Tag: ALAN Picks

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. 

ALAN Picks: A Variety of Contemporary & Fantasy YA Lit

This month’s ALAN Picks features reviews of young adult books both fantasy and contemporary that expose topics of LGBTQ+, religion, power, family and identity. The books include The Chandler Legacies by Abdi Nazemian set at an elite boarding school; dystopian horror novel, Hell Followed With Us by Andrew Joseph White; Lesbiana’s Guide to Catholic School by Sonora Reyes about a girl looking to control her own narrative; a fantasy romance with dragons Together We Burn by Isabel Ibañez; a daughter battling perfectionism and family expectations Twice as Perfect by Louisa Onomé; and another teaching perspective on the novel Bitter by Akwaeke Emezi. (Educators looking for more resources on Bitter can check out the March 2023 edition of ALAN Picks.)

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: Set in 1999 at an elite east coast boarding school full of secrets and privilege, the story is told from the perspectives of five very different teenagers from diverse backgrounds who come together after being accepted into “the circle,” an exclusive writing group at the school. Despite their differences they become an unlikely group of friends and a found family as they learn to support one another through difficult situations including bullying, coming out, past trauma, and assault. 

Review:

The Chandler Legacies does an amazing job of telling a story of a found family. It presents a variety of diverse narratives that are interesting and informative to read about. While I do have my personal critiques of the novel, I do believe the overarching theme of the book is well presented. It navigates several heavy topics in a thoughtful manner and does a great job telling the story from the perspectives of the five main characters. There is character growth and lessons learned throughout the story that I think readers can take a lot away from when reading this book.

Suggestions for Curriculum & Classroom Use

Thematic Analysis

Teaching Engagement Strategies:

• Informative readings and discussion of anti-LGBTQ+ laws and cultures in Iran, USA, and other countries
• Read about the #OwnVoices movement and discuss how the author’s experience as a gay Iranian-American impacts the writing of a character from the same background.

Formative/Summative Assessments

• Do one of the assignments with the class that “the circle” does in the book
• Personal responses on how one of the challenges the character faces made them think about something they hadn’t before and/or changed their perspective 
• Have small group discussions about what they think happened in the gap between where the story ends and the epilogue and share with the class

Reviewed by: Anna Klasell, Purdue University Student, West Lafayette, IN

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Synopsis: Benji is a sixteen year old trans boy who was raised amongst the fundamentalist religious cult that started the apocalypse by unleashing the flood virus that eradicated most of humanity, turning them into mutated victims. Benji attempts to flee the fundamentalists, after they turn him into a secret bio weapon to destroy the remaining survivors. He joins the ragtag group of teens from the local Acheson LGBTQ+ Center as they attempt to fight the fundamentalists, stay safe from the virus, and endure with their dwindling resources. They accept him with open arms as long as Benji can manage to hide the growing monster inside of him and keep the group safe at all costs.

Review

Hell Followed with Us is the debut novel of Andrew Joseph White and though a work with this much craft and talent is a truly marvelous feat, the signs of it being his first book are present within the text. Certain scenes seem to cut against each other rather than flowing into one another and although tropes are a staple in every writer’s work they seem more pronounced in the text at times. However, despite it being a debut, this work is immensely ambitious with both plot and characters and it pulls through. Apocalyptic religious cults that are trying to destroy the world through the usage of a trans teenager is one of the most creative plots to ever come out of young adult literature. The writing is also well stylized and there are amazing descriptions of action, gore, and this creative world. The world building in this book is so phenomenal as the reader is given sprinkled bits of knowledge and history throughout the plot which makes it feel much more real and immersive. In addition to the immense gore and imagery as well as the intense homophobia and transphobia that Benji and other characters face throughout the novel, these aspects could have been too much for the novel; however it is clear that these characters are treated with love and respect through the writing and that the carnage comes from a place of deep anger about society’s treatment of people like the characters. Ultimately, this novel makes a great critique of abuse of power and unfair treatment in this fictional world as much as the real world and clearly comes from a place of great passion and heart from the author.

Suggestions for Curriculum & Classroom Use

Themes Connections:

Essential Questions:

• How does organized society perpetuate abuses of power? 
• When should an individual put themself before a community or vice versa? 
• How does one form an identity that remains true and authentic for themselves in the world?

Formative and Summative Assessments:

Formative:

• Have students create what they think the mutations look like and/or what they think they’d look like as a mutation. 
• Personal response journals in relation to the themes of the novel.

Summative:

• Have each student research and do a report on a specific cult and their effect on its members and society.
  • Some possible examples: the Church of Scientology and its effects on the entertainment industry & QAnon and its effects on United States politics.

