A Worthwhile Read: A Blog About The Book Thief

      My reaction upon turning the last digital page of this book: Damn.

 

      After finishing this book, I was lost for words. I was simply awestruck. This has just made my list of absolute favorite books in the whole world. What a unique and compelling story. This story is so amazing, especially because it is told from death's own point of view. It makes sense considering it takes place during the Holocaust and so many deaths take place throughout the story itself. The Book Thief almost seems real to me. Talk about suspension of disbelief. This writer is awesome. I like to write myself, and all I can say is that I hope I can reach half of this guy's writing ability some day. 

 

      As usual, I have to admit that my love for this book was not immediate. It took me a while to really start liking it. My problem with it was the length. I felt like I would never get done. I felt like it could be told in less words. Now that I'm done with it, I wouldn't change a thing. The Book Thief is a masterpiece. It really makes me think about the state of the human race, how ugly and horrible we really are. So horrible that we haunt death himself. We are the real monsters.

     For that reason, I would love to use this in the classroom. I think it would be a good book to use as a class read-aloud even if it is super long. It could be a really long read-aloud accompanied by individual or group research and projects. Or journals and sketchbooks. Even excerpts would be good. The Book Thief is simply perfect for teaching a unit about World War II. How many books are about Germans who were against Hitler and hid Jews? 

 

      I would also use this book in the classroom because of Liesel's love for books. I feel like her character is so authentic and relatable that her love for books would be contagious. 

     

      All in all, I would definitely use this book in my Social Studies or Language Arts classroom. It will be on my shelf. I think it is a book I will be reading again and again. 

 

Zusak, M. (2006). The book thief. New York: Alfred A. Knopf.

Blog: Locomotion

     Overall, I enjoyed the novel Locomotion. I admit it was good but not one of my favorites since I am not a huge of fan of poetry, especially poem novels. However, I understand how the story needed to be told through poetry. I appreciated the insight into the main character's mind. 

 

      However, I do have one big issue with this novel. It can be hard to grasp because it is not your typical novel. It can be hard to find the plot in this book because it seems to be made up of snippets. Honestly, I don't think this is the novel most teens would pick off of a shelf. I might do it as a class read aloud to expose kids to poetry. I think it is good for that: making poetry relatable to teens today. Kids can easily see poetry as a way for expressing their own feelings by reading this book. 

 

      One thing I did like about this book was how the main character questions religion. I think that during the adolescent years, people start questioning their parents' beliefs and deciding what they believe in. That is clearly done in this novel, which I think is something teens will easily relate to. 

 

      There is also the issue of Black and White and how the main character kind of resents his White teacher for not understanding what it is like to be Black. I think that is a huge issue that our increasingly diverse students experience today. Heck, I know I kind of went through that and probably still do. And it's not just about race. It is about socioeconomic status as a whole. 

 

      I think this book deals with a lot of important social issues, although it is not necessarily action-packed. 

 

      Moving on to the articles. 

 

      I found the Ben excerpt interesting but hard to relate to my book. Is it supposed to offer a different perspective? I'm not sure since it is not does not even take place in the same time period. I just got that this man was marrying this young woman and he would end up running a plantation. Even though he is against slavery. And so is she. 

 

      I thought the Paterson article was really interesting in terms of Locomotion. I think it is important to talk about how books can potentially offend some readers. However, like he argues, what matters is that he is not doing it to injure readers. He is simply portraying reality as he sees is. As someone who likes to write fiction as well, I can relate to that. 

 

      The other article, which is also by the Locomotion author, was also really thought-provoking. I can definitely see her point. Why write about something if you haven't been in that person's shoes? You can't write about being Black if you're not Black. That's true. 

 

     For the most part, I think. 

 

      I think that most people who write about experiences outside of their own probably fail. It takes a very good writer to write about someone who is nothing like him or her. It's hard not to do it without getting something wrong or portraying a prejudice.

     However, I do think that it should be done.

     Why?

     Well, I recently read a novel about being sold into prostitution. Was that author a prostitute? Was she from Nepal as was the main character? No and no. But I think she did justice to this story that needed to be sold. However, she spent a long time traveling to Nepal and talking to those girls. I think that gave the story the authenticity it needed. It was a good example of how some writers can write a story that is not their own.

Lester, J. (1971). Ben. In J. Lester, The long journey home: Stories From Black   History (pp.60-88). New York: Dial.

Paterson, K. “Cultural politics from a writer’s point of view.” The New Advocate.

Woodson, J. (2003). Locomotion. New York: Puffin Books.

Woodson, J. (2003). “Who can tell my story?”. Stories matter: The complexity of cultural authenticity in children’s literature. Urbana Illinois: National Council of Teachers of English.

(So How Does Electricity Work??)

     The Ember books are ones I certainly enjoyed reading. Like with any other book I really enjoyed, I found out as much as I could about the author, how she got the idea, and additional books as soon as I turned the last digital page. I found out there are two more books (much to my delight) and added them to my never-ending summer reading list. 

 

      I must admit that I had attempted to read City of Ember before but quickly lost interest for some reason. 

 

      Boy, was I missing out. 

 

      These books are a great read and are great for the classroom as well. The plot is certainly unique and exciting. These books are perfect for inciting discussions about the state of our planet and how we mistreat it. Or about the global community's failure to get along and the possible consequences of that. Or the “right thing to do” in difficult and life-threatening situations. These books, like The Hunger Games trilogy, forces readers to think about our world and what will soon happen if we don't change. 

 

      I believe these books are also well-suited for the science classroom, especially because of Doon's love for bugs and finding out how things work. Students could find ways to create electricity themselves as Doon did. They could mimic his device. Heck, these books are perfect for simply arousing curiosity on how electricity works. I'm itching to Google it right now. 

