Journal Article #2

Literacy, Sexuality, and the Value(s) of Queer Young Adult Literatures
William P Banks, Traci Gardner. English Journal. (High School Edition). Urbana:Mar 2009. Vol. 98, Iss. 4, p. 33-36 (4 pp.)

Abstract Summary
Banks draws on personal experience to show the importance of reading LGBT young adult literature empathetically and critically.
Gardner provides several approaches as to how teachers can incorporate critical literacy which helps students recognize that the text/reading can actively shape our lives. She further explains how various critical literacy approaches can be compared to LGBT literature. For example, teachers can ask their students to compare a personal experience of violence to that represented in a novel they are reading. This will give them a change to incorporate/relate real world experiences so they can a better understanding of what the author is trying to convey in the story. According to the author, teachers can ask questions about how and why these events happened/occurred, as well as how these events are reported in the news.

A critical literacy approach requires that teachers address more than the violence. Gardner states, “Learning to read is always about more than just "word calling"; it is about the ways that we learn the language for describing ourselves, for narrating ourselves into existence, for articulating our needs, values, and value in the spaces that we need to survive in.” Teachers should choose books which relate to the students in their classrooms. By doing this, teachers can pull in the reluctant readers. As Jonathan Alexander argues, "If we are invested in working with students to develop a critical understanding of their places-and their possibilities-in the world, then we must consider issues of sexuality as central to the development of contemporary literacy."

Book Review #7

Percy Jackson and the Lightning Thief by Rick Riordan
Miramax Books, 2005, 377 pp., $7.99 Fantasy, ISBN: 078685629-7

Like a thief in the night, Percy’s destiny is changed in the split of a second.

Percy Jackson is the main character and leads us through the story as the first-person narrator. At first glance, he appears to be a wise-cracking, trouble maker, who lacks self-control, diagnosed with ADHD, who has attended six schools in six years and discovers he is the son of the Greek God, Poseidon. The reader will definitely brush up on their Greek mythology as they embark upon Percy's journey to retrieve Zeus's master bolt.

"I accidentally vaporize my pre-algebra teacher." In this quote, he thinks he’s actually day dreaming. Little does he know? As we continue to read we determine, Percy is unaware of his true identity as a half-blood until his mother is killed in an unusual way. After losing his mother, he ends up at a summer camp for half-bloods. Through a set of unforeseen circumstances he finds himself leading a quest with two friends Annabeth and Grover. Percy is given ten days to find and return Zeus's stolen property to prevent a war. They find themselves on a daring road trip from New York to Los Angeles. The group will face a host of enemies who are determined to stop them. According to the author, in order for him to succeed on his quest, Percy will have to do more than catch the true thief. He must come to terms with the father who abandoned him; solve the riddle of the Oracle, which warns him of failure and betrayal by a friend; and unravel a treachery more powerful than the Gods themselves.

Teachers might want to incorporate this book into classes where they have boys who are reluctant readers. I think by the main character being a young man the book will welcome them into the world of reading. The age range for this book is 12 to 15.

Interested in other fantasy books you may want to read
J. K. Rowling's, Harry Potter series or Lemony Snicket by
Brett Helquist.

Book Review #8

What They Found: Love on 145th Street
by Walter Dean Myers
Random House Children's Books, 2007, pp243, $15.99,
Adolescent Fiction
ISBN-13: 9780375937095

Walter Dean Myers returns to the world of 145th Street: Short Stories to show how love can be found, and thrive, in the most unlikely places. Myers explores fifteen short stories which explore the fundamental aspects of love. These stories contain humorous words, but the underlying fact is that being poor and black always offers tough situations and choices. Myers’ has created characters which take on dramatic and sensational roles for the reader. He takes on difficult topics like unemployment, the decision to buy a gun, death, violence, war and preteen pregancy. His goal is to capture life, relationships, romance and love in Harlem on 145th street.

It is astounding how the characters use love to overcome life’s experiences and its lessons whether dealing with hope, change, death or pain. For instance, Curtis finds love as he struggles to stay alive in a war he has no desire to fight, Letha discovers her own beauty in the love of her young child. Abeni deals with the trials and tribulations of her dying father who asks her to uphold his wishes upon his death. There is the "good daughter" who realizes there is only one way to help her family overcome a major dilemma. For
on-going daily drama Myers has incorporated the neighborhood beauty shop.

Learning hard lessons in life is difficult for all of us, but this author demonstrates how we can overcome what is put in front of us to the best of our ability. Young readers between the ages of 14 to 17 would enjoy this fiction book of short stories. Middle school teachers can utilize this book as a tool to demonstrate that students are capable of achieving and overcoming life’s disappointments and trials.

