Tuesday, July 31, 2012

Mr. Chippendale/ClassDismissed

  Mel Glen uses a unique, sophisticated way in bringing poetry to life.  In Who Killed Mr. Chippendale? the story is told through the perspectives of the students at Tower High.  How clever, creative, and captivating this tale was! Mel Glenn was able to capture the personalities of each individual student and their own personal thoughts/feelings about school, life, love, and of course Mr. Chippendale.
  The fact also that this is a mystery, keeps adolescents fully engaged and ready for more.  Mr. Chippendale is killed on the track one early morning, but no one knows who did it.  Through context clues, the boy in the red sweatshirt is Mike Curry.  On page 7, where we first read about Mike, it would be hard to pick up on him attached to the crime.  However, reading back over a second time, likes such as "Whaddya mean, where was I? Bathroom, man" and "Hey, maybe I'll make the ten o'clock news. Cool!"
Just these two lines alone can make the reader question- how will he make the news? and where was he really during the shooting?
Other important characters mentioned in this short book of poems are Angela and Leah.  ANgela is the guidance counselor, who mourns more than a colleague.  It is apparent they had a love affair at some point in time, and she is mourning a lost love.  It is ultimately she that discovers the murderer, just as the dream on page 24, Robert asked her to.
  I love the connections, the wittiness, and the sense of humor.  The twins on page 10 and 11 shows ow alike, yet so different, people can be.
  I really felt that the last two lines of each poem were really significant for each character because it always led you to know more about the storyline, about the character, or what was coming. Some that stood out:
"Learning about life is a painstaking task,
But it has to be done with
Relish." (28)

"I'm getting tired of cafeteria education,
Where they throw inedible courses at you.
I'm hungry for the open road again." (33)

"This is what America is like, I think,
All speed and violence and
No beautiful words." (87)

This lines can be taken as excerpts and just used as writing quick writes.  Tell me what you think this quote means to you.  (I do this often in eighth grade because expository writign on the NJASK usually asks to have them relate to a quote.  To me, these are beautiful excerpts to have students reflect, and share.  Overall, I think this is a fascinating book- I am happy to add this to my poetry collection.
  Also by Mel Glenn is Class Dismissed, which is a very similar style to Mr. Chippendale.  It is a collection of high school poems, and again, they are written from the perspective of the student.  How clever and concise Glenn is to captivate these young students as authors.  In free verse, it teaches students we are all writers of poetry- free verse allows the mind to think out loud.  Again, he uses the last two to three lines to really intrigue the reader.  Amy Pines, page 76 (Kindle version)

"Someone in class yelled out, 'Hey man, who died?"
Nobody.
Nobody except my formal self."

To me, just the way he figures the words on the page captivates me. (perhaps this is called cesura and enjambment?) The word nobody, left alone on a line of its own.  Beautifully done.
I woud use these poems in isolation- take one here and there and talk about it with students.  Get them to talk about writing and what each character is emotionally feeling.  It is a great way to have kids reflect.


Poetry is a way into a child's mind.  Like we were discussing in class, even the shortest poems can really 'pack the punch' with expression.  I intertwine poetry into teaching throughout the school year, because I do think it is important for kids to be exposed to.These two works by Glen are perfect resources to use and to allow kids to use freely for inspiration.


Flesh and Blood So Cheap

  Sweatshops in America.  The book Flesh and Blood So Cheap written by Albert Martin really focuses on our country during the turn of the century and the conditions citizens worked under.  The particular chapter that caught my attention was "The Third Gate:Fire at the Triangle".  I was fascinated wit the images included in this book, because they were authentic.  In this chapter, a fire is referenced to Newark, NJ that killed twenty-three people.  THe conditions in which they worked under was appalling- It was a cotton underwear factory that used multiple machines, running very hot, and little breaks.  Women were trapped in this fire, and now people around the NY-NJ area feared the worst.
  The Asch building was rather tall- so tall in fact the fire department was not equipped to reach past the sixth floor (107).  The building was made out of steel, so the architect had stated the building was fire proof.  However, he did not mention that the "technology" of a steel building would trap those inside with narrow staircases and doors that pulled in rather than out.
  Smoking was prohibited in buildings, but close to the end of shift, some would often light up a cigarette.  This is believed to be the cause of the fire- Once a month, scraps would be picked up from underneath the working tables.  The scraps had been ignited by ash, and then quickly spread to the rest of the scraps and machines.  The importance of fire safety was never discussed or practiced, because it didn't offer money in return.  As one safety engineer stated, "Let em burn.  They're a lot of cattle anyway- Workers can easily be replaced." (109).  This shows that the safety of workers was irrelevant.
   Within fifteen minutes of the fire starting, it had spread to the eighth floor.  Those desperate for air went to windows and tried going down the elevator shaft.  Martin writes the account in a dramatic fashion to really shows young readers what happened on this day.  He emphasized the amount of bodies that fell from the ninth floor, and how the fire department couldn't reach the top of the building.
  Those on the tenth floor were more fortunate, as a teacher across buildings found a painting ladder on the roof of his building and provided a segway to travel.  The images provided in this chapter show the fire department at the scene, with their tallest ladder reaching only half way up.   The insides of the building were charred, and one image on page 117 shows a collapsed fire escape.
  So, what does this all mean for factory life? The rest of the book continues with how the youth of America, coming from other countries, sacrificed many hours and days in such awful, life-threatening conditions.  One hundred and forty-six men and women died during this fire; a fire that could have been prevented and more workers could have escaped safely.  Reform (139) had to be taken to change the way workers in our country were being treated.  Men and women gathered to fight for this reform.



