Young+Adult+Literature,+Portfolio

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 WELCOME! To Ms. Jones' Young Adult Literature wiki page! This page is designed with you in mind. Please click the MP3 above to hear a brief introduction about this page. Enjoy!

**INTRODUCTION LETTER, PLEASE READ BEFORE YOU PROCEED (hey, that rhymes!)**

MAJOR COURSE ASSIGNMENTS/COMPONENTS FROM THIS SEMESTER:  1) **Literacy Narrative:** This was our first major assignment of the semester, and perhaps the hardest. It is often difficult to think and reflect about... well, yourself, and it is even more difficult to write about it. However, I believe this particular assignment was most important for me as a future teacher. For one, I was never a great reader, and I had much difficulty delving into the books assigned in school. As I discussed in my narrative, we students had no choice. Many of the books we read revolved around historical fiction, though books like To Kill a Mockinbird and Huck Finn were not told in terms of racism, or The Great Depression. More, while I feel that books like Gary Paulson's The Hatchet is wonderfully written, the book itself seemingly serves the young boy itching for adventure, and has little to do with anything that concerned me as a teenage girl at the time. // What I have come to realize is that my, as I titled my paper, literary journey all makes sense. My young adult reading struggles has led me to be a teacher of young adult literature. I feel I have the wherewithal to navigate my students through various novels, according to their individual interests, reading level, and more... knowing them, hopefully, semi-personally as young readers. Moreover, since taking YAL as a college course, I am convinced that I adore young adult literature. I love the young characters, the "P.C." components riding on hot topics, and of course, the fast pace. I have no doubt I'll continue to burry my nose in young adult literature throughout my teaching career.

The original paper here:

2) **Reading Survey**: One of my favorite assignments, we were told to take a survey of five young adults about their reading. When I first gathered ten questions to ask these young adults, I thought of my young adult literary experience. Alongside ////having no choice// I felt I use to read books according to sex. Rather, I use to read books who's main characters or authors are female. So, I narrowed my ten questions down to gender, trying to find out if young adults read according to gender, as I often did. // I believe subconsciously, I wanted to disprove my theory, because I would hate to know that young adults pick-up books for these reasons. Needless to say I found that many young adults do not read according to sex, and indeed read for pleasure, and read for various, scholarly reasons. The attachment below shows my original questions alongside my collected data. You'll be able to see the contrast between the to, and know the appreciation I have from this snapshot of young adults and their reading.

Actual survey plus collected data here:

3) **Book Talk:** My first field experience was during the Spring of 2009 at Prairie Middle School in Aurora, Colorado. My cooperating teacher, Mrs. Jolene Siple is a proud book worm, and an excellent 6th grade Language Arts Teacher (plus Social Studies buff). At one point, she kept 12 copies of all 4 books in the Twilight Saga to share with her students, and they all more than loved her for it. The class was reading a book called __Esperanza Rising__ by Pam Munoz Ryan. I enjoyed the book very much. When they were finished, Mrs. Siple was moving onto the book __Freak the Mighty__ by Rodman Philbrick, but unfortunately, I was finished with my required hours at the school, and could not join the class in reading the book. So I decided to read the book and share it for my class Book Talk. The book itself is wonderful, touching, and... I cried my eyes out at the end. __Freak the Mighty__ sends the message that, it is okay to be yourself. More, it is great to feel comfortable in your own skin, and you don't always have to battle with what others think of you. //

THE UNLIKELY BOND...
Get to know the relationship "Mighty" Maxwell, and Kevin the "Freak" have. It is silly, generous, loving, and true. The mp3 is the same excerpt that I read for my Book Talk. Enjoy! media type="file" key="FreaktheMighty.mp3"

4) **Discussion Board**: One of the neatest components of this Young Adult Literature class, was the Discussion Board. Though it was almost never talked about during class, outside of class the Discussion Board brought topics to a whole new level. Because electronic discussions tend to feel distant, we students were able to dig deep into any and all topics related to the class, with out criticism. People gave each other feedback, and tended to lead the discussion further with more questions and thoughts. Below are a series of questions/comments that I posted throughout the semester.

The first discussion is derived from the questions Dr. Adams proposed, that is "Is this generation different from others? For those of you who have had field experiences or have been in the classroom, what have you seen? For others, what have you noticed? For all, what does this mean (for us, our class, for your prospective major)?" Personally, my response below means that I am considering you students. As a teacher, I am considering your thoughts, feelings, interests, and more as it is ever-changing.

