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

If You Give a Pig a Pancake

If You Give a Pig a Pancake

By Laura Numeroff   A Laura Geringer Book (1998) ISBN: 006026686

In Numeroff’s narrative, she poses a hypothetical scenario--what if you give a pig a pancake? The story develops as a young girl proceeds to meet all of the pig’s requests. Upon receiving the pancake, the pig would like some maple syrup. The syrup makes the pig sticky, which leads to a bath. While in the bath the pig asks for bubbles, then a rubber duck. With each wish granted, the pig can’t help but to want more or something else in addition to what is has received, eventually ending right back where the pig and girl started--eating a pancake.

Quantitative: Lexile Level--570; ATOS--.5

Qualitative:  If You Give a Pig a Pancake is not complex when considering language, multiple access points, figurative language, and organization; however, the text posses great complexity with its purpose. When taken literally, the story is about a pig that takes advantage of a young girl’s hospitality. It seems fun and playful, but the intention of the book is to demonstrate the nature of greed. It is not insignificant that Numeroff uses a pig--why not a dog or a cat? The pig connotes negative feelings and the implication of those feelings lead the young reader to interpret that pigs take, emphasizing the saying, “I ate like a pig.” Therefore, people that behave similar to the pig are then acting like “greedy pigs” and they should be avoided. It is significant to note the hypothetical “if” of the narrative. The cautionary “if” leads to the inevitable “will” allowing the reader to connect the cause and effect relationship of giving a pig a pancake.

Content Area: English; Health

Common Core Standards: These standards are for students making connections to Othello and the portrayal of women--RL.11/12.2-4

Curriculum Suggestions: Although this book is recommended for students in preschool through first grade, I can see this being used to teach connotation and word choice. Immediately, I thought of connecting it to Othello, given the tragedy’s heavy use of animal imagery especially when describing Othello and his behavior. Additionally, students could also examine the portrayal of women. The permissive character in If You Give a Pig a Pancake is a girl and since this is a book about behavior, the implication is that girls are more enabling than boys. Again, this is another angle that can be applied when considering Othello--students could investigate the treatment of women, specifically Desdemona, through a sexist lens.

Additional/Digital Content:

• Laura Numeroff’s website--http://lauranumeroff.com/kids_fun/index.htm

• American Greed: The Dark Side of the American Dream-- http://www.cnbc.com/id/18057119

• Othello Navigator--http://www.shakespeare-navigators.com/othello/index.html

• Fighting Female Stereotypes-- http://www.wired.com/2014/02/secret-weapon-pics-of-women/

Personal Thoughts: This book made me giggle. Last year, my principal made a comment about me not becoming a “pig with a pancake” after he approved the addition of 17 new computers to the library. I find it amusing since the addition of the new computers meant that a whole class could access the lesson, rather than the students having to share a computer. If that somehow implies I’m a pig, I’m happy to be one!

*Meets the “Reading for Pleasure Picture Book” requirement

Newsela

Newsela

URL: http://www.newsela.com/

This site allows teachers and librarians to curate non-fiction, informational texts for their classes. Most of Newsela’s articles come from national newspapers or news sources. This comprehensive database enables teachers to tailor informational texts for their classes, including differentiating for reading level. Binders can be filled with articles that directly link or support the curriculum content. Students, when given a class access code, have remote access to classroom material. This is a great way for teachers to flip their classroom.

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

Quantitative reading level depends on the article chosen. Each article provides a lexile level. Teacher can even choose the lexile level they desire.

Screenshot #1-- “MAX” lexile level

Screenshot #2--570L lexile level

 Qualitative:  Although the lexile and grade level indicators make it helpful for teachers and teacher librarians when compiling texts appropriate to students, this should not be the only determinants of a complex text appropriate for their students. The genre of informational texts is not something totally new to students; students have been interpreting historical background piece, maps, charts, etc. in their classes but defining the genre is a new concept for both teachers and students.  By examining form, structure, and text features of informational texts, students will begin to gain an understanding of what constitutes an informational text and what makes them informational. Topics, access points, cultural and background knowledge will be the most influential areas that will determine a text’s complexity when using Newsela.

Content Area: English; Social Science--US History; Social Science--World History; Science; Government, Ethics, Economics, Geography, Health, Art.

Curriculum Suggestions: Curriculum suggestions are endless with this resource. As the CCSS push informational texts, college and career readiness, and 21st century skills, I believe the best way to incorporate this resource into one’s curriculum is to use it as a major source for flipping the classroom. Teachers could assign students to read a specific article in the course binder for homework. This could be done as:

• An anticipatory set—Student get an introductory piece that requires them to think about the topic and generate questions for discuss.