Reviewed by: Audrey Pink, student at Purdue University

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Synopsis: The novel follows Yamilet, a sixteen year old first generation Mexican girl as she and her brother, Cesar, transfer from a low income school to a fancy, expensive Catholic school across town from them after Cesar is granted an academic scholarship. While Yamilet does not receive a scholarship and must pay the tuition herself, she does it to protect Cesar and herself after she is outed as a lesbian by her former friend at their previous school. At Slayton Catholic, Yamilet is determined to keep to herself and stay closeted as a fresh slate, but everything is challenged when she meets an out and proud girl named Bo. Her relationships with family, friends, and God are all at question while Yamilet determines how to best protect and love herself while doing the same for the people around her.

Review

Lesbiana’s Guide is a novel that pairs difficult topics with relatable experiences and loving relationships that make the challenging parts of coming out more manageable. Sonora Reyes does an excellent job at telling a story of family, faith, and queer love in a way that ties them together in joy rather than sadness. The representation and discussion of deportation of a parent, adoption, queerness, microaggressions, and fraught family ties are extremely important and very well done in this novel.

Suggestions for Curriculum & Classroom Use

Thematic Connections:

Through Yamilet and the people around her, the novel explores themes such as:

Essential Questions

• How does our faith change how we see ourselves and others?
• Is self-acceptance easy?

Teaching Strategies and Activities to Use:

• Completing an identity wheel of both Yamilet and themselves
• Discussing LGBTQ+ representation in the classroom

Formative and Summative Assessments:

Formative: Students would write journal entries from the perspective of a different character besides Yamilet for the chapter they had finished reading as they progressed through the semester. These journals would help them understand perspective and how Yamilet may be viewed by the people closest to her or those who may be struggling with their own identities. 

Summative: After completing the reading, students would create before and afters of Yamilet’s facebook page. The before would be representative of how she was before coming out on her own and how she wanted herself to be viewed versus after she came out. Ten posts would be required for each page and would need to have textual evidence for each post. This project would help students understand how self-acceptance can change how you present yourself to the outside world as well as show an understanding of the novel and how Yamilet and other characters change.

Reviewed by: Lily Scaggs, English Education Student at Colorado State University, Fort Collins, Colorado

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Synopsis: Eighteen-year-old dancer Zarela Zalvidar is the daughter of the most famous Dragonador in Hispalia and will one day inherit the same arena that her father fights in. However, when he is horribly injured in a disaster, Zarela is forced to take his place as the next Dragonador. She has to keep the Dragon Guild from stealing the arena, her ancestral home, from her and receives no help from the handsome dragon hunter, Arturo Díaz de Montserrat. Zarela will have to do everything in her power to protect her birthright, even when there’s something out to get her family.

Review

Inspired by medieval Spain, this novel is thrilling, action-packed, and will keep readers young and old entertained throughout. Together We Burn is a wonderful and refreshing representation of Spanish culture in a new light and through a new lens. Thematic topics include love, loss, honor, and family duty. These topics make this novel relatable and exciting for high school students (recommended ages 13-18).

Suggestions for Curriculum & Classroom Use

Thematic Connections:

Possible Essential Questions:

• How far would one go to protect their family?
• Should one give up their own dream to uplift someone else’s?
• When is it necessary to challenge authority? Who decides?

Teaching Strategies/Activities:

• One major way to incorporate this book into the classroom is to draw connections between real life in medieval Spain and the world within the novel. Students can compare and contrast the two worlds using primary sources or other sources and the novel itself. Compare/contrasting activities could also draw connections between dragon fighting in the book and bullfighting in past and present Spain.

Formative/Summative Assessments:

• Summative:
  • Essay
    • Students can write an essay discussing sacrifice, dreams, and destiny. Students could discuss what it might take for them to give up their own dream for someone else’s or what sacrifices they are willing to make for their family, friends, etc.
  • Social Media Profile
    • Students can choose a character and make a social media profile for them, showcasing important moments from the novel, themes, and characterization.
• Formative:
  • One-pager
    • Students can make a one pager that identifies themes, important concepts, quotes, and give a review of the book.
  • Compare/contrast activity
    • Students can compare and contrast different cultural elements from the book like dragon fighting vs. bullfighting, government structure, etc.

Reviewed by: Hadleigh Pierce, West Lafayette, Indiana

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Synopsis: Adanna Nkwachi is a seventeen year old girl that has her life all planned out. She is good at school and her Nigerian parents have high expectations for her. She plans on going to law school after college. Her older brother had a fight a few years prior and he left. He was set to be an engineer, but now he is a poet. Adanna reconnects with her older brother and starts questioning if she really wants to be a lawyer or if she is just trying to make her parents happy.  While Adanna questions her life she helps plan her cousin’s wedding to a Nigerian rapper. Adanna never really understood why her brother left, but her answers will soon be answered.

Review

This book is a cute story about identity and finding out who you are. It does an excellent job of telling a story about what life is like for kids with parents who immigrated to the US. Seeing Nigerian culture through Adanna’s cousin’s wedding was cool to see. It is nice to read a story and learn about other traditions. There is a little bit of a love interest, but it doesn’t take away from the plot.

