M-N

MacCracken, Mary. A Circle of Children. Canada: Signet, 1975.

Summary: Mary is a teacher that inspires and gives her heart to disturbed children who need her. This story is a depiction of a battle that is fought between a motivated teacher and stubborn students and what it takes to get through to them. It is a story about a woman whose job is more than just a job, but rather a way of life.

For Whom Appropriate/Teach or circulate: This story should be circulated for grades 7-8.

Dense Questions:

1. Keeping in mind that Mary does not have any legal teaching certification, do you think that she is qualified for her position? Does certification always matter?

2. Compare and contrast Mary's teaching abilities with your current teachers, are there many discrepancies?

3. If you were Mary, would you approach the children in a similar fashion?

Related Literature: I would provide poetry by Samantha Abeel because she was a struggling student, like the children in this story.

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Citation: Gregory Maguire, Wicked: The Life and Times of the Wicked Witch of the West, New York, HarperCollins, 2004. (summary and questions by Kristine Ortiz)

 

Summary: A retelling of The Wizard of Oz from the perspective, Wicked tells about how the witch became wicked and leaves it up to the reader to decide whether she really was all that wicked.

 

Appropriate: 9th grade and up

 

Teach or Circulate?: Circulate. Wicked features dark political issues related to religion and race. It also features at least one sexually explicit scene, which could be inappropriate to teach.

 

Dense and shaded questions:

 

Maguire, Gregory. Wicked: The Life and Times of the Wicked Witch of the West. New York: Harpercollins Publisher, 1995 (summary and questions created by Emily Dull-Heidenreich)

Summary: Wicked is a novel about one of literature’s well-known villains, the Wicked Witch of the West from L. Frank Baum's The Wizard of Oz, and how a young girl who is different than everyone around her becomes the Wicked Witch. The story follows Elphaba (future Wicked Witch of the West) who was born green and ever since then, has been ostracized because she was a little bit different than everyone else. Every good deed that Elphaba does seems to look bad in the community’s eyes and so, she is started to be seen as wicked. She is conflicted and cannot figure out if she is actually evil or if it is simply reiteration that no good deed goes unpunished.

Appropriate for: 14 and up (grades 9-12) and adults of any age

Taught or Circulated?  This book could be taught and also circulated. It could be taught it in a lesson about point of view, the real definition of heroism, or perhaps tied in with a lesson about how people become “evil “ or are seen as “evil” by the surrounding characters in society. Reading stories such as The Wizard of Oz and then reading a retelling surrounding the same story from a minor character can help students better understand the original story. Wicked could also simply be circulated because it is a lengthy novel, especially if a teacher wants to use it as a companion novel with another one (Wizard of Oz, etc). It also deals with sensuality involving two characters which may be too much for your students depending on what else they are being taught, what else they have read, and their age level.

Dense/Shaded Questions: What is the true nature of evil? What makes a person become someone who is seen as evil/wicked? Are “evil” people born like that or do society, trauma, and life events turn a person evil? Who is the hero in this story? What are the qualities of the people who you consider heroes in your life? After reading Wicked, does it make you think of Dorothy and her journey differently than you had before?

The Wizard of Oz is a dictator within the context of the novel. Who are some examples of real dictators that you’ve learned about in your history class? What are some examples of their actions that correlate with The Wizard’s actions in the book?  Elphaba believed that Animals should have as many rights as humans. What is something that you believe in that you would be willing to die for? Why?

 

Thematically Related Literature: L Frank Baum’s The Wizard of Oz, Gregory Maguire’s short story Scarecrow, William Golding’s Lord of the Flies

Side Note: If you or your students enjoyed Wicked. Here are some other Gregory Maguire books that retell other stories in literature.

 

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Citation: Gregory Maguire, Confessions of an Ugly Stepsister, New York: HarperCollins, October 2000. (summary and questions created by Kristine Ortiz)

 

Summary: Gregory Maguire’s retelling of the classic Cinderella story set in Holland. A Dutch-English widow marries a rich Dutchman in the hopes that she will be able to use his wealth to support her two ugly daughters.

 

Appropriate: 9th grade and up

 

Teach or Circulate?: Circulate. The book contains some mentions of sex and murder, and may not interest boys as it is based off of a fairy tale.

