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Louis Sachar, Holes, Dell Laurel Leaf, New York, 1998.
In his novel about a young man who is wrongfully accused of stealing sneakers, Louis Sachar weaves a story that has left readers spellbound for more than a decade now. The story of Stanley Yelnats, a young man sent to a detention center, Camp Green Lake, in which there is no lake, is one of epic proportions. Sachar combines the coming-of-age story with the detective story in his 231-page magnum opus.
Appropriate for 7th grade and up
This book works well for both teaching and circulating amongst colleagues. However, I find that this book’s most rewarding feature is its ability to be “the book” for young readers. It is a very quick read and keeps the reader very excited and starving for more. Stanley as a protagonist works as a great way to get young people reading because they can identify with him.
Questions: What does this novel make you think about the American Judicial system? What would you do if you were wrongfully accused like Stanley? What aspects of Stanley’s character and background do you think play a part in his being sent to Camp Green Lake?
Have you ever been accused of something that you did not do, like Stanley? What did you do?
Do you think a person can change from bad to good? Why or why not? Use examples from the book.
How did Stanley and Zero become good friends? Why? Do you think that it is easy to make friends? Explain.
Related Literature: William Golding’s, Lord of the Flies, Carl Hiaasen’s, Hoot, Natalie Babbitt’s, Tuck Everlasting, Walter Dean Myers’, Monster.
Sideways Stories from Wayside School
There?s a Boy in the Girls Bathroom
The Runaways
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Salat, Cristina. Living in Secret. New York: Doubleday Dell books, 1993.
Summary: Amelia wants to live with her mother and girlfriend but her father has custody and they are unable to see each other. Amelia, her mom and Janey make a plan to run away and live in San Francisco. Amelia meets new friends and lives a new life with her family.
For whom appropriate? Seventh or eighth graders.
Teach or circulate? Teach. The issues of sexuality are things that need to be talked about.
Dense questions: 1. At the end of the story where Amy says they will go in the back yard and burn the bad letters, why does she want to do that? Is this a sign of independence? What are some issues now that would be similar to this?
`2. With Amy's mom being a lesbian, does this qualify as a stable and moral family for her to grow up in? How about with her dad and his girlfriend? What are some relevant issues going on in your own life or community?
3. Is there any significance between the patterns on the two scarves? What, if so? Does it relate to anything in your own life?
Related literature: Memoirs of a Bookbat
Summary: After being expelled from school again, 16-year-old Holden Caulfield heads off into the city of New York for a few days of freedom before heading home to tell his parents. Holden takes to the city where he stays in crummy hotels, hangs out at nightclubs, has a run-in with a young prostitute, and attends an opera, all the while meeting new and old friends along the way. His expulsion from school has nothing to do with a lack of intelligence, but instead a lack of ambition or direction. Not knowing what he wants exactly out of life, Holden is his own kind of character, an outsider from the rest of orderly society.
Appropriateness: This novel has many references to sex, drinking, and hundreds of uses of profanity. For these reasons, this book would only be appropriate to be taught to 11th or 12th grade students.
Teach it or Circulate it? This book at first seems to have very little educational value. It is however, very beautifully written and is a very easy style to read and enjoy. For these reasons, I would only use this book as an option for literature circles and would circulate it.
Questions:
1. Why do you think this book has become so well loved and also so controversial?
2. If you were in Holden Caulfield's situation, what is one scene in which you would have done something differently?
3. If you were Holden in today's world, how do you think people would treat you? What do you think you would be doing right now and what would you be doing in the future with your life?
4. Would you like Holden if you met him in person? Would your parents like him? Would your friends, relatives, or other adults you know like him? Why or why not?
Thematically Related Literature:
1. . Dead Poets Society - N.H. Kleinbaum
2. A Separate Peace - John Knowles
3Franny and Zooey - J.D. Salinger
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Salinger, J.D. The Catcher in the Rye. Bay Back Books. New York, NY, 2001. (Summary and Questions by Kayti Flynn and Laura Schumacher)
Summary: Holden Caulfield, a misfit teenager who has just been kicked out of prep school again, is spending a few days in New York. He doesn’t want to return to his parents house for fear of punishment for being kicked out of school. During his time in New York, he meets up with old friends, goes to bars, and reminisces directly to the audience about his time in prep school and with his family. His stories become stranger and stranger until his sister ends up finding him walking the streets and babbling incoherently.
Appropriate for older high school students in the 11th and 12th grade because of controversial subject matter and .difficult symbolism.
Teac h or Circulate: I would teach this book to older students. It is a great book with a lot of literary merit that can help students understand symbolism and character development
Questions:
Holden narrates the story from after his breakdown. What do you think is the significance of this using evidence from the text? Does the evidence point to recovery for Holden?
Look at how Holden views childhood and adulthood. Do you think his views are realistic? How do they chance throughout the novel?
Do you think that the feeling of loneliness, like Holden felt, can make a person do things that they wouldn?t otherwise do?
Can loneliness blur reality?
In a world of ?phonies?, can people really relate to each other?
Other Reading:
Franny and Zooey
Justice of J.D. Salinger
In Search of J.D. Salinger
Holden Caulfield
Short Stories by J.D. Salinger
The Bell Jar, Sylvia Plath
Salinger, J.D. Franny and Zooey. Little, Brown, and Company Boston 1955, 1957, 1961. (Summary and questions by Laura Schumacher)
Problem novJ.D. Salinger. The Catcher in the Rye. Boston, MA: Little Brown and Company, 1945, 1946, 1951. (Summary and questions by Laura Schumacher).
Summary: Holden Caulfield, who is in what is assumed to be a mental health facility, tells the story of right before he “got real run down.” Holden is expelled from Pencey Prep—one of a few schools he’s been expelled from—at decides to spend a couple of days in New York before he goes home for Christmas vacation, instead of hanging around at Pencey. Holden’s narration conveys his cynicism, alienation and depression, and Holden becomes more and more run down and unhappy throughout his encounters with an assortment of characters in New York. Finally, Holden sneaks into his own house to talk to his sister Phoebe, who scolds him for not liking anything. The story ends with Holden watching Phoebe on a carousel and being so happy that he is brought to tears.
Appropriate for 7th- 12th graders
Teach or Circulate: I would recommend circulating this book. It’s a short book that the reader might appreciate and understand more on a personal level rather than through class discussion.
Dense Questions: More than anyone else, Holden seems to love and respect Jane Gallagher and her sister Phoebe. Why do you think Holden feels connected to girls and more specifically these girls?
el/New realism
Summary: Originally two short stories, “Franny” is about a college-age girl named Franny and takes place when she is visiting her boyfriend, Lane, for the weekend. They go out for lunch, during which Lane arrogantly goes on about himself, while Franny reveals her recent struggles with ego, spirituality, and conformity. She has recently quit acting because she felt it fed her ego and has read “The Way of the Pilgrim.” During lunch, Franny has a crying fit in the bathroom, and later on collapses from a nervous break down.
“Zooey” picks up where “Franny” left off. Narrated by Franny’s older brother Buddy, Franny is with her family in New York after her break down and is spending her time crying and sleeping on the couch. Eventually, Franny and her sister Zooey have a long personal and spiritual discussion, revealing the influence their brothers, Buddy and Seymour, have had on their beliefs. Franny is able to sort out her own beliefs and finds peace after the talk.