The second discussion topic came from a Socratic Seminar we had in class. It was one of my favorite discussion in class about the "depth" of teen literature, and how teens take to war stories more than any other topic in nonfiction and historical fiction. Our class text explained some of the reasons why, but I am hoping to draw my own conclusions as to why teens appreciate war stories when I myself am in the classroom. So, you tell me? What do you students think of the second post below?


 * ==**Young Adult Literature**== ||
 * [[image:http://metroconnect.mscd.edu:80/cps/images/misc/dot-blank.gif width="1" height="4"]] ||
 *  Message: **Choices and credit!** || Author: **Julia Patricia Jones** | Posted on: **5-27-09** ||
 * [[image:http://metroconnect.mscd.edu:80/cps/images/misc/dot-blank.gif width="1" height="10"]] ||
 * I did my first Field Experience this last spring in a 6th grade Language Arts classroom at Prairie Middle School. I must say... wow. Perhaps it was my cooperating teacher and her level of popularity with the students, but I have never seen so many students enjoy reading both in school, and independently.

i observed both regular and honors classes, and students (both male and female) bragged almost daily about the new or the latest and greatest book they were reading. My cooperating teacher kept 12 copies of all 4 Twilight Saga books, alongside others like "Diary of a Wimpy Kid", and more. Almost all of her students tried to keep up with her personal library, as she tried to keep up with their various requests for new books! She kept her own classroom sign-out sheet, and frequently allowed students to venture to the library during class time to pick out a book.

Moreover, the students enjoyed reading the required novel for the class. I believe the required reading was quite intriguing for a young person, however, I also feel that since the students were encouraged in their various reading choices, they felt that reading for school may broaden their horizons. This, of course, is just my hunch.

I should also note, as discussed in class, the content of young adult literature these days seems to be "heavy". Students are reading more about death, cutting, etc., and we adults (teachers/parents/mentors) give them the credit in that we believe they can handle such sophisticated subjects. Am I wrong to think this? Have teens always been given such credit? I remember reading To Kill a Mockingbird, but not understanding the seriousness of what I was reading. Thoughts? ||


 * ==**Young Adult Literature**== ||
 * [[image:http://metroconnect.mscd.edu:80/cps/images/misc/dot-blank.gif width="1" height="4"]] ||
 *  Topic: **Young Adults and War** || Author: **Julia Patricia Jones** | Posted on: **6-25-09** ||
 * [[image:http://metroconnect.mscd.edu:80/cps/images/misc/dot-blank.gif width="1" height="10"]] ||
 * During the first Socratic Seminar this afternoon, we discussed, deeply, why young adults take to war books more than many other historical fiction books. David raised the question as to why it is okay for YA to read material regarding sex, but not the horrors of war.

Our texts takes this idea further, and says that teens (more than any other age group) take to war stories because like the individual teen, war deals with idealism, loneliness, homesickness, fear, terror, isolation, abandonment, and betrayal (p.259).

My question for the class is, is this REALLY the "youth" experience? Is it safe to say that people of all ages experience these emotions, and more, is it safe to say that many teens do not experience these extreme emotions (at least as teens, perhaps later)? How can us future teachers (or others with wisdom) tackle this topic? ||





Book: __The Giver__ by Lois Lowry

Genre: Novel; Science Fiction; Fantasy

Grade: 6-8

Book Summary: 11 year old Jonas, is soon to be 12. He lives in a community where age is of upmost important, because everyone shares the same birthday. In fact, everyone shares many aspects, and elements in their lives, because they live in The Community, where sameness is... ordinary (?) Everyone rides a bike that which they receive only on their 9th birthday. Everyone has a family unit, and every adult has a specific job in the community. Jonas is turning 12, with the rest of the elevens in December. It is a huge ceremony, and happens once a year. Jonas will receive his job assignment which he will have for the rest of his life in the community. There is a catch, however. Something terrible has happened- Jonas was given the title only one person is given... chosen to be the "Receiver of Memory". He is told he will experience a kind of unbearable anguish no one else has ever felt. He is told he is allowed to break the laws of the community which no one has ever done. It is up to the current "Receiver of Memory" to train him. Jonas experiences pain indeed. Throughout his training, the "Receiver of Memory" now known as "The Giver" gives him all of the memories of their people. Perhaps from the past, Jonas sees visions of war, snow, happiness, family, pain, and love. Jonas even begins to see color. There is no turing back. Will Jonas do what is best for the people of the community?

Noted Themes: Themes include feelings of triumph, and failure alongside shock and hope. This book indicates to the reader, that being independent, and doing the right thing don't always happen easily.

