Category: ALAN Picks

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

ALAN Picks: Navigating Racism, Society and Mental Health

This month’s ALAN Picks features books that honor Asian American and Pacific Islander Month and Mental Health Awareness Month. For fantasy fans, The Girl Who Fell Beneath the Sea by Axi Oh is based on a Korean folktale where the main character embarks on an underwater adventure. Diversity plays a big role in Imposter Syndrome and Other Confessions of Alejandra Kim by Patricia Park as the main character navigates community, microaggressions and grief. Set in a Midwestern small town, two Chinese-American sisters must deal with racism in This Place Is Still Beautiful  by Xixi Tian. With a new diagnosis for having Bipolar Disorder, a teen figures out what her new identity will be through art in The Art of Insanity by Christine Webb. Set up as an enemies to lovers trope, humor abounds in Highly Suspicious and Unfairly Cute by Talia Hibbert, where the main characters have anxiety and OCD, respectively, but are in a competition where they have to work together.

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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Asian-American and Pacific Islander Heritage Month

Synopsis: In this book, Axie Oh retells a Korean folktale through an underwater journey of self-discovery in the spirit realm. Mina, the main character, has always had a close relationship with her grandmother who tells her stories of the sea god. For the past 100 years, their village has been plagued with unrelenting storms, offering a tribute every year to appease the sea god. This year’s tribute is her brother’s first love. To preserve her brother’s relationship, Mina takes the place of the tribute to the sea god, to protect their homelands from storms. What she finds under the surface is a land with spirits, curses, and rivalries over a century old. Worst of all, she finds herself attached to the sea god with a soulmate ribbon and has one month to break the curse he’s under or stay stuck in the spirit world for the rest of her days.

Review:

Oh uses her childhood fairytales as inspiration for this mystical world. If you like Studio Ghibli’s Spirited Away you’ll love this book. In this tale, we observe the separation between the physical human world, and the underwater spirit world, and the consequences of disturbing the balance that exists between them. This book brings awareness to Korean folktales, as it is a retelling of “The Tale of Shim Cheong,” bringing new cultural experiences and fantasy to those who might not have heard about it otherwise. The language is friendly and the story is exciting, the reading level of this book would be good for children grade four and above.

Suggestions for Curriculum & Classroom Use

Thematic Analysis: The themes in this book could be used more to get students interested in reading for fun, while also introducing them to a potentially unfamiliar culture or cultural story, to make a connection to their own life. Teachers could do this as a group read just to get students to talk about it, or have them read and discuss in small groups.

• Cultural Awareness
• Self-identity
• Budding romance
• Staying true to yourself

Assessment Possibilities:

Formative: Students can create an art project depicting how the spirit realm appears to them based on the details of the story. This could be done in any media they chose. Just a way to visualize the spirit realm and compare how they’ve pictured it.

Summative: Students can compare and contrast this story with a tale that they learned or heard about in their childhood. Ideally, they are focusing on either the plot or character development, but the teacher could come up with their research question for the students to build off of. This could be done through a presentation, essay, or any other format they chose. We would do one to two checkpoints before the final project was due, maybe an idea and a rough draft submission. Then they could summarize their project for the class.

Reviewed by: Vairo Venkatesh, Neurobiology Student at Purdue University, West Lafayette, Indiana.

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Synopsis: Alejandra Kim is ready for a change. Born in Queens, her Korean background and Spanish name oust her from Latinx communities. The wealthy, woke high school she attends in Manhattan considers her an outsider to the mostly white community. Alejandra and her mother navigate grief together at home after her father is found dead on subway tracks. This would be enough for the high school senior to navigate, but a microaggression sends Alejandra on a winding path where she navigates friendship, identity, and healing. 

Review

Imposter Syndrome illustrates the reality of grief, racial trauma, and adolescence through Alejandra’s story. While the book does not shy away from tackling more difficult topics, such as death and microaggressions, the story was written with lighthearted humor that allows readers from all backgrounds to connect with the novel in some way. Park sheds light on harsher truths by incorporating characters from many backgrounds, including mostly POC and women throughout the novel. By addressing sexism, racism, and grief through the difficulties and challenges of a teenage girl, Imposter Syndrome becomes an educational tool for navigating reality. This novel reveals the value of friendship, community, and healing within identity.

Suggestions for Curriculum & Classroom Use

Thematic Connections:
This book revolves around racial identity, feminism, and social justice. Some prevalent themes include:

• Microaggressions
• Race/racism/racial identity
• Immigration
• Family life
• Friendship
• Feminism
• Performative activism
• Class consciousness

Essential Questions:

• How might our history impact our present?
• How do others’ perception of us alter our reality?
• How might our language and actions impact others?
• How does our identity change when we move environments?
• How does our community support or limit our identity?

Teaching Strategies and Activities: 

• Writing activities to allow students to explore their own racial and gender identities. 
• Research historical and current immigration practices and movements. 
• Class discussions based on racial stereotypes and microaggressions, and how to identify microaggressions. 
• An exploration of how students’ identities change from home life versus school life through writing activities, letters to oneself, etc.

Assessment Possibilities: 

Formative Assessments:

• Students will keep a journal while reading the novel in order to identify aspects of race, gender, sexuality, class, and/or family dynamics 
• Within the journal, students will note topics they are unfamiliar with (such as historical context with immigration) and research said topics accordingly 
• Students will be expected to write about how their racial and gender identity shaped their reading of the novel 

Summative Assessment: 

• For their summative assessment, each student will be expected to research how immigration has impacted their upbringing and cultural awareness. This can be done through historical journals, news articles, trips to local libraries, etc. Each student will be expected to research a particular aspect of culture, such as music, literature, art, or education. Students will then form small groups and perform an activism project, such as creating a program that the school can use in order to combat microaggressions within the classroom. The goal is to shed awareness and light on the multidimensionality of immigration and how pervasive racist tendencies have attempted to cover this history.

Reviewed by: Kaitlin Marshall, a senior at Colorado State University majoring in philosophy with a minor in creative writing in Fort Collins, Colorado.

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Synopsis: Two sisters from a small town in Illinois have very different views about navigating the world. Annalie is very go with the flow and keeps to herself, while Margaret has big ambitions and does anything necessary to reach them. The two sisters have butted heads their whole lives, however when a shocking event befalls their family Annalie and Margaret have to figure out a way to work together and continue on with life. Their differing personalities create conflict between each other that ensues throughout the book. While tackling the event both girls take on issues in their own lives and learn just how much their small town is connected.

Review

This Place is Still Beautiful is a layered text that integrates race and relationships in a complex and creative way. It’s a powerful text that brings up an often overshadowed reality of hate wielded against Asian-Americans. The novel shares a very realistic relationship between two sisters and the trials that get brought up when the sisters differ. Tian shares the emotional experiences when racism attacks a person or a group and provides different reactions. The relationships, both romantic and platonic, within the book provides a juxtaposition to how outsiders react to hurtful words and actions done towards marginalized people.  While the racial slur used against the main characters is a focal point of the book, Tian does a beautiful job of uplifting the characters through their relationships. Both sisters have strong aspirations for their life and progress towards them through the book. Their relationship with each other as well as people within their inner circle ebb and flow throughout the book. While being entertaining there’s a reality in them that makes

Suggestions for Curriculum & Classroom Use

Thematic Connections:

• Racial connotations behind words or actions that may have gotten lost in history. 
• A look at pressures brought on by expectations. 
• Share the difference in relationships from person to person.

Essential Questions:

• How does the book address and contribute to the conversation around racism? What are the different reactions towards racism within the book? 
• How does the book challenge or affirm the expectations within your life? (Either brought on by yourself or other people in your life.)
• Does the social environment shape the way you see yourself or the people around you? 
• How does this book challenge you to think about microaggressions? 

Culturally Responsive and sustaining teaching strategies and activities:   

• Find supplemental reading that talks about the history of the word “chinks,” as well as go into the history of Chinese immigration to teach about the background of racism towards Chinese Americans. 
• Have students examine the similarities and differences between their lives and the lives of Margaret or Annalie. Carry out with an artifact.  Examples: Venn Diagram, picture collages, write an interaction with either character; include how you think the character would interact with you. 
• Analyze how the book portrays relationships. Between Margaret and Mama, Annalie and Mama, Margaret and Annalie, Annalie and Todd, Annalie and Daniel, Margaret and Rajiv, Annalie and her classmates, Margaret and her classmates, Daniel and his grandpa. 

Assessment Possibilities: 

Formative Assessments:

• Teachers might use a jamboard type activity where students share one thing they’re enjoying or grappling with in the book as attendance. 
• Teachers might create weekly journal assignments based on a question. Teachers could make the reading a three week long section of the course and have each journal assessment be based on an essential question. 

Summative Assessments:

The character development is a huge part of the book. Students could look at the trajectory of a character’s development throughout the book and provide a presentable artifact. It could be a slide show, timeline, poster, a letter to the character, something creative. With this activity it tests how much students have read: has a requirement of at least 4 quotes from different parts of the books. Students can demonstrate their understanding of the book’s themes but conceptualize how the character changed throughout the book. 

Some ways to encourage students to interact with the book through this assessment is to incorporate the usage of similarities and differences. Along with examples from the book (quotes or just descriptions with the page number attached) students should provide their own commentary, add a personal connection or even just a mention of what they thought of the moment in the book.

Reviewed by: Emma Woody, English Education and Creative Writing, Colorado State University

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Mental Health Awareness Month

Synopsis: Natalie Cordova faces her high school senior year with new perspectives in a heartfelt coming-of-age story. When Natalie gets into a car “accident,” she discovers the pressure and stigma of mental health within her social circles. After struggling with whom to confide in after her bipolar disorder diagnosis, Natalie meets Ella, an eccentric student who convinces Natalie to care for her estranged dog. As Natalie relies on art to cope with her emotions and new medication, she meets a boy who complicates her life further. As Natalie balances friendships, family, and herself, she navigates her own mental health and learns whom to trust.

Review

This book brings cultural awareness to mental health and specifically what happens when this is neglected. This journey dives deeply into the mental health of adolescents from a first-person perspective and handles the psychological effects of mental health as Natalie tries to find herself and who her true friends are. The Art of Insanity tries to highlight the stigma behind mental health and how this may influence adolescents both psychologically and socially, in interpersonal and intrapersonal relationships. This book felt like watching a high school student handle their problems by themselves, as any high school student would. I watched a teenage girl formulate her own opinions outside of her family’s perception, truly a feat. It was an experience of finding one’s self through the turmoil and misconceptions of the world around them through the eyes of an adolescent girl.  This book does challenge any premature conceptions or unfounded conjectures that adolescents do not face serious mental health issues as the story follows how real and merciless mental health struggles are.

Suggestions for Curriculum & Classroom Use

Thematic Connections and Analysis:

Students may interact with the book by researching the development of mental health treatment to gain a better understanding of the stigmatization of mental health. Students may also examine the similarities and differences between Natalie and her family members, which could be done in the form of a graphic organizer. The book allows for discussion on mental health, but it is important to note that Natalie identifies as a cisgender, heterosexual teenage girl and that mental health issues will affect other identities differently. The book does not discuss Natalie’s identity or race beyond the mental health aspect. Establishing mental health and identity as intersectionality may be beneficial and promote healthy classroom discussion.  

Thematic Analysis: 

• Family structures 
• Substance use 
• Friendship and social pressures 
• Mental health 
• Individuality and growth 

Essential Questions:

• Why is mental health stigmatized?  
• How do families impact an individual’s identity? 
• Does society exclude those facing mental health struggles? 
• How do friends and family influence one’s outlook on both mental health and identity? 
• How can schools create a safe environment for students struggling with their mental health? 

Assessment Possibilities: 

Formative: 

• Students may track the characters and how their own personal perceptions of mental health influence either the main character or the storyline.  
• Students could also assign themselves a character and see how their beliefs in mental health treatment either change or stay the same.   
• Students may also create a one-pager to capture their thoughts and feelings in the book, or even abstract art to connect to Natalie and draw inspiration.  
• Students may journal their response to Natalie’s journey from a third-party perspective but also may write a journal entry as Natalie or just as a reflection from their own perspective. 