 

Dense and shaded questions:

 

Iris is often put down by her mother because of her appearance and aspirations. What is a time when you feel that someone has put you down because of your gender, interests, or looks?

 

If you had been in Ruth’s place, would you have pretended to be stupid for so long? Why or why not?

 

Related Literature: Grimm’s Fairy Tales, Wicked: The Life and Times of the Wicked Witch of the West-Gregory Maguire, The Wizard of Oz-L. Frank Baum, The True Story of the Three Little Pigs-Jon Scieszka

 

Marsden, John. So Much To Tell You. New York: Fawcett Juniper, 1987.

Summary: It is the story of a 14 year old who has been through a terrible incident and can't speak anymore. The book is organized as a series of journal entries by the main character, Marina. She deals with loneliness, low self-esteem, peer pressures, and family issues. It is an incredible book that would work well to introduce students to the act of journaling. It as a surprise ending and somewhat suspenseful. It ends up delivering the important message that she is not isolated in her thoughts and feelings, and that other girls feel the same way. Marina's journey could be used as a metaphor for finding personal voice.

Appropriate: 6th and 7th grade.

Teach it: to introduce the idea of journaling. Discussion about personal teen-age issues would be flying from this book. I would definitely teach it in middle school and I think it would be a great book to start of quarter or semester of journaling off of. Circulate it: to especially female students because it takes place at a girls school, but not to say boys could not get anything out of it.

Dense questions: Do you think you yourself or others in your classes feel the way that Marina feels? Do you think you could ever feel that you lost your ability to talk, or can people with the ability to talk feel that way? What insights do we gain about the act of writing from Marina's journal entries?

Thematically related literature:

Martel, Yann.  The Life of Pi.  New York:  Harcourt, 2001.  (Summary and questions by Kayti Flynn)

 

Summary:  A young teenage boy, Pi Patel, is discovering different forms of spirituality and science when his family decides to move from their home in India to Canada.  His father, a zookeeper, decides to bring all their zoo animals with them on the boat.  During the trip the boat sinks, and Pi is left as the only human survivor on a lifeboat with a tiger named Richard Parker.  He spends months on the small boat, detailing his activities in a journal that is in the lifeboat with him.  He learns how to catch fish and turtles and purify salt water. 

 

Appropriate for any grade 7-12, depending on how deep you want to go into the story.  The only controversial may be the main character’s search to understand religion.

 

Teach or Circulate:  This book could be taught well to many different ages. It has different themes, literary merit, and is an interesting story to keep kids’ attention.

 

Questions:  Did Pi’s inquisitive nature toward religion alter your views of religion?

In what ways does the narrator use Pi’s interests in religion and zoology to point out character traits of Pi?

Martel uses colors to describe the religions Pi investigates:  the greens of Islam and the oranges of Hinduism.  From Pi’s perspective, what color do you think Christianity would be?  Why?

 

Related Literature:  The Tao of Pooh, Benjamin Hoff.

 

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Martinez, Victor. Parrot in the Oven: Mi Vida. New York: Joanna Cotler Books, 1996.

Summary: The story of Manny, a young Mexican-American boy growing up in California. It is a story about what it takes to make it in a community where most of the life choices involve fighting or trying to stay off welfare.

For Whom It's Appropriate? 8th to 12th grade students

Teach It or Circulate It? The book is written in a fairly easy style, and there's not to much in the context to make it objectionable. I would circulate it in grades 9 and up and give a little time to discussion in grade 8.

Dense Questions: Looking at how hard Manny's dad tries to keep the family from having to take "charity," has there ever been a time when your family has been in a situation like theirs, and how does it differ from Manny's family's problem? In the book Manny is put to the test when he decides to join his friend's "gang." If you were put in the same situation as Manny, how would you have acted different or the same? There are many people still today that live in the same situation that Manny's family did. What do you think could be done to help those families live in a way that would be more comfortable for them?

Thematically Related Literature: An Island Like You: Stories of the Barrio-Judith Ortiz Cofer, Hunger of Memory-Richard Rodriguez

Mason, Bobbie Ann. In Country. New York: Harper and Row Publishers, 1985.

