I Love Yous are for White People

I Love Yous are for White People

By Lac Su      Harper Perennial (2009)               ISBN: 9780061543661

Lac Su's memoir isn't just a story that provides insight into the life of immigrants trying to navigate the "white world" of Los Angeles. I Love Yous are for White People is mostly about Su coming to terms with his relationship with his father. Even in the book's dedication, Su writes, " To Pa, I remember everything you've said to me, everything you've never said to me, everything you've done to me, and everything you've done for me."

Su's journey begins as a young boy, age 5. Vietnam has just been overcome by Communism and Su's family must leave the country, especially since Pa is known as a successful capitalist. Su describes his terrifying boat ride to China. Along the way, one boat capsizes killing all the Vietnamese refugees on board. After Su's boat nearly sinks, he, his family, and the other refugees on board are picked up, illegally, by a passing Chinese navy ship. Eventually Su makes it to Hollywood, CA, where his family live in poverty and struggle to adapt to a new culture while maintaining a deep connection to their "people."   Su lives in fear of his father as Pa is subject to bursts of anger that usually result in sever beatings. As a result, Su turns to the gang, the Street Ratz, in the hope of feeling accepted and loved--something he never receives from his father. Overall, I Love Yous are for White People is a shocking tale of a boy between two different, yet violent worlds. 

Quantitative: Lexile Level--NA; ATOS--NA;

Flesch-Kincaid grade level—4.5; Flesch-Kincaid ease—86.4

Qualitative: Although I Love Yous are for White People is not a difficult read as the Flesch-Kincaid grade level and ease scores indicate, the memoir's use of foul language and graphic violence make this book one best geared for high school students. In fact, I would not even recommend this for a school library. With that said, the memoir does, however, speak to those populations living in poor, urban areas. When considering Su's use of curse words, it is important to note that many immigrants that cannot speak English, learn these words to protect themselves since they are often teased or discriminated against. Lac Su speaks of domestic violence, teenage drinking as a coping mechanism, gangs, acceptance, child molestation, and the quality of life of those living in poverty. I know many students at the high school I work at would really identify with Lac Su for these reasons. 

Content Area: English; Social Science--U.S. History; Social Science--World History; Health--Relationships; Healthy--Prejudice: Health--Self esteem

Curriculum Suggestions: If a teacher were to use this text as a primary source in class, I believe it would be best to examine the effects of poverty on immigrant populations. Areas of exploration could include:

1) Vietnam War

2) Communism

3) Poverty

4) Gangs
5) Father-son dynamics and male acceptance
6) The power of word choice and language

Common Core Standards: RH.11/12.1-3

Additional/Digital Content: 

• PBS--American Experience--http://www.pbs.org/wgbh/amex/vietnam/ 
• Immigration and Poverty in the United States--http://www.irp.wisc.edu/publications/focus/pdfs/foc262e.pdf 

Personal Thoughts: Although I see how some boys would devour a book like this, it is difficult to justify its place on a school library's shelves. I picked this book up because I thought it would be a great addition to the library's collection; it connects to a specific demographic at OHS and it is a piece of narrative non-fiction. But, I can see it causing potential issues for parents and administrators. However, at the same time, I feel there is much to be extracted from Su's story. Knowing just how "appropriate" a text is, is something that I still struggle with especially when I consider about reluctant readers. 

*Meets the “Reading for Pleasure HS/MS” requirement

When She Woke

When She Woke

By Hillary Jordan      Algonquin Books of Chapel Hill (2011)               ISBN: 9781565126299

When She Woke, Hillary Jordan’s second novel, takes place in a not-so-distant future in Texas and mirrors Nathaniel Hawthorne’s classic, The Scarlet Letter. Jordan pulls from The Scarlet Letter by addressing issues like religious control, the balance between church and state, branding, and the individual and society (among others). When She Woke tells the story of Hanna Payne who has an affair with the local, married reverend, Aiden Dale. Their tryst results in an unwanted pregnancy and, ultimately, an abortion, which is outlawed by the government. As a result, Hannah is not imprisoned, but rather “chromed,” a process where felons’ skin is genetically altered to display their crimes. Hannah, upon being “chromed” red for murder, is released back into the population and endures a hostile reception, just like Hester Pryne. As Hannah desperately struggles to come to terms with her crime, she also battles with her relationship with God. Hannah rarely experiences acts of kindness, but when she does, she maintains hope for her future and faith in humanity.

