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

Chicka Chicka 123

Chicka Chicka 1-2-3   

By  Bill Martin Jr., Michael Sampson, Lois Ehlert     

Scholastic Inc. (2006)             ISBN: 0439731070

This is book that teaches counting. The narrative follows numbers that consecutively climb an apple tree. As each apple climbs the tree, they begin to eat the apples. Once number 20 gets into the tree, the numbers climb by 10s—30, 40, 50, 60, 70, and so on. All the while zero is stuck at the bottom of the tree, wondering when he can climb up. Ignoring his requests, the numbers continue to climb getting all the way to 99. Once number 99 makes it into the tree, bumblebees arrive forcing all the numbers down the tree; the countdown begins starting with 99 and ending with 1. Once all the numbers are out of the tree, zero finds his spot—on top of the tree with number 10. Together, they make 100 to finish the counting and zero becomes the “hero of the number tree.”

Quantitative: Lexile Level-AD470L; ATOS--NA

Qualitative:   This is a counting story for young readers, specifically kindergartners, learning their numbers. The story personifies the numbers by having them climb, talk, and eat like humans. The physical nature of the numbers climbing up and down the tree represents the counting up and counting down. This visualization will help young learners to see the action of counting.

Content Area: Math--Counting

Common Core Standards: K.CC--Counting and Carnality

Curriculum Suggestions:

This book is a great choice for teaching young leaders to count. Teachers can design other ways numbers can climb up and down in order to visualize the ascension and dissension of the numbers such as climbing a ladder or flying. This will continue to build upon the visualization as well as assisting to develop students’ understanding of personification.

Additional/Digital Content:

·         Chicka Chicka 123 Video-- https://www.youtube.com/watch?v=CkhSO5B60ns

·         Making Learning Fun-- http://www.makinglearningfun.com/themepages/ChickaChicka123.htm

·         Pinterest: Chicka Chicka 123-- https://www.pinterest.com/fatanny/chicka-chicka-boom-boom-123/

Further Reading:

·         Chicka Chicka Boom

*Meets the “Reading for Pleasure Picture Book” requirement

Armadillo Rodeo

Armadillo Rodeo

By Jan Brett      G.P. Putnam’s Sons (1995)              ISBN: 0399228039

In Armadillo Rodeo, Bo, a curious armadillo, gets easily distracted by a young girl’s red cowboy boots. Bo mistakes Harmony Jean’s red boots for a red armadillo that he wishes to be his new friend. Bo’s curiosity gets the best of him and he leaves his mother and brothers behind to follow the red “armadillo.” On his adventure, Bo follows his new friend onto a bucking bronco and gets bucked off. Enjoying his ride, Bo continues to follow the boots into the bar-b-q area and eventually makes it to the rodeo’s dance. All the while, Bo’s mother is desperately searching for Bo. At the end of the day, Harmony Jean kicks off her new, red boots and Bo runs up to them asking what’s next. Without a response, he knocks over the boots, goes inside, smells them, and realizes they are not an armadillo. Just as he has this realization, Bo’s mother appears and takes him home.

Quantitative: Lexile Level-670L; ATOS--3.4

Qualitative:   Armadillo Rodeo’s complexity stems from its introduction to new vocabulary related to the rodeo and Western culture. The visuals offer room for filling in the second narrative that relates to Bo’s mother’s search. On each page, illustrations on the margins show Bo’s mother looking for her lost son by asking all the other animals in the area. A young reader would need to interpret these interactions and connect them to the main narrative. This book would be best for 2nd -4th graders.

Content Area: English; Social Science—U.S. History

Common Core Standards: RL.3.3, 7

Curriculum Suggestions:

Armadillo Rodeo offers an opportunity for teachers to examine Western wear, rodeos, and animals that can be found in the Western region. This can be done through a comprehensive unit on the West. A unit such as this could be attached to Western expansion and the culture that has continued from that expansion. Local fairs tend to have rodeos—why does this continue? Exploration of the geographical region and its ecosystem could be included to better understand the expansive nature of Western culture. Because of the language and need for background knowledge, this book would be best for students in 3rd grade.

Additional/Digital Content:

·         National Geographic-- http://animals.nationalgeographic.com/animals/mammals/armadillo/

·         Pinterest-- https://www.pinterest.com/wradv/animals-of-the-west/

                       https://www.pinterest.com/iheartkinder/rodeo/

·         Kid Scoop-- http://www.kidscoop.com/webliography/people_and_legends/topics/bill_pickett/

*Meets the “Reading for Pleasure Picture Book” requirement

Fireboat the Heroic Adventures of John J. Harvey

Fireboat the Heroic Adventures of John J. Harvey           

By Maira Kalman        G.P. Putnam’s Sons (2002)              ISBN: 0399239537

Fireboat the Heroic Adventures of John J. Harvey is a true story about a New York City fireboat that was first introduced into fire service in 1931. The story first begins by providing historical context—the completed construction of the Empire State Building, Babe Ruth hit his 611th home run, the Snickers candy bar was introduced, and the George Washington Bridge was erected. The John Harvey fought NYC fires from the New York waterways. After years of service, John Harvey began to rust and needed lots of repairs. In an effort to preserve the memory of John Harvey, a group of friends purchased the aged fireboat in 1995 and gave it a new life. The John Harvey demonstrated its true heroism on September 11, 2001. After the two airplanes struck the Twin Towers, the John Harvey ferried people to safety for four days and four nights. The crew and the John Harvey were awarded the National Preservation Award for their bravery.

