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Literary Canon

Mary Shelley- Frankenstein (grade 9 or 10)

Summary: A young student of natural philosophy learns the secret of imparting life to a creature constructed from the relics of the dead, with horrific consequences.  Frankenstein confronts some of the most feared innovations of evolutionism: topics such as degeneracy, hereditary disease and mankind’s status as a species of animal.

Reasoning:  This text has a complex plot line that incorporates many different themes for students to relate to.  Outside of its literary canonical value, I have chosen this book for two other reasons.  The first is to spark the idea of students to challenge the meanings that have been socially constructed to words.  (Ex: Frankenstein- this word or name to most people, has come to represent the monster, which is incorrect).  I would use this text to start the discussion of other words or names whose meanings have been transformed by society.  I think this also could tie nicely to the current topics in science of genetic engineering and modification. How can we connect this fictional text to what is currently happening in the world?

Contemporary Literature:

Sharon Draper- Out of My Mind (grade 7 or 8)

Summary: Eleven-year-old Melody has a photographic memory. Her head is like a video camera that is always recording. Always. And there’s no delete button. She is the smartest kid in her school- but no one knows it. Most people- her teachers and doctors included- don’t think she’s capable of learning, and up until recently her school days consisted of listening to the same preschool level alphabet lessons again and again and again.  If only she could speak up, if only she could tell people what she thinks and knows…but she can’t, because Melody can’t talk. She can’t walk. She can’t write. Being stuck insider her head is making Melody go out of her mind- that is, until she discovers something that will allow her to speak for the first time ever. At last Melody has a voice…but not everyone around her is ready to hear it.

Reasoning:  I came across this book during a supply call. It was being used as a read-aloud for a grade 7 class.   I read three chapters in the middle of the book and went home to order it for myself.  This book is a great way to meaningfully discuss intellectual and physical differences in the classroom.  This novel is written for students, teachers and parents so it also comes with meaningful discussion, response questions and activities at the back of the book which encourage students to put themselves in the shoes of another.

Piece of Literature that supports cultural diversity

Margot Lee Setterly- Hidden Figures (grade 9 or 10)

Summary: Starting with the World War 2, and moving through the Cold War, the Civil Rights Movements and the Space Race, this book follows the interwoven accounts of Dorothy Vaughn, Mary Jackson, Katherine Johnson and Christine Darden- four African American women who participated in some of NASAs greatest successes. It chronicles their careers over nearly three decades as they faces challenges, forged alliances, and use their intellect to change their own lives and their country’s future.

Reasoning: I have chosen this book (which is on my summer reading list) to open up the discussion for racial inequalities in the work place (and in general).  I see opportunities for meaningful discussions with this topic and also some cross-curricular connections (history, science, etc.)

Graphic Novel

Chris Ware- Jimmy Corrigan: The Smartest Kid on Earth

Summary: Jimmy is an awkward and cheerless character with an overbearing mother and a very limited social life who attempts to escape his unhappiness via an active imagination that gets him into awkward situations.

Reasoning:  Confession: I have never read a graphic novel.  Selecting this one was very difficult for me. However, I liked the summary of this story.  It seems to be relatable for pre-teens and teens. Even if they do not have an overbearing mother and limited social life, many adolescents experience feelings of unhappiness and a need to get away from their lives. This could spark conversations surrounding mental health and finding healthy outlets to express yourself.

Young Adult Fiction Text

Deborah Ellis- Looking for X (Grade 7 or 8)

Summary: This novel is about an eleven-year-old girl named Khyber that lives in a poorer area, in Toronto. She lives there with her mother and her twin brothers who are both autistic. One day Khyber shows up at school and is accused of breaking the windows of her teacher's classroom. When she is expelled she sets off in the middle of the night to find her friend X, a homeless woman who lives in the park across the street from her house. She is the only one that can clear Khyber's name. She spends all night wandering the streets in search of X and has the adventure of a lifetime.

This novel is about an eleven-year-old girl named Khyber that lives in a poorer area, Regent Park, in Toronto, Ontario. She lives there with her mother and her twin brothers who are both autistic. One day Khyber shows up at school and is accused of breaking the windows of her teacher's classroom. When she is expelled she sets off in the middle of the night to find her friend X, a homeless woman who lives in the park across the street from her house. She is the only one that can clear Khyber's name. She spends all night wandering the streets in search of X and has the adventure of a lifetime.

