Another aspect of the book that I enjoyed was the explanations of the generational practices of social media. It provided details on how Generation Z and younger view and practice their time on social media, offering specific vocabulary to boot. I think that if the administration and school board had access to this information as the fallout from the account unfolded, it would have made for a less muddy and confusing process.
Throughout the sit-in segment of the work, I couldn't help but imagine what it must have been like for the teachers. They practically had no direction from the admin and had to make decisions that felt right in the moment. If I were in this situation, I think I'd react similarly to the art teacher, torn between the students' right to protest and the cause they were advocating for, as well as the safety of all students involved.
pickI will say that I practically zoomed through this book! Although nonfiction is not my favorite genre of book, I appreciated that the chapters were short and flitted between multiple perspectives. These aspects made it incredibly engaging to read. Furthermore, students who may have difficulty reading nonfiction texts will likely find this reading easier to comprehend.
As a theatre minor with a focus on dramatic writing, I have read many plays introduced in recent years by various playwrights. One such play is titled “Syd“ by Craig Houk. It follows the titular character as she navigates her sexuality and its subsequent effect on friends and family. I found many similarities between that work and Lo's, especially considering that both works feature historical settings alongside LGBTQ+ places of community.
When I think of an average YA work, I think of an adolescent working through problems of their own to achieve a potential outcome, and I believe this is how Malinda Lo wants us to perceive her work. Last year, the book was banned due to its depiction of sexual content, which Lo described as “fundamental misreading of the novel and a gross misunderstanding of the purpose of fiction.“ While I agree with the sentiment that the text should not be...
Despite her status as a side character within the narrative, I found myself particularly admiring Aunt Judy. Even throughout the side stories in which she is featured as the “narrator,“ I discovered that she was gentler and more sensitive to Lily's desires and ambitions. Aunt Judy is supportive, and through her “I will try to understand“ statement, she is necessary for Lily's peace of mind at the conclusion. She serves as an excellent reminder...
pickSet in the bustling city of San Francisco, this emotional work by Malinda Lo left me in tears by its conclusion. Witnessing Lily's struggles in facing her identity as both a Chinese-American and a member of the LGBTQ+ community in an age less tolerant of diversity, and how it affected her development as a character, made me want to reach through the pages and hug her. I am proud of Lily's ability to be unashamedly herself by the work's ending.
One concept that I will adopt as a mindset from now on is Kittle's term, “roller coaster reading.“ The idea of challenging oneself to read a more difficult text and then being rewarded with an easier one creates a system that benefits the volume of reading that one may accomplish. I can see this system not only working for me, but also as a way to entice my future students to read challenging books that they might not have otherwise read.
“What I seek is access to any text form. When a student won't read, I look at the vocabulary, the context of the book, and the sentence length to see whether the text is a mismatch for the student's current skills.“ (Kittle 15)
I love the concept of meeting students where they are in their skills and then building from there. It removes the “stuffiness“ of literature and enables students to develop a personal connection with a variety of texts.
Within Chapter One of Kittle's work, I was so thrilled to see her emphasis on student engagement in reading. Engagement is one of my key priorities as a teacher. I think this is because when I was in school, students tended to “fake read“ to get by and couldn't immerse themselves within the texts they were reading. Further, they viewed reading as a chore. I don't want that to be the case in my classroom. Read books because they tell great stories!
I suppose readers, like myself, found themselves resonating with the exasperation one feels at the conflict that misinformation, disinformation, and “facts“ can cause. I felt comforted by the lists on how to diffuse tension and debate amicably with those who hold differing opinions. I believe that using lists like these in classes from an early age can help mitigate the harshness of modern discourse and ultimately create a kinder environment.
I am a bit of a history nerd, so I enjoyed the various historical references and explanations for certain institutions in the fields of technology and journalism. The timeline of American news bodies fascinated me. While I've always known about tabloids and media of the like, I never thought that it would have historical precedence in the form of a moon hoax or factitious massacre at a zoo! I learned some new pieces of trivia to share!
so-soAfter reading, I can see myself using this text in my classroom with absolute certainty! While I do not typically partake in the nonfiction genre, I loved the witty information that Yasmin presented throughout the text. In my classroom, I could picture working with chapters in varying units, such as sources, which could focus on the news chapter and uses of journalism. I can also see using “The Social Dilemma“ documentary as a supplementary text!
While I found the explanation of the “Book Talk“ extremely helpful in understanding how to help students develop a love for reading, I was particularly struck by the section discussing how to use it for writing. Last semester, there was a focus on Mentor Texts, and while I was able to see how they could be used on a larger scale, I was still left confused on how it would work in practice. Kittle's explanation and annotation guide eased the worry!
Chapter 18's content discusses the rise of technology and its impact on literacy. I've always believed that the field of English is interdisciplinary and can be explained through a variety of media. I am glad to see that Cart agrees with this sentiment. He and other researchers agree that, while the internet has some drawbacks, it essentially encourages students to read more, whether they visit social media, fanfiction sites, or wikis.
