ALAN Picks (June 2024)

ALAN Picks: Celebrate Immigrant Heritage & Pride Month With Text Ideas for the Classroom

In this month’s ALAN Picks we have a new type of review geared towards teacher educators of pre- and in-service teachers. We are also featuring books in honor of Immigrant Heritage Month and Pride Month. For poetry fans, Chlorine Sky by Mahogany L. Browne is a novel in verse that explores friendship and voice. All My Rage by Sabaa Tahir, is a multi-perspective and generational story of Pakistani immigrant parents and their first-generation American children. This is Why They Hate Us by Aaron H. Aceves follows a boy as he explores love and sex as a bi-sexual teen. For those looking for nonfiction, Queer Ducks (and Other Animals): The Natural World of Animal Sexuality by Eliot Schrefer is a humorous exploration of sexuality in the animal kingdom.

Looking For Teen Reviewers: If you know students who are interested in writing book reviews of recently published young adult and middle grade books, let them know they can write for ALAN Picks too! 

ALAN Picks Book Selections: ALAN Picks accepts reviews of books published from spring 2020 to present-day, including soon-to-be-released books. This gives ALAN members who are interested in reviewing books more great titles to choose from, as well as accommodate some great books released during the beginning of the pandemic that still deserve highlighting. If you have some books in mind that you would like to review, please reach out to me!

Let Us Know How You Use ALAN Picks! If you read an ALAN Picks review and end up using the book with your students, let us know! We want to hear all of your great stories and engaging ways you are using young adult and middle grades literature in your classrooms. Remember, ALAN Picks are book reviews by educators for educators! Click on the archives to see previous editions. 

Submit a Review: Would you like to submit a review? Check out ALAN Picks for submission guidelines and email ALAN Picks Editor, Richetta Tooley at richetta.tooley@gmail.com with the book title you are interested in reviewing. Rolling deadline.

–  Richetta Tooley, ALAN Picks Editor

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*For Teacher Educators:

Synopsis: In this novel in verse, Sky walks the reader through a snapshot of her life. She reveals details of her friendship with Lay Li, and how their once-close bond is being rifted by boys. She tells the reader about her sister Essa, who is alternatingly mean and cruel. She lets us know the freedom and joy she finds buoyed by swimming, basketball, her cousin, Inga, and a new friend. In all of her interactions and in working her way through the conflicts with her best friend and sister, Sky comes to learn that she can take up space and shine too.

Review:

Chlorine Sky, Browne’s first novel in verse, is a beautiful book. Told in her own voice, the reader gets access into Sky’s life and thoughts, and the heartbreak and difficulty she finds through it. The reader is shown Sky’s dreams and fears, her hopes and her vulnerabilities, her moments of joy and sanctuary. Throughout the text, the reader sees Sky transform from someone she thinks is invisible, to someone who knows is deserving of love and attention. 

Suggestions for Curriculum & Classroom Use

Thematic Connections & Possible EQs

As a teacher educator, I use Chlorine Sky as one of five books (see the final activity below for a list of the other texts) to teach preservice teachers about dialects of English besides white mainstream middle class English that we often privilege in school. Therefore, possible thematic connections and essential questions for pre- and in-service teachers include the following non-exhaustive list:

• linguistic diversity
• linguistic bias / prejudice
• Why does it matter in what voices we tell our stories?
• What features of language are privileged in this text, and why is that important?
• What is the relationship between language, identity, culture, and power?

For secondary teachers who would like to use the book with high school students, one might explore the following non-exhaustive list of possible thematic connections and essential questions:

• finding our voices to tell our stories
• healthy relationships
• In what voices do we tell our stories? 
• What stories can we tell about who we are, and how we became that person?
• How can our friendships help us find our voices?
• What does it mean to be a good friend?

Teaching Strategies and Activities

Explore the history, features, and usages of Black Language

This activity is designed for pre- or in-service teachers, but can also be modified for secondary students. The goal of the activity is to help learners recognize that Black Language is a rule-governed variety of English. For instructors wanting to know more information about Black Language before reading Chlorine Sky or any text written in Black Language, check out this website.