Reasoning: I read this book during my B.Ed degree and it was used as a case study for how to handle this type of situation.  I loved the story and thought it would be great to introduce into an elementary classroom to talk about assumptions we make based on appearances. I think it is also a great way to introduce predictions as we try to figure out who has committed this crime.

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LITERARY CANON TEXT
The Metamorphosis by Franz Kafka
This is a short tale of a man, Gregor that wakes up only to find he is living his nightmare, and never wakes from it as it has become his new reality. Gregor has turned into a more than human sized bug and his sister and family soon give up hope of him ever changing back as his sister tirelessly tries to care for him. Tragically but not tragically in the text, Gregor dies as his life runs its course unable to return to normal and his family relieved when he is gone they begin to live again.
This text is appropriate for the Grade 8 reader as the curriculum does suggest to explore science fiction forms of text. Franz Kafka is known for his characters that seem to be trapped and confused. His works are known for taking the form of irrational events in a rational world and were the precept to science fiction novels, art and film. Students can explore the text as a satire for a cruel middle class family or existentialism living in an irrational world. Why did Gregor’s family exploit him when he was a hardworking salesman but now are disgusted and look at him as a burden and finally abandon him when he is transformed? Irony as an element of style can also be explored: why doesn’t Gregor panic when he has morphed into a bug, instead he is anxious about leaving the house and being on time for work?! Using Irony in this fashion adds a lot of humor to the text.
In summary this German classic uses simple prose that students can understand without translation, and are authentically engaged with the material.

Coker, Rachel (4 January 2012). "Kafka expert links teaching, research". State University of New York — Binghamton. Retrieved July 19, 2017.

CONTEMPORARY LITERATURE TEXT
To Kill a Mockingbird by Harper Lee
Covering the span of 3 years in a small nit town the story begins with the siblings of a widower Atticus, Scout and Jem and their neighbour Dill spending their time obsessively trying to lure the mysterious Arthur Radley (aka Boo) out of his house. Discovering their father will represent Tom Robinson an innocent black man accused of raping and beating a white woman, Scout and Jem act out physically to the racial backlash towards their father. The novel tries to make sense of the world that demands Scout act like a girl, social constructions within the community and injustices within a justice system.

This text is appropriate for the intermediate reader because it uses a child’s perspective to communicate strong complex issues of race, social structure or mobs, gender roles, and humanity. Somehow through the voice of Scout all these issues seem quite objective and intermediate students, I think, would enjoy debating the subjective nature of these themes had the novel been written from the point of view of an adult. I also think this book is appropriate for the intermediate reader because it has a sort of whimsical back plot with the relationship of the children and Boo. I remember not being interested in reading, at all, going through high school and I had a fondness for this text because the author was really able to suspend me from reality and enjoy the way Scout takes in her context.

I think overall the text is a good opportunity to explore the social/emotional impact of these themes on the individual and their families through personal connections and then connecting their understanding to the school community. This is why I would introduce this book in grade 9, as freshman to high school I think they would make lifelong connections with literature experiencing this text.
(and there is a movie!)

PIECE OF LITERATURE THAT SUPPORTS CULTURAL DIVERSITY
Obasan by Joy Kogawa
A fictional autobiographical account of Japanese during WWII and the Canadian internment of its Japanese citizens. Naomi a school teacher remembers her struggles growing up as a 3d generation Japanese Canadian, losing her mother, father to work camps and suffers sexual abuse she is protected by her aunt, Obasan. Strong themes of childhood, imagination, identity, home, memory, displacement, racism and prejudice.