Appropriate for 10th-12th graders
Teach or circulate: Although I love this book, I think it is far more likely, and rightly so, that The Catcher in the Rye is the Salinger book that should be taught in the classroom. I would recommend this book to students that embraced Catcher or seem to be in an existential funk.
Dense questions: Franny is caught between her disgust with ego, conformity, and fakeness, so why does she date Lane and why does she let him go on so during lunch? When is a time when you have been caught between your feelings and being normal? Why is conformity such an issue for young people?
Franny and Zooey’s brothers and influenced them with a blend of religious and spiritual outlooks. Can different aspects of spirituality be borrowed and combined into one’s one religious views, or is their a reason for specific religions? What spiritual ideals do you live by, if any? Do they all fall under one religion?
Thematically related literature: The Catcher in the Rye, Ordinary People, The Bell Jar
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J.D. Salinger, Franny And Zooey, Little, Brown & Co., 1961.
Franny And Zooey sits on bookstore shelves next to J.D. Salinger’s only ever-published ‘novel’, The Catcher in the Rye. Franny And Zooey is not a ‘novel’, in the true sense of the word, because it is the compilation of two short stories that exist side by side chronologically in Salinger’s universe. The first, “Franny”, published in The New Yorker in 1955 is the story of a 20-something young woman, in college, who has a nervous breakdown because she becomes disillusioned by the American Dream and her peers at college, and even her boyfriend. The second, “Zooey”, also published in The New Yorker, but two years later, takes place directly after Franny’s breakdown, and follows her older brother Zooey’s attempts to get to the bottom of what is troubling his younger sister. The stories tell the history of Franny and Zooey’s family, the Glass family. The Glass family consists of several children, all of whom are geniuses in their own right, and Franny and Zooey are the two youngest. Their older brothers Seymour and Buddy took it upon themselves to do the majority of the raising of their two youngest siblings because they felt at the time that they could do a better job than their parents. Franny and Zooey become extremely critical, judgmental, disillusioned, and depressed characters thanks to the benevolent actions of their brothers. Salinger’s writing is impeccable, and his reader’s will question the very things that his two protagonists do. With its religious undertones, that at times are more like overtones, and basic questioning of American society and its values Franny And Zooey carries the same impact today that it did when the two stories were first published, separately.
Appropriate for 11th grade and up
Questions: How does Salinger’s depiction of Franny reflect American youth in today’s society? Do Salinger’s religious tones speak to any of your own spiritual beliefs, and how do they reflect the ideals of today’s society in America? How does Zooey, as an older brother, help his sister, and do you have anyone in your life that would do the same for you?
Related Literature: J.D. Salinger’s, The Catcher in the Rye, J.D. Salinger’s Nine Stories, J.D. Salinger’s Raise High The Roof Beam Carpenters & Seymour: An Introduction, Sylvia Plath’s The Bell Jar, Robert Cormier’s, I Am The Cheese.
Samuels, Gertrude. Run Shelly Run. Toronto: Fitzhenry and Whiteside Limited, 1974.
Summary: It seems as though Shelly has been running all of her life. Her mother is an alcoholic, and Child Protection services keeps taking her away and putting her in institutions. It is like they are punishing Shelly because her mother is an alcoholic. Every time Shelly gets put in an institution, she runs back to her mother, even though her mother drinks all of the time, and doesn't believe her when she tells her of how her mothers new husband tries to molest her. Eventually, after Shelly gets put in the worst institution of them all and it looks as though all of her hope is gone, a judge intervenes on her behalf, and things finally start looking up.
For whom is it appropriate? Eleventh or Twelfth Graders
Teach it or Circulate it? Circulate it. But have some in class discussions because of the mature content.
Dense Questions:
1.) Even though Shelly's mother is an alcoholic, and not a very good mother, Shelly keeps wanting to go back to her. Why ? Would you if you were in her situation?
2.) Shelly keeps getting put in these institutions because her mother is an alcoholic and cannot take care of her. Is Shelly really the one who deserves to be punished for her mother's situation? If you were in charge of what should be done with Shelly because of her mother's inability to care for her, what options would you choose?
Marjane Satrapi, Persepolis: The Story of a Childhood, Pantheon, 2004.
In her graphic novel, Marjane Satrapi details her childhood growing up in Iran. Satrapi combines humor with sorrow and her pictures reflect those moods. The story follows young Satrapi, or ‘Marji’, as she is affectionately called in the novel, through her childhood in Iran and displays the oppression and terror that the government therein brought upon its people.
Appropriate for 9th grade and up
This novel may work better for circulating amongst colleagues that for the classroom. The novel tackles many sensitive subjects, such as racism, sexism, torture and so on. It would take a brave teacher to make this novel work in the classroom, but if a brave soul took the challenge I am guessing it would be very rewarding.
Questions: What kinds of systematic oppression do you see at work in your own society, and how are they similar or different than the systematic oppression depicted in Persepolis? Have you ever felt discriminated against or by your government? Would you be able to leave your homeland in search of a better life, on your own, without your parents, like Marji does?
Related Literature: Art Spiegelman’s, Maus I: A Survivor’s Tale, Elie Wiesel’s, Night, Anne Frank’s, The Diary of a Young Girl.
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Scales, Cynthia G. Potato Chips for Breakfast. New York: Bantam Book, 1986.
Summary: This novel is a true story about a young fifteen-year-old girl, Crissy. Crissy’s parents suffer from alcoholism and she writes about their everyday disasters in their home. Her father is an abusive drunk towards her mother, while her mom hasn’t been sober since Crissy’s grandmother died. This novel relives what truly happens to the children of the “diseased” parents and the traumatic ordeals the parents put their children through.
For Whom it is Appropriate: Any age after 16.
Teach it or Circulate it? This novel is something I would not bring into the classroom. I realize I will have students in my class who suffer much like Crissy, and I may suggest this novel to them, but it is a deep novel, and I would only suggest it to those who can deal with it in the right manner. This novel was written in hopes of helping those who suffer with alcoholism in the family. This true story is a guide for some to realize they are not alone.
Dense Questions: How does one overcome these issues that surround the youth who suffer much like Crissy?
How does alcoholism affect the children with their educational, physical, emotional, or social motivation?
Thematically Related Literature: ?
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Citation: Jon Scieszka, The True Story of the Three Little Pigs, New York, Penguin Group, 1996. (summary and questions by Kristine Ortiz)
Summary: Alexander T. Wolfe has a cold. When he goes to borrow a cup of sugar from his neighbors (who happen to be pigs), mayhem occurs, resulting in several houses being destroyed and Al ending up behind bars.
Appropriate: 6th-7th grades
Teach or Circulate?: Teach. This book is a great way of introducing a younger class to point of view, without having to read an entire 200 page novel.
Dense and shaded questions:
After reading this book and learning about a possible reason behind why the wolf blew down the pigs’ houses, has your opinion of the wolf in the original 3 little pigs story changed?
Al was accused of purposely blowing down the pigs’ houses. Have you ever been accused of doing something on purpose when it was an accident? How did it make you feel?