Personal Reflection: As a college class, we came up with a series of questions about __The Giver__ to share in small groups. Questions lingered with me like, "What is the setting of this book (time and place)?" and also, "How and why does Jonas first feel happiness at the end when he finds the sled?" I also appreciated questions like, "how did they make it so people couldn't see color anymore?" All of these questions, and more is exactly what Lowry wants from her readers. I believe this is one of the reasons the book is so unique. So many questions are left unanswered, unlike so many science fiction/fantasy books. I mean... are we suppose to know every detail, or fill in the holes ourselves? Thus, great writers make great readers...

Extra: Click the link, and navigate chapter by chapter to to various quizzes and activities! How well do you know about __The Giver__? http://www.mce.k12tn.net/reading17/giver.htm (Thanks to emints.org)



Book: __Monster__ by Walter Dean Myers

Genre: Drama; Fiction; Multicultural

Grade: 11

Book Summary: Imagine yourself as a teen (like now), at exactly 16 years old. What are you doing? Getting your drivers license? Playing sports? Enjoying high school with your friends? If these are the things you imagine, now picture your life coming to an end because you're on trial for murder. No one believes your innocent, maybe not even your dad! In fact, most people see you as a monster. You've seen horrible things happen in jail, and you don't want to spend the rest of your life there. What do you do? How do you cope? <span style="font-family: Georgia, -webkit-fantasy;">__Monster__ is a story about inmates separating themselves from their crimes. <span style="font-family: Georgia, fantasy;">Steve Harmon, the main character in __Monster__, experiences these same dramas. His creativity gets the best of him as he begins to escape his fears and pain by turing his life into a movie, but does it save his life? Is he found innocent? Find out, and read it!

Noted Themes: The major themes of this book mainly revolve around identity. Identity can be a difficult aspect to deal with as a teenager anyway, and this book simply takes it to the next level, because all of Steve Harmon's worst fears about how people may look at him come true. Themes of endurance, strife, and pain also exist, as well as will and hope.

Personal Reflection: Monster was a quick read, because the book is set up like a movie. The movie aspect turns the book into a work of art. I've often thought about how the book would be if it weren't set up like a movie, and I have decided that since it is set up like a movie, it allows us readers to see Steve Harmon as a human, and not a monster. Though how he is feeling throughout the trial is not always told, we feel his fears and anguish through his eyes... the shots of the camera, the facial expressions of others, the fade-outs, and more.

Extra: SCHOOL LESSON

//<span style="color: rgb(242, 92, 33); text-align: center; display: block;">**Title of Lesson:** "That's a Rap" // <span style="font-family: Georgia, serif; text-align: left; display: block;">//<span style="display: block; text-align: center; color: rgb(242, 92, 33);">**Description:** Students will be able to understand their personal point of view in the movie that is their life. In leading up to a lesson dealing with nonfiction, students will better understand reality (opposed to reality TV) as a personal voice, and put it into words. // <span style="font-family: Georgia, serif; text-align: center; display: block;"> <span style="display: block; text-align: center; color: rgb(242, 92, 33);"> <span style="font-family: Georgia, serif; text-align: left; display: block;">//<span style="display: block; text-align: center; color: rgb(242, 92, 33);">**Assignment:** Using a camera to take pictures, drawings, the internet, or other, walk an audience (me) through one day at school. Write down a description of each picture (at least 6 pictures) and how you feel about them. Try your best to tell a story with them, with a beginning, climax, and ending. // <span style="font-family: Georgia, serif; text-align: left; display: block; background-color: rgb(255, 117, 0); font-size: 110%;"> <span style="font-family: Georgia, serif; text-align: left; display: block;">//<span style="display: block; text-align: center; color: rgb(242, 92, 33);">**Resource/Materials Needed:** // <span style="font-family: Georgia, serif; text-align: left; display: block; background-color: rgb(255, 117, 0); font-size: 110%;"> <span style="font-family: Georgia, serif; text-align: left; display: block;">//<span style="display: block; text-align: center; color: rgb(242, 92, 33);">camera, or drawing materials, or internet materials, or other. Type or print the entire project. Points are rewarded for effort, not perfection! Good luck! // <span style="font-family: Georgia, serif; color: rgb(0, 0, 0); text-align: center; display: block;">

Book: __Twisted__ by Laurie Halse Anderson

Genre: Teen Problems

Grade: 9

Book Summary: Tyler Miller is a high school senior at the top of his game. You see, getting in trouble tends to make any high schooler "popular" and Tyler had no trouble doing just that after he did graffiti on the school. He spent the summer working outdoors to pay for it, and while he has difficulty understanding the relationship his parents have, he has no problem scoring the girl of his dreams; the Queen Bee, Bethany Milbury. But does she like Tyler as much as he drools over him? What can happen with a new sense of self- popularity has a price, doesn't it? Tyler begins to reconsider his entire life when something major happens at a school party. Like a twisted, downward spiral, all Tyler wants is to escape his life, and himself. How does he deal with the weight of his world upon him?