This text is appropriate for grade 9 and 10. I studied it in University however and so extends well to all mature audiences. Definitely it is aligned to reflect the diversity of Canadian culture and connection to an earlier era and think critically about literature and its context. I would use it to enhance literacy skills and pair reading and writing by studying text forms you could contrast its narrative text to expository text. What is it that makes this a fictional autobiography as opposed to a non-fiction autobiography and personal narratives? Grade 10, Open Literacy Skills join this investigation of reading and writing Narratives beautifully. Students could study the form and apply it to their own published piece adding a cultural perspective to their portfolio.
http://www.ufjf.br/revistaipotesi/files/2009/10/the-poetic-spaces.pdf

GRAPHIC NOVEL
Olympians Series by George O’Connor
Classical mythology that is narrated including many sound effects. The author plants clues in the text and images of upcoming series to follow. Includes background information as author’s notes and full page character profiles, family trees, Greek Notes, discussion questions and bibliographies for reference. Titles include: Zeus, Athena, Hades, Poseidon, Aphrodite, Ares, Apollo and Artemis released 2010 to 2017.

This selection of text would be appropriate for the grade 9 reader. Emphasis is placed on exploring mythological forms of text including to identify elements of style; how style enhances the effectiveness of text. For example mythical allusions discovered in the text can help make connections to the same allusions used in other pieces of literature or an advertisement. Using this form and style the students can practice their own mythical graphics and share them with a younger audience.

YOUNG ADULT FICTION TEXT
Lightfinder by Aaron Paquette
The main character is Aisling, a young Cree woman seeking in our real world wilderness to rescue her runaway younger brother, together with her Grandmother and Aunt. It is written and set in Canadian geography and political system, generational abuse of First Nations people. Real world and Dream world both help and hinder her journey, it is said to be the “Indigenous Harry Potter, Native Narnia, Dune in the Boreal Forest, and the First Nations Hunger Games”! Unlike the mystical of alternative universe, Paquette transmits a “real and vast coherent mythological tradition”.
https://behindthehedge.wordpress.com/2014/07/09/lightfinder-by-aaron-paquette-comparisons-will-inevitably-be-made/
Although I think any youth would like this book, I would administer it in grade 7 as you could pair it up with Social Studies and the social political changes of FNMI communities past to present. I would use it to integrate Aboriginal studies through Reading for Meaning. I would also focus on media and producing media text to create a movie poster or a scene for a film based on this pros narrative as there is so much comparison of this novel to popular mystical novels that have been produced in the film industry. More importantly Paquette is foremost a Native artist and using this/his style in media text would be a great way to predict how the book would be produced and distributed as a film.
http://www.aaronpaquette.net/

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Literature Suggestions (Alexandra Minuk) 

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Literature Suggestions (Alexandra Minuk) 

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Literary Canon Text

Title/Author: The Catcher in the Rye by JD Salinger

Summary: The Catcher in the Rye is a classic novel that has a controversial history. It follows the emotional journey of a troubled teenager, Holden Caulfield, who has been expelled for his negative attitude and poor behaviour. After a series of altercations, Holden finds himself in New York City, where he continues to cause trouble but also begins to find some sort of understanding of himself.

Why? I selected this text for intermediate learners because of its protagonist. Though Holden himself may not be the most relatable character, the angst and confusion he experiences certainly is for Intermediate-aged students (particularly those in grades 9 and 10. Towards the end of the novel, Holden expresses his desire to save or “catch” children in the rye, a metaphor for helping them maintain their innocence. Though I certainly was not a rebellious student, I remember reading these words and resonating with them wholeheartedly. In the midst of his emotions, Holden’s epiphany is inspiring. The text also presents the opportunity to discuss mental health and behaviour with students, which is so important at this stage.

Contemporary Literature Text

Title/Author: Bel Canto by Ann Patchett

Summary: Based on the Lima Crisis (1997), Bel Canto tracks the relationships between a group of South American terrorists and their hostages. Throughout the novel, friendships and romances unfold as cross-cultural differences fade. The ending is both tragic and surprising, leaving readers empathizing with both groups.

Why? I would read this text with Intermediate students because of the discussions it would stimulate. A more mature read, my grade 10 English teacher assigned it towards the end of the year. Most of us had never heard of the novel and were reluctant to read it, but none of us could put it down. The characters were developed so fully that we were desperate to know what happened to them next. This book has something to engage everyone (romance, thrill, etc.). It is the type of novel that would inspire complex character maps!