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
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Schlink, Bernhard. The Reader. Vintage International New York, 1997. (Summary and Questions by Jessica Stinson)
Summary: Michael Berg is a fifteen-year-old boy living during World War II and is recovering from a bout of serious illness when he becomes sick in front of the Hanna Schmitz’s home. The two start a relationship that forms a bond which lasts a lifetime even though Hanna is more than twice Michael’s age. Hanna disappears, but Michael stumbles upon her years later and is thrown into a clash of postwar attitudes and the realization of Hanna’s crooked past. The Reader is a novel about dealing with personal demons and how the past affects your future.
Appropriate for 12th Graders
Teach or circulate: This book contains mature themes and sexually explicit material and so circulation is the best strategy for this book. With short chapters and a simple vocabulary, this novel could be considered an “easy read” by anyone who reads often. It should be given to certain students who are mature and understand plot and themes. This book should be given to students with a teacher’s discretion.
Dense or Shaded Questions: What makes certain childhood or adolescent experiences stick with a person forever? Describe a few instances which you believe will stay in your memory vividly for many years to come and why you think they are so meaningful to you. (If you prefer me not to read these instances, please fold you paper in half.) What would you do if you were in Michael’s situation? How do you fight your “personal demons” or deal with emotions? Compare and contrast with Michael’s actions.
Thematically related literature: No “adolescent” literature books compare with The Reader unless you compare with World War II themes: Number the Stars by Lois Lowry or Summer of my German Soldier by Bette Greene
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Sebold, Alice. The Lovely Bones. Little, Brown, and Company, Boston, 2002. (Summary and questions by Laura Schumacher).
Problem novel/new realism
Summary: Fourteen-year-old Susie Salmon is raped, murdered, and dismembered by her neighbor Mr. Harvey and watches her family and her killer from heaven. She watches her family—her parents, Jack and Abigail, her sister, Lindsey, and her little brother Buckley—as they struggle and cope with her death, along with Detective Fenerman as he investigates her murder. Abigail ends up having an affair with widower Fenerman and leaving the family to live in a cabin and eventually California while Jack raises Buckley. Lindsey breaks into Harvey’s home looking for clues about Susie’s murder, after which Harvey skips town. Susie’s classmates Ray and Ruth—the boy who loved her and the girl her soul passed through on the way to heaven—become very close and at the emotional climax of the novel—when the two see Harvey back in town, Susie and Ruth swap places and Susie has sex with Ray while in Ruth’s body. Lindsey marries her boyfriend and has a daughter, Abigail returns to her family to find that Buckley resents her, and Harvey, who is never caught, dies when an icicle hits him in the head. Susie eventually moves on to big heaven and only occasionally checks in on earth.
Appropriate for 9th-12th graders
Circulate of teach: I would only teach this book to a mature class, otherwise I would circulate it, most likely to girls.
Dense Questions: Susie comes back to earth to make love to Ray. If you were dead, what would you come down to heaven to do or who would you see?
Why is Susie’s heaven the way it is? What would your heaven contain?
Thematically related literature: Speak, Lucky
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Sebestyen, Ouida. The Girl in the Box. New York: Little, 1988.
Summary: Jackie is a regular teenager who gets kidnaped and left in a cement cellar. As the days pass, her typing helps her to keep sane. She writes letters to her parents, friends, the police, a teacher and to herself. Her life unfolds before the reader until Jackie becomes too weak to type.
For Whom Appropriate? 7th grade students
Teach it or circulate it? This book deals with problems that affect most if not all teenagers. Jackie had to deal with friendship, heartache, moving and a fear of the future. These problems will keep any reader captivated. Because of the topic, simple language and form, students should be able to read the book without it being taught in class.
Dense questions: What do you think most people would have done if placed in Jackie's situation? What do you think made Jackie's relationship with Zack and Katie seem realistic? Did Jackie's maturity seem unusual when you compare it to other teenagers that you know?
Thematically related Literature: Flowers in the Attic by V.C. Andrews
Shakespeare, William. Romeo and Juliet. Penguin Books, 1983.
Summary: Romeo and Juliet fall in love with each other. Because of the family differences they cannot be together. Juliet goes to Romeos friend and gets a potion that will look like shes dead. She plans on waking up and reuniting with him. Romeo sees her and thinks that shes dead so he kills himself. Juliet wakes up to find Romeo dead and kills herself.
For whom appropriate? 10th or 11th grade
Teach it or circulate it? I would say teach it. This novel is a very popular one and has the potential to get students really excited about Shakespeare. This novel also has good movie versions that could be shown when the students are done reading it.
Dense questions? Do you think you would listen to your parents if they said you couldnt be with someone because of the family they belonged to?
Why or why not? If you could change the ending of this story, would you?
Why or why not?
Thematically Related Literature Hamlet by William Shakespeare; Rainbow Jordan by Alice Childress
This is a good one to teach to the whole class because it’s a play it and it
works well to have it read out loud. Visualizing the action is important with
this play because there are so many characters who enter in and out in a
relatively short span of text.
-In the final scene, why does Puck apologize for his mischief and ask the
audience to consider the play as a dream?
-In Midsummer Night’s Dream, Shakespeare seems to really mix relationships up
and put them out of order. Yet, somehow, they all seem to come back together
for the best of everyone involved. Who gets mixed up through Puck’s trickery
and why?
-Following this plotline-- in which an order is disrupted, than later
restored in a funny way--is one basis for the genre of comedy. Try following
this plot line through one of your own experiences. Think about it: Why is it
funny when Titania wakes up in love with Bottom the donkey? Try writing your
own comedy.
Related texts: The Tempest, Canterbury Tales
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Shakespeare, William. As You Like It. Washington DC: Folger Shakespeare Library, 2004.
Summary: In a tale of royal intrigue and complicated romances, Shakespeare sets up a play of colorful characters and plot changes in a fantastical story of exile and love. It is one of Shakespeare’s most beloved comedies, and one of its resounding themes in the roles of the two genders in society, and how they are supposed to act.
Appropriate for high school (9-12).
Teach or Circulate? I think that teaching would make sure that the book is actually read. Shakespeare probably isn’t circulated very much because students are intimidated by the language and the complex plots.
Questions: Where in the text are there contradicting expectations for men and women? How were the roles for men and women different in Shakespeare’s time than it is now? Put yourself in the place of Rosalind/Ganymede while they are in exile. How would you react to the danger they are placed in?
Related Literature:
Any other play by Shakespeare.
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Shakespeare, William. The Taming of the Shrew. New York; Folger.
Summery- Lucentio is in love with the beautiful Bianca. However,
Bianca's father will not allow her to marry until her older sister,
Katherine, has done so. Unfortunately, Katherine is famous for
her
poor disposition. Lucintio convinces Petruchio to marry Katherine
so that he can marry Bianca, but Petruchio gets more than he bargained
for.
For Whom Appropriate- 10th grade
Teach it or circulate it- Teach it if I had the opportunity.
I would
teach another one of Shakespeare's plays before this one.
Dense question- Do you think that Katherine and Petruchio are realistic characters, taking into account the setting?
Related Lit- Other Shakespeare plays.
