Blast From The Past

How do these books stand the test of time?  Authors from the past who are still relevant.  How do these books continue to address contemporary issues? Is there any content that might be outdated? If so, what?

Almond, D. (2008). The Savage. Cambridge, Massachusetts:  Candlewick Press.

Blue Baker has lost his dad and is being bullied by Hopper.  Due to his dad’s death, bullying and concern for Blue he is sent to a counselor.  She encourages him to write or draw.  Blue starts to write but he does not share his story and drawings which are in graphic novel style are intermittent with the story of his life.  The Savage is a wild boy that lives in the wilderness, through the Savage, Blue is able to articulate his pain and what he would really like to do to Hopper. When it comes to the climax of his story where the Savage will kill Hopper, Blue realizes he can’t bring himself to kill Hopper even when he could.   Hopper knows somehow that the Savage and Blue  are connected which causes him to leave Blue alone. The line of fantasy and true life are blurred but through the process Blue comes to term with the pain within him.

The Savage is beautifully written and shares the heart of a broken boy and family struggling with loss.  Almond’s use of intertwining the story of Blue and the Savage together is compelling and painfully identifiable to those who have gone through loss. He shows the beauty of writing as a way to channel feelings and hurt.  We all have a bit of Savage in us that wants to act out to those that have mistreated us.  This book stands the test in time, it is as relevant today as when it was written.  Blue’s conflicted emotions  points to the issues of loss, pain and bullying are addressed in this book. Almond created a book unlike a traditional children’s book that is darker but speaks to our feelings and hurt as we experience Blue’s emotion. 

Peck, R. (1976). Are you in the house alone? New York: The Viking Press.

Are you in the house alone?  written in 1976 tells of a story of a girl being stalked in high school. Gail, the main character is in love with a boy and best friends with Alison. Gail’s town has many types of classes within their community; Alison’s boyfriend is within the most exclusive of groups and very wealthy. Even after repeated notes, anonymous calls to harm her, Gail decides not to tell anyone.  Alison sees the notes but tells her to forget it. Gail is attacked and her perpetrator is very familiar and rich. This book explores the aftermath of rape and how society treats the rapist that is privileged.

This book stands the test of time in that it reflects certain parts of society and the relationship between the classes.  Several news stories of rich young men committing crimes against women and being disregarded as serious criminals come to mind while reading this book.  It shows Alison’s dilemma of being questioned about the rape and forced silence among the police as well as peers  and family  even after tremendous evidence. The police trying to shift the blame to the victim and her boyfriend and protect the guilty. I would hope that is not as prevalent today with the medical field and police more aware and sensitive to victims of rape.  Reflecting on small town politics and have and have nots, I am afraid this dynamic happens more than we realize.  Statistics on college campuses reflect the outrageous numbers of rape and a culture of cover up.

I believe this book address contemporary issues of rape, a culture of silence and blaming the victim.  Also, a continued belief that  a woman that is raped and stalked somehow asked for it by the way she dressed or not taking the proper precautions.  The adage of boys will be boys and privileged white males are a problem still needing to be addressed further.  Throughout the years, author Richard Peck has reflected society and the culture of the day in his writing.

Across The Pond

Is there anything that sticks out in these that Americans would have trouble with?  Any terminology or slang that would trip up an American reader?

Townsend, S. (2004). Adrian Mole and the weapons of mass destruction. New York: Soho Press, Inc.

Adrian Mole is a 34 year old, who has a son in the military another in Africa and is drowning in debt.  It is set in 2002 to 2004.  This book is the sixth in a series about Adrian Mole throughout his life. Adrian is hopeless in life in general and is drawn to an awkward woman, Marigold who has a weird unconventional family.  The more he tries to end the relationship, the more they become involved.  He still keeps in touch with his old high school friends and what is happening in their lives.  He is still in love with Pandora, a beautiful high-ranking government official.  His friend Nigel is his faithful friend and experiencing blindness.  His friends and outlandish parents warn him about Marigold and he promises he will break up with her for good. Her half-sister, Daisy is alluring and Adrian enamored with her but still attached to Marigold.  His son and his friend are shipped out to the front and face danger every day. This book continues the saga of Adrian Mole with humor and shaking of one’s head  as Adrian continually gives into his reckless desires and his inability to take control of his life.

This book is funny and an easy read.  Adrian Mole is a pathetic but loveable character that seems to always make the wrong choice. He is an everyday man that has identifiable ways that are easy relatable to the reader or someone in their life.  Even though the story with his son being in Iraq is minimal, Townsend writes with heart and shares the parents’ nervousness about their son being at war.  I believe this book is more relatable as an adult novel rather than YA because of the age of the character, frankness of the language and continual sexual experiences. The author does a good job of including characters from previous books from his school years. Even if this was the first time the characters were introduced to the reader, they were likable and interesting.  I was not familiar with this series and now would like to start the journey with Adrian, friends and family from the beginning.  There was not anything that stuck out in the terminology and slang of the book that American readers would have a hard time understanding.  A lot of Adrian’s feelings and thoughts about the leadership during that time mirrors how many Americans felt with their leaders and about the war.

Zusak, M. (2002). I am the messenger.  New York: Macmillan Publishers.

Ed Kennedy is nineteen year old cab driver that lives his life without much meaning in this new adult book.  His friends consist of two guys who are constantly arguing and Audrey a girl he adores but will settle as a friend, they play cards most every night. This is the life of Ed, boring and humdrum until he almost by accident foils a bank robber. He is then thrust into helping people through messages that come on a playing cards in his mailbox. Clues left without much explanation compelling him to action.  At first, he decides to ignore them but as he looks up the addresses on the cards realizes only he can help these people.  Some of the cases that he has been chosen to be the messanger are putting Ed's life in danger but he must act to serve others.  Some addresses, the messanger connects with people through more mundane ways but each time making someone's life better.  Eventually he even is a messanger to his best friends, the messages become full circle and are somehow connected with the bank robbery at the beginning. Ed is a fun character and his friends are completely believable as they struggle through life.

This book is delightful and a little wicked, it is a laugh out loud book that speaks to the heart as well. The reader will identify with the stupidity and searching of this time period in most lives.  The in between phase of life after high school and early 20s. As he becomes the messanger to all different kinds of people, Ed changes and grows into someone deeper and more thoughtful.  It is changing Ed for the better.  Zusak wrote several other books including The Book Thief.  His writing style is fun and enjoyable like going on a ride with an old friend.  I believe this book is very translatable to Americans  and reads like a movie, the slang is minimal and easily understandable.  I recommend the audio book of I am the Messanger, Marc Aden Gray's easy manner and delivery is highly entertaining.

Often Overlooked

Why didn't these receive press?  Why did they fall through the cracks?

Avi. (1991). Nothing but the truth. New York: Orchard Books.

