfortunes they encounter. The reader sees the boys have emotions and feel these emotions which is something that is not always encouraged in young men, young Black men especially. Lafayette also goes to a psychologist to discuss his feelings and get help which offers a good role model for students. The reader is left with the feeling that we all need help sometimes and it is okay to reach out for assistance when we need it. I believe students would be able to relate to the characters in this book. The relationship the brothers share is not an easy one. The reader sees their struggles with each other; it is not an oversimplified relationship; it is an authentic one. This is something that students would be able to relate to and understand as relationships with siblings and families are often complex. Students could also relate to the characters and the choices they make. Each of the boys encounters situations in which they have to make decisions on what to do or how to react to one another. Making difficult choices and living with the consequences is something we all face and something students will understand and be able to relate to. It is an authentic problem. I think middle school boys would particularly enjoy reading this novel. It is short and not overly difficult as far as vocabulary, but it is deep in storyline and character development. Being an adolescent is difficult and often time students feel alone in their feelings; I think they would be able to readily relate to Lafayette and the struggles he has throughout the book. The reader is shown different facets of each of the characters which makes them realistic and not one-sided. Despite the difficulties the boys face, they are able to keep going by loving and supporting each other “brother to brother” even though it is often a struggle. I would wholeheartedly recommend this book but it does deal with death, delinquency, and gangs in some scenes; however, the emphasis of the book is the love and strength of the brothers. Approximate Reading Level - 6th-8th ![]() Lore by Alexandra Bracken centers on the protagonist of Melora Perseous, a descendent of the mythological hero, Perseus. In Lore reality and Greek mythology meet on the streets of New York City as Lore struggles with her decision to leave her past behind her and live as a mortal. But as you might expect, leaving her past behind is not such an easy task. Lore is wrapped back up in the world of the gods when the Agon begins which is a time when the original nine Greek gods walk the earth as mortals and vie for each other's powers. Lore is an action-packed book with some interesting and well-developed characters. I enjoyed the premise of the story and got caught up in the world Bracken creates and would recommend it to those of you who enjoy Greek mythology and action. There is a lot of fighting in the story which leads to some graphic scenes, violence, and death, so it may not be a book for everyone. There are also some romantic threads woven throughout the storyline and a couple of romantic scenes including both hetero and homosexual couples. There is nothing graphic about any of the "love" scenes, and in fact, they are more a passing reference, but they may be objectionable to some readers so I am mentioning them here so you can make an informed choice. If you have not read any of Alexandra Bracken's books before, I would also suggest looking into The Darkest Minds Trilogy. Approximate Reading Level - 8th-9th grade |
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