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Aristotle and Dante Discover the Secrets of the Universe

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Aristotle and Dante Discover the Secrets of the Universe

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Author/Illustrator: Benjamin Alire Sáenz
Genre: Cultural & Realistic Fiction
# of Pages: 359
Reading Level: Grades 9 and up
Plot Description: In the summer of 1987, fifteen-year-old Aristotle Mendoza is bored and has no friends. His mother pushes for his him to get out there and meet new people, which enables him to go to one of the city pools. There, he struggles to swim but is assisted by another fifteen-year-old boy named Dante Quintana. Immediately, the two boys begin hanging out over the course of the summer, growing close. However, when school starts, Dante and his family move to Chicago because of his father's job. Aristotle is left alone again, but this time, he hangs out with two of his classmates, Susie and Gina, even though he is not too excited to be around them as he is with Dante. Throughout the school year, Dante sends Aristotle letters in regards to his experiences in Chicago. In one letter, Dante confesses to Aristotle that he is attracted to boys. The following summer, Dante's family moves back to El Paso, allowing Aristotle and Dante to reunite. They catch up and hang out like old times. However, when Dante asks Aristotle to kiss him (which he allows him to), Aristotle expresses that he feels nothing, which is a lie. Still, the boys hang out as if nothing has happened. Dante begins dating one of his coworkers at his new job. One day, he is assaulted for being seen with his boyfriend. This infuriates Aristotle, who then beats up the guy who assaulted Dante. Aristotle's parents have a talk to him and express their suspicions that Aristotle is in love with Dante. Aristotle denies this but eventually owns up to it. He and Dante drive to the desert one night, where Aristotle finally declares that he is in love with Dante.
Strategy to Use: Literature Circle. This is a novel that can serve well in a literature circle. The way I would set it up would by having a circle in the middle of the classroom of about 5 to 6 students. Those not participating in the literature circle would surround the group and take notes of what is being discussed. At the end of the discussions, students surrounding the circle are free to ask any questions. Aristotle and Dante is a cultural piece that deals with identity, loneliness, friendship, and love. Throughout the novel, readers are led to believe that Aristotle only loves Dante as a friend and nothing else. His actions, however, suggest otherwise. Also, while I did not mention this in the summary, Aristotle's brother is in prison for murdering someone. This could be a good detail to discuss because it could open up questions like, "How would his brother feel about Aristotle being in love with Dante?" or "How different would Aristotle's life be with his brother around?" (Literacies: reading, writing, listening, and speaking.)
Rationale: This book is ideal because it is a coming of age story that focuses on two Mexican-American boys in El Paso, TX. For those living in TX, the setting can help the story be more relatable, and the fact that this book is all about figuring who one is, it should resonate with most readers who are in the midst of what Aristotle and Dante are going through. While the LGBT elements may not seep through all students, there are some that may find them extremely relatable and comforting. Overall, this book is archetypal because it follows a similar trajectory found in numerous Mexican-American books: innocence, crisis, knowledge/awareness, and gift to community.

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Author/Illustrator: H. G. Wells
Genre: Science Fiction
# of Pages: 202
Reading Level: Grades 9 and up
Plot Description: At the end of the 19th century, extraterrestrial beings known as "the Martians" invade numerous parts of England, beginning with an area near Woking. The story follows an unnamed narrator whose life changes after hearing about and seeing the sights of a cylindrical space object crashing into a field near Woking. One day, the cylinder opens and a Martian reveals itself as a creature with a huge head surrounded by 16 tentacles. After this revelation, more cylindrical objects crash into England and the Martians begin to wreak havoc across England by operating in machines referred to as "tripods." After being separated from his wife, the Narrator manages to hide for most of the story while his brother, who lives in London, also witnesses the destruction but manages to escape in a ship by sea after another ship destroys two tripods. For the remainder of the story, the Narrator hides and wanders while he deeply thinks about the Martians. (The Narrator's thoughts open up themes of colonialism, imperialism, natural selection, Social Darwinism, etc.) After surviving for about three weeks with hardly any food or water, the Narrator finds himself in London and discovers that the tripods have been destroyed, later realizing that the Martians are dead due to earthly pathogens. The Narrator reunites with his wife (despite believing that she was dead) and the two return to their home. The Narrator ends the story by expressing that humans are now prepared if the Martians decide to invade again.
Strategy to Use: An ideal strategy to use with this novel is "Text-to-Text, Text-to-Self, Text-to-World" because of the numerous topics covered in the work. First, this is a classic story, so it can be easy to see how students can make connections by adding historical context. Making personal connections is another simple technique that can be used with pretty much any book. The most important one is the connection made to the world because this is where different interpretations can be made. Is Wells telling a simple sci-fi story? Is he criticizing imperialism or colonialism? (Literacies: reading and writing.)
Rationale: This novel is a great text to use when covering topics of natural selection and human evolution because the Martians pose a threat to human civilization, leading to discussions of "survival of the fittest" and more. Different viewpoints are made possible, which allow readers to approach the novel through different forms of literary criticism.

