Boy 21

Boy 21

By Matthew Quick

Little, Brown, and Company (2012)      ISBN: 9780316127974

* 2014 Outstanding Books for the College Bound and Lifelong Learners

Boy 21 is a story about friendship, love, and basketball. The main character, 18-year old Finley McManus, has always been a quiet boy. With his mother having died eight years ago, Finley pours all of his time and energy into basketball. He, along with his long-time girlfriend, Erin, devote tireless hours to their conditioning and training. At the beginning of his senior year, Finley’s coach asks him to do him a favor: Meet and befriend a basketball superstar, Russ, and help him transition to life in Bellmont, NJ, a town notorious for its drug dealers, gang bangers, and poverty. Torn between helping Russ, who is struggling to come to grips with the murder of his parents and his recent transplant from Los Angeles and potentially losing his starting position on the basketball team, Finley begins to realize that people—not a game—matter most. Through his friendship with Russ, also known as Boy 21, Finley comes to terms with his own mother’s death and what life beyond Bellmont might offer.

Quantitative: Flesch-Kincade Ease—91.2; Flesch-Kincade Grade Level—4.8

Qualitative: Based on language and the linear plotline, students as young as the fourth grade could understand Boy 21. However, due to content, this book would be best for students in the upper grades. Boy 21 addresses such topics as drugs, gangs, violence, police evasion, and murder, younger students may not have the emotional or mental maturity to process these topics. Students, depending on how adept a reader they are, may have difficulty understanding Russ’s focus on outer space. Russ’s fixation on the stars and constellations could be misinterpreted by novice readers.

Standards: RL 9/10.1-6

Subjects: English; Health—Relationships; Health—Mental Health; Health—Trauma; Sports

Curriculum Suggestions:

The mental and emotional struggle of both Russ and Finley demonstrates the depths to which students who have endured a traumatic event bury it only to cope with it privately. Because of the novel’s connections to sports, race, and the death of parents, teachers could examine healthy ways of dealing with tragedy as well as researching the impacts of students being involved in extracurricular activities such as sports programs. Gale-Cengage’s Opposing Viewpoints database, provides portal pages that offer students access to credible and reliable articles that speak directly to the major issues Boy 21 addresses. Overall, I see this book fitting best on an outside reading list, especially since the book appears on this year’s list of outstanding books for college bound and lifelong learners. Teachers and teacher-librarians could also encourage students to read other books by Matthew Quick including the Oscar award-winning story, The Silver Linings Playbook.

Digital Resources:

YALSA--http://www.ala.org/yalsa/2014-outstanding-books-college-bound-and-lifelong-learners  

Personal Thoughts: I really enjoyed Boy 21. This story really speaks to young boys, especially those living in communities where gangs, drugs, and violence are prominent. I see this being a great recommendation for struggling and reluctant readers. 

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

The Perks of Being a Wallflower

The Perks of Being a Wallflower    Gallery Books (1999)  ISBN: 9781451696202

By Stephen Chbosky

Written in a personal journal format, Charlie reveals the challenges he faces during his freshmen year of high school. Charlie begins his story by sharing details of his friend, Michael’s, suicide, which occurred during the boys’ 8th grade year. After Michael’s death, Charlie, along with some of Michael’s other friends, attend counseling. Charlie carries this and his beloved aunt’s death with him as he forges through his freshmen year of high school. Charlie finds two pivotal friends in seniors, Patrick and Sam, a step-brother and sister duo who welcomes Charlie into their pack of wallflowers. Through their friendship and his English teacher’s reading recommendations, Charlie begins to come to terms with the tragedy that he’s endured and the mental illness he bears.  This formative tale underscores a teenager’s experimentation with drugs, sex, and self-discovery.