• As learners read Chlorine Sky, have them mark text that is not written in white mainstream middle class English. If learners communicate in white mainstream middle class English, they might now know that it has a name or that there are other varieties of English. In this case, the instructor can prompt them to notice and mark moments in the text where the narrator says/writes in ways that are different from how they talk/write. In this stage, it is important that the instructor monitor how learners talk about the language in Chlorine Sky. Because we have been socialized to undervalue and subordinate varieties of English outside white mainstream middle class English, learners might use deficit language to describe the language in the text. Caution learners to describe the language as different, and to identify those features that are different, rather than judging or moralizing the language as “good/bad,” “in/correct,” or “im/proper.” 
• Have learners gather the text that they have marked that is not white mainstream middle class English and ask them to find patterns within the language. For example, there might be instances when the speaker uses “ain’t,” when the speaker uses “be” in unanticipated ways, or when the speaker doesn’t seem to conjugate a verb in the third-person singular. 
• After identifying patterns in the language, have learners look up features of Black Language. This dialect of English is also called African American Vernacular English and Ebonics. As they look up features of the language, have them examine the patterns they found in Chlorine Sky against the grammatical and syntactic rules of Black Language. Learners will discover that Black Language is a rule-governed systematic dialect of English, just like the dialects that learners communicate in. 
• Next, have learners investigate the history of Black Language and its contemporary uses: when and how was it developed, who speaks it today, what are some contemporary features of the language, who is an authorized user of the language. This is a good opportunity to have learners explain the relationship between language, identity, and culture. 
• With this background information, learners can discuss the function of Black Language in Chlorine Sky, can describe the effect of reading a text in Black Language, and can speculate as to why an author might write in Black Language. 
• Then, have learners draw on their prior knowledge of racism, anti-Blackness, and white supremacy in schooling and discuss why they think that Black Language has been a subordinated language and prohibited and undervalued in many school settings. If learners do not already have the prior knowledge necessary for this conversation, the instructor can supply it.
• For options on how to assess this activity, see below.

Convince a colleague

In this activity, learners will attempt to convince a colleague, parent, or student who expresses hesitation or disdain about teaching students varieties of English outside white mainstream middle class English. This activity can be adapted for secondary students: consider what audience would be relevant for them to speak to?

• First, have learners brainstorm potential pushback or resistance to teaching secondary students varieties of English other than white mainstream middle class English. In this step, learners can also talk to family, school, and community members about their opinions about teaching varieties of English other than white mainstream middle class English. The goal of this step is to learn and listen to others’ qualms and hesitations.
• Individually or in small groups, have learners select one element of resistance to focus on. 
• Once they have selected their resistance point, have learners add to their research about the roots of the resistance: what is at the heart of the resistance to learning varieties of English other than white mainstream middle class English? They can do their research on the internet, and interview family, school, and community members. 
• After they have conducted additional research, have learners write a dialogue/screenplay on how they might interact with a resistor: how might they frame their argument, what might the resistor say, how can the learner honor the resistor’s concerns while pushing back against racism, anti-Blackness, and white supremacy? (If learners are not familiar with rhetoric or tools of argumentation, the instructor can facilitate that instruction. What is important to keep in mind is that not all people are convinced in the same ways, and so learners must listen to their interlocutors about their concerns and find ways to make their points that are legible to the resistors.)
• A variation on writing a dialogue/screenplay is having learners enact role playing scenarios in which one person is a proponent of teaching varieties of English other than white mainstream middle class English and one person opposes. The opposer can be a student, a fellow teacher, an administrator, or a parent.

Expand Our Repertoire of Knowledge of Varieties of English

The goal of this activity is to help learners recognize that there are many varieties of English.

• In book clubs, have learners read books written in varieties of English other than white mainstream middle class English. For example, Chlorine Sky and books written by Angie Thomas (particularly On the Come Up and Concrete Rose) offer examples of Black Language. In the Wild Light (Zentner) is an example of a variety of Southern English. When We Make It (Velasquez) and Efrén Divided (Cisneros) are examples of Nuyorican English and Spanglish, respectively. 
• Have each book club complete the activity, Exploring the history, features, and usages of __ Language (modifying for the variety of English they’re reading).
• To assess this activity, have learners create presentations about what they’ve learned about the language and present the information to their classmates. For pre- and in-service teachers in particular, require that the presentations include active learning components. For example, rather than just telling listeners the features of the language, show listeners an excerpt of the text and have them identify the features. 
• An extension of the presentation assessment is to have pre- and in-service teachers create unit and/or lesson plans that teach secondary students about the variety of Englishes. 
• An extension of the presentation assessment is to have learners consider the role of power in communicating in different Englishes: if language users use languages outside white mainstream middle class English, what are the consequences? In what ways are those consequences in part shaped by language user’s visible identities, like race, gender, and class? 
• This activity is a productive preceding activity for the drafting of a linguistic narrative (see below).

Formative and/or Summative Assessments

Assessing the relationship between language, identity, culture, and power through the creation of linguistic narratives

This assessment offers a way for teachers to gauge students’ understanding of how language, identity, culture, and power function together. This activity can also be done with secondary students. 