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Author/Illustrator: Arthur Clarke
Genre: Science Fiction & Utopia
# of Pages: 212
Reading Level: Grades 9 and up
Plot Description: As the Cold War escalates with nuclear warfare, extraterrestrial spaceships arrive on Earth's atmosphere and remain there for many years into the future. They are harmless, but they still pose a threat to humans because of humans' fear of the unknown. Rikki Stormgren, the Secretary-General of the United Nations (aka the most important human in the world), is the only one who can speak to the alien race, the Overlords. The Overlords are peaceful. They do not destroy any of Earth's structures or slay any humans. Instead, they act as peacemakers; however, this affects human life because peace has finally been granted and humans must be allegiant to the Overlords. Stormgren investigates and discovers that the Overlords will reveal their purpose and physical appearance in fifty years. Fifty years later, after Stormgren has passed away, the Overlords reveal themselves through the Supervisor (known as Karellen). He appears as a demon-like figure with horns and wings. Earth then enters a "golden age" where there is no war, crime, and disputes. This, however, leads to the human race becoming bored, so a group of humans move to an island colony known as "New Athens." There, humans George Greggson and his wife Jean Morrell, along with a few other humans, have children and live an ordinary human life. However, one human (Jan Rodricks, a curious human) discovers the Overlords' home planet. He sneaks into a spaceship and travels there, though he does not return to Earth for over eighty years, due to time dilation. It appears that the Overlords' purpose is rooted in the fact that they are not superior to humans; they are simply supervising Earth's children because they have special powers (e.g. telekinesis, telepathy, etc.). After Jan experiences the Overlods' home planet, which is enough to make an ordinary human lose his/her mind, he travels back to Earth to find it basically tarnished. Everything has been destroyed, except for the children, who act as savages and dance around 24/7. Over time, their souls are taken out of their physical bodies and transferred to a god-like being known as the Overmind (which is above the Overlords and oversees the entire universe). After this, Earth basically turns to dust (alongside Jan) while Karellen observes and envies the human race for innovating and transcending in the long run.
Strategy to Use: Image Walk. Basically, with this strategy, students are to collectively make a timeline of events in a narrative or piece of history. In this case, Clarke's novel acts as the narrative since the story takes place in a span of many years. Students are responsible for taking into account the time period each part of the story takes place. For instance, the beginning marks the time in which the Overlords arrive, so students can create an image with information showcasing this certain part of the narrative. Other groups will follow based on the following events that occur in the story, such as the Overlords revealing their physical forms through Karellen, Jan traveling to the Overlords' planet in spacetime, Jan returning to Earth and finding it in ruins, etc. This strategy should allow students to create a timeline of a science fiction utopia gone wrong. (Literacies: reading, writing, and viewing.)
Rationale: This book is good to use with The World of the Worlds. Both works detail the possibility of an alien invasion, though each work approaches the topic in a very different way. Because the book covers a vast timeline (which is discussed in the strategy), students can get a clearer picture of a utopian experiment. It is then up to students to decide whether the experiment succeeds or fails. Using The Worlds of the Worlds is a good basis to compare because Clarke's novel highlights a peaceful alien invasion while Wells's novel deals with a more destructive alien invasion. Some biblical themes make their way into the novel, which may be controversial, but at the same time, human purpose is the main highlight of the novel.

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Author/Illustrator: Guadalupe Garcia McCall
Genre: Cultural, Realistic Fiction, and New Media (Free Verse)
# of Pages: 207
Reading Level: Grades 6 and up
Plot Description: Fourteen-year-old Lupita lives in a small town in Texas with her parents and her seven siblings. She loves writing and acting as well as visiting her grandmother in Mexico from time to time. However, her life changes when her mother is diagnosed with cancer. She continues to aim for her aspirations of writing and acting by joining the drama class, where she excels. Lupita's mother undergoes an operation and successfully goes through chemotherapy. However, roughly a year later, the cancer returns. This time, the cancer takes an even bigger toll on Lupita's mother, which causes her and Lupita's father to stay in Galveston for the summer in order to receive the best treatment possible. This leaves Lupita in charge of her siblings for the summer. While they receive help from friends and neighbors, the siblings sometimes struggle with food. Nevertheless, Lupita's father and mother return home at the end of summer, but it is clear that Lupita's mother's time is very limited. Lupita continues to act and is able to land the lead role in the school play by the time she is a senior. However, Lupita's mother eventually passes away. The family mourns and Lupita stays in Mexico for a short amount of time. By the time college comes around, Lupita has accepted her mother's death and decides to leave home for college. This breaks her father's heart, but he and Lupita know that she needs to branch out and explore more of the United States if she wants to live a happy and successful life.
Strategy to Use: S-I-T: Surprising, Interesting, and Troubling. This strategy is usually utilizes to engage students with a text more. Basically, after reading a text, students will find ideas that are either surprising, interesting, or troubling to them. In this case, they can do the same thing with Under the Mesquite. For instance, I personally found Lupita taking care of her siblings quite troubling because, even though her parents had to go get the best treatment possible, was there not an adult family member that could take care of the children? Since it is summer while Lupita's parents are away, can't all the siblings go stay at their grandmother's in Mexico for the time being? This strategy can open up questions and discussions, and it could also be a good exit strategy at the end of a class period. (Literacies: reading and writing.)
Rationale: This is a very good book to use because it deals with how a teenager handles the loss of a loved one. It is cultural piece of work because Lupita comes from Mexico, and even though she sometimes struggles with either being "too Mexican" or "not Mexican enough," she still knows who she is and what she wants in life. In fact, she does not let her parents' wishes guide her way through life. While she does respect them greatly, she still chooses her own path, which is a theme that many students can probably resonate with and have discussions over.