Nothing but the Truth tells the story from many perspectives in a documentary novel.  It follows the diary and conversations of Phillip Malloy.  Phillip is a smart but lazy student who doesn’t like his English and home room teacher, Ms. Narwin. Phillip is convinces his parents that Ms. Narwin is unreasonable. The books also has letters and conversation from Ms. Narwin’s perspective as well as discussions between school  officials and  various students.  Phillip decides he is going to get out of Ms. Narwin and starts to hum loudly to the national anthem everyday. Ms. Narwin asks him to stop because of the memo for have respectful silence during the time.  The Assistant Principal eventually suspends him for insubordination Phillip tells his parents he just wanted to sing the National Anthem.  Phillip has other reasons that he doesn’t care for Ms. Narwin but doesn't explain what is truly going on as his parents say whatever it is they are completely behind him. News of the suspension and why it supposedly happens soon gets pick up by local and national media.  Ms. Narwin is branded a bad teacher that doesn’t stand up for American ideals.  Eventually, the school board pushes Ms. Narwin out and Phillip is regarded as a hero.  Avi creates an interesting look at the state of how media, hearsay and a culture of speaking before asking operate in America.

I am unsure on why it was overlooked, I think it is well written and from an award winning author.  He wrote True Confessions of Charlotte Doyle  and both books received a Newbery Honor Awards.  Maybe the format of the book was not appealing to readers.  It does seem a little strange just glancing at the  first few pages of the book. I think that students don't like the injustice of what ends up happening seeing it more from the kid's perspective rather than the adult. Also, the title might have thrown readers off figuring that it might be an essay about America.  It is labeled a documentary novel, this might have causes pause to those purchasing books –librarians and parents because it might appear to be something students possible be uninterested in reading.  The first few book covers might have also been unappealing to readers, the most engaging book cover in my opinion is with a file on the cover. This book cover came at a later date. Avi does a good job, the book is an excellent reflection of American society and should be reviewed and read in the classroom. Ms. Narwin’s perspective of wanting  a student to achieve his highest potential and frustration is reflective in many teachers' experience.  Miscommunication between administration, teachers and parents are very relevant as well.  The book is 25 years old but shows the state of the school system very accurately even today. 

Pierce, T. (1983). Alanna, the first adventure.  New York: Atheneum Books.

Alanna is a girl that is destined to become a lady in waiting but she convinces her twin brother that the professions their father has planned for them is wrong.  Her brother, Thom, does not want to be groomed to be a knight.  Alanna cuts her hair and takes Thom’s place in becoming a knight and Thom will study to be a magician.  Both Alanna and Thom possess magical gifting that Maude has shown them but Alanna is uneasy using them.  Alanna is able to disguise herself and quickly is accepted by those in the palace that will train her along with the young prince.  All accept her but one, a mean bully, Ralon an older boy determine to make Alanna’s (Alan’s) life miserable.  Alanna works harder to overcome the challenges and physical demands of becoming a squire.  She makes a friend in town and eventually introduces her palace friends to some of the locals.  She is cared by many as they see her heart and uniqueness. She is torn by presenting herself as a boy but is determined to complete the training before she tells her secret.  She is able to use her powers to help heal the prince when he is dying.  Alanna is starting to embrace her powers and understanding but it still scares her.  Alanna, the First Adventure is an enjoyable journey with a likeable character.

Alanna, the First Adventure is the first in a series of wonderful books that all can enjoy.  Alanna is feisty and determined to make her own way.  She is unconvinental but willing and ready to learn from her masters and others.  Alanna’s wit and charm are delightful to follow as she creates her own adventure.  It is suprising that Alanna  was not widely received and did not draw attention like the work reflects.  My thoughts that it was not accepted was because of the setting, students might have preferred to have a more modern setting for a book.  Previously, I had read the Midwife’s Apprentice and enjoyed it, I was more willing to give the book a chance even though at first glance I wasn’t particularly interested. As readers are introduced to new settings and great stories, it opens their reading choices.   My book was a little dated with the typeface and layout, I am interested to know if the look was updated and the typeface changed. The book cover has varied as I researched but I believe the first edition’s book cover might have played into it not being widely accepted.  The newest cover from Scholastic would be attractive to most of my students.  Also, the fact that this was Tamora Pierce’s first book with an unfamiliar setting and she hadn’t establish a fan base could have hurt the book.

Brand Spankin' New

What values and issues from contemporary society are reflected in these books?

Baskin, N.(2016). Nine, ten: A September 11 story. New York: Atheneum Books.

Nine, Ten combines the story of four kids’ perspective of the days before and on the September 11^th attacks.  The setting opens at the O’Hara Airport in Chicago and the author introduces three of the characters. Sergio is a boy that lives with his Grandma who is returning  to New York from a ceremony recognizing his Math accomplishment and skill. Naheed  is an Muslim girl that wear traditional headdress, she is waiting for her uncle and aunt to arrive. Aimee is about to board a plane to Los Angeles with her dad while her mom is headed to New York with her new job.  The next chapter introduces Will and his family who live in Shanksville, Pennsylvania, Will has lost his Dad.  The book follows the ordinary lives of the 4 kids as they live out September 10^th and 11^th., the kids are only vaguely connected but the author show how those events affect them personally.  Sergio in New York who is befriended by a fireman, Naheed in Chicago that is constantly questioned on her dress and religion, Aimee in Los Angeles whose Mother has a meeting at the Trade Center in New York, Sept. 11^th morning, Will in Shanksville, who is grieving his Dad while trying to help his Mom with his siblings.  The normalness of everyday life along with the inevitable attack leaves the reader wondering how it will affect the kids, hoping they and their families will be okay.

Nora Baskin skillfully tells the stories of children each touched in a different way by the September 11^th attacks. She writes with insight and softness, her characters completely believable to show the typical life in America during those days.  As adults, we have our memories and stories of that morning, what happened to us days prior and afterwards.  We remember the emotion of watching heartache around us and crying while watching the aftermath.  We recall the pain of losing so many people, the firefighters and police and wondering how the families are coping.  Students reading this book will not have experienced 9/11 personally, they view it as history.  All they have known is a post 9/11 world with suspicions being cast on certain groups because of belief and dress.  This book provides a window for students to look through to view the world on a personal scale before and after 9/11, to see through eyes of children rather than news.  It tells the story of life.  The values and issues specifically covered in this book seeing others through their eyes rather than our own, the struggle of being viewed differently, the heroic actions of others, death, divorce and grief are all subjects that this book covers.  These all reflect as mirrors on our contemporary society and give the reader an avenue in which to examine life from other’s perspective.

Paulsen, G. (2016). Six kids and a stuffed cat. New York: Simon & Schuster.

Six Kids and a Stuffed Cat is a fun read about six students stuck in a bathroom during a storm.  Paulsen is a legendary author who has writes a simple story of the connection between these boys followed up with a one-act play at the end of the book.  Most of the characters know each other from school but there is a new comer who has slept away his first day backstage and carries a stuffed cat in his backpack for comfort. Jordan, the connecting character and narrator of the book has his own set of problems to work out. As the boys learn more about the new kid, they discover more about each other and themselves.  The book follows their natural conversation and shows insights into each of the character as they share with one another.