• Have learners complete the activity above called “Exploring the history, features, and usage of Black Language”
• Then, have learners consider their own languages: in what ways do the languages they communicate connect to their cultures and identities? For example, learners might speak with regional accents or vernacular, or they might communicate in another variety of English, like Chicanx English or Appalachian English. Another good question to get learners thinking about their own languages: have you ever changed your language to fit in? How did it make you feel to have to do so?
• As learners brainstorm the ways that their languages help them to amplify their identities and cultures, have them draft linguistic narratives that narrate these connections. Some mentor texts include Amy Tan’s “Mother Tongue,” Jamila Lyiscott’s “Three Ways to Speak English,” and Gloria Anzaldúa’s “How to Tame a Wild Tongue.”
• Now have learners consider the role of power in the ways that they communicate: if they communicate in languages outside white mainstream middle class English, what are the consequences? In what ways are those consequences in part shaped by their visible identities, like race, gender, and class? Have them thread these ideas into their narratives.
• Gather students into groups of 3-4 to have them read and workshop each other’s drafts.

Developing Lesson Plans That Draw on the Relationship Between Language, Identity, Culture, and Power

This assessment offers a way for teachers to gauge students’ understanding of how language, identity, culture, and power function together and what that might mean for their teaching.

• Have learners complete the activity above called “Exploring the history, features, and usage of Black Language”
• Have learners consider and discuss what the activity means for their teaching. In other words, what might they do differently in secondary classrooms with the new knowledge they have about varieties of English?
• In groups or individually, have learners develop a unit and/or lesson plans to teach secondary students about the relationship between language, identity, culture, and power. 
• Gather students into groups of 3-4 or put two groups together to have them read and workshop each other’s unit and/or lesson plan drafts.

Reviewed by: Naitnaphit Limlamai, Assistant Professor of English Education, Colorado State University-Ft Collins.

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Synopsis: Sabaa Tahir’s young adult novel All My Rage is a story of love, rage, and forgiveness told through three separate lenses. The first perspective is Misbah’s, a young Pakistani woman from Lahore, Pakistan. Misbah’s tales start from the commencement of her arranged marriage to Toufiq, to their immigration to the United States in pursuit of claiming the “American Dream” through their family-owned motel. The second and third perspectives are two Pakistani Americans who are currently high school seniors at Juniper High, Salahudin (Sal) and Noor. Sal and Noor are best friends, and are both dealing with differing familial traumas. Sal’s mother, Misbah, has been recently diagnosed with a chronic kidney disease, and Noor is attempting to apply to college in hopes of escaping Juniper right under the nose of her estranged uncle. Through each of the characters’ struggles, Tahir shares a breathtaking, emotional narrative of individuals who are searching for a sense of belonging and acceptance within their differing identities.

Review

All My Rage is a beautiful novel. This piece creates room for immigrants and first-generation individuals to embrace their identity whilst also paving a space for other students, perhaps, those who do not share specific identity factors with the main characters to learn about contrasting experiences. The author embeds themes of romance and friendship with aspects of race and disability in a way that curates raw moments shared amongst the main characters. The normalized range of emotions faced amongst the marginalized young adults within this novel is heavily important and necessary for one’s learning experience. With the reading of this novel, all individuals are presented with the choice to resonate, be challenged, and/or gain knowledge and perspective about what it is like to grow up as a Pakistani American within the U.S. As a Pakistani American woman herself, Sabaa Tahir presentes an authentic representation of displacement and disbelonging that many first generation individuals face. Through these feelings, there is promised integrity, respect, and graciousness weaved within Misbah, Sal, and Noor’s journeys that is essential to the awareness surrounding current/past immigration laws and social movements. This is a must-read for those who are interested in learning more about the experience of immigrants and first generation young adults. Not to mention, each character is extremely vibrant and realistic, and the language utilized within the curation of the plot is breathtaking. To this day, All My Rage is my favorite young adult novel I have ever read!

Suggestions for Curriculum & Classroom Use

Thematic Connections and Analysis

Themes:

1. Identity: Race, Class 
2. Friendship and Family: Interpersonal relationships and community
3. Romance
4. Mental illness: PTSD; Generational trauma 
5. Addiction

Essential Questions:

1. What components make up one’s identity? 
2. How does the feeling of “rage” come forth through specific characters? In what way is this feeling connected to the experiences of those that identify as underserved/marginalized?
3. How can a community, or lack thereof, (such as a friendship, a romance, a family) serve or challenge the experiences of those that identify as underserved/marginalized? 