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Any Small Goodness: A Novel of the Barrio

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Any Small Goodness: A Novel of the Barrio

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Author/Illustrator: Tony Johnston & Raúl Colón (Illustrator)
Genre: Cultural & Realistic Fiction
# of Pages: 125
Reading Level: Grades 4 and up
Plot Description: This short novel is told in vignettes. It begins with eleven-year-old Arturo Rodriguez and his family moving to Los Angeles, where he immediately sees a distinction between the wealthy and the poor, suggesting that there is hardly any middle ground. Since the story is told in an episodic way, it is hard to put the narrative in chronological order. Instead, readers can see each chapter of the novel as its own story where Arturo learns a lesson in each one. For instance, he learns of gang life in one chapter and how a gang is going around and robbing homes. Because of this, he forms his own gang with his siblings and friends in order to prevent the other gangs from robbing homes. In another chapter, he develops a love for reading after visiting the local library and being influenced by the librarian, who is later fired because she lacks proper credentials. Arturo and his family also fall victim of gang violence after experiencing a drive-by while they are having dinner together. This leaves them unsettled, but Arturo learns that there is good and bad in the world. The novel ends with the Rodriguez family celebrating Christmas and learning that goodness outweighs the bad, and that there is value in the smallest of goodness.
Strategy to Use: What Would They Say. This strategy is defined as "A discussion strategy that asks students to infer how a particular author or character from a text would respond to questions and scenarios. Students must defend their conclusions using evidence from the text." In this case, students will put themselves in the shoes of either the author or a character from the novel. Since this is a first-person narrative, Arturo is off the table. But any other character is in play, so students will use parts of the text to support their stance on a particular scenario. For instance, how did Arturo's parents feel about the librarian's firing? (Literacies: reading, writing, listening, and speaking.)
Rationale: This is a short and sweet book that details the youth of a young Hispanic boy. He is first torn by the fact that his name is "whitened." For instance, his teacher calls him "Arthur" rather than Arturo. The same goes for his friends. So, this dives into the topic of finding who your true self is. It is kind of like a coming of age story, but it does not solely focus on that. The story also includes topics of being good and not letting the bad take over.

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Author/Illustrator: Jason Reynolds
Genre: Realistic Fiction & New Media (Free Verse)
# of Pages: 306
Reading Level: Grades 9 and up
Plot Description: Fifteen-year-old William "Will" Holloman and his mother have witnessed Shawn, their brother and son, respectively, get shot and killed in the street. Will's mother spends the rest of the day crying and drinking herself to sleep. Will, similarly, is devastated and comes up with a plan to kill the person who killed Shawn. Will believes it is a neighbor boy named Riggs, so he grabs Shawn's gun and sleeps until the next morning. He plans to follow through with this plan because of the three neighborhood rules to follow when someone is killed: (1) don't cry, (2) don't snitch, and (3) get revenge no matter what. The following morning, Will steps into the elevator. The elevator goes through seven floors, and in each floor, it stops to allow a person to enter. The first person is a neighborhood friend of Shawn's, Buck. Buck was like an older brother or father figure to Shawn; however, Will is shocked to see him because Buck is dead. On the next floor, a girl named Dani steps in. Dani is a childhood friend of Will, but she is also dead. On the next floor down, Will's uncle, Mark, steps in. He, too, is dead. Following Mark, Will's dead father steps in. After him, a guy named Frick steps in. Frick is also dead and is responsible for killing Buck. After Frick, Shawn is the last to appear. All of these friends, neighbors, and relatives are dead because of gang violence, Will learns. Shawn does not say a word to Will. Instead, when they all finally reach the ground floor, everybody steps out except for Will. Shawn turns around to face Will and asks if he will be joining them.
Strategy to Use: Literature Circle. Even though I have already suggested a literature circle for Aristotle and Dante, I feel like this book is also worthy of a literature circle. The reason is, these books are pretty complex. They're simple, but they require in-depth analyses. Of course, all of the books on my Padlet could work as Literature Circles, but this book, along with Aristotle and Dante, are my two personal favorites out of my Padlet. I am interested to see what students analyze out of these stories since there is so much to talk about. In this case, why did the author tell the story in free verse? Is Will mentally unstable for seeing these ghosts? Are the ghosts really there? Questions like these open up discussions that could lead to various interpretations. (Literacies: reading, writing, speaking, and listening.)
Rationale: This is a great book to use because it is told in free verse and manages to capture the same effect that an ordinary novel would have. Even though it is told in verse, it does not read like a long poem. In fact, it reads like a regular novel that happens to be formatted in verse. The novel covers a wide range of themes that could serve well for classroom discussions. The ending is also rather ambiguous because readers are not entirely sure what Will is going to do next. Is he going to follow through with his plan? Or has he learned a lesson from all of the dead people he has spoken to?