• An “into” activity—Once beginning a unit, students may read an article that connects to various themes or access points. After students read the article and generate questions to ask in class, students can discuss the connections the article makes with the content being covered in class.

•   A “beyond” activity—Students can use Newsela to find an article that goes beyond what is covered in class. Perhaps that’s a connection to the real-world or a link to an idea, concept, or philosophy that addresses an element not directly touched upon in the formal unit.

Common Core Standards: RIT.9/10 and 11/12.1-8

Additional/Digital Content: All of the resources below connect to either discussion or flipped classroom tools that enhance the reading from Newsela.

• Generate Socratic discussions—Socrative.com

• Create engaging discussions for online content-- http://nowcomment.com/

• Take notes—Evernote.com

Personal Thoughts: I like the simplicity and easy of Newsela. The topic and subject diversity articles provide make it a helpful tool for teachers looking to engage students with texts beyond mandatory classroom materials.

The Fault in Our Stars

The Fault in Our Stars

By John Green     

Dutton Books (2012)         ISBN: 9780525478812

The Fault in Our Stars is about a girl named Hazel Grace living with terminal lung cancer, which makes it hard for her breathe on her own. As a result, she carts around  an oxygen tank to help her breathe normally. Due to her circumstances, her mother makes her attend a cancer support group for teens, where she happens to met a charming and handsome young man,  Augustus Waters. The Fault in Our Stars takes the reader on a journey with these two “star-crossed lovers” and learn how it is to be alive when the odds are all against you. This isn’t a depressing book about two kids who have cancer; it is about two kids who are living their lives through laughter, reading, witty banter, and love. Through their devotion, Hazel Grace and Augustus prove that our lives are defined by how we live, not how we die.

Quantitative: Lexile Level--850L; ATOS--5.5

Qualitative: Do not be fooled by the ATOS measure;The Fault in Our Stars offers depths of complexity that make it suitable for high school students. Because of Hazel and Augustus’ love of reading, allusions to works of literature may prove a challenge to some readers, but makes for a rich reading experience. The highly literate teens throw out vocabulary beyond the level of a typical student that many not read regularly. Using context clues will be necessary for students to make meaning of the text under these circumstances.

Content Area: English; Peer Resource; Health

Curriculum Suggestions: It’s hard enough being a teenager, but when “adult” problems arise, most young students may not have the emotional tools needed to endure them. A Peer Resource class concerned with helping students experiencing trying or stressful situations could learn how impactful friendship and compassion can be. English classes could explore the literary allusions and research those pieces, if not read them, especially at the honors or AP level. Furthermore, classes that read Romeo and Juliet could compare the tragic play to this contemporary piece--What is the significance of the novel’s title when compared to Shakespeare’s classic? Health classes may want to use this book as supplemental reading to units on terminal illness or even healthy relationships.

Common Core Standards: RL.11/12.1-6

Additional/Digital Content:

• John Green, the official site--http://johngreenbooks.com/the-fault-in-our-stars/

• When Teens with Cancer Fall in Love-- http://www.npr.org/2012/01/28/145903081/star-crossed-when-teens-with-cancer-fall-in-love

• Teens Living with Cancer--https://www.teenslivingwithcancer.org/

Personal Thoughts: This is yet another book that addresses harsh, real-world issues. I appreciate Green’s ability to connect with a younger and older audience. Every person that I know who has read this book loves both the story and the storytelling. The Fault in our Stars blends humor and sadness in a way that shows how the two are almost always connected. A great addition to a high school library collection!

*Meets the "Reading for Fun MS/HS" requirement

Sharp Objects

Sharp Objects

By Gillian Flynn            Broadway Paperbacks (2006)         ISBN: 9780307341556

Flynn keeps a reader on his/her toes right from the beginning with this murder mystery thriller. It has been a long time since Camille Preaker, a journalist working for a Chicago newspaper, has been in contact with her hypochondriac mother and 13-year old half sister. But when she is asked to cover the mysterious murders of two young girls from her hometown of Wind Gap, Missouri, she is reminded of why she stayed away for so long. A cutter, Camille suffers from spouts of depression and self-loathing despite her beauty and her intellect. The more she investigates the murders, the more she realizes just how close to home these murders really hit. Flynn weaves a story that addresses a mother’s ability to give life and take it away.  