Quantitative: Lexile Level--NA; ATOS--NA;

Flesch-Kincaid grade level—6.7; Flesch-Kincaid ease—77.1

Qualitative: The Flesch-Kincaid grade level and ease scores do not reflect the complex nature of When She Woke.  First, the novel offers multiple access points. While reading When She Woke, students can analyze the text by looking through various lenses: political, dystopian societies, government regulation, Supreme Court rulings, religion, and the connection to The Scarlet Letter. The novel’s genre may also prove difficult. Because the novel is set in a not-so-distant future, students may confuse the setting with one that is current and/or modern. Locations such as Dallas and Washington D.C. are mentioned which may trip readers that may not understand that the setting is in fact fictional and futuristic. In conjunction with the near-future time period, genetic engineering referred to as “chroming” will pose language difficulties. Vocabulary specific to the crimes committed by the novel’s characters do not come with any definitive explanation. Rather, readers must rely heavily on context clues to decipher these new terms’ meanings. Lastly, a reader’s background knowledge will greatly determine how many access points can be gained. If students are not familiar with guiding tenants of most religions, The Scarlet Letter, Roe vs. Wade, or current political tactics to attack a woman’s right to choose, then When She Woke loses its depth. This book is best for high school juniors and seniors.

Content Area: English; Government

Curriculum Suggestions: When She Woke, when used in English class, can highlight the not-so-outrageous means of discrimination and use of religion that The Scarlet Letter exposes. Thematically, these texts complement each other nicely. English teachers may also want to incorporate Margaret Atwood’s The Handmaiden’s Tale to continue the themes and ideas that originate in The Scarlet Letter.

Where I see Jordan’s novel being used most effectively is in a government class. Because students explore the Constitution, branches of government, and the execution of legislation, When She Woke shows how the Constitution is violated and begs the question: Are the circumstances that Jordan is presenting that far from becoming a reality? Government teachers may want to align this book with other books that touch on government regulation such as 1984 and Brave New World.

Common Core Standards: R 11/12.2, 7, 9.

Additional/Digital Content:

• Roe vs. Wade Overview--http://www.pbs.org/wnet/supremecourt/rights/landmark_roe.html 
• The Constitution--http://www.archives.gov/exhibits/charters/constitution_transcript.html 
• About the Affordable Care Act--http://www.hhs.gov/healthcare/rights/
• Modern movie connection--Easy A, directed by Will Gluck

Personal Thoughts: Aside from the relevant connections to the United States government and policy and classic literature, one vital aspect of When She Woke is the emphasis on women finding the strength, despite laws and regulation, to find their voice. It raises the question regarding a woman's involvement in making decisions for herself, including decisions about her own body, in addition to determining a woman's "worth" as is reflected in the current debate over equal pay for men and women--Paycheck Fairness Act. 

*Meets the “Contemporary Classic” requirement

The Burn Journals

The Burn Journals

By Brent Runyon        Alfred A Knoff(2004)      ISBN: 0375826211

In the true story, The Burn Journals, Brent, 14, feels overwhelmed by the challenges he faces in his young life: he gets in trouble frequently, has failed most of his classes, and is overwhelmed by what seems to be an infinite sadness. One day, Brent receives some matches, lights one up, and sets the whole box on fire. In his panic, he throws the fiery box into a locker, igniting a t-shirt. After his is discovered as the arsonist, Brent is
up for expulsion. Feeling utterly beaten down by the “all the stupid things” he’s done, Brent walks to his family’s shed, grabs a can of gasoline and matches, trudges upstairs and locks himself in in the bathroom. There, he proceeds douse himself with gasoline, and like the t-shirt, erupts his body into flames—a move he immediately regrets. With his brother’s help, emergency workers arrive to take Brent to the hospital…

In the The Burn Journals, Brent shares the powerful grip of depression, his grueling recovering, and his willingness to live.

Quantitative: Lexile Level--690L; ATOS-3.8

Qualitative:   Even though ATOS ranks The Burn Journals between a 3rd and 4th grade reading level for independent reading, this book holds an interest level for upper grade students. Due to the graphic nature of Brent’s suicide attempt and some foul language, students in junior high or high school would be able to identify with the content of this book in a more impactful way. Overall the vocabulary used is not complex; however, during Brent’s time in the hospital, medical language is invoked which could confuse students. Context clues are helpful when attempting to make sense of this medical language.  Throughout the memoir, Runyon uses literary devices such as imagery and symbolism to describe the eyes as a window to the soul. The eyes play a significant part in Runyon’s recovery and the reader’s understanding of his pain, since his eyes are the only part he considers to be part of his true self—before and after his attempted suicide. Additionally, once Runyon enters the hospital, the book’s format shifts taking on the structure of a journal. Although dates aren’t always listed, the entries report his experiences as he goes in and out of treatments and recovery centers. Time may become a concern for novice readers without regular dates listed, but the narrative remains linear.