Summative: 

• Students could combine all their one-pagers and take elements from each to create a final poster of their understandings, thoughts, and beliefs on the book and the topics within it.
• Students could write an extended final chapter on how they think the story would play out. 

Reviewed by: Mary Kusbel is an English Education Major at Colorado State University in Fort Collins, Colorado.

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Synopsis: Celine Bangura is a high school senior wanting to go into law with a big TikTok following. Her archenemy, Bradley Graeme, is pretty much perfect. A star football player with (pretty well-managed) OCD. Celine and Bradley used to be best friends but ever since one day in freshman year, they hated each other. Celine is informed of a chance to win a full scholarship through a survival course created by her role model, Katherine Breakspeare. When Bradley learns about the full scholarship, he also decides to join the course. Forced to work together trying to win the grand prize, Celine and Bradley finally talk about why they stopped being friends. Eventually, they attempt to rebuild their friendship but they both feel that maybe… they want to be more than just friends.

Review

This book is a classic enemies-to-lovers trope that tells a cute and quirky love story and discusses mental health struggles, mainly anxiety, and OCD. I really loved this book because it accurately depicts anxiety triggers and how those with mental illness deal with them daily. Celine’s father abandoned her family, and her anxiety boils over whenever she interacts with or witnesses him. Bradley lives with OCD and having him go camping in this book was a wildly truthful scene. This book also made me laugh quite a bit as the characters are written so well and are realistic. With the mix of character personalities, a heart-racing romance, and a survival course in the woods, this book is a perfect recommendation for high schoolers and up.

Suggestions for Curriculum & Classroom Use

Thematic Analysis: The themes in this book connect to teenagers of all genders as well as anyone looking for a diverse love story. Some themes represented are: 

• Enemies-to-lovers 
• Parental abandonment 
• Mental Health  
• Social Pressures 
• Young Adult Fiction 

Essential Questions: 

• How does mental illness affect people daily and how do they overcome it? 
• Why are texts with BIPOC main characters important to include in the classroom? 
• How does this story represent the importance of communication with friends and family? 
• How does Celine’s mental health diagnosis and race intersect with her identity?  

Teaching Strategies and Activities to Use: 

• Writing activity with prompts surrounding friendship where students reflect on their past/current relationships with friends and possibly family. 
• Have students create an informational pamphlet (loosely based on the pamphlet from the book) that represents their identity. 

Assessment Possibilities: 

Formative: Students share their experiences while reading the book each week through mini-writing activities. With an optional prompt for inspiration, ask the students to write about anything they connected to or found relatable in the book. If students are having trouble, a group/small group discussion may be useful to go over the recent reading as well as have students share what in the book they related to. This could be related to a character’s identity, feelings, experiences, events in the book, etc.  

Summative: Students write a personal narrative surrounding a time when they had an issue with a friend, family member, or significant other. Group discussions and workshops can help students identify what they want to write about as well as how to tie it back to the text. In a reflection, they will then share how their story/experience relates to the text. 

Reviewed by: Ellie Miller, a sophomore at Colorado State University, English Creative Writing major, Fort Collins, Colorado.

ALAN Picks: An Exploration of Girlhood Through Fantasy

This month’s ALAN Picks features books that focus on poetry, fantasy and grief. For those looking for a series to hook their students, check out The Mermaid, The Witch and the Sea by Maggie Takudo-Hall. Continue your celebration of National Poetry Month with the verse novel We Are All So Good at Smiling by Amber McBride. Discuss tough topics while reading a ghost story in Funeral Songs for Dying Girls by Cherie Dimaline.

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: When Whimsy meets Faerry while in the hospital for depression, Whimsy is quick to find connections between herself and the fae boy. For in their world, magic exists, hidden in plain sight. Developing a close friendship, both characters reveal they are searching for similar people, with the same questions, about the same place–The Magic Garden. Whimsy and Faerry find themselves battling against more than just the typical goblin or vampires, but the very monsters that plague some of us everyday.

Review:

As someone who does not read a ton of fantasy, We Are All So Good at Smiling is not one that I would typically gravitate to. However, this book is such a magical, adventurous read! Filled with lots of lore, laughs, a few tears, and some silent headshakes from myself, it is action packed. Additionally, the characters are relatable and fun! Whimsy is witty and funny, while Faerry is loveable and loyal. The combination of the characters really makes for a thrilling adventure between two friends in an alternate reality.

Suggestions for Curriculum & Classroom Use

Thematic Connections:

• Mental health 
• Depression and Anxiety 
• Trauma 
• Racial stereotyping 
• Grief and sudden loss 
• Friendship between two genders 

Essential Questions:

• How does the formatting of text impact the tone?
• In which way do we use stories to convey more than one message?
• Does genre have an impact on the theme of a book?
• How does setting impact the main idea of a text?

Activity:

In We Are All So Good at Smiling, the crux of the plot begins when Whimsy and Faerry are stuck in the magic garden, facing all of Whimsy’s greatest fears. While reading the text, it is evident that the fictional characters Whimsy has chosen to put into the magical garden are representations of Whimsy’s inner struggles. A good activity for this text would be to have students draw their own characteristics of their struggles. They could be already existing, or a new representation. To level up this assignment, ask students to look into different mythologies around the world, and choose one of those creatures to represent a struggle they may have experienced. Otherwise, you could always ask your students to include some of Whimsy’s monsters they may relate to into their drawings. 

Assessment Possibilities

Formative:

Throughout reading the text and creating their monsters, have students find the moments where we are introduced to the various characters Whimsy has created within her forest, and mark it. This could be inside or outside of the actual forest itself. You could have these serve as inspiration for the “monster” project. 

Summative:

After the completion of the book, have students pair/group together to compare their  findings of these creatures in the text, and decide which possible internal struggle(s) Whimsy was representing with these such characters. Be sure to point out power differences between characters, and how that may guide their interpretations of the text.

Level Up:

 As an additional mindfulness measure–after proper feedback has been given to the students for their hard work, have them crumple their monsters up, and throw them away in fun ways (a fake snowball fight is always fun!). Point out to students that this may serve as a way for them to “throw away” their more negative mindsets toward themselves, and help settle any internal struggles they may be facing.

Reviewed by: Cassie Bickford, Pre-Service Teacher, Colorado State University, Fort Collins, Colorado

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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 issues 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 issue 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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Synopsis: This novel is about an orphan turned pirate Flora, going by the name Florian to fit in with a crew of all men. She sails under false pretenses to ensure a safe voyage on a ship on a journey to distant islands. But she is surrounded by marauders, thieves, and even murderers and rapists.  At the time of departure at the start of the novel, Lady Evelyn Hasegawa, a highborn Imperial daughter, is on board as well and is accompanied by her own casket as tradition for her colonizing home country. She is sailing to an arranged marriage in the Floating islands, months of sailing away, and has to leave everything she holds dear behind. Everything except for her parents, who had arranged this trip to get rid of her for good, as she is an embarrassment to the home. The books are full of stolen memories, magic,  illicit mermaid’s blood, double agents, and haunting mythical creatures, and as the trip continues on over the sea to the final destination when the guests will be sold into slavery, Flora and Evelyn begin to fall for one another. Both their lives are at risk as they attempt to stay together when everything seems to be pulling them apart and controlling their identities. 

Review

The Mermaid, The Witch, and The Sea is a fantasy fiction novel told in alternating perspectives from the different characters including Flora and Evelyn, with three distinct sections included. Readers can find it easy to relate to or understand one or more of the concepts or personal struggles that the characters experience and encounter within the text. The author, Maggie Takudo-Hall creates a vivid and expansive world that almost feels real when reading through the text, with its complicated history of the world and distinctive appearances and specialists of the different colonies and nations discussed throughout. The novel demonstrates the power of fate, and what it truly means to take fate into your own hands. The use of the mermaid, the witch, and the sea within the title of the novel is also unique and plays a significant role for many of the characters and in the ending of the novel. 

Suggestions for Curriculum & Classroom Use

Thematic Connections and Analysis:

Identity – Everyone has their own unique and personal identities, and Flora/ Florian and Evelyn have complex personalities that clash through this novel. Identity is very important not just between these two characters, but also for everyone living in this world. For a lot of time, the physical attributes of people are pointed out as being different and connected to a certain area or group, and this can be connected back to how people see others in our world and group them based on preconceived beliefs and bias. 

Class – There is this underlying theme of rich vs. poor or upper class vs. lower class and colonies. Back in the history of the world, colonizers terrorized other nations and it has left big scars and conflicts even in today’s world. In this novel, there is a lot of hate towards colonizers and we get to see how a colonized person and a colonizer interact and clash. 

Addiction –   There is an addiction to drugs and alcoholism within this novel, and for many of the sailors it is their only escape from the past and the crimes they commit. Mermaid blood is one of those addictions, and although it is against the law for sailors, it is used to forget painful memories and can even lead to forgetting your own name like the captain of the Dove does. But there are other addictions in this story, such as freedom and escape from the natural or traditional cycles of life, and power. Power over others is something everyone is constantly fighting for, as a system of hierarchy exists in this world. 

Right vs Wrong –  The lines between right and wrong are constantly being blurred within the text, and for characters such as Evelyn and Flora what is right versus what is wrong is especially hard to discern in the face of love. For many other characters, what might be considered wrong has become their way of life, such as murder and robbery. Colonialism and rebellion are sides of the same coin in this novel, and while one is seen as gracious and upper-class, the other is looked down upon. 

You can also discuss: Race and Racism; Sexism and Hierarchy; Power; Homophobia 

Essential Questions:

• Flora questions her gender identity throughout the book. Why and how does she struggle with this?
• In what ways are Flora and Florian alike? In what ways are they different? Do their two different identities help or hurt them?
• Why does Flora choose the name Florian and why does she seem to hide behind it and its reputation? 
• Most of the men in The Mermaid, the Witch, and the Sea neither treat women as their equals or believe that women are as smart as men. Why is this the case? 
• Why would Alfie use years of savings on Mermaid’s blood, even if it was against the law, at the beginning of the story? Why would he try to forget his own memories, with everything that was at stake for him and Flora?
• How is destiny and duty different? Are they ever similar? Why or why not?
• What is power in the world of The Mermaid, The Witch, And The Sea and how is it important? How do people use their power once they obtain it? What does power really entail for those who hold it? 
• What is the role of the sea in The Mermaid, The Witch, and The Sea? Is it significant? Are there those who value these things, and those who do not? Why?

Strategies

• Symbolism is an important part of this novel. An example of this in The Mermaid, the Witch, and the Sea is how the Pirate Supreme’s ship is named the Leviathan. Look up the definition of the word leviathan and explain how the ship’s name is used as a symbol throughout the book. Then, choose another example of symbolism and explain its significance.
• Discussion on racism within the text, as well as how it relates to race and racism outside of the text. 
• Flora sings a song at the beginning of this novel, and it comes up throughout the novel in unexpected places. Reread the lyrics to the pirate anthem Flora first sings on page 22. Then explain how the song foreshadows events of her own life.
• Taking fate into your own hands is an important part of this novel, and the definition of fate is important to understanding how it affects different characters. Discuss how fate is perceived by the various characters that experience it directly. 
• The title of this novel holds plenty of meaning to the rest of the novel, and each part of the title comes up again and again throughout. Discuss how the mermaid, the witch, and the sea are all utilized within the novel and affect the ending. 

Assessment Possibilities:

Formative:

• Make a list/map/paper/etc on how Fate affects each of the characters of the novel, as fate plays a big role from many of the main characters
• Lead a class discussion on how racism, homophobia, and sexism all affect the reading of the story and how it affects the different character within the story, including how the choose to respond

Summative:
Pick a concept found within this story such as poverty, racism, colonialism, etc. and form some type of project such as a drawing, a paper, a map, etc to apply these concerts found in the book into real life situations. You can use real world examples such as impoverished countries, news articles or reports about any concept, and even photos from history and currently relating to your concept. 