Summary: The summer after her high school graduation, Sam Hughes revisits the Vietnam War, which took her father's life before she was born. Sam becomes involved with the community of Vietnam Vets in her town and grapples with issues and behavior that are part of growing up, including the event of her best friend becoming pregnant. In the end, Sam travels to the Vietnam Memorial Wall with her uncle and her paternal grandmother in the VW car she purchases after having an affair with a Vietnam Vet.

For Whom Appropriate? This book contains some language and sexuality that is more appropriate for 11th and 12th graders. Due to the controversial issues this book focuses on, it may be appropriate for teachers to guide students through the book. Teachers may wish to consider parental views before recommending the book to students.

Teach It or Circulate? I recommend circulation due to it's controversial nature.

Dense Questions: In what ways do we (you) need to face parental and family issues or histories as a part of growing up? How have the wars of our time affected your life and what have you learned from it? Where are your places like Sam's swamp and how are these types of places important in our lives?

Thematically Related Literature: I'm not aware of any.

Mazer, Norma Fox, After the Rain.   New York:   Avon Books, 1987.

Summary:   Rachel is a fifteen-year-old girl who is trying to find out where she fits in with her family and peers.   She finds that family connections are important. Her experience with her grandfather's illness and death changed priorities and helps her appreciate the people in her life.

 

For whom appropriate:   7 th through 10 th grades.

 

Teach it or circulate it:   This is a good book to circulate.   It would especially benefit girls who are dealing with family issues, and family illness or death.

 

Dense Questions:   How can getting closer to your relatives, as Rachel did, help you understand things about yourself?   How can learning about your ancestors, as Rachel did, benefit you?

 

Thematically related literature:   A Summer to Die, Lois Lowry,   Shizuko's Daughter, Kyoko Mori.   Toning the Sweep, Angela Johnson.   Walks Alone, Brian Burks.  

Mazer, Norma Fox and Harry. Heartbeat. New York: Bantam, 1989.

Summary: Years after saving his life, Tod Ellerbee^Rs best friend, Amos, finally asks for a return favor: set him up with a girl Tod knows. Before he knows it, Tod is also in love with the girl, Hillary, and she with him. Now Tod has to find a way to tell Amos, and save their friendship.

For Whom Is This Appropriate? 8th-10th grade

Teach or Circulate? It has good issues, but may be a little light and more fo girls. Circulate.

Dense Question: If you had to choose between a girl/boyfriend and a best friend, what would you do the same or differently than Tod?

Related Literature: Be Still My Heart by Patricia Hermes

Mazer, Norma Fox. Out of Control. New York: Avon Books, 1993.

Summary: Valerie Michon is sexual assaulted by three boys in school. The principal does everything he can to sweep the issue under the carpet quickly. Valerie struggles with losing her innocence and losing her sense of safety. The book goes deep into the issues around male-female interactions at the middle and high school levels. One of the boys tries to deal with what he has done and discovers some important things about himself and about the opposite sex. An important book to read for boys and girls. Throughout the story, Valerie starts to journal to deal with her feelings.

Appropriate: 7th and 8th graders.

Teach it: Further discussion on the issues that are brought up in the book is essential if students are going to start looking at their own actions and the actions of their peers.

Dense questions: How common is the situations that Valerie experiences in your classes and school? What do you think should happen to students who sexual harass another student, is it different than other kinds of harassing? What can students and adults do to stop harassment in the school?

Thematically related literature:

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Mazer, Norma Fox.  When She Was Good. New York: Scholastic Inc., 1997.

Summary: Em is a fourteen year old, who grew up with an alcoholic father, a sick mother, and an abusive sister.  After her mother dies and her father remarries, Em’s sister, Pamela insists on moving away.  The two of them live together in an apartment where Em does everything for her sister while she sits in a chair all day long.  If Em does something Pamela does not like she beats her.  When Pamela dies, Em finally has a chance to bounce back and get on her own feet.  She gets to do things on her own without her sister pulling her down. 

For Whom is it Appropriate:  8th-9th grade

Teach it or Circulate it?  I would never teach this novel, nor would I even attempt to circulate it.  I did not really enjoy this novel.  The issues carried through this novel are not educational based.  I cannot imagine this novel being accepted my parents, staff, or board members.  It is not a relevant novel to bring into the classroom.

Dense Questions:  What family roles was Em lacking?  Did her dysfunctional family growing up cause her to never reach out on her own?  How did Pamela become so violent?  Was it from observing the behaviors of her alcoholic father? Or her sick mother? 