Content Area: English; Peer Resource; Health--Teen suicide; Art--Therapy

Curriculum Suggestions: This is not a book I would recommend for mandatory reading, but it would work well in a health class when examining the impacts of depression. Furthermore, the memoir highlights the painful nature of recovering from bodily burns. This could be used as a primary source to learn about both issues—depression and wound recovery. Additionally, Brent Runyon, through his journal entries, shows the reader the power of art as means of coping with mental health issues like depression. Any teacher—whether it’s in English, health, or art—could have students create a piece of art that represents an emotion that they have been caring. By allowing students to choose both the form and medium of the art piece, teachers offer a differentiated means of expressing that feeling while practicing a coping strategy that Runyon uses himself.

Teachers could also use The Burn Journals as a launch pad to explore how mental health is being addressed in the United States and how treatment compares to other countries.

Common Core Standards: RST 9/10.1-5

Additional/Digital Content:

• This American Life--http://www.thisamericanlife.org/contributors/brent-runyon

• All Things Considered-- http://www.npr.org/templates/story/story.php?storyId=3074003

Personal Thoughts: What I appreciated most about The Burn Journals is that it presents the male experience when dealing with depression. We live in a culture that does not cultivate a safe space for sharing feelings, especially for young men. Depression, anxiety, and other mental health issues are not isolated to one sex and Runyon makes this crystal clear. Runyon's attempted suicide occurred in 1991. Today, with kids' access to social media, students have shown that social media increases depression among its users. Growing reports of teenagers committing suicide related to online activity--specifically bullying--makes The Burn Journals as relevant today as it was when it was first published in 2004.

*Meets the “Reading for Pleasure HS/MS” requirement

Re-made in Japan

Smithsonian.com-- “Remade in Japan”

Journalist: Tom Downey

Published: April 2014

In his article, “Re-made in Japan,” Tom Downey showcases how Japan has taken staples of American culture—bourbon, workwear, jazz, shirts and burgers—and improved their quality. The Japanese accomplish this by applying their ability “to perfectly imitate—and even improve upon” things they appreciate. The Japanese’ talent for perfection is a result of the cultural emphasis on beauty through balance and simplicity. Downey, using Japan as an example, highlights the “globalization of taste, culture, [and] cuisine.” He argues that Japan, with its talent for enhancing the quality of these typically American products, has more reverence for these U.S. products that the United States. As he puts it, “they [the Japanese] know us better than we know ourselves.”

Quantitative: Flesch-Kincaid grade level--11.8 (Transcript of the segment was scored by Readability-score.com). No Lexile Level or ATOS available.

Qualitative: This article earned a Flesch-Kincaid reading ease score of 48.3 and would be best for students in the upper grades. The article is logically organized with an introduction, sections listed by the product of examination, and a compulsion. Where the article gets difficult is in the language. Japanese locations and vocabulary are used throughout the piece. The artisans’ names may also prove difficult for students to pronounce. Because the first portion of the article focuses on bourbon, this would be a section that I would recommend to leave out.

Content Area: English; Social Science--U.S. History; Art; Economics

Curriculum Suggestions: When I first read this article, I saw it being used in conjunction with a unit on World War II. This article could serve as a juxtaposition to compare American perceptions of Japan in the 1940s. Additionally, the article also brings to light America’s attention to detail. What are American’s doing well? What have we “perfected”? What have other countries taken the lead in innovation and artistry? What is America making? When thinking about globalization, students could examine American influences in other counties and determine the implications for those influences. These are broad areas, but if done thoughtfully, students could create budgets or speak to experts regarding these overarching questions.

