Young Adult Literature: Imagination's Playground

Video Book Talk #3--Up Before Daybreak

2008-11-23T21:38:00.000-08:00

Up Before Daybreak: Cotton and People in America
by Deborah Hopkinson

The Poet Slave of Cuba--Book Review

2008-11-17T14:25:00.000-08:00

Transcending Harsh Realities

At the same time that many African-Americans were suffering in slavery in the United States, countless Cubans were enduring a similar fate in their own country. Juan Francisco Manzano was born into a family of Cuban slaves in 1797. He served two mistresses (the second of whom was self-centered, cruel, and vindictive) until he escaped as a teenager. Even as a young boy, Juan possessed an amazing gift for remembering and reciting poetry, which propelled him into the performing spotlight under his first mistress Doña Beatriz. When his first mistress died and he became subject to the mentally unstable La Marquesa de Prado Ameno, his incredible talent for verse as well as his passion for life, learning, and self-expression became both a curse and an escape for Juan. He clung to the poems he had internalized as well as his own creations as he endured confinement and torturous abuse as a slave.

Margarita Engle, winner of the Pura Belpré Award and the Junior Library Guild Selection Editor's Choice for The Poet Slave of Cuba, recounts the heartrending biography of Juan's childhood and teenage years as a slave. Respectfully echoing Juan Manzano's poetic voice by writing in verse herself, Engle chronicles Juan's story through multiple voices. Even with the conciseness that poetry demands, Margarita Engle captures the individual personalities of the various characters of this story--Juan, Maria del Pilar (Juan's mother), Toribio (Juan's father), Doña Beatriz (his first mistress), La Marquesa de Prado Ameno (his second mistress), Don Nicolas (La Marquesa's son), and the Overseer. Engle illuminates Juan's passion for knowledge, his quiet patience, as well as his ferocious tenacity. She underscores the icy, cruel selfishness of La Marquesa De Prado Ameno. Maria del Pilar's steadfast compassion spills out of the voice Engle pens for her. Even the Overseer's internal torment over being the instrument of torture for La Marquesa seeps through his limited lines.

As a Cuban-American author with a background in botany and agronomy, Margarita Engle not only tells an inspirational story of suffering and survival, but she also grafts in glimpses of the island setting, the agriculture backdrop, and the cultural hierarchy of nineteenth century Cuba. Sean Qualls' intermittent illustrations in shades of black, grey, and white create an effective spotlight for scenes in Engle's verse.

Although Engle describes Juan's cruel punishment, this book would be completely suitable for middle- or high school age students. In fact, Engle's book contains very little blood, gore, or overly-explicit material. It is the brutality, mercilessness, and inhumanity of the slaves' punishments that disturb the readers' unaccustomed minds. Engle's book does not gloss over the inhumane treatment of Cuban slaves in the 19th century, yet it provides a story of hope and transcending harsh realities.

Published on http://www.amazon.com/

November 16, 2008

Review can be found at the following URL:

http://www.amazon.com/review/product/0805077065/ref=sr_1_1_cm_cr_acr_img?%5Fencoding=UTF8&showViewpoints=1

Red Hot Salsa--Reading Journal

2008-11-16T12:22:00.000-08:00

RED HOT SALSA: Bilingual Poems on Being Young and Latino in the United States

Edited by Lori Marie Carlson

I thoroughly enjoyed reading the poetry in Red Hot Salsa by Lori Marie Carlson. It made me consider the importance of understanding and embracing multiculturalism in a world where technology, trade, industry, and economics are bringing people of various cultures face to face.

Man was not made to be alone

by Lori Satterwhite

Our lives, at the skeletal level, resemble
One another

Everyone’s life revolves around

Self-Identity
Family

Life experiences
Love
Language
Struggles

Victories

Add the eyes of experience,
The profile of family, and
The color of culture,

And individuality takes form.

But man was not made to be alone.*
It’s the mixing and mingling,
The cross-cultural flavoring
That seasons the vibrancy of life.

____________

*Genesis 2:18 "The Lord God said, 'It is not good for the man to be alone...'"

The Poet Slave of Cuba--Reading Journal

2008-11-09T18:42:00.000-08:00

The Poet Slave of Cuba: A Biography of Juan Fransisco Manzano

by Margarita Engle

I loved the multi-voice format that Margarita Engle chose to write her poetic novel. It does so much to draw the reader into the setting and the minds of the characters involved; it adds dimension as well as perspective that we (the reader) could not enjoy with a single, first-person narrator or with a third-person omniscient narrator. Engle also keeps the novel moving forward in time in a creative way—she references the skills and knowledge that Juan is constantly building; she chronicles the death of Toribio and Maria del Pilar (Juan’s father and mother); and she refers to Juan (in the words of La Marquesa) as “the poet-boy, poet-man, almost grown,” depicting the maturation of Juan.