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Author/Illustrator: Thanhha Lai
Genre: Cultural & New Media (Free Verse)
# of Pages: 260
Reading Level: Grades 7 and up
Plot Description: In 1975, ten-year-old Kim Hà, her mother, and her three older brothers are forced to flee their homeland in South Vietnam because the Vietnam War has reached the area. Kim's father is a soldier fighting in the war, but he has been captured by the North Vietnamese Army. Kim and her remaining family board a navy ship that is sailing to the United States. After arriving to the United States and spending a couple months in a refugee camp, Kim and her family are taken by a family in Alabama. Kim struggles to adjust in America, mainly because she does not know any English and struggles with constant bullying in school at the hands of a boy she nicknames "Pink Boy." She hates it in Alabama and wishes she was back home. However, Mrs. Washington, a neighbor, becomes a sort of mentor figure for Kim and supports her through these tough times. Eventually, Kim's family receives word that her father has died while in the hands of the North Vietnamese Army. She learns to adjust to this new normal and ends the story by praying that everything will work out in the long run.
Strategy to Use: Story Maps. This is a strategy that uses a graphic organizer to help students learn the elements of a book or story. A "Story Maps" template can consist of "Title and Author," "Main Characters," "Setting," "Supporting Characters," "Problem," and "Solution." This is a good strategy to use with this book because Kim goes on quite a journey. Numerous characters are introduced that it is sometimes hard to keep up if one does not jot them down. Also, the story takes place over the course of a year, so this graphic organizer allows students to get a clear picture of what exactly happens in the story and what exactly is in the story. (Literacies: reading and writing.)
Rationale: This book is ideal because, like Julius Lester's Day of Tears, it is essentially a historical fiction piece that focuses on a little girl experiencing the hardships of a significant moment in time. In this case, the Vietnam War is the main focus, but instead of putting ourselves through the lens of an American, we are put through the lens of a young Vietnamese girl and her family. We get to see what those in South Vietnam experienced during the war. On that note, the Vietnam War tends to focus on the war side of things instead of shining light on the Vietnamese people who were affected. This could be a good book to use in a history class when covering the topic of the Vietnam War, and because it is told in free verse, it is easy and fast to read.

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Author/Illustrator: Ryan Andrews
Genre: New Media (Graphic Novel) & Fantasy
# of Pages: 330
Reading Level: Grades 7 and up
Plot Description: On the night of the annual Autumn Equinox Festival, five friends are bicycling along a river path in order to follow paper lanterns the town has thrown to float through the river. The town believes that the paper lanterns eventually soar off to the Milky Way, but that is just a speculation. Because of this, the five friends are cycling and make a pact to not turn back home no matter what happens. Along the way, a fellow classmate, Nathaniel (who is super unpopular and has no friends), follows them along to the disappointment of them. Eventually, four of the five friends turn their backs, leaving Ben (our protagonist) alone with Nathaniel to cycle along. Along the way, Ben is slightly disappointed, but they keep going. They meet a talking bear who is looking to collect fish for his family. They help each other out and part ways. Ben and Nathaniel encounter an old woman who makes potions for a living. They ask if they can have a map. She obliges but only with payment. Since they have no money, she sends them to her dungeon to clean it. However, Ben overhears that the lady saying that she needs something from a cave nearby. He screams for her and volunteers to get the thing she needs. She agrees and sends him with her dog. As they are leaving, Ben successfully rescues Nathaniel. The two of them, plus the magical dog, go to the cave to retrieve the source that the old woman is looking for. They encounter the talking bear once again, who helps them find the thing. It turns out to be a magical worm needed for her potion, so the magical dog takes it and leaves. Ben, Nathaniel, and the talking bear make it out of the caves and reach their destination. Ben and Nathaniel finally see where the paper lanterns go. Basically, it turns out that the lanterns transform into magical white fish that soar to the Milky Way, eventually becoming stars. The talking bear fishes the fish as they are soaring to the Milky Way. He manages to capture enough for his family while Ben and Nathaniel are astounded by what is unfolding before them. After he finishes fishing, the talking bear parts ways with Ben and Nathaniel, letting them know that he would like to see them again. Ben and Nathaniel agree and make a deal to make this journey an annual thing.
Strategy to Use: Literate Eye. This strategy involves using a template of an eye. On the iris, there are a few lines that circle around, which is where students write down the characters. Along the eyelid, students write the exposition, rising action, climax, etc. On the left side of the sclera, students write the setting. On the right side of the sclera, students can write symbols, metaphors, or any other notes. Finally, alone the eyebrow, students can write any themes they may have come across while reading. This is a good strategy to use because it allows ELLs to practice the dissection of texts, and it is perfect to use this graphic novel since many students are interested in reading these books. This is a good strategy to use during the reading or after the reading, but personally, I would use it as a during-reading activity--that way, everybody is on the same page. Perhaps students can pair up as they work on this activity in order to exchange ideas. (Literacies: reading, writing, listening, and speaking.)
Rationale: This book is perfect for the classroom because it is both a graphic novel and a fantasy story--two things that grab young readers' attention. The entire story is a magical journey for two young boys, but at the same time, thematic elements are woven in, such as the reality of being an outsider, peer pressure, ambition, etc. The artwork is also beautiful. Even though it is slightly longer than the other books on this Padlet, it is a very quick read. The story hardly ever slows down, which is ideal for young readers who are looking for something fun and thought-provoking.