  In the classroom this is an ideal book to use in conjunction with a history lesson.  I would start with teaching about the fire, and lead the discussion into working conditions during the early 1900's.  I would talk about the clothing market today, and how most clothing comes from a different part of the world.  This could go into a wonderful short research- look at the tag they are wearing, "Made in ___" and do a little it of research about the company and their factories.  They might be interested in what they read.  To me, the images in this book really bring in the reality of how poverty and desperation cause people to work under such conditions.  There are many pictures of young kids scanning through garbage, working in cotton mills, and even picking cotton.  All are great research topics  to have the kids explore and find information to report back to the class.

Friday, July 27, 2012

Gary Paulsen's The River

  A brave and enchanting tale, The River exercises the mind and spirit for optimism and hope.  Paulsen continue's Brian's story: a young boy who was trapped in the woods for fifty-two days with nothing but a hatchet.  He survives, but he will never forget his experiences in mastering the wilderness.  So it isn't a surprise when three men show up at Brian's door asking him to relive the event.
   At first, Brian cannot believe what he is hearing- but then it starts to make sense.  He must recount the events for future boys and girls if they were ever stuck in the woods.  So Derek, the lead companion, encourages Brian's mom and dad to let him go on another expedition.  They will travel to a nearby lake, all new surroundings, and Brian would show Derek how to survive.
   When the plane lands, Brian makes the decision to leave all camping equipment on board- if Derek was going to learn, he needed to know the hard way.  Without too much hesitation, Derek agreed.  The sights and sounds quickly returned, and Brian refocused into survival mode.
  Though the first couple days went smoothly, it quickly reversed with a bolt; Derek had gone into a coma due to a lightning strike.  Now, Brian had to think quickly for the survival of his companion.
   The theme I immediately pick up on is Brian's continued optimism.  From his agreement to revisit the wilderness, to building a raft and traveling one hundred miles downstream, Brian knew what he had to do.  At one point he mentioned, "It had only been forty-right hours since Derek had been asleep, but it became instinctive to check his heart rate and pulse." (approx 110).  He never gave up- and the fact that he could have said no to going back, he could have brought the gear, he could have stayed by the lake. But, he was optimistic- and that's what drove him through his weariness, fog, and hallucinations.
   Paulsen's language is very easy to read and follow.  A mere 132 pages would be a couple of hours for a teenager to accomplish.  The chapters are designed to flow, like a river- one into the next.  He doesn't want you to put the book down, and frankly, the reader doesn't want to either.  Dialogue is limited to show Brian's reliance on himself, and how one must rely on themselves in the wilderness.
    I think this is a great book to use in conjunction with My Side of the Mountain by Jean Craighead George.  Sam Gribley is a young, fifteen year old boy, that gives up city life to life in the Catskills with nothing but a knife.  He manages for nearly fifteen months before his family retrieves him.  I would live to use Hatchet and The River as a series set to read with My Side of the Mountain.  Two groups can be divided; half the class reads Hatchet, half reads River, and then the whole class reads My Side.  This way, students can draw conclusions as well as comparisons on how they two young boys made it through in New York.


  This is a gender-neutral novel that is also timeless.  I feel that even though it was written in 1991, twenty-one years ago, it very much can be accepted by classes today.  Brian is very real, and very relatable to students.  They admire his strength and courage to persevere through the river and bring a man back to life.  Chance- this word was said a lot- and I think that Brian exemplifies how chance (and luck) is part of life.

Speak

A National Book Award Finalist, Speak by Laurie Halse Anderson, delves into the depths of darkness for a young teenage girl.  Melinda, nicknamed "Mel" depicts how many teenage girls feel after a severe encounter: rape.  Loneliness, depression, and blame were three themes I focused on throughout this novel.
  First, I examined her parents.  There lack of support, love, and affection really took a toll on how Mel viewed herself.   They were not around for dinner time discussions, let alone mom and dad together in the same room.  To Mel, her parents had fallen apart long ago- they were just prolonging the inevitable until she graduated high school.
  Her parents did show some progressive signs of support.  At Christmas, they bought Mel a canvas and sketch pencils.  Mel recalls, "I almost tell them right then and there.   Tears flood my eyes.  They noticed I've been trying to draw.  They noticed"( 72).  This was such a minor display of affection, and this had almost brought her to tell her parents what had happened to her on that August night.  Like many of they stories we have read this summer, Crash, Centerfield, and Monster, Mel is longing for the attention, love, and support from her parents.  She reminisces of past holidays, and wishes it had been the same.  How often do teens now reflect on their youth and say, "I wish I could go back"- I think this would be a great reflective Interactive journal response.  Students can talk about what they miss the most about their own childhood, like Mel.
  There is also a symbolism of trees.  Her teacher, Mr. Freeman (which, I love how Anderson used play on words for her characters; he certainly was a free-spirited man) gave Mel the encouragement she needed to last her through her freshman year.  After her friends were long gone, her parents were disconnected, there was one person that believed in her and pushed her to be better.  Mr. Freeman and the tree- symbolism of growth? development? nourishment?
  Mel worked the whole year on her tree.  She used various materials, just like teens change year to year in their own youth.  She wanted it to be perfect; the desire for it to look just right- was this because her own self image had disappeared, and happiness could not be obtained for herself?  The entire book is a process- a growth.  Her growth developed, as did her tree.  She was proud of her display, the very last day, because she knew deep inside, it resembled her emotions.
  Mel definitely grows from being somewhat stagnate/flat to a dynamic character.  The rape has caused an inability to feel; her emotions are drawn from her and she cannot seem to regain strength.  With the spring, and courage to make a change, she regains control of her emotions.  The fact that she confronted Rachel about Andy made her feel stronger and empowered, something that had been taken away.  She wasn't about to let that all go away- especially when Andy confronts her for a second time in the janitor's closet.



