A YA Novel Takes On Mental Health

Book Reviews Notes from the Classroom

highly-illogical-behaviorYoung adult (YA) literature often gets a bad rap. As a high school librarian, I hear the worst of the stereotypes often. One of the most common is that YA literature is too “dark” or “heavy” or “moody.” I find this perspective perplexing.

“Dark” murder mysteries and spy thrillers dominate adult best-seller lists. The independent novels that seem to thrive and become blockbuster films are often “heavy” (e.g., Roomby Emma Donoghue; Orphan Train, by Christina Baker Kline; and Me Before You, by JoJo Moyes). Many assume that teenagers want to read about serious, unappealing life issues like death, addiction, and mental health concerns because teenagers are “moody.” They don’t imagine that teenagers would search for literature featuring characters their age, dealing with legitimate life events in a realistic and not-always-happy way.

Over the summer, I read John Corey Whaley’s latest book, Highly Illogical Behavior, and found what might be the perfect book about a serious issue for both teenagers and the people who love them.

The Plot

High school senior Lisa desperately wants to get into a top psychology program and leave her former life in the past. But she is stumped by her entrance essay, which requires her to write about a “personal experience with mental health.”

Then she remembers Solomon, the boy from eighth grade who had a panic attack, jumped in a fountain on campus, and never came back to school. He’s the boy that she believes no longer leaves his house–ever. If she can find him, and “fix” him, she can write the perfect entrance essay, complete with a neat and tidy solution. But getting to know Solomon, and letting him into her life, changes them both in ways that neither could ever have predicted, which makes it pretty hard for Lisa to come clean about why she befriended him in the first place. Can their newfound friendship survive if it is based on a lie?

Why It’s Worth Reading

There is most definitely some hard-hitting reality in this book. Agoraphobia is not a frequently discussed mental health issue, especially as it pertains to teenagers. Lisa’s relationships with Solomon and her boyfriend, Clark, are incredibly complex and not always pretty.

But John Corey Whaley’s characteristic writing style is also filled with humor, sarcasm, and enough levity to make this book seem like less of a downer than some of its companions. I found myself chuckling at Solomon and Clark’s conversations, or at nearly everything that Solomon’s dad utters. It’s a “serious issue” book that teens can enjoy and adults can embrace.

And while the story was predictable at a few points, I found myself compelled to read it–while I was brushing my teeth every night, for example, because I just couldn’t wait two more minutes to get started. I think it’s because Whaley writes supremely believable, realistic, honest characters. They’re characters that remind you of people you know in real life. He makes you care about them and what’s going to happen to them, even if you think you probably already know where they are headed.

That’s what made this book appealing and kept me reading as I drooled toothpaste down my shirt. Grab a copy and spend a couple of minutes reading Highly Illogical Behavior while you brush your teeth. I guarantee you won’t want to stop.

Book Details

Reading Level: Lexile = HL700L
ISBN: 9780525428183
Format: Hardcover
Publisher: Dial Books
Publication Date: May 10,2016
Awards/Accolades: Four starred reviews in four months. Watch this one during award season–Whaley has already won a Printz, a Moris, and been a National Book Award finalist.
Source: Penguin First To Read (I received a free e-galley in exchange for my honest opinion.)

pic of meBethany Bratney (@nhslibrarylady) is a National Board Certified School Librarian at Novi High School and was the recipient of the 2015 School Librarian of the Year Award. She reviews YA materials for School Library Connection magazine and for the LIBRES review group. She is an active member of the Oakland Schools Library Media Leadership Consortium as well as the Michigan Association of Media in Education. She received her BA in English from Michigan State University and her Masters of Library & Information Science from Wayne State University.

 

A Really Bad Day (Redeemed)

Notes from the Classroom Oakland Writing Project

shutterstock_155402741I’d been experimenting with standards-based grading, gradually building trust with a group of seniors I’ve had for two years by “respecting their learning process.” I’d ask them to read something, negotiate a time frame, and I’d plan based on the assumption that they’d come prepared. I quit using reading quizzes for “accountability” in favor of Harkness-style discussions, and I thought it was working. 

Then came the really bad day.

Picture: The room is set for a Harkness discussion. I told my students, as always, that I’d be evaluating the quality of the group’s discussion. They’d all get the same pass/fail grade—and if they weren’t prepared, or had not completed the reading, they shouldn’t put their classmates’ grades at risk.

I knew a few would self-select out—but not all of them! Not one student finished the reading, apparently.

There went all the trust I thought we had. They’d never read anything I’d assigned, I thought. Not an essay, book, short story, not a poem. It had all been a sham and I’d been an utter fool!

Where would I go from here? Back to chapter quizzes, and kids memorizing plot points in the hallway before class, only to forget them seconds after the quiz?