Noted Themes: Identity struggles are most obvious amongst many of the characters in the book. As a reader, I am guessing that each character has a personal struggle though it is not described this way outright. Many would say a dysfunctional family is not uncommon, and this idea is set as a backbone to all other themes within the book. Perhaps, family issues are the root of Tyler Miller's problems, and many teens today might be able to relate to such a feeling.

Personal Reflection: Tyler Miller's story is not typical, and not uncommon. While I had a difficult time disassociating the male, teenaged character from the author, an adult female, I still tasted the metal in my mouth when Tyler attempted suicide and put a gun to his lips. The writing is detailed, and well thought-out, and I enjoyed the "fun" Anderson brought to Tyler's disFUNctional family.

Extra: <span style="font-family: Arial, Helvetica, sans-serif; color: rgb(0, 0, 0); text-align: center; display: block; font-size: 9.75px; line-height: normal;">**DISCUSSION QUESTIONS** <span style="font-family: Arial, Helvetica, sans-serif; font-size: 13px; line-height: normal;"> <span style="font-family: Georgia, serif; color: rgb(0, 0, 0); text-align: center; display: block; font-size: 75%;"> <span style="font-family: Georgia, serif; color: rgb(0, 0, 0); text-align: center; display: block;">
 * 1) Tyler's landscaping job develops his muscles, but also allows him to use his skills at digging holes: "I was good at digging holes. It was the rest of life I sucked at" (p. 39). What figurative holes has Tyler dug for himself in his life? Is it really true that he isn't good at anything else?
 * 2) Although he doesn't seem like a depressed person, Tyler admits to being preoccupied with death. "Thinking about death relaxed me" (p. 44). Why? In what ways has he died and been reborn again throughout the story?
 * 3) At Tyler's high school there is a clear distinction between the popular crowd and everyone else. Where do you fit in the social scale at your school? In what ways has the status you hold in your social sphere defined you? In what ways is this role true to who you are? In what ways is it not?
 * 4) Why does Tyler like Bethany? Were there any signs early on that she might not really like him the same way he liked her? What do you think is her real attraction to him? Is it true when his sister Hannah says that it could never have worked out? In your own life, are there any examples of two very different people who manage to be together despite their apparent differences?
 * 5) What do you think of Tyler's reaction to Bethany's behavior at the party? How would you react? Would you be sad? Angry?
 * 6) Why do you think Laurie Halse Anderson chose "Twisted" as the title of this novel? What does it mean in relation to the story?
 * 7) On the surface Tyler seems to disrespect the janitors that he is made to work with as part of his probation. Yet they act as a sort of conscience and offer support later in the story. Have you ever gotten help from an unexpected source?
 * 8) Who has Tyler been trying to be? His father? A loser? A cool guy? Which of these identities is closest to his true self?

<span style="font-family: Georgia, serif; color: rgb(0, 0, 0); text-align: left; display: block;"> <span style="font-family: 'Comic Sans MS', cursive; color: rgb(41, 194, 59); text-align: center; display: block; font-size: 120%;">"On the contrary, she is one of us. Most decidedly, she is one of us more than we are us. She is, I think, who we really are. Or were." -Archie, character from the book <span style="font-family: Georgia, serif; color: rgb(0, 0, 0); text-align: left; display: block;"> <span style="font-family: 'Comic Sans MS', cursive; color: rgb(232, 232, 89); text-align: center; display: block; font-size: 125%; background-color: rgb(25, 190, 44);"> Book:<span style="font-family: arial, helvetica, sans-serif;">__Stargirl__ <span style="font-family: Georgia, fantasy;">by Jerry Spinelli

Genre: Identity

Grade Level: Any Book Summary: Leo Borlock collect's neckties, but other than that, he is pretty normal. He has his best friend Kevin, and they do a kind of TV show through their school. Really, everything is pretty normal, until Stargirl shows up. She is just... out-there. She wears all kinds of different outfits, carries a pet rat, and dances in the rain... even if it starts raining in the middle of class. She carries a banjo as well, and sings to those who's birthday it is, during lunch. Leo, and Kevin are fascinated by her. No one can really pinpoint what it is about her that makes her so special. Leo and Kevin visit their friend/unofficial teacher on their off time, way out in the desert. He explains that her uniqueness is something that, well basically, we can all find within ourselves. Leo does see glimpses of himself in her, and falls in love with her. Though, social status and conformity get the best of him, he becomes confuses as to whether or not Stargirl should be his Stargirl, or his own. What becomes of Stargirl? How do others in school treat Stargirl throughout the book?