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Author/Illustrator: Tom Rogers
Genre: Realistic Fiction
# of Pages: 193
Reading Level: Grades 7 and up
Plot Description: The story follows an eleven-year-old boy named Alex Douglas over the course of one day--his birthday, which happens to be on September 11, 2001. Alex loves airplanes and dogs so much that all he wants for his birthday is a dog, but his parents do not think he is responsible enough to have a dog. Upset, he goes to school and deals with everyday school struggles: bullying and mean teachers. School is released very early, however, because the first plane hits the North Tower of the World Trade Center. Alex is not sure why school is released early, though. In fact, he spends the rest of the day not knowing exactly what is going on. As he and his sister walk home, they come across a stray dog. Alex immediately falls head over heels and does not let the dog out of his sight. After some of the school bullies confront Alex, they hurt the dog by throwing a glass bottle at him, which prompts Alex to take him to a nearby vet. The vet tells Alex that the dog is chipped and has an owner, so Alex goes to the dog's owner's address to find a burned-down apartment complex. A nearby neighbor sees Alex and says that drug-addicts used to live in the complex before they were evicted, resulting in them burning the complex. The neighbor, Mac, is anxiously awaiting his son's arrival since he works at the World Trade Center. Likewise, Alex is waiting for his father and his mother, specifically his father because he works at train that travels to the World Trade Center. Alex discovers what is going on and worries with Mac. He then goes home (and keeps the dog), feeds himself and his sister, and waits for his parents. The dog then runs outside and takes off, leaving Alex feeling extra miserable. His mother returns home, as well as his father a couple hours later, who is filled with the debris that covered parts of Manhattan. They spend the next day together and visit Mac, whose son never returns.
Strategy to Use: Network Tree. There are numerous characters that experience the horrific day differently: Alex and his sister, their father, their mother, and Mac. With the network tree, we can see how their lives at the moment are affected. Alex's birthday takes a different turn and he finds a dog while also becoming aware of his surroundings. Alex's father roams the streets of New York, trying to find his way back home through all of the chaos and destruction. Alex's mother works a long shift, though not much is mentioned about his mother, so this is a good place for readers to use inferencing skills of how her day might have gone. Mac, lastly, anxiously awaits the arrival of his son, who has presumably fallen victim of the attacks. (Literacies: reading and writing.)
Rationale: This is a good story to use in the classroom because it is almost like a coming-of-age narrative that takes place in just one day. It is short and easy to read, and at the same time, it paints a clear picture of how 9/11 went down through the eyes of New Yorkers. In this case, Alex does not know any better, but he slowly learns of everything that has happened while he continuously faces everyday struggles, like bullying and taking care of his sister.

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Author/Illustrator: Jerry Craft & Jim Callahan (Illustrator)
Genre: Realistic Fiction & New Media (Graphic Novel)
# of Pages: 249
Reading Level: Grades 7 and up
Plot Description: Seventh grader Jordan Banks begins middle school at Riverdale Academy Day School, which is an upscale school. He is not excited because he wants to go to an art school since art is his passion. His friend, Liam, shows him around for the first few days, but Jordan is not too happy. He still manages to keep his head up, especially when he befriends a classmate, Drew. The two become instant friends and relate to each other very well. They continuously struggle with teachers mixing their names up or getting teased by kids like Alex. Meanwhile, as the school year progresses, Jordan also grows closer to Liam, who gets him an expensive video game for Christmas. The three friends eventually get through seventh grade, even after Drew is almost suspended one day when he defends himself from Alex and is accused of starting the fight. Jordan and his classmates defend him and prevent such a thing from happening. Eventually summer rolls around and the three friends agree to stay in touch. In fact, Liam invites Jordan to join him and his family on a summer vacation getaway. The future seems bright for Jordan.
Strategy to Use: Tea Party. This activity basically involves using index cards or card stock paper and putting a page of the graphic novel on an index card or on a card stock paper. Students get into groups (4 or 5 each). Each student gets his or her unique card with a specific part of the novel. A part can have various literary elements, such as character, setting, style, figurative language, etc. Students then discuss what they believe their cards have. This activity is preferably done before reading since it can involve students forming predictions. But it can also work as a during- and after-reading activity for students to reflect on what they are reading or have read. For instance, there are numerous times when Jordan says, "I am Batman!" Clearly, this would be a metaphor, so a student who got this card would discuss how this is a metaphor and how it functions within the text. (Literacies: reading, writing, viewing, speaking, and listening.)
Rationale: This is a very good book to use in the classroom because of its graphic novel nature and because it is one that many students can relate to. It literally paints an accurate picture of young adults in school today. It deals with fitting in, bullying, poverty, etc. At the same time, it is a very funny story with great artwork. The story manages to include literary devices that students can learn from. They can also easily focus on characterization since this is a very character-driven story. It is fun, easy, and quite informative at the same time.