Luckily, a few students came to me and said that they had read, but were afraid to join the discussion because the group was going to be too small. They might not be able to sustain a good conversation with so few others. Interestingly, most of the ones who had completed the assignment weren’t the ones with the highest grades in my class. These were the kids who usually read the books but maybe didn’t regularly complete assignments, so they didn’t always make straight A’s. They told me they liked the book, The Handmaid’s Tale, by Margaret Atwood, and they wanted to talk about it.

The Response

It was time to differentiate my instruction. 

shutterstock_342973556I created two paths for students to demonstrate their skills. One was the Harkness option for students who’d read. Student’s who weren’t comfortable with that, for whatever reason, were assigned a series of dialectical journal entries which I’d read and grade.

The students who chose the Harkness method sat down and proceeded to discuss the book with great authority, great insight. They were passionate, original. Their conversation was so smart. I wanted to join in, but that’s one of the prime rules of a Harkness—I don’t participate. I did fill pages of my notebook with their ideas.

Watching these students set me thinking. They’d come prepared and they were demonstrating all the high-level skills we’d been working on. They used the text to lend authority to their arguments, extend them, and support claims. They might not be the ones who got A’s, but whose fault is that? Did the assignments and grades I’d been giving honestly reflect my students’ abilities?

The next class period was also interesting. I let the students who discussed the book continue their conversation by creating graphic representations of their ideas. I let them talk, tape ideas on the wall, and use yarn to connect them. I gave time to the rest of the class, so they could read or complete their assignment. But they could not join the discussion until those were completed.

No one lost points or got marked late. I let them learn from each other at their own pace. The students who hadn’t read, and who were working independently, worked very hard to get into the group, which was strange because so many of them complain about “group work.”  

The Takeaways

The whole experience left me thinking about my practice. 

Trust but verify. I understand the philosophy behind standards-based grading, but the sad truth seems to be that some students aren’t ready for this level of responsibility. I still need a system that “holds them accountable” (ick).

Points aren’t accountability. Based on what I saw, students want to be part of high-quality activities that allow them to demonstrate how smart they are, points be damned. Getting back into the circle wasn’t about points. They had ideas and things to say.

The process is important. When we started our next book, there were students who had to prove that they’d read the book by submitting dialectical journals. Most of these students admitted that doing the writing, and being true to the process, had spurred their thinking and anchored their ideas in the text.

Pay attention to the outsiders. I’m ashamed to admit that I was taken aback by the abilities and intelligence of “mid-level students,” who showed me again that grades and points aren’t a good indicator of ability, understanding, creativity, or anything that matters. What I really need to do—and this brings me back to the beginning—is to stay out of the way, and give them ways to be brilliant.

So, my horrible, terrible, really bad day turned out to be . . . horrible, sure, but instructive.

RICKRick Kreinbring teaches English at Avondale High School in Auburn Hills, Michigan. His current assignments include teaching AP Language and Composition and AP Literature and Composition. He is a member of a statewide research project through the Michigan Teachers as Researchers Collaborative partnered with the MSU Writing in Digital Environments Program, which concentrates on improving student writing and peer feedback. Rick has presented at the National Advanced Placement Convention and the National Council of Teachers of English Conference. He is in his twenty-third year of teaching and makes his home in Huntington Woods.

Historical Fiction—Hot off the Press

Book Reviews Notes from the Classroom

51UN6ZK2TYL._SX320_BO1,204,203,200_-1I love historical fiction. Strangely, the reason I seem to love it most is that I find it humbling in two ways.

First, the characters of historical fiction are almost always experiencing horrendous events or struggling against impossible odds that I have never had to face. Second, though I consider myself to be reasonably well versed in U.S. and world history, historical fiction routinely smacks me in the face with some historical event, time period, or consequence that I somehow completely missed. How, before I read Orphan Traindid I never know about the organized movement of thousands of young children into middle America during the Great Depression?

And how was I naively unaware of the largest maritime disaster in history before I read Ruta Sepetys’ new novel, Salt to the Sea?

The Plot

This brand-new piece of historical fiction follows four narrators during World War II: three teenage Prussian (now the area containing countries like Latvia and Lithuania) refugees and one young German sailor. Each carries a troubling secret that he or she has never told anyone. The three refugees meet on the road, each coming from a very different background and set of circumstances. They are all headed for the Baltic Sea, hoping to escape an encroaching Russian army by boarding a German ship headed toward relative safety. Unfortunately, it seems that safety does not always come as advertised.

Why It’s Worth Reading

There is so much to this book and its characters that make it fascinating and exciting. But it is also a well-researched fictional account of what may have occurred leading up to and during the worst maritime disaster in history. We’re talking about nearly six times as many deaths as the Titanic, and yet I had never before heard of the Wilhelm Gustloff or its epic demise.