Quantitative: Lexile Level-AD280L; ATOS--3.1

Qualitative:  This true story offers insight into a condensed history of New York City. With the detailed description of the John Harvey, students build vocabulary related to the workings of an engine and other boat terminology. Students may struggle with identifying with some of the cultural and historical references and allusions, specifically the details of 9/11. Although this may be a difficult concept for young school children to grasp, it would be valuable to spend time on explaining the event in order to understand the role the John Harvey played in the tragedy. The visuals and narrative are very linear. Vocabulary and background knowledge pose the biggest concerns regarding complexity. Even though this book is geared for students in the younger grades, teachers could use Fireboat the Heroic Adventures of John J. Harvey to introduce major topics to high school students in a U.S. History class.  

Content Area: Social Science—U.S. History; Science—Engineering; Math—Conversions

Common Core Standards: RI.3.3

Curriculum Suggestions: The obvious curriculum connection would be to history. Not only does the book spotlight the tragedy of September 11th, but it also alludes to other historical events that occurred during the 1930s. Students could conduct research projects on New York City especially since the time period follows the Great Crash of 1929. The allusions can be examined in more detail in order to gain a better scope of how the John Harvey fits into the historical context.

If teachers want to use the book for other subjects, like engineering and math, students could explore the parts involved in building a ship of John Harvey’s size and purpose in addition to exploring the math involved necessary to operate the boat. Fireboat the Heroic Adventures of John J. Harvey would be a great book to read prior to discussing other rescue services and/or before visiting a rescue service location like a fire or police station.

Additional/Digital Content:

• John J. Harvey-- http://www.fireboat.org/

• New York Historical Society--http://www.nyhistory.or

• World Trade Center-- http://www.panynj.gov/wtcprogress/history-twin-towers.html

Personal Thoughts: Depending on the age group, sharing the details of 9/11 may be a touchy subject, especially if students know people that were impacted by the attack. Although the students will not be old enough to know about the tragedy, it is important for teachers to remain sensitive to the emotional ties to this event.

*Meets the “Reading for Pleasure Picture Book” requirement

Dinosaurs

Dinosaurs (From the “Flip the Flaps”)

By Judy Allen and Tudor Humphries   Kingfisher (2008) ISBN: 9780753464960

Dinosaurs is an introduction to what dinosaurs are, their history, their life, and their death. The book is easily organized according to sections such as:

·         How to say dinosaur names

·         When did the dinosaurs live?

·         Food

·         Fighting back

·         Big and small

·         Babies

·         What happened to the dinosaurs?

  ·         How do we know about dinosaurs?

On each page within each section, there are flaps that when flipped reveal the answers to three informative questions.

Quantitative: Lexile Level-NA; ATOS--NA

Qualitative:  This book would be a good choice for second and third graders. Because of Dinosaurs informative nature, students would be building lots of vocabulary—some of it using context clues, but some, like the dinosaurs’ names, must be simply memorized. Because the structure is very clear and easy to follow, this book can be read in one sitting or in chunks depending on the section. With each section having a dedicated “checking for understanding” portion, it’s easy for students to stay engaged and interact with the content. Since many students already have prior knowledge of dinosaurs, this book adds to the details in order to build upon their previously acquired knowledge.

Content Area: Science--Biology

Next Generation Science Standards:

2-ESS1-1.

Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Clarification Statement: Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.] [Assessment Boundary: Assessment does not include quantitative measurements of timescales.]

2-LS4-1.

Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]

Curriculum Suggestions:

Dinosaurs would be best taught or used during a science lesson on fossils, dinosaurs, lizards, evolution, etc. Teachers could use the opportunity to connect the book with another text or a field trip experience.

Additional/Digital Content:

·         DinoKids.com--http://www.kidsdinos.com/

·         Smithsonian: Museum of Natural History--http://paleobiology.si.edu/dinosaurs/

·         Wonderopolis: Search for “dinosaurs”-- http://paleobiology.si.edu/dinosaurs/

Personal Thoughts: Students never lose their fascination with dinosaurs. The study of the “terrible lizards” highlights just how old the earth is and opens up discussion about creatures that still roam the earth that are related to dinosaurs.

