Category: ALAN Picks

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In this month’s ALAN Picks we feature several books that will appeal to students who may be interested in the thriller, mystery and/or horror genres. This column also features several Indigenous authors to help you prepare for National Native American Heritage Month. Man Made Monster by Andrea L. Rogers is a YA collection of horror stories that follows a Cherokee family through multiple generations into the future. Funeral Songs for Dying Girls by Cherie Dimaline is a YA coming of age story that features ghosts and friendships. If you are a fan of Knives Out, you may be interested in the YA mystery The Lies We Conjure by Sarah Henning. The YA mystery Four Found Dead by Natalie D. Richards tackles the topic of PTSD and trauma. YA thriller We Don’t Swim Here by Vincent Tirado examines the dark side of society through the lens of horror. 

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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Cherokee Stories of Monsters, 

Real and Imagined 

Man Made Monster by  Andrea L. Rogers 

Book Details 

Publisher: Levine Querido 

Publish Date: October 2022 

Page Count: 315 

ISBN: 978-1-64614 

Genre: YA, Horror, Speculative Fiction 

Find on Bookshop 

Synopsis: A collection of horror stories that follows a Cherokee family line across generations. Monsters such as werewolves, vampires, and deer women exist alongside the terror of science experimentation, cultural appropriation, and the danger of going on dates. The collection begins with Ama Wilson on the Trail of Tears, whose forced relocation becomes secondary to her turn to a creature of the night. This sets off the horror collections’ genius interconnection between fictional horror and historical atrocities. Though each story could stand alone, the mastery of the collection is their interconnected nature and connection to the Wilson family tree. 

Review: Andrea L. Rogers is masterful, taking up space in the horror renaissance among Indigenous authors. Throughout the collection, the family tree, provided at the beginning, and each chapter’s vivid Cherokee art from Jeff Edwards draws readers into the stories’ themes. The haunting storytelling includes first, third, and even second person perspective in a chilling narrative style. The stories are engaging and inspire student interest! I would recommend it for grades 10 and above. 

Suggestions for Curriculum & Classroom Use: 

As a senior English teacher, I use Man Made Monsters as a mentor text for students’ own Horror Stories at the conclusion of our Horror Unit. Students study Frankenstein and Dracula in graphic novel format through a Monster Theory lens from Jeffrey Jerome Cohen. While reading Frankenstein, students investigated the history of medical experimentation and sterilization of Native American people. These are the essential questions we pose in our study: 

• Whose voices are included in classroom study? 
• How has science experimentation gone too far? 
• How do Native American storytellers tell stories? 
• What is the literary canon and why do we study it? 
• How might our history impact the present? 
• Who are the monsters within us? 
• What do monsters represent? 

Teaching Strategies and Activities 

Create Horror Stories using literary techniques: The goal of this activity is for students to evaluate storytelling techniques in a selection of short stories from the collection that are directly inspired by Dracula and Frankenstein. This evaluation is meant to help them create their own horror stories using those same narrative techniques. 

Select a few horror stories and offer choice to students. Before giving choice, you can select one of these to teach the whole class first, showing them what markers they should look for while reading. The short stories I selected are: 

● “An Old Fashion Girl” -Begins the collection and links to Dracula 

● “Man Made Monsters”-Titular to collection and links to Frankenstein

● “Lens” -This story approaches medical experimentation head on, connecting to our study of it in class. 

● “Shame on the Moon” -This story has a vampire and werewolf face off, which resonates with students from their experience with Twilight. 

● “American Predators” -This story masterfully is in second person, as the protagonist is not Cherokee. 

As students read the short story, have them annotate for narrative techniques, such as flashback, multiple storylines, and point of view shifts. After reading, students should choose how they will engage with this mentor text as inspiration for their own horror story. Create a choice menu for students to choose from as a formative assessment, making sure to let them know they have to have a narrative technique in their writing. 

Mentor Text Engagements
Personal Connections	Letter to the Author	Interview a Character
Prequel or Sequel	Retell from another point of view	Background of a character

Background Research Groups & Text Pairings 

While teaching The Marrow Thieves, students return to this collection. Students are expected to research a background topic and present it to the class. After presenting, students could tie their topic with a theme from the book, such as Trail of Tears with Ama’s story or Missing and Murdered Indigenous Women with Ama’s Boys. The goal is to demonstrate how authors use historical events to enrich their narratives. 

Reviewed by: Jaid Wehrenberg, 12th Grade English Teacher at Ogden High School and English Education Masters student at Weber State University, Ogden, UT.

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A Haunting Story of Friendship and Coming of Age

Funeral Songs for Dying Girls by Cherie Dimaline

Book Details 

Publisher: Tundra Books 

Publication Date: April 4, 2023

Page Count: 272

ISBN: 9780735265639

Genre: YA, Magical Realism

Find on Bookshop

Synopsis: Funeral Songs for Dying Girls follows Winifred, a 16-year-old girl who lives with her father and obese dog in the Winterson Cemetery. She’s an outcast, “weird,” and determined to save the cemetery so she and her father can stay in their apartment on the property. After a few accidental “ghost sightings,” in which Winifred was mistaken for the ghost, a local ghost tour expresses interest in adding Winterson to their route. Winifred believes this may be the key to saving her home, especially after befriending a real ghost, Phil, on the property. Winifred must decide to exploit her new friend to save the cemetery or risk losing everything. 

Review: Funeral Songs for Dying Girls is a beautifully written and haunting story. Winifred’s goals are realistic and understandable. She reads exactly like a teenage girl just trying to figure herself out. Winifred’s recurring grief for her aunt and her mother (among others) and the loss of an important friendship are both portrayed with care and gentleness. The pacing is slow as the story is more focused on character development than on plot. Overall, deeply personal, and poignant, with writing that conveys the trials and beauty of growing up as a girl. This novel would be perfect for book clubs in a classroom. 

Suggestions for Curriculum & Classroom Use   

Thematic Connections: 

The themes in this book can resonate with all teenagers but would be best suited for teenage girls. They touch on grief, loss, and death, while also incorporating the narrative of murdered and missing Indigenous women and girls and cultural appropriation within the storyline. 

• Grief and Loss
• Coming of age
• Belonging
• Identity
• Mental Health
• Sexuality, LGBTQ+

Essential Questions

• How does our sense of self develop based on where we live and where we grow up?
• How does a sense of belonging factor into identity?
• How does belonging to a specific culture or community shape our identity?

Teaching Strategies and Activities to Use:

• Research and discussion about Missing and Murdered Indigenous Women and Girls (MMIW)
• Discussion about the use of cultural appropriation in the novel, how it’s used and by whom.
• Pair with texts that address grief, loss, and coming-of-age.
• Discussion and research about OCD and mental illness; encourage students to explore how the character’s condition influences her actions, decisions, and behavior, especially in terms of coping strategies. 
• Create a ghost tour advertisement based on the new addition of the Winterson Cemetery.

Formative/Summative Assessments

Formative: 

• Reading Journals: reflections on passages, scenes, characters, and/or how students feel while reading the novel. Possible prompts could include character analysis, theme exploration, chapter summaries, symbolism analysis, theme exploration, personal connections, author’s craft, and/or predictions for the story’s resolution.

Summative: 

• One-Pager
  • Identify themes, important concepts, and quotes and give a review of the book.
  • Epilogue Expansion: What is Winifred’s new home and life like?
  • Alternate Universe: What would Phil’s life be like if she made it back home? OR What would Winifred’s life be like if her mother didn’t die?

Reviewed by: Mackenzie Pfund, English Education Student at University of Wisconsin-Eau Claire, Eau Claire, WI

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Knives Out with a Salem Witch Trial-esque Twist

The Lies We Conjure by Sarah Henning

Book Details 

Publisher: Tor Publishing

Publication Date: September 2024

Page Count: 386

ISBN: 978-1-250-84106-3 

Genre: YA Fantasy & Mystery

Find on Bookshop

Synopsis: The Lies We Conjure takes place in Colorado, following Ruby (17) and Wren (16) Jourdain as they delve into a new fantastical world of witches, bloodlines, and family politics. Ruby and Wren are invited to a prestigious dinner at Hegemony Manor by a strange old woman who asks them to pretend to be her two granddaughters who haven’t been seen by the family in 10 years since they moved to London. The two girls agree to Marsyas Blackgate’s terms, being convinced by the $4,000 payment, and enter the world of the Four Lines. Soon after the three arrive at the party, the host, Ursula Hegemony, is murdered, and the manor is magically locked down until the attendees can solve the murder and locate the four relics that provide the power to each family’s line: the Blood relic for the Cerises, the Celestial relic for the Starwoods, the Elemental relic for the Hegemonys, and the Death relic for the Blackgates. However, the families only have 3 days, or they are stuck in the manor forever. Things get more complicated when Marsyas vanishes, and Ruby and Wren are left stranded with 13 witches who have no idea that they are two human girls with no magical ability whatsoever. The novel takes on a fantastical murder-mystery plot, and as the story progresses, family drama becomes unveiled and people continue to be murdered. By the end, the head of each family has been killed by Marsyas and only the teenagers are left. The novel concludes with a dramatic standoff between Ruby, Wren, the Four Lines teenagers, and the real Blackgate sisters. 

Review: Henning’s novel is a Knives Out-esque story with a Salem witch-trials influence. She includes themes like family trauma, abuse, deception, innocence, and coming-of-age. For those who enjoy a good fantasy novel, I think these themes and this plot would be really appealing, especially for a YA audience. Pairing the fantasy genre with serious themes like abuse and familial trauma is impactful to young readers. Henning’s novel is written in two different POVs, Ruby’s and Auden Hegemony’s. The switching of point of view helps propel the narrative, while also providing two very different perspectives for the readers, with Ruby’s human “other” perspective, and Auden’s witch perspective. It helps add to the stress of Ruby and Wren trying to stay hidden in plain sight, while also adding to the drama, as the reader is experiencing the witch politics first-hand with Auden’s POV. I think regarding the character development, the effort is there. We see development through a lot of the more secondary characters, but I struggled to see development in our two protagonists. Overall, this book is fun and enjoyable, and fit for older YA readers. It has some strong language, which leans a little more to the older YA side, but no inappropriate themes or scenes that would make it too adult. There is a lot of ambiguity in the characters, with Henning leaving things like race and ethnicity up for interpretation, allowing space for all readers to find themselves in the pages. There is also LGBTQ+ inclusion in this novel, with a non-binary character and various queer characters. This book is perfect for high schoolers, whether it is read inside or outside of the classroom. 

Thematic Connections & Essential Questions:

• Family and Family Trauma: How do we define family? Does “family” have to be related to you? What are some ways we cope with family trauma? How can we help those struggling with family trauma?
• Abuse: How can we identify abuse? Does abuse have to be physical to be recognized by outsiders? What can we do to help those struggling with abusive relationships?
• Deception: What is the motivation behind deceit? Are the villains the only deceitful characters? In which scenarios is it okay to lie? How should we distinguish between “evil” deceit and “good” deceit? Should we punish deceit? 
• Innocence: Can people be purely innocent or purely guilty? Does lying make you guilty?
• Coming of Age: How do our character’s values change over the novel? What marks the transition from childhood to adulthood? How have we changed in the last month? In the last 6 months? In the last year?

Culturally Responsive and Sustaining Teaching Strategies:

• Conspiracy Theorist Photo Wall: Throughout the novel, we will add to our “conspiracy theorist” photo wall with red string to try and figure out who killed Ursula and why. We will add different important facts, like the locations of the murders, the motives, and the different families and their defining characteristics. 
• New POV Scene: Students will develop scenes from the book from a character’s point of view that the readers don’t get. This activity allows students to generate their own stories, backgrounds, values, and ideas for more minor characters in the novel. Students have to fit the parameters the novel sets, but otherwise, they have free reign over their stories.

Formative and Summative Assessments:

• Formative: At various points throughout the novel, students will draft up “Whodunnit” reports, arguing for a murderer and supporting their argument with evidence from the text. 
• Summative: Students will perform a debate on who is truly guilty at the end of the novel. Half of the class will support the Blackgates and the other half will support the Hegemonys. This debate is meant to develop an understanding of guilt vs innocence, and how the definitions of “good” and “evil” can change depending on perspective. 

Abigail Leary Bridgewater State University, Bridgewater, MA, undergraduate preservice teacher 

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A Story of PTSD and Trauma 

Four Found Dead by Natalie D. Richards 

Book Details 

Publisher: Sourcebooks Fire 

Publish Date: May 2, 2023 

Page Count: 336 

ISBN: 9781728215815 

Genre: Young Adult, Mystery, Thriller 

Find on Bookshop

Synopsis: Jo and her six friends and co-workers are teens working at a shopping mall movie theater; their uptight, adult manager is the only one not part of the friend circle. This night will be the last that any of them have to deal with their manager anymore, as the theater is closing for good while the mall is under construction. Jo, eager to leave, is riddled with anxiety as she spots her temperamental manager in possession of a gun. After this, everything goes downhill as the lights go out and the first dead body is discovered. This story follows Jo and her friends as they struggle to escape the mall with all of the exits blocked off due to poor construction safety. As they run around the mall looking for a way out, they also have to stay clear of the murder on the loose. This experience causes Jo to relive and fight through her traumatic past to escape with her friends. 

Review: Natalie Richards created a very engaging and thrilling novel that follows a main character who struggles with PTSD from a traumatic event in her past. The author does a great job of displaying how Jo’s PTSD affects her thoughts and decisions in a life-threatening situation. There were many other issues touched upon that display the issues of today. Inappropriate relationships, health disorders, and mental disorders are all touched upon in this novel in ways that are extremely important to the plot.

Suggestions for Curriculum & Classroom Use 

Thematic Elements: 

● Gun violence 

● PTSD/Mental Health Issues 

● Murder 

● Cheating 

● Adult/minor relationship (grooming) 

● Physical Health Issues 

Essential Questions: 

● How can someone’s past experience influence how they treat others? 

● How can someone’s past trauma affect how they react during a traumatic event? 

Teaching Strategies and Activities: 

● Student-led discussion of mental health 

● Reading about PTSD from trusted sources 

● Reading short stories or watching short films/movies on PTSD 

Formative Assessments: 

● Write a short mystery/thriller narrative 

● Journal entries on the depictions of mental health issues in the story 

Summative Assessments: 

A final project of the student’s chosen medium where they explore one of the main themes in the story: PTSD/mental health, gun violence, murder, etc. They talk about the instances in the book where this theme is in the spotlight and conduct research on the theme to connect the real world with the novel. 

Reviewed By: Jadzia Colon, an undergraduate English Education major at the University of South Florida in Tampa, FL.

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An Exploration of Society Through the Horror Lens

We Don’t Swim Here by Vincent Tirado 

Book Details 

Publisher: Sourcebooks Fire 

Publish Date: May 30, 2023

Page Count: 320 

ISBN: 9781728280103

Genre: Mystery, Thriller, Horror

Find on Bookshop

Synopsis:  When Bronwyn’s family makes the move to her father’s hometown, she is hopeful that she will adjust well. With help from her cousin Anais, and the occasional swim to help her take the edge off, she is sure she can remain sane for the short year she’d be living in Hillwood.  What she doesn’t know is, her love for swimming has made her a target due to the town’s number one rule, “We don’t swim here.” Bronwyn doesn’t follow the rules, and that may just get her killed.