  I think this book has a very deep and analytical topic that may be too much for eighth graders.  I would focus on having girls read it, perhaps in a reading club setting.  However, the concepts are controversial for a young age, and as they graduate from eighth, I could suggest it for free summer reading.

Sunday, July 22, 2012

Lineas to Cross in a Lifetime

   Ann Jaramillo's novel, La Linea, is a fictional story based on real events.  Ann met her husband Luis in the 1970's, where his family welcomed her with open arms.  It was here that Ann developed a sense of understanding when she learns about the difficulties and struggles that many have faced to cross the border line.  The afterwards states, "We didn't come to the United States.  The United States came to us."  This sentence reflects on how many times this country has turned a family around, and provided hope to those with none.
   La Linea is a story of struggle and hope for a young fifteen year old boy who longs to be reunited with his mom and dad in California.  What was a year of promise turned into seven, and on his birthday, the time had come.  San Jacnito did not offer stability of survival; the corn had dried up and families had left behind any hopes and dreams of making adequate income.
  Before he could leave, the reader learns various vocabulary terms, such as 'coyote'.  Through context clues, students quickly learn this is a man to help one travel across the desert safely.  Mata gente is the train that travels north, and pueblitos are communities in which residents help those migrants seeking a better life in the north.
   To me, it was an eye-opener reading this book.  Since I was little, I have heard the stereotypes of Mexicans crossing the border, thinking it is an easy task, which is why so many are here in this country.   Though I have argued the point they are here to better themselves and their children, others still have a distaste for their existence.  Reading about the children riding the mata gente was very frightening; Javi, the adopted companion on Miguel's journey, was concerned for gangs capturing and molesting these children.  It makes you also think about the amount of parents who have left their children behind to provide money and send back to a housekeeper.  How awful it must be to be separated and live across "la Linea".
    One of the most significant lines in this novel to me was "I didn't understand that there are thousands of lineas to cross in a life.  Sometimes you see the border and you walk right across, eyes wide open.  You know you will change.  You know everything will be different.  Other times, you don;t know you've crossed a border until you reach the other side.  Until you turn, and look back at la linea, surprised" (125).    This is a perfect open-ended response to get the students reflecting on their own lines they have crossed in their life.  How many times have we crossed decisions without looking back?
  Miguel knew he wouldn't look back.  The United States was where he longed to be; though throughout the story,  the reader felt dis-contempt for his father.  How could he deny Don Clemente the opprtunity to send his son earlier?  It wasn't until Miguel was older, "It took me years to accept that Papa did what he did out of love, not pride" (121).  Yet, his twin siblings will never know the struggle of la linea.  Something he will carry with him.
    Overall, this book teaches children a lot about struggle for Mexican-Americans.  Miguel and his younger sister, Elena, had to make many life-altering decisions.  If it had not been for certain moments, people, and circumstances, they may not have made it, just as the mom and baby left in the sand.


    In reference to the text, Young Adult Literature in the Classroom, "the eleven million immigrants age 10 or over who came to the United States during the 1990s accounted for more than one third of the nation's population growth" (45).   This, to me, tells the struggle of so many children and so many people to better their lives.   Students need to be exposed to diverse culture and diverse literature for this specific reason: ten million is all over our country, including our own towns.  As the text states, "Literature provides one important resource for all students to learn about themselves and others" (47).   I like the teacher idea on page 60, which lists character analysis vocabulary to help students identify dynamic words to describe the characters.  With this list, students can identify web cards to describe Javi, Elena, Miguel, Mama, Papa, and even Abuelita.  It would allow students to examine how dynamic they were to the main character, and how they worked together.  Overall, this novel has a lot of insight to offer young minds about the biases in our country.  I feel eighth graders could use a novel like this to break stereotypes, and to understand the struggle behind the travel.  Because even when they reach their destination, there are always more "la lineas" to cross.