Even with the conciseness that poetry demands, Margarita Engle captures the individual personalities of the various characters of this story. She illuminates Juan’s passion for knowledge, his quiet patience, as well as his ferocious tenacity. I cringed at the icy, cruel selfishness of La Marquesa De Prado Ameno who lashes out at Juan from a need to exhibit power and control in a world where women (even aristocratic women) lived under the domination of men. Juan suffers under her insane, oppressive hand because she obviously envies his sharp, creative mind and skilled fingers and his verses bring her to the edge of sadness (or guilt). Maria del Pilar’s steadfast compassion spills out of the voice Engle pens for her. Even the Overseer’s internal torment over being the instrument of torture for La Marquesa seeps through his limited lines.

I found myself wincing and wanting to hurry through Juan’s description of his cruel punishment; however, I do not think it is too graphic for middle school children and up. In fact, Engle’s book contains very little blood, gore, or overly-explicit material. It is the brutality, mercilessness, and inhumanity of the slaves’ punishments that disturb the readers’ unaccustomed minds. I read an interview with Margarita Engle in which she expresses the opinion that children “deserve the truth,” even if that truth depicts violence. She also notes that though her story does not gloss over the inhumane treatment of Cuban slaves in the 19th century, Juan’s story is one of hope and transcending harsh realities.

Craft Lesson #3--Paragraphing and Punctuating Dialogue in Writing

2008-11-02T17:09:00.000-08:00

Materials Needed:
Acceleration by Graham McNamee (2003 ed.)
Copies of the modified excerpt from Acceleration (or an overhead)
Pen and paper

Note to teacher: This lesson may be used during reading or after reading the book.
TEKS: (English III) 1b, 2bc, 3a, 7a, 11bf, 12a

Explanation: Incorporating dialogue into a piece of literature draws the reader into the story. It can also be used in place of narration to move the story along or to draw the reader into the thoughts of characters.

Explain to your students that every line of dialogue does not always have to be accompanied by description or with a notation of who is speaking.
Example: “Later,” I say, leaving Wayne to crisp in the sun. (p. 143)
However, it does need to be paragraphed and punctuated correctly to keep the reader from becoming confused.

Review the following general rules for incorporating dialogue into writing:
1. Put quotation marks around the speaker’s words.
2. Start a new paragraph anytime a new character speaks.
3. When the dialogue begins, indicate who is speaking. (Remember to remind your audience who is speaking after a few exchanges).
4. Only put narrative comments with the dialogue if it helps move the story along.

Have your students read the following excerpt from Acceleration. Explain to them that it has been modified (all paragraphing and quotation marks have been removed).

from Acceleration (pp. 130 – 131):

What am I looking at? Vin asks.
We’re in the living room of his apartment, with its tangerine walls, burgundy couch, and amber carpeting. It looks like a sunset puked in here. It’s closing in on nine in the morning and his mom has already left for work, so we’ve got the place to ourselves. It’s a receipt, I tell him. I can see that. Why am I supposed to care? I peeled it off a page of his diary. Right. So he shopped at Yorkdale a year ago. Not exactly a hot lead. I’m sort of pleased that I’m ahead of Vin for once, pointing out what he’s not seeing. Look at the line between the subtotal and the taxes. He holds the slip up to inspect it. Ten percent off, he says. So they had a sale? I shake my head. Look at the letters beside the ten percent. Emp dis, Vin reads. What is that, Latin? I allow myself a small smile. Emp dis: employee discount. He locks eyes with me, then studies the receipt under the lamp. No way. Yeah. He works at a hardware store? I shrug. Guess he’s got to work somewhere.
Vin walks over to the windows, thinking it all through. He peels back a section of the tinfoil that covers the glass to block out the harsh sun in the afternoon. White morning light shines on the street outside. Where do we go from here? he says.

After the students have read through this silently, discuss what difficulties they had reading it. List these on the board/overhead. Then show them the original version from the book. Note the paragraphing and the quotation marks.

Extension: For additional practice, have students work in partners to create a continuation of the dialogue between Duncan and Vinny. Have them pick up with Vinny’s line, “Where do we go from here?” (p. 131) and continue with a discussion of the plan they come up with. Remind students to use quotation marks and indent and begin a new paragraph each time a different boy begins speaking.

Up Before Daybreak--Reading Journal

2008-11-02T16:46:00.000-08:00

Up Before Daybreak: Cotton and People in America
By Deborah Hopkinson

In this non-fiction depiction of the history of the cotton industry and its affect on workers’ lives, Deborah Hopkinson focuses most of the book’s stories around families or children, which would help students relate to the content easily. Up Before Daybreak also contains several very poignant and heart-wrenching photographs. I particularly think that her last statement about considering where one’s clothes are made creates a powerful ending to a book dedicated to highlighting the hardships of work in cotton fields and mills. Many of the hardships (especially in regard to child labor) which America has long fought to overcome through regulation still exist in many countries around the world. Students need to be aware that the privileges most enjoy in America (free public education, child labor laws, and regulated minimum wage) have not always been around, nor are they a reality for many children their own age in other countries.