• There is no page or word limit for the project, but try not to go over 20~ pages for this project 
• You can turn it in online or in person depending on the project
• Make sure to use a least one element from the book outside of real world examples, including your concept, different characters, or even quotes  

Reviewed by: Caroline Collignon, student, Colorado State University

ALAN Picks: Women’s History Month-Past to Present

This month’s ALAN Picks features books that focus on the experience of teenage girls coming of age in different time periods. Beginning in the 1930s, For Lamb by Lesa Cline-Ransome shares the experiences of a Black family in Jackson, Mississippi. Set in the 1950s, Last Night at the Telegraph Club by Malinda Lo tells the story of a Chinese-American girl navigating her sexuality. In a contemporary setting, The Summer of Bitter and Sweet by Jen Ferguson is about one summer in the life of a Métis girl living on the Canadian prairies dealing with race, trauma and coming of age. 

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: For Lamb takes place in the 1930s in Jackson Mississippi. Told primarily from the perspective of a brother and sister, Lamb and Simeon, with excerpts from their mother Marion. Simeon is the ambitious older brother with big dreams determined to leave the South and attend college. Lamb, as her name entails, is quiet as a lamb and a bit naive. The novel also follows Marion’s attempts to navigate her lesbian sexuality. Their lives will change drastically when Lamb takes part in a biracial friendship that leads to horror and obstacles in the Jim Crow South.  

Review:

Lesa Cline-Ransome’s, For Lamb, highlights the many injustices and trauma of a Black family living in the Jim Crow South. Ransome’s writing makes it an emotional and intriguing read. The motivations and perspectives of the different family members invite an intriguing reading experience. While Simeon fights against white supremacy, Marion finds it best to avoid conflict and be submissive. Although there is mention of sexual assault and lynching the book has a much-needed mix of sensitivity.

Suggestions for Curriculum & Classroom Use

Character Analysis

For Lamb has a rich display of characters and their development. Allow students to engage in a deeper look at characters through the use of diagrams. There are two examples provided above because students should have a choice in how they display their creative knowledge. With the text being told through different lenses we get a deeper look into who each character is and how they think. We then allow students to keep track of these perceptions to consider how this functions with their own identities.

Essential Questions

• For teachers: How can we approach topics such as lynching with young adults?
• How does this text create a conversation about racial bias?
• How do the differing lenses in the text cosign with how you read it? Who do you relate to most?

Formative/Summative Assessments

Formative:
Since the story is told through different lenses, I would have students make a diagram, as displayed above, that displays the similarities and differences between characters as they read. This can pertain to physical attributes, opinions on controversial topics, personality traits, etc. These diagrams can be checked at certain points throughout the reading of the novel to ensure progress. This will set the framework for the summative assessment.

Summative:
Now that students have been analyzing how the characters in For Lamb function within each other, I want to encourage students to consider how their racial identity fits into their reading of this novel. Students will first examine their characteristics, identities, physical attributes, etc. Looking at the diagram they have made through the reading they will write a paper responding to how their similarities and differences with the characters impacted how they read the text.

Reviewed by: Cayden Clark-Johnson & Maddison Rumrey

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Synopsis: Lily Hu is a seventeen year old girl in 1950’s San Francisco. Coming from the cultural background of a Chinese-American girl and growing up in the 1950’s being gay or showing support for the LGTBQ+ was something that was not only frowned upon, it was practically illegal to be gay. This was not a problem until Lily Hu met Kathleen Miller and developed feelings for her, a relationship that only fueled the public perspective of the ‘lavender scare.’

Review

Last Night at the Telegraph Club focuses on the journey of Lily Hu. It delves into love, career, family and cultural environment and looks at how those are all drastically impacted by the time and setting of being Chinese-American in San Francisco in the 1950’s. Historically the Red Scare and the Lavender Scare are happening around them. This leads to everyone who is not ‘white’, ‘heterosexual’ or ‘normal, to be considered ‘other’. ‘Others’ are considered to be high risk in terms of being Communists. Now while Lily’s parents were regarded very highly in the community prior to the increase of the ‘Red Scare’, now they are seen as high risk. Lily Hu has dreams of being a rocket scientist. Lily and her friend Kathleen develop a common interest in STEM and ‘flying’ to an extent. Kathleen wants to be a pilot, another career of which there are very few women. The two grow close to one another and after a few instances where Lily feels as though this is a little more than just friendship. This book develops a sense of what Lily is going through in terms of seeking education, shelter, and representation after finding out about what it means to be queer. From sneaking around and being confused to cultivating a new part of herself, the book encapsulates a lot of growth and historical meaning to what it is like to be a queer woman of color during a tumultuous time in history. 

Suggestions for Curriculum & Classroom Use

Thematic Connections and Essential Questions

• The connection between Lily and Kathleen wanting to be involved in the sciences that both require elevation-  a rocket scientist and a pilot, going up and into the sky. What does this mean and how can it connect to the time frame and cultural implication?
• The Telegraph Club is a safe haven for the two young women. What aspects can we see besides providing a safe space for Lily can we see the Telegraph having? What does this say about the community and the implications it might have for both queer people and people of color?

Teaching Strategies and Activities to Use:
I am a big fan of storyboarding or scene scaffolding. Taking out a scene from the novel and picking parts of the scene to discuss the significance of a character or environment within the novel. Like taking the first introduction of the telegraph club and drawing it and providing a paragraph or maybe a scene of Lily and Kathleen meeting and dissecting their first conversation to hunt for allusions or foreshadowing.

Formative and Summative Assessment Suggestions:

For an assessment I would recommend a written response, short answer essay. I have written the following prompts:

• What voices does this text include?
• Are certain people or groups glaringly absent or given an insubstantial role?
• Does the text include stereotypes or misrepresentations of people? How are those stereotypes or misrepresentations treated?
• Does the text accurately reflect lived experiences and cultures? If so, please explain. 
• Are certain questions or issues related to the topic left out/glossed over? If not explain how they are supported or promoted main-stream?
• Does this text promote a healthy self-concept?
• Does this text foster intergroup understanding?

Reviewed by: Kathryn Zahnke-Gant, Student, West Lafayette, IN

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Synopsis: The Summer of Bitter and Sweet is a realistic fiction young adult novel that covers topics such as coming of age, sexuality, race, and family life. The story centers on the life of Lou, an aspiring academic who hides her ethnic identity to fit in socially. Lou and her family are the proud owners of the local ice cream shop in town. The story tells all about Lou’s summer, her friendships, and her struggle with sexuality and life as a teenage girl.

Review

Jen Furguson created a story that displays adolescent adversity with respect and maturity that is often lacking. What we appreciated about her storytelling is that there was little bluffing and an accurate representation of the teenage mind. Ferguson highlights reality by adding the sort of struggles Lou faces with the potential reappearance of her father, financial issues in the family, and difficulty in her relationships. The story maintained a sense of realness because it was not trying to hide struggles or romanticize them. Despite this, there were moments throughout the text that felt quite chaotic. There was a point where as a reader it felt as though the author had introduced conflict in too many aspects of Lou’s life that the reader felt overwhelmed just as much as Lou was. In some fashion that may be an effective use of theauthor’s story, but it forces the reader to have to take a step back in multiple instances. Nevertheless, the text overall accurately represented the adversity that is being an adolescent which could be appreciated more from an adolescent perspective rather than that of a college student.

Suggestions for Curriculum & Classroom Use

Activity: Draw a diagram with different ice cream bins on it and let the flavors represent different themes. Then have an ingredient list where the students can write in different ways the theme is shown. Students can incorporate textual evidence in order to create rigor, then have a group discussion after. Example: An ice cream bin labeled “race” and on the ingredient list they would write down for example the convenience store scene where Lou’s ID gets taken and include page numbers.  

Formative and Summative Assessments:
Students can be formally assessed on the components of this novel by creating a visual poster showing how the different parts of Lou’s life intertwine. There are a few significant parts to this novel which are Lou’s battle with being both Métis and white, Lou’s relationship with both of her parents and other members of her family and Lou’s internal struggles with her romantic interests and friendships. To effectively gauge whether students understand all the different concepts presented in the novel as well as test their ability to process what these ideas could mean further regarding concepts such as race and different cultures.

Reviewed by: Cailyn Davis, Student, Lafayette, IN and Lauren Crisci, Student, Carmel, IN

ALAN Picks: Celebrating and Exploring Black Experiences

This month’s ALAN Picks features books that explore the diversity of Black experiences in America. Ain’t Burned All the Bright by Jason Reynolds and artwork by Jason Griffin is a three-sentence book accompanied by powerful images that reflects on the isolation many of us felt in 2020. Friday I’m In Love by Camryn Garrett tells the story of a Black queer teen who wants to host her own coming out party in place of the sweet sixteen she never received. This is My America by Kim Johnson follows a young girl who is fighting to get her brother cleared of a crime he has been falsely accused of while confronting the racism rooted in her community. In Your Plantation Prom Is Not Okay by Kelly McWilliams, a teen fights back against the attempts of a new neighbor using social media to romanticize and glorify southern plantations despite their dark history.

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: Ain’t Burned All the Bright by Jason Reynolds is an easy-to-read book set in 2020. The protagonist is a young person who feels the fear and confusion in his environment surrounding the events of 2020 including COVID-19 and the Black Lives Matter movement surrounding George Floyd. The book is a poetic piece with a lot of artwork that allows readers to make their own connections to the events of 2020. 

Review:

I personally enjoyed this book as a short read. It captured a lot of the feelings I had during 2020 especially regarding the fear and confusion. 2020 was a very isolating time for everyone and Reynolds did an excellent job of capturing this. The use of cutout words and the artwork really helped to tie the central theme of 2020 together. There was a heavy reliance on the media during 2020 and the use of the author’s own media to tell his own story was reminiscent of that time period. Overall, this was a very captivating and easy to follow story. 

Suggestions for Curriculum & Classroom Use

Thematic Connections /Essential Questions:

• Strategy of using multimedia art with poetry:
  • Does it distract from the general theme?
    • To what extent is the art distracting?
    • In what ways can the art change the understanding of the theme?
    • Are there any points that the art may even challenge the theme?
  • Does it support the general theme?
    • To what extent does the art support the main point of the chapters?
    • In what ways does the art support the theme?
    • Are there any points when the theme is more easily understandable with the art?

Teaching Strategies:

• Using magazines or newspapers to collage a new form of this book relating to something the student feels strongly about to help understand the use of multiple forms of art (multimedia art combined with poetry in this case). Students will be given in-class time and optionally home time to complete the assignment. There should be a focus on creating formative poetry first with an easily identifiable theme or lesson. The students should not worry about the layout of the poem during this first period. Once the poem is constructed, then students can decorate a page or a few pages using multimedia art to support the main themes/messages of the stanzas or whole poem. 
• Writing small poems to try to convey a central point (like haikus) would also be a relevant teaching strategy for younger students. This would help younger students to be able to holistically focus on the poetry aspect without adding the complexity of multimedia art. If this is easily grasped by students, then the above strategy would be helpful for keeping engagement high.

Summative Assessments

• Understanding of central theme
  • Students can be asked to analyze the theme of Ain’t Burned All the Bright either through a class discussion or through personal essays for more advanced students. Students should be able to make the connection to Covid-19 and the BLM movement; any other minor themes should be addressed with evidence from the book. 
• Using context clues found in the art to support central theme
  • Students can be split into small groups and asked to analyze a few pages from the book and address the essential questions above. This will likely lead to a lot of discussion regarding interpretation of the art and the theme. Students should be careful not to focus too much on the artwork and should keep the general theme in mind. Evidence from the book should be used when addressing how the art affects the central themes. Alternatively, this could also be done individually in the form of an essay.

Reviewed by: Michaela, Student at Purdue University West Lafayette, IN.

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Synopsis: Mahalia’s sixteenth birthday has already passed and she never got the movie-esque sweet sixteen of which she had always dreamed. After her best friend’s sweet sixteen and an encounter with a new student from Ireland named Siobhan, Mahalia decides she is going to make her own party happen: a coming out party (and hopefully she will get to be there with the pretty new girl)! With attempting to plan and pay for her own party, working through strong emotions, on top of Junior year stressors like the SATs, college and scholarship applications, and ignorance of those around her, Mahalia experiences the hardships of finances, life balance, relationships, identity, and being in high school all at once.