Quantitative: Lexile—720L; ATOS—4.8

Qualitative: Although the language doesn’t pose much difficulty, the interest level of The Perks of Being a Wallflower is for upper grade students. With issues like sex, drugs, suicide, mental illness, and homosexuality in addition to the use of vulgar language, this book would not be appropriate for the age group Accelerated Reader matches it with. However, these issues connect with various access points that make this book highly engaging for high school students. The journal format of the novel may pose some difficulty. In many instances, Charlie’s first-person narrative includes flashbacks that a reader must interpret. Additionally, because of Charlie’s mental state, he often leaves thoughts or observations open-ended allowing the reader to fill in the gap. Two specific instances occur in the form of the “Dear Friend” that Charlie addresses each journal entry to and the vague details regarding his relationship with his favorite aunt.  With allusions to classical literature and eighties/early nineties music, readers may struggle to understand how the themes of these books and songs relate to the novel as a whole. Both prior and cultural knowledge will definitely assist in a reader’s understanding of the themes Chbosky presents.

Content Area: English; Health—Relationships; Health—Homosexuality; Health—Mental Health; Health--Teen suicide

Standards: RL.9/10.2-5; 9

Curriculum Suggestions: The Perks of Being a Wallflower would be great additional or supplemental reading that connects to the classic novel, Catcher in the Rye by J.D. Salinger. Students could compare and contrast Charlie’s experiences to Holden Caulfield’s experience. Both books that revolve around teenage angst and with characters struggling to maintain a healthy mental state, the books, when analyzed side by side, add more meaning to one another. What do the students notice about the voices of Charlie and Holden? How does the structure of each novel influence the reader’s attitude toward each character?

Another way teachers can encourage additional reading is through the intertextuality of the novel. Teachers could create “Charlie’s Reading List.” This list could be used, again, as supplemental or additional reading. Since many of the texts are already appear on recommended, core literature lists, English teachers could even organize their class thematically using “Charlie’s Reading List” as an anchor.

Like Catcher in the Rye, The Perks of Being a Wallflower is a book that was a challenged book. Teachers could have students examine the books that have been challenged and determine what makes these books controversial. It would also serve as a wonderful display in the library for Banned Book Month.

Finally, teachers may want to have their students keep a personal journal or blog Like Charlie, they may find the exercise therapeutic. Allowing for journal/blogging time in the course of a class period would emphasize the importance and benefits of keeping a journal.

Digital Resources:

·         Perks of Being a Wallflower Screenplay--http://www.pages.drexel.edu/~ina22/splaylib/Screenplay-Perks_of_Being_a_Wallflower.pdf

·         Read Alikes--http://www.cityofpuyallup.org/files/library/9253feee5da2df77.pdf

·         Top 10 ALA Banned Books List--http://www.ala.org/bbooks/frequentlychallengedbooks/top10

·         Penzu: Online Journal--http://penzu.com/

Personal Thoughts: When considering a school’s population, The Perks of Being a Wallflower really attracts students that can relate to Charlie and his friends. What the novel really exposes is how guarded students are about their problems. Adults often don’t realize the struggles students bring with them every day. The multiple access levels really speak to a diverse group coping with universal issues.

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

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

Leverage

Leverage

By Joshua C. Cohen Penguin Group, Inc. ISBN: 978052542306

Leverage is a fictional story of a high school athletic program that may as well be a major university. Performance enhancing drugs, brutal hazing rituals, and sadistic teenagers surround the two protagonists,  Kurt Brodsky and Danny Meehan. Kurt is a new transfer/recruit to Oregrove High School (where football is religion), who is “a physical specimen and an animal on the field” in the eyes of his coaches.  However, Kurt’s stuttering problem diminishes his football prowess and his peers often assume he is just another dumb jock. The novel’s second and also detached narrator, Danny, is a tiny freshman who expresses a fear for his life, as any 9th grader would in this intense football-fueled environment. Leverage depicts the struggle of two boys attempting to fit into a culture that promotes bullying, violence, and winning with little thought or consideration of the consequences. No one is immune from the football team’s wrath--even a gymnast and a friend of Danny’s, Ronnie, tragically falls victim to the brutal bullying and hazing that occurs at Oregrove High. In Leverage, unlikely friendships form even when considering the highly contentious relationships that exist at Oregrove High. This is a timely book that really connects to a male audience and touches on very “real” issues that a young man experience in a testosterone-driven culture.