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Author/Illustrator: Monica Clark-Robinson & Frank Morrison (Illustrator)
Genre: Historical Fiction & Children's Picture Book
# of Pages: 40
Reading Level: Grades 3 and up
Plot Description: The story follows a family of four in May 1963. The family attend a church service, but it is no ordinary church service. It is a service that Dr. Martin Luther King, Jr. is conducting. He proposes that everybody should consider marching as a way to protest segregation. The two parents of the mentioned unnamed family say they cannot march because it would risk losing their jobs, so their children, a brother and a sister, suggest that they should march since they have nothing to lose. As a result, the march alongside many other children. However, they are met with violence at times, eventually leading to some of them being arrested, including the unnamed narrator. The marches continue, soon reaching President Kennedy. The narrator is released from jail and discovers that desegregation would soon begin. This allows her to see that marching and protesting does, indeed, work when it comes to changing things.
Strategy to Use: 30-Second Expert. This is a strategy that allows students to write down everything they know about a certain topic and what new knowledge they have gained after reading a piece. This is a pre-reading and after-reading activity, and using a picture book allows the activity to flow much faster. At the same time, this book could be used to accompany another text--perhaps an a scholarly article on the topic of the Civil Rights Movement. This is a nice companion that provides beautiful visuals through the artwork. (Literacies: reading, writing, and viewing.)
Rationale: This is an excellent book to use because, even though it is a picture children's book, older students can still appreciate it. It also provides good information about the Civil Rights Movement through the lens of children. When reading history books, children are typically brushed over. This book brings children into focus and what they had to deal with. It also serves as a good thematic story that promotes the idea that protest can bring change.

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Author/Illustrator: Julius Lester
Genre: Historical Fiction
# of Pages: 171
Reading Level: Grades 7 and up
Plot Description: On March 2 and 3, 1859, the largest slave auction is held in Savannah, George. The story follows Emma and her parents. They are slaves owned by Pierce Butler (a real-life historical figure). Emma is close to one of his daughters, Sarah, because Sarah is compassionate and rejects slavery, just like her mother (Fanny Kemble) does, which is why she divorced Butler. On the day of the auction, Emma does not expect to be sold, but Butler sells her to a woman named Mistress Henfield, who does not necessarily treat her slaves the way others brutally do, but it is still heartbreaking because Emma has to leave her family and Sarah behind. Emma and Joe, a fellow friend who is also slave, are sold to Mistress Henfield and are taken to her plantation in Kentucky. A year later, Joe encounters a white man, Jeremiah Henry, who promises to help them cross over to the North in order to be free. Joe convinces Emma and a few others to trust Henry, and so they take the risk. They successfully cross over where Joe and Emma eventually marry in Philadelphia. However, Emma never sees her family or Sarah ever again. One day, she bumps into Fanny Kemble. The two have a brief moment, though Kemble warns her that Pierce has also moved to Philadelphia and will sell them off if he sees them. So, Joe and Emma move to Canada with the help of Kemble, where they spend the rest of their lives--at least Emma and her children do. Joe eventually goes back to fight in the Civil War. Unfortunately, he perishes in the battle. The story ends many years later with Emma recounting the events to her granddaughter.
Strategy to Use: Read-Aloud. This is a perfect novel to use for a read-aloud with the classroom because it is a story told in dialogue. It is kind of a mixture of a play and a regular novel with various perspectives. Each student is assigned a character and can read aloud for the class. There are numerous characters, so almost everybody in the class can participate. Those who do not get a character or prefer not to read aloud can simply listen to others. (Literacies: reading, listening, and speaking.)
Rationale: This is an excellent read. It is pretty short and easy to read. While it does contain explicit words and some explicit material (it's mostly hinted at), it is still an eye-opener. The novel is told through various perspectives, allowing students to get some insight of how  slavery impacted those involved. The internal dialogue allows readers  to step into the minds of slaves, slave owners, and abolitionists. It is a good history lesson and has a meaningful moral about having a good heart.

