by Jeanne Wakatsuki Houston and James D. Houston
This is an account of a young Japanese-American girl's experience in the Manzanar Interment Camp. It is a biographical account, written by the author as an adult. It provides a description of Japanese-American life in LA before the war and the interment and an insiders account of what life was like inside the camp. Particularly affecting is the impact that the interment has on her father and how changes in his personality have ramifications for everybody else.
First Year: For many of the students, this was the first time they read about the Japanese American interment camps. Some were quite moved by it. Some seemed to expected a different type of account and didn't seem to be as affected. One student said "I kept waiting for something traumatic to happen." Yikes. There was some debate about the quality of the writing, but most agreed that it could be used in a classroom, especially as part of a larger history or social studies unit.
Second Year: Again, this was the first experience reading about this topic for most students. However, unlike last year, the class as a whole seemed to feel like the experience was pretty horrorific. There was less criticism of the writing and more of a focus on the story and themes.
Saturday, May 26, 2007
Shabanu
by Suzanne Fisher Staples
This is a novel about a young nomadic girl living with her family in the Cholistan desert of Pakistan. She is somewhat of a tomboy and quite attached to her favorite camel. The novel follows the rythms of the family's life - the role of the weather and seasons, raising and selling camels, the rituals releated to marriage. The plot is really set in motion around the notion of an arranged marriage, which Shabanu is not inclined to particpate in. It becomes an adventure novel and moves at a brisk pace. When I read it I have a hard time putting it down.
In addition to the compelling writing and story, I chose this book because I think it provides an opportunity for readers to think about cultural differences in a way beyond holidays and food. Shabanu's community has a different set of expectations than most readers and so readers have to wrestle with ideas of universal human rights and local customs. If you reject Shabanu's community's mores, how do you argue for your own? What does it mean to belong to a community or a culture?
Other questions include: What does it mean for somebody who is not a member of the community or culture to write about it? What does it mean to try and capture a voice that from another community/culture? How do you as a reader make judgements about the worth or impact of such a text?
First Year: Students in the class liked it and gave positive reviews. They thought it could read as a whole class and that it is a good novel for working together across subject areas (e.g., with social studies).
Second Year: Positive response as well, except one student didn't like it because it made her so angry and upset about the situation of women in the community. Students noted that they didn't realize there was so much to know about camels.
There is a sequel titled Haveli, but I have not read it yet.
This is a novel about a young nomadic girl living with her family in the Cholistan desert of Pakistan. She is somewhat of a tomboy and quite attached to her favorite camel. The novel follows the rythms of the family's life - the role of the weather and seasons, raising and selling camels, the rituals releated to marriage. The plot is really set in motion around the notion of an arranged marriage, which Shabanu is not inclined to particpate in. It becomes an adventure novel and moves at a brisk pace. When I read it I have a hard time putting it down.
In addition to the compelling writing and story, I chose this book because I think it provides an opportunity for readers to think about cultural differences in a way beyond holidays and food. Shabanu's community has a different set of expectations than most readers and so readers have to wrestle with ideas of universal human rights and local customs. If you reject Shabanu's community's mores, how do you argue for your own? What does it mean to belong to a community or a culture?
Other questions include: What does it mean for somebody who is not a member of the community or culture to write about it? What does it mean to try and capture a voice that from another community/culture? How do you as a reader make judgements about the worth or impact of such a text?
First Year: Students in the class liked it and gave positive reviews. They thought it could read as a whole class and that it is a good novel for working together across subject areas (e.g., with social studies).
Second Year: Positive response as well, except one student didn't like it because it made her so angry and upset about the situation of women in the community. Students noted that they didn't realize there was so much to know about camels.
There is a sequel titled Haveli, but I have not read it yet.
so hard to say
by Alex Sanchez
A novel about a complicated friendship. The structure is simple, with alternating chapters written from the perspective of two young teenagers (a Mexican-American girl and a boy who begins to question his sexual preference). To a large extent it is a story about feeling comfortable with who you are.
