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.