As I read this book, I thought about all of the activities that fill my children’s days—attending school, piano lessons, gymnastics, and church activities, among other things. I cannot imagine their having to work from break of day to after sunset in the cotton fields that surround our community or in a textile mill. Actually, I can’t imagine having to do that myself. Up Before Daybreak certainly highlights the grueling, tedious, and thankless work that thousands of poor children as well as adults have endured in the cotton industry. What a hard life!

Then I thought of all of the migrant children I have taught over the years. Although they may not experience all of the hardships that migrant children fifty years ago did, they may still find their lives not much improved (as far as their poverty level, the expectation of them to work before and after school and on weekends, and the vicious cycle in which some are caught of missing school, falling behind, becoming frustrated with trying to catch up, and eventually dropping out of school). Would they find this book too biographical? Inspiring? or Depressing?

The general information in this book is important for students to learn, and I think Up Before Daybreak would serve as a great resource for a class or individual research assignment. However, I found Hopkinson’s writing choppy, and I struggled to find a connecting thread that guided me (as a “weft” or “woof”) throughout the book. While the vignettes about individuals and families add appeal and a way for the reader to connect more personally with the text, they sound disjointed and crammed together. As a whole, Up Before Daybreak reads like an academic master’s thesis published in hardback—informative and interesting (especially the pictures)—but dry and disheartening.

Getting Away with Murder--Reading Journal

2008-10-26T19:13:00.001-07:00

Getting Away with Murder: The True Story of the Emmett Till Case
By Chris Crowe

When Americans think back to the 1950s, we eagerly remember the rise of rock and roll, poodle skirts, and idealistic life as portrayed by the sit-coms Leave it to Beaver and Happy Days. We would rather forget the dark underbelly of societal behavior during that era showcased in attitudes of racial haughtiness and intolerance, validated by unjust laws like the Jim Crow Laws, and enacted by bigoted vigilantes such as Roy Bryant and J. W. Milam in the kidnapping and murdering of Emmett Till.

As I read Chris Crowe’s Getting Away with Murder: The True Story of the Emmett Till Case, I felt astounded, angry, ashamed, horrified, and sickened by the details of Emmett Till’s murder and the trial that followed. I’m not sure if prompting all of those emotions was among Chris Crowe’s objectives as he researched and wrote this account; however, if (at the very least) his objective was to educate for the purpose of preventing history from repeating itself, his purpose took root in me. I believe that few readers could read this book without some emotional response, which makes it a perfect read for middle school (7th & 8th graders) or high school readers. Other points that make it ideal for this age include the following: (1) the victim is a teenager; (2) the reading level is not difficult—it might require some attention to specialized vocabulary (legal terms and regional terms); (3) the pictures (especially the thumbnail-size pictures at the beginning of each chapter) reinforce and (in some cases) clarify the text; and (4) the content is gruesome in parts; however, I never felt offended (disgusted, yes) by the pictured or printed content.

This would be a great book to partner with To Kill a Mockingbird or Huckleberry Finn. To Kill a Mockingbird is set in Alabama during the 1930s when the Jim Crow Laws were in full effect. Huckleberry Finn takes place in and along the banks of slave states prior to the Civil War when slave owners were at will to treat their slaves as they felt appropriate with no fear of legal repercussions. Reading and reacting to this historical event first, students may be able to appreciate Twain’s and Lee’s motivation behind their fictional novels.

Diary of a Wimpy Kid--Book Review

2008-10-26T16:31:00.000-07:00

"A Twenty-first Century Charlie Brown" posted October 21, 2008
By
Ima Teach (Texas)

Online game developer/designer and now author Jeff Kinney introduces his audience to Greg Heffley, a rather puny, mildly popular, intellectual (but not interested in embracing that quality) middle schooler whose journal reflections will keep the reader chuckling. As with most middle school kids, Greg finds this time in his life wrought with lofty ideals, deflating disappointments, and intimidating challenges. His mother buys him a journal in which he chronicles his thoughts about his life and activities in and out of school. At school, his familiar and funny misdaventures include avoiding the cursed touch of the infamous aged, begrimed, and sun-fried cheese; attempting to boost his self-image by running a smear campaign to win a student council office; and wrestling in a form-fitting leotard in P.E. At home, he is sandwiched between his older brother Rodrick (who enjoys many more freedoms than Greg) and his annoying, over-indulged younger brother Manny (who gets EVERYTHING he asks for at Christmas).