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Author/Illustrator: George Takei & Eisinger Scott Becker (Illustrator)
Genre: Nonfiction & New Media (Graphic Novel)
# of Pages: 204
Reading Level: Grades 7 and up
Plot Description: The graphic novel follows the true account of George Takei's experiences in Japanese internment camps during World War II. The story begins right after Japanese forces attack Pearl Harbor in December 1941, which then prompts the United States to enter World War II. As a result, Japanese-Americans are sent to internment camps because they are seen as threats to others. George describes how he and his younger brother see the entire experience as a vacation because they are oblivious to everything happening. They begin to settle at Rohwer War Relocation Center and build a community, in which George's father is given the responsibility of managing the area since he is fluent in English and Japanese. As the war escalates, the United States government sends paperwork to every camp for Japanese-Americans to fill out. The forms are basically questionnaires that include questioning Japanese-Americans if they are willing to go against Japan and are willing to fight in the war on behalf of the United States. George's mother answers no to these questions, as well as other people in the camp. Soon, George's family is relocated to Tule Lake War Relocation Center because of the questionnaire responses. This camp is much stricter than Rohwer. They adjust there, and with time, another questionnaire comes their way. This time, it simply asks if any Japanese-Americans are willing to renunciate their citizenship. George's mother says yes because she believes this will keep her family together. However, when the war ends and George's mother is on the verge of deportation, an attorney named Wayne Collins comes to to aid those who face the same crisis. He successfully manages to win the fight against those persecuting Japanese-Americans, so George's family remains together and moves back to Los Angeles. They are not able to return to their previous house, so they stay at a hotel before moving to predominantly Hispanic neighborhood, where they enjoy and live comfortably. As he grows older, George goes on to learn and become aware of everything that happened to his family. He becomes interested in the arts and manages to land a role in Star Trek. He continues to be an actor and an activist to this day. He has had the pleasure to meet and march alongside Dr. Martin Luther King, Jr., and has also married his longtime partner, Brad Altman. The story ends with George and his husband, Brad, at Rohwer Relocation Center's Memorial Cemetery praying and paying respect to those who experienced the camps and have passed, including his father.
Strategy to Use: Sequencing. For this strategy, given the nature of beautiful illustrations within the novel, teachers can make copies of certain portions and put them out of order. Students can then take these pieces and try to put them in chronological order. This is a good activity to do in order to see the sequence of events, causes and effects, and problems and solutions. It could work well with history classes because of the idea of piecing together important points in time. (Literacies: viewing, speaking, and listening.)
Rationale: The reason this book is ideal for the classroom is because, for one thing, it is a graphic novel (which is appealing to young readers). Two, it is a true story. This is an intimate account that could serve very well in a U.S. history class because it takes place during World War II. However, when I was in high school Japanese internment camps were not given much attention. They were simply mentioned and forgotten about. Takei's account, however, focuses his attention on the realities of these camps and how they affected his family and others. It showcases a point in history that has not gotten much attention, and it is pretty timely because of the recent ICE detention centers where children have been separated from their families.

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Author/Illustrator: Rex Ogle
Genre: Nonfiction
# of Pages: 199
Reading Level: Grades 8 and up
Plot Description: This narrative follows the true life of Rex Ogle's experience in middle school. He lives in poverty with his mom, her boyfriend, and his half-brother. Because he lives in poverty, he is enrolled in the Free Lunch Program, so he is embarrassed by this and has a hard time fitting in school. His friends are not true friends, and he constantly has to deal with abuse from his mom and her boyfriend. Throughout the school year, he is miserable before he befriends a boy named Ethan, who seems to accept Rex for who he is. Nonetheless, he eventually moves to an apartment complex covered by Section 8 and is embarrassed. He reaches a breaking point when his grandmother visits them over Thanksgiving Break because his mother rejects all of his gifts. Still, after they move, Rex's mom gets job at a fancy restaurant and the family learns to cope with their situation. One New Year's Eve, he goes to Ethan's house and learns the value of true friendship and love. The story ends as the two read comics together.
Strategy to Use: The Five Whys. This strategy is ideal for this book because it begs readers to ask five "why" questions in regards Ogle's account. This is a good after-reading strategy because then students can retain what Ogle presents in the narrative. Due to the nonfiction nature of the novel, asking these five questions can open up discussion about what Ogle experienced in his early adolescence. Perhaps this strategy could be a lead-up to a literature circle, or these five questions could begin the literature circle. (Literacies: reading, writing, speaking, and listening.)
Rationale: This is a good nonfiction piece because Ogle struggles with poverty. Unfortunately, there are many students living in poverty today, so Ogle's work might resonate well with them, especially when considering his central message of "those living in poverty are not alone." He promotes the idea that everything will be okay, and that one is not alone when facing such hardships. This is also a good eye-opener for students who do not face the same circumstances.