Review

Garrett’s writing feels like reading scenes straight out of a modern teen dramedy, from the screen to the pages! Mahalia’s story explores the hardships of struggling financially and needing to help family, while still being true to the desires of what people want to do, especially when things seem unfeasible. Garrett shows readers the microaggressions Black students may face in school, from ignorant classmates to white savior teachers, yet she never makes the story feel like one of misery, but rather one of Black joy, queer joy, and self-love! With a deeply realistic feeling of youthful thought processes and the real struggles that come from the identities we hold, Garrett has written a novel readers can connect to instantly and read through before they know it’s done.

Suggestions for Curriculum & Classroom Use

Thematic Elements: The novel features many themes throughout that students can analyze and discuss in various ways throughout the novel.

Essential Questions:

• What is a way you can celebrate your identities?
• How does intersectionality affect identities?
• How does socioeconomic standing affect goals and goal planning?
• In what ways can we attempt to understand perspectives different from our own?
• Why should we take varying perspectives into account when interacting with people, both those we are close to and not?

Teaching Strategies and Activities to Use:

• The story is blooming with identities and an honest perspective on experiences, which gives teachers the opportunity to have students participate in self reflection on their experiences with diverse views, perspectives, and identities and work on critical thinking skills when faced with new or even old challenges that arise.
• Positionality is also a large theme in the novel. Teachers can provide further information on the concepts of positionality and use activities like short prompt writing to have students think about ways in which positionality can affect reaction and action in various scenarios.
• Teachers can also ask students to create character summaries/maps as a way to develop deep reading skills. Focusing on one character, whether it be the protagonist or any side characters, teaches students to pay close attention to how characters change or interact throughout the course of the story and have dimension beyond their obvious traits.

Formative and Summative Assessments:

Formative Assessments:

• Students can make a creative assignment that has the student identify their identities and how those identities shape their perspective in challenges they have faced or may face in the future.
• Students can create a one page “plan” on how they intend to celebrate who they are, just as Mahalia creates her budget plan for her party. This can be done like Mahalia, with a budget for items one would desire for an event to celebrate themselves and their identities, with an attached plan of action on how they would achieve obtaining the items for said celebration, OR students can create their own “plan” on how to celebrate who they are in a way they propose and get approved by the teacher.

Summative Assessment:

• Students can write a literary analysis, stating how they feel the novel is representative of their actual modern youth experiences. This essay must include at least three different, direct moments in the story for their analysis and be compared to their real life experiences.

Reviewed by: Ian Horn, Undergraduate English Education student at Colorado State University, Fort Collins, Colorado.

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Synopsis: This Is My America is centered on the Beaumont family, who is forever changed seven years prior when the father James Beaumont was wrongfully convicted and held on death row for a double homicide. Tracy Beaumont, a journalist for her school’s paper, dedicates her life to seeking justice for her father. While Tracy is fighting for the freedom of her father, her brother Jamal is accused of killing Angela Herron, head of the school paper and secret lover of Jamal. Tracy refuses to believe her brother could have had any involvement with the murder so she seeks to find the truth. In the midst of fighting for the fate of her family, she discovers the roots of white nationalism and racism in her community which has made her brother, Jamal, its latest target.

Review

This is My America is a compelling read that tackles the critical issues of our time. The author, Kim Johnson focuses on the protagonist, Tracy Beaumont who passionately fights to save the lives of her family. This novel is an emotional roller coaster that keeps you on the edge of your seat. Generational cycles of racism, the effects of systemic racism on justice, and incarceration are all prominent themes explored throughout the novel. From her first-person perspective, readers will go on a journey with Tracy and watch the effects of her father’s incarceration on her and her family.

Suggestions for Curriculum & Classroom Use

Thematic Connections:

• Incarceration and its effects on families 
• Systemic and Interpersonal racism 
• The generational cycle of racism

Essential Questions:

• Within the world of the text, what role do generational belief systems play in upholding racist ideologies?
• How do systemic and interpersonal forms of racism affect the execution of justice in the text?
• How does each family member cope with James’ incarceration? And how does this illustrate the effects incarceration has on families?

Engagement Activities:

• Have students create a mini art project depicting a main theme, or scene from the book
• Students must be creative and think outside the box 
• Example depictions: poem, song, diorama, video, choreography, drawing, painting, comic strip, etc.

Formative and Summative Assessments:

Formative: 

• Each student can have a weekly journal entry, answering questions that pertain to each week’s reading
  • Ex: How does author Kim Johnson use real-world events and injustices to shape the events and themes of This Is My America?

Summative: 

• Once students have finished reading the book, they choose a prominent theme expressed within the theme. Students then should construct an essay that supports the chosen theme.

Reviewed by: Alazah Goodloe, Student, West Lafayette, IN.

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Synopsis: Set in the present-day southern United States, protagonist Harriet Douglas educates her characters and readers on the atrocity of romanticizing the Antebellum South. As a tour guide at Westwood, an enslaved museum on former plantation grounds, she is passionate in educating the guests on the inhumane and unjust realities that have been lost, distorted, or obscured. Sometimes purposefully through the narratives written by predominantly White historians. Harriet soon discovers that the neighboring Belle Grove plantation has been purchased by an actress with a teenage influencer daughter. The purpose for which is to rent out the ‘big house’ for high profile and luxurious celebratory events such as weddings and proms. It becomes Harriett’s mission to educate people on the violent, horrifying history of plantations, and advocating that they instead be turned into enslavement museums through her social media posts. Throughout her activism, Harriett also has to grapple with the grief of her mother’s death, her father’s respectability politics, and the betrayal of friends. 

Review

Your Plantation Prom Is Not Okay is a compelling novel that provides a tight, engrossing storyline on America’s distorted, messy, and ugly history of enslaved people and how relics of the past-not just in the South, are open wounds that must be addressed for healing to begin. This is a must-read for continued learning and discussion in order to further grow empathy and understanding, and to encourage a better, more cohesive civil society. Systemic racism is addressed through the negligent medical treatment her mother received while battling cancer. Microaggressions are also woven throughout, especially in the instance of Harriet’s treatment by a thoughtless White male teacher. She also has to navigate in a world where the beliefs and ideals of the older generation often clash with those of the younger generation. Her father’s respectability politics and pacifist behavior, especially for the sake of Harriet getting into a prestigious university, is a point of contention woven throughout. His way of dealing with pivotal situations grates against her activist approaches. From the onset of the text, the reader witnesses (and often feels) Harriet’s righteous energy and visceral emotions due to America’s past as well as what still needs to be addressed. She is an advocate whose drive and advocacy strengthens as the story unfolds, helping to bring awareness and a call for change.

Suggestions for Curriculum & Classroom Use

Thematic Analysis Topics:

Essential Questions:

• How do our parents or guardians impact how we interact with the world? How do our parents or guardians impact our future? 
• How do our parents or guardians impact how we see ourselves? 
• How does our culture impact one of the aforementioned questions? 
• In texts, it is common for characters to have a desire to escape. They believe that by moving away from where they are living, their life will suddenly change for the better. What are your thoughts on this? 
• After reading the text, what information, knowledge, and insight did you gain? What factual information did you find to be the most compelling? 
• What would you like to know more about? 
• In Wes Moore’s book, The Other Wes Moore: One Name, Two Fates (2011), he states that “Fighting for your convictions is important, but finding peace is paramount. Knowing when to fight and when to seek peace is wisdom” (168). Thinking about his statement and applying this to Harriet, what thoughts do you have? 

Teaching Activities:

• Prior to reading the book, alert students that they will be creating a blackout poem. While annotating they need to also mark any page(s) for the blackout poem assignment. Students will find and take virtual tours of enslaved museums and plantations, comparing and contrasting the information that is shared-specifically when it comes to enslaved people and the enslavers. What information overlapped from the text and what information was new? 
• As an extension of the factual information shared in the text, students will select an area to research for further understanding, while also bringing awareness to the continued use of systems of oppression. *Suggested topics: forced labor including picking cotton in Angola prison, America’s prison system, plantation tours and events, how enslaved people built and contributed to America and if and how they are credited. 

Formative Assessment Suggestions:

• Literature Groups. In preparation of discussion, annotate the text. When annotating, also include factual information Harriett shares, Harriett’s character evolution, and Harriett’s desire to move up North where she believes she will be mentally healthier once she leaves the South.
• Based on current issues and events, discuss how Harriett’s dad handled the altercation between Harriett and her teacher and argue for or against his approach. 

Summative Assessment Suggestions:

• Analyze and discuss the differences between Harriett’s relationship and Layla’s relationship with their mothers. 
• Harriett was asked to write an apology letter to her teacher. Instead of writing an apology letter, write an informational letter to her teacher, educating and informing him of how he was insensitive to the situation. Or write a letter to the editor of Harriett’s local paper on why holding a prom at a plantation is not okay. 
• Argue for or against Harriet’s final decision on what she chose to do after her senior year of high school. 

Compatible Texts:

• Kindred by Octavia E. Butler 
• “at the cemetery, walnut grove plantation, south carolina, 1989” by Lucille Clifton

Reviewed by: Natalie Zook is an 8th grade English Language Arts teacher at Ladue Middle School in Ladue, Missouri. She is a certified reading specialist (K-12) who earned her M.S. Ed. in Reading from Illinois State University, and she is currently earning her M.Ed. in English Education from the University of Missouri-Columbia.

ALAN Picks: Helping Teens Explore the Topic of Identity

This month’s ALAN Picks features books that explore identity in teenage lives from several different angles. Messy Roots by Laura Gao is a graphic memoir that explores cultural identity. Self-Made Boys: A Great Gatsby Remix by Anna-Marie McLemore reimagines Nick as a Trans Latine boy who is cousin to Daisy who is passing as white. Dear Martin by Nic Stone explores role models, racism and self-identity. 

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: Messy Roots is a heartfelt graphic memoir that follows the story of Laura Gao, a Chinese American woman who grows up in a predominantly white community in the United States. Through a series of vividly rendered anecdotes, Gao recounts the challenges and joys of navigating a bicultural identity, and the ways in which our families, communities, and histories shape who we are. Gao’s struggles to reconcile her Chinese heritage with the expectations of her American peers, and the racism she experienced as a result of her Asian appearance. Despite these difficulties, Gao celebrates the richness and complexity of her heritage, weaving in stories of her family’s history and traditions throughout the book.

Review:

Gao’s story is both heart-warming and heart-wrenching, as she describes the challenges of reconciling her Chinese heritage with the expectations of her American peers. Her experiences of racism and discrimination are particularly moving, as she describes the pain of being judged based on her appearance and cultural background. Yet, despite these difficulties, Gao celebrates the richness and beauty of her heritage, weaving in stories of her family’s history and traditions throughout the book. One of the things that sets Messy Roots apart is Gao’s honesty and vulnerability in sharing her story. She does not shy away from the messy and difficult aspects of her experiences, but instead embraces them as an essential part of her identity. This authenticity makes the book both relatable and inspiring, as Gao’s journey towards self-discovery and self-acceptance serves as a powerful reminder of the importance of embracing our own messy roots. In addition to its emotional depth, Messy Roots is also visually stunning. Gao’s illustrations are both detailed and expressive, bringing her story to life in a way that words alone could not. From the subtle expressions on her characters’ faces to the intricate patterns on their clothing, every panel is a work of art that enhances the emotional impact of the story.

Suggestions for Curriculum & Classroom Use

Thematic Analysis: This book has many different ideas and themes. Many of these themes can hit home for many students and can help students become better people not only for themselves, but the other people around them. Teachers can discuss these themes in class and how to be better people. The themes that are most important are the following:

Essential Questions

• Why is family important, and how can your heritage/childhood help you as a person today?
• How can we feel more self-worth about ourselves?
• In understanding how we are as people, it is important to understand other perspectives (race, gender, sexual preference)?