Saturday, July 21, 2012

Missouri River Mud

How captivating a tale is in Jerry Spinelli's Crash.  A young boy nicknamed Crash, is a typical young boy.  He is a little egocentrentric as he hains his fame in the game of middle school football.  He takes pride in the fact that he's bigger and stronger than most seventh grade kids, and he likes to play rough with his friends.
   When he meets the young boy Penn from down the street, he immediately doesn't like his over-the-top friendly attitude.  He teases the poor kid about his buttons and his vegetarian family.  I thought it was sad that he didn't respond to their kindness as, perhaps, a girl would have.  When Crash decides he was going to hate this young boy, who has declared him his best friend on the block, he throws a meatball at their front door!
   A lot of different themes and motives for conversation came up during this book.  For one, the concepts of Quakers.  Most people do not understand the fundamental values of living a Quaker life, just like Crash had said, "The only time I ever saw a Quaker was on the front of the oatmeal box."  This would be a great history lesson in teaching students how our founding fathers in this country, including William Penn who received the state of Pennsylvania as a present from King Charles the II, was a Quaker himself.  He set up religious tolerance and freedom, as well as Quaker idealism of no violence, no war.  This is a very interesting concept for students to learn because isn't the root of all religion tolerance?
   Besides religion, I also was interested in learning about the Penn relays.  I loved how Penn took honor in his name from his grandfather.  It shows honor and reverence, which is something I feel the youth has somewhat lost over the years.
  As the story unfolds, and Crash continues to be the tough guy, his father returns home.  As a man with many years of stories and tales, Crash and his sister love his Grandpa Scooter.  They look to him for support, (which Crash noted how frequently Scooter came to his football games but his parents were absent) and advice.  I enjoy how Crash's younger sister looked to Penn as a role model.  Her aspirations of a wildlife habitat in the backyard is admirable.
   Sadly, when Scooter suffered a stroke, something in Crash changed.  He missed his grandpa.  The only one who came to support him in this struggle was Penn.  I thought it was very touching that he offered the prized possession that he had owned his whole life to a friend that abandoned him.  Doesn't this show how his religion and tolerance never failed?  The possession was Missouri River mud.  The legend as Penn was told that if anyone ever got hurt, to mix a little water in with the dirt to make mud.  Put the mud on the wound, and it will cure it.
   Sometimes, it is the small gestures, and I believe Crash felt moved by Penn.  He might have been different, but his loyalty was stronger than any friend he'd ever had.
   Crash and Centerfield were very similar; only, Crash was from the perspective of a boy five years younger.  The importance of parental support lacked in both stories, and the influence of a boy from a different crowd made the main characters better people.  In my classroom, I would incorporate both of these novels together in a Lit circle, two groups, and then discuss how they both influence change and tolerance.  I could also assign mini web quests (if allowed by school) to do research on historical topics such as Quakers and Penn Relays.



    In reference to the text,  Young Adult Literature in the Classroom, I can definitely bridge connections between the text and writing.  On page 29, it states, "You can extend these personal connections to story by inviting readers to talk about books with a partner in groups of three to six.  A lively exchange of ideas will move students deeper and deeper into the meaning of a story, often enabling them to step beyond the limitations of their own thinking."  I think this is very important for young readers to do because this is how they can really interact and engage in a personal conversation. I would have the students reflect on critical writing skills by incorporating details from the text to support a thesis.  just as the text states, I "identify each part of the essay so students can better observe and understand my goals".  Students then work independently on their own thesis statement with connections to the text.  Perhaps I would ask the students the influence of parental support.  Students can draw conclusions from both texts on how Mike and Crash looked for their parents, and were disappointed in their absence.    I also like the idea mentioned on page 33, "Characters Personality: What have you learned about this character? How and why has the character changed from the beginning to the end?" As long as the students reflection on the themes in both books, students will grasp the understanding of what the author is trying to convey: don't be set in stone with what you believe.  Dare to change your mind, and you might be surprised by what you find.