Noted Themes: Stargirl is a story about identity. The identity theme does not necessarily revolve around Stargirl, however, she knows who she is. Leo, and other's may be the one's "finding themselves". Really, the story itself also reveals feelings of empowerment, pride, and love. :)

Personal Reflection: Another one of my favorite young adult books, I truly believe __Stargirl__ has much to say about humanity and our world at large. How should we be treating each other, versus how do we already treat each other on this planet? Stargirl brought me back to my senses as Leo first felt when he thought of her under the pure moonlight from his bedroom window. When I think of Stargirl, I am reminded that I am human in every right.

Extra: STARGIRL TRIVIA!!! Take the quiz, KNOW your Stargirl! Visit other links on this page as well... even become a fan on Facebook! http://www.randomhouse.com/teens/stargirl/trivia.html <span style="font-family: Georgia, serif; color: rgb(0, 0, 0); text-align: left; display: block;">



Book: __The Invention of Hugo Cabret__ by Brian Selznick

Genre: New Technology Attitudes, and Literacy's- Contemporary YAL; not quite a picture book, not quite a novel, not quite a film

Grade Level: Any

Book Summary: Set in Paris, in 1931, twelve year old orphan, Hugo Cabret lives in a Paris train station. In his father's legacy, he works as the clock's timekeeper in his uncle's absence. For no certain reason, Hugo comes into contact with a toy maker and his goddaughter Isabelle. Hugo then discovers what is known as an //automation in the attic of the museum and tries to fix it by following the instructions his father left in his notebook... Hugo loses the notebook to the toy seller. Hugo must find a way to fix the strange toy. When he does, he uncovers a secret that brings real life George Melies into fictional character... 'tis a story full of mystery and adventure, during a time when //strange and //out-there were not talked about in film.... did I say film? Read the story to find the wondrous hidden secrets underneath the mystery behind the automation and the characters! What is an automation? a mechanical //something.

Noted Themes: Hope, oddness, history intertwined, magic, and more! I don't have much to say about the themes of this book, simply because it is so unique.

Personal Reflection: The book is filled with pictures, that which don't necessarily take away from the story, but don't allow for the reader's imagination to wander either. I loved the book. It was difficult to "take-in" because it is so different, again from the images in my mind about the characters, and the constant shift between picture and text.

<span style="font-family: 'Courier New', Courier, monospace; background-color: rgb(192, 192, 192); font-size: 130%;"> Extra: LESSON: Title: "Images Moving into Your Imagination"
 * <span style="font-family: 'Courier New', Courier, monospace; background-color: rgb(192, 192, 192); font-size: 130%;"> Description: **<span style="font-family: 'Courier New', Courier, monospace; background-color: rgb(192, 192, 192); font-size: 130%;"> Students will be able to create their own story according to the pictures within The Invention of Hugo Cabret. This lesson will allow students to "explore the possibilities" so to speak, as both character Hugo, and author Brian Selznick did throughout the novel. This way, students will be able to better understand the novel's meaning and purpose (if there is a direct purpose) and therefore better appreciate all of it's wonderful content.
 * <span style="font-family: 'Courier New', Courier, monospace; background-color: rgb(192, 192, 192); font-size: 130%;"> Assignment: **<span style="font-family: 'Courier New', Courier, monospace; background-color: rgb(192, 192, 192); font-size: 130%;"> Watch the youtube version of the images from the book and create your own story aside from the novel. Describe what the images mean in a made-up story of your own. Try to make your story very different from the novel.
 * <span style="font-family: 'Courier New', Courier, monospace; background-color: rgb(192, 192, 192); font-size: 130%;"> Resources/materials needed **<span style="font-family: 'Courier New', Courier, monospace; background-color: rgb(192, 192, 192); font-size: 130%;">: This link- http://www.youtube.com/watch?v=LsPZ4AnrEas&feature=related and/or the book, and a notepad or computer to type.