This a good book to show different perspectives, dialogue, and including the play in the back is an interesting concept that is hopefully repeated by other authors.  Students can perform reader’s theater with ease and a familiar story.  Excellent use of combining the story and the play, composing a story that students will like, identify, and want to act out.  Having a play with context is much more meaningful than a random piece of reader’s theater employed in many classrooms.  Along with the innovative ideas and format of the book written in easy language, there are issues that reflect contemporary society.  The boys all come with different hang-ups and complexity that mirror students today but they are able to explore themselves and each other during the confines of the storm. Jordan’s determination to include the new and slightly weird new student are contemporary values that we stress to our students.  In addition, we want our students to see beyond themselves and see what similar aspects of others while valuing individuality.  Paulsen uses these values and issues, as each character is multifaceted and identifiable among each reader.

Weatherford, C. (2016). You can fly. New York: Atheneum Books.

You can Fly is a beautiful book whose author is award-winning Carole Weatherford, the book is written in prose.  It tells the story of the Tuskegee Airmen with captivating black and white illustrations. The book introduces and shares the struggles of the airmen.  It explains the racism and disregards these talented men endured.  You can Fly describes the families and situations they left behind and the victory of defeating the Germans. After the success of the war, the book shares about the reality of coming back to America and not being viewed as equal and treated with hatred.  The inclusion of the history of nurses and the heritage of African Americans along with the author’s notes forms a comprehensive look at the Tuskegee Airmen in prose that reads like a novel.

Weatherford address many issues we are still wrestle with today, racism and inequality of position based on background and color.  In addition, she weaves expertly to aspiring to something greater than oneself and living selflessly for the good of others.  These issues still need to be address in contemporary times and the author ties them in together as she explains the history, sacrifice and triumphs of the Tuskegee Airmen.

Wolk, L. (2016). Wolf Hollow. New York: Dutton Children’s Books.

Wolf Hollow is a 2016 Newbery Honor award book, it set during Depression era times. Annabelle is the main character and she shares about her life during this time with her parents, brothers and grandparents.  She tells  the story much like an old tale about the people in her community, Toby the drifter that has stayed for a while and Betty, the mean older girl that was sent to live with her grandparents for “being incorrigible”. Toby is quiet and somewhat strange man that reminiscent of Boo in To Kill a Mockingbird. Betty tortures Annabelle and is cruel to neighbors and friends.  She becomes missing and all eyes turn to Toby, Annabelle knows he had nothing to do with Betty’s disappearance and helps Toby hide while discovering more about him and herself.

This is Wolk’s second book and an excellent example of historical fiction.  As Annabelle tells her story, you can easily picture her, people and setting around her.   She followed Wolf Hollow with another novel the next year. It has tremendous depth and is captivating, as students will want to read it in one setting.  You feel the strength of Annabelle and her mother and love of her family.  Annabelle is protective of the ones she loves and wants to right misconceptions. Her parents join her on her desire to redeem Toby’s name but it might be too late.  The value and issues reflected in this book from contemporary society includes strong independent women even the frustrating aunt is a working woman in the times of depression.  Annabelle and her mother show values of kindness and not accepting the narrative about someone’s life. They see the good in Toby and want to help him like caring for a wounded animal; they see the value of a wounded soul.  Annabelle’s sense of justice is particularly true with the issues of today.  Students demonstrate because they want other viewpoints heard and are demanding for everyone’s perspective to be viewed.  Wolf Hollow is an exceptional book and a worthy Newbery honor book.

Yang, G. (2016). Secret coders - paths and portals. New York: First Second.

Yang has created a series of books in graphic novel style about coding. This book Path and Portals follow three classmates who discover that the janitor is a master coder and has a secret underground rooms where he has a variety of robots.  He explains to the coders the foundations of coding and details on how to code properly.  The kids build their knowledge with the janitor's help and teamwork.  They work as a team each contributing their strengths to complete coding riddles within the book.  The headmaster of the book acting suspicious and uses the rugby team to capture the robots and the janitor for his own evil purposes. At the back of the book is a website for those that are interested in coding and explanation of angles and how they coded them.

Secret Coders graphic style is a mix of the Jetsons and Cartoon Land characters.  Mike Holmes, the illustrator uses black, white and pale green as palette to produce the fun trio and the background story. Yang creates a graphic novel story that uses STEM concepts as he builds interest in coding. Students without any knowledge of coding would still be interested in this book because of the storyline and likeability of the characters.  The pace is full of action and moves quickly and easily describes coding to the novice. Contemporary issues of science, coding and STEM activities are all prevalent in Secret Codes.  It work nicely as a bridge into coding and its concepts.  Values of team spirit and correcting wrongs at the core of the book.  This book is a distinctive in its manner and topics which is sure to be repeated with other STEM concepts marrying graphic novels with science and new technology. The trend in the classroom is to introduce coding through various computer sites and this book allows student explore coding through reading and a maybe a notebook nearby.

Beyer, R. (2013). Little Fish, A memoir from a different kind of year. San Francisco, CA: Zest Books.

Ramsey Beyer has created a lovely graphic novel based on her first year away from home at art school.  She included lists she had made that year in her journal in the book. She delineates the actual journal pages she wrote with notebook paper.  Ramsey grew up in a small town and was fairly well off but she was anxious to begin a new life in a big city.  There she meets a small group of friends that talk about in-depth about politics and issues she had not really considered before moving to college.   She has a love for art and punk music, which navigates her choices sometimes.  She discovers her first love and journals about her feelings.  Her book is filled with lists from everything that she is experiencing and different forms of drawing and included in the graphic novel.

Little Fish is well written and enjoyable to read with simple clear drawing. It was on 2014 Outstanding Book for the College Bound and Lifelong Learner list. Beyer easily conveys the emotions and experiences that are familiar with moving away for the first time.  The book is a similar reflection of the first year of college and the wanting to go somewhere bigger but afraid life will be different. I found the book completely relatable to students and adults as well.  I wanted to share it with my daughter and reflect on it with my sister.

Beyer has a website with various points of interest but one link has her self-publishing book which tells the story of her next year at everydaypants.com .  Interviews with Ramsey Beyer tells what happened with the people mentioned in her books.   Classroom ideas include creating artist journals for a semester with the thought of producing a memoir of their own.  Students would be able to choose what medium that they will use in their artist journals. Also, having students create a videos of books or other artistic forms of their own memoirs.

 Training Wheels (2005) - Stop-Motion, Hand Sewn by Ramsey Beyer

Vanderpool, C. (2013). Navigating Early.  New York:  Penguin Random House.