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Shakespeare, William. The Merchant of Venice. Oxford UP, 2008. (Summary and questions created by Sandy Ludwig)
Summary: This is a play that deals with several topics, like money, religion, discrimination, friendship, loyalty, and love, to name a few. The topics are addressed in a sometimes humorous way, while at other times the injustices portrayed are obvious to reader.
For Whom Appropriate: 8th-10th Graders
Teach it or circulate it? Students in secondary schools often find Shakespeare to be dated, hard to understand, and boring. For this reason, students need to be lead and constantly encouraged when reading Shakespeare in order for them to have a chance to see what reading Shakespeare can really offer them. This book should be taught, not circulated.
Shaded or Dense Questions: Do you believe Shylock is treated unfairly or is his treatment simply a reflection of the era in which this play is set?
Thematically Related Literature: Shylock: A Legend and Its Legacy – John Gross
Shan, Darren. Cirque du Freak: The Saga of Darren Shan, Book One. New York: Little, Brown
and Company. 2001.
Summary: Two boys who are best friends are tempted to go to a freak show one night. At the
freak show they encounter an entrancing vampire and his poisonous spider. Their lives change forever when they are forced to make choices that no one should have to make.
For Whom Appropriate: 6th-8th grade students
Teach it or Circulate it?: Due to the juvenile writing style and graphic depictions of violence and suspenseful situations I would circulate this book. I would recommend it to any student who likes horror and wants to read something “easy.” I would also encourage male students who don’t like to read, because it is not hard to understand and they will likely feel a connection to the main character.
Shaded or Dense Questions: If you were given the choice between staying with your family and allowing your best friend to die or giving up everything you know to save your friend, what would you do? Would you willingly do something that you knew was wrong, just to have the experience?
Thematically Related Literature: Cirque du Freak Series by Darren Shan, The Demonata Series by Darren Shan, Mostly Ghostly Series by R.L. Stine
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Shan, Darren. Cirque du Freak: The Saga of Darren Shan, Book Two. New York: Little, Brown and Company. 2001.
Summary: Darren Shan is a vampire’s assistant. He works for creepy Mr. Crepsley and hates it. He hates being a half-vampire and wants his old life back. That is until he joins the Cirque Du Freak. There he is just one of them, he becomes friends with Evra Von the Snake-boy and a neighborhood boy named Sam. All is well in Darren’s new world…until tragedy strikes.
For Whom Appropriate: 6th-8th Grade Students
Teach it or Circulate it?: Due to the juvenile writing style and graphic depictions of violence and suspenseful situations I would circulate this book. I would recommend it to any student who likes horror and wants to read something “easy.” I would also encourage male students who don’t like to read, because it is not hard to understand and they will likely feel a connection to the main character.
Shaded or Dense Questions: Would you willingly do something you consider appalling just to stay alive? Do you think lying is acceptable if it would keep you and your friends safe? Do you consider Darren to be too good to be real, or are his thoughts similar to the thoughts running through your own head?
Thematically Related Literature: Cirque du Freak Series by Darren Shan, The Demonata Series by Darren Shan, Mostly Ghostly Series by R.L. Stine
By, Amy Schmidt
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Shannon, Terrie M. Teenager in Love . New York : Scholastic Books, 1962.
Summary : This book is composed of sixteen different stories of teenage romance. These stories deal with everything from how a couple met, to how a boy learns to associate with his girlfriend's parents. The stories are from many different perspectives, both male and female.
For whom is it appropriate ? 7 th through 12 th grade.
Circulate it or teach it ? I would definitely circulate it. While the stories are interesting, I don't think they would be captivating enough to teach in a class. I think it is more for students to read on their own.
Thematically related literature : Mr. and Mrs. BoJo Jones by Ann Head, For All the Wrong Reasons by John Neufeld.
Siebold, Alice: The Lovely Bones (card created by Alyssa Hei)
Alison Smith, Name All the Animals: A Memoir (card created by Alyssa Hei)
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Speare, Elizabeth George. The Witch of Blackbird Pond. New York: Houghton Mifflin Company, 1987. (Summary and Questions by Jessica Stinson)
Summary: Kit Tyler has lived her entire life on the beautiful island of Barbados but after her beloved grandfather passes away, Kit must move to New England to live with the only family she has left, a group of Puritan famers. Kit struggles to adapt to her new way of life but things only get harder when Kit befriends Mrs. Hannah Tupper, also known as the “witch” of Blackbird Pond. Kit becomes entangled in a web of lies, deceit, and misunderstanding that threaten not only her reputation but also her life.
Appropriate for: Back of the book says 12 and up
Teach or circulate: You could do both with this book. It’s an easy read that keeps readers interested in what Kit Tyler (the protagonist) is going through. It would be a good book to teach because you could explore Puritan life and culture. Teachers could dive into other Puritan based literature like the works of Nathaniel Hawthorne.
Dense or Shaded Questions: If you were in Kit Tyler’s position, what would you do and how would your family or society react? Have you ever befriended someone who was an outcast like how Kit befriends Mrs. Tupper and how did this change your status in your community whether it be home, school, or work?
Thematically related literature: Twisted by Laurie Halse Anderson, The True Confessions of Charlotte Doyle by Avi, and The Scarlet Letter by Nathaniel Hawthorne
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Steinbeck, John. The Pearl. New York: Penguin Books, 1992, card created by Tisha Coen
Summary: A poor fisherman and his wife make the find of a lifetime with a pearl so big and beautiful it will change their lives forever – but for better or worse?
Appropriate for: 6-12th graders
Teach or Circulate: Teach because it is brimming with symbolism and lateral thinking concepts.
Dense Questions: Is money the root of all evil? Or is it the person and /or the circumstances that surround the money? Why does one person covet another’s fortune when that person has enough to survive?
Thematically Related Literature:
Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 1999.
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Steinbeck, John. Of Mice and Men. New York: Penguin Books, 1993, card created by Tisha Coen.
Summary: Unlikely friends, George and Lennie travel together with George assuming the parental role to the child minded Lennie’s gargantuan self. Through their travels, George teaches Lennie enough to get them by until those lessons put Lennie in a position that George can only solve in the most heartbreaking way.
Appropriate for 9th – 11th grades
Teach or Circulate: I would teach this and circulate it. It has many avenues for teaching from discerning the reason why it is called a classic to morality issues.
Dense Questions: Why would a man like George, who is so obviously smart, and could make a much better future without Lennie, keep traveling with Lennie? Why does George feel that his decision regarding Lennie at the end of the story is his only option?
Thematically related literature:
Salinger, J.D. The Catcher in the Rye. New York: Back Cay Books, 2001.
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Taylor, Jeri. Star Trek The Next Generation: Unification. New York: Pocket Books, 1990.
Summary: The crew of The Enterprise tries to figure out why Admiral Spock has disappeared. The adventure leads them to Romulus, where Spock and a group of radicals are trying to reunite the people of Romulus and Vulcan who were once of one world.
For Whom Appropriate: I would say anywhere from 5th grade up.
Teach it or Circulate it? I would more than likely just have it on my book shelves at school. It is such a specific genre, that it would be too difficult to teach to everyone. Not everyone like Star Trek. I might give it as an option to fit the requirement of a fantasy and/or sci-fi assignment.