Interested in other adolescent fiction books by this author, then check out the following: 145th Street Short Stories and
Street Love

Book Review #6

The Chocolate War by Robert Cormier
Random House, Inc., 2004, 253pp., $8.95
ISBN-13: 9780375829871

The Chocolate War, is a story of corruption, friendship, classism, bullying, and brutal retaliation at an all boys’ Catholic high school. This book details the darker side of adolescence, death and suburban life according to Cormier.
Jerry Renault is a New England high school freshman. Jerry’s life changes with the death of his mother. He soon discovers that his high school experience will change for the worst with his decision to not to sell candy. His refusal to join in the school's annual fundraiser leads to him experiencing the wrath of the school bullies. One of the main bullies is Archie Costello. Archie is the leader of the school’s secret society known as the Vigils. He has mastered the art of student intimidation. Archie himself is persuaded by an ambitious teacher into having the Vigils organize the annual chocolate fundraising event for the school. When Jerry refuses to be bullied into selling chocolates, he becomes a hero to the other students. As the sell continues Jerry's defiance becomes a threat to Archie, the Vigils, and the school. The following quote should help to clear up Jerry’s candy refusal, “It’s a Vigil stunt. He is suppose to refuse to sell chocolates for ten days-ten school days- and then accept them.” However, Jerry continues to refuse even after the ten days. The inevitable showdown, demostrates Archie's skill at intimidation as he turns Jerry character from hero to outcast and then to victim, leaving him feeling alone and vulnerable. By the end of the story Jerry understands the meaning of his poster in his locker “Do I dare disturb the universe?” Young readers in the age range of 12 to 18 would truly enjoy this book and the importance of bullying. Teachers can incorporate this book into social studies and character education lesson plans when discussing adolescence young men and bullying.

Interested in other books with a focus on young men, then check out the following:
Monster by Walter Dean Myers and The Outsiders by S. E. Hinton.

Book Review #5

Sterling Biographies: Eleanor Roosevelt: A Courageous Spirit by Victoria Garrett Jones
Sterling Publishing, 2007, 124pp., $5.95,
ISBN: 9781402733710

Unwavering humanitarian, assiduous activist, callous negotiator, audacious spokesperson, influential woman who fought for the rights of all individuals. Eleanor Roosevelt to this day is still admired and respected for her stand on civil rights. One would have never have known she was shy, timid and lacked self-confidence prior to her notoriety. Eleanor states, “She dreaded the seemingly endless rounds of parties and other social events, calling them “utter agony.” At twenty, she married her fifth cousin, Franklin Roosevelt and together they had five children. As her husband pursued a political career she became the backbone in his campaign. When Franklin lost his battle with polio and became paralyzed from the waist down Eleanor was forced to deal with tragedy in the eye of the public. Franklin was elected president in 1929, with Eleanor at his side. “As First Lady, Eleanor held press conferences, wrote a newspaper column, and stood up for the civil rights of women and blacks.” After the death of her husband President Truman appointed her to the United Nations as a delegate.

Jones discusses the extraordinary partnership which developed between Franklin and Eleanor focusing on both the negatives and positives of their relationship. Jones breaks up the text by using black-and-white photographs, charts, hand written letters, descriptive essays and a wonderful glossary. This book expounds upon the lives of the Roosevelt family according to an impressive historical timeline. The text is understandable and to the point. In my opinion, one feels as though they have warped in time when viewing the magnificent photographs. The time line is in-depth, easy to follow and offers a better understanding of the adjacent family photographs. The audience age range is from 10 to 12. Young readers will truly enjoy this book and the importance women played in history and the development of our nation. Teachers can incorporate this book into art, social studies and language arts lesson plans when discussing women’s history.

Interested in other adolescent women’s history books, then check out the following:
Sterling Biographies: Rosa Parks: Courageous Citizen by Ruth Ashby and Sterling Biographies: Marian Anderson: A Voice Uplifted by Victoria Garrett Jones.

Journal Article #1

Letcher, M. (2010). Poetry and Verse Novels for Young Adults. English Journal, 99( 3), 87-90.

A Summary of an abstract from the National Council of Teachers of English Conference on College Composition and Communication January 2010.

The abstract describes some of the poetry that is popular among Young Adult readers. The poetry described has been cause for consternation among teachers, according to the abstract, because poetry is difficult to teach and learn. This abstract describes a variety of verse novels and what topics are addressed. Verse novels are “an extremely popular, and growing, subgenre of YA literature…” The topics that verse novelists write about are topics many teachers do not want to get into with their students, in my opinion. They are hard topics to address with a classroom full of students with varying experiences and varying parental involvement and family structures. Ellen Hopkins writes poetry that “opens a window to the emotions and desires of young people trapped in tragic circumstances, including abusive relationships, prostitution and drug abuse.” These are topics of high interest to YA, but high discomfort for many teachers. The abstract describes that the verse has voices that YA can identify with but may be too intense and raw for many YA readers. Methamphetamine addiction is a topic of two of Hopkins’ novels.