Teaching Strategies:

Because Laura struggled to find who she is, the teachers could help students try and find out who they are, and for the students to learn about themselves. The following are a few examples of things teachers could do and how it can connect to the novel.

Check ins: Because Laura had to find her way on her own and figure out what she wanted in life, teachers can post mini-surveys with questions like “how are you doing?” or “if you’re comfortable, share something this week that was hard for you.” If students are open enough, the teacher can connect patterns of problems (bullying, family issues) into the book.

Dear Parents: Students can write a letter to their parents at the start of the book, and then write another letter towards the end, and students begin to learn from the book. From there, probably towards the end of the semester, students will get their letters back and reflect. Then, the students compare how their experiences are similar to Laura’s.

Respect: Students can learn proper pronoun usage for LGBTQ+ people and how certain words can come off as offensive or racist. Students can learn the impact of these hurtful words from comparing real life scenarios to the book.

FORMATIVE ASSESSMENT: Students can be placed in different book groups that focus on the themes of the book, which are listed above (every theme listed does not have to be a group). These groups will see how these themes are relevant in the book and how they expand throughout the novel. Students then can make a presentation explaining these themes.

SUMMATIVE ASSESSMENT: Students can create a short essay highlighting ideas in the book, and compare it to the book and the real world. Example: a student compares the bullying Laura experienced to bullying in high school/college. 

OR

Students can create a project based around the book. This can consist of: a comic book about something in the book that the student can relate to. For example, a student creates a comic book about their experience with bullying. Another project could be a video about their life following one of the themes in the book (these projects can be optional to show to the class, as some might be personal).

Reviewed by: Jack Durant, Student at Colorado State University, Fort Collins, Colorado.

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Synopsis: In 1920s New York, seventeen-year-old Latino trans boy Nicolás “Nick Carraway” Carraveo has just moved from rural Wisconsin to the opulent neighborhood of West Egg to pursue a job and help his family. When he arrives, he’s shocked to find that his cousin, Daisy Fabrega, is living as white debutante Daisy Fay; and her fiance, Tom Buchanan, believes Nicolás and Daisy to be unrelated. As Nicolás comes to terms with the double life his sister has been living, he becomes increasingly entwined with his neighbor–and, he will later learn, fellow ‘self-made boy’–Jay Gatsby, whose extravagant parties and interest in Nicolás’ cousin both intrigue and bewilder him.

Review

Anna-Marie McLemore’s Self-Made Boys brings new life into F. Scott Fitzgerald’s classic, The Great Gatsby, by adding new dimensions of race, gender, and sexuality. McLemore’s novel complicates the idea of the American Dream by showing how holding marginalized identity affects people’s ability to achieve it. And though it addresses heavy topics such as queerphobia, classism, racism, and colorism–and does so well–at its core, Self-Made Boys is a beautiful expression of queer joy and a lens into queer culture in the 1920s. Tender, funny, and heartbreaking in turns, McLemore’s novel both brings The Great Gatsby to a new generation of readers and offers a recontextualization that lovers of the classic Fitzgerald novel can still enjoy.

Suggestions for Curriculum & Classroom Use

Themes for Analysis:

Essential Questions:

• What does it mean to ‘perform’ an identity like race, class, sexuality or gender?
• What is the American Dream? Who is it meant to be ‘for’?
• What does it mean to be ‘self-made’?
• How can marginalized authors use literary retellings to disrupt dominant narratives? 

Teaching Strategies and Activities to Use:

• Discussion and research into the Jazz Age, the American Dream, queer history, and Latine history
• Reading The Great Gatsby (in part or in full) either before or in conjunction with Self-Made Boys; discussion of the similarities and differences in the two works.
• Discussions of colorism, microaggressions, and ‘passing’
• Engagement with the tradition of literary retellings and literary revisionism

Formative assessments:

• Students write questions they have about the text on index cards which are redistributed randomly to other students, who discuss these questions. Instructors can pull index cards randomly and pose questions to the whole class or ask for students to volunteer their questions.
• Weekly response to the reading where students provide key passages they thought important and explain them–these can be kept in a journal, discussed in class, or submitted on an online form.
• Use a website like poll everywhere to create a word cloud of major themes with the class and discuss the most prominent ones that come up.

Summative assessments:

• Jigsaw activity where students are split into groups and asked to focus on one of the previously mentioned themes, highlighting quotes/passages that they believe relate to these themes and explaining their reasoning. 
• Students choose one character from the novel whose identities to examine (class, gender, race, sexuality, age) and create a project (presentation, essay, etc) that explores how these identities impact them in the book
• Students can participate in literary retelling by reimagining a character or plot point in Self-Made Boys and either writing an essay or creating their own scene exploring how this would impact the story.

Complementary texts:

• The Great Gatsby by F. Scott Fitzgerald
• Any text in Feiwel and Friends’ Remixed Classics series, for further discussions on literary revisionism

Reviewed by: Andy Parker, student at Colorado State University in Fort Collins, Colorado.

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Synopsis: Dear Martin is a powerful young adolescent novel that explores the power of writing and having strong role models and relationships through the hardships the main character, Justyce McAllister encounters. As Justyce enters his senior year at a prestigious high school, he encounters racial profiling and microaggressions. Through these experiences Justyce turns to a historical figure, Dr. Martin Luther King, Jr., for guidance on navigating racially charged incidents. Through his letters to King, Justyce self-reflects and finds strength to face challenges by critically thinking about many of the hardships King encountered during the Civil Rights Movement. 

Review

Through powerful reflections in his letter writing, the main character grapples with self identity and sense of purpose despite uncontrollable outside influences. Stone skillfully draws upon historical events, while depicting realistic current events to highlight the struggles that many Black youth still face in America today. The highlighting of parallel experiences between Justyce and King urges readers to critically examine the world around them and explore how to make social change possible.

Suggestions for Curriculum & Classroom Use

Themes:

• Themes:
• Systemic Racism
• Police Brutality
• Justice/Injustice
• Identity 
• Implicit Bias

Essential Questions:

• What is the true meaning of justice, and how do we achieve justice?
• What are the effects of implicit biases and how do we address them?
• How do outside influences such as community, friends and family, and culture intersect and potentially influence our personal identity development?
• How can we look to the past to help better understand and potentially resolve current issues?

Teaching Strategies:

This text provides rich opportunities to engage in reflective practices and writing opportunities, while cultivating a greater understanding of identity and overall being. As Muhammad (2020), encourages, this unit is grounded in identity exploration. While reading the text, students can engage in their own critical self-reflection through engaging in journaling practices. Through journaling exercises that are connected to the reading, students can be encouraged to reflect on their own experiences as they relate or contrast with those of the main character, encouraged to identify a positive role model in their life, and explore social justice issues present in their everyday lives. 

Formative and Summative Assessments:

• Reader response journaling
• “I am From” Poem writing 
• Role model identification and letter writing
• Social justice issue research project

Reviewed by: Shaylyn Marks, an Assistant Professor in Teacher Education at California State University, Bakersfield.

ALAN Picks: ALAN Picks Celebrates Its First Teen Reviewer

This month’s ALAN Picks features our first student written book review! Check out what Las Vegas high school student Ayla Williams thought of A Sitting in Saint James by Rita Williams-Garcia. 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! 

We are also featuring a review of Beneath the Wide Silk Sky by Emily Inouye Huey, and if you are interested in learning more about how to teach this historical fiction novel, check out the reviewer’s ALAN sponsored session at the NCTE convention this month. (See the review for details.) In honor of Native American Heritage Month, we are featuring reviews of books by Indigenous authors that include A Snake Falls to Earth by Darcie Little Badger and Firekeeper’s Daughter by Angeline Boulley. If you are looking for a middle grade novel, check out the review of the novel-in-verse set during WWII, Enemies in the Orchard by Dana VanderLugt.

ALAN Picks Update: ALAN Picks is now accepting reviews of books published as far back as spring 2020. 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 deserve highlighting. If you have some books in mind that you would like to review, please reach out to me!

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.

–  Richetta Tooley, ALAN Picks Editor

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.

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A Sitting In Saint James, from Coretta Scott King award-winner, Rita Williams-Garcia, reads like a moving picture, as it vibrantly portrays pre-antebellum Louisiana and the lives of the residents of the plantation, Le Petit Cottage. A delectable mixing pot of French and American culture, its disputes and regional biases, are vividly described, while the separate accounts and narratives intertwine to form a complex depiction of the times.

The use of “Sitting” in the title introduces the main conflict: stagnancy, where the protagonist, Madame Sylvie, holds onto the old ways: sitting for a painting when there are photographs, rejecting her Black granddaughter and refusing to integrate her into the plantation. This stubbornness is manifested throughout the story, despite how detrimental it can be. It begins to ruin her relationships with other characters, like her son and her once beloved cook. Madame Sylvie’s personal slave, Thisbe is told to be quiet, and reprimanded if she is not, but remains observant of everything around her. Madame’s dependency and relationship with Thisbe become more complex as the years pass and traditional roles begin to shift, while Madame’s ideals do not.  

Throughout the story the author advises Thisbe and the reader to have patience. This “patience” is  where the hope from both the reader and Thisbe originates from, because although Thisbe doesn’t know how or when her life will get better, she is told to press on; that it will. All in all, A Sitting in Saint James provides a meaningful account of how intra-connected our stories are, despite vast differences and backgrounds. It encourages young adults to have hope in something bigger than them, whether it is divinity or destiny- to help them discover solutions rather than problems. Educators in the future can use this book with the intention to give hope that things, no matter how abominable, will not be the same forever.

Review written by Ayla Williams, student at a Las Vegas high school.

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Synopsis: This compelling coming-of-age novel centers around Japanese-American protagonist, Sam Sakamoto, as she grapples with the complex interplay of familial obligations, grief, and a clandestine passion for photography. Against the backdrop of the devastating December 7, 1941 attack on Pearl Harbor, Sam’s world is upended, unveiling the stark reality of discrimination, racism, and violence endured by Japanese-Americans. Through her lens, the profound impact of societal prejudice is revealed, guiding Sam on a transformative path where she discovers the power of protest as a means to honor her identity, culture, and patriotism.

Review

Beneath the Wide Silk Sky is a poignant novel that captures the shadows in America’s landscape in a way that adds depth and introduces readers to bearing witness as a means of civic action. Emily Inouye Huey tells the compelling historical narrative in a way that serves as an homage to her own family’s history and that of many Japanese-Americans in the wake of World War II. She intricately honors and recognizes the adolescent experience of self-discovery alongside the raw reality of racism using evocative and aesthetically captivating descriptions. It is obvious that this is a story told from generations of healing and heartbreak, an experience relatable to adolescents. Ultimately, this novel makes a great critique of the abuse experienced by Japanese Americans by relying on truth rather than sensationalism rooted in shock value and would serve students by unveiling the unfair treatment that often goes unrecognized in discussions regarding World War II.

Suggestions for Curriculum & Classroom Use

Thematic Connections:
Through Sam and her experiences, the novel explores themes such as:

Essential Questions:

• How do our families and cultural backgrounds impact how we see ourselves? 
• What challenges exist when our identities are in conflict with one another?
• How does the text serve as inspiration to engage in acts of witnessing and remembrance to foster social justice advocacy?
• What are the consequences of indifference?
• In what ways does protest serve as an expression of patriotism?

Teaching Strategies and Activities to Use:

• Completing an identity wheel of both Sam and themselves
• Literature circles with complementary texts to discuss the meaning of belonging,  patriotism, and indifference

Complementary Texts:

• Poem: “Legacy” by Ruth Awad (2021)
• Text Excerpt: “The Sunflower: On the Possibilities and Limits of Forgiveness” by Simon Wiesenthal (expanded edition, 2020)
• Speech: “The Perils of Indifference” by Elie Wiesel (1999)

Formative and Summative Assessment Suggestions:

Formative: Students complete a photography project to present their understanding of social advocacy by capturing a photo that acts as a voice. Students would be asked to research and analyze real-life examples of social injustice and/or indifference throughout history, especially focusing on instances of prejudice, human rights violations, and atrocities. They could also explore how indifference continues to impact society today, including issues related to diversity, inclusion, and human rights. This photography project aims to deepen their empathy, critical thinking, and cultural awareness by examining historical and contemporary instances of social advocacy from a broader global perspective.