I didn't think it was the greatest book ever written, but I liked the fact that the boy was so young. It seems most fiction about young adults examining their own sexuality deals with older kids, and this one involved junior high school aged kids. This is a reality for some of these students, and I think it is a good to have a novel out there for them.
First Year Response: Students thought it was OK. Some were worried that the topic was too sensitive for younger readers while others thought it could be good for students. Most agreed that they would not assign it to the whole class, but might make it available for individual students.
Second Year Response: Some students picked up on the many stereotypes and thought it might be problematic. There was a general sense that some school districts might not support the use of this book, but that it (or another one like it) would be helpful to both gay teens, those dealing with sexual identity issues, or non-gay teens who need to think through homophobia.
A novel about a complicated friendship. The structure is simple, with alternating chapters written from the perspective of two young teenagers (a Mexican-American girl and a boy who begins to question his sexual preference). To a large extent it is a story about feeling comfortable with who you are.
I didn't think it was the greatest book ever written, but I liked the fact that the boy was so young. It seems most fiction about young adults examining their own sexuality deals with older kids, and this one involved junior high school aged kids. This is a reality for some of these students, and I think it is a good to have a novel out there for them.
First Year Response: Students thought it was OK. Some were worried that the topic was too sensitive for younger readers while others thought it could be good for students. Most agreed that they would not assign it to the whole class, but might make it available for individual students.
Second Year Response: Some students picked up on the many stereotypes and thought it might be problematic. There was a general sense that some school districts might not support the use of this book, but that it (or another one like it) would be helpful to both gay teens, those dealing with sexual identity issues, or non-gay teens who need to think through homophobia.
The Broken Bridge
by Philip Pullman
This novel deals with a Ginny, a young girl growing up in Wales. She lives with her father after her Haitian mother passed away. Her mother was a famous artist, and this has always been important to Ginny, who is an artist herself. The plot gets moving when a heretofore unknown half-brother shows up and family secrets start to become revealed. Ginny's search for the answers to questions she didn't even know she had to ask lead her to start rethinking who she is.
I like this book a lot, but it is not everybody's cup of tea.
First Year Response: Students found the writing to be compelling. They didn't see it as a book to read with the whole class, but could have it in their classroom libraries for individual students to read.
Second Year Response: Many students did not like it, and it reminded them of the kinds of book they (and their students) have to read and dissect in school. It was seen as pretty old-fashioned. Some just thought it was boring and couldn't get into it. On the other hand, students recognized the writing as complex and rich, so perhaps it is not going to rejected outright.
This novel deals with a Ginny, a young girl growing up in Wales. She lives with her father after her Haitian mother passed away. Her mother was a famous artist, and this has always been important to Ginny, who is an artist herself. The plot gets moving when a heretofore unknown half-brother shows up and family secrets start to become revealed. Ginny's search for the answers to questions she didn't even know she had to ask lead her to start rethinking who she is.
I like this book a lot, but it is not everybody's cup of tea.
First Year Response: Students found the writing to be compelling. They didn't see it as a book to read with the whole class, but could have it in their classroom libraries for individual students to read.
Second Year Response: Many students did not like it, and it reminded them of the kinds of book they (and their students) have to read and dissect in school. It was seen as pretty old-fashioned. Some just thought it was boring and couldn't get into it. On the other hand, students recognized the writing as complex and rich, so perhaps it is not going to rejected outright.
Club Meds
by Katherine Hall Page
This short novel is told from the perspective of a young boy with ADHD. He has friends that are also on medication (hence, Club Meds). Most of the plot revolves around dealing with a bully who has decided to do a shake down for the main character's ritalin. The Club Meds group comes together to try and figure out a way to deal with the situation.
The resolution to the story is not the greatest piece of writing, but I think the rest of the book holds up well. It has a realistic tone, but it doesn't feel like it is too doom and gloom. Students in class generally thought that this would be good for independent reading, rather than as a whole class assignment. I think it could be very helpful for students who are dealing with the stressors of being medicated.