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Author/Illustrator: Catherine Gilbert Murdock
Genre: Sports & Realistic Fiction
# of Pages: 274
Reading Level: Grades 8 and up
Plot Description: The novel revolves around a young girl named Darlene Joyce "D.J." who is not particularly good at her English class, but that is the least of her worries since it is summer break. She and her family live in Red Bend, Wisconsin, in a farm that D.J. usually maintains since her father is temporarily injured and her mother works two jobs. She begins training a guy named Brian, who is the quarterback of D.J.'s high school rival. Over time, she develops a crush on him, but there friendship never develops into anything else. D.J. decides to try out for the football team and is granted a position as long as she is able to pass English in the coming school year. While she trains, her best friend, Amber, confesses that she is in love with her, but D.J. does not reciprocate her feelings. During the first game, D.J.'s team wins against Brian's, which causes some conflict between the two. Nevertheless, the two learn to overcome their differences and continue being friends. The novel ends with D.J. revealing that the entire book is an assignment for her English teacher and that she is not sure if she'll remain on the football team.
Strategy to Use: Story Impressions. This story is ideal for story impressions because numerous words from the text can lead to readers inferring that the book will be able something completely different. For instance, the word "cow" is used numerous times in the text, which is important to consider because the title of the book is Dairy Queen. At the same time, the word "football" is in there. Because this is a pre-reading activity, students need to use a list of 8 to 10 words from the text that the teacher provides in order to form a hypothesis about what the book will be about. This activity is a good way for students to write their own version of the story and see how accurate it is when it is read. (Literacies: reading, writing, speaking, and listening.)
Rationale: This is a good book to use because it promotes the idea that a girl can be in football team. The feminist message comes across naturally, and by using the Story Impressions strategy, some students may not know that the book is about a young girl who joins the football team. They may believe that it is simply a girl who lives in a farm and dates a football player. The novel is rooted in the idea of not settling and always trying to do what you truly want to do, which is something that students can file away.

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Author/Illustrator: Tedd Arnold
Genre: Mystery & Historical Fiction
# of Pages: 199
Reading Level: Grades 7 and up
Plot Description: The novel, set in 1972, begins with 14-year-old Todd Anthony describing a dead body that has washed up from the town's river. He lives in Elmore, New York, a fictionalized town. His life is mundane, and he mainly spends his time making beds and cleaning at his family's motel, which is where they also live. One day, Todd bikes home and sees a stray puppy. He grabs the puppy before it bites him and gets run over by a truck. When Todd realizes the puppy is still alive and suffering, he puts it out of its misery by smashing it with a large rock. Regardless of this, Todd is a talented writer, who catches his English teacher's attention. Eventually, his English teacher assigns various creative writing assignments. During this time, Todd has met a 16-year-old boy nicknamed Rat. Rat is enigmatic, but he offers Todd a job at the drive-in movie theater, where the two grow a little closer. Because Todd struggles with writer's block, he hopes to use Rat as a subject in his project since Rat was in the Vietnam War. However, Todd becomes suspicious of Rat because he notices that he possesses the same hat that the murder suspect (of the washed-up body in the river) has. Eventually, Todd discovers that Rat's home life is extremely dysfunctional because his parents are alcoholics, so Rat and his mom are hiding from his abusive father. One day, Rat's father finds them, and because there is an extreme flash flood imminent, Todd goes to Rat's house and finds Rat's father bloody and dead. He is then confronted by Rat, who points a rifle at him, though he reveals that he did not kill his father. Instead, Rat's mother killed his father before she left. The rain comes pouring down, and since Rat lives near the river and the two spend the night outside by a tree, they are knocked into the river, where they almost drown. However, Todd saves himself and Rat until help arrives. They are transported to a hospital, and eventually, the police show up to arrest Rat since they believe he is responsible for his father's death. Little do they know that he has run away. Months later, Todd scores a job at an editorial and has not seen Rat. He learns that, like the puppy, he must let go of Rat in order to move on with his life.
Strategy to Use: Problem and Solution Outline. This is a very easy strategy that is ideal to complement with this novel because of it allows readers to anticipate solutions and reflecting back on what actually happens in the story. For instance, readers write Todd Arnold as the character who has the problem (or it could be Rat). They then write what his problem is and why it is a problem. Next, they write attempted solutions and outcomes before eventually writing the end result. It is a good strategy to use before, during, and after reading the novel. (Literacies: reading and writing.)
Rationale: This novel is beneficial for the classroom because it opens up topics about a seemingly mundane individual having the potential to be something greater. It also brings up discussion about the realities of war--in this case, the Vietnam War and its effects on troops. The novel also tackles dealing with family members suffering from dementia--Todd's grandmother. It is a mystery novel that does not really focus on who exactly did the crime described at the beginning of the novel. In fact, the criminal is never actually revealed, so this could be a good discussion to have. The novel, instead, focuses on Todd befriending a boy who is an outsider and mysterious. So, really, the mystery is figuring out who exactly Rat is and why he is so closed off from others.

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Any Small Goodness: A Novel of the Barrio Cover

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Any Small Goodness: A Novel of the Barrio Cover

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Aristotle and Dante Discover the Secrets of the Universe Cover

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Aristotle and Dante Discover the Secrets of the Universe Cover