Review: Vincent Tirado’s We Don’t Swim Here was an intriguing read. At no point in the story did you know what was coming next. Tirado held an important conversation about the dangers of prejudice and ignorance, and the extreme lengths that people will go to uphold their beliefs. I would not suggest the story for lower middle grades, but it would be a great read for upper middle to high schoolers. 

Suggestions for Curriculum & Classroom Use 

Themes:

• Race
• Prejudice
• Sexism
• Revenge

Character Analysis/ Autopsy 

Essential Questions:

• What does water symbolize in the text? 
• Why would Bronwyn’s interrupt the status quo of HIllwood? 
• How may the setting impact the theme of the story? 
• Why was it important for Bronwyn to be chosen by Sweetie? 

Formative:

Although the story is very fast paced, the reader is able to get a decent sense of each of the main character’s personalities and their perspectives. Students will be able to show their understanding of each character’s growth throughout the story through the Venn diagram, in which they will have to compare each character’s development throughout the story. 

Summative:

Because there is a significant amount of horror in the story, students will enjoy an autopsy report of either Bronwyn, Sweetie, or Anais. As they are completing the report, they will complete a brief essay in which they will have to analyze their character and describe whether or not they believe the actions displayed by their character throughout the text are just or unjust based on textual evidence. 

Reviewed by: Faith Young

ALAN Picks: Graphic Novels

In this month’s ALAN Picks we feature graphic novels that are great for both middle and high school readers. Worm: A Cuban American Odyssey by Edel Rodriguez is a graphic memoir about growing up in Fidel Castro’s Cuba. In Huda F Cares? by Huda Fahmy, the hilarious series continues with a family road trip that challenges Huda’s perceptions of herself and others. Frizzy by Claribel A. Ortega is a story of one middle schooler’s hair journey and all of the emotions and identity that is connected to that. Family Style: Memories of an American from Vietnam by Thien Pham is a graphic memoir where food takes a prominent role in telling one young man’s immigrant story. Based on Korean folklore, The Fox Maidens by Robin Ha challenges gender roles as the lead character finds her dreams changed to fit society’s expectations. 

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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Synopsis: A worm hides in the darkness of the dirt, digging and clawing its way through its life without knowledge of survival. In the world above, creatures bearing wings and legs search for the little worm. The worm does not know these things, but Edel Rodriguez does. In Worm: A Cuban American Odyssey, Rodriguez tells the tale of his early childhood growing up in Fidel Castro’s Cuba. Nicknamed “Worm” for his small stature, Edel is a very observational child full of artistic vision. His love for drawing shows his awareness of the loss of his freedom and expression as he continues to grow up. When the chance for an escape to America presents itself, Edel and his family join many other Cubans in a large, dangerous exodus in a journey of hope, immigration, and identity.

Review:

A worm hides in the darkness of the dirt, digging and clawing its way through its life without knowledge of survival. In the world above, creatures bearing wings and legs search for the little worm. The worm does not know these things, but Edel Rodriguez does. In Worm: A Cuban American Odyssey, Rodriguez tells the tale of his early childhood growing up in Fidel Castro’s Cuba. Nicknamed “Worm” for his small stature, Edel is a very observational child full of artistic vision. His love for drawing shows his awareness of the loss of his freedom and expression as he continues to grow up. When the chance for an escape to America presents itself, Edel and his family join many other Cubans in a large, dangerous exodus in a journey of hope, immigration, and identity.

Suggestions for Curriculum & Classroom Use

Create a visual memoir 

Students can take a story from their own lives and create a visual memoir in the style of Edel Rodrigues’s art. This would not only help students create a connection to the book but also create a connection to their lives and experiences. I recommend teachers read the book with the whole class, as the chapters go by fast in a graphic novel. Teachers should also introduce this project along with the book so students can read and build their memoirs as they soak in Edel’s story. 

Essential Questions

• How does Edel’s experience as an immigrant shape his sense of identity and belonging?
• In what ways does Edel’s journey challenge or reinforce his understanding of what “home” means?
• How does Worm show the impact of living under an oppressive government on individuals and families?
• What does freedom mean to Edel and his family, and how does their definition of it change over time?

This Builds:

• Student Engagement
• A Connection to the Text
• Showcases Student Identity
• Builds Student Expression 

Formative and Summative Assessments

Formative:

Have students answer questions in correspondence with the reading. As the teacher reads with the class, stop at key moments where the students can reflect and answer questions.

Summative:

After the graphic memoir project, have students write a 1-2 page reflection. This will include how their memoir connects to Edel’s memoir, how their story connects to a certain moment in the story, and explains their overall feelings about the project and the memoir itself.

• Critical Thinking Skills
• Reflection on literature and history
• Historical, political, and societal awareness

Review by: Cameron Taber Bridgewater State University, Bridgewater, MA, undergraduate preservice teacher 

Synopsis: Fourteen year old Huda F is excited to look more normal amongst her peers at school after getting contacts for the first time, but she is then forced to go on a road trip with her Muslim family right after finishing her freshman year of high school. Huda and her sisters have not been getting along, so their parents created this trip so they can get closer. The vacation ruins Huda’s perception of others outside of her religion as she deals with racism by standing out at public parks due to her religion. However, she learns the value of sisterhood, knowing that her family will stand by her no matter what. She also learns to embrace her religion even if there are people who oppose it, which is exactly what her parents wanted her to learn.

Review

This graphic novel has great representation for Muslims, and the main characters are of Egyptian descent. The author is showing how it feels to be Arab and Muslim in a predominantly white environment that often has a negative view of them. The author chooses to have a teenage girl and her family as the main characters, which can help students to see that kids their age deal with hardships due to how they are viewed in society. Fahmy proves that they are just another family that are trying to live their lives as normal as possible in the United States. 

The story was easy to follow. The visuals fully describe what is happening at every specific moment of the story, proving just how powerful the dialogue is as well. The characters’ actions are just as impactful. The sisters all learn the same lessons together due to their eventual close bond and courage.

Suggestions for Curriculum & Classroom Use

Thematic Connections

Essential Questions:

• How can we learn to be proud of our identity?
• Why is it important to treat everyone with respect?
• What can we learn from the presence of other cultures and beliefs?

Culturally Responsive and Sustaining Teaching Strategies:

Activity: Reimagining Scenes

Whenever Huda is thinking about something, a floating figure of herself tells her what she should say. This activity has students rewriting a scene with Huda actually saying something that she wanted to say. It would focus on the reaction of the other characters, which teaches students that they have to be careful about what they say.

Strategies:

• Do not completely focus on the negative experiences the characters face in the novel. Teach students that these things can happen, but they are able to prevent them by being respectful and standing up for others whenever possible.
• Give as much information as possible about Islam and the Middle East without showing any opinions.

Assessments that can be used:

Formative: Learning and applying facts about the characters’ native country and religion while reading the novel

Students could be given the opportunity to learn more about Egyptian-Americans and Islam and apply their knowledge during group and class wide discussions while reading the novel. For example, there is a scene where the family has lunch on a picnic table in public. Students can learn more about or share about traditional Egyptian foods.

Summative: Sister Fact sheet

Students could be assigned one of Huda’s sisters (except for Amani) to talk about. They could be put into groups and work together to make a fact sheet about her age, personality, day she was with Huda, and more. They can also talk about why Huda gets along with this specific sister.

Reviewed by: Martina Ibrahim, English Education student at Bridgewater State University, Bridgewater, MA

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Synopsis: Frizzy follows the life of a young girl named Marlene. Readers dive into how her family views her, seeing that her hair is a major point of contention. Throughout the graphic novel, Marlene’s family comments on how messy and unladylike she is when her hair is not straightened. This affects Marlene’s self esteem, showing her that her self worth is based on her looks, and how she is naturally not good enough. Not only does Marlene have to deal with her family’s judgment, she also has to deal with other kids at her school bullying her when her hair is left natural. The novel progresses as Marelene struggles to cope with the loss of her father, her family’s cruel comments, and trying to find a balance between loving herself while also making her mother happy by straightening her hair. With the help of her Tia Ruby, Marlene figures out a hair care routine that not only accentuates her curls, but helps her feel proud of herself. But, Tia Ruby reminds Marlene that it does not matter what she looks like, but who she is inside. This novel speaks to mother- daughter relationships, being comfortable in your own skin, and the strength it takes to talk about uncomfortable topics.

Review

This novel is a fantastic read for readers of all ages. Due to the stylistic choices of the book art itself and the comic-like set up, this novel is both a charming, yet thought provoking read. Ortega allows readers to transport themselves into Marlene’s life, with older readers able to feel those strange and awkward feelings of growing up all over again. For younger readers, this book speaks to all of the unspoken feelings they have bubbling inside of them. The acceptance of natural looks and the strength shown throughout the novel not only allows for students to feel comfortable in their own skin, but also helps build confidence for having tough conversations and expressing their emotions in a healthy and productive way. 

Suggestions for Curriculum & Classroom Use

Essential Questions: 

• How does one’s confidence in their appearance shape their identity?
• What does it mean to support those around you?

Ideas for Use In The Classroom (Activities and Strategies):

• Creating a classroom Frizzy book: Task students with writing and illustrating their own personal story about a unique aspect of themselves. After students create these stories, compile them into a collective class novel that students can take turns reading. The goal of this activity is for students to not only celebrate their own differences, but also learn how to empower their peers. 
• Hair-story: Assign students different hair textures to research, and the cultural impact of them in different communities. Students can create presentations of their findings, discussing different beauty standards and different cultures’ connections with hair. The goal of this project is to enlighten students about other cultures, and inform them about the importance of building confidence in what features they were born with.
• Students’ Backgrounds: Before reading the novel, ask students to share different beauty standards from their own cultures and have them reflect on them. By implementing this open discussion, students will feel more comfortable discussing the themes of this novel and relating it back to their own cultures.
• Student Voices: Give students the freedom to express their emotions upon reading this novel. Encourage asking for different perspectives, fostering a productive class wide discussion. 

Formative Assessments:

As students read, stop and allow them to discuss themes, important events within the novel, and key characters. Making sure students understand these topics can ensure their understanding of the novel, and allow them to critically think about what they are reading. 

Summative Assessment: 

After finishing the novel, ask students to write a letter to Marlene, acting as one of her peers. What would they say to her in order to show their support? How could they let her know that she is perfect the way that she is? This allows students to express their own feelings about the text, whilst also encouraging them to build their own morals surrounding diversity and self confidence. 

Review by: Emma Gillespie, Bridgewater State University, Bridgewater, MA, undergraduate preservice teacher. 

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Synopsis:  In this graphic memoir, Thien Pham recounts his life story through the foods that represented different challenges and/or victories at pivotal moments in his life. Each chapter tells part of Thien Pham’s journey beginning with his family leaving Vietnam as refugees and continuing through his young adulthood as he and his family chase the American Dream. Thien defines each point in his journey by the food that mattered most at that time – some periods are represented by Vietnamese recipes, others by American recipes. Thien wrestles with how to stay true to his roots while also fitting into a totally new culture. 

Review

An excellent graphic memoir that creatively expresses a life’s journey in terms of the foods that mattered most at each point. There is incredible depth in each page of illustrations that serves to bring greater understanding to the complexity of Thien’s story as a refugee and later as an American citizen. A beautiful read that also highlights the often underrepresented Vietnamese-American culture, this graphic memoir would be meaningful to all ages from middle to high school. 

Suggestions for Curriculum & Classroom Use

Themes 

• The American Dream 
• Immigration 
• Finding balance between different cultures 
• Conforming vs remaining true to yourself 

Essential Questions

• How can a person celebrate their unique identity in a culture that values conformity? 
• Is the American Dream worth the sacrifices made to attain it? 
• What does it mean to be American? 
• How does identity change after immigration, if at all? 

Culturally Responsive Teaching Strategies to Encourage Student Engagement

• Graphic novel page analysis 
  • Students work in groups to analyze the text and illustrations of a section of the graphic novel. This should be done at the beginning of reading combined with a mini lesson on how to read graphic novels. 
• Cater Vietnamese food for lunch 
  • The novel is centered around the food that defines Thien’s culture and family life, and many students might not have any experience with Vietnamese culture and cuisine. Students are assigned a dish to research and present to the class. If possible, the school can facilitate bringing in authentic Vietnamese food.  
• Tell the story of your life through the foods that defined it 
  • Create a collage of the foods that were important to you at different periods of your life. Use words in the collage to describe the food and why it matters, or accompany the collage with a one-page explanation of your choices. 
• Ongoing concept map to keep track of Thien’s evolving identity and his connection to the American Dream
  • Students fill in the blanks on a concept map as they read. Questions ask about Thien’s choices in each chapter, the steps taken by his family in each chapter as they chase the American Dream, and how the family balances their culture with the new culture surrounding them. 
• Jigsaw on Vietnamese history and the history of Vietnamese refugees 
  • Each group is assigned a teacher-approved website to check out. Website topics include: information about Vietnamese refugees in 1970s/80s, understanding the conflict causing refugees to flee (for kids), challenges faced by Vietnamese refugees once in America. Students will work with their group to research their assigned website, then will share their information with another group and learn the other group’s information. 

Formative / Summative Assessments 

Formative: 

• Maintain a reading journal. 
  • Students complete prompts about themes and conflicts discussed in each chapter. Journal prompts should encourage deep thinking about the real-world issues presented in each chapter. 
  • Prompt examples with corresponding themes:
    • American Dream: Were the trials and tribulations faced by the Pham family throughout the book worth it at the end? In other words, does the destination justify the hard journey? Explain why or why not. 
    • Immigration and identity: Analyze the book’s title and what Thien Pham means by “memories of an American from Vietnam”. What does it mean to be an American from Vietnam??  Do you think people should choose one country to be part of, or can people consider themselves members of two countries?
• Reading quizzes 
  • Three reading quizzes to assess student understanding of the novel. 
• Character analysis 
  • Create a graphic representation of Thien’s evolving identity and beliefs as he moves through the novel. Create a document with three sections: one for Thien at the beginning of the book, one for Thien at the middle of the book, and one for Thien at the end. In each section, include one or two quotes that best define Thien at that time. Also, include Thein’s interests, worries, and overall attitude towards America at each stage. 

Summative: 

• Reflect on your identity
  • What aspects of your identity do you feel most define you? Create a poem, collage, or work of art that tells your story. Combined with a one-page reflection explaining what you represented, why this is important to you, and how these elements of your identity impact you and your life. 
• Class Potluck 
  • Choose a dish that represents your culture/identity and bring it to class to share with classmates. Need parent approval and participation. Combined with a one-page reflection about the origins of the dish and why the dish matters to your identity. 

Reviewed by Aine Campion

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Synopsis: Kai Song is the black sheep of her upper-class family. She dreams of following in her father’s footsteps and being the master of their martial arts school, but destiny and society have other plans. The Joseon Dynasty of Korea has strict rules and expectations for women, and everyone around Kai expects her to obey. Everything changes when Kai is plagued with the actions of her mother’s past and is forced into a destiny she could never imagine. Now, she must come to terms with her new way of life and learn about the truth of the Gumiho, an ancient fox spirit rumored to murder men and eat their livers. Can Kai learn to accept what she is and find a balance between her new world and the family she holds dear? 