Common Core Standards: RH.11/12.1-6

Additional/Digital Content:

• “Re-made in Japan”-- http://www.smithsonianmag.com/travel/how-japan-copied-american-culture-and-made-it-better-180950189/?no-ist

• Globalization 101--http://www.globalization101.org/

*Meets the “Media Items” requirement

The Virtuoso, Marcus Roberts

60 Minutes--The Virtuoso, Marcus Roberts segment

Journalist: Wynton Marsalis

Producer: David Browning and Paige Kindig

Original air date: March 30, 2014

Marcus Roberts, 51, is musical genius following the lead of Ray Charles and Stevie Wonder. After becoming blind at the age of 5, Marcus gravitated to the piano, teaching himself the basics. Today, he amazes his audience not only with his masterful playing, but with his encyclopedic knowledge of America’s jazz heritage. Roberts has an uncanny ability to take other jazz greats’ music and give it his own unique twist. His fancy finger work connects listeners to the jazz of the past and present.

Quantitative: Flesch-Kincaid grade level--6.2 (Transcript of the segment was scored by Readability-score.com). No Lexile Level or ATOS available.

Qualitative: Although the structure of the segment is fairly linear with the language  a Flesch-Kincaid reading ease score of 70.5, this piece would best align to high school level students since it is an extension of core content.

Content Area: English; Social Science--U.S. History; Music

Curriculum Suggestions: This segment can be used in both English, U.S. History, and music classes. Oxnard High School is lucky enough to have a jazz band. However, the likelihood of this being using in the classroom will most likely be applied to English. I was actually fortunate to share this segment with one English teacher whose class was conducting research on an aspect of African American Culture. Some ways to connect the segment are:

1)      Research the musicians mentioned in the piece: Ray Charles, Stevie Wonder, Errol Garner, James P. Johnson, Thelonious Monk, and Duke Ellington.

2) Connect the piece to the Jazz Age and the Harlem Renaissance—how does Marcus Roberts maintain the jazz legacy established in 1920s?

3) Use the 60-Minutes piece as a visual model for constructing an essay. For the English teacher that showed the piece to his class, I recommended that the class discuss the information needed to create the piece and the structure of the information. How could the segment be transformed into essay format?

Common Core Standards:W.11/12.2; SL.11/12.1-6; RH.11/12.1-3

Additional/Digital Content:

• 60 Minutes--The Virtuoso, Marcus Roberts-- http://www.cbsnews.com/news/the-virtuoso-marcus-roberts/

Personal Thoughts: Showing students information in another format, other than writing, allows them to see the patterns required of sharing research. Video structure is just as important as essay structure if an audience is going to understand the content. Additionally, the segment relies on primary and secondary sources. It provides an opportunity for a teacher and teacher-librarian to work together in order to promote information literacy and 21st-century skills while connecting history to modern times.

*Meets the “Media Items” requirement

Looking for Alaska

Looking for Alaska

By John Green    SPEAK (2005) ISBN: 9780525475064

What happens to us when we die? What prank should we pull tomorrow? For Miles Halter, these are the questions he contemplates during his first year at Culver Creek Boarding School. Miles, obsessed with last words, is in search of the “Great Perhaps” and decides to attend a college far from home in order to escape relentless boredom and discover his calling. At Culver Creek, he meets Alaska Young, a beautiful, mysterious, impulsive, self-destructive girl who changes his life in a short matter of time by drawing Miles into their own “Great Perhaps.” She and her band of eccentric pranksters introduce him to the exciting and wild aspects of life at Culver Creek. She is the epitome of everything he thought was impossible to exist in a teenage girl. Despite Alaska’s attachment to another boy, Miles falls in love with her. After a horrific tragedy in which Alaska dies, Miles is left trying to piece together the puzzle Alaska left behind. The chapters are titled by days counting down to, and days after the accident. This book is about the mystery of life, love, and Alaska Young. It is the perfect book for young adult readers who are fans of mystery or romance novels.

Quantitative: Lexile Level--930L; ATOS--5.8

Qualitative:  Students have been reading one John Green book after another--I had to read them for myself. Overall, John Green’s storytelling is rather simple and easy to understand. Areas that might pose some difficulty exist in Green’s reference to other literature, such as François Rabelais’ last words, “I am going to seek a grand perhaps; draw the curtain, the farce is played.” With characters that are well-read, students may not understand their literary references but the references’ origins  aren’t  completely necessary to follow the plot. Green employs a consistent use of foreshadowing and drawing from earlier information, which requires a reader to pay close attention. This book, based on interest level, would be best for upper grade students.  

Content Area: English; Health

Curriculum Suggestions: Looking for Alaska is best suited for pleasure reading. However, the novel lends itself to philosophical discussions and writing exercises Teachers could:

1) Examine the Francois Rabelais’ last words in connection to other pieces of literature that touch on a similar theme. This would tie in nicely with Krakauer’s Into the Wild. Chris McCandless connected to the transcendentalist teachings of Henry David Thoreau and Ralph Waldo Emerson. Students could compare McCandless’ philosophy to that of Miles and examine how they are the same or different. How are they both in search of a “grand perhaps”?

