![]() I chose this book to read because when my son came home with his 8th grade honors ELAR syllabus this novel was listed for them to read this year. I like to see what other teachers recommend, and I enjoy reading what my son does, so we can discuss it (he may not enjoy this as much). I am a big Jacqueline Woodson fan, and although I thought this book was fine, it is not my favorite by her. I do understand why the teacher chose this book, however. The novel centers around Haley and five of her friends who are part of a special class of students who need additional supports. They forge a bond over the school year with each other as their teacher creates a weekly space for them to talk. Through their discussions the reader learns about their family concerns as well as their societal concerns. Issues like death of parents, parents in prison, illegal immigration and how it can impact families, bullying, racial profiling and more. Some deep conversations can be had while reading this book; although, I am not convinced my son and his class are going to enjoy this book. I hope they do. I hope they have some enlightening conversations and learn about issues that teenagers often face behind the scenes. Maybe it will help them build some empathy and understanding for others. Approximate Grade Level - 5th-8th - The reading level of the text is something that could be handled in 4th or 5th grade; however, I am not sure most students of this age will be able to grasp all of the concepts discussed within the novel. I would personally recommend the book for middle school aged kids.
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![]() This book started slowly for me, but in the end, I enjoyed it. The story centers around Cat, a fifth grade girl, who takes on much of the responsibility of caring for her younger brother Chicken. Chicken has difficulty controlling his impulses and can be overwhelmed, and Cat is the one who soothes him. Although it is not ever explicitly stated in the book, the reader can infer that Chicken is likely autistic. I was not a fan of how far removed the mother seemed to be in caring for her children at times; however, I did enjoy the bond between Cat and Chicken. The siblings are sent to spend the summer with the grandparents they have never met, and while visiting, both Cat and Chicken get to grow and have some fun adventures. The characters in this novel are well-developed and the books is a wholesome read that I think most kids would enjoy. Approximate Grade Level - 4th-7th ![]() 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. ![]() 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 ![]() Allen Say’s book Grandfather’s Journey is a beautiful tribute to his grandfather’s life. Through the lyrical writing and the beautiful illustrations, the reader is taken on a journey through time as Grandfather yearns for a place to belong. Grandfather’s longing is evident through the pages and illustrations, and the reader can feel his desire to see new places and experience new adventures, but the reader also gets the feeling that Grandfather does not necessarily feel comfortable in his own skin and where he belongs. He wears “European clothes for the first time” as he begins his journey to America. While in America, Grandfather meets new people and sees many beautiful sights, but it isn’t until he reaches California that he falls in love with his surroundings. After finding California, Grandfather returns to Japan and marries his love and brings her back to California where they have daughters, but as the daughters grow, Grandfather begins to reflect back on his childhood in Japan and feel a bit homesick. This homesickness is something I imagine immigrants feel quite often, and it is something that students from other countries will be able to relate to as it may mirror their own feelings. This story and the intense longing I felt while reading it helped me understand the turmoil many immigrants must go through – longing for two homes. Once Grandfather’s daughters have grown, they decide to move back to Japan where the daughters marry and begin families, but once again, Grandfather begins to miss the mountains and beaches of California. He remembers the beauty and adventures he had seen. Unfortunately war began and Grandfather was not ever able to return to California, but Allen Say, his grandson made the journey himself. I am not sure children will be able to understand the layers of this book and how the desires can be passed down generations, but many of them will be able to relate to not ever quite feeling like they fit in and missing family or friends they have had to leave behind. This book gives the reader a wonderful window into the desires and feelings immigrants live with on a daily basis, and the illustrations are amazing and help to deepen the meaning. This is a book I would use with older students as well as younger. It could be used to introduce a discussion or as a tie to a novel with a similar theme. Approximate Reading Level: 1st-4th 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 ![]() The Skirt is a short chapter book targeted at elementary students, and it does a good job of introducing the characters and the main conflict they face. The story follows a traditional story arc with the conflict being resolved at the end. Through the story, Soto weaves Mexican culture with the introduction of the folklorico skirt and its meaning to Miata and her mother. Soto also incorporates some Spanish words and phrases throughout the story which lends some authenticity to the text and serves as a great window into the lives of a traditional Mexican-American family. Students who do not understand Spanish can infer the meaning based on the context and will see another language interwoven into their text. As the story progresses, the reader learns the importance of family by seeing how the Ramirez family eats together and how they interact and speak with each other. The Ramirez family is portrayed as a typical American family whose father loves baseball, but also a family with its roots still grounded in Mexican tradition and culture as is shown through their use of Spanish language and their love of tradition such as the folklorico skirt that has been passed down to Miata. Students of all backgrounds will be able to relate to the family and see some of their own traditions and family values reflected in the story. The illustrations in the book are somewhat scant and are in black and white, but they add to the storyline and allow readers to get a picture of Miata and her family. I believe they will help readers who may not be familiar with the Mexican culture, get an idea of what a folklorico skirt looks like so they can better understand the story as whole. The illustrations also help to authenticate the story by adding details such as Mexican American artwork and furnishings in the house. As a whole, I believe Soto and Velasquez are able to capture an interesting story while also sharing some Mexican heritage with their readers. Most readers will be able to relate to the idea of losing something precious to them and working hard to get it back. Approximate Reading Level: 3rd-6th grades ![]() The Poet X has been in my reading queue for quite a while, but I just have not gotten around to reading it. And honestly, now that I have read it, I am not sure what to think. I personally enjoyed the book and feel like my female students would be able to relate to many portions of it, but it is pretty gritty and sexual in places with some difficult themes that would make recommending it and teaching it a little dicey in some school districts. While I am sure it would serve as a window for many of my students to view the experiences young girls often face, I am not sure it is a window a lot of my parents would like their students peering through. Although the book is fictional it reads like an autobiography in verse; the author, Acevedo is Dominican and grew up in New York City which correlates to the main character Xiomara. As I read, I wondered how much of the book was potentially inspired by Acevedo’s own life and experiences. Many of poems center around Xiomara’s feelings towards her body and how men react to her body. She seems to constantly be dealing with having to tell men to stop touching her or commenting on her body which honestly made me angry as I read the book. Xiomara, and no teenager or woman, should have to deal with unwanted sexual advances. Being a teenager and dealing with your body’s changes is difficult enough without adding in the advances Xiomara deals with throughout the book. I am sure teenage girls will see many of their thoughts and feelings mirrored in Xiomara’s and feel a since of kinship with her. Xiomara also grapples at home with her religious mother, twin brother who begins to realize he is homosexual, and a father who is not very present. Xiomara handles her home struggles through writing poetry and leaning on her best friend, Caridad. The mom in the story seems a bit cliché’ to me. She was sent to the U.S. to marry her husband, and left behind her country and desire to be a nun. Her husband was a philanderer and so the mom is basically not happy except for the birth of the “miracle” twins who essentially saved the family unit. Since the mom did not get to become a nun, she is very heavy-handed in her treatment with Xiomara and how Xiomara should act as a female. Xiomara is given very little freedom and is expected not to date until she is finished with college. Although, I did enjoy the book, I would caution parents to review the content before having their children read it simply because of the sexual nature of many of the poems. It would be a good book for mothers to read with their high school-aged daughters to facilitate discussions about some of the things and feelings Xiomara contends with. Approximate Reading Level - 8th and 9th (but I would put the content level at high school) ![]() 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 |
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