Culturally responsive teaching strategies/activities

1. Close reading of the text with the racial reader’s identity (as well as the characters’ racial identities) in mind

• How does the reader’s identity shape the students’ reading of the text? Are they being challenged, are they resonating, what is familiar and what is unfamiliar?
• Have students take notes on these questions and discuss them in groups!

2. Close reading of one specific character with their emotional experiences (mental health) in mind

• In what moments is this character voicing their emotions (and when are they internalizing them)? How does this character’s perspective (first-person) impact the students’ perspective? Do they resonate with the emotions this character is facing, or are they challenged by them?
• Have students pair up with one or two other classmates (those of whom chose different characters) and discuss
  • What is different and what is the same?
  • What is the benefit of having these differing perspectives braided within the story?

Assessment Possibilities:

Formative Assessment Ideas:

1. Individually highlight/annotate certain racial stereotypes/narratives being challenged/reinforced

• Have students get into groups and utilize a poster board to make a combined list!
• On one side of the board, have students write out the racial stereotypes/narratives that are being challenged with an explanation as to how/why, on the other side of the board have students write out those that are reinforced 

2. Individually highlight/annotate the different emotions that each character faces in connection to their identity being challenged and/or misunderstood 

• Individually, have students draw out a map of the emotions that each character is facing throughout the book, continue to map it out as the book goes on

3. Highlighting/Annotating places in which the characters embrace within a “community” and/or feel accepted within their identity 

• Have students pair up with a partner, and create a combined bullet list of these places
• After creating the list, have students write an individual reflection of how these pillars of community do (or do not) show up within their life 

Summative Assessment Ideas:

1. Have students select a piece of literature (e.g. “One Art” by Elizabeth Bishop) and use it as a lens to view the text

• Have students write a literary analysis that explains the ways in which the poem works as a lens to view the text 
• Then, create their own poem that connects to their literary analysis in some way as well as a paragraph reflection describing this connection

Reviewed by: Mia Manfredi, Student at Colorado State University, Fort Collins, CO

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Synopsis: Enrique Luna wants to get over his crush Saleem, so he pursues other prospects. In doing so, Enrique tries to find clarity in his sexuality while being closeted from his parents, navigating his relationship with his best friend Fabiola, and dealing with the news that Saleem is leaving Los Angeles for the summer because his parents want him to meet a woman. In his pursuit to get over this, he meets a cast of prospects including a stoner named Tyler, a class president, Ziggy, and the enticingly scary Manny. Do these prospects bring Enrique to a conclusion about Saleem? And will living his truth lead to consequences?

Review

Enrique’s answer to his hardcore crush on his friend Saleem is to get with as many prospects as possible. In doing so, we get to learn about the experience of this Mexican, Bisexual man who comes to terms with the fact that he is worth more than his body image and self-esteem issues would have him believe. Aceves breaks down stereotypes of bisexuality by analyzing the reasons why someone like Enrique would sleep with other men due to his absolute abundance of love for one person who he wants to live with forever, and he learns this throughout the book. This book is an excellent example of queer identity and will help students understand intersectionality. This book does contain mature content and many sexual themes, but these scenes serve as an exploration of body and self, therefore, this book would be suited best for eighth grade and above. 

Suggestions for Curriculum & Classroom Use

Thematic Analysis

This book is a fantastic example of LGBTQ+ representation. It would be beneficial in a classroom for both students who identify with the community, and those who don’t because the plot points are relatable to people of any identity while still driving home themes of sexual repression, discrimination, and confusion about one’s identity. 

• Exploring sex as an LGBTQIA+ individual
• Coping with lost love
• Inability to come out to parents
• Social anxiety
• Judgment of Risks 
• Breaking stereotypes of bisexual people
• Coming of age
• Race

Teaching Strategies and Assessments

Formative Assessments

Summative Assessments

• Students can be tested for their ability to dissect themes from this book including but not limited to risk judgment, LGBTQIA+ struggles, and learning from past mistakes. 
• Students might create a portfolio of their understanding of this book during the reading. 

Teaching Strategies

• This is Why They Hate Us intertwines sexuality with multiple other intersections of a student’s life, giving this book an excellent opportunity to shine in a curriculum centered around topics of race and sexuality. 

Reviewed by: Joshua Ricci, English Education Student at Colorado State University.

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Synopsis: A scientific review of the nature of queer animals. Some of the sexualities include: gay, lesbian, bisexuality (or pansexuality), and three-way relationship (or throuple). Through his novel, Eliot Schrefer proves that the complexity of sexuality is not only a human concept but seen throughout the entirety of the animal kingdom. The main point is that it challenges the idea that homosexuality isn’t natural as animals don’t do it… spoiler they do!