Summative: After completing the reading, students would, in their chosen format (video, poem, collage or essay), explore the concept of protest as an act of patriotism and its potential to bring about meaningful change in society. They would be encouraged to use historical and contemporary examples to support their arguments and showcase their creative expression.

a) Video: Students create a short video (3 to 5 minutes) that combines visuals, narration, and/or dialogue to convey their perspective on protest, patriotism, and change. The video should include original artwork, animation, or footage to enhance their message.

b) Poem: Students write a powerful and thought-provoking poem that captures the essence of protest as an expression of patriotism. They should use poetic devices such as imagery, metaphor, and symbolism to convey their ideas effectively.

c) Collage: Students create a visually compelling collage that embodies the theme of protest as an act of patriotism and its potential for bringing about significant societal change. They will use a combination of images, texts, and symbols to express their perspective creatively.c) Essay: Students compose a well-structured essay (800 to 1000 words) that presents a comprehensive analysis of the relationship between protest, patriotism, and social change.

Reviewed by: Amber L. Moore, doctoral student in Literacy and English Language Arts Education at North Carolina State University, Raleigh, North Carolina.

Learn More at the NCTE Convention: Check out this reviewer’s session! It is a part of the ALAN-sponsored NCTE roundtable session on Friday, November 17, 2:00-3:15 pm: Connecting Around Young Adult Lit (YAL): Current Conversations About YAL in the Classroom Description: The roundtable discussion is centered on Emily Inouye Huey’s compelling YA historical fiction novel, “Beneath the Wide Silk Sky.” During this roundtable, we’ll explore the potency of young adult literature in bearing witness to history. Our presentation will include questions like, “What does it mean to bear witness?” and “How do we contextualize historical fiction so that it serves as civic engagement?” We’ll also delve into the responsibilities of teachers and students when confronting historical trauma, such as Japanese-American wrongful incarceration.  Educators will leave with access to a resource folder, equipping them with valuable materials including historical artifacts that teachers can use for gallery walks or presentations to aid in incorporating these concepts into their classrooms, enriching their students’ understanding of history, civic engagement, and the power of literature.

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Synopsis: Based on true events and set in the apple orchard in Western Michigan where the author grew up, this novel explores tragedy, friendship, and how places shape us. Written in verse, the reader gains the perspective of Claire, a 14-year-old girl caught between her desire to become a nurse and helping her family at home while her older brother is overseas fighting in World War II. This perspective contrasts that of Karl, a German Prisoner of War brought to pick apples in the orchard, who must confront the difference between what he was told and what he now sees. Despite being enemies, Claire and Karl forge an unlikely bond and teach readers about the power of human connection in tumultuous times.

Review

This beautifully written, fast-paced novel explores the tensions that exist within our world, especially in times of crisis. Can someone be both an enemy and a friend? Can a young girl value both her education and helping her family? Can the things we thought were true be different from what we see? This story unfolds smoothly and progresses quickly as the reader watches the friendship between Claire and Karl unfold. Written with middle-grade readers in mind, it is the perfect avenue for exploring deeper themes of loss, human connection, and hope. Despite the tragic themes and events within the novel, the author ultimately leaves the reader with the promise of hope. Life can bear fruit even in the hardest of times.

Suggestions for Curriculum & Classroom Use

Thematic Analysis:

• Grief and Loss 
• Devastation of war 
• Who is an enemy
• Growth  
• Unlikely friendship

Possible Essential Questions:

• How does hope bloom in tragic times? 
• How do people form human connections? 
• What makes someone an enemy and how should they be treated?

Teaching Engagement Strategies/Activities:

• Disciplinary literacy- the line between fact and fiction, historical and factual 
• Family lines and history 
• Misinformation 
• The Danger of a Single Story 
• Write a book review

Formative and Summative Assessments:

• Formative: 
  • Write an “I am From” poem modeled after the ones written about Claire and Karl 
  • Write a story from multiple perspectives 
  • Journal entries in response to the themes and events within the novel 
  • Use primary sources from World War II to gain a holistic perspective of the time period. 
• Summative: 
  • Have students interview family members and create a project relating to their family history
  • Write a book review or letter to the author using details from the text 

Complementary Texts: 

• Use Holes by Louis Sachar to explore multi-generations of family and unlikely friendship.  
• Pair this book with They Called Us Enemy by George Takei to explore multiple perspectives on World War II. 
• Compare and contrast this novel with other World War II sources

Reviewed by: Brooke Carbaugh teaches sixth-grade English Language Arts at Kane Area School District in Kane, Pennsylvania. She recently graduated from Hope College in Western Michigan where the novel takes place.

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Synopsis: In a brilliant union of contemporary young adult literature and traditional Lipan storytelling, Darcie Little Badger weaves a narrative of magic hidden all around us, appreciation and respect for Earth, and friendships worth fighting for. With a diverse cast of characters, Little Badger explores the strength of love for the planet we call home and those residing on it. When Nina, a human from out world, crosses paths with Oli, a cottonmouth snake person brought to Earth on a quest to save his friend, she must decide if she is willing to open her eyes to new possibilities – and how much she is willing to risk to protect those she cares about.

Review

A Snake Falls to Earth is told in a voice reminiscent of Aesop’s fables or other folklore, so fantasy lovers will feel right at home reading Darcie Little Badger’s story. Perfect for middle grade or young high schoolers, this narrative serves as an excellent vehicle for an introduction to Indigenous storytelling. Readers can expect an engaging and exciting story full of heart, but unafraid to confront difficult issues such as humanity’s responsibility in regards to the environment. Little Badger handles mature issues in such a way that they are comprehensible to younger audiences, all while keeping up an adventurous narrative sure to keep readers’ interests.

Suggestions for Curriculum & Classroom Use

Teaching Strategies: An overview of Lipan tradition, culture, and storytelling could help readers enter into A Snake Falls to Earth with some pre-established literacy.

Class Discussion: The teacher could list and define certain themes present in the text, and ask students to share places in the text the themes are explored. Some examples of themes present in A Snake Falls to Earth are:

• Family
• The environment
• Sacrifice
• Ties to land
• Friendship

Formative Assessment: Students will keep a “quote journal,” where they will choose one quote from each chapter to copy down. In a few sentences, they will explain the context of their quote, as well as why they chose it.

Summative Assessment: Students will be separated into several groups, with each group focusing on a specific theme present in the text. Each group will prepare a presentation, art piece, podcast, or other creative project to share what they learned about the topic by reading A Snake Falls to Earth.

Reviewed by: Hannah Hampton, English Literature student at Purdue University

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Synopsis: After two sudden deaths in her community, Daunis Firekeeper, a determined 18-year-old, becomes the confidential informant for two FBI agents. As Daunis seeks to uncover the truth about the events in her community, she comes up against betrayals and roadblocks. At the same time, Daunis seeks to uncover the truth about herself. She struggles to reconcile the two cultures that make up her identity (her mother is French, while her father was Anishinaabe). The book contains a lot of dark and graphic content. The book contains murder, suicide, sexual assault, drug abuse, racism, the death of a loved one, and kidnapping.

Review

Firekeeper’s Daughter is an entertaining and suspenseful read. The writing is beautiful and poetic. Bouley stunningly describes Anishinaabe culture and traditions. Daunis is a brave, intelligent, and strong female protagonist. The first 100 pages of the book are slow paced, but once you get past this, it is hard to put down. You’ll want to figure out the mystery. The characters are dynamic and have multifaceted personalities. If you’re looking for a book with great friendships (and romance), this is the book for you!

Suggestions for Curriculum & Classroom Use

Themes:

• Culture and family
• Identity
• Trust
• Grief and Acceptance 

Essential Questions:

• What is the true meaning of family?
• How do you fit into society when viewed as “an outsider”?
• How are the plot and characters affected by culture and family traditions?
• How do you balance your needs and wants with those you care about?

Teaching Strategies:

1. Body Biography Activity: In groups of 3-4, students will create body biographies for important characters from Firekeeper’s Daughter. They will be given a worksheet with the outline of a person. Students will fill in the outline with information about the character.
2. Discussion about identity and culture: As a class, students will discuss the conflicts Daunis experiences while existing between two cultures (Anishinaabe and French/white).

Formative and Summative Assessments:

Formative: Students will write a 1-2 page journal entry from the perspective of a character other than Daunis in Firekepper’s Daughter. Students can choose to write about a character’s feelings, thoughts, and/or future plans. The purpose of this assessment is to have students be creative and practice making inferences about characters.

Summative: Students will write a 5-paragraph essay responding to the following prompt: How are the plot and characters affected by culture and family traditions? The essay should be formatted in MLA format.

Reviewed by: Gillian Archer, English Education Student, Purdue University, and Madison Mariga, English Literature Student, Purdue University.

ALAN Picks: Self-Exploration, Intersectionality & Dealing With Change

This month’s ALAN Picks features a review of several young adult books by Latinx/Latine authors in honor of Hispanic Heritage Month, as well as a young adult horror novel for those who are looking for a spooky season recommendation for students. The books include the exploration of sibling relationships with a social media influencer backdrop, How Moon Fuentez Fell in Love with the Universe by Raquel Vasquez Gilliand; an exploration of intersectionality with LGBQT+ teens in This is Why They Hate Us by Aaron H. Aceves; the story of one boy’s immigration journey from Cuba in The Bluest Sky by Christina Diaz Gonzalez and a horror novel about zombie girls created by a global warming catastrophe in This Delicious Death by Kayla Cottingham.

ALAN Picks Update: ALAN Picks is now accepting reviews of books published as far back as spring 2020. 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 deserve highlighting. If you have some books in mind that you would like to review, please reach out to me!

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.

–  Richetta Tooley, ALAN Picks Editor

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.

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Synopsis:  In first-person narration, How Moon Fuentez Fell in Love with the Universe is the story of Moon Fuentez’s journey to self-love and uncovering truths while being on the road as a “merch girl” with influencers across the country; including her sister. Always considering herself the ugly sister destined to be in the background of her sister’s stardom, she questions her fate as the unnoticeable and unloved Moon she had always deemed herself to be. Through an enemies-to-lovers romance that is sparked by close proximity, Moon finds herself on a path toward self-acceptance and most importantly, learning to love oneself for all that you are worth.

Review:

Gilliand uses Moon’s strong voice to showcase relatability in the struggles of fatphobia, religion, family trauma, sexuality, and learning to love yourself. Through the magical realism of nature and descriptions of Moon’s life, it creates a poetic coming-of-age tale that allows the reader to fully immerse into her first-person narrative on her journey to self-acceptance. While this is a very character-driven novel, through the plot we are able to see how Moon learns to love herself in how relatable a narrative this is, in which young adults struggle with body image and accepting their insecurities as that is what makes them who they are – human. In this emotional and relatable novel, Moon Fuentez finds the little miracles in life as she accepts herself for who she is, loving herself unconditionally.

Suggestions for Curriculum & Classroom Use

Thematic Connections: 
Many of the topics discussed in this novel are crucial to understand and be aware of as students live in an age of social media. Teachers could teach these thematic topics in groups and or together as a class to analyze how these issues affect the characters in the novel. 

• Body shaming/Fatphobia 
• Online bullying 
• Religion 
• Sexuality 
• Trauma/Parental Abuse 
• Love 
• Self-Acceptance 
• Race/Ethnicity 
• Sibling relationships 

Essential Questions

• How important is trust in sibling relationships? 
• What are ways to overcome the stereotypes associated with different body types? 
• In what ways can body shaming affect someone? 
• What are ways to promote self-love/acceptance with friends and peers?

Formative/Summative Assessments

Formative: Once students finish the book, as a class, they should compile a list of ways in which Moon learns to love and accept herself for who she is through the various characters she interacts with. After finalizing the list as a class, students should get into groups of four and create infographics of possible ways that self-love, acceptance, and body positivity can be promoted around their school and online. 