Thematically Related Literature: ?  

McDaniel, Lurlene. Goodbye Doesn't Mean Forever. New York: Dell Publishing Co. Inc., 1989

Summary: When17-year-old Melissa's Leukemia returns, her best friend Jory and brother Michael have a hard time coping. They learn how to deal with their grief through Melissa's strength and by leaning on each other.

For Whom Appropriate: 8th or 9th graders

Teach it or circulate it: Circulate it

Dense Questions: Do you think that Jory's reactions to Melissa's remission are realistic? What does this say about the power of positive thinking? Why do you think Michael was angry at Melissa for dying? If you had a best friend who was dying, how would you deal with it?

Thematically Related: McDaniel, Lurlene. Now I Lay Me Down to Sleep; Too Young to Die.

McKnew, Donald H. Jr., M.D., Cytryn, Leon M.D., and Yahraes, Herbert. Why Isn't Johnny Crying? New York: W.W. Norton& Company, 1983.

Summary: This is a book that explores childhood depression and depression in younger adults. It also shares case studies of young people and their feelings of depression, their ups and downs, how they handle it, and how they sometimes do not handle it. It shares ways of spotting depression and gives some measures to take in trying to get help for those who may be in need.

For Whom appropriate? Grades 10th and up.

Teach or circulate? I think this book could be taught in parts. Some of the advice is really down to earth, and it could benefit students to understand that if they are feeling depressed, even to a very small degree, it can be helped. It would also be good for students to learn how to recognize depression in their peers.

Dense questions: 1) In one of the case studies a young man describes how he is not depressed all the time, but that it comes and goes. What are some things that cause you to feel down and what things help you to feel better in those times? In what ways do you work through sad feelings? 2) The book gives us some signs to watch for in someone dealing with depression, such as changes in eating habits. What other signs can you think of that might be a sign that someone is depressed, and what are some ways of getting help for that person if you think you should. 3) It is always a good idea to write down your feelings, both sad, and happy to help you think through things. And it is also good to have an adult you can turn to at times when you are really feeling troubled. Do you take time to write down your feelings, and do you have an adult you feel comfortable in talking to, if so who, and what qualities about him or her make them trustworthy?

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Citation: Meyer, Stephanie, Twilight. Little Brown and Company: New York, 2005. Card done by Kristen Mossing

Summary: Bella Swan moves from where her mom lives in Arizona to live with her dad in Forks, Washington. She soon draws the attention and becomes a focal point of Edward Cullen, a boy who is not what he seems. Before long, Bella becomes involved with Edward and his family. What she doesn?t know is that every moments she is with these people she is literally putting her very existence in jeopardy.

For Whom Appropriate: Grades 9-12

Teach it or circulate it? This is a novel that is written very well and is considered to be sophisticated, I believe that this novel would be more suited in circulation. This is a novel that does really well with the young adult audience. Given the right English class I could see this book being taught, but not with the traditional English classes.

Shaded and Dense questions: Have you ever been told to stay away from someone because they were not a good influence? Do parents have a right to do this?

Thematically related Literature: Dracula-Bram Stoker

Miles, Betty. The Trouble With Thirteen. New York: Flare, 1984.

Summary: Annie is a twelve year old girl who is forced to come to terms with some major life changes. These changes Annie's life seem even more significant and devastating due to the fact that everything seems to be changing when she becomes a teenager.

For Whom It is Appropriate: 10 - 14 year old girls.

Teach It or Circulate It? This book is definitely one for the book cart. It deals with the issues that early teenage girls face. It would probably bore or embarrass most boys of this age. It is, however, a GREAT book for girls to relate to and enjoy.

Dense Questions: How does the way Annie reacts to Nora's death seem realistic or not? How do different people deal with the loss of a friend? Are these things you do? Are these things Annie does?

Thematically Related Literature: Are You There God? It's Me Margaret by Judy Blume

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Miller, Arthur. Death of a Salesman: Certain Private Conversations in Two Acts and a Requiem. New York, New York: Viking Press, 1949.