Shaded or Dense Questions: How is the reunification of Vulcan and Romulus similar to current events happening in the world today? Does it really only take one person to start a revolution?
Thematically related Literature: Any Star Wars books, Rendevous With Rama by Arthur C. Clarke, Tau Zero by Poul Ander
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Silverstein, Shel. Where the Sidewalk Ends. New York: HarperCollins Publishers,1974
Summary: A collection of silly poems that are fun for any age “kid” to read. I say kid because Shel Silverstein really knows how to make you laugh and feel like you are a kid again no matter how old you really are.
For whom is it appropriate: Anyone and Everyone! From birth to death, especially middle school age children who love to laugh!
Teach it or circulate it? I would teach and circulate this book, or any other Shel Silverstein collection. Many of the poems work excellent for Tea Parties!
Shaded or Dense Questions: Should you try to teach students who are just enjoying reading silly poems to look deeper into the meaning, at the risk of killing their interest in reading poetry? Does poetry hold the same literary value as novels?
Thematically related literature: The Giving Tree by Shel Silverstein; If You're Not Here, Please Raise Your Hand : Poems About School (Aladdin Poetry) by Kalli Dakos.
Smiley, Jane. A Thousand Acres. New York: Balantine Books, 1991.
Summary: This novel is a story that focuses around the land and the importance of the fertile soil for one's livelihood. A dramatic novel based on an American family whose wealth cannot outweigh the battles of tragedy. This is a story that focuses around a father and his daughters and the cost of a family that tries to conquer the problems with the land.
For Whom Appropriate/Teach or circulate: I would teach this story to 11th or 12th grade students. The reading is touching and deep, but something students could identify with.
Dense Questions:
1. Put yourself into one of the daughter roles. Do you think it would have made things easier if you had moved far away?
2. If your own father sheltered you similarly to this father would you continue to be a part of his life?
3. You got to become Jane Smiley as she finishes the novel. Could you conclude with a more compelling ending?
Related Literature: A nice touch to the reading of this novel would be to show the newly released film on video. Visuals tend to be a great way to tie a unit together.
Smith, Alison. Name All the Animals. New York: Scribner, 2004. (summary and questions created by Lauren Knuttila)
Summary: A touching memoir about Alison Smith and her struggle to find herself after her brother’s death when she was just fifteen. We follow her as she learns about love, loss, and grief and how to cope with the memory of her dead brother. Through secret affairs and hidden eating disorders, Alison goes through the painful school years at the Catholic school before getting a grip on who she really is.
Appropriate for: 10th-12th graders
Teach it or circulate it? I would circulate this book, because although it is a good read, it would be tough to teach because of the religious tones. It could be very helpful to some students struggling with their own grief.
Two or three shaded or dense questions: 1- Alison shies away from a lot of people after her brother’s death, if you lost someone that close to you, how would you want people to treat you? 2- We see three different reactions to the grief of losing a loved one, from Alison and her parents. From what you have heard about grief and what you have experienced, what do you think about their grieving processes? Was it “normal?” Is there a “normal” grieving process?
List several poems and/or short stories that might add to the understanding of this piece of literature. Identity poetry such as “Identity of a person” by Sylvia Chidi, “I am!” by John Clare, or “Song of Myself” by Walt Whitman would all work well. ____________________________________________________________Sobol, Donald J. Encyclopedia Brown and the Case of the Disgusting Sneakers. New York: Bantam, 1990.
Summary: Leroy ^SEncyclopedia^T Brown is a fifth grade detective who solves all the criminal cases in his town. This book highlights ten cases in which Encyclopedia uses his super smarts to help his dad, the Chief of Police, and also the kids in his neighborhood.
For Whom Is This Appropriate? 4th-6th grade (the reading is easy, but the cases are hard!)
Teach or Circulate? Circulate, but a book like this would be interesting to teach to get everyone^Rs brain working. Maybe to start the day with one of these cases would be fun.
Dense Question: Have you ever been counted on to help someone in a bind, as Encyclopedia Brown always is? Give Examples.
Related Literature: Other Encyclopedia Brown books, Choose Your Own Adventure Books, Tack to the Rescue
Sojourn, R. A. Salvatore. TSR, 1991.
Summary: This is the third novel of a trilogy. This book is
the story
of a dark elf that has forsaken his homeland of the Underdark
(underground) and now has to find his place in the surface world.
Appropriate: 8-12
Circulate it: This book would be very difficult to teach because
it is
so long and the subject mater is not that that a majority of the
class
would be interested or be able to follow along. This book is for
the
student who has a strong interest in fantasy and has a good familiarity
with fantasy conventions (rules not the places people go all dressed
up funny).
Dense Questions: How does Drizzit^Rs experience in this book similar to that of someone you know who has tried to fit in when there is a conflicting stereotype of who they are; and how might you go about helping that person fit in.
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Spiegelman, Art. "Maus: A Survivor's Tale" Pantheon. New York, 1973.
(summary and questions by Dave Frankenfeld)
This "graphic novel" is based on the author's father, as he tells of his
experiences during the Holocaust. The story follows the father's family as
they are separated and fight to hide from the Nazis as the Jewish population
is rounded up. This book takes the reader through the early stages of the
Holocaust. It ends with the father at the gates of Aushwitz. In Maus II, the
rest of the story is told.
Appropriate for 8-12 grades.
COuld be used as supplemental reading to other Holocaust studies
Questions:
How does the "graphic novel" genre affect the telling of this brutal story?
Why is the intergenerational storytelling that occurs in this book important
to learning about the Holocaust?
How does the Holocaust affect your life today?
Related Texts: Diary of a Young Woman, Ann Frank; Night, Elie Wiesel; All But
My Life, Gerda Weissman-Klien, Maus II, Art Spiegelman
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Spinelli, Jerry. Maniac Magee. Boston: Little, Brown Young Readers, 1999.
Summary:
Geoffry “Maniac” Magee is a living legend. Everything he does in day to day life turns to myth. When he arrives in a city divided he doesn’t feel at place in either the black side of town or the white side. Maniac attempts to voluntarily create his own legend by crossing boundaries and stirring up old grudges.
Appropriate Age:
5th or 6th
Teach or Circulate:
I would teach this book. It deals with diversity in a non-threatening way. It’s funny and engaging for a variety of students.
Shaded/Dense questions:
Who do you know of that you wouldn’t normally “cross the street” to get to know? What do you think would happen if you tried?
How does Maniac view the concept of home? How do you?
Other poems/short stories:
“We Real Cool” by Gwendolyn Brooks
Fly Away Home by Eve Bunting
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Spinelli, Jerry. Crash. New York: Yearling, 1997.
Summary: This is an untypical story of the school jock and the school nerd. ?Crash? Coogan is a cool, very athletic kid in middle school who torments his neighbor and schoolmate, the vegetarian and Quaker, Penn. As they grow older, the differences between the two only increase as Crash is at the top of the school's hierarchy and Penn is at the bottom. But Penn still has things that Crash will never have: the love of parents and the admiration of the most popular girl in school. Crash begins to realize that there are more important things in life than being the best-dressed and most athletic kid in school.
Appropriateness: Good for middle school students as well as an entertaining read for high school students as well.