<span style="font-family: Georgia, serif;">

<span style="font-size: 140%; font-family: 'Arial Black', Gadget, sans-serif; color: rgb(128, 128, 0);">MONSTER: "WHO HAVE I BECOME?"

Book: __Sold__ by Patricia McCormick

Genre: Poetry

Grade: 10+

Book Summary: 13 year old Lakshmi lives in a small hut in the mountains of Nepal. Her life is simple, and full of happy fulfillments, like her black and white goat that follows her around, rain on the mountain tops, and her mother. Her stepfather sees her differently, however, and when a monsoon washes away the rice harvest (all that is left of her families crops, he sells her to the city... quite literally. Though she at first believes she will be working for a rich family as a housekeeper, she instead ends up at "Happy House"... a brothel filled to the brim with young girls like herself. An old woman named Mumtaz is in charge of the brothel, and like a prison, the young girls are kept there, against their will, ordered to "pay off their debt". Lakshmi does her best... even starves for a while in order to resist being brutally raped by the older men that "buy" her. In order to endure the pain, she lives by her mother's words, "simply to endure is to triumph". When she finds her chance to escape, she is unsure of what will actually happen. Some of the other girls warn her, thinking that this type of escape is a trick. Will she risk everything in order to escape this nightmare?

Noted Themes: One of the biggest theme played throughout the book is hope that even in the worst, most inhumane situation, one can survive. Also, it may be noted that the ability to endure can be the most powerful instrument when trying to survive.

Personal Reflection: __Sold__ is set up as a series of Poems. Really, on can simply skim through the book, find a page that feels inviting, and read that page, as a singular poem; gathering all and any kinds of emotions and thought from that one poem. Each poem puts the book together as a story, however, and because the book was divided up this way, I felt the story was more powerful. It is as if Lakshmi's feelings are being written down in bits and pieces, like a journal. So, she has only enough time to write those particular feelings, creating that particular poem, at that particular time. In class, we discussed how young adults may have an "easier" time reading the book, because the stories are not necessarily graphic... it is us adults who are able to fill-in the horrific and unbearable blanks (images not described in detail). We also talked about whether the book was appropriate for young adults. Still, I am unsure on that one.

Extra: WORD SEARCH! Since the book is a compilation of poems, and the bulk of poems are the beauty in words, get lost in this fun word search with various words pulled from the story/book itself: http://www.armoredpenguin.com/wordsearch/Data/2009.07/1521/15211637.826.html

Book: __The Circuit: Stories from the Life of a Migrant Child__ by Francisco Jimenez

Genre: Historical Fiction

Grade: 6+

Book Summary: Based, somewhat on Jimenez's own life- his journey from Mexico to the United States, the book follows fictional character, Panchito and his family as they move from one location to the next in order to harvest crops throughout the United States. As the //American Dream// often goes, the family struggles, along with the rest of America, post The Great Depression, in the 1940's. Panchito is in the 8th grade, and is personally struggling to fit in where ever he goes, as a young Mexican immigrant in American schools. His mother is constantly having more babies (8 children total), and their homes consist of tents, cardboard boxes, and various other temporary materials.

Noted Themes: __The Circuit__ carries themes, such as change, what permanency means, and also, what family loyalty means. Also embedded, as mentioned above, are themes of the American Dream. The deeper meaning behind the story, relates to the titled in that Panchito is constantly moving, constantly working on different plots of land, constantly living in different places, and in the end... well, everything moves in circles... isn't that what they say?

Personal Reflection: In class we discussed what teens may learn from reading this book. I felt a few things. For instance, with so much prejudice in America still... so much that is often geared toward the Latino race, teens may know of the historical struggle many Latino's still endure. Also, Teens may also learn various cultures from different aspects of the book, like how many Latino families traditionally take care of each other from generation to generation. For these reasons, I really enjoyed the book. I think that __The Circuit__ is a great example of what kinds of cultural and historical materials could be taught in a Social Studies class, but via literature instead.

Extra: VOCABULARY, WORD SEARCH, CROSSWORDS, AND MORE! Click here: http://www.lexile.com/PowerV/The%20Circuit%20Stories%20of%20the%20Life%20of%20a%20Migrant%20Child.pdf



Book: __The Hunger Games__ by Suzanne Collins

Genre: Science Fiction

Grade Level: 8+

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Book Summary: 16-year old Katniss Everdeen lives in District 12 of Panem, which is what is left of North America after nuclear warfare, set in the future. Since District 13 rebelled against the capitol of Panem years earlier, Panem since created a suedo-sick and twisted type of Olympics called, "The Hunger Games". Each year during a reaping, 24 teens are picked (two from each district) to be thrown in an arena designed for death. 24 teens must fight to the death, and according to capitol rules, there can only be one survivor. The survivor wins the award of not starving anymore (as most in Panem do). Since Katniss's father died from a mining accident, and her mother couldn't will herself to take care of her and her younger sister Prim, Katniss learned to hunt in the wilderness for food. She is good with a bow and arrow, but is it enough to save her life? Oh, and the games... they are televised like a reality TV show, from beginning to end.