Navigating Early is a circular story told from the perspective of Jack and set just after World War II.  Jack recently lost his mother unexpectedly and his dad was been away for several years as a navy captain. Jack’s dad moves him from Kansas to a boy’s boarding school in Maine where Jack does not quite fit it.  There are tales of Fisher the perfect athletic boy a few years old that died in the war, Jack is intrigued by his story.  He notices a strange student named Early Autumn, most teachers and students don’t talk to Early and he seems to do what he wants.  Early is different but decides to make Jack his friend and tells Jack a story of Pi and his journey intermittent in the story.  He joins Early on a quest to find a bear in the Appalachian Trail. Somehow Early’s story, Fisher and Jack’s pain and loss are intertwined and through his journey with Early each will discover what they are really longing and seeking.

Navigating Early is a 2014 Pritz Honor Book and is on the 2014 Best Fiction for Young Adults along with many other awards.  Author, Clare Vanderpool has also written Newbery award winner for 2011, Moon over Manifest, it was her debut and it was the first time in 30 years that a first-time author was award the Newbery.  Navigating Early is reminiscent of books written years back within historical fiction. It is rich and inviting, the reader is drawn into the story and not sure where the journey will talk him.  Vanderpool provides author’s notes after the story and shares what sparked the idea of Navigating Early. Classroom resources are included in these two website that has literary elements, discussion questions, vocabulary, curriculum connections, and point of view ideas.  I will incorporate the idea of write acrostic of the main characters name to describe them.
Educator’s Guide
RandomHouse's Educator Guide to Navigating Early 

Themes of loneliness, longing to belong and find answers, connection with others are all defined within the text. Jack, the main character is relatable and communicates in familiar terms of the heart.  Navigating Early is wonderful written and crafted much like a passed down folktale. Listening to the audio version narrated by Robbie Daymond is a pleasurable experience, which will peak the interest of the entire family.

Ness, P. (2008). The knife of never letting go. Boston, MA: Candlewick Press.

The knife of Never Letting Go is set is a dystopian future, the town where Todd Hewitt lives is populated completely with men.  Todd is the youngest male in the town and in less than a month he will turn 13 and one month and he will become a man.  One strange aspect of his town is that everyone can hear everyone else’s thoughts or “noise”.  People can even hear animals thoughts, which Todd has discovered  his dog Manchee doesn’t have much to say.  The two men that Todd lives with have told him it is time for him to leave. The sheriff, the Mayor's son, a boy not much older than Todd comes to bring him to the Mayor. Todd doesn’t understand why he has to leave but his caretakers insist.  On his quest through swamps he finds Viola – a girl.  Viola is not from this time but Todd is fiercely protective of her.  A horrible man named Aaron and the townsmen chasing him,  Aaron is convinced Viola is his does everything in his power to hunt down Todd and Viola.  Together with Manchee, they journey protecting each other  from these sinister men. Armed with only with a map, Ben one of his caretakers have given him, a backpack and a journal written by his mother.  Every settlement they come to seems to not want anyone from Prentiss and knows there is danger following them. Todd and Viola’s goal is go to New Haven where Viola can communicate with the people from her time and warn them of the dangers that lie ahead of them.  The relentless townsmen of Prentiss will not give up until Todd and Viola are captured.  Why won’t the townsmen stop pursue them?  Are Todd and Viola part of a bigger plan?

Ness has created an unique story that tells of Todd’s terrible quest to something greater and safer.  Todd is hunted in every scene and Ness leads the reader running alongside Todd and Viola hoping for relief.  The Knife of never letting Go is the first of a trilogy of books in the Chaos Walking series.  The series will soon be made into movies.  The producers are hoping that the Chaos Walking series will have the same success as the Hunger Games series.  Ness said that he thought about the constant “noise” that technology makes and the fact it never seems to shut off as the bases of the “noise” in the book.  A Knife of Never Letting Go was the Guardian Children’s Fiction Prize. Ness has written other award winning books, his newest book is Release. He can be followed on Twitter at Patrick_Ness.

Classroom ideas include has discussion and writing about the “noise” that surrounds us.  What “noise” is prevalent in each student’s life and what is the consequence of living with all that noise.  Also, challenging students to go without the noise for a weekend as a class project and discovering how difficult it was and what were the result of letting go of the expectations and demands of technology.

Identifiable themes include uncovering pain and the past, a fierceness to protect others in trouble, the intrusion of others and the need for boundaries.

                                                             A conversation with Patrick Ness 

Yoon, N. (2015). Everything, Everything.New York: Random House.

Madeline is a girl with SCID, a disease that makes her allergic to almost everything around her.  She stays cocooned in her house with her doctor mom and full-time nurse.  She lives as normal as possible but doesn’t have any personal contact with anyone but her mom and nurse. If anyone does come to the house they have to go through a long process of a physical and a vacuumed sealed room.  Olly and his family move next door and Madeline is captivated by him.  They finally start communicating over email and instant messenger.  Olly calls her Maddy, he is nothing like she has experienced before.  She can’t share her secret, she does’t want him to feel sorry for him. She can tell as she watches his family from her window that his dad is abusive.  The nurse lets Olly start to visit and they can’t help but fall in love with each other. Her illness keeps her from doing what she wants to do, she is tired of not living but her mother would never understand.  Olly and his dad are in a fight on their porch and before she knows it, she runs outside to stop them.  Everyone is shocked she is out of the house and her mom finds out about Olly.  Her nurse, who is her friend is fired. Finally, Maddy decides she is going to risk her health and go on a trip.  She talks Olly to going with her, he is reluctant but she convinces him.  Will the trip permanently  hurt her?  She is willing to risk her health for the love she has for Olly.  Through a twist, Maddy discovers the truth about her illness.  Her life will never be the same.

Everything, Everything has been on the NY best seller list for 53 weeks, it debut  the first week the book was released.  Currently Yoon has two books on the New York Best Seller List, her book The Sun is also a Star has been on the list for 33 weeks.  Everything, Everything has been made into a movie and was released in May 2017. It has already made 3 times as much as the movie’s budget.  Nicola Yoon wrote a piece about diversity and been the importance of books with diversity been non-issue books.  She said while it is important to have book that are issue oriented, readers need to see people of color and various orientation in everyday situations.  She said she partly wrote Everything, Everything so that her daughter could see herself on the page.  Ordinary Diversity in Fiction  by Yoon.

Classroom ideas include having a dialogue about the issues that Yoon brings up, diversity being a part of books without being part of the struggle.   You can teach plot twist and character development with this book.  I believe the reader is genuinely surprised with the twist in the story.  Literary elements can be taught with this too, is the ending is believable or more of a  Deus Ex Machina. Topics covered in the book are romance, interracial relationship, friendship and mistrust.

Crutcher, C. (2001). Whale Talk. New York: HarperCollins Publishers.