Summary: Willy, the main character, battles with his failure to achieve the American Dream as he sees it. Desperate to feel as though his life is a success, Willy creates and maintains a world that flows between the real and the imagined, and clings to a torturous vision of what could have been and what still can be. He contradicts himself in his speech and actions, with his final action seemingly backfiring as well. Miller calls into question what happens when we become products of society and then dislike the result.

Appropriate: I would place this at the age group of sixteen and up. It would be good for students to read as they are dealing with the pressures of balancing school and sports (for some), or struggling with thoughts of what to do with their life. Some guidance may be needed since the play is fluid, with Willy bouncing between the real and the imagined.

Teach or circulate: I would teach it. I think there are some themes in here that would be great to touch on, such as superficiality and providing for one’s family. There are things to discuss, such as Willy’s final decision, pursuing someone else’s dream, self-delusion, self-worth related to achievement, and spite. Looking at the play itself, it’s teachable in the sense of its elements: language, motifs, symbolism, how things tie in, and the fluidity of time.

Shaded or dense questions: Do you share Willy’s view that the key to success in the world is being “well-liked?” Give an example to support your view. ? Pick a symbol from the play and an emotion you feel that it represents in Willy. Why do you make that connection? Explain.

Thematically related literature: The Jungle- Upton Sinclair

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Min, Anchee.  Wild Ginger.  New York: Houghton Mifflin Company, 2002.  (Summary and questions created by Sandy Ludwig)

 

Summary:  A girl named Maple recounts her youth in a story that akes place in China during the Cultural Revolution.  The account begins during her adolescence and upon meeting her best friend, Wild Ginger.  The story follows these two girls as they each try to understand their place in China’s Cultural Revolution, deal with the poverty and corruption brought on by their government, and also grow into womanhood.

 

Fr Whom Appropriate?  10th-12th Graders

 

Teach it or circulate it?  This book is a fairly easy read, however, it deals with heavy topics such as sexuality morality, and political forces.  This book also takes place during China’s Cultural Revolution, and this is a large topic that is better to be understood before reading the novel.  For these reasons, this book should be taught in a classroom.

 

Shaded or Dense Questions:  How can you explain Wild Ginger’s devotion to Chairman Mao and her transformation after she becomes a member of the Communist Party?  What are some things that connect the lives of Wild Ginger and Maple to the lives of American students?

 More Shaded/ Dense Questions: Are your relationships different/ similar with your friends who have different values, ideas, and beliefs than you? What part(s) of Maple?s, Wild Ginger?s, and Evergreen?s relationships do you think best shows the real life trials and tribulations of friends? How can having different political views ruin a friendship? Look at example from the story to explain. Do you think Maple was supportive of Wild Ginger even though she did not agree with her? Would you support a friend even if you thought they were wrong? Explain. What do you think about the Cultural Revolution? What would you change about your country?

Other Readings:
Red Azalea
Becoming Madam Mao
Empress Orchid; Red Scarf Girl

 

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Montgomery, R.A. The Lost Jewels of Nafouti. Vermont: Chooseco, 1982. (summary and questions by Kasey Kiehl)

Summary: The setting of this story is that two diamonds and two rubies have been stolen from a museum in Paris. Your family has died trying to protect these jewels, and now it is time to help your cousins. This is a ?Choose Your Own Adventure novel, so the ending directly depends on the choices you make throughout the book.

Appropriate for: Grades 5-6

Teach or Circulate? This book would be great to circulate, especially if there are more books in the series available. The fun in these books is that each student gets to make his or her own decision about what to do next. I think the process of the decisions and predictions that are made should be an individual choice.

Shaded and Dense Questions: What are some of the main strategies you used to decide what to do next? Did you ever make a decision about what page to go to, and then once you found out the consequence of that decision, wanted to flip back and choose a different answer. Do you think this can relate to life, even though ?re-doing? something in life is not as easy as turning back a page in a book? What was the final outcome of your adventure? Are you happy with that outcome?

 

Citation: Alan Moore, Watchmen, New York NY, DC Comics, 1986 (created by Anders Lundahl).

Summary: The year is 1987 and the world is on the brink of a nuclear  war. Masked heroes once fought to protect society, but have become a  ?passing fad? what a real super hero came to town. However, all of a  sudden, the masked heroes are ending up dead and the super hero leaves  earth unexpectedly, causing a total power change in the world. Days  from nuclear war, it is up to these same masked heroes to stop it?