Review

The Fox Maidens is a late middle-grade to early high school graphic novel surrounding the Korean folklore of Gumiho. The graphic novel is a page-turner and a quick read. It is easier to get through in one sitting. Although the story is set in sixteenth-century Korea, Robin Ha still touches on modern issues of gender, sexuality, and belonging. Ha’s story is one of resilience and fighting the family’s past mistakes. The novel is action-packed and suspenseful, definitely a good pick for lovers of the paranormal and dark side of folklore.

Suggestions for Curriculum & Classroom Use

Themes:

• Gender & Sexuality
• Social Class
• Family duty
• Guilt 
• Loss & Sacrifice 
• Self-discovery 
• Belonging 
• Generational trauma & issues

Essential questions:

• How do you deal with guilt?
• How are the plot and characters affected by class and gender norms?
• How can you fit into a society where you are viewed as an outsider?
• How do we deal with the consequences of prior generations’ actions?
• Why do we spread rumors and myths in society?

Teaching strategies and activities to use:

• Discussion about class system and gender roles in the Joseon period of Korea.
• Lesson on correctly pronouncing names, titles, and other Korean words in the text.
• Lesson on the basics of Buddhism and the phrases and objects used in the novel surrounding these beliefs.

Reviewed by Krystal Tolle, English Education Student at the University of South Florida in Tampa, Florida. 

ALAN Picks: Celebrating AAPI Heritage Month, Mental Health & Coming of Age

In this month’s ALAN Picks we feature several books both middle grades and young adult by Asian and Asian American authors. There are also recently released books that tell stories of coming of age, social justice and mental health. Squad by Maggie Tokuda-Hall and illustrations by Lisa Sterle is a graphic novel about a girl trying to fit in with the popular girls, who also happen to be werewolves. Mina’s Matchbox by Yoko Ogawa is a middle grade historical fiction, coming-of-age story set in Japan. Yolk by Mary H.K Choi examines the relationship between two sisters who used to be very close and are now estranged; it also addresses mental health and eating disorders. Song of Silver, Flame like Night by Amelie Wen Zhao is a YA fantasy about colonialism,Chinese history and mythology and also has environmental elements. Scattergood by H. M. Bouwman is a middle grade coming-of-age novel set in rural Iowa during WWII. Shackled by Candy J. Cooper is a book based on a true story about corruption in the juvenile justice system in a Pennsylvania county. 

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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Synopsis: Squad is a YA graphic novel written by Maggie Tokuda-Hall and illustrated by Lisa Sterle.  The main character, Becca, finds herself in a small, upper-class town after living in L.A. all of her life.  She quickly makes a good impression on the three most popular girls in her high school – who just happen to be a pack of werewolves.  Desperate to fit in and revel in the same popularity that they do, Becca joins them in their murderous ways with the condition that they only kill predatory high school boys…but as time passes, their hunger grows, and Becca finds herself in very morally grey territory.  This story reflects the internal battle many teens face when peer-pressured, and how quickly the consequences can spiral out of control.

Review:

I enjoyed diving into this easy-to-read and colorful graphic novel.  It represents a universal feeling of wanting to belong that everyone has felt at some point in their life, especially in their teenage years.  The graphics in this novel are truly stunning and interesting to look at, and bright colors create some really nice irony and juxtaposition to an otherwise, rather dark storyline.  The pacing is well-done and had me on the edge of my seat waiting for the resolution at the end of the book.  The story itself reads like a Mean Girls retelling with supernatural elements, which was very unique and intriguing.

Suggestions for Curriculum & Classroom Use

Thematic Elements:  This graphic novel features many thematic elements that students could further analyze and relate to other works and media, as well as their own experiences and lives.

• Sexuality
• Feminism
• Rape Culture
• Misogyny 
• Belonging
• Peer Pressure
• Loyalty/Betrayal
• Ethics
• Parent/Child Relationships

Essential Questions

• How do our parents influence our perception of who we are and what our futures will hold?
• Why might some consider peer pressure to be a greater influence than the influence parents hold over us?
• Who gets to decide the consequences of an individual’s actions?  How is society shaped to handle/accept these decisions?  If the consequence is the same, does it matter who carries it out?
• We all know that peer pressure can lead to bad decision-making (particularly bad decision-making in this novel) – do you think real-life situations can ever spiral out of control to this degree? If you take the supernatural elements out of the story, are there still real-life consequences that could have the same effect?

Suggested Teaching Strategies/Activities to Use:

• As table groups, have students pick out a panel from the graphic novel that they found intriguing or eye-catching.
  • Groups will analyze these panels through a literary and media lens: what are the physical attributes of the panel? How do they create literary meaning and symbolism?
  • Groups will take turns informally presenting their findings and inferences about the panel to the rest of the class while it is projected for all students to see on the board.
• Discuss the real-life consequences of peer pressure.
  • Create a list of activities/materials students are likely to indulge in as a result of peer pressure (nicotine products, sex, bullying, new clothing, drugs, alcohol, etc.)
  • Read some articles as a class about real-life examples of peer pressure having drastic consequences.
• Have students create body maps for the four girls in the story: Becca, RiRi, Amanda, and Marley.
  • What are these characters motivated by?
  • What are they still yearning for?
  • How do they identify? How does that influence how they are perceived by the other three girls and the rest of the school?

Formative/Summative Assessments

Formative:

• As an extension of the group activity/presentation, have groups submit an annotated panel of the comic with their findings and inferences.
• Students are tasked with a homework assignment after reading half of the novel in which they will write about their first impressions and predictions as to what may follow in the last half’s chapters.

Summative:

• Using a somewhat similar illustration style to the novel, instruct students to create their own series of panels, enough for a page, that adds something to the original story.  Students can center these panels around an aspect of the story they may still have questions about. Perhaps a deeper exploration of Arianna’s training on how to be an Alpha? Or Becca’s past with her mom? 

Reviewed by Lillian Mantooth, a student at the University of South Florida 

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Synopsis: Mina’s Matchbox by Yoko Ogawa follows character Tomoko as she moves from living in Japan with her mother to her aunt’s extravagant house and lifestyle. The story is told through the eyes of Tomoko as she watches this family dynamic and how it quickly becomes part of her way of life as she lives with them. Tomoko, a 12-year-old Japanese girl lives with her asthmatic cousin Mina and her family for a few months while her mother is busy with her career and school during 1972. During her stay Tomoko enjoys school, learns to play volleyball, talk about boys, and maturing. 

Review

Through reading the characters’ perspectives, I really enjoyed the story. Author Yoko Ogawa expertly shares their heart warming, brilliant story. I enjoyed reading Tomoko’s experiences and memories.

Suggestions for Curriculum & Classroom Use

Themes Connections:

In Mina’s Matchbox the novel explores themes such as: 

• Economic/Societal Classes
• Companionship
• Hardship 
• Tragedy and struggle

Possible Essential Questions:

• Why do you think Tomoko pretended to be reading the books Mina was using from the library to the librarian? 
• Do you think the specificity of the pigmy hippopotamus and its role in the story stood for deeper symbolism? What could the hippo represent? 

Possible Teaching Strategies and Activities:

• Discuss the different characters and how they affected the maturing of Tomoko 
• Discuss the Olympic events when watching the tournament and the tragic events that took place

Formative and Summative Assessment Suggestions:

Formative: Drawing: Students would spend time reading the book and prepare a list of different themes and create an illustration. Students will turn in a detail oriented and professional looking piece of art.

Summative: Literary Map: Students will create a literary map of the major events that took place within the novel Mina’s Matchbox – does not have to be in chronological order but must look well throughout and professional.

Reviewed by: Alexandria McLaughlin, Interdisciplinary Liberal Arts Student at Colorado State University, Fort Collins, Colorado

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Synopsis: ayne and June Baek are estranged sisters both living in New York City whose relationship has suffered after moving away from their home state of Texas. Their lives are complicated; Jayne is in fashion school, living in a difficult roommate situation in a rundown apartment, with problems piling up higher and higher. June is a seemingly self-assured professional working in finance struggling to keep it all together while being faced with a monumental diagnosis. Their lives soon become entangled once again, and both sisters must learn to rely on one another. 

Review

Mary H.K. Choi gives Jayne such presence and emotion, the words seem to melt away to reveal the hard truths of Jayne’s inner self. The angst of emerging into adulthood while carrying the baggage of your past is palpable in Choi’s writing, the heartbeat of the characters reflected in the rhythm of the pages. Though Jayne and June’s relationship is fraught with anxiety and confusion, it is easy for readers to feel the protectiveness and the love each sister has for one another. Their relationships with one another reflect the ways that both sisters must learn to look after and take care of themselves. This is a story about family, love, mental health, and the grief and joy that comes from being alive. Through the creation of such a rich internal world, we are able to experience these emotions for ourselves all over again. 

Suggestions for Curriculum & Classroom Use

Essential Questions:

• What role does culture, community, and family have in the lives of an individual?
• How do societal and cultural expectations impact mental health?
• How does race impact the way an individual moves about the world? 
• How does immigration, culture, race, and community intersect?

Thematic Connections:

• Value of family/community
• Impact of culture
• Race and racism
• Mental and physical health, including eating disorders
• Immigration status, inside and outside of the United States

Activity

Community is a very important aspect of Yolk, about what it means to have it, and what it means to be separated from it. 

Sample questions: What does community look like for you? How is it important? How is this relevant to the text? Do you relate to the characters’ search for community?

Instructions: Students will be put into small groups of no more than four where they will discuss as a group their responses to the questions listed above. This small group activity will allow for shared ideas and also strengthen classroom community. Their goal is to brainstorm about the impact the community has, as well as the ways in which the community fits into their individual lives. This will take about 7 minutes.

The second part will be done individually. Each student will write a letter to someone that is important to them in their community. This can be anyone: a family member, friend, teacher, coach, etc. They will write about the ways in which that individual shows community as well as why they are important in the student’s life. 

Formative and Summative Assessments:

Formative: Students will respond in their readers notebook to daily prompts at the beginning of the class regarding the novel. These responses will be a tool for the teacher to get a gauge of student learning, and also learn more about individual students. The prompts will ask students to write their thoughts and questions on the text, as well as ways in which the text relates (or doesn’t relate) to them in their lives through windows and doors. 

Summative: At the end of the unit, students will utilize what they have learned over the course of the unit to create a personalized project that places the novel within a larger societal context. This summative assessment project is designed to be very individualized and allows for a lot of student choice. Students will draw on their previous knowledge, including but not limited to previous formative assessments and activities, as a jumping pad for further research. The goal of this assessment is to allow students the opportunity to explore aspects of the novel and world they find important, relatable, or interesting.  

Examples: Website demonstrating beauty standards throughout decades in America in contrast with Korea as well and a select other countries. Utilizing evidence from Yolk to discuss how beauty standards impact people today and have for centuries. 

Fictional diary entries that detail the impact of migration on the writer. Use Yolk textual evidence to help the writer relate to the experiences of the characters within. 

Reviewed by: Payton Parker, Secondary English Education major at Colorado State University, Fort Collins, Colorado. 

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Synopsis: Song of Silver, Flame like Night follows two teenagers as they attempt to stop imperial invaders from finding their four ancient demon gods. Set in the fictional land of Haak’gong, the narrative follows Lan, a song girl with a scar on her wrist in the shape of a scroll she can’t identify, that only she can see. Her world gets turned upside down when she meets Zen. Zen, a powerful practitioner, can perform fabled magic said to have been lost many years ago. When Lan demonstrates great power in a moment of intense emotion Zen recognizes that she is no usual song girl and they start out on a journey that takes them across the nation searching for the answer to Lan’s scar, power, and past. Little do they know that this journey will have them facing questions about what they are willing to lose in order to learn the truth. 

Review

Song of Silver, Flame like Night seamlessly balances fantasy worldbuilding with colonial allusions and commentary in order to create a world which deals with difficult questions of identity under imperial rule. Deeply imaginative, Amelie Wen Zhao creates a magical landscape that is rich and intricate, making readers wish they too could learn the art of practitioning. She weaves Chinese mythology and history within the landscape of the story, creating a world which both reckons with colonialism and recognizes its own beauty and mythology. Never a dull moment, the characters travel through bamboo forests, mountains, and across long terrains throughout their journey. The characters are heartfelt and flawed and the story contains compelling twists which will have you at the edge of your seat and rooting for them till the very last page. 

Suggestions for Curriculum & Classroom Use

Thematic Connections Analysis:

• Colonialism
• Environmentalism
• Power and Responsibility
• Balance and Harmony

Essential Questions:

• How can fantasy elements work to reframe historical narratives? 
• How is environmentalism written into text to make it more interesting to the modern reader? 
• How can we integrate ancient lore into modern stories?
• How can we write about colonialism in a way that is accessible to teenagers?
• What does the diversity of the characters add to the text?

Teaching Strategies and Activities to Use:

In the world of Song like Silver, Flame like Night, everything in existence has qi. Qi is energy which can be either negative or positive, with most things having a balance of both negative and positive energy. People called practitioners have the ability to channel this qi. An assignment for this book could be having students go outside or pick a location and write down if they think the objects around them would have negative or positive energy. This would help students be more aware of their environment and their relationship with nature. It could also serve as a grounding technique for kids who struggle with anxiety. 

Another activity the kids could do would be to pick an element from the book they were interested in that was unfamiliar to them and have them do research about it and present that research to their peers.

Formative and Summative Assessments:

Formative: Have students research Chinese folktale and lore and see if they see any connections between the stories they found and the book. Teachers can then help facilitate a conversation about how folklore informs the story and the characters. 

Summative: Because this book left on a cliffhanger, and there is no sequel (yet), teachers could have kids write an outline for a possible sequel. They could outline what will happen to each character in the sequel and why this would be positive for their character development. Creating a full outline for a sequel would help the kids learn about character development as well as story structure. 

Reviewed by: Gracie Neirynck, senior at Colorado State University, Fort Collins, Colorado. 

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Synopsis: In June of 1941, the United States had not yet entered WWII, though the War and its effects are evident in twelve-year-old Peggy’s hometown of West Branch, Iowa. Through the newspaper and radio, she learns about events in other parts of the world, but it is not until she meets a Jewish refugee at Scattergood Hostel that the reality of the war comes into focus. All at once her typical farm life is turned upside down by the appearance of this young man as well as the leukemia diagnosis of her cousin. Peggy makes it her job to save her cousin, turning to science and then religion for answers. Ultimately, she realizes that life is not like the mathematical equations which come easily to her, instead it can be messy and void of straightforward answers. 

Review

Bouwman weaves together a rich story about family, grief, and coming-of-age. The small American town is an unlikely setting for a WWII story, but one that works well to illustrate another side of the effects of war. With a subtle hand, Bouwman introduces readers to farm life in the United States as well as key events and figures in world history. 

While young readers can relate to Peggy’s coming-of-age story, they will also glean what it was like to live without modern medicine or technology and the struggles and triumphs of such a life. Even Peggy’s parents send her mixed signals regarding where she can go and what she can do with her life. Her mother is content in West Branch, but a young female volunteer at Scattergood Hostel opens Peggy’s eyes to opportunities beyond her family’s farm.

Bouwman wastes no time diving into Peggy’s story. The first page establishes the obstacles Peggy is up against, and by the conclusion of the first chapter readers are acquainted with the characters, setting, and the stakes. The first-person narration and the fluid prose enable the story to flow easily while keeping readers engaged. Peggy’s thoughts allow readers to fully immerse themselves in her daily life and the time period.

