My favorite moments of this book were the chapters that the overarching voice of narration slipped out of. The short one-page poems, lists, or rants about the present situation (from students or from the author herself) set the tone of the text and provided a space for emotion and creativity to shine through. While the text is very engaging otherwise and isn't bogged down with facts, I think these chapters aided in engagement with the story.

This book would be a great addition to my classroom library, and perhaps even as a mentor text. This book involves real people, and these people are those that students can relate to, in both age and character. The topics of racism and sexism make it even more important for study: actionable change should be a driving force of English Literature classrooms. This text can teach students much more through the real experience than any theory.

This book goes beyond what I considered non-fiction to be. Its originality and captivating voice as a true story, combined with research qualities and personal accounts truly makes it unique. Presenting a life changing story about teenagers to teenagers is fascinating, and the book presents many arguments that kids need to read, like the impact of social media and how real consequences shape intentional and harmful actions. Loved every second.

“A warm tenderness bloomed inside Lily; it felt the way a bruise ached when pressed,“ (Lo 212).

This line comes after Lily's rekindling with Shirley. Controlling and an overall bad friend, Shirley and Lily are continuing their friendship based on a history of childhood memories. No blame there, I've done the same. I like this line because it demonstrates Lily's perhaps unconscious wariness of Shirley, and predicts her future betrayal.

Let's talk about the ending. Yes, I'm glad that Kath and Lily eventually reunited and are continuing their relationship. I was not so happy about Lily's removal from her home, her school, and her friends during her senior year. Continued in comments because I'm ranting a bit.

This book could be used in so many ways as a mentor text, namely because of its place as a work of historical fiction. Analysis of cultural and period differences could be done. Lily's identity as a 'good Chinese daughter', coupled with her emerging identity as a member of the LGBT+ community and her dream of entering a male-dominated field, provide for good instruction and analysis of the intersectionality of gender, sexuality, and culture.

I really enjoyed (most of) this book. The insertion of chapters from the perspective of Lily's mom and aunt, as well as the timelines which accompanied these chapters, really set the stage for the time period. I enjoy historical fiction, so I liked seeing how Lily and co. interacted with different groups and how this related to global, national, and cultural issues at the time. Not a fan of the ending when Lily leaves her hometown for a year :(

Magic is laced into the pages of this book, I swear. Those that enjoy The Craft (1996) and Stranger Things (2016) will thoroughly enjoy “Now, Conjurers“. Set in 1999, the members of North Coven are suddenly struck by the death of their leader. Determined to find the killer, the remaining 4 members relearn how to use their magic without Bastion, and face-off against a supernatural being like no other. AMAZING read, I could not put this book down.

“The wonder, the magic, and the heart-stopping joy of books is the only consistently effective tool for that,“ (Kittle 29).

Kittle's discussion in chapter three was super enlightening. Her methods in tracking student reading, providing books they will enjoy, and cultivating their readership have yielded great results. She has truly proved that all students are readers, they just need someone to help them along the way.

“We need to balance pleasure with challenge, increasing volume for all readers and setting up an environment in our classroom that manages kids as they choose books, set goals, and develop a reading habit,“ (Kittle 8).

The first chapter of this book gives us the problem: students are reading below grade-level, and are subsequently left behind in their education. I'm excited to read more about how we can adjust our teaching to accommodate all!

Page 296 mentions the Harvard University Implicit Association Test, which aids users in understanding their own biases. Alongside personality, leadership style, and communication tests of a similar nature, results can be compiled by students early on in the year to understand how they can best work with others. Other sections of the book can be incorporated here, especially concerning the impact of biases on ourselves and others.

“'Out beyond ideas of wrongdoing and righting, there is a field. I'll meet you there,'“ (277).

This quote lives within Yasmin's section about navigating disagreements. These ten steps focus on listening, understanding, and finding common ground. Used effectively and appropriately, these can certainly be used by teachers when approaching conflict with students, but even more importantly between students when disagreements arise.

Pages 198-206 focus on fact-checking news and “cultivating your media diet“. This section was super interesting, and combatted ideas I had about the overwhelming nature of news: what can I believe, and how do I find these sources? These guidelines provided ways to narrow the search. In the classroom, they could be used in research units, personal education on credible news, or in longer studies about news habits/intake of information.

This book was much more compelling than I thought it would be. I learned a lot, and it provoked deep thinking about the types of biases that I may be holding. Even though I'm not a huge lover of non-fiction or informational texts, the writing style and useful information within captivated my interest. Whether used for individual writing of selecting sections for use in the classroom, this book is multi-faceted and so insightful.

LOVE the idea of book conferencing, book talks, and daily reading/writing. Kittle provides some clarity here, sometimes introducing books via book talk that then become mentor texts/topics for writing. Other authors (thinking specifically of Ebarvia) mention free choice reading/writing that are incorporated in class time. I dream of having this option, but still I question how these daily practices can be implemented without eating needed time.