Sonya Sones has also written verse that deals with emotional topics. Her writing raises questions about mental illness and the stigma that surrounds it. Many authors choose to write verse novels “because of the immediate and visceral nature of poetry. Two verse novelists mentioned in the abstract are Patricia McCormick and Margarita Engle who deal with real world scenarios that readers may not realize or have an understanding of at their age. These verse novels may put their life in perspective. McCormick deals with child sex slavery in Nepal and Engle deals with the Cuban struggle for freedom. Some verse novelists write about YA experiences that I feel most teachers would be comfortable teaching about. Experiences they may have had when they were the student’s age. Sones’ novel “What My Mother Doesn’t Know” (Simon, 2001) is about insecurities of a ninth grade girl. This topic seems to be a topic most YA can relate to. The abstract describes Sones verse novels as being appealing to boys and girls. It also describes them as being excellent for the reluctant reader. So, I think that a teacher needs to read the abstract of the verse novels or the verse novels themselves before prejudging whether they would teach them or not.

Thalia Chaltas’s novel is about a time period when young adults tend to struggle to belong in school and at home. Chaltas’s novel deals with witnessing violent acts at home and feeling powerless to it. Unfortunately too many students witness violence in their homes. This novel may help students feel as if they are not alone, but have some control over it. Verse novels also can have the historical perspective. Karen Hesse’s novels probe into the Oklahoma Dust Bowl, Ku Klux Klan in the 1920s and WWII. The use of verse novels instead of traditional historical fiction may make the content more accessible for the reluctant reader of that particular genre. Jen Bryant has also used verse novels for historical content. She has written a novel about the Scopes Monkey Trial. Dealing with the death, seems to be a topic that many YA verse novelists write about. Jen Bryant wrote about a mother dying and the daughter’s thoughts and feelings about the death. Death is another topic that some teachers are not comfortable talking about. “Heaven Looks a Lot Like the Mall” by Wendy Mass (Little, 2007) takes the topic of dealing with death to a whole new level. She writes as if the narrator is in and out of consciousness at the hospital, close to death. The ability to hear more than one voice can also be accomplished with verse novels. The portrayal of three girls being with, and dumped by the same guy is the topic of Tanya Lee Stone’s “A Bad Boy Can Be Good for a Girl.” The three girls find that they entered the relationship with the same guy. Walter Dean Myers also uses various voices in “Street Love” (Amistad, 2006) to tell about love from different social classes. The section in the abstract titled “Using YA to Teach Poetic Forms” is helpful as it provides suggested resources for further reading. All in all, the abstract was not helpful.

This abstract basically provides information that can be found in the back of most books. However, the connection between poetry and verse novels is carried throughout the article, and supports the idea of incorporating literacy in the classroom. Teachers can build on the existing perceptions and interactions students already have between one another and their families. If teachers empower/promote their students to use their personal understanding and cultural backgrounds they will promote literacy in their classrooms through acceptance. The authors in this article can be used to assist young adult readers to better understand character development and storylines by using their personal experiences. By exploring uncomfortable topics/situations teachers can assist readers in eliminating personal bias and misunderstandings. Overall, this article illustrates various examples of authors to promote literacy for the young adult readers in the classroom.

Book Review #4

Aleutian Sparrow by Karen Hesse, Publisher: Simon & Schuster, 2005, 156pp.,
$5.99, Historical/Fiction,
ISBN: 9781416903277



“Our Japanese visitors expected always an amiable Aleut welcome. But when the hand of friendship was withdrawn, They took their measurements and made their calculations anyway.”

Can you imagine the despair, devastation, aguish and hardship you would face, if forced to leave your home and worldly possessions at the drop of a dime in the heat of a war? This book illustrates just that through the eyes of a teenage, half Aleut young lady by the name of Vera. Vera narrates this story using lines of poetry and a profound description of characters and their culture during World War II.

The story starts when Vera has the opportunity live with an elderly couple in a nearby village to further her education. In the summer of 1942, she returns home to visit her mother and friends only to encounter the Japanese launching an air attack on parts of the Aleutian Islands right off the coast of Alaska. In order, to protect its citizens the US government forces an immediate evacuation of not only her village but four others to an internment camp in Southeastern Alaska. These families are relocated to an inland forested area for which they are unprepared. They are now treated worst then prisoners of war, faced with hints of racism, extremely limited housing, almost no food, no medical care or supplies, and limited contact with the outside world. In order, to survive their inhumane camp conditions these families must now rely on their Aleutian traditions. After three long years these families are able to return to their villages which are found in ruins. “And as Aleuts have always done, We find the will to begin again.”

Teachers can incorporate this book as a brief overview of American history, family, friendship, suffering and World War II. The age range for readers of this book would be 10 to 15. Hesse includes a brief glossary which is located at the end of the book. This glossary lists several Aleut terms which may be difficult to understand throughout the story. She does a fine job using poetry to describe inhumane conditions, violence, war, homelessness, famine and scarcity all of which are discussed throughout the storyline. Hesse intertwines Aleut tradition and words well giving the reader a better sense of understanding their actual experiences only on a lighter note with her use of poetry. This author places each reader in an inhumane environment with no hope of escape. The only hope is that of tradition and storytelling. Hesse made me think of the struggle many ethnic groups have faced and their only weapons of mass destruction are their traditions. It is those traditions which have allowed them the faith and hope to survive their imprisonment.

Readers who are interested in a non-western setting would also enjoy these two books as well.
Speak by Laurie Halse Anderson and Cast Two Shadows: The American Revolution in the South by Ann Rinaldi