Suggestions for Curriculum & Classroom Use

Thematic Topics:

War, Grief, Coming-of-age, Religion, Medicine, Gender Norms

Preliminary Activity:

1. In pairs or individually, students will visit a library and ask for assistance with research on one of the topics below. They will report to the rest of the class not only on their topic, but also on the research process and the tools and techniques they used to gather information. This is also an opportunity to introduce or further develop students’ knowledge of documentation styles, such as MLA.

Topics for Further Exploration:

• Society of Friends
• Rabbi Nachman
• Scattergood Hostel
• Dr. E. C. MacDowell
• The Stock Market Crash
• Robert Losey
• Medicine in 1940s
• United States USS Kearny
• John Keats
• Benjamin Franklin
• Siege of Leningrad
• Farming in 1940s United States
• Westerbork

Discussion Questions: 

1. How did your research process, tools, and techniques differ from those Peggy used in the novel? Which would you prefer to use?
2. Provide examples of scenes when Peggy’s gender and/or age prohibit her in some way. Provide examples of situations when her age and/or gender work to her benefit or disappear altogether.
3. Chapter thirty-two is entitled “I lied to Delia.” Discuss the lie and whether you agree or disagree with it. Much of the novel swirls around lies, near lies, or omissions of truth. Do you believe there is a time and place for lies, and do you agree or disagree with the examples in the book?
4. List ways in which your life is similar and different to Peggy’s life. What would you like and dislike about living in Iowa in 1941?

Creative Exercise:

1. Choose a character and write their next chapter(s). While remaining historically accurate, write about the character’s life in the months or years following the last chapter of the novel. 

Reviewed by: Stephanie Terrill, visiting assistant professor, Massachusetts. 

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Synopsis: Reporter Candy J. Cooper sheds light on the irreparable damage two judges wrought on the youth of their Pennsylvania community. Through her extensive research, Cooper walks readers through the history of corruption in Luzerne County, from the mining days of the late 1950s and child labor to when corruption snaked its way into the juvenile courtroom in the late 1990s and early 2000s. Cooper describes how judges Mark Ciavarella and Mike Conahan used their power and privilege to contrive a diabolical plan to fatten their pockets at the expense of impoverished youth and their families in Luzerne County- open juvenile detention centers and make a profit off of every bed they filled with a juvenile offender, no matter how minor the offenses.  

Review:  

Though a very short book, this story is incredibly compelling. Through court statements, interviews, images, and incriminating documents, readers learn exactly how far people are willing to go to use their power and influence to gain more power and money, regardless of who is harmed along the way. Cooper also points out how negative perceptions of teens, such as the “super predator” of the 1990s, cemented the misguided belief that old-school discipline was an effective way to hold kids and teens accountable for bad choices and typical misconduct. This misguided belief is exactly what led judges Mark Ciaverella and Mike Conahan to commit countless crimes against children, by breaking the laws of the judicial system to make a profit off filling detention centers. Readers learn through Cooper’s interviews with the youth, now adults, how their illegal imprisonment and charges often led to years of mental health crises and addiction that was caused by the trauma of being separated from family and sent to juvenile detention centers or therapy adventure camps. What is most alarming is how fear and silence are weaved throughout this story of the Luzerne County victims. So many adults witnessed the crimes these judges were committing- lawyers, detention center placement officers, etc.- but no one spoke up or advocated for the kids. These judges were in powerful roles and would bully anyone who tried standing in their way into silence. And so, their abominable crime schemes continued for years.  

Suggestions for Curriculum & Classroom Use

Themes for Analysis:

• Class difference
• Class systems
• Social injustice
• Complicity
• Juvenile justice systems
• Adolescent trauma
• Family separation

Essential Questions:

• Does justice always prevail?
• Do punishments always fit the crime? 
• How dangerous can silence and complicity be in the face of injustice?
• Do laws always serve to protect?
• Are all laws effective?

Teaching Strategies and Activities: 

 Pre-reading Journal Question: Describe ways young people break rules and what consequences they deem fair for breaking those rules.  

Formative Assessment 

• Listen to the podcast The Kids of Rutherford County. Compare the experience of adolescents in Luzerne County to those in Rutherford County. Discuss similarities in both cases- crimes children committed, ages of defendants, presiding judges, consequences.  
• Create one-pagers about the people in both the book and podcast who uncovered corruption in their local judicial systems and finally stood up to injustice.  

Summative Assessment: Create brief research presentations about programs that serve as better alternatives to juvenile detention centers and include information about how these alternative programs have served juvenile offenders in more positive ways.  

Reviewed by: Leslie Brenner, School Library Media Specialist at St. Joseph High School, Indiana 

ALAN Picks: Celebrate Hope In Nature, Humanity

In this month’s ALAN Picks we feature books that are connected to the exploration of hope, life and nature. Nature’s Best Hope: How You Can Save the World in Your Own Yard (Young Readers’ Edition) by Douglas W. Tallamy; adapted by Sarah L. Thomson is a nonfiction book that helps young readers explore a grassroots activism approach to saving the planet. Courage to Dream: Tales of Hope in the Holocaust Written by Neal Shusterman and Illustrated by Andrés Vera Martínez is a graphic novel that tells five stories that center different aspects of the Holocaust. Isabel in Bloom by Mae Respicio is a middle grade novel in verse about a young Filipina girl who moves to the United States and finds hope in a school garden. Our Bodies Electric by Zackary Vernon is a young adult coming of age story full of life, community and the hope inspired by a Walt Whitman poem.

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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Synopsis: In Nature’s Best Hope, Douglas Tallamy asks readers to explore the powerful ways that they can participate in conservation through advocacy for native plants and other practices to support nature in their yards (and/or school’s yards) to help contribute to a Homegrown National Park. This relevant informational text for grades 6-12, adapted by Sarah L. Thomson, translates Tallamy’s bestseller in order to empower young readers to save the planet through a grassroots conservation approach in their own backyards. Tallamy uses real-world examples, simple terms, and photographs to unpack key concepts.

Review:

Nature’s Best Hope empowers readers to take action. Teens (and adults!) anxious about the state of the world find comfort in this book’s applicable ways to make a difference in their worlds through connections to nature and their communities. Tallamy writes from his wealth of experience and long scientific career, yet this adaptation translates his central message about life into digestible form for readers of all ages. Short chapters with lists and resources make the book easy to excerpt and/or extend for a range of readers.

The book provides practical ways to engage challenging climate realities through actionable choices in both our home and school spaces—making this a book suitable for community reads, cross-curricular units, and interdisciplinary approaches. Suggestions seem doable in all types of communities from spreading the word, hands-on-projects, and easy-to-implement changes. 

Suggestions for Curriculum & Classroom Use

Empowering Questions to Explore with Nature’s Best Hope:

• What can be done in the face of climate change? 
• How can teens use their own yards (or other outdoor spaces) to help combat the negative effects of climate change? What does it mean to support life in your yard?
• What direct actions can teens take as they read to understand science related to conservation?
  • Examples: Plant key species at home, like oaks or asters 
• How can we increase biodiversity in our schoolyard?

Thematic Connections to Explore with Nature’s Best Hope:

• Human relationships with nature and each other; environmental justice
• Role of nature and learning (e.g. benefits of trees outside classroom windows, Vitamin N[ature], etc.)
• Role of grass ecosystem, invaders, and native plants in how life is supported (or not)
• Concepts of life and priorities: “little things that run the world” (Ch. 9); the role of insects, caterpillars, birds, and the right plants

Teaching Strategies and Activities to Use in 6-12 ELA Classrooms:

This book provides a key starting place for ELA instruction that applies Gholdy Muhammad’s principle of criticality as a way for “unearthing joy” through culturally and historically responsive teaching and learning.

Getting Started

• Spark students’ interest by engaging them in techniques for connecting a new book to their identities and lives (“Introducing a New Book” on facinghistory.org) 
• Partner with a master gardener, school garden network, or use an outdoor classroom space to apply Tallamy’s ideas.
• Visit Homegrown National Park with young readers.
  •  Look up your city on the HNP Biodiversity Map. What do you find?
• Look up your zip code with native plants related to birds
• Explore options for biodiversity in a (school)yard or container garden.
• Take a field trip to a local native plant garden or invite a guest speaker.
• “Go On A Poetry Walk” to encourage student writing and thinking. To prepare: read nature poetry from “Nature: Poems for Kids” (poets.org), a poetry collection, or related children’s literature like Honeybee by Candace Fleming.

Exploring Project Ideas and Formative/Summative Assessments

• See Tallamy’s project ideas in “Ten Things You Can Do” (Chapter 14).
• Help students develop inquiry projects based on the “Spread the Word” section:
  • Example: “Can you ask your teacher or principal if you can start a piece of Homegrown National Park next to the playground or on your school’s front lawn?” (226).
• Read Spread the Word examples from your community:
  • Example: Farm Blog by an organic farmer in Peoria: Growing More Than Food – Broad Branch Farm
• Engage with your school’s outdoor space:
  • For schools with gardens, students can ask questions about what they are planting or research additional plants that would help support homegrown life.

Making Interdisciplinary Connections

• Create a proposal with students to increase diversity of plants in some part of the community. Consider partnering with a middle school science unit like Symbiotic Schoolyard middle school science unit:
  • Symbiotic Schoolyard – Homegrown National Park
• Explore the Junior Master Gardener Curriculum (Junior Master Gardener). 

• Explore: How can kids make a local contribution?
• For instance, the Symbiotic Schoolyard has site links that help students research which native plants make sense at their specific location (with easy-to-locate bundles if students are pricing plants for proposals, etc.)
• Partner with History, Social Studies, Civics, and Citizenship: (See facinghistory.org)
  • “Reflecting on Climate Change and Ecological Grief” mini lesson
  • “Young People Respond to Climate Change” mini lesson

Stakeholders To Keep In Mind:

• Master Gardeners
• Parent Councils or Parent-Teacher Groups (for volunteers, donations)
• Local Businesses (for seeds, plants, donations)
• School Maintenance Staff and local Park District 

Related Books for Young Readers:

• The Outdoor Scientist: The Wonder of Observing the Outdoor World by Temple Grandin
• Citizen Scientists: Be Part of Scientific Discovery from Your Own Backyard by Loree Griffin Burns 
• Where Have All the Birds Gone?: Nature in Crisis by Rebecca Hirsch.
• Honeybee by Candace Fleming
• The Hive Detectives: Chronicle of a Honey Bee Catastrophe by Loree Griffin Burns

Review by: Dr. Melinda McBee Orzulak, Associate Professor of English, Bradley University, Peoria, Illinois 

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Synopsis: The YA graphic novel Courage to Dream: Tales of Hope in the Holocaust is divided into five stories with a two-page spread of historical information separating one story from the other. Each story is assigned one of the first five letters in the Hebrew alphabet, with explanations of the letters included at the end of the book. The graphic novel combines historical fiction with surrealism to illustrate the power of hope when faced with the unthinkable. 

• “He Opens a Window” focuses on those who risked everything to help Jews during the Holocaust. A story that echoes that of Anne Frank, is given a fresh take with a fantastical element.
• “The Golem of Auschwitz” takes place in Auschwitz and introduces the folklore surrounding the golem. 
• “Spirits of Resistance” tells of resistance groups who worked against the Nazis. The unique story combines historical fiction with Jewish and European folklore, with focus on Baba Yaga.
• “Exodus” depicts the plight of the Jews of Denmark and the work of the government and people of Sweden to save them. The staff of Moses figures prominently in this story. 
• “The Untold” explores what the world would have been like had the Holocaust never happened.Please note: Graphic scenes of violence are depicted within some of the stories.

Review

I have read my fair share of Holocaust-related texts over the years, and Neal Shusterman’s Courage to Dream: Tales of Hope in the Holocaust stands out because of its varied and unique perspectives. Each of the five stories within the novel has the potential to stand alone and promote rich discussion, and together they convey the power of hope even in the darkest of times. Regardless of the devastating events the characters witness – courage and hope remain central to each story. Additionally, Shusterman intertwines fantasy and folklore with historical accuracy. Appealing to young adults and adults alike, the stories within are sure to open readers’ eyes to new ideas and topics related to WWII and the Holocaust. Courage to Dream: Tales of Hope in the Holocaust is an excellent addition to high school and college reading lists, and it offers a bridge to other examples of hope, humanity, and resistance while providing connections to current and historical events. Lastly, the graphic novel offers a window into other people’s experiences and urges readers to look inward and ask difficult questions.

Suggestions for Curriculum & Classroom Use

Themes Connections and Analysis

Thematic Topics:

• Hope​​​​​/Hate
• Humanity/​​​​Power
• Dehumanization​​​/Resistance
• Complicity/​​​​Heroism

Discussion Questions: 

1. Before the novel begins, Shusterman explains that we all have the potential for good, evil, and inaction. He tasks readers with considering the following question while reading the novel: “‘Who would I be if the impossible suddenly became real?’”
2.  What role does hope play in people’s lives? What happens when one loses hope?
3.  Provide an example of a time when a door closed but a window opened in your life. What is the lesson to be learned from such experiences?
4.  Discuss the metaphor of a drop in the bucket in “The Golem of Auschwitz” (pp. 57-103).
5.  Why does it take courage to dream, and why is such courage essential to survival?

Preliminary Activities:

To introduce the graphic novel and spark discussion, instructors may choose to read Elisa Boxer’s Hidden Hope: How a Toy and a Hero Saved Lives during the Holocaust and The Whispering Town by Jennifer Elvgren to their students, two picture books that detail people who risked their lives to help those who were being persecuted.

Eve Bunting’s Terrible Things: An Allegory of the Holocaust illustrates the bystander effect and serves as an approachable introduction to the Holocaust.

Empowerment Activities:

Individually or in small groups, students research one of the groups persecuted by the Nazis during WWII. Shusterman includes some such groups on page 103. Later, the students teach the class what they learned.

Divide the class into five groups, one for each story in the novel. The groups are responsible for reading and reporting on their assigned story as well as ancillary material they collect through research. The research may include but is not limited to Jewish folklore, historical information, and psychological connections.

The graphic novel can be used to initiate discussion of the role and power of art when depicting difficult topics. Students are then tasked with using art to introduce difficult ideas, feelings, or concepts.

Reviewed by: Stephanie Terrill, who is an adjunct instructor in Massachusetts. She is in her final semester of the Writing for Children and Young Adults MFA Program at Vermont College of Fine Arts.

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Synopsis: In this realistic fiction novel-in-verse, twelve-year old Isabel is raised by her maternal grandparents in the Philippines, where they teach her to appreciate the natural world and, especially, the plant Jasmine Sampaguita. When her mother, a nanny who left for the United States to better support her family, sends for Isabel to come live with her in San Francisco, Isabel must endure what it means to be uprooted from all she has known. What Isabel learns, though, is that gardens – and herself – can bloom anywhere and her participation in a garden club at her new school helps her learn that she, too, can survive anywhere – just like the Jasmine Sampaguita of her native Philippines and the California poppy seeds she sends her grandfather back in the Philippines. A story of resiliency and hope and love, Isabel in Bloom is a true bloom-where-you’re-planted story. 