This short novel is told from the perspective of a young boy with ADHD. He has friends that are also on medication (hence, Club Meds). Most of the plot revolves around dealing with a bully who has decided to do a shake down for the main character's ritalin. The Club Meds group comes together to try and figure out a way to deal with the situation.
The resolution to the story is not the greatest piece of writing, but I think the rest of the book holds up well. It has a realistic tone, but it doesn't feel like it is too doom and gloom. Students in class generally thought that this would be good for independent reading, rather than as a whole class assignment. I think it could be very helpful for students who are dealing with the stressors of being medicated.
ttyl
By Lauren Myracle
A novel written in the form of text messages between three girls who are close friends. I am not sure the conceit is realistic, as some of the text didn't seem to really be the short kinds of texts that are associated with im language. It is a noteworthy attempt, however, and a part of a series of books that are consistently good sellers. Many kids really have responded positively to this series (see also ttfn), so I think it is important that teachers take a look at it (and other popular series that might not be thought of as great literature).
There are some serious issues that come up (bodily functions, sexuality, etc.) that made some of the students in class uncomfortable. Perhaps it would an addition to a classroom library, rather than a book for a whole class assignment.
A novel written in the form of text messages between three girls who are close friends. I am not sure the conceit is realistic, as some of the text didn't seem to really be the short kinds of texts that are associated with im language. It is a noteworthy attempt, however, and a part of a series of books that are consistently good sellers. Many kids really have responded positively to this series (see also ttfn), so I think it is important that teachers take a look at it (and other popular series that might not be thought of as great literature).
There are some serious issues that come up (bodily functions, sexuality, etc.) that made some of the students in class uncomfortable. Perhaps it would an addition to a classroom library, rather than a book for a whole class assignment.
Cut
By Patricia McCormick
A short novel about Callie, a girl that engages in self-injurious behavior - specifically, she cuts herself. The book starts with her in a treatment facility, and over the course of the book we learn about her story. We also meet many other young girls who are in the same facility, but for different reasons. The book deals with the therapy they are receiving, and addresses just how hard it is for these young women to overcome their issues and become healthy.
I found it to be a moving book, one that doesn't exploit the issue. The characters are sympathetic without being romanticized. The descriptions are straight forward but don't cross the line into gruesome.
I like the book a lot. Some students felt it might be too sensitive a topic, but others thought that it would be good for students to read to start a conversation about this kind of behavior.
A short novel about Callie, a girl that engages in self-injurious behavior - specifically, she cuts herself. The book starts with her in a treatment facility, and over the course of the book we learn about her story. We also meet many other young girls who are in the same facility, but for different reasons. The book deals with the therapy they are receiving, and addresses just how hard it is for these young women to overcome their issues and become healthy.
I found it to be a moving book, one that doesn't exploit the issue. The characters are sympathetic without being romanticized. The descriptions are straight forward but don't cross the line into gruesome.
I like the book a lot. Some students felt it might be too sensitive a topic, but others thought that it would be good for students to read to start a conversation about this kind of behavior.
The Giver
By Lois Lowry
This is one of the most commonly banned book in the country, which is why I include it in the course.
The story follows Jonas, a young boy in a future society in which people don't have memories of anything outside their very ordered existence. This includes feelings and other uncontrollable things that make us human. Only one person in the community has the responsibility for being the repository of feelings and memories. The plot gets moving when Jonas is chosen to become the next person to take on this responsiblity.
The book has a light sci-fi feeling to it, and while parts of it seem heavy handed, I think the ending is quite moving and very disturbing. The ending leads to some very passionate conversations.
First Year: Most of the students in class liked the book, and some loved it. Most thought that it can be used as the basis of a whole class lesson by picking up on themes of identity and conformity. The class seemed to be about split about whether to read the ending as upbeat or as downbeat.