Friday, July 20, 2012

Stay

If I Stay, written by Gayle Forman, is the most captivating book I have read in a long time.  I, myself, have many connections to Mia, as many young readers may also have.  Beginning to read, I was wondering where the story was headed.  A quintessential "different" kind of family off for a drive; then, it is all different.
  I thought it was beautiful how Forman unraveled the story of Mia's love and passion for music, and mostly her cello.  I am a very strong advocate for tapping into multiple intelligences, especially in middle school because I played the violin for thirteen years.  I still occasionally bring it out for school functions, and have played it in front of grades three through eight in the Catholic school in which I taught.  Mia's frequent references to becoming one with the music, and losing herself in the bow motions, I can picture because I have experienced.
  I imagine her family dynamic is every child's ideal; parents who are "cool" and "hip".  They seem very down to earth, and tell it how it is.  I loved when the conversation Mia had with her mom about the fallout Mia feared with Adam after dating some time.  Her mom said, "Love's a bitch.  You win, you lose."  She wasn't afraid to tell her daughter the truth, and confront your fears.  Too many times parents don't want their children to feel heartbreak, feel defeat, and feel loss.  When in actuality, her parents exposed her to these feelings.  Choices were made by Mia alone.
  The text was phenomenally written.  Such beautiful discourse, and Forman wasn't overly powerful with shock value.  My favorite paragraph is actually the very end, when she accomplishes what she's been longing- to feel. Page 195- "Somewhere inside of me I am crying, too, because I'm feelings things at last.  I'm feeling not just the physical pain, but all that I have lost, and it is profound and catastrophic and will levee a crate in me that nothing will ever fill."  To me, these words truly expel an emotional response from the reader.  I want to cry for Mia, because I know her life will be hard.  This is no win-win situation.  Like she said, Living is the hard part.
  I can imagine my students talking about the influence of her closest friends to her decision.  I can discuss with them, who, at this stage in their life, is more influential? Some may argue their parents, but many will argue friends and relationships.  Mia was a girl that knew the love for Adam was deeper than a high school relationship, as her mom explained.  Julliard was her goal, and Shooting Star was his.  Together, they'd find a way.
  The life that could be flashed ahead of Mia, and she knew it would be hard.  I couldn't imagine this being an easy conversation in the classroom.  But I can imagine students really opening up about their own decision-making.  Naturally, we don't know how we'd react until the situation arises.  But as eighth graders, students have lived long enough to understand life, death, and finality.
   I think there are a variety of writing samples students could complete with this text.  Interactive journals, letter writing, and reflective note-taking are just a few examples.  I could also have the students consider writing a persuasive letter to Mia from the perspective of Teddy begging her to live.  I would want the perspective to be from a character in the book, so students could use context clues in describing reasons based on that character.

  In reference to the textbook, Young Adult Lit in the Classroom, I found vrious teacher ideas to apply to Forman's book.  Descriptive poems would be a great way to vividly depict some scenes that Mia described throughout the story.  For musically inclined, I would challenge them to write a song or lyrical piece to captivate Mia's struggle.  This would be a great project for eighth graders towards the end of the year because they woud be more comfortable in their classroom setting.  Overall, I am very happy I have come across such a fine read.  This truly is a gem, and  I will recommend this book for my eighth graders in years to come.

Friday, July 13, 2012

The social justices of Monster and Centerfield

  Walter Dean Myers has a fascinating way of going beyond traditional teaching styles.  Monster is a book about a young boy, Steve Harmon, who has been summoned to court to appear as an accomplice to an armed robbery.  Te entire book is written as a movie script because Steve Harmon is interested in movie making and editing.  He told his lawyer that one day he's like to turn this story into a film.
   Rather a quick read, Monster opens young eyes to the harshness of jails and seriousness of court cases.  The lawyers, and attorney Petrocelli, Briggs, and O'Brien, are vivid depictions of men and women in a courtroom.  The story itself is about two men that planned a stickup in a local store.  The owner of the store was by himself, and had a gun for protection.  The two perpetrators had gained control of the gun and shot the owner, Al Nesbitt.
  The story was a bit confusing in how they were giving information because ayers were promising a lesser sentence.  So, Steve Harmon had recognized the men involved, so they had dragged his name into the cops to add another victim to sentence.  But, that day, Steve Harmon was in the drugstore, and did walk out, but was not part of the crime as the others had mentioned.  He did not give a signal that the coast was clear.  He had been pulled into this whole mess because he was at the wrong place at the wrong time.
  The court script was very interesting to read.  Students can get a feel for how lawyers and judges interact with not only each other, but with their own clients.  Though  Steve was found innocent, Ms. O'Brien had never had faith in him.  She consistently said the odds were against them and to prepare for the worst.  Then, when they had won the case, she did not rejoice for her client.  He was not the 'monster' that the court had accused him to be.
   Mock trials are always a stimulating activity to do in the classroom.  I often did them in my sixth grade, and I created various roles for all the students.   We had read a short story about a trial, and the students wanted to try it.  It was a major success and I hope to do it again; this book would be a great follow up read for eighth graders.  I would not go any younger, depending on my students.  Some language and reference to what happens in jail is frightening for adults, let alone kids.  It is a quick read to open a student's mind to our justice system.
 


     In reference to the text, Young Adult Literature in the Classroom, "non fiction books can do more than motivate' they can improve student comprehension of expository text".  I agree with this fully.  Nonfiction has a way of captivating students because it is real.   Real people, real events, and real places have a way of hooking readers in.  It can provide  insightful looks into contemporary issues, and this is a perfect example.  Little detail can be provided in a textbook about the social injustices in New York, yet, Monster can.  Bringing non fiction into the classroom is essential for all students.  On page 95, the text states, "incorporate non fiction during sustained silent readings, and reading nonfiction aloud".   I read Randy Pausch's Last Lecture aloud this past school year, and it was very interesting to the students to follow along.  The whole class read chapters of the text, in small groups.  They read the book together, and then we invited guest speakers into our classroom to offer their own lecture on life's experiences.  These guest speakers really added emphasis to what we had read in class, and to their own lives.
 