Summative: Once students finalize their infographics that promote these components, they should have a gallery walk to vote for the best infographic that goes with what the book advocates for. They can refer back to the themes from the book that highlight how well this will positively affect young adults’ mental health and emotional stability while being active on social media.

Other Creative Components

Other possible directions for discussion could be that students create visual one-pagers, with a set rubric from the teacher, in which they find ways they can relate and or identify with any and all characters in the book through the themes discussed.

Reviewed by: Natalie Rodriguez, English Creative Writing major at Colorado State University, Fort Collins, Colorado.

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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 young 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 do not. 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

• Students are tasked to write about their own social and personal intersections up to their level of comfortability. I encourage teachers to go further beyond race and sexuality, as there are many other facets of identity that this book covers like social status and wealth using an identity wheel and linking it to the characters and the book as a whole. 
• Students can create a self-directed response to a portion of the book, like writing to a main character or describing a scene that may have been in the book if they wrote it. 

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 journey told through Hector, a boy who is only in 6th grade who is experiencing the emotional ride of growing up in Cuba in the 1980’s and learning about the tough decisions he has to make at such a young age. As he pursues this adventure he risks everything when fleeing Cuba during the Mariel boatlift. 

Review

A heart wrenching story that sucks you in from the beginning and breaks down perspectives that you never would have thought of. Personally I feel the term a book you can’t stop reading is overused although this is a book that was so hard to put down. Learning about Hector’s journey, connection to family and friends, and his dreams made me feel disrespectful whenever I tried to put the book down. Putting the book down felt like ending a phone call with a friend mid-story because you get such a strong connection to Hector and all the other people in his life. We see the conflicts in the story build up and no spoilers, but it really makes you grateful for your life and even if you can relate to some of the conflicts in the book you still just wonder how much pain Hector has to go through when navigating through his life. 

Suggestions for Curriculum & Classroom Use

Thematic Connections:
The book includes themes that lead to a deeper understanding of immigrants through a person’s narrative and the challenges of the process. Another theme would be the importance of family and community and how important the people are in your life can be when it comes to seeking the best for you. 

• Diversity 
• Different time periods
• Foreign policies
• Friendship
• Family
• Immigration
• Reality and dreams
• Optimism 

Essential Questions:

• How do you think moving affects who you are?
• How close do you feel to your community?
• How has your knowledge of the immigration process changed since reading the book?

Formative and Summative Assessments:

Formative: Teaching students on a way to interact with the book could be writing something they are grateful for and relating it to Hector’s journey. This book could also be great for a beginner level Spanish class as some of the dialogue is in Spanish giving students the context of the book for them to find out what is said in Spanish. 

Summative: Students could make a boat out of paper and decorate it as they please to use as a book marker.

Reviewed by: Seth Banquer, student of Colorado State, Fort Collins, CO.

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Synopsis: Global warming causes a worldwide exposure resulting in a pandemic, known as the Hollowing. A small percentage of the human race become ghouls and start to crave human flesh. Synthetic flesh is soon created to help the Hollows remain in society, and this somewhat eases the mind of the masses. This Delicious Death follows a group of four hollowed girls—Zoey, Celeste, Valeria, and Jasmine—who embark on a trip to a music festival right before high school graduation. Their trip begins to shatter when one of them strays too far from governmental expectations, and they soon realize they are being targeted. Can they avoid going feral at the festival, or will anyone survive?

Review

This Delicious Death is an extraordinary introduction to xenophobia and corruption of government with a dash of horror. It offers a new perspective on how one deals with a life-altering event that makes the whole world see you differently, including your parents. More than a vaccine is required when global warming causes the permafrost to melt, unleashing a global pandemic. It requires resilience to the extreme. News reports and social media reinforce many perceptions of you. It doesn’t help that even the government forces a person to log in what they are doing and who they see at all times. Kayla Cottingham does a masterful job of navigating these subjects with the struggles of trying to live an old life that can never be lived again.

Suggestions for Curriculum & Classroom Use

Thematic Analysis:
The themes in this novel are relatable for teen and adult readers, making this text enjoyable,and  thought-provoking. Some thematic topics explored in this novel include:

• Corruption of government
• Survival of mass outbreaks
• World disaster/pandemic
• Cannibalism
• Drug-Alcohol Use
• Global warming
• Discrimination
• LGBT 

Essential Questions:

• How do authorities react to a global pandemic?
• What are the consequences of governmental reactions to a global pandemic on a population?
• What is your view of the “fairness” of consequences to governmental decisions?
• How do the traits/conditions we have no control over shape our lives?
• Stereotyping is judging someone based on preconceived perceptions. How do those perceptions affect our lives? Futures?

Student Engagement Activities:

Choose one of the recent pandemics (Influenza epidemic of 1918 or Covid-19). Before reading the book, students should research the following topics and complete the first column below. As the class is reading the book, compare/contrast the book to real life.

Topic	Pandemic Chosen:	This Delicious Death	???
Genesis of Disease
Initial government response
Result of government response
Spread of disease
Governmental communication with the public regarding the infection
Government final response to control the pandemic
Ultimate end of the pandemic
Day-to-day living-post pandemic
Post-pandemic cultural changes
Anything you’d like to add as a result of your research

Formative and Summative Assessments:

Formative: The table above acts as a primary formative assessment. In the fourth column of the above table, students should create their own pandemic and develop all the elements researched and discussed in the book. 

Summative: Students create their own short story set in the post-pandemic they created in the table above.

Reviewed by: Matthew Callaghan, English Creative Writing Major at Colorado State University, Fort Collins Colorado. 

ALAN Picks: Adventure, Romance & Mystery To Start the Year

This month’s ALAN Picks features reviews of middle grade and young adult books that feature romance, adventure and mythology. The books include Finding Jupiter by Kelis Rowe, a young adult romance set in Memphis; The Enchanted Life of Valentina Mejia by Alexandra Alessandri, a middle grade adventure story that explores Colombian folklore; Promise Boys by Nick Brooks, a young adult murder mystery set in a D.C. boys charter school and The Sunbearer Trials by Aiden Thoma, a Mexican mythology-inspired fantasy. 

Also be sure to check out our exclusive author interview between Finding Jupiter author Kelis Rowe and ALAN Picks reviewer Abby Gross.

ALAN Picks Update: ALAN Picks is now accepting reviews of books published as far back as spring 2020. 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 deserve highlighting. If you have some books in mind that you would like to review, please reach out to me!

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.

–  Richetta Tooley, ALAN Picks Editor

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.

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Synopsis: It’s summertime in Memphis when Ray and Orion meet at the skating rink. Neither can deny the sparks that fly between them, but Ray’s not ready to fall in love. Strong, independent, and guarded, she’s content to entertain a summer fling before heading back to boarding school in the fall. But sweet and sensitive Orion can feel himself falling fast for Ray, even when he should be focused on swimming and his scholarship to Howard University. Their time together is limited, but the two soon fall into orbit, bonding over their grief and the imprint it has left on their families. Ray’s dad was killed in a car crash the night she was born, and another tragic accident left Orion without his little sister years ago. Just when Orion and Ray have let their guards down and jumped into the safety net of their love, a long-buried secret surfaces. It stands to shake the entire foundation of their lives–and their blossoming young love.

Review:

A starry debut from author Kelis Rowe, Finding Jupiter is a captivating coming-of-age romance with a hint of mystery and an unexpected twist. The story transcends its genre, exploring grief, family, tragedy, healing, and self-discovery. Written from the alternating perspectives of Ray and Orion, Finding Jupiter challenges gender roles and stereotypes while offering much-needed representation in the world of YA romance: Orion has sensory processing disorder, a condition that makes it feel like his brain has no filter to sort through overwhelming stimuli. Rowe authentically weaves Orion’s SPD into the story in a way that shows what he faces and how he copes with it.

Finding Jupiter features a romance that is refreshingly healthy and genuine, despite the grief and complications Ray and Orion face. Their perspectives are equally engaging and developed, making the reader root for their love story from the start. The teens are mature, vulnerable, and resilient as they wade their way through tangled family histories, falling in love with each other while finding themselves along the way.

There’s so much to relish in this debut:  It’s a love letter to Memphis, a tender exploration of grief, and an unapologetic celebration of Black love. Like Ray, young readers will find themselves in the words of this charming, character-driven romance.  Teens just might be inspired to write their own story, too, thanks to the creative found poetry taken straight from the pages of The Great Gatsby, Their Eyes Were Watching God, and Black Boy. While the book is spectacular as a standalone novel, these poetic allusions invite connections, comparison, and creation, making Finding Jupiter a perfect paired text for these classics. 

Suggestions for Curriculum & Classroom Use

Themes:

Essential Question

• How does our past impact our future?
• How do our relationships with our family impact our identity?
• How does creative expression help us find our voice?
• How does grief shape who we are?

Possible Teaching Strategies:

• Book Trailer Tuesday: Highlight Finding Jupiter for “Book Trailer Tuesday” by pressing play on the official book trailer from GetUnderlined on YouTube. Like First Chapter Friday, Book Trailer Tuesday is another way to expose students to new titles and help readers add to their to-read lists. Teachers can show the trailer anytime, but it would work especially well during a novel study of The Great Gatsby or Their Eyes Were Watching God.
• Modeling & Mentor Texts: Teachers can read aloud part of the opening chapter and/or other excerpts to model the creative process of drafting found poetry. Teachers can also use excerpts of the lyrical, poignant prose as mentor sentences, encouraging students to find their own examples in choice reading, literature circle, or whole-class texts.
• Literature Circles: After a whole class study of The Great Gatsby or Their Eyes Were Watching God, students can read Finding Jupiter and other thematically relevant novels in small groups, examining the parallels between the stories. 

Formative/Summative Assessments

Formative: Thanks to the found poetry that peppers the pages of Finding Jupiter, poetry makes for a natural assessment option. Introduce students to found poetry, blackout poetry, cut-up poetry, cento poetry, book spine poetry, and other creative formats. Provide plenty of mentor texts, including excerpts from Finding Jupiter and other creations from favorite books. Students can create poetry that focuses on an essential question, theme, symbol, etc.

Summative: As a summative assessment, students can create a portfolio of their poetry, explaining their poetic choices and connecting them to craft moves they have noticed in Finding Jupiter and other texts.

Reviewed by: Abby Gross, middle school ELA teacher & author of Keeping the Wonder: An Educator’s Guide to Magical, Engaging, and Joyful Learning, Dayton, Ohio

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Author Interview with Kelis Rowe

1. I love the found poetry and illustrations scattered throughout Finding Jupiter. What compelled you to use this kind of poetry to tell this story?

Both were books that had the most impact on my life as a teen reader and it was a real joy to engage with both books in a new way as I crafted the story. My school visits with Finding Jupiter are almost always Found Poetry workshops and are a big hit with teens and librarians. 

2. What inspired the allusions to The Great Gatsby and Their Eyes Were Watching God? Can you share some of the strongest parallels so readers know what to expect?

I wish I could say that I was able to see the matrix and weave these three stories together. Alas, I was shocked by how much symbolism and how many these classic novels have in common with Finding Jupiter. When I wrote Finding Jupiter, I hadn’t considered any similarities in the stories other than that they were stories about love. I have a favorite example from each book that I always love to share with readers. Regarding Ray and Janie— it was only after the book was finished that I realized how much the poetry Ray found spoke to what she was going through and what Janie in Our Eyes Were Watching God was going through on the page Ray happened to be using to find the poetry. Ray’s found poem precedes Chapter 13 and is from the page of Their Eyes Were Watching God where Janie hasn’t seen Tea Cake in a while and is attempting to talk herself out of needing him and missing him as much as she does, which is exactly what Ray is doing in Chapter 13 since she hasn’t heard from Orion in two days. This was a total coincidence and is part of the magic that I felt while writing this novel. My favorite unintentional similarity between Gatsby and Orion is that they’re both well-off and throw pivotal parties to impress a girl who, as far as they know, may or may not return their feelings of affection. The more I considered how many ways each of the classic novels intersect with Finding Jupiter, I began writing them down and actually made a graphic for educators available on my website. 