I initially picked up this book because I am a huge fan of the author, Michigan native Ruta Sepetys, and her works Between Shades of Grey and Out of the Easy. This book did not disappoint. I was immediately captured by the fascinating and mysterious cast of characters: a talented art restorationist mixed up in the Nazi art-thievery plot; a nurse-in-training who is compelled to step in as local doctor wherever she goes; a naive and self-important German boy, bound and determined to serve the Reich in any way that will garner praise. How can one not be drawn in by these varied tales that come together so seamlessly?

The fast, short chapters, which each character tells in succession, added a sense of suspense and action that really kept me turning pages as well. I regularly hear from history teachers that they are always on the lookout for World War II novels that aren’t necessarily focused on the Holocaust, and this one is sure to be a hit, particularly because of its high-interest content but relatively low reading level. It’s a great classroom-connection novel and a fantastic find for historical fiction lovers everywhere!

Book Details

Reading Levels: AR = unknown , Lexile = HL560L
ISBN: 9780399160301
Format: Hardcover
Publisher: Philomel Books
Publication Date: February 2, 2016
Awards: None yet, but I wouldn’t be surprised if it received some eventually. It’s only been out for 3 weeks and it’s already got 4 starred reviews!
Source: NetGalley (I received an advanced copy in exchange for my honest review.)

pic of meBethany Bratney (@nhslibrarylady) is a National Board Certified School Librarian at Novi High School and is the recent recipient of the 2015 School Librarian of the Year Award.  She reviews YA materials for School Library Connection magazine and for the LIBRES review group.  She is an active member of the Oakland Schools Library Media Leadership Consortium as well as the Michigan Association of Media in Education.  She received her BA in English from Michigan State University and her Masters of Library & Information Science from Wayne State University.

A Great Graphic Novel to Engage Students

Book Reviews Notes from the Classroom

nimonaThe world can be separated into two groups—those who read graphic novels and those who don’t. Many adults still struggle with the value of a graphic novel. They wonder: Isn’t a graphic novel just a glorified comic book? How literary can a book full of pictures be?

Those of us who read and enjoy graphic novels know the truth—a good graphic novel can provide a reader with just as much literary merit as any other book. And when it comes to engaging reluctant or challenged readers, the possibilities inherent in a strong graphic novel only continue to grow.

So how does one target the good graphic novels? Follow a book blogger who reads them, of course! I just finished a fantastic graphic novel that has been nominated and/or won numerous awards (see Book Details below), and was even on the long list for the National Book Award for Young People’s Literature, amongst a cohort of standard prose novels. Read on to find out what makes Nimona, by Noelle Stevenson, so wonderful!

The Plot

Lord Ballister Blackheart is a villain. He has been one ever since he was kicked out of the The Institution of Law Enforcement and Heroics, after being betrayed by his childhood friend, Sir Ambrosius Goldenloin. They are now sworn enemies.

When snarky, shape-shifting Nimona shows up to become his evil sidekick, Blackheart is unenthusiastic. He does not now nor has he ever needed a sidekick. But Nimona proves to be rather useful, turning into ferocious beasts when they are faced with danger, or masquerading as an innocent child when they are working undercover. He may have to keep her around after all.

To Blackheart’s great surprise, the open book he thinks he has found in Nimona has a mysterious past, the kind of legend that may be her downfall. Will they be able to overcome these new obstacles together?

​Why It’s Worth Reading

Graphic novels can cover so much ground and come in so many different packages. It is instantly clear that one reason to read Nimona is the artwork. Beautiful, full-color illustrations accompany the story from start to finish.

But the story itself should not be overlooked. What starts off reading as an obvious hero-vs.-villain comic book, complete with fight scenes and crazy weapons, becomes a more humorous and complex tale with every page. Nimona’s attitude and hilarious dialogue set her apart as a character to remember, and the conclusion is surprisingly heart warming, despite both Blackheart’s and Nimona’s attempts to stay disconnected and distant from the other characters.

Not to be too practical here, but if fantastic images and an exciting, yet touching, story aren’t enough, there’s also the time factor involved in reading a graphic novel. Though you can spend as much time as you’d like pouring over the art as well as the text, reading a story propelled by pictures is never going to take as long as one driven strictly by text. You might be able to make it through a graphic novel in less than half the time it would take you to read a prose novel. Plus, some interesting studies show that your brain will access this kind of story in a completely different way as a result of the visual component.

If you’ve been thinking about trying out a graphic novel, grab a copy of this one. It’s a fast, exciting, even slightly moving way to dip your toes into the graphic novel pool.