Suggestions for Curriculum & Classroom Use

This book has several themes and topics within it:

• Family
• Self identity
• Authenticity
• Parental pressure
• Happiness

Essential Questions:

• Should parents have such high expectations for their kids that the kids sacrifice their happiness?
• Why do parents have such high expectations for their kids?
• How much influence should parents have on their kids’ careers?

Teaching Activities and Activities to Use:

• Discussion about expectations from parents and families
• Discussion about dream jobs and a happy future
• An overview of immigration and questions students may have

Formative and Summative Assessments:

Formative: After every chapter write a reflection in notebooks. Ask questions, write down important info you learned and quotes you liked. Then meet with a book group and discuss your questions and share your favorite scenes.

Summative: Take a character test, the test will have questions about characters and certain scenes. This test will show who actually read and who didn’t. This will also make sure that students are paying attention while they read. It will also encourage students to read because they know they will have a test.

Reviewed by: Lily Ortega

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Synopsis: From Akwaeke Emezi’s Pet comes the prologue story of the town of Lucille, set in a dystopian society. Bitter follows the tale of a young, artistic, and fiery teenage girl living in a community of disarray and protest. Fighting against the hatred and evil in the community, Bitter and her friends discover the key to stopping the bloodshed and violence, a creature known as an “angel”, created through Bitter’s gift of art with the sole purpose of creating harmony in Lucille. Together with the students in her boarding school and protesters known as Assata, Bitter fights against the monsters in her town as she slowly reconstructs her ideas of passion, hope, and community. It is in their determination and sacrifice that the young adults of Lucille find what it means to change their reality for a better future.      

Review

Akwaeke Emezi’s multifaceted novel allows readers the opportunity to empathize with the main character, Bitter, in her internal battle grappling with identifying her role in the movement. A powerful novel that portrays the necessity of diverse responsibilities within revolutions, while also prompting readers to evaluate the incorporation of strong support networks and self-care into major endeavors. Both urgent and timely, Emezi infuses her novel with compelling themes pertaining to radical inclusion, proving to be pertinent in shaping our next generation of citizens.

Suggestions for Curriculum & Classroom Use

Thematic Connections:

Thematic Topics Explored in the Novel:

• Right vs. Wrong 
• Power of Friendship 
• How Fear Incites Change 
• Hope vs. Action
• Corruption in Communities

Essential Questions:

• How can we evaluate our morals as we develop as individuals?
• When we feel helpless, what emotions do we turn to? How can we better explain the reasoning behind these emotions?
• How can we solve the “monsters” in our own world? What types of people do we typically consider “monsters”? 
• Would you categorize Bitter as a stagnant or dynamic character? Why?

Teaching Activities and Activities:

As students make their way through the novel, they should use a color to describe the mood of each chapter. Some may feel lonely, angry, or hopeful. Have students keep track of each corresponding color and at the end, they can create a picture using only the colors they chose from each chapter. This can be of Bitter herself, a Monster, or a scene in Lucille they have imagined. This sparks creativity while also recognizing emotional responses to the storyline.

Formative and Summative Assessments:

Formative:

Teachers can create a chart depicting each character and their inner thoughts, emotional response, and outward action for the events of the novel. This would give students the opportunity to depict the difference in how we respond to trauma and obstacles as individuals as well as how we can properly pinpoint emotions evoked by these events.

Character	Event	Inner Thought	Emotional Response	Outward Action
Bitter
Aloe
Blessing
Eddie

Summative:

After students complete the chart, teachers can hand out questions to further engage:

• How does this chart show the overall tone of the novel?
• How can we use each characters’ feelings to describe the ways in which a particular environment or social climate can alter ways of thinking and feeling? 
• Based on a current issue, discuss your particular role within that issue and your feelings regarding it. How do your inner thoughts translate to your emotions and outward actions?  

Reviewed by: Maggie Doran and Elise Lubs, Students, Purdue University, West Lafayette, IN

Summer Reading Recommendations and Curriculum Ideas

Check out ALAN Picks for Summer Reading Recommendations and Curriculum Ideas!

Looking to infuse your curriculum with some fresh new diverse YA Lit energy? Need some good book recommendations to review for your courses next year? Check out the ALAN Picks column for ideas on how to use Young Adult and Middle Grade literature with students. In the first half of 2023, ALAN Picks has featured books that touch on topics such as: 

• Feminism, Friendship & Beauty
• The Challenges of First Love
• Self-Discovery, Power and Oppression
• Mysteries Around Every Corner
• Two Retellings & a Basketball

Also, stay tuned for the June ALAN Picks column coming in mid-June!

ALAN Picks: Two Retellings and a Basketball

This month’s ALAN Picks features reviews of a mix of young adult and middle grade books that explore the topics of the power of voice, family & friendship and identity. The young adult books include: fantasy retelling Six Crimson Cranes by Elizabeth Lim and contemporary sports-centered novel Wrong Side of the Court by H.N. Khan. The middle grade book is: the modern retelling The Secret Garden on 81st Street by Ivy Noelle Weir. Check out these reviews for ideas on how to engage students with these books and topics in the classroom. 

