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.

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.

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.

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.