Noted Themes: Some of the themes that stuck out in my mind about this book, are power, and control. Power rests on both sides, with Katniss, and with the Capitol. Control also rests in both corners of the story, and only one prevails.

Personal Reflection: This book, is by far my favorite young adult literature book I have read so far! After reading it, I went straight to Barnes and Nobel to pre-order the sequel. From the beginning, Katniss, the one's she loves, the setting, and the plot stuck with me day and night. Suzanne Collins writes in a way that doesn't allow her readers to sleep at night... we must read on. As far as the science fiction aspect, yes, I believe it could actually happen in the future. With so many hidden references like the barbarity of the ancient Roman Colosseum and our now beloved reality television, we humans are not incapable of creating a world in which genetically engineered creatures exist, most people starve in the face of the rich and powerful, wild animals rule the lands, TV is our only connection to each other, and children are sent to die in the name of power. Again, I can't say it enough, I love this book, and now all of my friends love it too... I've sucked them in to the games.

Extra: Wanna play in The Hunger Games? Well, you can't, they aren't actually real (thank goodness). Instead, play in the Tribute Trials! After clicking on the link below, select a picture and answer the question that demonstrates your chances of survival. Enjoy! http://www.scholastic.com/thehungergames/games/index.htm

Book: The Christopher Killer by Alane Ferguson

Genre: Mystery/Thriller, Novel

Grade Level: 6+

Book Summary: Cameryn Mahoney is 18 years old, and living in small-town, Silverton, Colorado. Though her Irish grandmother, Mammaw, despises the idea of Cameryn doing anything outside of what small town "lads" are destined to do, Cameryn is fascinated by her father's job in forensic pathology. Her father, Pat Mahoney is the county coroner, and since no suspicious deaths ever take place in Small town Silverton, he decides he could use his daughter's help with the small stuff. When Cameryn and her father first discover the body of Rachel Geller, Cameryn is shocked, since this is her friend from school. What's more, Rachel has been murdered. As the investigation continues, it is learned that the Mahoney's and Silverton, Colorado have a serial killer on their hands. It seems the killer puts a medallion around his victim's neck- that of St. Christopher (hence the title of the book) and Cameryn winds up way too involved.

Noted Themes: This book is very CSI-esk (as most reviews agree) and so, the reader is hooked from the beginning. The mystery lingers behind the story of a teenaged girl, and so there are a number of emotions involved, creating themes of passion and persistence.

Personal Reflection: I am a huge CSI fan, and even a fan of Silverton/Durango, Colorado so it wasn't hard for me to get into the feel of this book, and the story. Ferguson did a great job portraying a teenaged girl, going against the will of her elder, and pursuing what she loves to do. For this reason, I feel teens would be able to relate to the idea that is //following your dreams// and doing what you love no matter what is at stake... hmmm, but for your life? Cameryn is a wonderful role model for young girls, I believe, because she is so strong.

Extra: Like Alane Ferguson? Keep up with her blog, here: http://alaneferguson.blogspot.com/2008/10/will-there-be-more.html What is coming next from her mystery mind!?

<span style="text-align: center; display: block; color: rgb(229, 21, 21); font-family: 'Arial Black', Gadget, sans-serif; font-size: 130%;">"Since then, this old and great civilization has been discussed mostly in connection with fundamentalism, fanaticism, and terrorism. As an Iranian who has lived more than half my life in Iran, I know this image is far from the truth" -Marjane Satrapi, Introduction

Book: __Persepolis: The Story of a Childhood__ by Marjane Satrapi

Genre: Graphic Novel, Memoir

Grade Level: 7+

Book Summary: Marjane is a 10-year old child, born in Iran into a family who is unafraid to stand up for what they believe in. The book begins in the year 1979, when the Islamic Revolution takes place in Iran, and Marjane is caught in political turmoil. First, her school, once a coed French school, has been divided, and now everyone is told the women must wear veils as a symbol of freedom. Her parents educate her on the evils of the regime, and follow-through with their personal rebellions by drinking wine and giving their daughter Marjane various items that represent western culture. From the beginning, she also try's to educate herself on what is going on around her. In the mean time, war seems to begin on the streets, at first with who wears the veil, and what it means, followed my intense animalistic-human behavior. Marjane remains confused, especially when suffering enters her life; learning of more suffering.