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: When Princess Shiori’anma is on her way to her betrothal ceremony, she meets a dragon who changes the course of her destiny forever. Shiori soon discovers not only her own magical powers— something that is strictly forbidden in her father’s land of Kiata— but also discovers the dark magic that runs through her stepmother’s veins. Upon her discovery, her stepmother curses Shiori and her brothers. Her brothers are fated to change into cranes by day, but retain their human form at night. Shiori, on the other hand, is forced to conceal her appearance and never speak a word, for a single word could cost her the life of one of her brothers. Alone in a foreign land with magic she has yet to understand, Shiori teams up with her betrothed to take down her stepmother. Along the way, she discovers a far deeper plot that involves not just her own fate, but the fate of Kiata as a whole.

Review:

Six Crimson Cranes by Elizabeth Lim starts out slow, with much of the first quarter of the novel establishing the lore of Kiata and allowing Shiori to discover the power she harnesses. After her discovery of her stepmother’s secret, the novel really starts to pick up. Lim takes the audience with Shiori throughout Kiata, and the visual descriptions the author provides makes the audience feel as if they are with Shiori the entire time. While the characters of Shiori’s brothers were not as well developed, the development of Shiori and her betrothed, Takkan were quite interesting, as the two are quite different but somehow seem perfectly matched. While the examination into Asian culture is richly blended with fantasy elements that create such an interesting world that keeps the audience entranced, the specificity of which culture in Asia is never explicitly described. The complexity of the main villain of the story is thought-provoking and is an interesting look at the dynamic ways that women are treated within this society. A possible criticism could be the cliffhanger/lack of ending within the last chapter. While the novel leaves the audience with a cliffhanger, this book could have easily been a stand-alone novel.

Suggestions for Curriculum & Classroom Use

Thematic Analysis
Themes of the importance of family and sacrifice are highlighted throughout the novel, but some other themes Lim explores are:

• Women’s Roles in Society
• The Power of a Voice
• Self Discovery and Acceptance
• The Act of Growing Up
• Dealing with Trauma and Loss
• The Influence of Family
• Celebration of All Creatures

Essential Questions

• How can the act of growing up affect a person mentally and emotionally?
• How can family provide support? How can they be an impediment?
• How can one find their voice when society takes it away from them?
• How can modern science fiction/fantasy portray more diversity?

Teaching Strategies and Activities to Use:

• Background of Hans Christian Andersen’s The Wild Swans and the connection between the themes of that text and Six Crimson Cranes.
• Discuss the genre of fantasy and the formula the Six Crimson Cranes does/does not follow. 
• Discuss the importance of representation in fantasy and how some groups are underrepresented. 

This lesson from TeachingBooks.net examines the ways in which cultural representation is explored in the text and how that representation can be reflected onto modern society.

Formative/Summative Assessments

Formative: Students can make connections between different locations Shiori visits that follow the development of her character. Students can provide an analysis of the growth Shiori experiences over the course of the novel. Further reflection and analysis can occur by incorporating the writing of journal reflections at the beginning of class that can then lead into a discussion, or mini-group projects that the students do together to find excerpts from the text that show examples of growth.

Summative: A summative assessment for students after reading this text could be a presentation on how this text compares or differs from another fantasy novel. Possible points of discussion that should be included are the roles of race, gender, family dynamics, character development (as was discussed during the reading of the text), and overall plot shape that are similar/different from Six Crimson Cranes. This project would require students to take excerpts from one other YA fantasy novel to compare to Lim’s Six Crimson Cranes.

Review by: Caitlin Leonard, senior at Colorado State University, English Creative Writing undergraduate, Fort Collins, Colorado.

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Synopsis:

Young Mary Lennox had never had a close relationship with anything in her life, but that all changes when her parents die in a tragic accident and she is whisked away from her Silicon Valley home and all is technological luxuries to live with her mysterious uncle in his modern day low-tech New York City home. A very different setting than the original story, The Secret Garden by Frances Hodgson Burnett , that takes place in 1900’s England. 

At first it seems that she is still without a close relationship to anyone in the world, but all that soon changes when she discovers a key that leads her to the secret rooftop garden of her uncle’s late husband. Now, with the help of her new friend Dickon and her reclusive cousin Collin, Mary takes on the incredible task of bringing the garden back to life, while also bringing her family and herself back to life in ways she could never imagine. 

Review

A very fun retelling of the classic story The Secret Garden on 81st Street stays true to the original story while also adding more representation, such as anxiety, same sex and inter-racial couples, and featuring a young Black girl as the main character. This is a great story to teach to children who may be off-put by the age of the original story and for students who may need to see more of themselves represented in literature. The modern day city setting will also make it easier for modern children to connect to the story as they will be able to see things that they recognize within the pages. The beautiful artwork and well done story helps to keep the story fun and light while also informing kids of different real world issues.