The first of four books in a series, Diary of a Wimpy Kid: A Novel in Cartoons became a #1 New York Times Bestseller. The reader need but read the first page to get a taste of the humor and enjoyment of Kinney's witty combination of text and cartoons:

"First of all, let me get something straight: This is a JOURNAL, not a diary...All I need is for some jerk to catch me carrying this book around and get the wrong idea. The other thing I want to clear up right away is
that this was MOM's idea, not mine."

Greg Heffley is a twenty-first century Charlie Brown--he just can't seem to catch a break. Readers from middle school through high school as well as adults will enjoy the good-intentioned, hilarious, and unfortunate antics of Greg Heffley.

Persepolis--Reading Journal

2008-10-19T19:52:00.000-07:00

Persepolis: The Story of a Childhood
By Marjane Satrapi

I find history fascinating, and I enjoyed reading this book for the historical perspective it provided. I found, though, that I needed a little more background information about the Islamic Revolution to follow the storyline more easily. Satrapi provides a brief history in her introduction to the book; however, I had to read, reread, and look back in the book several times to keep the characters and events straight in my mind. I think that a teacher would have to provide quite a bit of background knowledge and specific vocabulary (ex. “dialectic materialism”) to adolescent readers for them to understand and relate to Persepolis.

The artwork in the novel is very vivid and moving. Typically when I read something that is unpleasant to imagine, it is very easy to skim over words. However, the bold images of Satrapi’s artwork ensured that I (the reader) took in concrete images of the words I was reading—torture and other atrocities.

Although Persepolis is an historical novel, it is also a memoir—and that of a young girl. This is what, I believe, would make it attractive to adolescent readers. Marji faces fear and drastic changes in her dress, schooling, and freedoms. She questions some of her own family’s practices and her leaders’ actions. She rebels in her own way against some of the practices with which she disagrees. Persepolis depicts Marji trying to understand, process, and react to what is going on in her world. We see her reactions (sometimes rebellious reactions) to both the political changes she faces as well as the rules of her parents. We also watch as she suffers through many personal losses. Though not faced with a political revolution, many teens and ‘tweens must deal with similar questions and life changes. Satrapi offers a voice of reason, an urging to stand up for convictions, yet a philosophy of forgiveness for her readers through Marji as well as the characters that advise and influence her.

Daisy Kutter: The Last Train--Video Book Talk

2008-10-18T20:14:00.000-07:00

Daisy Kutter: The Last Train
by Kazu Kibuishi

Dairy of a Wimpy Kid--Reading Journal

2008-10-12T19:46:00.000-07:00

Dairy of a Wimpy Kid
By Jeff Kinney

As I sat reading on the couch, using my husband as a back support, he was obviously reading along, for he kept chuckling. I’m sure he could relate to Greg somewhat, being one of the smallest boys in his class all through junior high. Any middle school boy, but especially those who fall at or below the average popularity rating, can relate to Greg and his quest for positive attention from his peers. Author Jeff Kinney does not sugarcoat Greg’s character at all—he is self-centered, opportunistic, and an inconsiderate friend. Perhaps that is what makes him so realistic. Aren’t all middle school boys (and girls for that matter) like that to some degree? Despite his faults, he is a likable character, and I had to laugh at all of his antics (and Kinney’s cartoons). He is honest (at least in his journal) and a kid that everyone can relate to. The book serves as a great springboard for discussions about friendship, perceptions, gender differences, honesty, and many other social issues that ‘tweens face on a daily basis.

I laughed consistently throughout the book, and it was an easy, quick read. I think upper elementary and middle school boys (and girls) would LOVE this book because they can relate to it so easily. The handwritten font as well as the cartoons would appeal to almost all readers, especially reluctant readers, in my opinion. However, I found that it was a little episodic; and, although the ending is logical and fitting, it was something of a let- down to me—a little abrupt with not much of a resolution. I found myself thinking, “That’s the end?!” I’m not sure what I was looking for. Perhaps I was wanting to see more evidence that Greg grows and learns from his mistakes a little more at the end. With the diary format, though, I’m not sure if a more self-reflective ending would have worked as well (nor would it be very realistic for a middle-school boy :-)).

Craft Lesson #2--Daisy Kutter: The Last Train

2008-10-11T21:09:00.000-07:00

CRAFT LESSON #2: Picture This! Putting Words to Pictures (ESL 9 – 12)

Materials: Daisy Kutter: The Last Train (Second Edition: August 2006) by Kazu Kibuishi
Present and Past Tense Verbs (Handout)*
Pen and Paper

TEKS: (ESL III) 1ABC, 3AB, 6AE, 7F

DISCUSSION: Many times, ELLs have difficulty with writing in the past tense. This activity provides an opportunity for ELLs to work with the past tense. Because Daisy Kutter is a graphic novel, it gives ELLs the opportunity to see the action, discuss what is
happening in each frame, and then write about what is happening in each frame in the past tense. Prior to this activity, ELLs build their own word bank of past tense verbs by completing a Verb Tense worksheet. (This activity should be a post-reading activity).