3. Orion has sensory processing disorder, or SPD. Why was it important to you to include this representation in the book?

As a young adult author, it’s important to me that my novels are entertaining windows into the lives of Black American teens. As a Black American, I know how important it is that my book also be a crystal-clear mirror for the young people who would see themselves in my characters. As a mom and former homeschooler to a boy with SPD, I felt compelled to give my son, kids like him, and everyone who knows a person like Orion, a depiction of a young person living with SPD, the school-aged struggles he and his parents experienced because of it, and the ways that he navigates it while having a full, typical teen life. My dream was for this representation to allow me to gain a platform to have a larger conversation about sensory disorders and the challenges they present when they are present in children, but especially Black boys who do not have Autism. I know that Black boys are underdiagnosed and misdiagnosed when it comes to sensory disorders, and as a result they move through school systems receiving the wrong interventions, or none at all, for poor behavioral issues present in classroom situations. I’m thrilled to be on a panel discussing this topic at NCTE 2023 following my appearance in the ALAN Workshop at NCTE 2022! Writing Finding Jupiter has been a huge gift to my life. 

4. Stars, planets, and constellations recur throughout the novel. What led you to choose these motifs and symbols for Finding Jupiter? 

Growing up in a family with an emotionally unavailable father and resulting tension inside the household, stargazing was a staple of my childhood. I’d watch the sky as long as I could and I would wonder and dream, imagine and wish and believe. I don’t stargaze as much as an adult, but my mind is almost always turned to some aspect of the stars. So much so that I don’t know who I would be without them. Like Ray, I don’t think any of us would exist without them. There’s something so mysterious and magical about the sky, especially the night sky, that we all respond to across literary genres. As a romance writer, I’d be remiss to not write a kiss under a moonlit sky. Every book that I write for teenagers with have celestial names and imagery– maybe not as much as there is in Finding Jupiter, the book that I believe came from my soul, but they will be there. 

5. Finding Jupiter is such a creative, unique story, with its lyrical prose, allusions, and poetry. What is your writing process like? Do you “find” your words like Ray? Stumble, overthink, and revise like Orion? A mix of both?

I’m definitely a dreamy writer like Ray. When I started writing Finding Jupiter, I created found poetry first. When I start writing a scene, I visualize it, sometimes for days, as if it were a movie scene. I write all the dialogue first, then build the scene around it. The heart of Finding Jupiter is the poetry. The heart of any story is what is shared between the characters. Getting to the good parts first, helps me to really fall in love with the story, which makes the craft of writing more enjoyable for me. 

6. In addition to the ones you allude to in Finding Jupiter, what are some of your favorite books and/or authors? 

I have so many favorites for so many different reasons, and it would be so hard to talk about any of them without giving full reviews. For me, the perfect book doesn’t exist. If it did, it would be written with the gravity of Octavia Butler, the heart of Liara Tamani, the lyrical prose and poetry of Jeff Zentner, the creative flair of Nicola Yoon and the third-person genius and subtle magic of Neil Gaiman. 

7. I see your background is in marketing. Did you always dream of writing a book one day? What was your journey to becoming an author like? 

I wanted to be a flight attendant until my senior year of high school when I learned that at 6’1”, I exceeded the height requirement. I was devastated. So I went to college and continued being a great student, and learned that I was great at writing, but never thought about writing a book. Writing helped me in my office jobs in market research and also made my stint as a blogger fun. The novelist dream came alive when I read a YA coming of age novel, Calling My Name by Liara Tamani. It was literary and poetic and smart and deep and my soul came alive with the possibility of writing such a novel for young people. I’d read other YA novels, but didn’t realize books for teens could be literary and artsy. At the time I started writing Finding Jupiter, I didn’t see YA romances featuring two Black lovers—all the breakout, mainstream stories didn’t reflect that. I wanted to write what I knew, which was young Black love, so I decided I would self-publish my book on Amazon. But two things happened: George Floyd was murdered, which made the entertainment and publishing industry take a look at how they contribute to what informs consumers about Black American humanity and a Twitter Pitch contest opened up and I had great success in it. I found my literary agent after pitching my story on Twitter and a seven-way Big 5 auction followed and Crown won. It’s been a dream of a first book and debut experience. 

8. I hear you’re working on another book! Can you give us any teasers or inside info?

My second young adult novel is another Black Memphis summer romance involving viral humiliation at junior prom, a summer of self-reinvention, hearts for young homeless populations and trying to not fall in love with a fake summer fling and I cannot wait to share it with the world in Spring 2025.

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Synopsis: Twelve-year-old aspiring artist, Valentina Mejia, has grown up listening to her father’s stories of Colombian folklore: tales of magic and monsters that once roamed the Colombian lands many years ago. Her father believes that such creatures still exist and wishes to find them with Valentina and her kid brother Julian, much to Valentina’s dismay. One day during an expedition in the mountains, a terrible earthquake strikes, hurting Valentina’s father, and trapping both her and Julian in a dark cave. With no other options, the duo travels deeper underground and discovers that the mythical beings of Colombia are in fact real. With no other way to return home and aid their father, Valentina and Julian must travel across a forgotten land of magic to seek an audience with the only person who can help: Madremonte, Mother Mountain, protector of the Earth.

Review

Alessandri uses Colombian mythos in this middle-grade fantasy novel to challenge and critique the causes of violence and environmental destruction in South America. By situating the magical causes and effects of these themes alongside the real-world issues, Alessandri opens the door for middle-grade readers to be able to compare and contrast the fantastical elements with their own reality, becoming aware of how they might fit into a world where violence and the environment are increasingly important parts of their lived-in experiences.

Suggestions for Curriculum & Classroom Use

Thematic Analysis:

Essential Questions:

• Why should the United States be more accepting of immigrants at our Southern border?
• What effects can macro-level government policies have on micro-level people like Valentina’s father?
• Why should we care about what happens to the Amazon rainforest?
• Why should we care about plastic pollution?

Formative and Summative Assessment:

Formative: Students can create their own maps of Tierra de los Olvidados, Land of the Forgotten, in their writer’s notebooks. They can track Valentina’s and Julian’s progress as they read chapters each week, noting where the characters are at and what is happening in the novel when violence and the environment are mentioned.

Students can share their completed maps with each other, comparing what they each noted about violence and the environment as they read. As a class, they can compile everything they learned onto an anchor chart which can remain on the classroom wall as a reference to these themes in this unit and others.

Summative: Depending on the unit, students can make a new map of their own for a creative writing project, outlining their story and its themes before they write it. Alternatively, students can research some of the themes above and write a research paper.

Reviewed by: Alan J. Barrowcliff, English (Creative Writing), Colorado State University; Kellen Tomcak, English Education, Colorado State University

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Synopsis: Founded by Principal Kenneth Moore, Urban Promise Prep School commits to turning boys into men that are ready to succeed in college and in life through the use of strict discipline and accountability. What starts as an ordinary day in the miserable school, Principal Moore is later found shot and murdered in his office. Attention turns to students J.B., Trey, and Ramón targeting them as the main suspects as each of them had a motive and some evidence against them. All three deal with racism and judgment from their community while maintaining their innocence and trying to find the true killer.

Review

A book you will truly refuse to put down, Promise Boys, tells a story about justice and combating racism while achieving the aspects to be a perfect mystery novel. A story told from multiple character perspectives slowly reveals more and more information leaving you to wonder what will be next. Each perspective is so vital to this piece because you learn more about each character’s background and identity while seeing that they are just children who were in the wrong place at the wrong time. Readers will examine police brutality, stereotypes, and social class while the mystery unravels.

Nick Brooks’s writing shows how powerful racial bias can cloud one’s judgment and how the criminal justice system fails people of color. Assumptions made by their community as well as the lack of interest from police when hearing about their innocence led J.B., Trey, and Ramón to take the investigation into their own hands. Three separate character stories and perspectives come together to solve the mystery of who murdered Principal Moore. Built up anticipation leads to an ending you will not see coming.

Suggestions for Curriculum & Classroom Use

Thematic Connections:

• Race and racism
  • The student population is mostly students of color, and Principal Moore’s strict rules and discipline were originally made to help them learn how to succeed in a society that will discriminate against them. Also, when being interrogated by the police, they rely on racial stereotypes and are harsh with their behavior.
• Power and corruption
  • Urban Promise Prep was a great school when it was first started, but leadership in the school system becomes corrupt and people act inconsistent with their original stated moral values.
• Family and relationships
  • By telling the story from multiple perspectives, you get to know the characters well. This includes their family and friends. All of the boys receive support from their family during this time, and as they work together to solve the mystery, friendship begins to form as well.
• Criminal justice
  • All three boys maintain their innocence and want to find the true killer while their community turns their back on them and assumes their guilt. By solving the mystery, justice is received to convict the actual killer and clear their names.

Essential Questions:

• How does gossip play a role in judgment? 
• How does gaining power impact character?
• How does race play a role in the criminal justice system?

Teaching Strategies and Activities to Use:

• Research into the history and demographics of the criminal justice system, especially focus on the racial differences.
• Discussion of privilege for certain groups of people in investigations and convictions (differences between the three main suspects vs. others).
• Watch the documentary, 13^th, on Netflix to develop an understanding of racism in the criminal justice system.

Formative and Summative Assessments:

• Formative: Students can keep a journal to log entries after each assigned reading section to keep track of their thoughts and understandings. Some examples could be who they think the murderer is and why, any racial issues (i.e. biases, stereotypes, etc.), and something they find buzzworthy as well as an explanation why.
• Summative: Students can create a “wanted” poster for a suspect in the book (can be one of the main three suspects or anyone). They can create a drawing based on Brooks’s descriptions, write what they are wanted for, and list the evidence against them provided throughout the book. This assesses accuracy of what was written while allowing room for creativity.

Reviewed by: Reagan Johnson, Student studying at Purdue University in West Lafayette, Indiana.

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Synopsis: At the dawn of each new decade, the power of the sun god Sol must be replenished so he can continue to keep the chaotic and destructive Obsidian gods sealed away. Ten semidioses, chosen by Sol, are selected to compete in the Sunbearer Trials. The winner becomes the sun god’s champion, the Sunbearer, and the loser is sacrificed to Sol to fuel the Sun Stones, protecting the land of Reino del Sol for the next ten years. When Jade semidiose and trans son of Quetzal Teo is unexpectedly chosen for the trials, he is thrust into an unfamiliar and dangerous world of fierce competition, glitz and glamor, and a one in ten chance of death.

Review

The Sunbearer Trials is a brilliantly crafted mythology inspired fantasy that uses its well realized fantasy setting to explore themes of identity and societal divisions. As a Jade semidiose, Teo is constantly underestimated by his Gold competitors, who unlike him are revered as heroes and have trained their whole lives for the trials. But as the novel goes on, it becomes clear that the Golds may not be the perfect heroes they’re built up to be, and Teo starts to prove both to himself and to the other competitors that he can be a hero. Teo’s story of self-improvement of self-acceptance is one that any young adult would be able to learn valuable lessons from.

Suggestions for Curriculum & Classroom Use

Essential Questions:

• How is our identity shaped by the world around us?
• How do the expectations and perceptions of others impact who someone is?
• How can societal divisions cause harm? 
• How can we work toward a more equitable society?

Teaching Strategies and Activities to Use:

• Discussion and analysis of the society and hierarchies of the novel and the relationship between Golds, Jades, and mortals
• Discussion on how identity and societal divisions impact how someone interacts with others and the world

Formative and Summative Assessments:

Formative: As students read the novel, they will discuss the societal structure of the novel and how it impacts the characters as well as how characters are stereotyped based on their identities and how those stereotypes are challenged and reinforced by the narrative.

Summative: After reading the novel, the class will revisit their discussions and write a final paper that analyzes how Teo has changed and challenged the expectations of a Jade and how the societal rules and divisions were challenged and questioned by the novel’s ending. Paper topics will be largely up to the students, with them being able to choose to write about different aspects of the novel’s world and how those aspects were challenged by its ending.

Reviewed by: Ben Schachterle, Journalism Student minoring in Creative Writing at Colorado State University, Fort Collins, Colorado.