Quantitative: Lexile Level--870L; ATOS--5.2

Qualitative: Told in alternating narrative voices, this book may prove difficult for a more inexperienced reader. Chapters alternate between Kurt and Danny’s points of view, allowing the reader to see what’s going on at Oregrove High through different lenses. Students may struggle with piecing the narratives together in order to make sense of the plot, but part of the beauty of this narrative style is that allows the reader to connect to both the buff athlete and the demure underdog. The realistic high school dialogue which includes slang and profanity makes this a book more appropriate for the upper grades, but the vocabulary itself could be accessible by junior high level students. With cultural references to YouTube and other modern media, students can really connect with the social media elements the book presents. Leverage touches on complex issues such as: bullying, hazing, performance enhancement drugs, adult responsibility, disabilities, teen violence, and teen suicide.

Content Area: English; Health--Healthy Relationships; Physical Education

Curriculum Suggestions: I see Leverage being used in a 9th grade health class. With the book’s emphasis on bullying, teen violence, and steroids, Leverage would prove a useful tool when addressing these topics in a high school health class. The book is particularly appropriate for 9th graders since incoming freshmen tend to lack the tools needed to cope with issues such as the ones presented in Leverage. Teachers could use Leverage as a means of introducing real-world examples of similar situations such as the incident between two Miami Dolphins football players. Other books to explore: Friday Night Lights, Gym Candy.

Common Core Standards:  RL.9/10.1-6

Additional/Digital Content:

• Miami Dolphins bullying controversy-- http://www.npr.org/blogs/thetwo-way/2013/11/04/243058164/miami-dolphins-suspend-richie-incognito-over-slurs-threats

• Teens worry about performing at an elite level- http://www.nydailynews.com/sports/high-school/teens-big-worry-high-school-athletes-steroids-rage-article-1.275874-

• Derrick Jordan, UMass basketball star, comes out-- http://www.nytimes.com/2014/04/10/sports/ncaabasketball/umass-guard-derrick-gordon-joins-list-of-openly-gay-athletes.html?_r=0

• Jason Collins, NBA player, comes out-- http://sportsillustrated.cnn.com/magazine/news/20130429/jason-collins-gay-nba-player/

Personal Thoughts: Leverage is a great book for boys, especially those interested in sports related narratives. I have recommended this book to many boys and they come back saying the same thing, “I couldn’t put it down!” This book really captures the fanatic nature of football, a billion dollar industry in the United States.

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

Crickwing

Crickwing

By Janell Cannon Harcourt, Inc. (2000) ISBN: 0152017909

Crickwing is a story about a cockroach who endures bullying by his fellow insects, only to later behave in the same manner as his aggressors. Crickwing earns this unfortunately nickname after a near-death experience with a hungry toad left his wing twisted and mangled. After this incident, Crickwing avoids the other creatures to avoid being tormented. All he wants to do is build sculptures using colorful leaves, roots, and petals, but his natural predators help to destroy his artwork.

Still angry from being picked on and having his sculptures destroyed, Crickwing stumbles across a group of worker ants. He takes his anger out on the ants. Just as he had his sculptures destroyed, Crickwing proceeds to destroy the ants’ work. Eventually, the ants retaliate, capture Crickwing, and present him to their queen. As punishment, the prisoner was slated to be sacrificed to the army ants. Feeling compassion and regret, the worker ants release Crickwing who then helps them to defeat the army ants. Filled with joy, the worker ants invite Crickwing to join their colony--he agrees.