​Book Details

Reading Level: AR = 3.1, Lexile = GN350L
ISBN: 9780062278234
Format: Hardcover
Publisher: Harper Teen
Publication Date: May 12, 2015
Awards: Tons! Long list for the National Book Award for Young People’s Literature, Slate Cartoonist Studio Prize for Best Web Comic, Harvey Award for Best Online Comics Work, Will Eisner Comic Industry Awards Nominee for Best Digital/Web Comic, Goodreads Choice Award Nominee for Graphic Novels & Comics.

pic of me Bethany Bratney (@nhslibrarylady) is a National Board Certified School Librarian at Novi High School and is the recent recipient of the 2015 School Librarian of the Year Award.  She reviews YA materials for School Library Connection magazine and for the LIBRES review group.  She is an active member of the Oakland Schools Library Media Leadership Consortium as well as the Michigan Association of Media in Education.  She received her BA in English from Michigan State University and her Masters of Library & Information Science from Wayne State University.

 

The SAT Essay: Embracing My Fear

AARI Notes from the Classroom

shutterstock_217407295I don’t know about you, but when I got my first look at a sample SAT essay prompt, my eyes just about bugged out of my head.

It was last year, and I was trying to wrap my head around the changes that were in store for our kids with the switch from ACT to SAT. If you’re not already familiar, take a look at the information and samples on the College Board website. The essay question on the redesigned SAT, which all Michigan juniors will be required to take this spring, asks students to first read a high-level text that presents an argument. The topic of the text, the College Board explains, will “express subtle views on complex topics.” Then, students must write an analysis of the rhetorical strategies that the author uses to express those subtle views.

At first, I wanted to argue, “But I know how to prepare the kids for the ACT!” Even if students walked into my room with zero knowledge of persuasive writing, I could coach them with enough practice, checklists, and do’s and don’ts to help them reach proficiency. We were machines when it came to preparing for the ACT essay!

But the SAT essay doesn’t assess a genre of writing; it assesses students’ reading comprehension, analysis, and writing. No matter how much I wanted to prepare students for this essay, I couldn’t give them crash-courses—in how to understand a complex text, or how to analyze an author’s purpose. I felt like I would somehow be failing my students.

The Upside of the Essay

The more I worried about it, the more I came to the realization that changed my perspective: This isn’t a bad thing. Why was I clinging to prepping students for a test? I don’t know anyone who went into education in order to teach to a test; I certainly didn’t. The redesigned SAT essay measures the very skills we’ve been teaching as we have shifted to the Common Core State Standards. I realized that I needed take heart in the fact that this new test would assess the skills I am already teaching within my regular units of study.

Still, I worried that the students and the teachers in my district wouldn’t be ready for such a change. I initially felt uncomfortable moving away from teaching as if my students were essay-writing machines, and, I realized, surely there were other teachers who felt the same way. So, I dug into the research and my own practices to determine what I could do to support them.

shutterstock_160526231I kept coming back to the portion of the essay that asks students for analysis. At first, I wondered if we could put together a toolbox of the most common ways of building an argument, or a list of a few “magic” rhetorical devices students could expect to encounter. But the more I read and explored, the more I came back to the answer that no, there would be no magic lists or silver bullets for this test. What the analysis portion essentially boils down to is: Can students understand what an author’s purpose is, and analyze the moves the author made to achieve that purpose? This isn’t a test prep strategy; it’s just what good readers and writers can do!

What made me even happier as I came to this realization is that this is exactly what we are scaffolding in our AARI reading intervention classes. In AARI, or the Adolescent Accelerated Reading Initiative, we regularly read to determine the author’s purpose, then analyze how the author supported that purpose by how he or she organized his or her evidence.

Clearly this is a great start. But it’s not enough. It needs to happen in every class at every level, with a variety of texts.

Taking the Lessons to Other Classrooms

To start supporting our teachers in this endeavor, I went back to the work of favorites like Katie Wood Ray, Kelly Gallagher, and Jeff Anderson, who advocate the use of mentor texts to “read like a writer.” In this instructional method, teachers lead students to not only read for comprehension, but to also analyze how the texts are written, so that they can essentially imitate the craft in their own writing. The result is more focused, purposeful reading, and authentic writing.

This is not a new idea, especially for many elementary teachers who have lived within reading and writing workshops for years. But it can be transformative for many secondary teachers who are still adjusting to our new standards and units.

And though there may not be any magic lists or silver bullets for this essay, this instructional method just may be the closest thing.