Review

Respicio’s middle grades text Isabel in Bloom is everything one could hope for in a novel in verse. Told in named movements, such as “Seed,” “Root,” “Bud,” and “Bloom,” Isabel in Bloom truly brings the saying “Bloom where you’re planted” to life. Isabel’s first-person narration captures her fear about moving to a new place and her desire to “fit in” to a new place. The plants Isabel plants become metaphors for her own self-realization, which blooms just as the seeds she plants. In addition to Isabel’s story of arriving in San Francisco from the Philippines, this is also a text about intergenerational love and support, the evolving nature of a mother-daughter relationship, and how one can not just exist but thrive in two cultures. The historical facts about Filipinos who came to the United States in different time periods as well as an incident where an elderly Filipino man is robbed add much depth to the text and can promote meaningful discussions about cultural understandings. Absolutely stunning lines of poetry characterize this lengthy, yet inspiring, story that grows the typical new-kid-at-school story into something much, much more. 

Suggestions for Curriculum & Classroom Use

Thematic Connections and Possible Essential Questions

As a teacher educator, I like to share texts with my students that they can use to inform their understanding of genres they can use in their classrooms, cross-curricular texts, and how texts can help them learn about the students who will be in their classrooms. 

Pre-Service Teachers
Possible themes pre-service teachers can explore with this text include the following: 

• Significance of school transitions on middle school students as it relates to the way we teach 
• Power of student agency and how to encourage it in our classrooms and schools 
• Intergenerational understandings and how to build upon this in our classrooms 

Essential questions pre-service teachers can answer with this text include the following: 

• How do humans find commonalities even amongst differences?  
• What does it mean to exist within two cultures? 
• How does the natural world help us understand more about ourselves? 

Middle School Teachers
Just as teacher educators can engage their pre-service teachers in a reading of this text, middle grades teachers can also read this text with their students. Possible themes English Language Arts teachers can explore with their middle grades students include the following: 

• The effects of change 
• What nature teaches humans 
• Building relationships with parents 

Essential questions middle grades students can answer with this text include the following: 

• What beauty can be found in change when we open ourselves up to it? 
• How can middle schoolers influence their communities? 
• Is home always a physical space? 

Teaching Strategies and Activities

There are myriad strategies and activities in which pre-service teachers can engage as they interact with Isabel in Bloom. 

Strategy One: Create Welcome Kits  

Colorin’ Colorado (n.d.) recommends creating a welcome kit for new ELLs so that no matter when these students arrive in our classroom, they will have some key information about the school and community. Inviting pre-service teachers to create a welcome kit for a student similar to Isabel who may arrive in their English Language Arts class would be a way for future teachers to create an artifact that demonstrates their cultural responsiveness. 

Strategy Two: Fill Balikbayan Boxes 

In her author’s note, Respicio (2024) discusses the cultural significance of the balikbayan box, a box that those who had come to the United States would fill and send back to the Philippines (p. 359). Pre-service teachers can create a box that either they would send to their relatives in another place or a box that Isabel may send to her grandparents. In this way, pre-service teachers are connecting personally to the text and developing appreciation for cultures that may be outside their own. 

Strategy Three: Observe Students Taking Action 

As teacher educators, we try to make our placement experiences as practical and helpful for our pre-service students. In the spirit of Isabel in Bloom, create an opportunity for future English Language Arts teachers to observe students in their placement taking action. Ideally, this would be a student-led club trying to improve some facet of their school or community. Ask the pre-service teachers to reflect on what this made them think about in terms of student agency and how they may be able to be supportive of students’ causes once they have a classroom of their own. 

Just as there are multiple strategies and activities in which pre-service teachers can engage in terms of Isabel in Bloom, so, too, can middle grades students engage in meaningful activities around this text. 

Strategy One: Home One-Pager 

Isabel makes some realizations about what home really means as she transitions to her new home in San Francisco. Fletcher (2018) writes about the magic of one-pager. Students can create a one-pager about what home means to both Isabel and them. Students can draw, use magazine clippings, quotes from Isabel in Bloom, and quotes from other texts (e.g., books, poems, song lyrics, movie quotes) in order to share about the power of home. Students’ one-pagers can then be used to facilitate meaningful conversations. 

Strategy Two: Friendship Poem 

Middle grades students are learning so much about friendships. Take advantage of the poem-in-verse to have students write their own poems based on the poem “Friendship is a Million Lille Things I Miss” (Respicio, 2024, p. 126). In this poem, Isabel details what she misses about her friendships. Students can use poetic conventions to create a poem that illuminates what their friendships mean to them. 

Strategy Three: Design Extended Metaphor for Life

Respicio’s (2024) text sets up an extended metaphor of a garden to coincide with Isabel’s transition to a new place and school. Invite students to analyze carefully those moments in the text where this extended metaphor really shines through before selecting an extending metaphor for their lives. Ask students to choose movements like Respicio does with her titled sections and then create either a series of poems or prose within each movement. 

Formative and/or Summative Assessments

Pre-Service Teachers

There are multiple ways we can assess our pre-service teachers’ understanding of Respicio’s (2024) Isabel in Bloom so they can successfully teach this book in their English Language Arts classroom. 

Assessment One: Create a Text Set: Respicio’s (2024) Isabel in Bloom sits on the shoulders of several fantastic middle grades novels-in-verse. Asking students to identify an essential question that will help their students understand better Isabel in Bloom before selecting other contemporary novels-in-verse students could read in book clubs will help them create essential questions and think about how to group texts together. Pre-service teachers can create summaries and reviews of each text before sharing how each text will help students answer the essential question. You may also challenge your pre-service teachers to select non-print texts that would fit into the text set. 

Assessment Two: Engaging Families and Community Members Isabel in Bloom (Respicio, 2024) brings up matters of familial connections and how schools can interact with community members. Many scenes (e.g., the sleepover, Isabel’s conversations with her grandparents, Isabel’s conversations with people at the senior center, etc.) relate to finding out people’s stories. Have pre-service teachers design a unit in which students’ family members and community members may play a role. This may look like doing a service project for the community, interviewing family members or community members, etc. Not only will this have pre-service teachers focusing on these familial / community aspects within the text but they will be planning ahead for when they have classrooms of their own.

Middle School Teachers

Just as this text opens up opportunities for teacher educators to assess our pre-service teachers, it also permits middle grades teachers multiple opportunities to assess their students. 

Assessment One: Grow a Resiliency Garden Isabel learns that both the California poppy and the Jasmine Sampaguita, associated with San Francisco and the Philippines, respectively, can grow just about anywhere. This fact relates to the resiliency that she begins to see in herself. Have your students plant seeds of the California poppy the Jasmine Sampaguita, and a flower or plant native to their community or ancestors’ communities. Throughout the growing process, which may include successes and some challenges, invite students to select passages from Isabel in Bloom (Respicio, 2024) that demonstrate the theme of resilience. Invite students to discuss what they learn about Isabel’s and their resilience as they grow a garden in order to step into Isabel’s world.

Assessment Two: Identity Poem

Using “Words for Invisible” (Respicio, 2024, p. 270) as a mentor text, have students create a set of poems, one in which they select a word that represents Isabel and one in which they select a word that represents themselves. Not only does this creative writing piece help students really engage in character analysis and assess their understanding of the text, as they would be asked to support the words they select with passages from Isabel in Bloom but it also allows students to create connections between Isabel’s identity and their identities. A gallery walk in which students walk around and view and comment on each others’ poems would be a wonderful way to showcase students’ work on this assessment. 

References

• Colorin’ Colorado. (n.d.). ‘Welcome kit for new ELLs.’ Retrieved 3 November 2024 from ‘Welcome Kit’ for New ELLs | Colorín Colorado
• Fletcher, J. Y. (2018). The magic of one-pagers. Retrieved 3 November 2024 from The Magic of One-Pagers – National Council of Teachers of English
• Respicio, M. (2024). Isabel in bloom. New York: Wendy Lamb Books. 

Reviewed by: Kathryn Caprino, Associate Professor of PK-12 New Literacies and Director of the Teaching & Learning Design Studio, Elizabethtown College. 

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Synopsis: Tormented by his religious family and the broader conservative community of Pawleys Island, South Carolina, fourteen-year-old Josh struggles with the pressure to conform to their puritanical standards. As he embarks upon his high school years, Josh meets a supportive cast of eccentric small-town characters, falls in love with his classmate, is obsessed with David Bowie, and fumbles in his attempts to make his own thongs. But it’s when his elderly neighbor gives him a copy of Walt Whitman’s Song of Myself that he begins to understand his own sexuality. Our Bodies Electric is a coming-of-age story that celebrates the exuberance of youth, the individual quest for sexual identity, and the joy of finding connections in the most unexpected of places. 

Review

Steeped in the confines of Pawley’s Island, S.C., this novel is at turns hilarious and poignant as it navigates the in-between world of middle school and puberty. Main character Josh is a teenage boy who is both confounded and enthralled by his changing body, yet the repressive nature of his family leaves him with no one to discuss his metamorphosis. He is left to figure things out for himself in the midst of a small troupe of peers, who are so keenly drawn you feel like you’ve met them somewhere. When he is gifted (twice!) a copy of Whitman’s Leave of Grass, he begins to realize that his mind is not “filled with maggots” (as his mother claims) when he relishes his sexuality and physical self. Although Josh’s quest for answers about sex are a key aspect of the novel, the quirky characters are a true highlight. The dialogue and boyhood adventures are reminiscent of Stephen King’s The Body, while depictions of nature draw inspiration from Whitman. There are hamsters that give birth in human hands, seagulls that attack, lizards that hang from earlobes, and turtles that sport shells painted like barn quilts. The novel reads like both a guidebook and celebration of life. 

Suggestions for Curriculum & Classroom Use

Themes for Analysis:

• Man vs. nature
• Gender and sexuality
• Morality
• The environment
• Religion
• The role of friendships

Essential Questions:

• In what ways do authority figures influence our thinking?
• How does the environment in which we live shape our lives?
• Are animals and humans more similar or different?
• What role do friendships play in the development of our beliefs?

Teaching Strategies and Activities to Use:

• Discussion and research into the work of Walt Whitman, Transcendentalism (although Whitman was not technically a Transcendentalist), and/or the coastal regions of the Southern United States. 
• Reading Whitman’s Leaves of Grass and/or the poem “Song of Myself” and discussing the themes.
• Writing “walking around” poems in the style of Whitman in which students observe the natural world and write about it.
• Writing realistic dialogue between modern teenagers in the style of Vernon’s Our Bodies Electric characters.

Assessment Possibilities

Formative Assessments:

• Students discuss the text in small workshop groups, which are self-selected. A different student in the small group leads the discussion each day. Another student takes “minutes” from the discussion on an index card. The cards are bound together at the end of the novel study to hand in.
• Students post their impressions and thoughts on the reading on Flip.com. Workshop members must respond to one or more Flip responses.
• After watching a video on YouTube about Pawley’s Island (Pawleys Island, South Carolina – Things to Do and See When You Go), students journal about what life on Pawley’s Island would be like.
• Students complete a one-pager on the novel: Divide a piece of plain paper into quarters. In one quarter, draw a picture to represent an object from the book; in another, write down a key quote; in another, draw a picture to represent the main character; in the last quarter, draw the setting.

Summative Assessments

• Students write a series of journal entries from their own point of view examining one of the themes of the novel. The entries can take the form of poetry, prose, pictures, comic strips, or songs. 
• Students compile a list of songs that connect to the novel and write a paragraph for each song describing how it relates to the book—and to themselves. The finished project can be titled “Song of Myself.”
• Students research a nature topic of interest from the novel (example: turtles, lizards, snakes, beach erosion, masters, seagulls, hurricanes). They present their findings to the class through a presentation, an art piece, a poem in the style of Whitman, or a traditional research paper.
• Students research the influence of Emerson on Whitman and the birth of the Transcendentalist literary movement. They present their findings to the class. 

Complementary texts:

• Leaves of Grass by Walt Whitman
• This Wild and Precious Life: A Journal by Mary Oliver
• The Complete Poems by Walt Whitman
• Walking by Henry David Thoreau

Reviewed By: Dr. Clarice Moran, Ph.D., Associate Professor of English Education, Appalachian State University.

ALAN Picks: Surviving Dystopia & Seeking Science Fiction

In this month’s ALAN Picks we feature books that center science fiction and/or dystopian worlds. A Thief Among the Trees by Sabaa Tahir with Nicole Andelfinger and Sonia Liao is a graphic novel adaptation of a book from the Embers in the Ashes series. In All That’s Left in the World by Erik J. Brown, two teen boys must work together to survive in a dangerous world. If you teach students who are into video gaming, check out Walking in Two Worlds by Wab Kinew, a story about an Indigenous girl who spends her time in a virtual world as an escape from Rez life.

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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Review:

A good read for more resistant learners or students with Specific Learning Disorders. Plenty of action and drama to keep a young reader’s brain happy and amused. The formatting of the pages is a little bit off to what I personally prefer but it is still good nonetheless, I was having trouble keeping track of which box I was to look at and read chronologically in the plot, but again that could just be this reviewer’s own Specific Learning Disorders shining through.  Might be slightly too violent for middle schoolers but should be fine for any other cohort.  

Suggestions for Curriculum & Classroom Use

Themes to explore

• Duty vs Loyalty
• Morality vs autonomy of reason
• “good” vs “evil”
• Justice vs injustice

In a middle school classroom, it would be good to let the students read this graphic novel first and see if they even enjoy it. Maybe the teacher can read it to them via the projector so they can read along and see the images as well. The major themes of the novel are centered around senses of morality, duty and the age-old dichotomy between “good” and “evil” and “justice” and “injustice.”

Essential Questions

• What stops the characters from committing murder against their own? 
• How does the characters’ sense of morality impact the decisions they make? 
• What does it mean to be a good soldier for the Empire? 
• Think of the phrase “Just following orders” and apply it to the recruits, what does that look like?

Formative/Summative Assessments

Formative:

• 1-minute paper in the middle of the class session, which is a quick write on how the students are feeling about the content. 
• Anonymous Feedback Boxes for ⅔  of the way through the session, which is when they give their honest feedback to the teacher in a survey format that is to keep their identities hidden. 
• A 3-2-1 feedback Exit Slip at the end of the class session, which is 3 things of interest, 2 questions and 1 take-away. 

Summative:

• A 3-page paper/essay showing they understand the thematic elements of the novel to me seems to be the best assessment to utilize. Gives the students a chance to ‘unload’ their full thoughts and feelings for the educator and allows for a more in-depth knowledge check, then have them split into groups and test them on these thematic elements. 
• Other Creative Components: Utilizing a ‘Know, Wonder, Learn’ as an intro to major theme analysis for the appropriate grade level in question.

Reviewed by: Alexander Mccraw, English Education student at Colorado State University, Fort Collins, CO

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Review

Brown does a wonderful job at building an easily digestible post-apocalyptic world filled with characters showcasing various responses to the grim situation they have all been placed in. The impact COVID-19 has had on the world only serves to make the deadly pathogen featured within the novel more realistic for readers. Characters featured offer diverse backgrounds that provide unique reactions to the circumstances of the universe they have been placed in. The changing point of view across each chapter allows for deeper insights into the personalities of our protagonists and allows for an understanding of how different experiences lead to differentiated reactions when faced with complex moral dilemmas. Representation of queerness is also handled perfectly as Andrew and Jaime’s individual point of views showcases their different understanding of what it means to be queer and how these revelations come to have an impact on their overall character along with the way they interact with the world around them. 