Teach it or Circulate it? This novel keeps the reader's attention the whole way through with plenty of action, humorous dialogue, and interesting situations. It also has a good message. This is why I would probably circulate it to my students.
Questions:
1. Do you think that this theme of the bully and the victim becoming friends is relevant in the real world? Do you see this happening around you at all, or has it happened to you?
2. What do you think are the various influences on Crash to do what he does to Penn throughout the book and which of these influences also influence you and those around you to do the same kinds of things?
3. What are the various things that set people like Penn apart from people like Crash both in the book and in real life?
Thematically Related Literature:
1. The Chocolate War - Robert Cormier
2. Whompyjawed - Mitch Cullin
3. Almost Like Being in Love - Steve Kluger
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Staples, Suzanne Fisher. Shabanu, Daughter of the Wind.
New York; Knopf.
Summery - Shabanu, a very strong-willed Muslim girl, lives in
a desert in Pakistan. Rather than doing women's work, she enjoys
taking care of her family's camel herds. When Shabanu's father
arranges for her to marry a much older man, she must choose whether
to honor and obey the wishes of her family, or to do what is in
her heart.
For whom appropriate- 7th grade
Teach it or circulate it- teach (the book has many things that
may be
confusing or alarming to children who are unfamiliar with the
culture
of the characters.)
Dense question: How does Shabanu's role in the family and society
differ from your own role and that of other American children,
and how is it the same.
Related Lit:
Steinbeck, John. The Pearl. New York, NY: Penguin Books, 1994. (summary and questions created by Sarah Conlin)
Summary: For a husband and father, diving and finding a magnificent pearl means the hope of a much happier life for his impoverished family. This Mexican folk tale explores man’s nature, the temptations of evil, and the disastrous effects of removing oneself from an established system. Kino, the pearl finder, removes all thoughts except those of a wealthy, better off future. While neglecting the cries of his wife and baby son, Kino loses site of life’s true importance. After being ransacked in the middle of the night, the family knows it is time to search for help. When their journey takes a turn for the worst, Kino realizes his extremely unfortunate oversight. We leave the book with an important question: Is money the root of all evil?
Appropriate for 7th through 11th grade students
Teach it or circulate it? This book would work well in the classroom, as it has a fairly easy portrayal of symbolism. Throughout the story, the pearl seems to change. This is an obvious change in the way the main characters see the pearl and the evil it brings with it. It keeps students interested with a fast-paced plot full of action and intensity.
Shaded and dense questions: If you were introduced to an immeasurable amount of money, would you do anything it took to be extremely wealthy like Kino did, and how do you think society would react to you? Do you think Kino and Jauna would have been better off without every coming into the finding of the pearl?
Thematically Related Literature: The Lord of the Rings J.R.R. Tolkien, Tortilla Flat John Steinbeck
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Steinbeck, John. Of Mice and Men. New York: Penguin Classics, 1993. (summary and questions by Dan Thompson)
Summary: Clever George and simple Lenny work hard to save money to buy their own land but trouble seems to follow Lenny wherever they go forcing George to take problematic actions. After escaping one incident in the last town, the two are getting close to their goal when new trouble comes along causing George to make tough choices.
For whom is this appropriate? 10th-12th grade students
Teach it or circulate it? With some language and adult content this book may be better for circulation. However, this is a good book to use as a class so that such issues are available for discussion. This can be a difficult book to read, like many classics, but it deals with many worth while topics like learning disabilities, prejudice, friendship, and social norms.
Shaded and Dense Questions: How would you expect other people to treat Lenny if he was a classmate or neighbor? Why is it important for people you know to have friends that are different from each other like George and Lenny are? What are some solutions you think other people should pursue when a terrible accident happens akin to Lenny’s predicament?What are some things you cannot live without, do you think you could live without those things for a day, week, month, or year? Did Kino really need the things that he desired; how much would he have been effected if his desires were fulfilled for a day, week, month, or year then taken away? Does Kino defend himself in self-defense when the crazy man attacks him or has the pearl possessed him; how would you deal with greedy people if you won the lottery?
Thematically related literature: Where the Red Fern Grows, To Kill a Mockingbird, Flowers for Algernon, The Catcher in the Rye, One Flew Over the Cuckoo’s Nest
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Steinbeck, John. Of Mice and Men. The Viking Press: Inc, 1939.
SUMMARY: Lennie and George are two traveling ranch hands, who find work where ever they can in order to save up enough money to achieve thier dream, which is to buy a farm of their own, and "live of the fat of the land." Lennie is mentally challenged and has caused them to lose many jobs in the past. George could easily leave Lennie behind and go find work and have a better life on his own, but feels he must be responsble for Lennie. The next job they find seems to be the right one, but then something goes horribly wrong and everything blows up in thier face.
FOR WHOM IS IT APPROPRIATE? eleventh and twelfth graders
TEACH IT OR CIRCULATE IT? Teach it. It seems like a simple book, but there are many complex issues to discuss.
DENSE QUESTIONS:
1.) George refuses to leave Lennie behind anywhere and go off on his own. Why do you think that George feels so responsible for Lennie? Have you ever felt a sense of responsibility for someone like George did for Lennie?
2.) In the end of the book, George kills Lennie. Why do you think he did it? Would you have done the same thing in his situation?
Steinbeck, John. The Red Pony.
New York, NY: Viking Penguin, 1976
Summary: There are four stories within The Red Pony, all dealing with a boy named Jody who earns the responsibility of taking care of a red pony that his father gives him for a present. In the first story, Jody learns that even Billy Buck, an experienced cowhand, cannot save his sick horse. In the second, when a stranger comes to visit, Jody learns that he has more sympathy for the poor stranger than his father. In the third, Jody learns that with death comes the hope of birth. In the fourth, Jody learns that his adventurous tendencies do not coincide with his father's and only prove to get in the way.
Appropriate: I would teach this book to 7th graders and not lower graders just because there are some sad parts.
Teach or Circulate: I would circulate it, just because it is fast book. It is fairly easy to read. The plot is consistent and easy to determine. Steinbeck uses very topical language to describe the characters and the landscape. With lower level grades, it may be able to be taught.
Dense Questions: What kind of responsibilities have you had, have they been anything like raising a horse? Do you think Jody is responsible? Why? How would you have raised the horse, would you have trusted Billy Buck?
Thematically related literature: The Old Man and the Sea by
Ernest Hemingway, Of Mice and Men by John Steinbeck
Stevenson, Robert Louis. Dr. Jekyll and Mr. Hyde. New York: Airmont, 1964.
Summary: Utterson, a lawyer, leads us through a plot of discovery which tells of his long time friend, Dr. Jekyll, and his duel personalities. As the story creatively unfolds before us, we find Dr. Jekyll and Mr. Hyde are the same person (by drinking a potion that the Doctor created), yet they symbolize the paradisal worlds of life. While Dr. Jekyll represents love, hope, and life, Mr. Hyde, on the other hand, reflects the opposites in fear, darkness, and despair. This thrilling story between good and evil makes us not only feel for the poor Dr. Jekyll, but look deep within ourselves at our own angelic and demonic sides.
For Whom Appropriate? 10th and 12th graders
Teach or Circulate it? This novel, though short, deals with many topics which would easily be understood with the teachers help. Good vs. evil, dark over light, and ying and yang would be interesting topics for the students.