Literature that Supports Cultural Diversity

Title/Author: I Am Malala by Malala Yousafzai
Summary: Malala’s autobiography is an inspiring read that exposes students to some of the things we take for granted in our part of the world. When Malala was a young girl in Pakistan, she was shot for standing up for her right to an education. She later became an activist and author, who continues to advocate for women’s rights, in spite of the Taliban’s continued threats. The autobiography outlines her family history and life thus far.

Why? Though I have only had the experience of reading the book as an adult, my cousin, who is in grade 7, read the book with her class. She was shocked to learn that education is not a given for girls all over the world. Malala writes in such a relatable way that the book appeals to adolescent and adult readers alike. Though she is critical of some aspects of her culture, she also explains the Muslim values and traditions that she treasures, exposing readers to a balanced and informed perspective.

Graphic Novel

Title/Author: Frankenstein by Gris Grimly

Summary: This graphic novel is an adaptation of Mary Shelley’s classic Frankenstein, a tale about a scientist who inadvertently creates a monster. Throughout the novel, readers empathize with Victor Frankenstein, the scientist, whose creation wreaks havoc on his life (and everyone else’s).

Why? I chose this text because the illustrations are an exciting way to introduce Intermediate readers to a complex literary classic. Though I have not read it myself, I imagine that Grimly’s work would enliven Shelley’s words, simultaneously evoking fear and sympathy in young readers. Not only would it expose readers to Shelley’s canonical text, but also, I imagine it would inspire a creative analysis from adolescent readers.

Young Adult Fiction Text

Title/Author: The Perks of Being a Wallflower by Stephen Chbosky

Summary: In this coming of age novel, Charlie navigates adolescence with the help of his quirky new friends. Through his ups and downs, readers learn about Charlie’s challenging past as he approaches adulthood.

Why? Though another mature read, I would like to read this text with Intermediate students because of the lessons to be learned from Charlie’s blossoming friendships. Moreover, in light of its popular film adaptation, I believe there is potential for media connections (i.e. contrasting the depiction of the characters in both works).

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LITERARY CANON TEXT

Romeo and Juliet, by Shakespeare.
This is a classic tale of two feuding families in the historical city of Verona. This classic romantic tragedy is a tangled web of love, despair, revenge and an ending that crosses generations of readers.

WHY? This is a classic component of the English classroom because it is so versatile and appropriate throughout the language curriculum. With the variety of pre conceptions from spin offs, extensions, and renditions, there is a lot of play to build up a unit surrounding a story like this. The sky is the limit!

CONTEMPORARY TEXT

The Boy in the Striped Pajamas, by John Boyne

This is another story of unlikely friendship between two boys (a Jewish boy in a concentration camp and the son of the camp’s commandment). These boys conquer their own battles as individuals and together, with a friendship of innocence and unity.

WHY? I had a hard time picking a contemporary text for this category, so I talked to the students. This book stood out as a highlight for them. This book is a rather raw dose of reality for learners who have yet to understand the truth of this time in history. Typically read in Grades 7 or 8, this book has great cross curricular potential.

SUPPORTING CULTURAL DIVERSITY

The Kite Runner by Khaled Hosseini

The journey of two boys (one the son of a wealthy man and the other the son of a servant) who form an unlikely friendship in Afghanistan during an era of devastation and destruction. A story about cruel times overcome by the reining power of love, this story of friendship opens our minds to cultural diversity and empathy.

WHY? Another classic in the classroom, this book is supported by abundant resources and connections to the curriculum. This book is a very real and empathetic support of cultural diversity in the classroom. The journey through childhood  offers direct association to intermediate level learners.

GRAPHIC NOVEL

A Complete Persepolis, by Marjane Satrapi

This is a story about a young girl’s complex journey through life in Iran during and after the Islamic revolution. Written with a balance of humour, humility and factual events, this book offers a full 360 degrees into a cultural and specifically youthful interpretation of a life journey.

WHY? I would use this book with intermediate readers in the higher grades. This books hits a lot of curriculum expectations. The story itself is very engaging and is told in a unique way the exemplifies learning for the reader as well. She walks through he thought processes and how she deals with challenging situations. It is a very well guided read.