Suggestions for Curriculum & Classroom Use

Thematic Analysis:

All That’s Left in the World contains a variety of themes that young readers may find easy to relate to, with many of these topics being teachable. Teachable elements of this novel come in a wide variety, but universally contribute to building complex relationships and exploring self-confidence. Themes explored in this novel include the following:

• Prejudice
• Friendship
• Love
• Self-Discovery
• Survival

Possible Essential Questions:

• How can someone fight against injustice when their physical voices are stripped? Is silent protesting an effective medium of producing change?
• How does the development of communities shape the way history is written and relayed to future civilizations?
• Do people reveal their inherent nature in times of stress? Is this generally a positive or negative revealment?

Possible Teaching Strategies and Activities:

• Discuss the LGBTQ+ relationship between Andrew and Jamie. Compare and contrast their differing openness upon being LGBTQ+, and how this affects their relationship and interactions throughout the novel.
• Research the various locations Andrew and Jamie travel to as they journey south. Identify any impacting cultural elements present in modern day that affect their interactions, as well as any misconceptions the novel may make.
• Define any connections between COVID-19 and the deadly pathogen present in the novel. Comment upon the message (or lack thereof) the author intends to send with any similarities/differences presented. 

Formative and Summative Assessment Suggestions:

Formative:

• Teachers will have students engage in classroom discussion based on moral dilemmas characters face throughout the novel. These discussions should be limited to exclusively student input, with the teacher initiating conversation over significant events and interactions.
• Upon completion of the novel students will have 10 minutes to design a word cloud or graphic organizer surrounding themes that are presented throughout the story. Themes carrying more significance in the story should be emphasized and clear connections between themes should be commented on. Students will present their artifacts to the class and discuss the importance of selected themes.

Summative:

• Students will construct a research paper following the social consequences of a pandemic such as the COVID-19 pandemic and relate this information to the social encounters Andrew and Jaime face throughout their journey south. Students should be able to effectively make connections between real-world reactions to a pandemic and the occurrences within the novel.

Reviewed by: Harris Ables and Jessica Escobedo, Students at Purdue University, West Lafayette IN

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Review

This book was a great depiction of a young teenage girl living on the Rez. It gives a new perspective while maintaining the integrity of the representation. On top of this, the addition of the virtual world gives it a more modern and somewhat futuristic approach. The author does a good job of tackling the issues when you only rely on the digital world to communicate and interact with others. Overall, a great set of main characters for young adults. The whole storyline was relatable and a book that deserves to be on the shelf in any classroom.

Suggestions for Curriculum & Classroom Use

For this book, I would suggest including it with a social studies or technology unit, since these two content areas have strong connections to the book. There are also a lot of opportunities to center the discussion around body positivity as well as confidence; something I feel that students would benefit from. Students can relate to the two main characters and find ways to explain how they potentially feel.

Essential Questions:

1. What are some pros and cons of only living in the virtual world?
2. How important are trust and security in a friendship?
3. How can our differences bring us together?

Formative and Summative Assessment Suggestions:

Formative

As the students read the book, I would challenge them to think critically about the characters and the experiences they go through. I would have students answer questions and keep a recorded response of their thoughts and answers.

Sample Questions:

1. How has Bugz and Feng’s relationship evolved over the last chapter?
2. If you were in Bugz position, how would you have handled this conflict?
3. What did you notice about Bugz’s life on the rez versus your own? Is there anything similar? Different?

Summative

Students could create a plan of action that highlights the importance of stepping away from the screen and embracing who they are in real life. The goal is to create an informational poster or digital page that will highlight the importance of body positivity, self-confidence, or the dangers of the virtual world. They would use their answers to the questions to determine which theme is best for them.

Reviewed by: Jordan Fulk, Pre-Service Teacher, West Lafayette, IN

ALAN Picks: Celebrate Black History With Books That Explore Dreaming, Independence and Resistance

In this month’s ALAN Picks we feature books by Black authors as well as a newly released book about teenage resistance. For Every One by Jason Reynolds is a letter to dreamers imploring them to take a chance and not give up. We Deserve Monuments By Jas Hammonds is about self-discovery, family history and small town challenges. Salt the Water by Candice Iloh is a novel-in-verse that addresses personal freedom and coming of age. Newly released Under the Same Stars by Libba Bray alternates between 1940s Germany, 1980 West Berlin, and 2020 Brooklyn as it tells a tale of injustice, history and tee resistance. 

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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Synopsis: Written in prose and as a letter to dreamers, the book For Every One by Jason Reynolds offers readers insights on dreaming, taking chances, and never giving up. The words on each page are intertwined with images. For Every One is available in book form and can also be found, written and performed by Reynolds, here. 

Review:

For Every One is an elegantly written book written in prose with beautiful images accompanying each passage. For Every One would be an excellent addition to a poetry unit or paired with a longer young adult book with similar themes. It would also be a great introduction text at the beginning of a school year or semester. 

Suggestions for Curriculum & Classroom Use

Thematic Connections

• Dreams 
• Dreaming
• Self Exploration
• Connections to Self

Teaching Strategies and Activities 

Before Reading: 

Reflective Prompts

Prior to reading For Every One, invite students to consider the following prompts. These prompts will allow students to begin thinking about the themes of For Every One while making connections to themselves. These questions may be posed as independent quickwrites followed by small group and whole group discussion. Alternatively, these could be posted on chart paper around the room and students could rotate to each chart paper to record their answer and read the answers of others. These questions could also serve as Essential Questions to anchor a unit of study. 

• What dreams or goals do you have for yourself? Why do you have those dreams or goals for yourself? 
• When you think about the dreams or goals you have for yourself, how do you feel? Why do you feel that way? 
• What do you think it will take to achieve the dreams or goals you have for yourself? 
• Do you think everyone has dreams or goals? Do you think everyone’s goals and dreams are the same? Why or why not? 

During Reading:

Identifying Theme For Every One is broken into four chapters. Pause after reading each chapter to discuss the messages and themes conveyed in the chapter. Students can record themes and connections they are making to the themes on a chart, such as the one below.

	Themes	Connection to Self
Chapter 1
Chapter 2
Chapter 3
Chapter 4

Close Reading 

Invite students to select one passage from the book that especially resonated with them and have them return to and closely read this section. To guide their close reading of the section, have students consider what the text says, what this means, and why it matters. Students can record their ideas on a chart, such as the one below. 

What does the text SAY?	What does this MEAN?	Why does this MATTER to me?

After Reading: 

• Book Cover Analysis and Creation: After reading, invite students to look closely at the cover of the book and consider how the book’s themes are reflected in the cover. Have students share their ideas with the class. Following, drawing on the book’s themes, invite students to create and design their own original cover for the book that connects the book’s themes to their own goals and dreams. After creating their original cover, have students write a paragraph that describes how the themes in For Every One are represented in the original cover they created and how their dreams and goals are reflected in the cover they created. 
• Poem Writing: For Every One is written as a letter from the author, Jason Reynolds, to the readers and begins with the words “Dear Dreamer” (p. 4). Invite students to write a poem in the form of a letter that begins with the line, “Dear _______” and replaces “dreamer” with another word. For instance, students could begin their poem with ‘Dear Adventurer’, ‘Dear Traveler’, ‘Dear Lover’, or ‘Dear Friend.’ Encourage students to select a word that connects to their own dreams, goals, and passions. 

Formative/Summative Assessments

Summative Assessment 

One Page Visual 

Invite students to create a one page visual that represents their reading of the book and makes connections to themselves. Ask students to include the following on their one page visual: one word that summarizes the book, a statement describing the book’s message, a statement of how they relate to the book, two quotes from the book, a visual image that connects the book to themselves. Students can create their one page visual using colored pencils, crayons, and markers, or they can create their one page visual digitally using Google Slides or Canva. 

Review by: Andrea LeMahieu Glaws is an Assistant Professor in the School of Education at Colorado State University in Fort Collins, CO. 

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Synopsis: The novel follows Avery all the way to Georgia as she learns to love her grandma, discover herself, and deal with conflicting feelings both inside her family and out. Coming from DC to live in a small southern town is not easy for a young girl who is both black and queer. But that small town in Georgia proved to be a better home for her as she made real friends and learned the family history her mother never told her. Jas Hammonds represents what it’s like to be suppressed in a small town and how it feels to be caught in the middle of the generational trauma being strung along by her Mama Letty and mother. 

Review

This novel proved to be just as beautiful as the cover. It’s a book that pulls you in with the vibrant colors on the front and has you yearning to learn more as you read it. It gives you a character that is relatable no matter your race or gender identity and a story that helps you embrace yourself. We Deserve Monuments is a good read for anyone that has ever felt lost in their life or was ever left wondering who they were. This book finds magic in the mundane and will leave you wanting more of Jas Hammonds’ writing.

Suggestions for Curriculum & Classroom Use

Thematic connections: 

The themes of this book can be relatable to everyone, but especially those dealing with repression, grief, and self-alignment. 

• Race 
• Sexual identity 
• Growth 
• Generational trauma 
• Relationships 
• First love 
• Secrets 

Essential questions: 

• How do each of the characters display growth throughout the novel? 
• What role does generational trauma play in this book? 
• How does this text relate to both the past and the present of racial and sexual discrimination? 
• How does the main character view themselves? How do others view them? 
• What message is the author trying to convey? 

Teaching strategies and activities: 

• Have each student list what they think the themes are and give their own explanations 
• Identify the flat and round characters of the book 
• Make a character map and choose one of them to analyze 

Assessment Possibilities: 

Formative Assessment: 

• At the end of each class, post a quizlet to monitor student understanding of what they are taking away from this piece. 

Summative Assessment:

• Choose two characters from the book and explore/analyze how generational trauma affected their lives and their relationships. Give specific examples.

Review by: Lillian Glover, student, Fort Collins, Colorado 

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Synopsis: Salt the Water is a novel in verse, detailing the discord between Cerulean Gene’s beliefs about what their life could and should be, and the reality of a world that is sometimes unjust. Cerulean, their girlfriend Zaria, and their two friends, Irv and Jai, are working various jobs and side gigs to scrape together enough money to live off grid after they graduate high school. With six months left in high school, Cerulean is suspended after conflict with their antagonist, Mr. Schlauss, who represents all that Cerulean sees as wrong with their world—standardized testing, abuse of power, patriarchy, and antiquated traditions. As Cerulean’s family experiences a tragedy, we begin to wonder if there is a way for Cerulean to find the world for which they are longing.

Review

Salt the Water opens in a powerful way, depicting Cerulean’s frustrations with a bitter teacher. Cerulean challenges the status quo throughout the book, questioning a teacher that is supposed to grow students’ knowledge but instead closes off any critical thinking or discussion. But Iloh’s novel doesn’t stop with a frustrating teacher; it dives into the larger issues school systems are facing, such as outdated and irrelevant required reading, high stakes testing, and teacher shortages. 

Cerulean and their friends are gender queer individuals of color that think about and discuss the world in a nuanced way, offering multiple perspectives on the challenges that students today are facing. Cerulean’s family also depicts the challenges the Gene family faces as immigrants. Their Baba is a chef who has worked his way up to owning his own restaurant, their mama teaches swim lessons at the community recreation center. Their journey has allowed them to send their second child to a private Montessori school, but an accident in Baba’s kitchen brings the mounting pressure of medical bills and dwindles the family’s income down to one. The Gene family demonstrates grace and love as they navigate the precarity of their situation. While Cerulean’s words paint every family member with such detail and personality, we relearn what teenage angst feels like in the 2020s. 

Suggestions for Curriculum & Classroom Use

Themes:

• Family
• Coming of age
• Freedom
• LGBTQ+
• Society

Essential Questions:

• How does a novel in verse introduce new ways for an author to explore their character’s emotions in new ways?
• How does society respond to people who challenge the norm? How does society respond to challenges from individuals in marginalized groups (LGBTQ+, people of color, unhoused, immigrants)?
• Why does Cerulean feel the need to “salt the water”? How does this impact them?

Culturally responsive and sustaining teaching strategies and activities 

• Close reading of the text to determine how formatting expresses the internal experience of Cerulean
  • What emotions cause Cerulean to use less spacing?
  • How does the author use enjambment and visual poetry to express ideas and emotions?
  • Why does Iloh include multi-genre elements in including the original letter sent by the school regarding Cerulean’s absences?
• Gathering evidence and generating claims about the use of the motif of salting the water
  • Where does this idea first occur, and what does it mean to Cerulean?
  • When does Cerulean have to “salt the water”? What happens before and after? Do you notice patterns?
    • Have students complete a chart that provides evidence of Cerulean’s thoughts and emotions before and after each occurrence, then come up with an overarching claim about what causes this
• Have students write one final poem that expresses Cerulean’s emotional state after they disappear.
  • Where is Cerulean? What are they doing and with whom?
  • Does this new reality offer the freedom Cerulean was seeking?
  • How does Cerulean feel about leaving their family?

Assessment Possibilities: 

Formative 

1. Have students map out characters and their interactions with Cerulean along a certain dimension (e.g. freedom to constraint, change to tradition). Have students describe how the various character’s impact Cerulean’s expression of self.
2. Have students find a poem with unique formatting (spacing, capitalization, italics) and analyze how this poem contributes to a theme of the novel.
3. Cerulean finds Baba’s cooking to be therapeutic. Have students write a “recipe” for one of the characters in the book.
4. Have students compare Mr. Shlauss to Chanel, then depict key differences on a one-pager using words and symbols.
   1. How are these teachers characterized differently (speech, actions, looks, interactions)? 
   2. What are the differing beliefs and attitudes that these teachers hold?

Summative

• Argumentative essay prompt: Why does the novel end from Airyn’s perspective? Defend a claim about why Iloh chose not to include Cerulean’s perspective after they left their family.
• Literary analysis essay: Explore how Iloh’s use of formatting and use of colloquial diction support the development of Cerulean’s perspective. How does this impact the reader’s experience and develop a theme?

Optional Components:

• Multiple books: Have students read Salt the Water and Long Way Down. These two novels in verse explore teenagers coming of age and being at odds with the values their society holds. While Cerulean comes from a home that is described as “free spirited” and feels resentment over attending public school while their brother attends a private school, their conflict drives them to want to run away and live off grid. Will, on the other hand, lives with his mother, who is in shambles after Will’s brother is killed, and Will comes from a society that offers no escape, rather rules to survive that are passed down from brothers, uncles, and cousins. Students will work to compare the differing themes of these novels, exploring how the families and larger society around each of the protagonists impact their beliefs and actions. Students can analyze perspective and find examples of how the authors’ use of formatting and style express a similar emotional experience under differing circumstances. 

Reviewed by: Heather Gray, Teacher at Columbia Public Schools, Columbia, MO.

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Synopsis: Under the Same Stars alternates between 1940s Germany, 1980 West Berlin, and 2020 Brooklyn. Interspersed is “The Tale of the Hare and the Deer,” an allegorical fairy tale. Best friends Sophie and Hanna cannot ignore the realities World War II has brought to their small town, and they are pushed to decide between action and complicity. Brought to West Berlin by her controlling parents, Jenny discovers its punk scene and with it an understanding of her identity. In the early days of the lockdown, Miles and Chloe submerge themselves in an unsolved mystery from 1940s Germany while also witnessing injustice in their own city and country. Slowly, readers unravel the threads that connect the storylines and the historical events that marked the time periods. At the heart of the novel is the resistance of teens when faced with injustice. 

