Something I felt very strongly about when reading this chapter was the balance of work and literature. Cart mentions how no one is reading for fun anymore and how we regard reading as a “task“ that no one is doing as deeply as we should, often blaming the Internet. I blame modern work culture for this, bringing the economy directly into our literary lives. Everything is so focused around WORK now, and a shift away would help bring reading back.

My favorite so far. I cried. It was an adorable and heartwarming story of love, justice, community, and acceptance, but it also brings the harshness of banning/contention over books in classrooms to light very mangagably and realistically. The multiple perspectives would be a GREAT mentor for how to interweave stories like this too, combining writing moves with meaningful and relevant themes that students can participate in THEMSELVES. 5/5! ⭐️

This was a fantastic book to introduce and exemplify book banning in classrooms! By including the text in question, Levithan's readers can come to their OWN conclusions but also have exposure to the represented community with Gideon/Roberto and see the reality of people combating inclusion with Donovan. This encourages seeing multiple perspectives and considering all ideas (including their own INFORMED ones) to make decisions about books.

This book, especially Donovan's story, was incredibly personal to me because I've been through something similar. I could relate to how humiliated or disappointed he was feeling in conflict with his family but also in how empowered he felt when he found that others were on his side when it came to reading queer literature. Ignorance isn‘t “protecting” children, it is impacting their future interactions with real people in a real community.

“'For years I have been yearning for a magazine entirely dedicated to me' (Palladino 1996, 91–92)“ (Cart 9).

Cart presents an enlightening history of YA lit, but something that stood out to me was the focus on audience, especially when defining a new genre with changing styles and ideas about life. It's important to know what THEY want or need to read so they can feel seen and understood, and this knowledge can help shape our classrooms too.

From just the summary, this seemed uninteresting to me at first, but I was endeared by this rich story and the Martín family's mission and antics. The characters were so lovable and I felt that they were a very realistic representation of a complex family. There were silly moments but also down-to-earth ones which brought topics like family, identity, war, and loss into the spotlight to learn from. This would be a great graphic novel to teach!

I loved Abuelito's ever-present role. Pedro idolized him, putting his achievements and history (while still noteworthy!) on a pedestal and exaggerating Abuelito's reality. He is someone to look up to for Pedro, but it also created a separation of “hero“ vs. not. When Pedro is in a situation closer to one like Abuelito's past deeds, he suddenly realizes the role that humanity plays, which I think solidified their bond as people, not superheroes.

The Martín family's border experiences sat heavy on my chest as I read, especially considering what is going on in the world now. Even though they are innocent, their experience was still tainted by corruption, and this affected them all later even after learning and growing and enjoying themselves in Mexico. This is very eye-opening to families' worries and traumas as they cross borders today, and it would be good for students to sympathize.

I was hesitant about this book because I do not usually lean toward realistic fiction, but I loved this diversity it showcased. Each story was different and highlighted different cultures and experiences, which means many students in the classroom can likely find at least one thing to connect to. There are great opportunities for mentor texts, but it was also just an enjoyable read: it was fast-paced and kept me engaged. I'd definitely recommend!

The format of “Main Street“ by Jacqueline Woodson was slightly different than other stories. This and Kwame Alexander's story in verse would be a great way to explore different writing formats and their impacts. “Main Street“ was very touching and I loved how it discusses connection, whether it be to a place or another person. It also touches on loss and missing people, and while that can feel isolating, it can also bring people together forever.

“Choctaw Bigfoot, Midnight in the Mountains“ by Tim Tingle was a captivating story, but it also highlighted this Native American culture beautifully. Tingle immediately immersed readers in Native culture as he focused on family, language, and the unity storytelling brings to all. This could be a great mentor text for introducing the genre of folklore and cultural legend, perhaps before students write their own myths or legends. I loved this!

“For while the path before me may be difficult, it will be my own.“

“The Difficult Path” by Grace Lin was one of my favorites. It had a bit of everything I love: historical fiction, pirates, female empowerment and solidarity, and the importance of education in finding a voice. This would be a fantastic story to show students the roles of women and/or the lower class in a diverse historical setting and demonstrate the power of sharing knowledge!