Loosely connected, Robert Lipsyte wrote a novel called Centerfield.  Mike is a junior in high school and he is getting ready for an anticipated season playing Varsity center field.  Baseball is all he can think about.  His coach, Coach Cody, is really tough on his players but has brought them to championships.  Mike really respects him, almost as much as his baseball hero, Billy Budd.  Mike's life seems to fall off track when he decides to push a politically opinionated kid at school, Zack.  He knew about the zero tolerance policy at Ridgedale and thought his baseball season was out the window.  Luckily, Cody worked a schedule for him to work with Zack Saturday mornings in Cyber Club.  Little did Mike know he was supervising.
  Mike has inner turmoil against his parents, though he does his best to forgive their absence from his life.  A new store is opening, and they are busy with the finishing touches.   His brother and sister are also absent from his life; his best friend Ryan is there for him.  His girlfriend Lori tries desperately to be the girl for Mike, but he just doesn't see her for him.  A love interest in another character, Kat, develops.  She is mysterious enough to keep Mike on his toes.
  The story unfolds into the baseball season with a student, Oscar, who also plays center field.  He is an amazing player with talent that Mike recognizes, but doesn't want to give up his position.  He soon finds out that Oscar's dad is working for Mike's dad in preparations of the new store.  He knows they are from New York, but doesn't tell coach.  His focus is to please his coach as often as possible, to live up to expectation.  Kat and Mike begin to talk, and become an item towards the end of the book.  She had sent in a video to the Billy Budd website, "Meet and Greet with Billy for the Day" and Mike had won. He found his hero was not what he had envisioned for so long.  The site was created by managers, and Billy was too busy to interact with Mike.
  Next, Coach Cody's true colors came out.  Besides fabricated stories to different groups of kids, Mike and Zack work together to discover he had stolen an identity.  His real name was Roger.  Mike knew he had to get Coach out of their school for manipulating so many lives, including Kat's.  He does just that, with the help of his dad.





   This is a perfect read for eighth grade boys getting ready to enter high school and the realm of sports. It teaches them patience and working as a team.  Dedication to a team is important, and sometimes perseverance pays off.  I would use this as a book club read for boys- and I think they would enjoy it.  The language and vocabulary is easy to follow, and the chapters are relatively short to read through.   The use of dialogue is very good and allows the reader to really view Mike's inner thoughts and actions.  This would be very successful in a book club setting, especially among boys.
    In reference to the textbook, Young Adult Literature in the Classroom, book discussions are essential in understanding.  As Robb states on page 30, "How students read books at school is equally as important as what they read."   I think student engagement and involvement in talking about the book is crucial for understanding.  I like the idea posed on page 33 that states, "During discussions I circulate and listen to snippets of talk.  I carry sticky notes and a pencil, jotting down some of the students' discussion strategies.  Later I will review my notes to see what has worked well."  This is something I look forward to doing in my classroom because as a reflective teacher, I want to make the best learning environment possible.   This will help better engage myself with my students and their understanding.

Persimmons and Hope

   Simple, refreshing, and delectable.  Both the fruit and the novel Under the Persimmons Tree written by Suzanne Simmons offer a fresh insight into current times and current trials.  Najmah is a young girl, early in her teen years, that experiences severe grief , turmoil, and despair.  She lives in northern Afghanistan and the time period is October 2001.  A month beforehand, the United States was attacked in multiple locations by Al Qaeda.  Now, military action was being pursued in killing those responsible of the lives lost here in America.
    Nusrat, another main character in this story, is much older than Najmah.  Her American name was Elaine and she was from Orange County, New York.  Under a scary circumstance of being robbed, she met her husband Faiz.  He lived across from her in New York City.  They began a life in New York, but decided to come to Faiz's roots in Pakistan where his country was in need.  Elaine had converted to Muslim religion where Faiz gave her the name, Nusrat, which means "Help".  Nusrat is lonely waiting for word from her husband, who has decided to set up an emergency clinic  for his fellow citizens in Mazar-i-Sharif.  Nusrat longs for helping children, which she offers at her home schooling for children.  She provides food for these starving children, as well as an education.  She teaches them about astronomy and life's lessons.  Helping these innocent children learn to count and write letters distracts her longing for her husband to return.
   The other story that is intertwined with Nusrat is Najmah.  As stated, Najmah was a young girl that lived in the fields of northern Afghanistan.  She witnessed her brother and father being taken from the Taliban and forced into warfare.  Then, her most horrific experience was the death of her mother and baby Habib.  When picked up, her hair was cut and she was disguised as a boy.  She did not speak for many weeks afterward, protecting herself and her identity.  There was a long march to the camps where families were gathering.  She was in pursuit of finding her father and brother.  She remained loyal to her father's promise of keeping the land, and when she returns, she will fight for her father's land from the Uncle.  Through serious trials and starvation periods, young Najmah and Nusrat are brought together when Najmah makes it to Pakistan on foot.
   Their relationship is unique and strong.  They both long for their families, and both long for love.  Faiz, Babajan, and Nur are missing from their lives but hope carries them through the days that they will be reunited again.  Though it is only Nur that returns, it brings peace to both ladies.
   I would use this text as a supplemental aid in my classroom in conjunction to a social studies lesson.  I found the text to be riveting, and I had to keep reminding myself that it occurred in the present day.  So many times I found myself thinking this was a novel written years and years ago because of the suppressed economy.  I think this would also be a great "book club" option for females (if the groups were to be chosen by choice).  Girls would have an eye-opener to how women protect themselves and present themselves in Pakistan.