YOUNG ADULT FICTION TEXT

Holes, by Louis Sachar

A classic underdog story, this novel is about a troubled boy who finds himself in a detention facility with a lot of secrets to uncover. Stanley navigates through his own family curse and works to uncover the hidden secrets while keeping up with the digging of a lot of… holes.

WHY? As far as engagement goes, this book is closer to the top of my list. It was highly recommended by colleagues across a lot of age groups, but relates specifically to young adults and youth. With a lot of resources out there to support this book in the classroom, it is one of the more popular books in 7 – 8 classrooms.

- - Sarah Lennox

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Literary Canon Text

Novel : “Of Mice and Men”

Author: John Steinbeck

Grade 8 or 9

Plot Summary:

Of Mice and Men is about two outsiders looking to find their calling in a unforgiving world. Moving from place to place looking for work, George and is friend Lennie have nothing but a dream to someday own land of their own. They eventually do yet, struggle to make it ahead due to a difficult climate. Of mice and men covers themes including friendship , a shared vision and it gives a glimpse into America’s dispossessed.

(https://www.goodreads.com/book/show/890.Of_Mice_and_Men)

Why?

Grade 8 students often form friendships out of similar interests and  shared visions of their peers. Of Mice and Men’s themes are present in every middle school classroom. Facing adversity is something we all face, it is every changing

Contemporary Literature Text

Novel :Speak

Author: Laurie Halse Anderson

Grade 9 or 10

"Speak up for yourself--we want to know what you have to say." From the first moment of her freshman year at Merryweather High, Melinda knows this is a big fat lie, part of the nonsense of high school. She is friendless, outcast, because she busted an end-of-summer party by calling the cops, so now nobody will talk to her, let alone listen to her. As time passes, she becomes increasingly isolated and practically stops talking altogether. Only her art class offers any solace, and it is through her work on an art project that she is finally able to face what really happened at that terrible party: she was raped by an upperclassman, a guy who still attends Merryweather and is still a threat to her. Her healing process has just begun when she has another violent encounter with him. But this time Melinda fights back, refuses to be silent, and thereby achieves a measure of vindication. In Laurie Halse Anderson's powerful novel, an utterly believable heroine with a bitterly ironic voice delivers a blow to the hypocritical world of high school. She speaks for many a disenfranchised teenager while demonstrating the importance of speaking up for oneself.”

(https://www.amazon.ca/Speak-Laurie-Halse-Anderson/dp/0312674392)

Why?

The plot line of this story could be an interesting read for 9 or 10 graders because it takes place in their world. Making connections to the realities of the world around us helps us better understand how to live. Learning to Speak” up for ourselves in appropriate ways is a vital component to successful learning and relationship building.

Cultural Diversity

Novel: Life of Pi

Author: Yann Martel

Grade 7 or 8

Life of Pi is a fantasy adventure novel by Yann Martel published in 2001. The protagonist, Piscine Molitor "Pi" Patel, a Tamil boy from Pondicherry, explores issues of spirituality and practicality from an early age. He survives 227 days after a shipwreck while stranded on a boat in the Pacific Ocean with a Bengal tiger named Richard Parker.

Why?

Life of Pi presents the culture of Tamil through the eyes of Pi. The adventure he faces brings out the best in him. I would love the opportunity for students to make text to self connections with Pi. Learning that even though we all experience life in differently we go through the same battles. I would also like students to write about comparisons between the setting of the novel to the movie.

Graphic Novel

Novel: Wool

Author: Hugh Howey

Grade 8 or 9

“This is the story of mankind clawing for survival, of mankind on the edge. The world outside has grown unkind, the view of it limited, talk of it forbidden. But there are always those who hope, who dream. These are the dangerous people, the residents who infect others with their optimism. Their punishment is simple. They are given the very thing they profess to want: They are allowed outside.”

(https://www.goodreads.com/book/show/18881672-wool)

Why?

The plot line of this novel is captivating. Being pushed to the limits is something that appeals to Intermediate students. Hoping and dreaming are to major components of this Novel as well and adolescence. I really chose this Novel for the potential connections that students could make.