Suggestions for Curriculum & Classroom Use

Thematic Analysis:
Educators may wish to use this text as an alternative to teaching the classic as it stays true to the original story, but with a modern twist added. The story can offer students an age appropriate insight to grief, anxiety, and hardwork. Some of the thematic topics included within the text include: 

• Coming of age
• Life and death
• Family
• Change vs Tradition
• Friendship 
• The power of words
• The power of actions

Essential Questions: 

• How can we help our friends when they are having a hard time?
• How can our actions affect the moods of others? 
• Does everyone experience everything in the same way?

Teaching strategies and activities to use: 

• An overview of the original story and a side-by-side comparison
• Discussion on the power of emotions and how it relates to the novel
  • Ex. How we see characters like Mary, Colin, and Uncle Archie deal with their complicated emotions in the text and what it teaches us about our own emotions in the real world. 
• Reflect on the hard work and the payoff
  • Ex. Look at the many phases of Mary, Dickon, and Colin rebuilding the secret garden. All the research that went into recreating the garden, all the times Mary was so discouraged she almost gave up, and the period of time when all they could do was be patient. Then look at the payoff that came from all the hard work, a beautiful rooftop garden, Colin feeling reconnected with his dad, Uncle Archie feeling reconnected to his late husband, and Mary finally making a connection with her Uncle Archie and making the first true friends of her life. 

Formative/Summative Assessments

Formative: Once the lesson/reading of the book for the day has wrapped up the teacher will pass out mini whiteboards and markers to the students and have them draw or write what they understand about the reading on the whiteboard. This is a low stakes non-graded activity that will allow kids some time to creatively show what they understand. While students are doing this the teacher should walk amongst the room and chat individually with students about what they do and do not understand about the story. 

Summative: Once the class has finished the novel the teacher will introduce a group project assignment. Students will gather in groups of 2-3 and create their own short graphic novel strip focusing on hard work, as seen in the novel, or focusing on helping someone with hard emotions, as also seen in the novel. 

Review by: Brooke Miller

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Synopsis: The story revolves around Fawad Chaudhry, a fifteen-year-old Pakistani American. He lives in Regent Park, a low income community. He dreams to be the first Pakistani player in the NBA and luckily he has a great set of friends that root him on. However, he is under constant stress from his mother wanting an arranged marriage with his cousin, his neighborhood bully, Omar, and the vicious, violent cycle that resides in Regent Park. Fawad overcomes each obstacle with his chin up as her pursues his dream of professional basketball.

Review

This story of Fawad and his struggles to become not only a better basketball player, but to be a better person for his family and friends, is nothing short of charming and inspiring. Themes of forgiveness, revenge, and loyalty resound throughout the book. Fawad is young and uncensored in his thoughts and he is always striving to protect his friends and family. Unlike other stories about immigrant families, Fawad doesn’t deal with racism at all in this novel. In fact, his community is compared to the United Nations with how much culture and language is spread throughout, whether that be Vietnamese, Chinese, or Bangladeshi. Regent Park is not only multinational, but holds the ties of Fawad’s friends through their beliefs, holding prayer and lessons together. The story is focused around Fawad’s heart, how much he persists despite being answered with violence. His understanding that revenge is how violence perpetuates, keeps him anchored to his passion and his family. Though, he will defend his friends to the bitter end if provoked. The story is sprinkled with romance as Fawad falls in love with a girl from the richer side of town. As a Korean American, who watched basketball growing up, I have an understanding of Fawad’s dream. In basketball and even just mainstream sports, Asian Americans can only really look up to Jeremy Lin. There’s just an abysmal amount of representation there, and it makes Fawad’s dream and surely millions of other kids’ dreams feel unachievable. It’s especially difficult for Fawad because of such an abrasive situation in his neighborhood. Nonetheless, Fawad ambition never fails him despite the tragedy that falls on his shoulders, whether it be his family or his friends. Despite not personally knowing a lot of the vernacular or young slang in the book, I believe readers of all ages can find Fawad’s resolution gratifying and encouraging.

Suggestions for Curriculum & Classroom Use

Thematic Connections

• Identity
• Family/relationships
• Grief
• Forgiveness
• Poverty
• Violence

Essential Questions

• How do you overcome labels given to you by society and/or family? 
• How do the themes of violence, vengeance and dreaming engage with each other?

Teaching Strategies and Activities to Use

• An overview of different practices of Muslims such as prayer, fasting, and calligraphy
• Pair with texts that address racism, Islamophobia, especially in wealthy communities
• Discussion and research the impact of single parent families in low income communities/how that affects children growing up.