Appropriate: 10-12th graders

Teach it or Circulate it: I would love to teach this book, but  realistically, it would be hard to argue that a graphic novel should  be taught over a ?Real book?. I would recommend this to anyone who  appreciates good science fiction however.

 

Dense or Shaded Questions:

Would you do as Ozymandius did if the events of Watchmen happened in  real life?

 

Which one of the heroes in the novel do you identify most with? Why?

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More, Sir Thomas. Utopia. Trans. Robert A. Adams. New York: W.W. Norton and Company,1975.

Summary: Raphael Hythloday, a well-traveled man, describes a utopian society he has visited and lived in conveniently called Utopia. In his description of this perfect island he spares not details. Among the topics he covers are warfare, religion, philosophy, and government to name a few. He is completely convinced that it is the ideal place to live and unquestionably deserves to be called Utopia. His fictitious audience is not so sure. Of course, whether or not it lives up to a name of such high expectations is up to you.

For whom appropriate?: 11th or 12th grade students.

Teach it or circulate it?: Because of the time it was written in, and because it has been translated, there is an abundance of foot notes at the bottom of almost every page. Though the book is short, the footnotes can be frustrating. This book should be taught.

Dense questions: How is Utopian society similar and different to that of American Society? How does your understanding of warfare contradict the meaning of Utopia? Why does or doesn't the Utopian's form of slavery keep them from being a true utopian society?

Thematically Related Literature: The Giver, The Blithedale Romance, 1984, Animal Farm, Brave New World, Lord of the Flies, Anthem.

Mori, Kyoko. One Bird. New York: Henry Holt and Company, 1995.

Summary: Megumi is a high school girl growing up in Japan in a very strict family. Her mother leaves the family because Megumi's father is having an affair. After her mother leaves, her father forbids Megumi to have any contact with her mother until she no longer lives in his home. Megumi feels incredibly lost and alone, she hates her father and resents her mother for abandoning her.

For Whom Appropriate? 7th grade and beyond.

Circulate it. This is an excellent book for a student going through a similar situation. It is a relatively easy read and deals with some important issues. I don=t feel it needs teacher intervention but you may want to consider that Megumi questions her Christian faith and this may be upsetting to some parents.

Dense questions: Do you feel that Megumi=s mother was wrong leaving and what other choices do you think she had in this very traditional Japanese family? How does Megumi deal with her parents separation and how does this mirror your experience with divorce, either your parents or a friends?

Related Literature In The Wings---Katie Goldman; The Divorce Express---Paula Danzer; Holding Me Here---Pam Conrad; What=s Best For You---Judie Angell.

Thematically Related Literature: Ellen Foster by Kaye Gibbons; Dogsong by Gary Paulsen

 

Mori, Kyoko. Shizuko's Daughter. Fawcett, 2004. (Summary and questions created by Sandy Ludwig)

 

Summary:  Shizuko is a young girl who is left to deal with her mother’s suicide and the hasty remarriage of her father to a woman she doesn’t get along with.  As she grows up, she learns how to keep to herself and looks forward to moving away from home.  This story shows how understanding and love can emerge from a terrible experience.

 

For Whom Appropriate?  9th-12th Graders

 

Teach it or circulate it?  This book deals with difficult issues like suicide and unhappy home-lives.  This book would be a great book to circulate to those students who may be dealing with similar issues and could find some comfort in a book that they could relate to.  Discussing this book could prove to be difficult or painful for some students in a classroom situation.

 

Shaded or Dense Questions:  What would you do if you were in Shizuko’s position?  What other books or stories does this remind you of?

 

Thematically Related Literature:  Ever After – Wendy Loggia

More Dense Questions: Shizuko's death has really affected Yuki, but Yuki does really display her emotions. Can you think of a time when you didn't let anyone see how you were really feeling on the inside?

Yuki takes up running and painting in order to cope with the emotions she is experiencing. What are some things you do to escape or cope with feeling you are having?

Myers, Walter Dean. Hoops. New York: Laurel-Leaf Books, 1981.

Summary: A story about a Harlem kids attempt to make it out of the city by playing basketball. The story details what life is like for Lonnie Jackson and his friends, growing up in a city filled with crime and corruption.