Young Adult Fiction

Novel: A Wrinkle in Time

Author: Madeleine L'Engle

Grade: 7/8

“It was a dark and stormy night; Meg Murry, her small brother Charles Wallace, and her mother had come down to the kitchen for a midnight snack when they were upset by the arrival of a most disturbing stranger.

"Wild nights are my glory," the unearthly stranger told them. "I just got caught in a downdraft and blown off course. Let me be on my way. Speaking of way, by the way, there is such a thing as a tesseract".

Meg's father had been experimenting with this fifth dimension of time travel when he mysteriously disappeared. Now the time has come for Meg, her friend Calvin, and Charles Wallace to rescue him. But can they outwit the forces of evil they will encounter on their heart-stopping journey through space?”

(http://www.goodreads.com/book/show/18131.A_Wrinkle_in_Time)

Why?

I have used this book as a class Novel for my grade 7/8 class. The students loved the figurative language that brings the Novel to life. Teaching the elements of a short story and extension writing activities based on the Novel can be creative. My students enjoyed the adventurous  fast paced story line . Each chapter left them wanting more. As a result students were actively engaged in the learning process.

Cheers
Anthony

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Literary Canon text:
Romeo and Juliet. Shakespeare.

This text focuses on the love story of two teenagers who fall in love but are caught in a feud between two families and a society that is dominated by religion, familial ties and loyalty. The two young lovers are forced to risk it all in order to be together. This piece would work well in an Intermediate class because it requires a higher-level skill to decipher the complex plot and language in order to understand the text.

Contemporary Literature text:
The Help. Kathryn Stockett.

Set in the 1960’s, it features the lives of African American maids working in white households. It follows the daughter of a white family who owns a cotton farm. She starts off writing a column for the local newspaper, which later turns into a novel about the African American maids and their experiences working for the white families in Mississippi. This text deals with broader themes such as racism and inequality that students at the Intermediate level would be able to cognitively understand. It also offers historical context during this significant and powerful time period.

Literature supporting cultural diversity:
I am Malala. Malala Yousafazai.

I am Malala is a biography about Malala Yousafazai, a young female Pakistani student, who was attacked by the Taliban because of her advocacy for female rights and education. Her survival story has transformed into a world-renowned symbol for peace and activism winning her the Nobel Prize Laureate.  This is a good choice to bring into the Intermediate classroom because it gives students the opportunity to learn about a different culture that is not of the mainstream culture – allowing them to see the workings of the world. Although harsh, the biography can also serve to empower students to become active citizens and make a difference.

Graphic novel:
Epileptic. David Beauchard.

The comic tells the author’s life story and his relationship with his brother, Jean-Christophe, who has epilepsy. It follows their family as they seek medicine to cure the condition. The author writes about how, as a youth, he slowly became obsessed with cartoons, mythology and war as a coping mechanism during this hard time. I chose this text because it brings awareness to individuals with special needs in the unconventional form of a comic book. The blend of a literal representation and the expressive visuals of this psychological distortion will help Intermediate students visually see and gain a better understanding of the condition, which can lead to discussions about other exceptionalities, stigma, and organizations like Bell Let's Talk that support and break the silence around mental illnesses.

Young adult fiction text:
The Giver. Lois Lowry.

This is a story set in a society that at-first-glance appears to be a utopia but is unveiled to be a place of dystopia. The novel follows a boy named Jonas who is selected to inherit the position of Receiver of Memory, one who stores all the past memories of the time before the government converted the society to ‘sameness’ in hopes to promote equality, order and eliminate pain.  This is a great text to bring into the Intermediate classroom because it can open up powerful discussions about power, authority and personal freedoms. It will challenge students to reflect on their relationships to people and authority.