Formative/Summative Assessments

Formative: Students should keep a reading journal to document the events that take place in the story. Each chapter should have a paragraph, describing what took place and how that could affect our main character’s attitude and perception or even how the student feels if those events took place in their shoes. The journals should be discussed with the class after every few chapters to obtain a larger perspective.

Summative: Students should be split into groups and tackle one of Fawad’s relationships in the story, whether that be his mother, his sister, his girlfriend, his friends, or his coach. Each group will analyze their relationship and how it evolves from the beginning to end. The groups should also take note of how each character changed or didn’t change. Students should use textual evidence from the book and cite their journals from the formative assessment for certain events that took place in the story.

Review by: David Lee, junior at Colorado State University, majoring in Graphic Design and a minor in English, Fort Collins, Colorado.

ALAN Picks: Mysteries Around Every Corner

This month’s ALAN Picks highlights the mystery genre with five books representing both middle grade and young adult. They include: a middle grade historical mystery, Ripped Away by Shirley Reva Vernick; three contemporary young adults mysteries The Black Girls Left Standing by Juliana Goodman, Horror Hotel by Victoria Fulton and Faith McClaren, and We Weren’t Looking to Be Found by Stephanie Kuehn; and one fantasy young adult mystery Gallant by V.E. Schwab. These books address topics such as police brutality, mental health, disability, grief, and friendship. Check out these reviews for ideas on how to engage students with these books and topics in the classroom. You might even find an opportunity to pair two or more titles from this list for a comparison study!

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: Beau Willet, sixteen-year-old art student in the Chicago Projects, is looking for her older sister’s missing boyfriend Jordan. After Katia, Beau’s sister, gets shot and killed by a police officer with the wrong idea, Jordan is the only person who knows what really happened the night Katia died. As Beau tries to navigate her grief and heartbreak over losing her beloved sister, she starts to discover how to grow up without that role model she once had by starting a relationship with a boy named Champion. With new discoveries of Jordan’s life, Beau wonders if Katia knew about all the terrible things Jordan was involved in and starts to doubt if she even knew her sister anymore. The more danger Beau gets in, the more her relationship with Champion, her family, and her friends struggle.

Review:

This book really understands the grief and overwhelming anger that someone in Beau’s position can face. In light of the Black Lives Matter Movement, this book is an inspiration to recognizing the fears and traumas that Black lives face coming from not only just police officers, but society as well. Readers will enjoy the author’s use of flashbacks to provide the reader some context into the relationship that Beau had with Katia and how her absence is affecting her. This book will be a page-turner with the mysteries, relationships, and drama that occurs throughout the story. 

Suggestions for Curriculum & Classroom Use

The themes in this novel are suitable for both young readers as well as adult readers. This book also deals with heavy topics, so instructors should make their students aware of trigger warnings before reading.

• Dealing with grief
• Friendship
• Coming of age
• Identity
• Altered relationships
• Empowerment
• Revenge
• Police brutality

Essential Questions

• How do we deal with grief?
• How do we discover our own identities?
• How might we deal with strained parental/friend relationships?

Suggested Teaching Strategies/Activities to Use:

• An overview and/or class discussion of police brutality and its effects, specifically on people of color.
• Write a letter to any character in the book. Students must be understanding of the character’s situation and are free to express emotions, frustrations, compliments, and advice to the characters through these letters.
• Make a playlist of at least 10 songs that match scenes in the book. Students will also provide an explanation for each song of why it matches the story.

Formative/Summative Assessments

Formative: Students will have a journal dedicated to their reading throughout the book. They will provide a comprehensive understanding for each chapter with a summary of what occurred, the themes, and how they may feel about the story so far. Students are free to write about whatever they may choose in these writings, as long as it’s limited to their most previously read chapter and demonstrates understanding of the plot.

Summative: Students can design a creative poster that conveys things they’ve learned about the book or through the book (examples to include are: racial literacy connections, drawings, reviews, and quotes). The goal for this poster is to prove understanding of the story while allowing them to have time to express their creativity. The guidelines are limited in order for the student to freely express their ideas through creation of this poster.

Reviewed by: Chloe Honn, Junior at Purdue University, West Lafayette, Indiana.

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Synopsis: Fourteen-year-old Olivia Prior has grown up mute in an orphanage reading the remnants of her late mother’s inky, ambiguous journal while purposefully not acknowledging the ghouls in the shadows. One day, she receives a letter from her uncle calling her to live with the Prior family in Gallant, an estate her mother’s journal unambiguously warns to stay away from. When Olivia arrives at Gallant, she discovers the place mostly empty and her uncle, who supposedly sent the letter, long dead. She remains at the estate under the conditions that she not go out at night and that she not go on the other side of the garden wall, from which a dark and magical world beckons. 

Review

Gallant is a creepily magical story with a wonderfully frustrated yet powerful protagonist. Readers can find themselves relating to or sympathizing with Olivia’s struggle to communicate in a society that refuses to learn her language or has the aggravating tendency to take away her opportunity to convey her thoughts. Schwab’s writing in Gallant is gripping and ominous and does well to convey a unique system of magic and parallel universes. The plot progression is interesting yet not overly complicated in favor of middle grade or young adult audiences.