T.J. is a kid that is biracial and adopted by white parents who love and care for him.  He is tired of seeing bullies in his school picking on kids that can’t defend themselves.  One bully keeps torturing a slower kid that wears his dead older brother’s letterman jacket.  T.J. decided to take his teacher up on an offer to create a swim team.  All the people T.J. recruits would never have opportunity to take part in organized sports.  The bullies and Rich, the older guy that acts like a demented mentor to the football team finally understand T.J. motives and they will do anything to stop him.  T.J.  learned about kindness, courage and sticking up for the little guy from his parents  especially his dad.  They support him and his motives, the family even takes in  Rich’s family after repeated abuse to the biracial daughter.  They have become their protectors and will not let Rich hurt them anymore.  The swim team does amazing beating each of their previous times, the criteria to earn a letterman jacket which has become a symbol of the have and have nots.  The team becomes closer and stronger and T.J. a natural athlete qualifies for state.  The team earns their jackets except for T.J. who lost on a matter of principle.  There is one more game the yearly 3 on 3 basketball game, T.J., his dad and partners from the swim team decide to take on Rich and the bullies. They win but Rich is blind with rage because his wife has decided to stop the abuse.  The worse happens, how can T.J. go on when his world is falling apart?

Crutcher writes a heartfelt story that is layered and honest. Themes include dealing with abuse, loss, bullying and racism.  Whale Talk has been challenged main times with the main complaint being about the language. Other books of his has been challenged as well and he has a link devoted to banned books and how to stand up to the challenge.  The different covers of Whale Talk reflects the kid being bullied but I would have preferred it to reflect what the reader imagines T.J. to look like. Crutcher has been writing for 30 years with topics similar Whale Tale of race, the difficult life of teenagers and the struggles they face.  He was been awarded three lifetime achievement awards for his body of work. 

Classroom ideas include having students create in someone else’s shoes projects.  Students reflect what it would be like to be in one of the character’s shoes and create a backstory.  Also, talking and researching why the different books of Crutcher’s has been challenged or banned. Discussions with students regarding the ignorance of racism and why it is still prevalent today and solutions. 

Quintero, I. (2014). Gabi: A girl in pieces. El Paso, TX: Cinco Puntos.

Gabi: A girl in pieces is a honest and frank look from Gabi’s perspective how it is to live as a teenage girl.  Gabi is a Mexican-American senior writing in her journal around the time of her senior year.  Gabi is a smart student that loves poetry, good food who plans a life bigger than in her town in California. Her parents are immigrants with strong opinions, she is constantly told not to be too white, stop eating  and keep her knees together.  Her Dad is a meth addict that seems to love his addiction more than his family.  She is determined to do well in school and wants to experience new love and passion. She has two best friends, Cindy and Sebastian, who are going through their own struggles as they navigate their senior year. Gabi  is relatable and conveys the heart of teenage girl’s journey with family, boys, food and her body.    

Gabi: A Girl in Pieces is an excellent book written by first time author Isabel Quintero.  She shares what it like to be a teenager girl that feels the pulls of society and culture with her weight, relationship, the pressure of school and a dysfunctional family.  Themes of teenage pregnancy, first time love, drug addiction and being gay are all topics that Quintero explores through her beautifully layered book. More books like Gabi s are needed showing the experience of Mexican American women deeply rooted in both cultures and wanting to succeed. Quintero has created a heroine that is not perfect but identifiable to many regardless of background. Gabi: A Life in Pieces was a 2014 Morris Winner, it was published by Cinco Puntos  Press. Cinco Puntos Press  is a superior source for amazing Mexican-American literature, authors and experiences of growing up in the Southwest. Isabel Quintero has created other books since including the Ugly Cat and Pablo series.  Gabi’s experience along with many other students regardless of race is having bits of pieces of various languages and slang surrounding them. Quintero inclusion of that dialogue that is around her is excellent.  A classroom idea is for students to create a story with the language or slang used in their home and within their culture. Students should write authentically and see themselves within the pages. To the Librarians by Isabel Quintero

Steinkin, S. (2012). Bomb: The Race to build—and steal—the  world's  most dangerous weapon. New York: Macmillan Publishers.
Bomb: The Race to Build and Steal the World’s Most Dangerous Weapon is a nonfiction book that follows principal characters and timeline of building the atomic bomb. Steinkin not shows the journey of the main characters in creating the bomb but periphery players that provided information to the Soviets. The reader learns new details to complicated allegiances and ideals but scientists, uncover agents and resistance fighters.  One interesting sub stories within the book was that of Norwegian resistance fighters that risked their lives constantly in their quest to overthrow the Nazis in their native land. Steinkin intertwines the stories together masterfully from the politicians making the decisions, the chemists creating the bomb and stories of espionage to the simple man wanting the war to end.
Bomb is rich with history and written in a narrative style of a novel, this nonfiction book is interesting and compelling to reader.  The reader will want look up people, places and events after and during the story. Bomb was a 2013 Excellent in Nonfiction for Young Adult book and a 2013 Newbery Honor book. The only drawback to the story was the lack of pictures within the text. Photographs were provided at the beginning of some chapters if they were embedded with the text, the reader would have an easier time connecting the characters.  Sheinkin has also authored many other award winning nonfiction books with historical significance including The Notorious Benedict Arnold and Undefeated. He writes with intelligence, he shares stories within the story and includes detailed sources notes.
Classroom connections using this book while studying World War II times, students and teachers can break down the book into sections sharing with others the deeper story.  Students can research further the people included in the book also research the resistance movement within countries that were being occupied by the Nazis.  The resistance movement was led by young adults comparisons between the differences and similarities to life now.  Discussions about what can be learned from the experiences of history and how that relates to our present time are interesting topics.   A Teacher's Guide to Bomb, the Race to Build

                                         
                                            Sheinkin sharing the backstory of Bomb

Realistic Fiction

Realistic Fiction

Sometimes known as contemporary realistic fiction (CRF) or Modern Realistic Fiction (MRF). Realistic Fiction are believable stories that are set in contemporary or modern times.  All elements of the story are real.

Criteria for Evaluation Realistic Fiction for Children
1. Is everything consistent with the real world in which contemporary kids live?
All elements of the story are real/true and believable within modern times.  Could the story be reflective of someone’s life?
2. Does the theme emerge naturally from the story?
The theme needs to have a natural flow within the story.  Several themes are probably present.  The theme does not have an agenda.
3. How does the topic or subject matter of the book relate to modern readers?
Realistic Fiction portrays tough and sensitive topic, death and loss, sexuality, family dynamics and structure.  Topics that usually were not written about previously are a part of YA literature.

Over the years, realistic fiction along with historical fiction has been my preference.  As reflective in the textbook, it seems that authors are willing to embrace topics that weren’t discussed in previous years.  The topics covered in YA and children’s literature give voice to all areas of life. It is important that students have books that reflect all lifestyles, family structures and dynamics that they see in their own lives.

The criteria for evaluating realistic fiction is a good tool.  I think previously unless it was hard science fiction or fantasy the lines were blurred between the different types of fiction. I also think the distinction between realistic and historical fiction are good to teach to our staff.  It is striking to me, the lack of understanding of our staff about genre, forms and literature in general.  As librarians, we should not only educate our students but our staff as well.  We should  not only foster a culture of reading but of educated readers that can decipher and discuss literature.

