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

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.

I am Malala

I am Malala

By Malala Yousafzai with Christina Lamb   

Little, Brown and Company (2013) ISBN: 9780316322409

If you never heard of Malala Yousafzai, her memoir will make you wonder why you haven’t. As a girl growing up in Pakistan under Taliban rule, Malala, from an early age, valued her education above all things. Her love for learning came from her parents’ passion, especially her father’s, for education. Malala recounts her father’s efforts to establish a school of his own in her beloved Swat Valley and how the Taliban insurgency put her father’s work in jeopardy. As the Taliban became more prominent in the Swat Valley, so did their misogynistic edicts of Islam. The violence against women Malala describes depicts a confused country--a country that once had two female Prime Ministers and yet, banned girls from seeking an education. It was this law that inspired Malala to rise up. She, with the support of her father, spoke against the Taliban and even penned a secret blog under the name Gul Makai. But the Taliban were determined to have her silenced: On October 9, 2012, Malala, then 15, was shot, point-blank, in the head as she rode the bus on her way home from school. Malala shares the details of that horrible day, her path to recovery, and her continued advocacy. Malala has become a global symbol of civil disobedience and a champion of girls’ education.

Quantitative: Lexile Level--1000L; ATOS--7.1

Qualitative: Malala’s retelling of the events that led to her attempted murder and recovery are very straightforward. However, the in-depth description of Pakistani culture, landscape, and vocabulary make this text more complex when considering cultural knowledge and language. To assist the reader with these areas, the book contains a timeline of important events in Pakistan and Swat and a glossary. This text would be most appropriate for students as young as 6th grade to as old as 10th grade.

Content Area: English; Social Science--World History; Government/Ethics.

Curriculum Suggestions: Context and content would determine just how this text would be used to support curriculum. English teachers may want to use this to discuss the genre of narrative non-fiction or use it as a multi-cultural piece to enhance their current curriculum. When it comes to learning from the text, I am Malala would be best in a World History class. Students would be able to gain a primary source experience about Pakistan and the details regarding the Taliban. Other activities include:

• Using Google maps to explore Pakistan and the Swat Valley
• Comparing and contrasting women’s issues in the United States to those in Pakistan
• Researching the current war efforts and the current state of Pakistan
• Creating a blog similar to the one Malala maintained

Common Core Standards: RL.9/10.6

Additional/Digital Content:

• The My Hero Project-- http://www.myhero.com/go/hero.asp?hero=Malala_Yousafzai_2012

• Share My Lesson on Human Rights--

http://www.sharemylesson.com/teaching-resource/Human-Rights-Resources-Girls-Education-50013199/

• Best Resources on Malala Yousafzai--

http://larryferlazzo.edublogs.org/2013/10/09/the-best-resources-on-malala-yousafzai/

• TED Talk by Malala’s father, Ziauddin Yousafzai-- http://www.ted.com/talks/ziauddin_yousafzai_my_daughter_malala

Personal Thoughts: I have to admit that I was a bit disappointed by this book. Rather than reading the whole book, I recommend excerpts that relate to the goals of a lesson. Although Malala’s bravery is inspiring, the book itself did not hold my interest, but then again, I am very familiar with the the her story, the history, and the ongoing efforts to eradicate the Taliban. For me, her memoir does not provide anything that cannot be derived from newspapers or online news sources. I also think that students would understand and relate to Malala’s struggle more with a variety to texts that portray her journey and her cause.

*Meets the “Reading Non-fiction Historical” requirement

Greece! Rome! Monsters!

Greece! Rome! Monsters!

By John Harris The J. Paul Getty Museum (2002) ISBN: 0892366184

This book portrays the monsters, creatures, and scary figures found in Greek and Roman mythology. With colorful, beautiful illustrations that capture the unique characteristics of these mythical beasts, students really gain an idea of how strange these beings were. This book doesn’t contain any plot, but rather describes each monster and provides references to where they appear both in Ancient mythology and in modern-day vernacular.

Quantitative: Lexile Level--N/A ; ATOS--5.0

Qualitative: According to Accelerated Reader, this book is best for middle grades--grades 4-8. I suspect it received this classification due to the Greek and Roman names of the creatures that would be difficult for younger students to pronounce or understand and the references to classical literature. Because of the content, this book can be used as young as 3rd grade or as old as the high school level depending on students’ reading ability or how it may deepen understanding of Ancient mythology.