HOW TO TEACH IT:
Review the difference between present tense and past tense verbs. Distribute the Present and Past Tense Verbs handout.* The handout lists the following regular and irregular verbs in present tense: aim, shoot, fly, enter, disappear, wait, drop, look, find, climb, grab, open, see, turn, is, hold, and make. When the students have completed the verb tense handout, have them look at pages 140 – 143 in Daisy Kutter. In these pages, Daisy defeats the “world’s first remote-controlled heavy artillery” machine with a single rifle shot. The action, though, is conveyed only through pictures and a few instances of onomatopoeia. As they are viewing these frames, ask them to tell you what is happening in each frame. Once you have discussed the action together, ask them to write a paragraph describing the action of those frames in past tense. They may use the lined text box on the back of their Past Tense Verbs handout.* Remind them to use past tense verbs. The verbs on their handout should provide a helpful word bank for suitable past tense verbs.

Extension: (for more advanced ELLs) Have the students brainstorm synonyms (or look in a thesaurus) for each of the past tense verbs listed on the handout. Then have them write the present and past tense forms of these verbs as well. Encourage your students to use the synonyms in their descriptions of the Daisy Kutter’s face-off with the robot.

*If you would like a copy of the handout, please e-mail me.

Daisy Kutter--Reading Journal

2008-10-05T20:50:00.000-07:00

Daisy Kutter: The Last Train
By Kazu Kibuishi

I read comic books when I was young; however, I have never read a graphic novel before. I found myself engrossed in the plot line and intrigued by the characters, especially Daisy Kutter. The basic storyline was familiar—a retired outlaw agrees to one last gig; however, it was refreshing to have a female as the Western protagonist. She is a pretty spunky character, too. Kibuishi draws her as an adorably cute young lady—boyish figure, blonde curls, and wispy bangs that fall over her eyes—reminiscent of the flower for which she’s named. In personality, she is independent, trenchant, sassy, confident, strong, and assertive; yet she is far from being a one-dimensional character. She is also impulsive and slightly sentimental. I think this book presents some interesting discussion material; for example, how do girls strike a balance between being feminine and being strong and capable? This book also opens the door for discussions about crossing perceived gender barriers.

I found the mixture of science-fiction with Western refreshing. It reminded me a little of the first Star Wars movies with the desert setting dotted with robots and robotic animals. Kutter’s cannon-strength shotgun was awesome, and the transformer killing machine on the train and the Winters hologram were creative additions to standard Western confrontations.

I’m not sure if Kibuishi purposefully drew the characters as such, but Bloom and Tom had square faces and lines—it seemed complementary to me in that they were both flat, or one-dimensional, characters. Kutter is all sharp angles except her face and hair, which are softer and rounder—all of which fit her personality.

I think it would be difficult to use a graphic novel such as Daisy Kutter as a class novel, simply because so much of the story must be perceived through the pictures. Having said that, I do think using the frames that just show action (with no words) in graphic novels like this one would create a great opportunity to teach students about how important it also is in writing to capture a moment in time with words and create pictures with words. It would be an interesting activity to have students see how effectively they could recreate the final confrontation between Winters and Kutter (pp. 134 – 143) with words and capture the tension and emotion of the moment.

While I enjoyed the novel, I would be very selective of the students to whom I might recommend this book. I think the content is suitable for middle school but not the language. Perhaps it is because of the brevity of written story, but the course language stands out. I realize that Kibuishi probably purposefully gave Daisy’s language a rough edge to support her rough persona; however, I would not use it with students younger than 10th grade.

Acceleration--Reading Journal

2008-09-28T16:11:00.000-07:00

Acceleration by Graham McNamee

Reading Journal

I was a little hesitant about reading this book. I am NOT a thriller or blood-and-gore enthusiast, and the thought of just reading a story about a boy who catches a glimpse into the mind of a serial killer made me approach the book with much skepticism. However, I found myself drawn into the action, suspense, and action of the novel (especially the last quarter of the book). I appreciate the fact that Graham McNamee shares enough from the diary of Roach to give us a real distaste for him and his psycho mind, but I also like the fact that he (McNamee) balances revelations from the diary with Duncan’s own actions and thoughts—the gore content was never too much for me to stomach.