Review

This book is full of humor! Despite being more scientifically based as it is informative nonfiction, it was very interesting and humorous. This book had easy scientific language making it very easy to get through. The author went out of their way to find people of color in STEM fields that identify with the LGBTQ+ community to interview at the end of most chapters. I feel that the most important part of this book is that it argues against the fact that homosexuality isn’t natural, the whole book proves that it is natural. This book is especially good for students who identify within the LGBTQ+ community to prove that they don’t need to change who they are because of some outdated ideologies, while also showing that is it is okay to be heterosexual and cisgender.

Suggestions for Curriculum & Classroom Use

Essential Questions:

• Why is learning and understanding gender and sexuality important?
• Why is it important to understand why homosexuality within the animal kingdom is important?
• How do you develop your personal writing style?
• Does nonfiction have to be written like a textbook?

Assessment Possibilities: 

Formative:

• Have students create their own drawings/comics that relate to every chapter, like Eliot Schrefer did
• Learn about writing voice, learn to make nonfiction humorous, study the craft of the book and have a writing lesson
• Compare Queer Ducks to the average biology/ evolutionary textbooks taught in schools, have the students make notes on sticky notes to point out the differences between the information then write down questions they have on why they think the average textbook changes/ hides the truth

Summative activity: 

Have a discussion comparing what the average biology/ evolutionary textbook says about sexuality and gender within animals compared to what the book says, have students use their sticky notes as guides or references

Have students compare/ share their comics from each chapter with the class

Have students write about a topic they know very well (could be anything so long as it’s nonfiction) and have them try to mimic Eliot Schriefer’s style of writing voice

Reviewed by: Aimee White, English: Creative Writing Undergrad at Colorado State University, Fort Collins, Colorado.

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Synopsis: This story follows a demon named Little Ash and a non-binary angel named Uriel on their search for a missing girl, Essie, from their shtetl (village). To find her, they journey to America, with the help of a girl named Rose, an angry yet kind girl who is dealing with her friend’s and lover’s sudden marriage, and the ghost of a rebbe. Together they learn what it means to be human while navigating a new world filled with discrimination and sinister plots.

Review

A book revolving around Jewish culture and immigration, Lamb seeks to educate and entertain readers with a realistic yet fantasy-filled world. Once they discover a sinister plot unfolding, Little Ash and Uriel head off toward America with Rose, building up the suspense and action. Through the boat ride over, one can’t help but grow closer to the characters and root for them. Sacha Lamb does a great job depicting Jewish culture, LGBTQ+ relationships, and gender fluidity throughout her novel. The book also contains a nice list of Yiddish terms used throughout. At the end of the book, Lamb creates a world where one is left wondering – can angels do devious acts and demons do Orthodox acts?

Suggestions for Curriculum & Classroom Use

Thematic Connections and Analysis

• Female Empowerment
• Sexual and Gender Identity
• Immigration 
• Culture

Essential Questions:

• How can religion impact our decisions?
• Who gets to decide who we truly love?
• Are people born good?
• Does culture define us?
• How does one search for identity and meaning?

Teaching Strategies and Activities

• An overview of the history of Jewish culture, discuss the Jewish Joint Distribution Committee (JDC) and their work, religion, and beliefs.
• An overview of the history of the LGBTQIA+, including information about nearby resources, and discuss the Trevor Project and GLAD and the projects which they are currently working on.  
• Discuss the difference between Judaism and Christianity with a focus on beliefs and traditions.

Student Activity

Yiddish Vocabulary Presentations

• Throughout the book, Lamb uses Yiddish terms often to explain the world around their characters. To get more familiar with the Yiddish terms, I recommend having students form groups and present on a given set of Yiddish terms. Each class, a new group will present their Yiddish terms as well as open the floor to discussion, for any confusion.

Assessment Possibilities: 

Formative Assessment: Complete a check-in with students on their understanding of Yiddish terms. Have the check-in include a space where students can ask questions about the text, if they have any.

Formative Assessment 2: Have students chart out the journey on a classroom map of Little Ash, Uriel, and Rose. Leave pins in each destination and draw lines of yarn to each destination. Have students reflect on the different countries, cultures, and situations at play.  Complete a check-in on students to see their understanding of their journey.

Summative Assessment: Students are assigned to write a series of letters documenting what they’ve learned about conflicts within either the Jewish or LGBTQIA+ communities. Have students research more into the history of these communities. Students will also be tasked in connecting this to the book and referencing passages surrounding their chosen community. These letters can be directed to family, friends, the teacher, or to characters of the book. These letters will not be sent to anyone – they are meant only to show what students have learned.

Reviewed by: Allyson Horvath, General Psychology, Colorado State University