Nonfiction

Nonfiction

There are many different forms that nonfiction takes, the term nonfiction is an all-encompassing term that covers anything that is not classified as fiction.  Nonfiction can be expository as well as narrative but there are specific characteristics we look for within nonfiction that aren’t required in fiction. Different styles, forms and genres and included within nonfiction. Dr. Bob Small says that a nonfiction book is the only book we defined as what it is not.

We need to use guidelines and resources that help us find the best nonfiction books and authors. The quality of nonfiction books vary with the expertise and talent contributed to the book.  A wonderful resource to help in understanding nonfiction for young adult and finding books of substance is Delight to Wisdom by Better Carter and Richard Abrahamson.

Criteria for Evaluating Nonfiction for Children

1. What are the qualifications of the author?
Is the book well researched?  Look for author’s notes, acknowledgements and sources to qualifications of the author and the material they are presenting.
Nonfiction authors that are well-known, good qualification/sources and produced excellent nonfiction books.
Kathleen Kruell – she has written many nonfiction books including a series called Women who Broke the Rules.
James Cross Giblin – former editor and writes narrative nonfiction.
Don Brown – has authored many nonfiction work including more recently Drowned City and several other graphic novels.
Loree Griffin Burns
Seymor Simon – well know, excellent writer with impeccable qualifications. He has written a series Scientists in the Field among his work.

2. Are the facts accurate?

How do we find out the right information?  We rely on authors but we should have a working knowledge of those that stand out in this field.  Reviewers often do not have the credentials to critique the facts of the books. We can look to resources of the Book Council – Outstanding Science Trade Books and Notable Trade Books in Social Studies. Another way to evaluate books is to have the students evaluate them against similar books and with the research of the topic.  The activity helps students not only research, fact check but discover no one really know everything, we learn from each other.  We should investigate to come to the best decision on what we books we buy.

3. What is the purpose and scope of the book?

Purpose and scope helps us discover the reason why the book was created, what ages.  We utilize this information to evaluate if the book follows the purpose and scope intended.  It also guides us if we something broad or narrow in focus, many times it is both.
Example: A lion be included in the purpose or scope of a book about domestic dogs.

4. How does the organization of the book assist readers in locating information?

How are the table of contents, index  laid out?  How is the book organized?  How a book is organized helps with when researching and ease of reading.

5. What role do visuals play?

Visuals break up the text with smaller parts of information.  Visuals include real photos, color, text, art, chart, archival photos and maps.  Visuals creates breaks in the text to help the reader with bite-size pieces to assimilate and process.


Questions to Ask Students about Nonfiction (Carter and Abrahamson)


• Tell how this book would be different if it had been written 50 years earlier or 50 years later.
• Describe your favorite illustrations. Which illustration do you wish you had done yourself? Why?
• Would this book make a good documentary?  Why?
• Explain what you think the author did to research and write this book.
• How would this book be different if it had been written for an adult? For a
kindergarten student?
• What kind of teacher do you think the author would make?
• If you had a chance to interview the authors of this book, what would you
ask them?
• Describe three facts, theories, or incidents that you found particularly
interesting. Tell why.
• Examine the title and jacket of this book. Do they present a fair representation of the contents of the book?
• Select the book you think was the most well written. Pretend a book company is considering publishing this book and you must defend this book. Describe what you would say to persuade them of its value in learning.

The push to genrify school libraries has become a trend within my district.  The section about nonfiction and genres is valid as most  books are in “genre” that are really categories.  It is surprising that librarians have not made more of a distinction. As we teach the various aspects or forms of nonfiction our students and staff will understand it clearer.
I have used this chapter in the textbook when I was researching and ordering books for my library. My campus was 2-4 grades, so some of the authors mention write a higher level.  I found myself going over the guidelines from the textbook when ordering looking for the visuals when I could view the books.  As mentioned in the textbook, we must research and not rely on the reviews.  It was harder to find reviews on nonfiction and for a qualified expert on the subject.
In my library, fiction books were checked out 3 times as much as nonfiction.  Boys tended to check out nonfiction more than girls.  I highlighted nonfiction and its forms but the checkout statistics did not vary much more.  I would like to develop more ways to create an excitement about nonfiction, I believe part of it is by having a current collection.  In my experience, I have noticed that libraries do not weed their nonfiction as well.  Maybe it stems from the faulty viewpoint that nonfiction is science and that “doesn’t change much”.  Students like new books and become more enthusiastic with new material.
Also, I think that the classroom teacher makes a difference, I had one teacher that wanted her students to check out one fiction and nonfiction each time.  Most teachers just want the student to check out a book and usually that is fiction.  A exception within nonfiction checkouts are graphic novels, which my district put under 741,  graphic novels are checked out every time. I have waiting list for graphic novels.  It does provide more traffic to the nonfiction area but teachers tend not to want the student to “just” check out a graphic novel.
The questions to ask student about nonfiction is excellent and I will use in my classroom next year and future library.  It would nice at the district level they would use something this succinct when ordering textbooks, curriculum and books.  Classroom evaluation of nonfiction books is also an excellent tool to use with students and I will incorporate that this year.

Action steps I will take with nonfiction:

*I will share with my students during my library classes on how to evaluate nonfiction books.
*I will create a lesson plan using the evaluation and questions shared via the textbook.
*I will go more indepth with my library classes on how to locate the books they are interested in the nonfiction section.
*I will develop several lesson plans on nonfiction and read from nonfiction as well as fiction during reading time.
* I will include nonfiction books as part of my book talk series.
* I will connect with all the teachers on my campus about the resources we have in our nonfiction library collection.
*I will collaborate with the first year teachers on how to teach nonfiction.
*I will volunteer to go in the classroom and help teach nonfiction with superior examples of nonfiction books.

Fantasy and Science Fiction

Fantasy and Science Fiction

Fantasy/Science Fiction are stories that violate the laws of physical reality. Science fiction is a sub genre of fantasy. Many books of science fictions blends various types of science fiction. All of science fiction falls into the fantasy genre;  however, not all fantasy is science fiction. Dr. Perry included so many titles of books to explore or refer YA to read.

*Criteria for evaluating science fiction and fantasy for children,

a. The characters behave consistently and in believable ways but there is an unusual or fantasy aspect to the storyline.

b. There are rules for the fantasy world.

c. Authors must assist readers for the fantasy world.

d. Themes should explore universal truths.

*Types of Science Fiction.

a. Apocalyptic - during a catastrophe at the end of the world.

b. Post Apocalyptic - takes place past the end of the world/catastrophe. A new civilization and usually primitive compared to modern times.

c. Steampunk, cyberpunk and biopunk - it incorporates the power of the time or setting. 

d. Dystopia - characteristics of big government, lack of freedom of choice and thought, a super head figure, corruption and resistant or overthrow of that government or establishment.

e. Extrasensory Perception - (ESP) Thought transference, telepathic and clairvoyance.

f. Robots/Androids/Cyborgs and Artificial Intelligence.

g. Space/Aliens - Extra Terrestrial.

h. Time Travel/Parallel Universe - accidental or purposeful travel through time vehicles.

i. Virtual Reality/Gaming.

j. Miscellaneous.