-Alejandra

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Literary Cannon Text:

To Kill a Mockingbird (paired with The Hate you Give)

By: Harper Lee

Synopsis: Set in the small Southern town of Maycomb, Alabama, during the Depression, To Kill a Mockingbird follows three years in the life of 8-year-old Scout Finch, her brother, Jem, and their father, Atticus--three years punctuated by the arrest and eventual trial of a young black man accused of raping a white woman. Though her story explores big themes, Harper Lee chooses to tell it through the eyes of a child. The result is a tough and tender novel of race, class, justice, and the pain of growing up. (https://www.amazon.com/Kill-Mockingbird-Harper-Lee/dp/0446310786/ref=sr_1_1?ie=UTF8&qid=1500155291&sr=8-1&keywords=to+kill+a+mockingbird+book)

Why it would be good in an intermediate classroom: This novel would be good in an intermediate classroom because the themes covered of race, class, justice, and growing up are timeless.  Unfortunately, recently in our global and North American society there have been many events that have caused society to look at itself and the way that we treat each other.  This book would be a good way to examine current events and when paired with The Hate you Give (my suggestion for a piece of literature that supports cultural diversity), provides a look at how these themes are timeless and the approach the characters in each book (and who the main characters are) to creating change.

Contemporary Literature Text

The Kite Runner

By: Hosseini, Khaled

Synopsis: The unforgettable, heartbreaking story of the unlikely friendship between a wealthy boy and the son of his father’s servant, caught in the tragic sweep of history, The Kite Runner transports readers to Afghanistan at a tense and crucial moment of change and destruction. A powerful story of friendship, it is also about the power of reading, the price of betrayal, and the possibility of redemption; and an exploration of the power of fathers over sons—their love, their sacrifices, their lies.  (https://www.amazon.com/Kite-Runner-Khaled-Hosseini/dp/159463193X)

Why it would be good to use in an intermediate classroom:  Due to mature content, I would be more apt to use this book in grades 9 and 10; however, I feel that this book would be good to use because it allows students to firstly, examine Afghanistan, a country that many students have heard about, but may not know a lot about and it’s history before it was influenced/governed by terrorism/the Taliban.  The characters in the book cause students to think about dilemmas such as”... friendship, loyalty, betrayal, cowardice, class divisions, courage, and redemption” (http://sallywhitney.com/2015/09/28/defending-the-right-to-read-why-students-should-read-the-kite-runner-and-the-bluest-eye/). These are themes that are constant through life and many novels, plays, and pieces in the traditional cannon.  I think that this opportunity to read a historical fiction book allows students to examine it in relation to current events, their own lives, and to other works of fiction.

Literature that Supports Cultural Diversity:

The Hate You Give

By: Angie Thomas

Synopsis:Sixteen-year-old Starr Carter moves between two worlds: the poor neighborhood where she lives and the fancy suburban prep school she attends. The uneasy balance between these worlds is shattered when Starr witnesses the fatal shooting of her childhood best friend Khalil at the hands of a police officer. Khalil was unarmed.  Soon afterward, his death is a national headline. Some are calling him a thug, maybe even a drug dealer and a gangbanger. Protesters are taking to the streets in Khalil’s name. Some cops and the local drug lord try to intimidate Starr and her family. What everyone wants to know is: what really went down that night? And the only person alive who can answer that is Starr. (http://www.npr.org/sections/ed/2017/07/06/534443123/summer-reading-for-your-woke-kid)

Why it would be good in an intermediate classroom:  I think that this brings the world outside the classroom into the classroom conversation.  Students are able to examine the news, current events, movements such as Black Lives Matter and Idle No More can help students to understand, through the lens of a character their age, the lives of others that they may not otherwise be exposed to (except through the news).  It creates a sense of empathy and understanding and allows students to understand other people’s life experiences.

Graphic Novel:

Anne Frank: The Anne Frank House Authorized Graphic Biography

By Sid Jacobson and Illustrated by Ernie Colón

Synopsis: Drawing on the unique historical sites, archives and expertise of the Anne Frank House in Amsterdam, this authorized biography is the complete account of the lives of Anne’s parents, her first years in Frankfurt, the rise of Nazism, her life in the annex, and her arrest and tragic death in Bergen-Belsen. (https://www.amazon.com/Anne-Frank-Authorized-Graphic-Biography/dp/0809026856/ref=sr_1_1?ie=UTF8&qid=1500234721&sr=8-1&keywords=anne+frank+graphic+novel)

Why it would be good in an intermediate classroom: I think the powerful imagery would really help students to relate to a situation that is out of their realm of understanding.  Pairing visual information with text helps to really drive home how serious, devastating, and perlious the situation was for Anne Frank and her family.  Many students are interested in Anne Frank because they have heard her name; however, many students do not truly know or understand her story.