Review

Under the Same Stars is not only engrossing but also brimming with information. Libba Bray packs the pages full of story and knowledge. From romance to history to activism to music, there is something for everyone. Readers are sure to learn about a new person, event, or part of history they were unaware of before beginning the novel. The effortless prose goes down smoothly despite the weighty topics. Through vibrant and captivating characters, Bray brings history to life by providing windows and mirrors. While the novel offers teens a mirror that reflects their experiences during lockdown, it also offers them a window into decades they may have only heard about.

Bray’s language celebrates the power of words and the beauty of stories, both exhibited in the storylines and elegant words on the page. Lovers of language will be compelled to note lines that call to them.

Suggestions for Curriculum & Classroom Use

Preliminary Activity:

1. Read Dr. Rudine Sims Bishop’s essay “Mirrors, Windows, and Sliding Glass Doors” and discuss the necessity for books in which readers see themselves and others.

Thematic Topics:

• Resistance
• Oppression
• Injustice: racism, antisemitism, homophobia
• Identity: race, religion, sexual orientation

Topics for Further Exploration:

• Los Desaparecidos – Argentina
• Argentina’s Dirty War
• Book Burning and Book Banning
• Hans and Sophie Scholl (White Rose)
• Freddie and Truus Oversteegen
• Bund Deutscher Mädel
• The Berlin Wall
• Rise of the Punk Scene in East Germany
• George Floyd
• Breonna Taylor
• Edelweiss Pirates

Discussion Questions: 

1. In an email correspondence from Ms. Diaz to Miles, she quotes her friend: “‘The truth will set you free. But first it hurts’” (347). Discuss this idea and provide examples to support its validity.
2. Sophie argues that stories are love letters “‘[s]ent from the present or the past to the future,’” when arguing against Hanna’s belief that stories are “‘pretty lies’” (233). With whom do you agree, Sophie or Hanna? Explain and provide examples as support.
3. In one installment of “The Tale of the Hare and the Deer,” Bray personifies books and states that while the books burned the ideas did not (227-8). Book burning and book banning are part of our past and present. What drives people to destroy or ban books? Do you believe that while books may burn, the ideas do not? Explain.
4. Sophie loves fairy tales and is fascinated by words. Provide at least one example of the power of words from each of the storylines in the novel.
5. “‘When you read about the lives of others, you form a kinship. You learn to see the world not just through your own eyes. […] It exercises the mind—but also, the heart’” (94). Provide at least three examples from the novel where you see the world through a character’s eyes. Did you experience empathy or anger or something in between? Did you learn something new about yourself or about the world? Discuss your feelings and reactions to these moments.

Empowerment Activities:

1. Frau Hermann explains why she believes adults share fairy tales with children. “‘We tell them to give children the code for survival. Fairy tales tell us how to see the monsters. How to defeat them. How to carry on despite grief and loss and injustice. They teach us how to make meaning from chaos. How to forgive’” (146). 

• Task students with creating a fairy tale that begins with “Once upon a time” and which makes meaning from chaos, teaches the reader how to carry on or how to forgive. Students should include literary devices, such as metaphor, symbolism, or personification, as Bray does, to create evocative stories.

2. Students will choose a cause for which they feel passionate and educate themselves on its origins and major talking points. Instructors may choose to include a mini lesson on research at this point. Students will then create a pamphlet, zine, or poster to educate others about the issue which will be shared via a gallery walk.

3. During a class on interview etiquette, students will brainstorm tips for conducting a fruitful interview, from first contact with the interviewee to following up after the interview. Students will contact someone who was alive in the 1940s and/or the 1980s and ask them for an interview. As a class, draft questions that focus on what the person remembers most about that time period, both personally and historically; their feelings about that time period now; and advice they would give today’s teens. The final project will take the form of an oral presentation and/or a profile essay.

Reviewed by: Stephanie Terrill, visiting assistant professor, Massachusetts. 

ALAN Picks: Celebrate Latine Heritage Month

n this month’s ALAN Picks we feature two books for Latin Heritage Month and two books for spooky season. To kick it off, we have Our Shadows Have Claws edited by Yamile Saled Méndez and Amparo Ortiz that features multiple Latine authors, each writing their own scary story – perfect for October! The Lesbiana’s Guide to Catholic School by Sonora Reyes is about a teen girl struggling with making space for her identity in a hostile environment. For Spooky season, Missing Dead Girls by Sara Walters features a classic murder mystery and thriller that touches on LGBTQ issues. For those into the zombie trope, we are featuring a second review of This Delicious Death by Kayla Cottingham. It’s about a group of teen zombie girls attending a concert when one of them turns feral. 

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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Synopsis: In this collection of fifteen short stories acquainting Latine mythos and genre-bending, blossoming authors of Latin origin elicit curiosity and terror in numerous creatures and fantastical concepts. Some stories dwell more potently in the intersectionality of queer and Latinx identity, such as that in Racquel Marie’s “La Patasola”, a harrowing tale that follows a queer girl’s coming out crossed with a South American spirit; whereas, other stories might simply wish to frighten, evident in Alexandra Villasante’s “El Viejo de la Bolsa”, which follows a horrifying and nightly occurrence of children gone missing from their beds.

Review:

Each author demonstrates meticulously-woven creativity, intersectionality of intricate, marginalized identities, and curious allusions to an undoubtedly unfamiliar mythos. Despite each story encapsulating traditional aspects of horror, which in itself is no negative remark, the collection harbors a sense of thematic complexity, featuring genre-bending that weaves romance, drama, mystery, and fantasy into spectacles of short fiction. A grand addition to the book is Ricardo López Ortiz’s illustrations that greet readers at the introduction of each new story. The drawings — which depict each story’s antagonist or concept — provide a semblance of classic noir horror, sketched and rendered in entirely black and gray, and linger in the reader’s mind as they immerse themselves into fresh characters and terrors. Indeed, this collection is a wonderful and unique extension to contemporary short fiction, enduing readers with insight on Latinx identity, and the ever expansive monsters and tales of Latine mythos.

Suggestions for Curriculum & Classroom Use

Thematic Connections

For a collection of fifteen short stories, it comes as no surprise that each story contributes overlapping or singular themes brimmed with relatability and significance to ethnic identity.

• Queer relationships & love
• Violence against queer peoples
• Coming-out
• Grief and mourning
• Gender
• Power imbalances
• Empowerment 
• Environmental destruction

Essential Questions

Close-reading questions revolving around the thematic and intersectional relationships of each story would be most engaging and effective to learning.

• How do the stories draw from traditional horror within contemporary literature and media? How do they not?
• How do some of these stories diverge from external horror in creatures and spirits? And, instead, diverge a reader’s suspense or terror through the hardships of relationships and teen life?
• In what ways do intersectional identities in the book provide a personal (and real) horror for ethnic and queer insiders to the text?
• Would ethnic and queer outsiders to the text encounter challenges while reading the stories? If so, what challenges?
• Queer themes and characterizations have become overtly prevalent in the horror genre, especially in contemporary media. In what ways does Our Shadows Have Claws contribute to this development?

Formative/Summative Assessments

Formative: Students can note and conceptualize the methods of intersectionality across each story, which can be framed using the questions and themes listed above. They can further analyze the way that identity and themes interact with the horror genre and cultural mythos.

Summative: After the students have concluded their reading and notes, allow them liberty to formulate their own horror short stories based and personalized after their own cultural identities.

Encourage students to pursue their own writing process, be it through outlines, brainstorm maps, etc. before writing a rough draft; then, to encourage education of other identities and cultures, have peers exchange and edit for revision. Finally, a final draft of the short story can be written and optionally shared among a community-like setting in the classroom.

Reviewed by Marlene Morán, Undergraduate Student studying English Creative Writing at Colorado State University in Fort Collins.

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Synopsis: After being outed at her previous school, 16 year old Yamilet Flores must learn to navigate the trials of her new mostly white catholic school, where being different is comparable to wearing a target on your back. Here, Yami is determined to keep her identity a secret. She has bigger things to worry about, like keeping her brother out of trouble and proving herself to her mother. Her plan becomes much more difficult once she meets Bo, the only out and proud kid in the whole school, and one of the only people Yami feels connected to. With everything on the line, she must consider what she is willing to give up.

Review

Set against the backdrop of a harsh and unwelcoming Catholic school, Reyes weaves a captivating story of a young girl trying to discover herself. Packed with beautifully developed characters that urge a sense of connection with the reader, The Lesbiana’s Guide to Catholic School addresses the difficulties of growing up and how it can be especially challenging when done so within the harsh constraints designed by one’s religion, peers, and family. This book is about making a space for yourself in a world that seems to reject you, and how even in the face of uncertainty, love prevails.

Suggestions for Curriculum & Classroom Use

Thematic Connections:

This novel explores themes critical to the development of self identity and the fundamental understanding of belonging. Themes include:

• Homophobia
• Racism and racial stereotypes
• Power imbalances
• Family structures

Essential Questions:

• How and why are stereotypes harmful to those they are directed at?
• How do our surroundings influence our expression of self?
• How do accepted standards play into our acceptance of ourselves and others?

Teaching Strategies and Activities:

• Students can participate in an online discussion board where they can candidly discuss their thoughts and ideas about the themes and plotlines of the book. 
• Students may have group discussion about how the voice and tone in which the author writes the characters affects the way in which the story is presented. Groups can share ideas with the class and are encouraged to engage with the ideas of other groups by considering how they may be similar or different.

Formative and Summative Assessment Suggestions:

Formative: Students can consider how the development and expression of identity contributes to a person’s wellbeing and sense of self. Using magazine clippings and any other suitable supplies, students can create a collage that showcases their identity and anything else they deem to be important to them. Students should consider what items the characters of the book would want to include in their collage, and whether they would feel comfortable including them given their surroundings.

Summative: Students can research the connection between religion and sexuality and how this connection has translated into society today. They can explore how these connections affect individuals and communities. Students can write a short paper discussing their findings and their critical analyses of them.

Reviewed by: Hannah Uhl, Marketing Student at Purdue University, West Lafayette, Indiana

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Synopsis: After moving away from Philadelphia following her junior year of high school, Tillie begins her journey in the suburbs of Pennsylvania by befriending Madison Frank: the most popular girl in town. The two quickly fall in love, struggling with the pressures of feeling comfortable displaying their same sex relationship in a not very accepting community. Although Tillie is constantly warned about Madison, the pair work together in a unique plot of revenge on someone from Madison’s past. When Madison is suddenly murdered and gruesome photos are spread around the entire school by an unknown number, everyone points fingers at Tille, forcing her harsh past to resurface as she confronts her situation. 

Review

Missing Dead Girls may be a story that is initially interpreted as a very classic murder mystery; however, the focus on themes such as same sex relationships, trauma, and sexual assault allow for the book to address many difficulties that young adults may experience when it comes to their personal identities. Walters successfully displays social challenges that are placed upon two lesbian characters in a homophobic community, highlighting a theme that is extremely prevalent in modern day society. Missing Dead Girls is an engaging read filled with popular culture references and raunchy banter, making it a perfect read for a younger audience.

Suggestions for Curriculum & Classroom Use

Thematic Connections:

There are many themes that a young adult audience should be aware of that are addressed throughout this text. Students could be asked to consider the following ideas in relation to their own identities and experiences through discussion and/or reflection opportunities. 

• Trauma
• Sexual assault 
• Homophobia 
• Friendship 
• Justice and revenge 
• Change and adjusting to a new environment 

Essential Questions:

Missing Dead Girls touches on many topics related to the challenges of self-identity such as dealing with trauma and harmful social expectations. The following essential questions explore ideas that are relevant to the text.

• How might one’s trauma have an affect on how they behave with their surroundings?
• What effect do social pressures have on one’s ability to feel comfortable in their identity?
• Does social environment have an impact on how someone may be perceived? How do you think this might influence an individual’s view of their own personal identity?

Teaching Strategies and Activities:

Quickwrite 

• In Missing Dead Girls, Tillie and Madison’s actions are seen to be greatly affected by experiences that they had in their pasts. 
• Using the same first person voice that is used throughout the text, write about a meaningful experience in your past that you believe has had an effect on who you are today. 

Rewriting a Scene 

• Identify a scene within Missing Dead Girls in which Tillie and/or Madison experience homophobia. 
• Using the same first person voice, rewrite the scene in a way that you think might help Tillie and/or Madison to feel more accepted within their community.
• Share with a partner and discuss how the character might be affected by your scene in comparison to the original scene. To what extent are someone’s actions influenced by their social environment? 

Formative and Summative Assessments:

Formative: Students could be asked to write a short letter that proposes changes that could be made in order to create a more inclusive and accepting social environment. They could include steps that they will personally take in order to make everyone feel comfortable in their identities while also considering how they might influence others to do the same. 

Summative: Students could be asked to create a portfolio compiled of three short memoirs that outline memorable past experiences. The portfolio could also include a reflection aspect that asks students to write about how these experiences have impacted their current identity. Then, students could be given the opportunity to share their portfolio with their peers, helping them to learn more about one another and build a strong classroom community. 

Reviewed by: Megan Benjamin is a third year student at Colorado State University in Fort Collins, Colorado.

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Synopsis: The Hollowing occurred two years ago, a transformation experienced by a fraction of the population. The people affected became ghoul-human hybrids and they survive on human flesh. In response, a synthetic version of human meat was created to sustain them. Zoey, Celeste, Valeria, and Jasmine are four hollow girls and best friends headed to a musical festival in the desert with a cooler of SynFlesh. One night at a party, Valeria goes feral and kills someone. Soon after, more people go missing and the girls discover that hollow people are being targeted. They have to find a way to stop it or everyone at Desert Bloom will end up dead. 

Review

Cottingham explores a variety of topics in this horror-mystery-thriller. Cottingham’s use of imagery immerses the reader into this alternate universe and sends chills down their spines. While telling this thrilling horror story, Cottingham is promoting inclusivity and diverse voices. There are four girls, each with a different story and identities. Cottingham portrays the power of female friendship and how even one commonality can unite people who may not have crossed paths otherwise. This novel also touches on prevalent issues like transphobia, racism, and mental health. 

Suggestions for Curriculum & Classroom Use

Thematic Analysis Topics:

• Sexuality
• Religion
• Feminism/Women Empowerment  
• Self Acceptance
• Race/Ethnicity 
• Identity
• Mental Health 
• Gender
• Friendship 
• Family Dynamics

Essential Questions:

• How is identity important?
  • How do life experiences and environments influence self-acceptance? 
• What are the effects of a traumatic event on mental health? 
• How is the importance of friendship portrayed in the novel? 

Teaching Strategies and Activities to Use:

• Students can find four images that reflect how they perceive each character and join in small groups to explain to each other why they chose those images. After the discussion, each member will share a perception they had of a character that was similar or different from another member in their group.
• Students can get into small groups and a member from each group will reach into a hat and pull out a piece of paper that will have a theme on it. In their groups, they will have to find 2 examples of the theme in the book and write them down on a sheet of paper.  

Formative and Summative Assessments:

Formative:

• Students can choose two themes from the book that interest them and write a letter, addressed to their friend, explaining why these themes are significant to them. They will also draw or select images to accompany the letter that shows at least three examples of these themes in the book and include a short interpretation at the back of the pictures. 
• Students can do a prediction exercise where they try to predict who is responsible for the Hollow people going feral and killing innocents. They will create a crime board where they use textual evidence from the novel so far to determine who the culprit could be. They will also add a short analysis at the bottom to disclose who they ultimately think the culprit is and why. 