I think the excitement of Acceleration makes it a great read for middle- and high school boys and girls. As a teacher, I also saw plenty of discussion material in McNamee’s book. For example, Vinny has a withered arm about which he is very self-conscious, and his classmates tease him about his deformity. I think this presents a great opportunity in the classroom to discuss our treatment of those who are different from us. Middle and high school students are all at a time in their lives when most are self-conscious about SOME aspect of themselves. Although McNamee does emphasize the importance of higher education as a major theme, it has consistent presence in the book. Duncan’s mom is taking a college course, and his dad reminds him that education provides the way out of jobs like Duncan’s “mind-numbing, soul-killing waste of time” summer job at the Toronto Transit Lost and Found (p. 146).

The book also presents opportunities to discuss other questions: Can people change their futures? How much does a person’s background and experiences shape his/her personality and future actions? How much are dreams the manifestations of our inner turmoil? What are our personal and/or civic responsibilities if we (like Duncan) find something that smacks of danger or illegality?

Concerning McNamee’s language, the sudden and consistent movement between the stifling, oppressive summer heat and the cold feel of the library, showers, the Lost and Found, images in the movie, and Duncan’s dreams mimics the up-and-down pulsing of an accelerated heart rate. It also evokes both physical and emotional responses in the reader. McNamee also ties together the sinking, deathly feel of the subterranean Lost and Found office with Duncan’s underwater remembrances, dreams, and pool experiences. All and all, a captivating novel.

Book Talk: A Step from Heaven

2008-09-27T15:45:00.000-07:00

Miracle's Boys--Reading Journal

2008-09-21T19:23:00.000-07:00

Miracle’s Boys
By Jacqueline Woodson

Fully deserving of the awards* and accolades Miracle’s Boys received, Jacqueline Woodson presents the story of three young men (Lafayette and his brothers, Ty’ree and Charlie) who, having lost their father to death several years prior, now are dealing with their mother Milagro’s (meaning “miracle” in Spanish) death in distinctive ways. We hear from Lafayette, the narrator, that Ty’ree (the eldest) has had to postpone his dream of going to MIT to become the legal guardian and breadwinner for the family. Charlie (called “Newcharlie” for most of the book by Lafayette) is 15, a trouble-maker, and “evil incarnate” according to Lafayette (p. 82). He has just returned from serving time in Rahway, a youth detention center, for armed robbery. Seventh grade Lafayette battles with internal struggles stemming from the emotional trauma of his mother’s death. He feels as if he’s lost everything, wonders if he’s partially responsible for his mother’s death, questions whether Newcharlie even loves him any more, and grasps for some promise of hope.

I enjoyed the book but went through several Kleenexes as I read; it was so heart-wrenching. Although the book concerns boys and has a boy as the narrator—really the brothers’ memories of their mother are the only female presence in Miracle’s Boys—I think that middle school and teenage girls would find it more appealing than most boys the same age because of the emotion in the book. I feel like I’m stereotyping girls as being drawn to drama and boys as preferring something else—like action; however, I’m not sure if Newcharlie’s dark character and the fact that the book presents a realistic portrayal of three boys in inner city New York is enough to keep boys hooked to the end. Having said that, Miracle’s Boys does provide a great source for boys to read about the realistic consequences for breaking the law, dabbling with gangs, feeling brotherly love (or the lack thereof), and understanding others’ perspectives.

As a teacher, I love the possibilities for discussion and instruction that this book holds. Commenting about Miracle’s Boys, Woodson says, “…read it slowly. If you rush through it, you might miss some good, subtle stuff!!” Did you catch the sleep and dream motif (even carried through in the song “El Coqui” that Newcharlie remembers his mom singing)? Her idea of freedom also echoes in her allusions to “Me and Bobby McGee” and her quote from Toni Morrison. Her language (similar to An Na and Traci L. Jones) is packed with imagery. Woodson deftly introduces several universal themes in Miracle’s Boys including (but certainly not limited to) dealing with a death, the idea of stereotyping people based on their race, responsibility to family, learning to make sacrifices, the importance of open communication, looking out for #1 versus helping others, hope, and freedom.

*Awards for this book include: Coretta Scott King Award, Los Angeles Times Book Prize, ALA Best Book for Young Adults, among others.

Standing Against the Wind--Book Review

2008-09-14T17:05:00.000-07:00

A Review--Uploaded to Amazon.com

Jones, Traci L (2006). Standing Against the Wind. New York: Farrar, Straus, and Giroux.