The science fiction/fantasy chapter opened my eyes to subgenres that I did not know were classified.  Before, I would have lumped all of science fiction together and thought of fantasy akin to the Narnia series.  I have been able to use the information from the textbook to explain to others and made connection with my son and nephew whose has a preference in science fiction/fantasy.  So many of those themes transfer over in other types of media and I am now able to identify and explain the subgenre as I am exposed to them. 

I was not familiar with science fiction because my inclination was towards realistic fiction. My dad even gave me the Narnia series and I never read them because I was not interested in premise as a child.  The more I discover science fiction/fantasy it is the characters draws the reader into is the story. The characters, theme and experiences are just as interesting as the setting or premise to the story.

I see in students a willingness to read science fiction that might not normally because of the story and strength of the characters.  Hunger Games is an example, Katniss is such a strong character that students identify with the character.  Books that have been turned into movies help nonreaders become more active in reading.   It will be interesting to see when Chaos Walking series come out in movies if it will result in as much interest as the Hunger Games series. I believe if it does then the books will become full circle with students seeking out these titles. 
So many of the popular movies, TV shows are based on books that are science fiction.  We as librarians and teachers can bridge the gap and have books that tie into science fiction and help develop readers.  The reluctant reader will benefit but also the avid reader that is willing to try out another subgenre because of the popularity of this subgenre in all types of media.

Action steps I will take:

Creating a time in my library teaching time where students will be introduced to appropriate fantasy/science fiction books.

Initiating a writing makerspace for fantasy/science fiction.

Investigating and finding those on staff that are experts in science fiction/fantasy genre.

Learning from others to make connections to further the students understanding and love for these genres.

Graphic Novels

Graphic Novels

Graphic novels is generally referred to any book in a comic format in length and narrative development. Graphic novels combine text and illustration to convey the story/information.  They differ from picture books and comic books in the complexity of the story.  They have a wide range of readers and abilities, the myth is that they are created for the unmotivated and struggling reader. Graphic novels are not a genre but are by a form/format. Graphic novels have a developed narrative and illustrations that are integral components of the story.
Graphic novels serve as bridges. They have all the literacy elements of traditional stories. Literary devices are incorporated in graphic novels. Graphic novels offer educators the same possibilities as a teaching tool as other types of stories. Scaffolding of illustrations in addition to text make some abstract concepts more concrete. Graphic novels can be used to develop skills and visual literacy. Students should  be taught how to read a graphic novels
Color, line and size of frame play active roles in the storytelling. White space in a graphic novel is important. There can be various types of art in graphic novels. Sometimes information about the type of media used in a graphic novel is found on the copyright page of the book.

Major types of graphic novels:
a. Manga - Manga: The Japanese word for "comic" but in the US is used to descript Japanese style comics. Manga is read from top to bottom and right to left as this is the traditional Japanese reading pattern. Though, technically Manga refers to Japanese comics, many think Manga refers to a style.
B. Superhero Story: Superhero graphic novels have taken the most popular form of comics and turned what were once brief episodic adventures into epic sagas. Superhero comics are dominated by a few mainstream publishers Marvel, DC, and Darkhorse.
C. Personal Narratives ("Perzines"): are autobiographical stories written from the author's personal experiences, opinions, and observations.
D. Non-fiction: are similar to Perzine's in that they are written from the author's personal experience, but the author is generally using their own experience to touch upon a greater social issue.

Elements within graphic novels:
Panels – square or rectangles that contain a single scene.
Gutters – space between panels.
Dialog balloons – contains communication between/among characters.
Thought balloons – contains information about a scene or character.
Sound effects – visual sound clues.

Graphic novels promote literacy in various ways: providing motivating, teaching mood and tone, benefits students with special needs- dyslexic, ELL, LEP, etc., contains elements of literature, content areas within many subgenres. Graphic novels can be integrated within most TEKS.

ALSC has 3 graphic novel reading lists divided by grade levels. Little Maverick K-6 is a list for elementary graphic novels. A graphic novel doesn’t have to be used for "learning". They can just be enjoyed as with any book.

Important elements of a graphic novel:
1. Color can be used in a variety of ways in graphic novels.
Darker tones help project mood and tone. Color plays an active role in storytelling.  Ask students “color” questions – what is the color telling us?.
2. Line is a component of art in a graphic novel and the direction of a line can imply different things.
3. Composition is how the illustration is put together. Size and placement are critical components of composition.
4. Frames can be used to contain text and illustration and create panels.  What the art is is trying to convey with different types of frames.
5. Speech balloons contain the text and dialogue.
6. White space is important in graphic novels.  Events often happen in the white space. This helps provide context and connection to the readers.
7. Media and technique/style of illustration functions in graphic novels as it does in art.

Discussions for any graphic novels:
1. How is character revealed and developed through the text? Through the illustrations?
Do you learn something different from text versus illustration?
2. How does the artist use color? What colors seem to be emphasized? Does color play a role in relating the mood and tone of the story?
3. Which, if any, of the characters from the graphic novel series would make for an interesting spin-off? Why?
4. How is mood conveyed through the illustrations? How is it conveyed through the text? In your opinion, which is a better medium for conveying mood and tone?

Internet Sources for Graphic Novels:
Get Graphic: The World in Words and Pictures has resources for teachers and librarians. A lengthy list of graphic novels with suggested age ranges is included along with a blog, reviews of new graphic novels, and links to other sites. getgraphic.org
Graphic Novels: The Internet Public Library includes the history of the format, resources, and links to websites containing more information about graphic novels. ipl.org/div/graphicnovels/gnsHistBasics.html
Graphic Novels Reading List includes lists of recommended graphic novels for K–8 readers. These lists are from the Quicklists Consulting Committee of the Association for Library Service to Children of the American Library Association. http://www.ala.org/alsc/publications-resources/book-lists/graphicnovels2016 
Graphic Novels is a site from the CCBC, the Cooperative Children’s Book Center. Resources for educators include print and online resources, as well as defending the use of graphic novels in the school and library.
ccbc.education.wisc.edu/books/graphicnovels.asp
Eduator's Guide to Graphic novel:
http://www.randomhousekids.com/media/activities/GraphicNovels_EducatorGd_15_WEB.pdf