Suggestions for Curriculum & Classroom Use

Themes Connections:

• Disability in fantasy 
• Familial duty
• Family and found-family relationships
• Belonging

Possible Essential Questions:

• How does the feeling of belonging affect identity? 
• What does it mean to communicate? What are the obstacles to communication Olivia faces, and what effect do these hindrances have on a person and on society? 

Possible Teaching Strategies and Activities:

Regarding the technical abilities of the novel, Schwab does well to create a gothic and ominous magic system. Students can learn about tone and figurative language by being tasked to pick out specific sentences that describe the gothic objects like ghouls or the world on the other side of the wall and analyze which diction or rhetorical devices lend to the overall tone of the novel and why. For example, students can pick this passage: “I slept in your ashes last night. It was like you laid your shadow down before you left. It smelled like hearth smoke and winter air.” Then, students can write about how grim imagery like sleeping in ashes interacts with the whimsical smells of “hearth smoke and winter.” 

To cultivate the cultural awareness of disability in fantasy, students can be involved in critical disability discussion relating to Olivia’s mutism. Students can engage in a socratic-like discussion of how Olivia interacts with the abled society around her and compare the text to the society of the real world to form any possible critiques of the novel and of real society. 

Formative and Summative Assessment Suggestions:

Formative: While reading, students can be tasked with creating comprehensive and thoughtful annotations of the text. In the annotations, the students are asked to take note of characterization, rhetorical devices like evocative diction or figurative language, thematic devices, and thematic questions. The students will create a short summary and response directly on the text at the end of each chapter. 

Summative: Students can be tasked with writing a short essay, 500-750 words, about a chosen theme in the novel and how the text’s rhetorical devices convey or support this theme. This essay should be thesis-based, and students should be able to workshop their thesis statement in class with peers and with the teacher.

Reviewed by: Ayden Rails, Purdue University 

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Synopsis: Horror Hotel is a young adult mystery and suspense novel that follows a group of teens that makes paranormal/ghost hunting videos.  The Ghost Gang, made up by Chrissy, Chase, Emma, and Kiki, set out on an expedition into the unknown of the dead at Hearst Hotel, one of the most notorious haunted hotels and ghost sighting places in Los Angeles, with hopes that what they see, and record will be able to launch their YouTube channel past one million subscribers. Chrissy, a psychic with insight into the dead, is thrown into chaos as she and her friends explore the haunted hotel. The team comes together in a ghost murder mystery to get to the bottom of their troubling findings within the building, while coming together and finding out things about themselves. 

Review

The story is told in staggered perspectives which incorporates each of the Ghost Gang members, offering deep perspectives into how each one thinks and acts. With tensions rising within the group as paranormal activity increases, the plot grips the reader and forces them to turn to the next page and find out what happens. Themes surrounding friendship, discovering oneself, and fate emerge throughout the text, giving middle to high school readers a book that they can not only connect with, but can learn about diverse peoples, specifically people who are learning about their sexuality and bisexuality. The audience stays wrapped in the story, biting their nails with each page flip.

Suggestions for Curriculum & Classroom Use

Thematic Connections:

• Friendship
• Discovering oneself
• Fate
• Coming of age
• Love
• Online identity

Questions about how these themes are covered within the text and what this means for each character within the story. Taking apart the reader’s own lens for viewing and then attempting to understand what each character says and does helps to illuminate these themes.

Student Engagement:

• Outlining an activity for students to learn about potentially haunted areas of the United States or around the area in which the students live. 
• Discussions about gender and sexuality, and how that can be different for people who maybe haven’t fully come to terms that they are gay or bisexual.
• Doing a close reading of similar texts (“1408” by Stephen King and “Mrs. Clendon’s Place” by Joseph Payne Brennan) and comparing and contrasting themes and ideas that present themselves in each.

Formative and Summative Assessments:

• Create a podcast or YouTube video of the student’s choice of haunted location.
• Write a personal response about a time where the student came face to face with a realization about themselves.
• Short or long research about how the internet has changed social interactions, both positively and negatively, and then using critical thinking skills elaborate on what that potentially means for society.
• Create a visual that the Ghost Gang would use in some fashion (whether to promote, post, or update viewers).

Reviewed by: Ross Brummet, student at Purdue University studying English Education

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Synopsis: After being ignored by his crush, Mitzy Singer, Abe Pearlman passes a sign in a window: “Fortunes and Futures, $8—OPEN.” With nothing to lose but no belief in such practices, he follows. Abe receives his fortune, and his world goes black; he wakes up in 1888 London with a new identity: Asher. He meets his neighbor, Maya, and soon realizes that Maya is actually Mitzy. In their new lives, Asher and Maya are Jewish and get caught in riots and hatred, as Londoners believe the Ripper must be a Jew. Trapped in another time and place together, the two become close as they try to complete the challenges given to them by the fortune teller, meanwhile dodging the hate spewing toward them, the Ripper’s murders, and no idea if they will ever get back to their normal lives in Fort Pippin.