*Meets the “Reading for Pleasure Picture Book” requirement

Bedtime Math

Bedtime Math

By Laura Overdeck   Feiwel and Friends (2013) ISBN: 978125003585

Bedtime Math is a book that Laura Overdeck, along with her husband, created to encourage the regular practice of math at home. Just as bedtime reading is promoted for young children, Overdeck applied this research-based practice to math. Bedtime Math aims to facilitate a fun, yet structured approach to developing math skills at home.

Quantitative: Lexile Level--NA; ATOS--5.7

Qualitative:  Bedtime Math is structured in a non-narrative format. Each chapter offers word problems that correspond to the chapter’s title. For example, Chapter 1 focuses on “Exploding Food.” These problems present real-world situations that involve mathematical computations. Additionally, each problem is differentiated for the math abilities of the young child attempting to solve the problem. The differentiation is distinguished by “wee ones,” “little kids,” and “big kids.” Overdeck purposely omitted ages to give flexibility for answering according to ability. What makes this text complex is the language. Children, given the chapters, are exposed to new language that relate to the chapter’s focus. In Chapter 3, “Extreme Vehicles,” young “mathematicians” are introduced to terms that relate to helicopters, roller coasters, and fire trucks. In addition to building math skills, young children are also being introduced to new vocabulary while building background and cultural awareness.

Content Area: Math

Common Core Standards: Due to Bedtime Math’s differentiated nature, this book applies to Common Core Math standards that range from grades 1-6.

Curriculum Suggestions: Bedtime Math offers great opportunities for daily math activities. Even though the intent of the book is to be used in a home setting, teachers could work on a problem daily or weekly. Teachers could also have students complete the exercises with their parents at home. This may prove difficult due to book availability and/or a student’s home situation. Teachers could also use the problems presented in the book as a model for students to write their own math problems. Students could write word problems that relate to one or more of the themed chapters. This would be a great way to assess math skills while connecting the CCSS reading and writing standards.

Additional/Digital Content:

• Bedtime Math Home--http://bedtimemath.org/

Personal Thoughts:

I really enjoyed this book. I wish there was a book like this that my parents could read with me when I was little. Although this is designed to be a means for parents to promote math with their young students, the format and structure of the book makes it easy to modify for the classroom.

*Meets the “Reading for Pleasure Picture Book” requirement

Perry's Killer Playlist

Perry’s Killer Playlist

By Joe Schreiber   Houghton Mifflin Harcourt  (2012)                   ISBN: 9780547601175

In Perry’s Killer Playlist, Perry, a recent high school graduate, has an opportunity to make his music dreams come true: He and his band, Inchworm, have a summer, European tour scheduled. Perry feels so bless, especially since he is falling in love with his beautiful, sophisticated band manager, Paula. Even though Paula is in Perry’s life, he still can’t seem to shake his feelings for Gobi, a spy posing as foreign exchange student that stayed with him last school year. Before Gobi left the United States, she and Perry agreed to rendezvous in Venice, which just so happened to be Inchworm’s second stop of the summer tour. Once in Venice, Perry finds himself caught in an international spy scheme that involves illegal arms trade and the CIA. Perry’s Killer Playlist is a velocity read that reminds a reader of a teenage James Bond adventure, with Gobi as 007.

Quantitative: Lexile Level—850L; ATOS—5.3.

Qualitative: Due to age relevance of the characters, this book is would interest upper grade students—those in high school. However Perry’s Killer Playlist does not pose much difficulty in the area of language. Some areas to consider regarding complexity are the European cultural references, especially in the Venice region. Students may also struggle deciphering Gobi’s dialogue. Because she is Lithuanian, Gobi’s English reflects the gaps in her language acquisition. Furthermore, Italian and Lithuanian terms are used throughout the story. Structurally, Perry’s Killer Playlist maintains a fairly linear plot line with only a few flashbacks used to connect contextualize Perry’s relationship with Gobi. Lastly, all of the novel’s chapter titles are the titles of songs, hence, the title of the book.  

Content Area: English; Government; Music.

Curriculum Suggestions: To me, Perry’s Killer Playlist is nothing more than a fun read. Yet, if teachers wanted to use this in their classrooms, I would recommend this book for an English class exploring intertextuality. Since the chapters are titled after songs, students could analyze both the songs’ lyrics and the chapters they correspond to. Students could examine not only the lyrics, but the structure of the song and the chapters. How does the novel’s form and structure compare to an album? Or playlist?

Common Core Standards: RI 9/10.3, 5. RL 9/10.7.

Additional/Digital Content:

• Au Revoir, Crazy European Chick by Joe Schreiber (Book 1 of the Perry and Gobi series
•  Explore all the locations Gobi and Perry visit using Google Earth--http://www.google.com/earth
•  App—My Playlist Maker--https://play.google.com/store/apps/details?id=at.schima.apps.mpm2 

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