Traci L. Jones earns a well-deserved Coretta Scott King Award for her first novel Standing Against the Wind. Weaving the theme of hope with finding strength and courage in oneself, Jones invites her reader to share an emotional chapter in the life of protagonist Patrice Williams. Chapter 1 finds Patrice having been uprooted from the warmth of her grandmother’s Georgian home and deposited with her Auntie Mae in winter-blasted Chicago while her mother serves time in prison. In Jones’ modernized and urbanized Cinderella tale, Patrice feels she must ease the additional financial burden her presence adds by cooking, cleaning, and watching her young cousins for her aunt. Although Auntie Mae is no evil stepmother, she is far from nurturing and expects Patrice to earn her keep. Patrice’s dream of escape appears in the form of an opportunity to attend the academically elite Dogwood Academy—one of the nation’s finest predominantly African American boarding schools—if she can win one of the three coveted scholarships. Patrice must find the strength and courage to face challenges that threaten to crush her spirit—feeling displaced, ugly, small, overwhelmed, fearful, let-down, and helpless. Help unexpectedly comes in the form of Monty, an eighth-grade gang member turned prince charming.

The plot is captivating, the setting realistic, and Traci L. Jones’ language is rich and full of imagery. The metaphorical pictures Jones paints, ranging from mythical dragons to junkyard dogs, are treats for the reader’s imagination (and an imagery wonderland for reading teachers). Some young readers (5th or 6th graders), however, may find one chapter of the book in which Patrice is sexually harassed unsettling. Another unsettling issue involves both Patrice and Monty. Although Patrice becomes stronger and more self-assured throughout the novel, the reader has to wonder if she could have achieved this new-found strength and courage without the help of Monty (a strong male presence) and his protection. Additionally, considering Monty’s character, one might ask whether a young rogue needs a helpless maiden to protect in order to bring out the good in him.

These quandaries, however, do not detract from the appealing quality of Jones’ Standing Against the Wind. It is sure to interest middle school and junior high students. The characters are real—peers any student might encounter regularly. The message is also very clear and relevant for students this age: teens are not helpless pawns in life with no choice or control over their own actions and destinies. I look forward to hearing more from Traci L. Jones.

Note: This review was submitted to www.amazon.com and posted on September 11 as Ima Teach’s review “Enjoy a Modern, Urban Fairy Tale” at the following URL:
http://www.amazon.com/review/product/0374371741/ref=pd_bbs_sr_1_cm_cr_acr_img?%5Fencoding=UTF8&showViewpoints=1

A Step from Heaven--Reading Journal

2008-09-14T16:47:00.000-07:00

A Step from Heaven
By An Na

Two things struck me as I began reading this novel. The first thing that struck me was how similar the structure of the novel was to Sandra Cisneros’ House on Mango Street. As I was reading the questions & answers included at the end of the novel, I read that An Na had gotten the idea of presenting vignettes from Young Ju’s life from House on Mango Street. Although I believe that Cisneros is a gifted writer, I found An Na’s collection of vignette’s much more satisfying to consume as a reader. Even with the brevity of some of the vignettes and the gaps of time between other vignettes, I felt a sense of continuity in the story that House on Mango Street does not have.

The other thing that instantly popped into my head as I read the first few chapters was Langston Hughes’ poem “A Dream Deferred” (copied below).

What happens to a dream deferred?
Does it dry up like a raisin in the sun?
Or fester like a sore-- And then run?
Does it stink like rotten meat?
Or crust and sugar over-- like a syrupy sweet?
Maybe it just sags like a heavy load.
Or does it explode?

I thought it was an interesting parallel.
Aside from presenting many opportunities for discussing the obvious themes of hope, dreams, bravery/courage, and education, A Step from Heaven provides a great segue into discussions about differences in culture—family expectations, gender expectations, and ways of showing respect to parents and other elders, etc. It also presents the questions: What does it mean to be American? Can an individual reconcile or accommodate two cultures simultaneously? Apa never seems to be able to; Young Ju somehow establishes a balance, but at the cost of going against her father’s expectations of how she should demonstrate her respect for him.

Probably more students of mine than I realize suffer at the hands of some kind of abuse at home. An Na’s description of the physical and verbal abuse that Uhmma, Young Ju, and Joon Ho endure at the hands of Apa brought me to tears at times. Abuse is a problem that knows no cultural boundaries—we find it in all cultures. And, common in almost all cultures, the fuel that fires much abuse is pride (or pride threatened), depression, and alcoholism or drug abuse. All three of these triggered Apa’s abusive rampages.

One other thing that I thought was very interesting was how An Na wove the motif of hands or holding someone throughout the novel. Young Ju enjoys being held by Halmoni, comments several times on her mom’s “cat-tongue” fingers, and reacts angrily to Apa holding and changing Joon’s diaper. She notices her mother’s white-knuckled hands holding the steering wheel, cringes under the abusive hands of her Apa, and notes the differences in hers and Joon’s soft hands compared to their mother’s labor-weathered hands. This is also the motif which An Na chooses to open and close the book—Apa holding her as she first takes on the waves of life.