MKortlandt2 Megan Kortlandt is a secondary ELA consultant and reading specialist for the Waterford School District. In the mornings, she teaches AARI and literacy intervention classes at Waterford Mott High School, and in the afternoons, she works with all of Waterford’s middle and high school teachers and students in the Curriculum, Instruction, and Assessment department. Additionally, Megan works with Oakland Schools as an instructional coach for AARI. She has presented at various conferences including the Michigan Council for Teachers of English and Michigan Reading Association annual conferences.

An Up-All-Night Fantasy Thriller

Book Reviews Notes from the Classroom

Red QueenI had a friend in college whose favorite Christmas tradition was to stay up reading all night on Christmas Eve. He had accidentally created this experience for himself in middle school when he received Jurassic Park as an early gift, and he had been so absorbed that he read until dawn. He spent each year after that trying to replicate the experience, searching for the most gripping, intense book to read while waiting for Santa.

I don’t think one needs an excuse or holiday to stay up too late reading, but I appreciated his sense of ceremony. He was a fan of fantasy and if we were still in touch, I’d recommend the thrilling YA novel that I just finished, Red Queen, by Victoria Aveyard.

The Plot

Mare Barrow has hated the Silvers her entire life. As a Red, she is bound for a life of servitude, poverty, and eventual conscription into the Army to fight a war waged by the Silvers. The Silvers have all of the power and money, and hold onto it using their rare special abilities—powers that allow them to manipulate the elements in addition to the Reds.

When Mare’s best friend, Kilorn, is conscripted earlier than expected, Mare is determined to find a solution to his problem. But her attempts to solve one problem lead to an even greater one—Mare, though her blood flows Red, is discovered in a very public forum to have an ability of her own. Suddenly, she is swept into the world of the Silvers, betrothed to marry the youngest Prince, and forced to live out her days among those she hates the most. So Mare chooses the only path that she feels she can reconcile herself to—join the Red rebellion group, the Scarlet Guard, and wage a revolution from within the palace.

Why It’ll Keep You Up Past Your Bedtime

Red Queen sucked me in right from the beginning. This is a plot-driven, action-packed novel with all of the substance needed to elevate it to “must-read” status. I have a weakness for stories where the balance of power is precarious and on the brink of upheaval. The intensity of such a situation is immediately gripping, which makes Mare’s world the perfect setting for a sleepless night. Not to mention the tension among her new “family” of Silvers and “friends” in the Scarlet Guard, which constantly keeps readers guessing about where alliances really lie.  

If that’s not enough, the wavering romantic interest from prince to prince will keep your heart beating with speculation. Oh, and have I mentioned that the ending is epic? Epic! You may not be able to sleep even after you finish because you’re still reeling from the shock of how all of the moving pieces come together at the conclusion.

But don’t take this recommendation on my word alone—Red Queen was the Goodreads winner in the category of Best Book from a Debut Author, garnering 46,698 votes! And if you find yourself whipping through it in the course of an evening, fear not. The sequel, Glass Sword, is expected for release on February 9. Schedule yourself another sleepless night for Valentine’s Day or mid-winter break!

Book Details:
Reading Levels: AR 5.2, Lexile HL740L
ISBN: 9780062310637
Format: Hardcover
Publisher: Harper Teen
Publication Date: February 10, 2015

pic of me Bethany Bratney (@nhslibrarylady) is a National Board Certified School Librarian at Novi High School and is the recent recipient of the 2015 School Librarian of the Year Award.  She reviews YA materials for School Library Connection magazine and for the LIBRES review group.  She is an active member of the Oakland Schools Library Media Leadership Consortium as well as the Michigan Association of Media in Education.  She received her BA in English from Michigan State University and her Masters of Library & Information Science from Wayne State University.

 

A New Year’s Reading Party

Notes from the Classroom

dress upHaving a son in elementary school has really been eye opening. My first grader seems to always be partying for something at his school: Spirit Days, Game Days, Thursdays. And you know what? That kid loves school.

Sometimes at the high school level we focus so much on content, I think, that we squeeze all the fun out of school. Don’t get me wrong—my students work really hard. So hard, in fact, that I’ve likened them to
water buffalos in the past. But they’re still kids, and they like to have fun. Learning can and should be fun sometimes.

So, as we were nearing the end of the semester, I decided we needed to have a reading party. It would have a New Year’s Eve theme. We could set Reading Resolutions for the new year.

It started as a gimmicky way to make a reading day a little more special. But the more I thought about it, the more I realized that it had the potential to be a powerful day for my students’ lives as readers.

I enlisted the help of our school librarian, and our party plan started to take shape. Twenty minutes of independent reading at the beginning of the hour—more than the 10 minutes of independent reading we do every day. At the 20-minute mark, we’d drop the ball (a YouTube video of the Times Square Ball Drop), and then the party would start. We’d have three stations for about 10 minutes each.