Review

Shirley Reva Vernick’s ability to weave together a centuries old, unsolved murder case, clairvoyance, antisemitism, and a teenage friendship is something most readers have probably never seen. This book explores each of these topics in depth while still being easily digestible and understandable for young readers. It brings to light the issue of Jews being used as a scapegoat throughout history, with a focus on events that are generally not familiar. The novel is a quick read, easy to follow, and enjoyable all the way through. 

Suggestions for Curriculum & Classroom Use

Thematic Analysis: With its various components comes a variety of themes throughout the book. Some of the most prominent include:

• Peer support
• Historical literacy
• Being careful what you wish for
• Class struggle
• Anti Semitism
• The power of friendship

Essential Questions:

• How does having peer support affect your ability to overcome obstacles?
• How does prejudice play a role in society during major events?
• How does an unpredicted event affect your perspective on life?

Teaching Strategies and Activities to Use:

• Have students research the Jack the Ripper case and Victorian London
• Track time travel throughout the novel 
• Discuss antisemitism throughout history with connection to present day

Formative and Summative Assessments:

Formative: Students participate in class, partner, or group discussions to answer a set of questions pertaining to each chapter or section. Questions can involve critical thinking and deep diving, historical events, events in the novel, or personal connections.

Summative: Students can create a poster or presentation in which they explore themes, historical events, the book’s elements of fantasy, a timeline of events and/or exploration of antisemitism throughout history.

Reviewed by: Porsha J. Wolfrum | Purdue University

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Synopsis: We Weren’t Looking to Be Found follows two teen girls, Dani and Camila, through their disparate recoveries of substance abuse, self harm, and attempted suicide. Dani comes from the wealthiest, most well-known Black family in Texas and seems to have everything a girl could want, but she keeps using and engaging in other self-destructive behaviors for the sake of an escape, but also for the attention of her parents. Camila’s Colombian-American family doesn’t come from much, but she knows exactly what she wants from life and works hard to get it, but she keeps failing and goes straight to self-harm every time she does. When Dani and Camila end up rooming at the Peach Tree Hills facility in Georgia, they are convinced they won’t ever get along — and they’ll never get better. But then they find a mysterious music box filled with letters from a former resident and together they set out to solve the mystery.

Review

Bringing empathy to people whose trials in life may not mirror your own is the lot many creators take seriously. In her latest release, author Stephanie Kuehn delivers on this objective in more ways than one. There are many great qualities including differing perspectives and the insight to new friendships. Throughout the book, the chapters switch between Dani and Camila giving readers an insight into both stories and how those intertwine. This is great for younger readers when they are trying to follow longer stories because it gives a descriptive and chronologically ordered story. The story is a heartwarming experience that details the struggles and triumphs of recovery. Though I have never been in the shoes that either character embodies, I found a lot of similarities in my reasoning as a teenager with how Dani and Camila are overwhelmed by the stress in their lives. Seeing them work through their struggles by considering the other’s needs reminded me of how much becoming engrossed in someone else’s story also helps me to work through issues I’m facing. Once I learned that Kuehn is a trained psychological professional, the motions and message behind this novel struck me as a work with several levels of intentionality put into it for readers of several different age categories.

Suggestions for Curriculum & Classroom Use

The themes in this book can be used for not only young readers, but also for adults as well. This text is enjoyable and easy to use in a classroom. Some themes found in the novel:

• Mental Illness 
• Recovery
• Unlikely friendships 
• Beauty found in the unknown
• Coming of age

Essential Questions:

• How can friendships help people during a recovery period?
• How do the people we surround ourselves with affect our mental health?
• How can race affect the way people view mental illness?

Formative and Summative Assessments:

Formative: Once students are halfway through the book, ask them to pick out one theme from the book and explain its role throughout the story. Make sure to add textual evidence that best justifies the reasoning in order to defend the choice. Have them submit a document with their response. 

Summative: Create a one pager about We Weren’t Looking to be Found. Must include the following:

On the front… 

1.  Title of novel and author’s name 
2.  A list of characters from the novel 
3.  When and where the novel took place  
4. One important quotation (A sentence or two from the novel)
   1. Write the quotation in quotation marks – Include the page number – Next to the quotation, explain why this is significant (i.e. “This quotation expresses…”) 
5.  At least 3 drawings, symbols, and/or images that represent aspects of the story – Use color, be creative, be neat, and fill the page 

On the back… 

1. A one paragraph summary of the selection that includes details about the plot, setting, characters, main ideas and conflicts, and the ending 
2. Your name and class period

Reviewed by: Avery Schieber, Student, Normal, Illinois