Dense Questions? How do you see the pull of good and evil acts related in today's world? How is the situation of Dr. Jekyll with Mr. Hyde compared to your relationship with your peers?
Thematically related Literature: Turn of the Screw- Henry James; Frankenstein- Mary Shelly; selected poems- Emily Dickinson.
Stine, R.L. Attack of the Jack-O'-Lanterns. New York: Scholastic, 1996.
Summary: Halloween is Drew Brockman's favorite time of year. For
the mousy thirteen year old, it is a chance to dress like someone
else and be someone else. But for the past two years Halloween
has been ruined for her, ruined by the pranks of two of her more
popular classmates, Tabby and Lee. This year, however, Drew is
planning a scary surprise for Tabby and Lee. Except when the sun
goes down that fateful Halloween night, Tabby and Lee aren't the
only ones surprised. . . .
For Whom appropriate? Ages 10-14
Teach it or circulate it? Although its plot takes several twists,
the
book is rather simplistic and straight-forward. Furthermore, there
isn't much depth to the material. It is, however, entertaining,
if not
frightening. This book would work well as a circulated book.
Dense questions: (1) Have you experienced a situation in which you felt like getting revenge? (2) Have you, like Drew, ever felt like you don't "fit in" with the crowd?
Thematically related Literature: Other books in the Goosebumps series; The Fear Street series by Christopher Pike
Stine, R.L. Goosebumps: The Curse of The Mummy's Tomb . NY: Scholastic, 1993.
Summary: The 4 th installment of the famous series brings the story of a kid named Gabe who gets into adventure and intrigue in Egypt . With his spunky cousin Sari, Gabe gets trapped in a pyramid and learns of a mad criminals plan to revive the undead.
For whom it is appropriate? 4 th to 9 th grade.
Teach or circulate? Circulate. This book is mostly just good fun with some good messages. But, it is quite easy enough for kids to pick up on it without teacher's assistance.
Dense question: What does the situation that Gabe and Sari get into inside the pyramid say about their respect for their family? Should Gabe and Sari have disobeyed their uncle/dad? Why or why not?
Thematically linked texts: R.L. Stine- Goosebumps: Ghost in the Mirror, Goosebumps: Be afraid-Be Very afraid, Goosebumps: Are you terrified yet?
______________________________________Stolarz, Faria Laurie, Blue is for Nightmares. Llewellyn Publications: New York, 2004.Card done by Kristen Mossing
Summary: Blue is for Nightmares follows the story of Stacey Brown who is a student at Hillcrest Boarding School. Stacey is a practicing Wicca, and is used to getting awful nightmares. She once had nightmares before that gave her visions of a friend dieing. This close friend died before Stacy did anything to stop it from happening. And now Stacey is having nightmares about her best friend and roommate, Drea, dieing?
For Whom Appropriate: Grades 6-9
Teach it or circulate it? To be honest this book is not written that well, and I do not think that there is much that a reader would be confused with, or need further clarification by from a teacher.
Shaded and Dense questions: What measures could Stacey and Drea have taken to prevent the threats? Should they have told the school administration? What mistakes did Drea make in her secret relationship? Have you had relationships like this?
Thematically Related Literature: White is for Magic, Silver is for Secrets, Red is for Remembrance- Laurie Faria Stolarz, Witch Ball- Linda Joy Singleton
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Tan, Amy. Leaving Home. New York: HarperCollinsPublishers, 1997.
Summary: An international anthology that reflects the thoughts
and
feelings of young people as they make their own ways into the
world.
Appropriate: 7-12
Teach it: I would definitely teach at least a few of the short
stories
in this book. I think that the theme of this collection is extremely
relevant to adolescents and this book does an excellent job of
showing adolescents making ^Stheir own ways into the world.^T
Dense Questions: Describe the similarities and differences between two characters^R experiences from different books and how those experiences are similar or different from your own.
Complimentary pieces:
Taylor, Jeri. Star Trek The Next Generation: Unification. New York: Pocket Books, 1990.
Summary: The crew of The Enterprise tries to figure out why Admiral Spock has disappeared. The adventure leads them to Romulus, where Spock and a group of radicals are trying to reunite the people of Romulus and Vulcan who were once of one world.
For Whom Appropriate: I would say anywhere from 5th grade up.
Teach it or Circulate it? I would more than likely just have it on my book shelves at school. It is such a specific genre, that it would be too difficult to teach to everyone. Not everyone like Star Trek. I might give it as an option to fit the requirement of a fantasy and/or sci-fi assignment.
Shaded or Dense Questions: How is the reunification of Vulcan and Romulus similar to current events happening in the world today? Does it really only take one person to start a revolution?
Thematically related Literature: Any Star Wars books, Rendevous With Rama by Arthur C. Clarke, Tau Zero by Poul Anderson
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Taylor, Mildred D. Roll of Thunder, Hear My Cry. New
York: Penguin Books U.S.A. Inc., 1991.
Summary: This book looks at the Logan family during 1933 and how
they dealt with racism in a Mississippi town. We see the story
take place from the eyes of Cassie, one of the four Logan children.
In this year, she finds out what it's like to be different and
how cruel the world can be when you're considered 'different.'
She also learns how important family is as well as how important
it is to own something.
For what age appropriate: 6th - 7th grade.
Teach or circulate: Teach. There are many positive lessons to be learned as well as it shows how racism has been around for a long time and how it never should be right.
Dense Question: If you were Cassie and had to apologize to Lillian Jean, in public, what would you do and say?
Related Lit: To Kill a Mockingbird, Harper Lee.
Taylor, Theodore. The Cay. New York: Avon Books, 1969.
Summary: A young boy, Phillip, attempts to return to Virginia with his mother on a ship from a Caribbean Island during World War II. The boat is torpedoed and Philip is thrown over board and is rescued by a black man before going blind. After being trapped on a cay with Timothy, Phillip is left to fight against his prejudices and fight for survival.
For Whom Appropriate? 7th and 8th grade students.
Teach it or Circulate it? This book is fairly easy to read and comprehend, it can be emotionally bonding at a fundamental level that is suitable for younger children. The text deals with issues like prejudices and survival and even some belief issues. I think that this text should be taught when on a unit focusing on diversity and equality.
Dense Questions: Even though Phillip was blind, how did his vision of Timothy change? It took Phillip becoming blind to see Timothy differently, what can you do to see other people differently? Being black or handicapped both have prejudices, is it easier for two people with different stereotypes to overcome them? Why?
Thematically Related Literature: Lord of the Flies- William Golding
Thesman, Jean. Summerspell. New York: Simon & Schuster Books, 1995.
Summary: Summerspell is a young adult novel that involves three runaway youths. Jocelyn is running away from an abusive home, Bailey from a home that doesn't understand and then there is Spider. Spider is one case a reader needs to discover on their own. This is a story surrounding innocence and the need to declare one's own independence.
For Whom Appropriate/Teach or circulate: Jean Thesman wrote a compelling novel that contain important message; therefore, would circulate it. I would recommend it for grades 7-9.
Dense Questions:
1. Why does Jocelyn run away, why does she feel that she cannot be honest with anyone?
2. Are Baily and Jocelyn purposely ignoring their feelings for one another or is their something even more powerful happening?