For Whom It's Appropriate? 10th to 12th grade students

Teach It or Circulate It? Since the book deals with issues like sex, alcohol, drugs, and corruption in the lives of teens, I would have to say that I would teach it. All of the issues raised are good ones to talk about, but I have a feeling that this may be a book challenged by some parents because of content.

Dense Questions: In the book Lonnie faces corruption in the form of the bookies following the game. Has there ever been an incident that you can think of that is like the one Lonnie is faced with? (For example...school or rec. sports, or professional sports and athletes) Besides the obvious answer of "love," why do you think Aggie tries to stay in Cal's life? Do you think that this book would have had the same social impact if it had been set in a suburb with white characters? Why or why not?

Thematically Related Literature: Days of Rondo-Evelyn Fairbanks, Scorpions-Walter Dean Myers

Myers, Walter Dean. Somewhere in the Darkness. New York: Scholastic, 2003.

 

Summary: Jimmy, a ninth grader in New York, lives with his grandmother and hasn’t seen his dad for most of his childhood. One day, the father that he never knew shows up and wants to bring him to Chicago. As Jimmy travels with the man who he feels he should have a connection to, he realizes that he is perhaps growing up with a family that doesn’t include his blood relatives.

 

Appropriate for middle school.

 

Teach or Circulate? I would probably circulate this book. I think that it has a few themes that could be great for discussion, but it gets a bit boring unless the students are simultaneously interested. It could work really well with certain students, and would be great to refer certain students to.

 

Questions: What in Jimmy’s life reminds you of your own? Why? Do you think that cross-country road trips would be a good way to learn more about someone that you don’t know? Does it work for Jimmy?

More Dense Questions: Do you think Jimmy would really go with his father on the road, or would he stay at home with his grandmother? Do you think Jimmy will miss his father? What do you think Jimmy discovered on his journey?

 

Related Literature:

Tyrell Coe Booth

Monster Walter Dean Myers

Street Love Walter Dean Myers

 

 

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TTYL by Myracle, Lauren

Summary:
This book is about three friends in 9th grade and the struggles they go through that in the end make them closer to one another. The whole book is written through their AIM conversations, so the format of the book is very original. There is also a second book in this series that is called TTFN.

Appropriate for:
This novel is appropriate for mostly a female audience in at least 6th grade.

Teach it?
I would use this book as a circulating book, or I would use in the class to show another way in which a novel may be written.

Dense question:
Why do the girls in the novel only choose to discuses things on the computer? Do you and your friends have a secret way of communicating? What are the pros and cons to each way of communicating?

Related literature:
Sisterhood of the Traveling Pants by Ann Brashsres
Bridge to Terabithia by Katherine Paterson.
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 Na, An. Wait for Me. New York: Penguin Group, 2006. (summary and questions by Lauren Knuttila)

Summary:  Mina, from the outside, seems like the perfect child and student, earning perfect grades and working hard at her parents dry-cleaning store.  But when a migrant worker, Ysrael comes to work for Mina’s family, everything is changed.   Mina is forced to look beyond what her mother wants of her to discover her own passions and what she really wants in life.

Appropriate: 8th-10th graders.

Teach it or circulate it? Circulate it. A very emotional and touching story that addresses the pressures many children feel from their parents to be perfect. 

Two or Three Shaded or Dense Questions:  1-Have you ever felt pressure from your parents to be perfect?  Have you felt that way from society?  2-By society’s standards, should Mina have escaped her parent’s pressures by running away with Ysrael?  Do you personally think she should have gone?

List several poems and/or short stories that might add to the understanding of this piece of literature.

Poetry could include “Identity of a person” by Sylvia Chidi, “I am!” by John Clare, and “Song of Myself” by Walt Whitman.  Novels could include Define “Normal” by Julie Anne Peters and Great Expectations by Charles Dickens.

Neufeld, John.   For All the Wrong Reasons .   New York : Signet Press, 1973.

 

Summary :   This book is about a teenage couple that find out they will be having a baby.   They decide to get married.   They are faced with parental opposition as well as supporting a family.   They soon discover that having a baby is far more difficult than they ever thought it would be.   They lives have completely changed and they don't know if they made the right decisions.

 

For whom is it appropriate ?   9 th through 12 th grade.