Station One: Your TBR (to-be-read) List

listOur librarian led the students in a discussion about books they want to read. Between the books they already wanted to read and some suggestions from our librarian, each class was able to generate a huge TBR list.

→Why is this a key activity for readers? Reading guru Donalyn Miller explains best in her book Reading in the Wild:Improving students’ ability to choose their own books begins with lots of positive reading experiences and frequent opportunities to preview, share and discuss books. Making this list as a group, with the help of our librarian, was a reminder to my students that they can and should get recommendations from their peers. AND there is a pretty useful adult right in our building—the librarian!—who can help them track those books down.

Station Two: Snacks and Visitors

Kids ate and talked with visiting teachers about their favorite books. This required a little planning. Prior to the party, I asked the students whom I should invite. Some teachers couldn’t make it, but they sent lists of book recommendations, which we posted on the wall. Our superintendent even sent a video recommendation!

→Why is this a key activity for readers? Students need to see adult readers in their lives. Some of my science-y kids, for instance, were interested to hear a popular Physics teacher talk about reading Unwind, by Neal Shusterman. In their heads, he curls up with Physics textbooks every night. But seeing their non-English teacher as a reading role model is key. These kinds of experiences help students commit to lifelong reading.

Station Three: Reading Resolutions

On small whiteboards, students wrote resolutions for the new year of reading. Then they dressed up with silly props for a picture. Most resolutions fell into three categories:

  • Quantity: Many students made goals to increase their reading outside school. I encouraged them to make that commitment specific, and I’ll follow up with those kids to help them hold themselves accountable.
  • Purpose: Some made resolutions about reading more for fun. I’ll be encouraging those students to ask for recommendations and to try lots of different genres.
  • ​​Quality: Some made resolutions to expand the type of reading they do. I’ll work with those students to find a new favorite genre.

whiteboardsThis last station was key for the students. Research proves that clear goals lead to higher achievement and increased motivation.

But clear goals are key for me, too. Now I have pretty clear marching orders for our second semester. I know which kids need which kinds of nudges (or shoves!) from me. I will print the pictures of students holding their resolutions, and I’ll post them in the classroom along with their TBR lists, in order to serve as inspiration all spring.

Not all my kids made resolutions or had their pictures taken. Unfortunately (or fortunately) for them, that short list of students is now a high priority for me. I know who my most resistant readers are, and I know who needs the most encouragement from me.

The day was incredibly beneficial. We took time to read. We celebrated good books. We continued building a supportive, engaged reading community.

But, we also had a lot of fun. That’s important, too.

Hattie profileHattie Maguire is an English teacher and Content Area Leader at Novi High School. She is spending her fifteenth year in the classroom teaching AP English Language and Composition and English 10. She is a National Board Certified Teacher who earned her BS in English and MA in Curriculum and Teaching from Michigan State University.

Characters: They’re Just Like Us

Critical Literacy Notes from the Classroom

shutterstock_330346853Next month I hope to bring you an update from my graphic novel project (yes, it has officially become a project!), but in the meantime, I thought I might talk for a bit about the great characters of literature . . . and Star Wars. Half kidding.

I read a fantastic article at Slate that argued that Han Solo, the reckless heartthrob who melted hearts across the galaxy, was actually a doofus. It’s a wonderfully fun read, and I highly recommend it.

But the piece is also useful for your classroom. Most notably, it’s a real-world, colorful version of a paper I’m almost certain your kids are writing: the character analysis essay. It’s a chore we’ve tasked students with for decades, and with good reason. But be honest—have you ever handed them a published version of that same classroom staple? Here’s one in living color—and timely and relevant to their pop-culture interests to boot.

Characters—They’re Just Like Us! (Complicated!)

Equally interesting are the article’s assertions about a popular figure. I’m not sure I buy all of the writer’s arguments. But note how effectively she supports every assertion with dialogue and other evidence right from the text (in this case a film). It’s like she’s writing a model analysis paper or informative essay. Imagine that—our classroom skills at work in the real world, being read by tens of thousands. And for pleasure, no less!

But here’s what is really worth noting. The piece recognizes something that I don’t think we help kids to wrestle with enough: the inherent complexity of a well written character.

Challenging a Challenging Text

My students just finished The Crucible, and their fury at Abigail for the unjust hanging of 19 innocent people is still burning at their insides. As well it should be. But I posed a question to them that they largely rejected: Isn’t Abby sympathetic in some ways?

John Proctor had an affair with her, even though she’s an innocent teenage girl, in a society where such people are already powerless. Proctor is largely portrayed as the hero of the play, but his sins (which he does admit) are perhaps worse than even he is prepared to acknowledge.

I think we might improve our students’ analytical abilities if we helped them to recognize something: the binary protagonist-antagonist structure, which they learned so long ago, is almost non-existent in actual literature—or film, or any other storytelling medium.