3. Close your eyes and picture as a version of Spider. Are you bitter at the world or is this a defense mechanism for the pain you're feeling inside?
Thigpen, Corbett H., and Hervey M. Cleckley. The 3 Faces of Eve. New York: Fawcett Popular Library, 1957. (summary and questions created by: Stephanie Thayer)
Summary: This book details the life of Eve, who has multiple personalities. It is told from the psychologists perspective and is rich with psychology. The books shows how difficult it would be to be, or live with someone with such a difficult disorder. It also calls readers to ponder if the “real” Eve is the best Eve.
Appropriate: 11th or 12th grade.
Teach it or circulate it? I would circulate it. It would be perfect for someone who is particularily drawn to, or is considering a career, in psychology; other students might become frustrated with the vocabulary and research embedded in the text.
Two or three shaded or dense questions: Which one of Eve’s personalities should live in today’s society? Is it ethical for Dr. Thigpen to choose which personality should be “out?” Does Eve’s disorder make her dangerous?
List several poems and/or short stories that might add to the understanding of this piece of literature. “Multiple Personalities” by Tara Bates, Sybil by Flora Rheta, One Flew Over the Cuckoo’s Nest by Ken Kesey , “The Yellow Wallpaper” by Charlotte Perkins Gilman
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Thomas, Rob. Rats Saw God. New York: Simon & Schuster, 1996.
Summary: Steven York, a former straight A student, now a pot-smoking
rebel, makes a deal with his high school counselor that he'll
write a 100 page paper in lieu of the one English credit he needs
to graduate. Through his paper we discover the events that shape
Steve's life. We learn of his disdain for his astronaut father
(who he blames for his parent's divorce), and of his co-founding
of the G.O.D. club, a group of high school Dadaists. We learn
the Steve is a recognized creative writer, and we follow his first
romance form its buds, to its fruition, and to its final break
up. As Steve chronicles his life, he also chronicles the times
through references to the pop culture of the early nineties (for
example,
the characters pay homage to Kurt Cobain up hearing of his suicide).
The book is a nostalgic, sentimental foray through the high school
years.
For Whom Appropriate? Grades 9-12
Teach or Circulate? I'd circulate it although there are a lot
of good
themes in it, and it would be fun to teach.
Dense Questions: What would you do if you discovered your
boyfriend/girlfriend with someone else? Can you relate, in any
way, to the experiences that Steve has in school?
Thematically Related literature: The Outsiders by S.E. Hinton;
The
Chocolate War by Robert Cormier; We All Fall Down by Robert Cormier
Thoreau, Henry David. Backwoods and Along the Seashore. Boston and London: Shambhala, 1995.
Summary: This book is an autobiography of Thoreau's trips into the Maine woods, his canoe trip down the Allegash River and his climb up Mount Katahdin. It is a documentation of his thoughts and feelings and adventures he has while on these trips. Thoreau masterfully writes about humans relationship to nature.
Appropriate: Grades 11-12.
Teach it or circulate it? I would circulate this book but not require the students to read the entire book through. I think that at first this could be very interesting but a whole book of it could get a little dry for them.
Dense Questions: Do you think that Thoreau went on these tripos
for mere pleasure or do you think that he was escaping from something?
If you think he was escaping form something what in society do
you think there would be reason to escape from?
I think related texts would be anything by Emerson, Abbey, Leopold
or Olson.
Tolkien, J.R.R. The Hobbit. New York: Ballantine Books, 1937.
Summary: The wizard Gandalf came with a band of homeless dwarves, but Bilbo Baggins, a hobbit, wanted to be left alone. But soon Bilbo was drawn into their quest. They face evil orcs, wolves, giant spiders, and at last Smaug, the dragon.
For whom appropriate? 8th and up
Teach or circulate? I think that this book could be taught in class to introduce fantasy and would be a welcome change to many traditional English classes. It would also be a good book to circulate to science fiction lovers, as well as a student looking for a new challenge.
Dense questions: 1) In what ways do you think this book is "fantasy" and in what ways do you think it relates to real life? 2) Why do you think Tolkien use a seemingly insignificant "Hobbit" to be the hero of the story?
Tolkien, J.R.R. The Fellowship of the Ring. New York: Houghton Mifflin Company, 1994. (summary and questions by Dan Thompson)
Summary: Frodo inherits a magic ring from his uncle only to find it is the One Ring of Sauron, enemy of Middle Earth. With the help of hearty friends and new allies, Frodo must embark on a journey to destroy the ring and save the world before Sauron can regain it and cover the land in an evil darkness.
For whom is this appropriate? 10th-12th grade students
Teach it or circulate it? The length of this book makes it time prohibitive for most classroom use. This is a great book to have on the shelf both for its epic style and cultural value. It is also the first part of an interlocking trilogy, which means the rest of the story would not be covered. This series is a great one for circulation though.
Shaded and Dense Questions: Do you know anyone who has sacrificed their dreams for an important cause like Frodo Baggins did? Why would you consider friendship an essential attribute for the success of the fellowship or for society in general? What comparisons can you make between things in real life that corrupt people like the “one ring” does in the book?
Thematically related literature: Wheel of Time (series), Sword of Truth (series), Chronicles of Narnia (series)
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Trueman, Terry. Stuck in Neutral. New York, NY: HarperCollins Children’s Books, 2000. (summary and questions created by Sarah Conlin)
Summary: Shawn McDaniel, a fourteen-year-old boy from Seattle, has been battling with grand mal seizures and cerebral palsy his entire life. He narrates this story from inside his mind, as he is, by no choice of his own, physically non-responsive to the world outside his mind. As his disability has him Stuck in Neutral, Shawn worries about his father’s intentions; however caring and sincere his father believes himself to be, Shawn is a perfectly happy, young boy who prays he will not be “put out of his misery”
Appropriate for 8th through 12th grade students
Teach it or circulate it? This book would be best suited for an in class read. It is fairly short and simple but contains several heavy topics. It would be helpful to have a teacher support questions, feelings, and ideas about the intense situations and the disability this book portrays. Incorporating some discrimination, prejudice, and potential murder, this book is good for in class.
Shaded and dense questions: What do you believe is happening inside the minds of people with cerebral palsy and/or the minds of the seemingly brain dead? Is it the human right for a parent, who has a child born with a permanent non-responsive disability, to choose if he/she should live, as Shawn’s Dad contemplated? In the final chapter of the book when Shawn goes into another seizure, what do you believe happened to him and why?
Thematically Related Literature: The poem “I Don’t Wanna” Ó 2008 A Different Light
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Twain, Mark. The Adventures of Huckleberry Finn. New York: Puffin, 1997.
This novel humorously chronicles Huck's move to various communities on his way to helping Jim to freedom and freeing himself from his father's oppression.
For Whom Appropriate? 8th through 11 Grades
Teach or Circulate? Either could be done with this book. I would recommend teaching it with a particular perspective since certain parts seem to drag on.
Dense Questions:
How is Huck like other adolescents?
Which of the characters would you like to know in today's world
and why?
Thematically Related Literature: The Friends by Rosa Guy, the Harry Potter Series.