Noted Themes: Marjane depicts herself as a child, a unique individual (first believing that she will one day become a great prophet) she is strong-willed and and like her parents, she keeps a sense of dignity throughout the novel. So, strength and dignity are two themes that initially stand-out, to me. Also, religion/faith plays a huge thematic role throughout the book.

Personal Reflection: More the pictures, are seemingly the most important aspect to the story. Unlike __Hugo Cabret__, however, the pictues do take a bit away from the imagination, but only add to the story in that, like Marjane is a child, the pictures shown of the story she tells are child-like, because they are basic, plain, and easily read. Also, there is a certain amount of weight added to the pictures because there are stark contrasts; very black and white, possibly showing how two-sided politic are (black and white). As a group in class, we had a few questions concerning Persepolis, like how Marjane's relationship with god affects her, and changes throughout the novel. On page 70 of the book, she says, "so I was lost, without any bearings... What could be worse than that?" And we note, that this is when she tells God she never wants to see him again. The one thing that will stay with me after reading this novel, are the images of the pictures in my mind, and the thought of a child, any child, growing up during a revolution/war.

Extra:media type="custom" key="4106871"<span style="font-family: arial, helvetica, sans-serif; font-size: small; line-height: 19px; white-space: normal; color: rgb(0, 0, 0);"> Since the graphic novel became a huge hit, check out this trailer of the film that became of the book! Also, check out this interview with Marjane Satrapi, and other popular graphic novelists. Fall in love with graphic novels! I have! http://www.seanax.com/2008/01/27/the-exile-an-interview-with-marjane-satrapi/

Book: __The Absolutely True Diary of a Part-Time Indian__ by Sherman Alexie

Genre: Fiction, Novel

Grade: 8+

Book Summary: __The Absolutely True Diary of a Part-Time Indian__ tells the story of Arnold Spirit, and his brave venture to go to a white school 22 miles away from the Spokane Reservation where he was born... and his whole family was born, and their family, and their friends, and their friends' family, and so on. Arnold, also known as Junior, is the smartest kid in his school on the reservation. He is excited about school, and books. One day, he comes across a book that was his mother's text book thirty years before it came to Arnold's hands. He was so angry that the book was so old, and possibly, he was more fed up with always being poor, that he threw the book at his teacher Mr. P. Mr. P later inspired Arnold to get away from the reservation, and all of the alcoholism and depression and hurt that infests the reservation. So, the next day, he does leave the reservation, his best friend Rowdy, and the feelings of no hope. Eventually, after punching high school senior, Roger in the nose for calling him racist names, he makes friends. He also joins the basketball team, but what he faces are the people still with out hope, back on the reservation he must learn how to deal. He comes across death multiple times in his life, and it is up to him to uncover his purposes in life. How does Arnold deal?

Noted Themes: There are many contrasting themes throughout the book that keep the reading moving throughout. One, of course, are themes of hope, triumph, and success. There are also intense feelings of loss, anger, and doubt.

Personal Reflection: This book, was one of my favorite reads from the semester. Sherman Alexie writes hilariously- quick, witty, full of potty humor (but in an adult manner), and also full of emotions. When Arnold laughed, I did, and when he cried, I cried too. There are multiple life lessons taught throughout this book, and they are told in such an inspiring manner. I loved the book.

Extra: MP3, read excerpt from the book: http://www.fallsapart.com/audio/PT-Indian.p3.mp3

2. Introduce students to some Indian ceremonies and some different artifacts of their culture. 3. Invite an American-Indian speaker to present him/herself and his/her culture to the class. 4. Have students make bead necklaces and bracelets with different colors and shapes or dream catchers to enrich the study of American-Indians.
 * Ideas for class work:** 1. Discuss American-Indian history and the heritage of different tribes and reservations throughout the country.

<span style="line-height: 22px; font-family: 'Arial Black', Gadget, sans-serif; text-align: center; display: block; color: rgb(92, 19, 98); font-size: 200%;">WAIT, STOP! Not done....

Embedded is a word document about my second piece of guidance used throughout YAL (the first piece being Dr. Adams, of course), my text book. There are three key components I felt were most valuable to me as a teacher. Please read on!