    In reference to the textbook, Young Adult Literature in the Classroom, historical fiction is crucial to have in every classroom.  "Readers of historical fiction gain an understanding of their own heritage" (71).  I think students can reflect a lot more on their life, and the lives of others.  Young readers need characters to whom they can identify with.  Nusrat and Najmah are both intricate characters that can easily obtain this.  One thing to consider is balance in viewpoint: how many main characters are from the perspective of a boy.  This is a great reading selection from those of the female perspective.   It brings back September 11, 2001, and where we were.  As each ear passes and each class gets younger, I realize the eighth graders now were barely in preschool.  Their memories were vague, so books like this can help bring understanding to how the world changed after our attacks.  One suggestion, mentioned on page 79, incorporates living scenes.  I think many scenes can be illustrated from this novel of Najmah's journey, Nusrat's persimmon garden, Najmah being reuinted with her brother, etc.  Different groups can depict different  scenes from the text to help bring it to life.


Monday, July 9, 2012

From the Notebooks of Melanin Sun


     Melanin Sun is a transforming character.  At the tender age of thirteen, he understands struggle a little bit more than others.  Growing up without a father, his mother is the sole provider of nourishment in love and growth.  However, he begins to feel the distance grow between them.  Sure, she must have a significant other, he tells himself.  His friends Sean and Ralphael are supposed to be his best friends, but when Sean learns his mom has a girlfriend, he doesn't know who to confide in.  Not only does his mom have a girlfriend, she has a white girlfriend.  Melanin does bring up and interlace race and how it affects his life.
   When Mel and his mom traveled to Jones Beach, he took note that they were the only white people on the beach.  Once again, he felt alone.  He doesn't know where his father has disappeared to, but he has come to terms that his father is absent from his life.  His mom and him make their family; Mel loves that his mom is his family.
   Often we see family dynamics with very different setups.  Some children grow up with a mom and a dad, two moms, two dads, or single parents.  I think this book offers a lot of themes, including tolerance.  One of the writing activities I would incorporate would be interactive journals, where students can write summaries of the chapters on one side of their notebook, and continue with their own reflections of the characters.  Students can offer a lot of insight and personal experience in their reflections.  I often give my students time to share in groups; this allows students to be one-on-one and share with a few different peers.
   Jones Beach was a significant setting in this novel because this is where Mel's mother decided to tell her son about her relationship with Kristin.  At first, Mel was angry, upset, and afraid of what others may think.   He felt betrayed by the only person who was his family.  I was surprised in how his mom reacted afterwards; she continued to live her life without him.  I was hoping she would continue to try and talk to him about the situation, even though she knew Mel wasn't ready yet.  I like how it went full circle, back to Jones Beach, with Mel, Kristin, and EC.  The compromise between Mel and his mom was to give Kristin one chance, one shot at liking her.  And he did just that.
  To me, settings help tell the story.  Jones Beach was a significant place for Mel this summer because he learned a lot about himself and his family.  I would have my students write about a significant place where they had learned, and grown.  It could be a vacation spot, or it could be somewhere local.  But, students have to reflect on why this setting stands out.
   Also, I would have my students talk about compromise.  Mel had to understand his mom was going to go on with her life, and her son would have to understand her happiness.  Compromise is a hard thing, especially for teens.  They don't always want to agree or do something because they're parents asked them to. I discuss compromise and propose have a debatable fishbowl discussion in my class on an issue (simple enough) about making compromises and understanding different POV's.  What if this book had been written from EC's perspective? What kind of inner turmoil would come out?

Friday, July 6, 2012

A Little Fear, A Little Fright

  "Zachary Jennings will not less us down."  A  blast from the past.  Remembering the good old days of reading R.L. Stine and "Fear Street".  It even brings me back to episodes of "Are you Afraid of the Dark" and even some of "Touched by an Angel".   Ghosts.  Its a topic that many people love, but teachers tend not to talk about unless it is the week of Halloween.  Kids LOVE reading and scaring each other with ghost stories, and The Crossroads by Chris Grabenstein does exactly that- scare you with a ghost story.
   Zach is a pretty normal kid who an unusual circumstance.  Haunted by his mother, he accepts the change his father has presented to moving back to his hometown in Connecticut.  It would be a new start for Zach and his new step-mom, Judy.  Since his mom's death, he has blamed himself for her illness.  Her attitude towards Zach had made his guilt eat away at him for so long, that the move was a good idea.
  Judy is not portrayed as the "wicked stepmother" and I am glad to see modern times have relinquished  this ideal.  Step moms have had a poor image in the movie/ literature eye, stemming from fairy tales.  They are wicked and mean, and do not care for children that are not theres.  However, this deems appropriate to our times.  Judy really appreciates Zach, and makes it clear that she is very receptive to having him in her life.  She is a witty character, but Zach appreciates her.
   I think Gerta's role in this book is to have students foreshadow purpose and suspense.  Readers can identify she knows more than what she expels, and the boys, Davy and Zach, are  suspicious to find out.  It isn't until the tree is struck with lightning that the spirit is released to cause harm in town.  The fact that over forty people were killed from the accident is excitement enough to want to know "Why?" and "What will come of them?"
  The thrill and excitement of this story will keep readers intrigued.  The excitement of "What will happen next" keeps readers wanting more, including myself.  This is a great book to incorporate in October for independent reading or teaching students about mystery, suspense, and foreshadow.
  One theme I picked up on (and it could be a stretch) is power.  Zach has the power to stop the ghost from further harming residents of the town after his spirit is released.  Students and I can discuss power and how it changes characters/people for the good and for the bad.  Conversations on power is great in the middle school age group because this is something they are independently experiencing for the first time; they want to talk about power they have, want to have, and do not want to have.
  In addition to power, the author had good "power" keeping the students intrigued and interested.  I would stem this right into a conversation about how he kept their attention. (Attention Getter's).  Perhaps we would visit various points in the story where Grabenstein started the chapter intensely, including the first page ("Have you ever seen a face within a tree...."