Young Adult Fiction

Among the Hidden (#1 in the Shadow Children Series)

By: Margaret Peterson Haddix

Synopsis: In a future where the Population Police enforce the law limiting a family to only two children, Luke, an illegal third child, has lived all his twelve years in isolation and fear on his family's farm. Luke has never been to school. He's never had a birthday party, or gone to a friend's house for an overnight. In fact, Luke has never had a friend.  Luke is one of the shadow children, a third child forbidden by the Population Police. He's lived his entire life in hiding, and now, with a new housing development replacing the woods next to his family's farm, he is no longer even allowed to go outside.  Then, one day Luke sees a girl's face in the window of a house where he knows two other children already live. Finally, he's met a shadow child like himself. (http://haddixbooks.com/book/among-the-hidden/)

Why it would be good in an intermediate classroom:  I like using books that are set in the future, I find that students engage with and contribute to conversations about the future in a meaningful way.  I think that in grades 7 and 8 especially, students are engrossed in their family and beginning to form powerful relationships with friends and would identify with the character of Luke.  The perspective of Luke and his situation in relation to his relationships with his family and lack of friends would allow students to develop an understanding of point of view and perspective.

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Literary Canon: Troilus and Cressida Shakespeare
Summary: Troilus and Cressida follows the Trojan War, focusing both on the love story of its titular characters and the confrontation between Hector and Achilles.
Why?: I would use this text because while Shakespeare is the essence of Canon, this is a much lesser-known work. Unlike some other Shakespearean plays, students might be able to understand the plot more easily (as the general story is well-known). This would also be a text that would be easily-supplemented by contemporary texts as its general themes of love and war are very common. Additionally, the play straddles the line between tragedy and comedy, allowing for rich discussions and diversity of opinions/reactions.

Contemporary: Amatka by Karen Tidbeck
Summary: Amatka is a science fiction novel set in a seemingly post-Apocalyptic world shaped entirely by language itself. The protagonist, Vanja, finds evidence of elaborate cover-ups and the true nature of the world, while also balancing her growing love for her housemate, Nina.
Why?: I would use this text because of its surreal exploration of language, relationships, and the tensions between the individual and society. The novel resists a strict interpretation and it does not tie up all of the loose ends which, I believe, would lead to excellent discussion.

Cultural Diversity: A Private Experience by Chimamanda Ngozie Adichie
Summary: A Private Experience is a short story set in Nigeria about "two women caught up in a violent street riot" who "take shelter in an abandoned shop". Both women are from vastly different backgrounds (ethnic, religious, socio-economic), but they share an immediate connection amidst the violence.
Why?: I would use this text because of its emphasis on connecting on a shared human level. Adichie does an excellent job deconstructing the barriers that separate us while, at the same time, not dismissing or devaluing those differences as insignificant. Adichie focuses on the power of storytelling, something she emphasizes in her TedTalk, "The Danger of a Single Story".

Graphic Novel: Monstress by Marjorie Liu.
Summary: Monstress is an epic fantasy story that follows Maika Halfwolf who is out to avenge her mother's death. The story is set amidst a race-driven civil war.
Why?: I would use this text because of its exploration of war, slavery, and racism, as well as its marriage of both American and Japanese influences.

Young Adult: Thirteen Reasons Why by Jay Asher
Summary: A high school student receives thirteen cassette tapes from a classmate, who recently committed suicide, detailing the reasons why she made her decision.
Why?: I'm honestly very unsure about this one, but I wanted to include it because so many of my students last year watched and wanted to discuss the Netflix adaptation. I have never seen the show or read the book, and I understand how complex the discussions have become around this show/book (for obvious reasons). I know it has been banned from being discussed in Ontario schools; however, I can't help but think that if there are so many of our students watching and discussing it, there must be some way we can integrate it (or its topics, anyway) into discussions. I do not know how to begin to do that, but I thought it would be at least worth mentioning here. From what I have heard and researched, the novel/show deals with subject matter that is deeply important and relevant to many students, albeit the subject matter being very taboo, uncomfortable, and difficult. Perhaps there is a similar but better option?