2008-09-10T19:48:00.000-07:00

CRAFT LESSON #1: Learning to incorporate imagery in writing (9 – 12)

Materials:
*Lyrics (and music) to Garth Brooks’ “Two of a Kind”
Standing Against the Wind by Traci L. Jones
*Simile and Metaphor Handout
Pen and Paper
TEKS: (9th grade) 6b, 7hi, 10a, 11g, 12a

DISCUSSION: Many times, students’ writing lacks the originality, vividness, and freshness that imagery brings to writing. Research shows that student writing improves if they have the opportunity to read and imitate authors. This lesson encourages students to read and understand similes and metaphors better and incorporate them into their own writing.

HOW TO TEACH IT:
Remind students that imagery creates pictures in the reader’s mind. Two ways to create word pictures are through similes and metaphors. Make sure the students understand these terms. Next, hand out copies of the words to Garth Brooks’ “Two of a Kind.” Direct your students to listen to the song and read along. Have them underline all of the metaphors and similes they find in the song. Afterward, have the students share their findings. As a class, discuss what the similes and metaphors mean and how they add interest and originality to the song.
Discuss with your students how using similes and metaphors can add multiple levels of meaning to their own writing. The key is to use fresh and original similes and metaphors. See if they can complete the following well-known similes:
As black as _____________________ (night)
As hard as a ____________________ (rock)
As stubborn as a _________________ (mule)
As clean as a __________________ (whistle)
As dead as a ____________________ (doorknob)
As sweet as _____________________ (sugar)
Remind students that in completing these similes they had to think very little. These similes have become trite (you may have to explain this word, too). Although you want to add imagery to your writing, you want to STAY AWAY from trite similes and metaphors.
Traci L. Jones uses fresh and original comparisons in her similes and metaphors. Direct students to look at sections of the book they have read to look for similes and metaphors. You could discuss these as a class, or put them in groups to find similes and metaphors within Standing Against the Wind. Give them each a copy of the Simile and Metaphor Hunt handout to keep track of their findings and record their interpretations.
Compare and discuss findings as a class.

Extension: (If time permits.) Using Jones’ writing in Standing Against the Wind as a model, have your students prepare to write their own similes and/or metaphors.
1.) Have students think of a person or group of people in their family, school, or community.
2.) Instruct students to think of an image (an animal, mythological character, something in nature, etc.) that comes to mind when they think of this person or group (Remember: originality is the key).
3.) Have students close their eyes and visualize that image. What do they see, hear, smell, feel, or sense?Finally, have them describe the person/people in terms of the image they visualized, creating a simile or metaphor.

*If you would like copies of the lyrics and/or of the Simile and Metaphor Handout, please email me and I'll send those to you in a Word document.

Standing Against the Wind--Reading Journal

2008-09-07T13:46:00.000-07:00

Weaving the theme of finding strength and courage within oneself, Traci L. Jones invites her audience to share an emotional chapter in the life of protagonist Patrice Williams. Her characters came alive in my mind through her use of vivid imagery. For example, as Patrice travels north from Georgia, the physical temperature drops from 70 degrees to 40 degrees. Similarly, Patrice moves from the warmth of a nurturing home with her grandmother to Chicago’s abrasive and “cold” social environment. Interestingly, Chicago’s winter temperatures slowly rise, Patrice also slowly adjusts to her new surroundings and situation until she finally feels “the warm spring wind of Chicago against her back, pushing her forward” at the close of the book (p. 184).

Jones’ skillfully-selected metaphors for describing Patrice as her transformation occurs reflect the fact that her inner beauty is becoming more apparent to others (especially Monty). At the beginning of the book Jones describes Patrice as a “small, skinny, unwanted mouse, surrounded by well-dressed cool cats with nice hair” (p. 22); however, in chapter 11, Jones plants the image of Patrice being a determined flower growing in the midst of trash.

Jones’ choices of images in describing other characters in the book were treats for the imagination. Initially she presents the Monty’s gang as “looking like teen dragons as the puffs of warm air from their mouths mixed with the clouds of cigarette smoke” (p. 4). A few pages later, Rasheed reminds Patrice of a “mean junkyard dog” (p. 42). This may be a stretch, but as I read about Chanterelle, her name reminded me of the literary character Chantecler (a rooster). Although Jones may not have intended to allude to this literary figure, I thought it made a fitting parallel—Chanterelle is outwardly impressive and struts and boasts like a rooster.

Standing Against the Wind is a culturally diverse book (especially for West Texas students). However, teenagers in any culture can relate at times to many of the emotions Patrice experiences--feeling displaced, ugly, small, overwhelmed, let-down, and helpless. Most important and encouraging is the powerful message that Jones trumpets in her novel—that teens are not helpless pawns in life with no choice or control over their own actions and destinies.

Learning to blog

2008-09-03T20:03:00.000-07:00

Okay, I'm learning how to blog....and it isn't NEARLY as easy as I thought! I suspect that it will become much easier after I begin learning how it works.