Content Area: Social Science--World History; English; Art

Curriculum Suggestions: Since this book serves to inform students about the monsters of Ancient Rome and Greece, it can be used as an informational text in the lower grades and a supplemental text in the upper grades to help with literary allusions. For the lower grades, teachers could use it to connect to the Percy Jackson series. High school teachers might want to use this as a connection text for The Odyssey. It could also serve as the starting point to explore the myths, heroes, heroines, and authors mentioned in the text. Teachers could also use the book as inspiration for students to create their own monsters.

Common Core Standards: RL.4.3

Additional/Digital Content:

• ClassMyth blogspot--

http://classmyth.blogspot.com/2010/01/monsters-of-classical-mythology.html

• Theoi Greek Mythology--http://www.theoi.com/

• Introduction to Greek Gods--http://www.youtube.com/watch?v=9oeh1NOJF3U

• The Odyssey Google Lit Trip--

http://www.googlelittrips.com/GoogleLit/9-2/Entries/2006/9/15_The_Odyssey_by_Homer.html

Personal Thoughts: Mythology always fascinates students. Thematically, teachers could easily design outside reading lists that address the themes covered by the myths. Furthermore, digital material is endless. Any unit on mythology presents opportunities for teachers to get students creating their own stories and opinions online.

*Meets the “Picture Book on History Topic” requirement

What's in McDonald's Chicken McNugget?

“Oh, so That’s What Goes Inside a McDonald’s Chicken McNugget”

National Public Radio

By Maria Godoy

Date: February 6, 2014

In this news piece, Godoy summarizes the contents of a video produced by McDonald’s that demystifies the ingredients of the famous, Chicken McNugget. It has been speculated that the McNugget was made from a “pink goop” or “mystery meat,” its origins unknown. The video follows McDonald’s Canada employees through the processing plant to witness the making of the crunchy, chicken tenders.           

Quantitative: Flesch-Kincaid grade level--8.2 No Lexile Level or ATOS available.

Qualitative: The video produced by McDonald’s Canada has the potential to be shown at grade levels ranging from 5th grade to high school. However, due to the multiple access points, students in grades 8-12 (and even college) would benefit most from this material.

Content Area: English; Social Science--U.S. History; Social Science--World History; Social Science--Civics; Economics; Government/Ethics; Finance; Food Science; Health; Science--Biology.  

Curriculum Suggestions: This article and accompanying YouTube video (see below) would be a strong addition to a reading of Fast Food Nation by Eric Schlosser (Lexile Level--1240; ATOS--10.2). McDonald’s prominence and popularity make it the perfect example and also the face of the fast food industry. Lenses of examining this video include:

1) Discussion of our food supply

2) Government responsibility in legislating food regulation (this could get into the debate

over GMO labeling). 

3) Bias--should we trust a video produced by McDonald’s?

4) Fact and Fiction lesson that directly address information literacy skills--examine the myths and conspiracies behind McDonald’s products: Are they based on fact? How can we decipher between fact and fiction?

5) Examine the role of the media in perpetuating myths and clarifying facts.

Common Core Standards: RI.11/12.7-8; SL.11/12.2-5; RH.11/12.1-2

Additional/Digital Content:

• What’s in a chicken McNugget? YouTube video--https://www.youtube.com/watch?v=Ua5PaSqKD6k

• The facts about “Pink Goop”--http://www.snopes.com/food/prepare/msm.asp

• McNugget nutrition facts--

http://www.mcdonalds.com/us/en/food/product_nutrition.chicken.124.919.chicken-mcnuggets-4-piece.html

• National Chicken Council FAQ sheet--

http://www.nationalchickencouncil.org/whats-in-those-chicken-nuggets/

• Fast Food Nation by Eric Schlosser

• Documentary, Super Size Me directed by Morgan Spurlock

• In Defense of Food by Michael Pollan

• Debate over new chicken law in California--http://www.npr.org/blogs/thesalt/2014/03/07/286811197/poultry-farmers-to-fight-back-on-california-cage-free-egg-law

Personal Thoughts: This simple video has the potential to reach all content areas. Teachers could develop a unit that branches off into various aspects of the issue in order to include a focus from each content area and address multiple facets of the CCSS, including research. Furthermore, students have the potential to reach beyond chicken and see the impact on our food supply as a whole--from beef to fish.

*Meets the "Media Item" requirement