 

Teach it or circulate it ?   I would teach it.   It deals with the issue of adolescent pregnancy, an issue that teens don't often get exposure to.   This book shows how difficult it is to support a family as a teenager.  

 

Dense question : Society looks negatively on children born out of wedlock, for this reason Tish and Peter decide to get married.   Do you think that getting married just for the sake of society's opinion is a legitimate reason?

 

Do you think teenage marriages should be allowed for adolescents under the age of eighteen without their parents' consents? Why or why not?

 

Thematically related literature : Mr. and Mrs. BoJo Jones by Ann Head.   Rainbow Jordan by Alice Childress, Make Lemonade by Virginia Euwer Wolff.

 

Neufeld, John. Lisa, Bright and Dark. New York: S.G. Phillips, Inc., 1969

Summary: Lisa Shilling is a 16-year-old girl who feels like she is losing her mind. After attempts to get help from her parents fail, Lisa's friends decide that they can help her themselves through "group therapy." Ultimately, the group realizes that Lisa's problem is too serious to handle alone, and they convince the adults in their lives to get professional help for Lisa.

For Whom Appropriate:7th or 8th graders

Teach it or Circulate it: Circulate it

Dense Questions: Have you ever had problems "communicating" with your problems about a problem you have/had? If you had a friend in Lisa's situation, how would you help him/her deal with his/her problem? Do you think that your parents or teachers don't really listen to you at times? How do you try to make them listen?

Thematically Related: Greenberg, Joanne. I Never Promised You a Rose Garden.

Newman, Leslea. Fat Chance. New York: G.P. Putnam's Sons, 1994.

Summary: Judi suffers from the same problems that most average thirteen-year-old females suffer from. She wants to find a boyfriend, wear make-up and lose weight. Her diary shares her secrets, even the deadly one. In an effort to lose weight, Judi becomes bulimic.

For Whom Appropriate? 7th-10th grade students

Teach it or circulate it? When deciding to teach the text or not, one must consider the dynamics of the class. Bulimia is typically a female disease, and male students may find it hard to connect with the character's feelings. It may be more appropriate to teach the text in a health class. By doing this, the teacher can concentrate on the causes and effects of bulimia.

Dense questions: How would you react if you were Monica and discovered that Judi was bulimic? When do you think dieting becomes deadly or dangerous as it did with Nancy? When does it become appropriate to betray a friend's trust?

Thematically related Literature: Heads You Win, Tails I Lose by Isabelle Holland

Nichols, James. Boundary Waters. New York: Holiday House, 1985.

Dave Stobbart decides to work for his aunt and uncle in Northern Minnesota at a resort near the Boundary Water Canoe Area Wilderness. After he arrives in Ely Minnesota and overhears his aunt and uncle speaking about something big he realizes he amy be in danger from their illegal plan to find the money a bank robber lost in the B.W.C.A.W.

Appropriate for grades 7-10 as this book is easily read as an adventure.

I would only circulate this book as it not a very difficult book to read and has very little deep meaning. It is however a good book to read on a rainy day.

Why do you think Nichols chose to describe on young boys coming of age in an area as challenging as the B.W.C.A.W.?

How do you think you would have acted in the situation Dave was thrust into in Boundary Waters?

If you had been Dave would you have returned the money the bank robber gave to him to return to the authorities?

Adventure/Survival

Northrup, Jim. Walking the Rez Road. Stillwater, MN: Voyageur Press, Inc., 1993.

Summary: Walking the Rez Road is a collaboration of forty short stories and poems focused around a twenty-something man named Luke Warmwater. Luke is a Vietnam veteran who has survived the war, but is having a difficult time coping with life on the reservation. Everyone on the reservation is broke and the tribal government seems to work against the citizens on the reservation. The stories in this book for the most part are light-hearted and humorous.

For Whom Appropriate/Teach or circulate: I would definitely teach this book to high school juniors and seniors. Jim Northrup is an exceptional realistic writer and has much to share with young people today.

Dense Questions:

1. After reading "Your Standard Drunk" do you find that your perception on Native Americans would classify them drunks?

2. Do you think that Native Americans had an easier or more difficult time battling Vietnam, why or why not?

3. If you were transformed into a Luke Warmwater do you think you would turn out the same way?

Related Literature: Ceremony by Leslie Marmon Silko.