Second Year: Students like the book a lot, mostly for the same reasons. One read from an inteview with the author which is included in newer versions of the book. In that she suggests an upbeat reading of the ending. That was interesting because I had just read an older interview with her in which she declined requests to write a sequel, saying that a sequel would ruin the amibigous nature of the ending. She seems to have gone away from that stance, which I think is too bad.
This is one of the most commonly banned book in the country, which is why I include it in the course.
The story follows Jonas, a young boy in a future society in which people don't have memories of anything outside their very ordered existence. This includes feelings and other uncontrollable things that make us human. Only one person in the community has the responsibility for being the repository of feelings and memories. The plot gets moving when Jonas is chosen to become the next person to take on this responsiblity.
The book has a light sci-fi feeling to it, and while parts of it seem heavy handed, I think the ending is quite moving and very disturbing. The ending leads to some very passionate conversations.
First Year: Most of the students in class liked the book, and some loved it. Most thought that it can be used as the basis of a whole class lesson by picking up on themes of identity and conformity. The class seemed to be about split about whether to read the ending as upbeat or as downbeat.
Second Year: Students like the book a lot, mostly for the same reasons. One read from an inteview with the author which is included in newer versions of the book. In that she suggests an upbeat reading of the ending. That was interesting because I had just read an older interview with her in which she declined requests to write a sequel, saying that a sequel would ruin the amibigous nature of the ending. She seems to have gone away from that stance, which I think is too bad.
Hoot
By Carl Hiaasen
This book follows the adventures of Roy Eberhardt, who has just moved to Florida from Montana. He is the new kid in town, and is struggling to adjust. One day from his seat on the schoolbus he sees a barefooted boy take off into the underbrush, and when he follows him he becomes involved in a situation that will take many strange twists and turns. Roy runs into seedy local characters, learns about the politics of development, and becomes invested in emotional environmental issues. All this is told with humor and lots of action.
The book has been a great success and it has been turned into a movie. Some students in the class had already read the book with their students and others thought it could be used with a whole class. It is fun, but not earthshattering.
This book follows the adventures of Roy Eberhardt, who has just moved to Florida from Montana. He is the new kid in town, and is struggling to adjust. One day from his seat on the schoolbus he sees a barefooted boy take off into the underbrush, and when he follows him he becomes involved in a situation that will take many strange twists and turns. Roy runs into seedy local characters, learns about the politics of development, and becomes invested in emotional environmental issues. All this is told with humor and lots of action.
The book has been a great success and it has been turned into a movie. Some students in the class had already read the book with their students and others thought it could be used with a whole class. It is fun, but not earthshattering.
The Music of Dolphins
By Karen Hesse
This is an experimental story of Mila, a girl who was raised by dolphins. She is taken from the sea and brought to clinic where she gets medical attention. More importantly, she is cared for by researchers want to study her language and development. The narrative is told in the first person, and for much of the story Mila's human language (English) is still developing. She misses her dolphin family and struggles to survive on land.
I think the book is phenomenal, rich with potential.
First Year: Some of my students found it a bit weird. The consensus seemed to be that you would need the right class to work the text. I think any class could benefit, just in different ways.
Second Year: Similar response. Some people liked it, some others couldn't get into it. Great class discussion about another amibiguous ending. Many thought it would be challenging for some readers.
This is an experimental story of Mila, a girl who was raised by dolphins. She is taken from the sea and brought to clinic where she gets medical attention. More importantly, she is cared for by researchers want to study her language and development. The narrative is told in the first person, and for much of the story Mila's human language (English) is still developing. She misses her dolphin family and struggles to survive on land.
I think the book is phenomenal, rich with potential.
First Year: Some of my students found it a bit weird. The consensus seemed to be that you would need the right class to work the text. I think any class could benefit, just in different ways.
Second Year: Similar response. Some people liked it, some others couldn't get into it. Great class discussion about another amibiguous ending. Many thought it would be challenging for some readers.