Quantitative: Lexile Level--AD590L; ATOS--4.2

Qualitative: Crickwing poses great complexity especially when considering the descriptive language used in the book. Words like ravenous, clobbered, cowering, exoskeleton, among others could prove challenging for young readers. Given this use of vocabulary, Crickwing would be best for students in the 3rd to 5th grade range. Prior knowledge may be required due to the introduction of various animals like the ocelot and, again, words directly related to entomology. Although the book provides a notes page that elaborates on the traits of cockroaches and ants, further information maybe useful.

Content Area: English; Health--Relationships; Health--Bullying; Science--Biology, Art--Sculpture

Common Core Standards: RL4.1-3

Next Generation Science Standard--Grade 4:

LS1.A: Structure and Function

Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)

Curriculum Suggestions: Because of the content and message, teachers could choose to use Crickwing to focus on either the study of insects or healthy relationships or both. With the CCSS, this book allows teachers to instruct across the curriculum using one resource.  

Additional/Digital Content:

• Literature Lesson-- http://www.thedailycafe.com/Crickwing%20Lit%20Lesson%201.pdf  

• Lesson using Strong Language to Express Precision-- http://www.cpalms.org/Public/PreviewResource/Preview/36335

• Animal Planet Cockroach Cam--http://www.apl.tv/cockroaches.htm

• National Geographic Army Ants Video-- http://video.nationalgeographic.com/video/worlds-deadliest-ngs/deadliest-army-ants

Other Books by Janell Cannon:

• Stellaluna
• Trupp: A Fuzzhead Tale
• Verdi

*Meets the “Reading for Pleasure Picture Book” requirement

Art & Max

Art & Max

By David Wiesner      Clarion Books (2010)           ISBN: 9780618756636

Wiesner shares a charming story about two lizards that experience artistic differences. Max, a novice artist, asks his friend, a serious painter, if he can paint him. Max then proceeds to drench Art with paint, covering him from head to toe in rainbow colors. Upset, Art demands that Max turn him back to his true color. In response, Maz gives Art water, which then makes Art disappear!! It is then up to Max to bring Art back to his true form. In the end, Art becomes whole again, but this time, he is just as colorful as his pal, Max.

Quantitative: Lexile Level--BR (Beginning Reader); ATOS--0.5

Qualitative: The structure of Art & Max resembles that of a graphic novel. Because this is a book designed for beginning readers, some of the boxed illustrations contain dialog while others are left to interpretation. The illustrations without dialog allows for the reader to play the role of the narrator to interpret the actions of both characters.

The book only offers two voices--Max’s voice, distinguished with green, italicized font, and Art’s voice, distinguished by plain, black font. The color of the font represents Max and Art’s personalities--Art is more uptight and rigid whereas Max is more mischievous and playful. Although this books lacks language, a beginning reader would need to have enough language to fill in the narrative gaps. Since this book plays with the literal and figurative meanings of what it means to “paint someone,” this book could easily be appropriate for students in kindergarten through 2nd grade.

The illustrations contain the richness of this story. When looking closely at the lizards, a reader will notice how distinct all of them are, with the exception of Art. It isn’t until the end of the story that Art receives his new markings. This book touches on themes of creativity and individuality that makes it accessible for all ages.

Content Area: English; Health--Relationships; Art.

Common Core Standards: RL.2.2-3

Curriculum Suggestions: This book could be used as a teaching tool to discuss creativity, individuality, and friendship. It could be used in isolation at the lower grade levels or it could serve as an introductory or supplemental text when addressing the same concepts in the upper grades.

Additional/Digital Content:

• David Wiesner’s home page--http://www.hmhbooks.com/wiesner/art-max.html

• Art & Max: Story Mountains--

    http://www.coetail.com/middletonb/2011/03/27/art-max-story-mountains/

• Art & Max coloring book--http://www.hmhbooks.com/wiesner/coloringbook.html

Personal Thoughts: This book was a joy to read and is meaningful for anyone.

*Meets the “Reading for Pleasure Picture Book” requirement