Summative: Students can design a portfolio for each main character (Zoey, Celeste, Valeria, and Jasmine). They can provide the following about each character: background information (before-during the Hollowing), family dynamic, identities, highschool reputation, personality traits, interests, and future goals. They will write an analysis at the end of each character’s portfolio to discuss how it contributed to the story’s plot and themes.

Reviewed by: Danni Garcia, Student at the University of South Florida, Tampa, Florida

In this month’s ALAN Picks, we are featuring all books for middle grade readers. So if you are a middle school teacher, get your notebook and pen ready to write down some good ideas! We also have another book review for our teacher educators, featuring Air by Monica Roe, a bildungsroman about a 12 year old who uses a wheelchair and has a dream of competing in a wheelchair tricks competition. When Stars are Scattered by Victoria Jamieson and Omar Mohamed is a graphic novel about two brothers living in a refugee camp after having to leave Somalia. The Pearl Hunter by Miya T. Beck is a fantasy adventure for those who are fans of sibling love, magical journeys, and the discovery of self acceptance. Elle Campbell Wins Their Weekend by Ben Kahn is a novel that explores gender identity and acceptance.

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: Emmie, a rural South Carolinian 12-year-old who uses a wheelchair, likes to spend her free time practicing freestyle wheelchair tricks and making wheelchair bags to raise money for her dream purchase: a wheelchair that will allow her to compete in WCMX (wheelchair motocross). An accident at school, though, has everyone—except Emmie—concerned. Rather than making the school ADA-compliant, the school administration hosts a fundraiser to buy Emmie her new chair. These recent events in her life are happening against a backdrop of loss and grief for Emmie’s family. Emmie’s mother, who was also her advocate at school, has recently died in an accident. Emmie and her dad navigate their new relationship as Emmie finds new connections with her maternal grandfather and a wheelchair bag customer in Alaska who Emmie turns to as a grandmother. Emmie tries to find a way to speak up for herself and communicate to her friends and school administrators as they try to make her a charity case inspiration.

Review:

This book took me a minute to get into, but I came out on the other side ultimately really enjoying it and appreciating the story it offers about how students with physical disabilities might navigate their physical school environments. The author, Monica Roe, is a physical therapist who used to work in K12 schools, and offers a brief history of ADA (Americans with Disabilities Act) and IDEA (Individuals with Disabilities Education Act) in her author’s note to contextualize Emmie’s school setting. In the book itself, Roe makes concrete Emmie’s frustrations with fellow students, teachers, and administrators at her school who refuse to let her be independent. 

When the principal decides to host a fundraising event for Emmie’s new chair, she feels discomfort, but isn’t able to quite articulate why. She has some heart-to-hearts with a customer on her wheelchair bag site, who helps her understand that just because she’s disabled doesn’t mean that she needs to be an “inspiration” for other people. Roe reveals Emmie’s struggles to express herself, but also how she uses her creativity to come up with a solution that allows her to use her agency and promote systemic change in her school.

Suggestions for Curriculum & Classroom Use

Thematic Connections

As a teacher educator, Air can be used to build preservice teachers’ libraries and to offer some insight into what it might be like to be a middle or high schooler who holds different intersectional socialized identities than the preservice teachers I work with and learn from.

Therefore, possible thematic connections include the following non-exhaustive list:

• finding your voice
• bodily autonomy
• festishization of disability and people with disabilities
• inspiration porn
• systemic change
• parent-child relationship
• navigating the death of a parent
• friendship

Essential Questions

Potential essential questions for a teacher education unit that includes Air are:

• What might be experiences of schooling for students who hold disproportionately affected intersectional socialized identities?
• What can middle grade and young adult texts help us understand about students we will teach and learn from?
• How do we as teachers learn to make space for students to exert their own agency?
• What might the physical, curricular, and pedagogical spaces of school communicate to students, especially those who hold disproportionately affected intersectional socialized identities?

Possible essential questions for a middle school unit that includes Air are

• How can I use my voice to change systems so that everyone can thrive?
• In what ways do my friends and classmates experience school that I might not know about?

Suggested Teaching Strategies/Activities to Use:

Exploring, Assessing, and Building your Textual Lineage

This activity is designed for pre- or in-service teachers, but can also be adapted for secondary students. The goal of the activity is to help learners explore their reading repertoire; assess the patterns that exist; hypothesize why the patterns exist, particularly as they overlap with systems of power and privilege; and expand what they read accordingly. 

• In the first stage of this activity, learners map texts that have been particularly salient for them, listing “texts…[that] are meaningful and significant in [y]our lives” (Muhammad, 2020, p. 147), that have “shaped [y]our thinking and understanding of the world and [y]ourselves” (p. 147). Learners can list texts by genre, by age when they read the text, or any other organizational measure they decide. Encourage learners to list texts beyond alphabetic texts. For example, learners can also list television/streaming shows, musical albums, and social media feeds. After listing texts, learners can share with a partner. This is especially fun if learners are from the same generation.
• In the second stage of this activity, learners note patterns in their textual lineage: what genres have they gravitated towards? What subjects have maintained their interests? What was going on in their lives that led them to these stories? After some time to identify patterns, learners can share what they’ve found with a partner.
• In the third stage of this activity, the teacher presents learners with a wheel of power and privilege (example 01, example 02). Learners then examine their textual lineages with the socialized identities in the wheel: which identities are reflected in their textual lineages? Which aren’t? Why might these patterns exist? (a reading of Bishop’s (1990) “Windows, Mirrors, and Sliding Glass Doors” might be useful here.)
• In the fourth stage of this activity, learners select texts by and about identities they generally don’t read. 
• In the fifth stage of this activity, learners read and share their readings, responding to questions such as
  • What are you exploring, how is it going, what are you learning, what are your next steps?
  • In what ways do your intersectional identities shape your reading and how you’re taking up the reading?
  • How is your reading shaping your thinking about and what you’ll do in English class?
• This activity can be assessed by examining which texts learners are selecting to read in the fourth and fifth stages of the activity and the extent to which they engage with identities unfamiliar to the learner.

Check the Rep(resentation)

This activity is designed for pre- or in-service teachers, but can also be adapted for secondary students. The goal of the activity is to help learners explore who is representing which voices in texts. Thank you to a preservice teacher in my methods class as the inspiration behind this activity. 

• Complete the “Exploring, Assessing, and Building Your Textual Lineage” activity above. 
• As learners read fiction that offer representations of people who hold intersectional socialized identities that are different from their own, they can also explore nonfiction accounts. Have learners look up videos and posts on YouTube, TikTok, Reddit, TEDTalks, and similar sites, where people who identify with particular identities are sharing their stories. Click here for an example.
• Assess to what extent the representation in the fictional texts are aligned with the lived experiences communicated in people’s videos and talks.
• Look up news articles (an example) where authors have been criticized for writing about and representing identities that aren’t their own. Evaluate why an author might do so, and what factors might be involved in writing a text from a perspective that isn’t yours.
• This activity can be assessed by asking learners to track the similarities and differences between the fictional and nonfiction representations of the identities and presenting that information to their classmates. Teacher educators can specifically ask pre- and in-service teachers to design lessons and activities that show that they understand the complexity and nuance of representation, moving away from single stories of people to present more layered ones.

Formative/Summative Assessments

See above for suggestions on how to formatively assess the activities above. These formative assessments can be built to summative assessments as well. 

For example, in the activity “Exploring, Assessing, and Building Your Textual Lineage,” learners can create presentations to their classmates of what they read, why, what they learned, and how their learning is shaping their ideas about English class. Teachers can organize a gallery walk for learners to explore their classmates’ projects.

In the activity “Check the Rep(resentation),” learners can also present their information to their classmates. For these presentations, consider having learners build a blog to communicate their learning to each other, but also to potentially engage in a conversation with a wider audience of educators and non-educators alike.

Both of these assessments offer ways for pre- and in-service teachers to draw on knowledge of identities that are not theirs as they build their own knowledge. 

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

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Synopsis: Omar and his brother, Hassan, live in a refugee camp, Dadaab, after having to leave their home in Somalia behind to seek a safer place. These two brothers are on their own, and Omar has to care for Hassan, who has epilepsy and is nonverbal. Fatuma, another lady in the camp, has become what the boys consider their adopted mother. She helps feed the brothers and guide them as they grow older. Throughout this story, Omar struggles with making the choice to care for his brother or going to school in hopes to give him and Hassan a better future. Throughout his journey, Omar meets new challenges and discovers the unfairness and possibilities of the world around him.

Review

This is a story that opens up the eyes of the reader to other areas of the world. Where some readers may be able to relate, other readers will be able to empathize with the characters they meet along the way. When Stars are Scattered is catered towards students in middle school and older, told through many pictures with supporting text to help readers further visualize the true story Victoria and Omar are presenting. The characters in this book show how life is not always easy, but persistence and patience can come with great rewards. It also teaches students to speak up about the injustices in which they read and spark an internal fire to help others. 

Suggestions for Curriculum & Classroom Use

Thematic Connections:

• Displacement 
• Empathy 
• Perseverance
• Disability 
• Social Justice Issue 
• Friendship 
• Survival 
• Education

Possible Essential Questions:

• Why is education important for refugees? (What opportunities does it open up for them? What may their life be like if they do not get an education?) 
• How does attitude affect outcomes? 
• What is a social justice issue?

Possible Teaching Strategies and Activities:

• Research different refugee camps as a form of case study report. For example, as a class, research can be done over the camp Dadaab, the refugee camp Omar and Hassan live in, which will enhance the reading of the learners. Students can then do their own case study report over refugee camps like Kutupalong, Nakivale, or Zaatari. 
• Research different educational rights throughout the world. A few examples of countries to explore are Bhutan, Afghanistan, and Tanzania. 

Formative and Summative Assessment Suggestions:

Formative:

• As students complete their research projects and readings, they can fill out 3-2-1 sheets. This can be done in different ways. One way is to write down three things the student learned, two things the student would like to learn more about, and one question they have. Another way is to do three of the most important details from the day, two supporting details for each important detail, and one question they have about these ideas.
• Venn Diagrams can be used to compare and contrast information from different places (different areas of education, different refugee camps, readings, etc.). 

Summative:

• Students can create a project over the information they have learned (like over the characters, refugee camps, education, etc.) and present it to their peers. Keep the forms of medium vague, so students have the freedom to express their work in any way they want (e.g. powerpoint, video games, skit, poster board, boardgame, newspaper, etc.). 
• Students can create a profile over time that discusses all the speakers, research, and readings they have viewed and listened to.

Reviewed by: Morgan O’Shea, Elementary Education student at Purdue University, West Lafayette, Indiana

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Synopsis: Kai and Kishi are twin sisters from a small, traditional fishing village which places great value on the art of pearl diving. Both Kai and Kishi have each begun to grapple with the daunting responsibilities of growing up and maintaining the family business. One day while diving for mussels, Kai and her family encounter the vengeful spirit of an ancient whale known in local legend as the Bakekujira. After this tragic confrontation, Kai’s family is thrown into turmoil and she suddenly finds herself in the company of the gods. In order to save her sister and return to the peace of her old life, Kai is tasked with the dangerous quest of finding Dakini, the Fox God, and stealing her magical pearl. Along the way, she finds she must overcome other dangers such as roaming bandits, power-hungry generals, and supernatural threats all while also treading delicately through the world’s expectations for a young woman her age.

Review

The Pearl Hunter is a fantasy adventure which, if you’re a fan of sibling love, magical journeys, and the discovery of self acceptance, will hold you spellbound for every turn of the page. Set in a medieval Japanese inspired world, where magic and passion weave through the narrative like threads in a blanket, The Pearl Hunter is the stylish tale of Kai and Kishi, twin sisters who must overcome terrible odds to reunite after tragedy strikes, and the two are separated by the mysterious Ghost Whale,  Bakekujira.

Suggestions for Curriculum & Classroom Use

Thematic Connections that Support Close Reading of the Text

• Sibling / Familial rivalry
• Spirituality
• Justice for the underpowered
• Coping with Grief
• Self love 
• Self discovery

Essential Questions:

• How can we forgive when we can’t apologize?
• When support systems fail, how do we persevere?
• How do we break free of the identities which have been assigned to us?
• Why don’t words heal as readily as they harm?

Culturally Responsive Teaching Strategies/Activities

• Discussions on predictions & questions in groups.
• Use the text to encourage journaling, the creation of inspired fiction / fanfiction.

Formative and/or Summative Assessments

Formative: Students could create a verse / poetic introduction to the story. A fantasy ballad which introduces one of the characters, and explains their importance to the text.

Summative: Students could create a map of Kai’s journey, physical & emotional, across the text, accompanied by a one page description of the map’s significance to the text. 

Reviewed by: Clinton Christensen, Preservice teacher, Fort Collins, Colorado.

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Synopsis: 13 year old Elle Campbell is just like every other seventh grader their age – trying to figure out who they are and who they want to become. However, being nonbinary in a small town??? means that Elle’s journey is a bit more complicated. When their hero, non-binary author and icon Nuri Grena, is set to come to their town for a book signing, Elle can’t wait to meet them. Unfortunately, an altercation with a substitute teacher lands Elle in Saturday school, and their dreams of getting to talk to someone who might actually get them are dashed – that is until two of their friends decide to bust them out and set a course for adventure. 

Will they be able to outwit some hard-bargaining Elementary Schoolers?

Will Elle get across town to the book signing in time? 

Will their icon have the answers to their questions?

The odds are stacked against the trio – no money, no phones, no transportation – but they sally forth undaunted on an epic journey that takes them through one hilarious obstacle after another.

Review

This novel, the first from nonbinary comics writer Ben Kahn, explores what it means for adolescents to figure out their identity when that identity is marginalized and, all too often, not depicted in heteronormative literature that focuses on how changing hormones affect what it means to be a “girl” or a “boy” in today’s societies. Like Elle and their friends, nonbinary kids are often trying to figure out the best way to, figuratively, navigate the path towards finding identity without any of the standard maps or guides that other people their age might have.

Suggestions for Curriculum & Classroom Use

Thematic Connections:

Educators might consider using this text in conjunction with other coming-of-age stories as a way to critically examine the ways in which we think about the formation of identity in conjunction with and in opposition to the world around us. Topics include:

• Gender and Sexuality
• Defining Morality
• Bullying
• The Power of Community

Essential Questions:

• What qualities are important in a heroic figure?
• Is it important to have heroes “like” you?
• How important is it to have community?
• How far would you go to help a friend?
• How do you figure out your next steps without a guide?

Teaching Strategies:

This book provides a rich text for critical thinking and considering the messages we give people about who we think they are and who we think they should be.

In studying this book, students could work on projects that encourage them to:

• Interrogate the qualities and traits which are considered “heroic” within a culture
• Examine representations of gender in media
• Examine representations of their own identities in media
• Consider the validity of school rules and punishments 

Book Parings

Epic Adventures

Educators might also consider the ways in which this text follows in the narrative tradition of epic stories – replete with a giant ogre and a magical helper – while still invoking realistic settings and obstacles. It could easily be used in conjunction with the likes of The Odyssey, The Lightning Thief, or a graphic novel like The Cardboard Kingdom to talk about journeys of self-discovery.

Reviewer: Alicia Whitley is a PhD student at North Carolina State University studying Teacher Education and Learning Sciences, with a specific focus on Literacy and English Language Arts Education

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