P.S. Longer Letter Later
By Paula Danziger and Ann M. Martin
This is the story of two friends, Elizabeth and Tara*Star, who keep in touch via letters. The epistolary structure makes it seem mid-20th century, and the sequel moves the characters into the electronic age.
The tension is the novel comes from the fact that Tara*Star has moved, so the friends are now apart as they begin a new school year. Both girls struggle with their own parents, but for completely different reasons. In addition, individual changes to their personalities make it harder for them to relate as they did when they were in the same town. Things happen, lessons are learned, and life moves on.
I did not assign this book again this year because I felt like the letter format was too odd nowadays. Students in the class thought it was OK, but nobody was really sold on it.
This is the story of two friends, Elizabeth and Tara*Star, who keep in touch via letters. The epistolary structure makes it seem mid-20th century, and the sequel moves the characters into the electronic age.
The tension is the novel comes from the fact that Tara*Star has moved, so the friends are now apart as they begin a new school year. Both girls struggle with their own parents, but for completely different reasons. In addition, individual changes to their personalities make it harder for them to relate as they did when they were in the same town. Things happen, lessons are learned, and life moves on.
I did not assign this book again this year because I felt like the letter format was too odd nowadays. Students in the class thought it was OK, but nobody was really sold on it.
Bud, Not Buddy
By Christopher Paul Curtis
This novel is set in 1936, and is set in a depressed Flint, Michigan. It concerns Bud (not Buddy, as he likes to point out) - a ten year old orphan trying to survive. His mother passed away a few years before the story starts, and he has never met his father. Bud has lived in terrible foster homes and orphanages. He goes off on his own to find his father and the novel becomes a road novel filled with tramp villages, jazzmen, and grown-ups of a variety of stripes.
The novel is told from Bud's perspective, and he has a tendency to let the reader in on his lists and rules. I think the voice the author creates for Bud is effective and it really draws you in. Most students in the class liked it and several have already used it with their students. They felt like it could be used for whole class work and not just individual reading time.
This novel is set in 1936, and is set in a depressed Flint, Michigan. It concerns Bud (not Buddy, as he likes to point out) - a ten year old orphan trying to survive. His mother passed away a few years before the story starts, and he has never met his father. Bud has lived in terrible foster homes and orphanages. He goes off on his own to find his father and the novel becomes a road novel filled with tramp villages, jazzmen, and grown-ups of a variety of stripes.
The novel is told from Bud's perspective, and he has a tendency to let the reader in on his lists and rules. I think the voice the author creates for Bud is effective and it really draws you in. Most students in the class liked it and several have already used it with their students. They felt like it could be used for whole class work and not just individual reading time.
Love that Dog
By Sharon Creech
A book written in the form of a series of poems. The book is structured as the writing assignment of a young boy who begins by making it clear that he does not like poetry. Over the course of the (short) book he starts to change his mind about poetry and to reveal things to the reader that are quite moving.
First Year: Most of the students in class thought this would be good to use in class, and could be used for whole class instruction (especially in a unit about poetry).
Second Year: With one or two exceptions people loved this book. I have the class take turns reading the poems and people are free to comment whenever they feel like it. I think this creates a time and space to take the poem on in a more contemplative way. People can hear new things and have their response be augmented by hearing what other people have to say. You have to experience the language of poetry using your senses.
A book written in the form of a series of poems. The book is structured as the writing assignment of a young boy who begins by making it clear that he does not like poetry. Over the course of the (short) book he starts to change his mind about poetry and to reveal things to the reader that are quite moving.
First Year: Most of the students in class thought this would be good to use in class, and could be used for whole class instruction (especially in a unit about poetry).
Second Year: With one or two exceptions people loved this book. I have the class take turns reading the poems and people are free to comment whenever they feel like it. I think this creates a time and space to take the poem on in a more contemplative way. People can hear new things and have their response be augmented by hearing what other people have to say. You have to experience the language of poetry using your senses.
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