Granted, students should be analyzing all sorts of things beyond literature. But this false dichotomy tends to be a trap we fall into every time we read a work of fiction. We embrace questions like “Was Gatsby really great?” or “Were Romeo and Juliet’s deaths inevitable because of their families’ ongoing feud?”

The problem here is that the first question invites a watered-down perception of Gatsby—it can have shutterstock_304158824no right answer, because he isn’t reducible to that single, misleading adjective in the book’s title. He’s a bootlegger and rather shallow in his desires, but he’s also a man of enormous will and work ethic and, of course, hope. And the second question excuses Romeo and Juliet entirely. What we perhaps should ask about them is whether they might both have survived if either of them had been mature enough to have patience. Their love was noble and beautiful, but my goodness, if I simply HAD to have everything in my life the way I wanted it to be for all eternity within a fortnight, I might wind up dead in a church basement too.

Overcoming Emotions

Recognizing a character’s complexity is a wonderful starting point for encouraging our students to practice a more important skill. That is, recognizing the inherent complexity of, well, everything. Wouldn’t they be better in almost every subject area if they recognized that a simple, reductive perspective about most subjects is insufficient for understanding it completely?

The idea feels obvious to us as adults, but the acts of reasoning and analytical thinking require a lot of practice—mostly in the area of overcoming our more immediate emotional or intuitive reactions to things. That’s where most of our students are—the phase of existence wherein everything is judged via the first emotion it evokes. Abigail never has a chance. Hamlet is annoying for his indecisiveness. And Han Solo is . . . old. Ew.

With practice, we can help them learn to interpret literature and life more thoroughly. But first we have to identify it as a skill to be practiced and mastered.

Michael Ziegler

Michael Ziegler (@ZigThinks) is a Content Area Leader and teacher at Novi High School.  This is his 15th year in the classroom. He teaches 11th Grade English and IB Theory of Knowledge. He also coaches JV Girls Soccer and has spent time as a Creative Writing Club sponsor, Poetry Slam team coach, AdvancEd Chair, and Boys JV Soccer Coach. He did his undergraduate work at the University of Michigan, majoring in English, and earned his Masters in Administration from Michigan State University.  

Making Reading Interventions Relevant

AARI Literacy & Technology Notes from the Classroom

shutterstock_163383446As a teacher who works with struggling readers, my favorite time of year is the end of the semester. It’s then that I assess students’ progress. When I give them their results, some can’t believe it. Some want to call their parents to share the good news. And some even cry. They all beam with pride.

What’s not to love?

The time of year that is a close second, though, is the just-past-halfway-point. Yes, I know that this is when students and teachers tend to count down toward the next break, with nothing but survival on their minds. But in the Adolescent Accelerated Reading Initiative, or AARI, things are starting to get exciting.

AARI is a program that quickly brings struggling students up to grade level, using a variety of research-supported techniques. During the first few weeks of AARI, we learn a lot about an author’s purpose. We also learn how authors achieve their purposes through the organization of their texts. We focus heavily on text structures and “mapping” a text’s organization, which shows the relationships between facts and information.

It’s at this point in the year, this just-past-halfway-point, when my students start to recognize text structures in their books—on their own. I love this because it shows me that they’re ready for more. They’re ready to start transitioning to grade-level texts.

The Real-World Connection

There are other signs that they’re ready. Sometimes a student will burst into the room at the beginning of the period and exclaim, “You’ll never believe what we’re doing in Chemistry! The teacher gave us a chart, and he didn’t even realize it was a matrix!”

Seeing kids make these connections to their learning is what makes my work so vital. It’s why even as I’m launching the first weeks of the class, my focus is always on my endpoint: helping students use their intervention in relevant, real-world applications.Sequence Word Bank

This real-world focus starts early. Toward the beginning of the semester, we start talking about our text structures in the “real world.” I start this discussion by asking students what clues readers have in other, more difficult texts.

Together, we make anchor charts of “clue” words and phrases that writers use to signal that they are using a particular text structure to organize their thoughts. We post these in the room and add to them as we encounter more. Having these word banks arms students with tools to start recognizing text structures when the texts aren’t so easy.

Starting Small

Once students have these tools in their tool belt, I start introducing higher-level texts. They’re gaining proficiency, but they are still struggling readers, and they’re not ready for the full independence of working with long texts on their own.

So I start to give them a little taste: an appetizer, if you will. To do this and to make the reading relevant to them, I get my texts snippets from their content area textbooks.

I bring these “appetizers” in to class and “serve” them at the beginning of class as our warm-up. To scaffold their reading, I give them a focused purpose. They may have to answer a question about the author’s purpose, or they may have to identify a text structure. It helps them to see that their practice work with the easier texts is helping them to approach the more daunting texts they see in their classes all the time.