This chapter, the materials given and videos have been so helpful to me.  Graphic Novels are a form of literature I had no previous experience, I graduated quite a while back from college so graphic novels were not even on the curriculum.  I find the art form amazing and view graphic novels like I do art. I have always appreciated art and I admire the talent it takes to create.
As a librarian this year, graphic novels were checked out repeatedly. As soon as the book was checked in, it was checked out again.  Students have a real love for the form of literature.  I am interested in creating a bridge with student to different subgenres within graphic novels.  At our school, we had a few subgenres but not nearly to what is available on shown in this chapter.  Students love graphic novels so much that they will check out pretty much anything on the shelf. I reordered most of my graphic novels due to condition and was able to expand our selection.  I ordered Spanish versions of several of the popular graphic novels.  Students were so excited.
One drawback is that administration and staff does not see the value of graphic novels.  I feel it is our job to communicate this to those on our campuses.  I create resources comes from the information given in this campus.  The educator’s guide is an excellent resource to give to teach and have displayed maybe above a copier or in the staff lunchroom.  If we want students to have access to this form, we should advocate for them. It is a newer form and 67% of teachers that have not read a graphic novel, we have to show the value of graphic novels.
As a librarian/educator we can bridge some of the hesitancy by creating lesson plans with graphic novels.  If we can show the effectiveness of integrating graphic novels then staff will be open to them. We can start with the lesson plans we create during our library time with students.
At TLA this year during a group panel, Shannon Hale said a teacher said how can we get students to stop reading graphic novels.  She told the teacher say that sentence again and leave out the two last words.  I have quoted her many times to educate others – teachers, parents and to anyone who will listen.  Students are reading and that is the bottom line,. I had students that could not even read in 2nd grade but were checking out graphic novels and learning.  They were discovering the love of reading and holding a book.

Reynolds, J. (2015). The Boy in the black suit. New York: Atheneum Books for Young Readers.
Matt is a 17 year old teenager who has just lost his Mom to cancer.  The book opens right after her funeral on his first day of his senior year.  He notices everyone treating him cautiously and being distant.  He is still the same kid, his friends and teachers all view him differently except his best friend, Chris. Matt and his parents have a good relationship and his mother taught him to cook, he is a good cook.  After his Mom died, his Dad is strangely absence, off of work and starting to drink.  Mom said he used to drink but Matt has never seen him like this.  Matt wants a job to help out his dad and Mr.Ray offers him a job at the funeral home.  At first, he is not sure but as long as he doesn't have to touch dead people he agrees.  He starts sitting in on funerals and connects with the person that has the greatest loss there.  When he sees them cry, he feels better.  Matt feels weird about it but somehow it gives him comfort. His Dad is in the hospital as result of being drunk and now Matt is basically on his own. Lately, Matt is noticing a girl from the fast food place and meets her at the Grandmother's funeral.  He is drawn to her and pushes himself to talk to her. Her name is Love, she is independent, smart and brings him to feed the homeless and unfamiliar places he would have never visited. She is guarded at first but once she shares her story on why she hates Valentine's Day, there is a connection between her experience and his memories. Chris lives in the projects and Matt remembers that scary night there was arguing in the hall.  Mr. Ray always keeps an eye on him, Mr. Ray feels a little guilty because his drunk brother and dad had been together the night Matt's dad was hurt. The pain of his mother's death is more bearable, Dad is healing up and his relationship with Lovey is just beginning but the pain of living in their neighborhood hits close to them both.
The Boy in the Black Suit is an inviting book written with ease and heart by Jason Reynolds. He has written several YA novels and won various awards.The Boy in the Black Suit is one of the Top Ten books winners of  Best Fiction for Young Adults in 2016 given by YALSA. It is also a Coretta Scott King honor book along with many other awards and honors.
Reynolds said he wanted to become a writer so that life in tough black neighborhood would be chronicled and shown.  He wants teenagers to have material written that mirrors their own experiences.  He believes that is done some in movies but music today doesn't reflect teenagers' experiences but rather rich rappers. Jason Reynolds encourages writers to write with their own voice and they must be reflected in their work. Chris Myers, Walter Dean Myers's son encouraged him to step up and take the place Myers had in writing novels that reflected their community.  Walter Dean Myers instructed him to keep a strict discipline in writing everyday. Treating writing like a job which in turn would produce many novels.  Myers went on further saying with a great volume of work, they can't ignore you.
Classroom connections would be to encourage students to write in their own voice by sharing some of Jason Reynold's interviews. Two of those interviews where he shares his experiences are Shut up and Write with Jason Reynolds and the print article, The Graceful Power of Novelist Jason Reynolds. Reynolds was not one who grew up reading but discovered writing as an authentic way to share his journey. The strength of sharing his story and struggles will be that the student will be able to see themselves in Jason Reynolds.

Green, J. (2006). An Abundance of Katherines. New York: Penguin Random House.
Colin is at the end of his senior year once again mourning the breakup of another Katherine.  Katherine has been the name of all his girlfriends and this Katherine (the 19th) has broken his heart as every Katherine before her.  Colin is a child prodigy which means he can learn information very quickly and succinctly, he also has a flair to anagram most everything. Hassan is his best friend who graduated a year ago and is content to sit and watch TV all day.  After the aftermath of Colin being dumped once again, Hassan and Colin decide to go on a road trip.  They want to drive without a destination and convince Hassan's traditional parents by saying Hassan will find a job.
They see a sign for the Archduke Franz Ferdinand's grave and decide to take a tour.  There they meet Lindsey, Hollis (her mom) along with Colin, Lindsey's boyfriend who they boys call Tuck and their friends.  Tuck is everything Colin isn't, who is tough football player and a little dumb.  Colin does not understand what Lindsey sees in Tuck who isn't too kind to her at times. Hollis decides to hire the guys and Lindsey to collect story from the old timers in their rural Kentucky area. Hollis owns and employees most of the town with her family factory.  Lindsey is smart and enjoyable to talk to and most all the townspeople love her.  Colin agrees to work because it gives him time to work on his theorem about breakups. The guys quickly acclimated to their work and Hassan develops a relationship with the hottest girl in town. It is strange but the whole summer has been new experiences, shooting guns, hunting hogs and learning about the town and its people. Hollis is hiding something about the factory and they aren't quite sure until they make a surprise trip to Nashville where Hollis goes once a week.  As Colin and Hassan reluctantly join Tuck and his friends on a hog hunt, they discover the truth about Tuck.  As Lindsey recovers from all the unwelcome news, Colin and Lindsey are drawn together even closer.
An Abundance of Katherines was written in 2006 by John Green. It is among a long list of books written by Green whose name is synonymous with YA literature.  His newest book, Turtles all the Way is slated for October 2017.  His famous novel was The Fault in our Stars which became a best selling movie of the same name. An Abundance of Katherines was an Pritz honor book in 2007.
The classroom connections with this book include exploring the Math that Colin develops while working on theorem, discussions of the autistic spectrum and how that relates to Colin.  The idea of working for the greater good rather than own desires like Hollis did and the benefits/disadvantages of these actions.
It is nice to see an person of Middle Eastern descent included as one of the main character with his religious values presented and the reflection of being an immigrant's child and racism. The book covers universal truths and themes of loneliness, acceptance without know how and the complicated emotions of a relationship and breakups.  An Abundance of Katherines is a book that can be read purely for the enjoyment of reading and a fun story. John Green's work lends itself to creating reading ladders with readers because of his popularity and the movie.
Students might also be interested in a charitable organization he is involved Project for Awesome which is a nonprofit to raise money for charities.