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

Flesch-Kincaid grade level--8.7; Flesch-Kincaid ease--54.9

Qualitative: Sharp Objects came to my attention when some students came into the library raving about the book. I looked it up, read the reviews, and thought I’d give it a try. This book is definitely geared towards a mature audience--11th and 12th graders and beyond. Parents may find Sharp Objects  too replete with sexual content, but the issues and access points that it addresses speaks to many students, especially young women since it touches on body perception, self-mutilation, teenage partying, and mother-daughter relationships. The overall structure, narration, and language do not make this a particularly complex text; however, the foreshadowing adds to the interactive nature a reader experiences while reading Sharp Objects.

Content Area: English; Peer Resource; Journalism; Health.

Curriculum Suggestions: Due to the graphic nature of this novel, I would suggest Sharp Objects for pleasure reading only.  It has the potential to be used in a peer resource class to elucidate the struggle associated with depression and self-injury, but it may not meet the needs of the students.

Common Core Standards: RL.11/12.2-3

Additional/Digital Content:

• The Female Gaze, an all women’s blog dedicated to reviewing books- http://www.femalegazereview.com/post/45358133000/sharp-objects-by-gillian-flynn-

• Teens Health--http://kidshealth.org/teen/your_mind/mental_health/cutting.html

Personal Thoughts: Personally, I really enjoyed this book. Although I could see the controversy that may arise by adding it to a school library collection, it does touch on very real, authentic experiences students can relate to. Flynn’s focus on women really spotlights how women are treated and how they treat one another.

*Meets the "Reading for Fun HS/MS" Requirement

Listening is an Act of Love

Listening is an Act of Love: 6 Animated Stories from StoryCorps

Channel: PBS

Listing: POV (also available for online viewing)

Host: StoryCorps founder, David Isay

Director: The Rauch Brothers

Original air date: November 28, 2013

StoryCorps is a program associated with National Public Radio. In this addition, six stories were converted into an animated, visual format and produced for PBS on the show, POV. The episode begins with a conversation between David Isay, founder of StoryCorps, and his nephew. Isay proceeds to explain the importance of asking questions to our loved ones. The six stories include:

1) Cousins James Ransom and Cherie Johnson--The cousins reminisce about their summer, childhood visits to their grandparents’ house in Florida. Their conversation revolves around a colorful neighbor named Miss Divine.

2) Noe Rueda and his high school teacher, Alex Fernandez--Noe tells the story about how he used to sell knickknacks to an attempt to relieve his mother of financial stress.

3) Guinevere Mann and her boyfriend, Yasir Salem--Guinevere suffers from short-term memory loss after she had a surgery to remove a brain tumor. She and Yasir share stories about how Guinevere’s memory loss has impacted their lives.

4) David Wright, a homeless alcoholic, shares his story with Eddie Lanier, a man who showed Wright kindness in his time of need.

5) Scott and Jackie Miller (son and mother)--Jackie tells her son about a hidden secret she has kept from him until this very moment. Scott, Jackie’s adopted son, reflects on the time he shared a big secret with his mother.

6) Cheng Wang and her father Chen Wang ask Kay Wang, Chen’s mother, about her childhood and how she met her husband, Chen’s father.  

Quantitative: No Lexile Level or ATOS available

Qualitative: This animated episode of StoryCorps can be accessed by students in grade levels ranging from 5th grade to high school. Because of the animation, it could be assumed that this would be appropriate for a younger audience. However, due to some of the subject matter--specifically alcoholism, adoption, and homosexuality--it would be best to gear this towards a more mature, high school audience.

Content Area: English; Health; Psychology.

Curriculum Suggestions: The beauty of a resource such as this is that a teacher could show the whole episode to underscore an overall theme or show each story as needed depending on the topic. For example, a question students may need to answer is: How do these stories show that “listening is an act of love”? No matter what the approach, I see each story offering an example of how to interview a person, specifically developing open-ended questions. Due to some of the larger issues addressed by the stories, research could be conducted on poverty, brain injuries and memory loss, alcoholism, homelessness, adoption, homosexuality, and family origins. Teachers could also have students conduct their own interviews and even schedule their own StoryCorps recording.  

Common Core Standards: RI.9/10.6-8; SL.9./10.1, 3; RH.9/10.7, 9; W.9/10.3-6

Additional/Digital Content:

• POV online--http://www.pbs.org/pov/storycorpsspecial/full.php#.UvUq9GJdXTo

• StoryCorps homepage--http://storycorps.org/

• Schedule a StoryCorps recording--https://storycorps.org/reservations/

Personal Thoughts: StoryCorps pieces are very short, yet very touching. These stories offer endless possibilities especially when getting students engaged and interested in learning. Additionally, they naturally lend themselves to work in the library whether it’s through research or producing digital media online.

*Meets the "Media Item" requirement