Lessons for ELA Classrooms

Finding this balance is crucial not only in intervention classes like AARI, but in all reading. We know our students have some pretty high expectations set by the Common Core State Standards and assessments like the redesigned SAT. Teachers want students to be able to access their texts, but they also know the value of exposing them to more challenging options. To help achieve this balance, I’ve found that these steps are key:

  • Arm students with tools to help them bridge the gap between accessible and challenging texts. Word banks are a great start.
  • Introduce more difficult texts slowly and in small chunks.
  • Gradually build to a combination of high-level, high-skill texts that require more stamina.

MKortlandt2Megan Kortlandt is a secondary ELA consultant and reading specialist for the Waterford School District. In the mornings, she teaches AARI and literacy intervention classes at Waterford Mott High School, and in the afternoons, she works with all of Waterford’s middle and high school teachers and students in the Curriculum, Instruction, and Assessment department. Additionally, Megan works with Oakland Schools as an instructional coach for AARI. She has presented at various conferences including the Michigan Council for Teachers of English and Michigan Reading Association annual conferences.

A Cozy Book for the Holidays

Book Reviews Notes from the Classroom

shutterstock_226563166Long breaks from work and school are the perfect time to squeeze in some reading. But what to choose?

The winter breaks make me want something cozy, something I can snuggle with under a warm blanket. And these breaks, for me, mean holidays, so I tend to want something a little lighter that will preserve my festive mood.

As much as I hate to admit it, I like shorter books for these occasions. I know I’m going to be picking the book up and putting it down between conversations, toddler games, and multiple slices of pie. I need a perfect little piece of writing that I can set down easily, but easily come back to between activities.

So I’m looking for the Chupacabra of books, right? Wrong! The cozy, hilarious, creatively written book that you can read with your teenager or elderly aunt exists! Get yourself a copy of Where’d You Go, Bernadette, by Maria Semple.

The Plot

whered you go bernadetteBee idolizes her mother, Bernadette. Bernadette is a creative, free-spirited woman with strong opinions about nearly everything: fellow mothers at Bee’s school (gnats), traffic patterns in Seattle (idiotic), the Microsoft facility where her husband works (The Compound). She’s generally so annoyed by the world around her that she prefers to keep to herself.

But she’s Bee’s best friend and greatest champion. And so when Bee accomplishes a major goal and claims her reward (a trip to Antarctica), Bernadette agrees to go, despite all of her (totally hilarious) reservations about going so far with so many other people.

As the plans become more and more complicated, the entire trip lies in peril. Will Bernadette follow through with the trip? Will their lives unravel before they can leave? What humorous antics will Bernadette get up to next?

Why It’s the Perfect Long-Weekend Novel

Between the story’s Seattle rain and frigid Antarctic breeze, you’ll be reaching for a blanket and a steaming cup of hot chocolate.

And the book is hilarious!

It’s rare to encounter a book that imparts meaning and wisdom, yet does so with such honest humor. It’s a book in which you laugh because you can relate to the story—you’ve found yourself in a similarly awkward, odd, or ridiculous situation, and Bernadette’s sarcastic take makes it comical in retrospect.

The format is one of the most distinctive and fun parts of the novel, and it makes it such a quick read. It’s a modified epistolary novel—a collection of emails, notes, memos, etc.—gathered by Bee as evidence of Bernadette’s life. This makes the novel incredibly easy to set down, because there’s a break on nearly every page.

Here’s the icing on the cake. Once you read and love this book, you’ll be able to recommend it to almost everyone you know, including the teens in your life. Where’d You Go, Bernadette won the Alex Award in 2013, which the Young Adult Library Services Association gives to a collection of adult books that would work well for teens. Other than some occasional strong language from Bernadette’s mouth (which teens have surely heard in the hallways at school), this is a funny, light-hearted story that almost anyone can enjoy.

Grab this book and get ready for the most pleasant school break you’ve had in a long time!

Book Details:

Reading Levels:  Lexile = HL820L, AR = 5.4
ISBN: 9780316204262
Format: Paperback
Publisher: Back Bay Books
Publication Date: April 2, 2013
Awards: Alex Award 2013

pic of meBethany Bratney (@nhslibrarylady) is a National Board Certified School Librarian at Novi High School and is the recent recipient of the 2015 School Librarian of the Year Award.  She reviews YA materials for School Library Connection magazine and for the LIBRES review group.  She is an active member of the Oakland Schools Library Media Leadership Consortium as well as the Michigan Association of Media in Education.  She received her BA in English from Michigan State University and her Masters of Library & Information Science from Wayne State University.