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.