“Reading is oxygen for a student's future success. There is no giving up here. Every kid. Every year,“ (63).

I like Kittle's emphasis here (and throughout this chapter) on how we must reach every kid, not just those that are already proficient readers or that are willing to give reading a try. Reading comprehension and analysis are important for so many life skills, and we have the opportunity to teach that daily. Every kid. Every day.

McBride makes it clear throughout the novel (in her author's note and acknowledgments as well!) that we are never alone, no matter the struggles we face. The two owls (later revealed to be Whimsy and Faerry's siblings) follow the characters throughout the story, providing aid and protection. They are never questioned, never thanked, and never absent. This representation of support translates to a less magical world: someone always has our back.

Truly a beautiful book. The free verse style, layered motifs, and deep conversations held within the words created such a wonderful and heartfelt story. Mental health includes a lot of things (and can be a struggle for our students and ourselves). I loved the incorporation of fairy tales as a manifestation of Whimsy's internal struggles, built from her interests and demonstrating a sort of comfort even amongst the sorrow.

Let's talk about audiobooks in the classroom! As a student, audiobooks have been used from time to time as an additional option for in-class reading. How do we take the data from Cart's research related to the benefit of audiobooks and apply them to our classrooms? How do we make them accessible to all students (without paying for them) and support audiobooks as a source of literature for our students? Do school libraries offer audiobooks? Libby?

While the decrease in literacy is concerning, the new literacy born from increased technological advances and time spent online is a compelling concept. Cart describes new/multiple literacies as the result of multimedia and digital technologies (214), and the focus on texting or social media is interesting. Skills in traditional literacy are replaced with what is more important to the new generations: communication and quick fills of information.

“'We are who we are, and we'll be who we'll be. A book can make us *feel* that, but it can't *invent* that. It's already inside us,'“ (Levithan 122).

Among so much else in this book, Donovan's open conversation with his mother brings about this quote. While I was reading, I thought about its truth in my own life. But even more important is the truth this will bring to students: unlearning prejudices or becoming more of themselves without fear.

After reading the first three chapters, I audibly gasped at the ingenuity of a story within a story within a story. SO. GOOD! I was laughing and crying alongside the characters, and Levithan's focus on censorship speaks to the issues we face as we become educators. This book would be a wonderful read in the classroom alongside Banned Books Week to bring awareness to our students about how censorship affects their education.

“Comics Belong in the Classroom“ - video
The first time I used a graphic novel in a class was my 2nd year of college. Even then, I was doubtful about its legitimacy as a piece of literature. However, my mind was completely changed after that course, and it continues to evolve as I read more graphic novels. It seems to become more common that students dislike English class, and they need an accessible avenue to literature, which comics/GN provide.

I've never given much thought to what YA literature was in the past, but Cart's chapter on the supposed 'invention' of YAL is as insightful as it is (slightly) unnerving. The basis of YAL seems to be manipulation: teenagers were gifted media that excited them while also exploiting their interests. From Cart's explanation, it seems that the first YAL books were created not in the interest of writing or art, but in the interest of profit.

This page represents a moment where the art adds and transcends the written word. The separation of Pedro from the rest of his family in this scene illustrates the themes of otherness and isolation seen throughout the book. Many other moments reflect similar themes through the art itself, and make the book both more insightful and more relatable to students. Seeing themselves in art AND words open doors for belonging among literature.

There is something so compelling about graphic novels, and this one was so so good! I loved the ways that the art corresponded to the words on the page to create such an interesting and immersive story. Like I mentioned for “Flying Lessons“, using texts such as this that explore new mediums with our students can make such a huge difference in their journey as an English student. Pedro Martin is an amazing storyteller and I loved every second.

“I looked at Dad to see if he was kidding. He wasn't. He wasn't kidding, and he had said 'we.' I liked that.“

The final story in this collection seemed to truly express the convoluted relationships that many kids have with their parents. The world feels so much bigger when you're a kid, and Chris's hidden but ever-present feelings related to both his dad and his abilities shape his world. This moment provides hope for Chris and the reader.

I absolutely adore the formatting choices made in Kwame Alexander's “Seventy-Six Dollars and Forty-Nine Cents“. Again, form and variety in style are so necessary to provide to our students, and the poetic structure of this short story provides just that. While keeping readers entertained, Alexander flawlessly executes something that many cannot - rapturous storytelling in a form that our students don't see enough of.

I didn't even realize that Peña's “How to Transform an Everyday, Ordinary Hoop Court“ was written in second person until I was about half way through the story. Something about it felt natural and immersive, but once I realized the POV, I was a little thrown off. I know my own reading preferences, but it made me think about those of my students. Exposure to different writing styles is important and necessary for students and ourselves.

This masterful collection of short stories truly speaks to a variety of audiences, and kept me engaged from the start. “Flying Lessons and Other Stories“ was filled to the brim with dreams, nostalgia, and emotion. While each reader may feel drawn to a different story than the next, we all leave this book with a sense of belonging. Great start to a course full of interesting reads!