This may be the literature nerd in me, but I was so excited to see Dante's “Inferno“ playing a prominent role throughout this piece. The narrative of the novel mirrors Dante's in several ways. For instance, they must traverse multiple environments where their wills are tested to escape “hell,“ which in Whimsy's case, is the forest. Furthermore, they have guides that assist them through this process, such as Beatrice for Dante, and Cole for Whimsy.
“The only way out is through.“ (McBride 134)
In my review post, I mentioned how I appreciated the metaphor of prevailing over depression and its association with magical realism. In this book, Whimsy and Faerry, depression becomes tangible in the form of Sorrow and her garden, where they must communicate with and support each other to survive. For students, this aspect can demonstrate how to help others in their mental health struggles.
so-soI will admit that I initially attempted to read this book in audio format, but upon realizing it was in verse, I picked up the hard copy so I could focus on the text more. I initially found the verse intertwined with magical realism to be a little confusing, but I appreciate the metaphor that the book provides regarding Whimsy and Faerry's experience with depression.
One thing I've learned throughout my time in English Education is that literature provides an opportunity for students to gain valuable experience through the characters they read about. I found this perspective particularly relevant to “From Romance to Realism,“ mainly when it discussed the prevalence of novels depicting various career paths. Because these students read about the specific details of these jobs, they gain relevant experience.
Building on my earlier post about parents, having come from an educator family, I've always heard horror stories about parent interaction. This is why I was fascinated by Mr. Howe's empathy towards Donovan's mom and how he refrained from vilifying her despite all the stress. While parents may engage in contests, they have good intentions in looking out for their children. As such, parents are not scary figures and can even be our strongest allies.
“My mother would thank me...for turning her head a little so she could focus on the right thing.“ (Levithan 154)
While I initially hated Donovan's mom, this quote, along with her support of Curtis, made me like her more. As teachers, we need to recognize that parents have the right to doubt books and that taking action does not vilify them. Howe even agrees, arguing that a contest is simply a response to fear, which Donovan's mom concurs with.
The most intriguing character of this work for me had to be Mr. Howe/Gideon. I admire his immense care for his students alongside his bravery and adamance for standing up for his beliefs. His speech at the board meeting was terrific, making me feel like the high schoolers in the background whooping at his argument. I loved that we were able to see the growth of Mr. Howe through Gideon and Roberto's relationship, making for a tear-jerking reunion.
pickOut of everything I've read so far for the YAL class, I believe this book was my favorite. The interconnected storylines proved to be an engaging read, and I found the characters extremely lovable. I shed a few tears by the time the resolution was reached. This narrative addresses book censorship in a way that is both interesting and relevant to young readers, serving as a great starting point for discussing the topic and its impact on society.
After reading, I found that Pedro Martín has created multiple other short stories to go alongside “Mexikid.“ This discovery is impressive, considering how much I enjoyed the consecutive chapters of the memoir and their ability to tell a personalized story that adds up to a larger narrative. I could picture using this work as a Mentor text to assist students in writing narratives. It is easier to work with a vignette and expand further from there.
It was interesting to see how mythical Abuelito is portrayed throughout the narrative. There is no exact description of his life by himself, but every other character has a story about him that they believe to be true. Only through his unrelated conversations with him does Pedro come to understand who his grandfather is. This example could serve as an excellent introductory lesson on sources and their application, especially when we view others.
pickI found this graphic memoir hilarious! Pedro Martín immerses readers in the antics of his family as they travel to take their abuelito back to the United States. I greatly appreciated how each family moment was interspersed with a cultural practice that they shared, like kissing elders' hands or making birria. Especially in today's climate, this narrative stresses the importance of familial obligation and support, regardless of the circumstances.
pickOverall, this anthology of short stories was impeccably put together. As a “We Need Diverse Books“ publication, I greatly appreciated that the short stories within the book should be considered as different houses within the same neighborhood. This comparison highlights how, just as in real life, some people may experience and identify differently from one another, and their stories are all valid. I can see each piece being used in the classroom.
I was first introduced to Kwame Alexander's verse poetry in “The Crossover“ during middle school. His work made me view poetry in a new way, one that differed from the authors I typically read. Essentially, his work captivated me.
I can see students sharing this captivating story in “Seventy Six Dollars and Twenty Nine Cents,“ with the verse poetry showcasing an intriguing narrative about supernatural powers through innovative poetic forms.
During the fall semester, I took a “Film as Literature“ course that focused on media produced by indigenous communities. It proved extremely informative, especially when considering the societal expectations that indigenous culture is a relic of the past.
The class demonstrated that culture is still practiced today, and this statement is proven true in “Choctaw Bigfoot“ by Tim Tingle. The traditions of language and oral storytelling continue.
I wholeheartedly agree with the message of education as a transformative power in “The Difficult Path“ by Grace Lin. Throughout the narrative, the protagonist, Lingsi, utilizes her education and reading skills to escape servitude on the high seas. This belief in education was a cornerstone of my upbringing, thanks to my educator family.
This text is perfect for students to grasp the “why“ of education and how it may truly change lives.