Overall, it is a fun read for kids.  Kids need to remember that all reads don't need to be serious and deep, but can be fun and thrilling, too.

Wednesday, July 4, 2012

Hardships in Lowell, MA

   Katherine Paterson presents turmoil, strength and struggle during the 1840's.  At first, I felt this book was too much of a bridge to find a connection.  The time period and the language had distanced themselves from my liking.  However, as I continued on, I realized that Lyddie's struggle, the main protagonist, is something that women face every day in our country.
   Lydia Worthen, shortened to Lyddie, is a determined young girl that reminds me of myself.  She is strong-willed girl desperate to make things right at home.  She yearns for normalcy, though never attains the fomented idea.  She does not like to be told how to live her life, which is why she carries off to achieve her dream.  After her father left, she is uncertain about Charlie, her mother and babies, and the family farm.  I gathered her older sister and brother in law were not worth a second glance.
She knew her mother's mental state had declined with her father's disappearing.  But the hope remained that one day he would return to the family and the farm in Vermont would be prolific.  But this dream was put on hold when Lyddie and Charlie learned that Mother was sending them off to work.
   Lyddie was always in the mindset that if she saved her money, the farm would be saved.  Personally, Charlie was probably thinking about himself and how he would succeed in this world.  He knew he would not return, nor did he long to like Lyddie.  Lyddie's motherly instinct was to bring the family back together, but as the story unfolds, the dream crumbles before her as the family breaks apart.
   The first job with Cutler's Tavern opens her eyes as a servant girl, though he deliberately states over and over again, "I ain't a servant girl."  She refuses the title, but knows Miss Cutler doesn't think much different.  Charlie works as an apprentice at Baker's Mill not far away, but it is a long time before he goes to visit his sister.  The Quakers promise to look after the house while Lyddie and Charlie are gone, particularly Luke Stevens.  Lyddie thinks of her allowance and how she can continue to raise money to pay off her father's debts.
   I enjoy Paterson's whit in intertwining the story of the bear.  I once saw a very enthralling movie called Jack the Bear about a very young boy who is kidnapped by a neighbor after his mother passes in a car accident.  The theme of bear is the strength to overcome some of the worst difficulties imaginable.  If one can succeed, you beat the bear.  I thought of this as Lyddie often referenced beating the bear.  At various points, she feels the bear has won, when her brother in law comes to Lowell to explain the farm will be under his care for sale.  The bear had won in taking the life of Mother and baby Agnus.  The beta had won in being dismissed for moral turpitude. But I think all of these things were overcoming some of the worst difficulties imaginable.  I cannot imagine the feeling of loss, despair, and regret Lyddie must have experienced.  She had beaten the bear in so many ways, which ultimately is clear at the end of the novel when she reveals her plan to attend the college that accepts women in Ohio.  Though the dream belonged to Betsy, she knew she wanted to make something of herself.  Diana had found her family in Boston, and now Lyddie must find hers.
    At first, I wanted Lyddie to accept the marriage proposal to Luke Stevens.  He had taken care of the home, and she could live there with him to be his wife.  How PERFECT.  BUT, I then realized, this was "the road most taken" to steal from Robert Frost.  Lyddie wanted to pave her own path, and not have someone pave it for her.  I commend her spirit.
   I feel this book has a lot to offer young girls.  If I can get them past the first twenty pages or so, they truly will be interested in the content.  Her longing for her sister, only to relinquish her to Charlie, what courage.  This is the type of courage seventh and eighth graders need to be exposed to.  It makes them reflect on, "What decisions have I made for myself lately? and not, what have I relied on my parents to do for me?"
   This could be a great literature circle book for seventh grade girls.  I do not see boys keeping an interest due to the min protagonist is a girl working in a girl's factory.  This is also a great read in conjunction with history.  The history of "work" was fascinating to read.  Imagine, working sixteen hour shifts, on feet with regimented breaks for food and bathroom.  Thankfully those reformers like Diana existed, and petitions were made and signed to bring justice to the workforce.  These lessons of strength, survival, and optimism give middle schoolers the hope that change for the better can be achieved.


   Overall, this book was challenging to stay focused at first, did hold my interest.  Verisimilitude allowed me to envision the factories in Lowell, MA, and the conditions she must have endured.  To me this novel directly connects to Under the Persimmons Tree which will be discussed later this month.