2) Students could consider their own “great perhaps” and write an autobiographical narrative that reflects their contemplations, using both Looking for Alaska and the piece Shanzeh Khurram (see resources).

Common Core Standards: RL9/10.2-5; W.9/10.3

Additional/Digital Content:

• John Green responds to questions-- http://johngreenbooks.com/alaska-questions/

• A “Great Perhaps” testimonial-- http://www.huffingtonpost.com/shanzeh-khurram/i-go-to-seek-a-great-perh_b_2604024.html

• Into the Wild book review-- http://www.npr.org/books/titles/138286434/into-the-wild

*Meets the “Reading for Pleasure HS/MS” requirement

The Year of the Flood

The Year of the Flood

By Margaret Atwood     
Nan A. Talese Doubleday (2009) ISBN: 9780385528771

Set in an eerily familiar, but futuristic world, the second book of Atwood’s MaddAddam trilogy, The Year of the Flood, tells the story of the waterless flood--a disease pandemic--that strikes the earth during the year twenty-five and destroys almost all human life. According to God’s Gardeners, a religious sect led by Adam One,  the waterless flood is meant to restore the earth from the devastation that the corporations created. The “flood” draws upon biblical undertones and modern-day concerns of global destruction, both from disease and environmental destruction. After the flood, the Gardeners share how they survived the flood by relying on their “old world” methods of survival. Among the survivors are: Toby, a young girl who was trapped in a world-class spa, and Ren, an exotic dance who was trapped in an upscale gentlemen’s club. Reluctant to remain imprisoned, Ren and Toby attempt to navigate this new world, complete with genetically modified creatures.

Quantitative: Lexile Level--NA; ATOS--6.2

Qualitative:  Atwood uses two literary techniques that make this book hard to comprehend. One--A dual narration makes the story more complex for a novice reader. This, coupled with the use of biblical language and allusions, would make this book more appropriately suited for high school students. Two--”Time travel” within the book could complicate the narrative for a reader. Atwood employs flashbacks and flash-forwards that draw from the first novel, Oryx and Crake. Furthermore, the novel’s plot relies heavily on the surviving characters and their development. Because of the novel’s access points related to environmental destruction and religion, prior knowledge may be necessary to fully comprehend the novel’s themes. The Year of the Flood and its sister books would be best for high school students.

Content Area: English; Science--Biology; Environmental Science; Government.

Curriculum Suggestions: When a book has as many layers as The Year of the Flood, it is relatively easy to formulate the various ways this novel can support curriculum:

For English—1) Students can examine Atwood’s use of time and how it either adds or detracts from the narrative as a whole. Students can then write their own piece of fiction where they mimic Atwood’s technique.

2) Bible and literature—Analyze the various hymns, Bible verses, and Noah’s encounter with the Great Flood. How does the Bible deepen students’ understanding of Atwood’s novel? Compare and contrast the stories and connect the ideas and concepts presented.

For Science—1) Due to the book’s presentation of global devastation, students could research the various concerns scientists have regarding the Earth’s health. How off-base is Atwood’s futuristic construct? Why is does the book resonant with readers when looking through a scientific lens?

2) Genetic Engineering—Scientists have been experimenting with cell division and regeneration for quite some time. Students could conduct research on the animals and plants that have been created as a result. How has science mimicked God? How far-fetched are the creatures Atwood imagines in the novel?

For Government—Students could read the novel through a political lens. By considering the aspects of the dystopian society presented in The Year of the Flood, students can compare forms of government and the lessons we learn from them. With parallels to Huxley’s A Brave New World and Orwell’s 1984, the novel serves as a thematic extension of these core literature texts.

Common Core Standards: RST 11/12.1-5; 9

Additional/Digital Content:

• The Book of Genesis--http://eawc.evansville.edu/anthology/genesis.htm

• Genetic engineering and its dangers-- http://online.sfsu.edu/rone/GEessays/gedanger.htm#ESSAYS ON GENETICALLY ENGINEERED FOOD

• Global climatechange, research explorer-- http://www.exploratorium.edu/climate/

MaddAddam Trilogy-- Oryx and Crake, The Year of the Flood, and MaddAddam

*Meets the “Reading for Pleasure HS/MS” requirement