 

      But I mustn't. At least not yet. 

 

      Because I do want to address one issue I did have with the books.

      In my humble opinion, they were a bit slow in the middle. I feel like these books could have been shorter. 

 

      On the other hand, the author makes up for that by creating pretty unique and believable characters, such as Poppy and Torren. More kudos for thinking up such a complex and interesting tale. These books have made my list of absolute favorites.

Expanding Students' Horizons Through Multicultural Literature

     When the professor exclaimed that The Absolutely True Diary of a Part-time Indian was the funniest book ever, I was a little skeptical. After all, I had just finished reading Totally Joe. So was it the funniest book ever?

     

     Yes it was.

     

      I almost choked on the cookie I was eating while reading this novel. I was laughing out loud at various scenes in the book, especially when the main character's “kind of” girlfriend was violently throwing up in the bathroom.

This book has many emotional ups and downs. That's what I loved about it. At certain times, especially when he finds out that his sister was burned alive while drunk, I almost wanted to cry. Or when his father gave him five dollars for Christmas (and late) yet he was grateful.

     I also found out why this book is on the banned list of many schools. Yet I would still keep this in my classroom. I don't think I would use it as a read aloud because it does contain many sexual references which many parents and administrators might not like. However, I would keep it on my shelf or use excerpts. This is the kind of book just about any student would enjoy: boy, girl, White, Hispanic, Asian, Native American, African American, multiracial, reader, non-reader, etc. I loved the illustrations and the brutal honesty of this book. It wouldn't have been nearly as good without those things.

     The one thing is that I would make this book appropriate for 8^th grade and higher. I would recommend this book to my younger brother in high school. I kept thinking Oh, Junior would think this part was hilarious, or Man, and Junior thought our Christmases sucked. I also have twin brothers in middle school and a nephew in fifth grade. I would maybe give this to the twins to read because there are some things in this book that they are still not fully aware about (I hope). I would never give it to my nephew (not to mention my sister would FREAK). Now that I think about it, I would give this book to the twins. That's how bad I want them to read. Then again, my mom and older brother would FREAK.

     Anyway. Now moving on to the slightly less engaging articles about Native American literature. As far as the sports debate, I say that as long as they are not offended, I don't think it's a big deal. Except for the term “Redskin.” I feel like that term a lot more people see as offensive. I think it's the same as “wetback” for Hispanics. I can see how that should be rid of. If “wetback” was used today, it would cause an uproar. If it was used in a few hundred years, most people might have forgotten how offensive it was so they might be okay with it. However, it still has a very negative history as a word.

     Moving on to the longer article, I think it is important to make children aware of these stereotypes as young as possible. They should know that, yes, Native Americans are still around, and Thanksgiving did not happen exactly as they think they did. That also goes for the Pocahontas movie. I also appreciate the questions for guidance on selecting Native American literature. I think many times we used stereotypical materials in the classroom that we are not aware about. 

 

Alexie, S. (2007). The absolutely true diary of a part-time Indian. New York: Little, Brown.

Harris, V. J., & Reese, D. (1997). Native Americans in Children's Literature. Using multiethnic literature in the K-8 classroom (pp. 155-185). Norwood, Mass.: Christopher-Gordon.

Price, S. (2002, March 4). The Indian Wars. Sports Illustrated, 96, 66-72.

 

A Good Way To Address (and Resolve) LGBT Questions, Bullying, and Discomfort

     I was pretty curious about this week's readings since I have never read any LGBT literature before. I am happy to say that I was pleased with both novels as a teacher and a reader. Both books were funny, engaging, and addressed important issues occurring in our schools.

      I am really glad that I read these books. They have greatly expanded my mind and perspectives on the LGBT community. I feel like I can at least understand a little bit more what this group of people goes through. I feel this is especially important for teachers. Teenagers struggle enough to figure out who they are without stressing about not being accepted because they might be gay. From reading the articles, especially “From Queer to Gay,” I learned also that young adult literature that has gay characters has not really been published but is now on the rise. I think this will help gay students feel better about who they are. Also, other students will hopefully understand and not mistreat their gay peers. I think that with these kind of books, ones that have characters from all walks of life, students will be more comfortable discussing and learning about the LGBT community

      Although this week is all about learning about LGBT young adult literature, The Misfits and Totally Joe also bring up another hot issue in our schools .I am talking about bullying. Bullying is a horrible thing that often goes unnoticed in our classrooms. These books can help students find a role model on how to deal with these issues and perhaps make them think twice before bullying others.

As a teacher, I would honestly recommend these books to any student, whether gay, straight, or if I had no idea of their sexual identity. These books are important for all students to read because all students deserve fair treatment. These books are a great way for students to learn about the LGBT community. Honestly, students would definitely be able to handle these books, even if parents and teachers are uncomfortable with the topics brought up in the book.

I would also like to mention that I loved how Totally Joe was written. The alphabiography is a project I would love to do with my own students.

       It was also interesting to read about the picture books that discuss having gay parents. I think these are good for teaching even really young students about diversity. They should be in our school libraries even if a lot of people have problems with it. It is important to teach tolerance at a young age, and banning these books would send a horrible message about the kind of society we live in. It doesn't matter what kind of personal beliefs an individual may hold about being gay. Everyone deserves to be treated fairly and equally. A good way to reach that is through YA literature in the classroom.

Howe, J. (2001). The misfits. New York, NY: Aladdin Paperbacks.

Howe, J. (2005). Totally Joe. New York, NY: Anthem Books for Young Readers.

Jenkins, C. (1998).  From queer to gay and back again:  Young adult novels with  gay/lesbian/queer content, 1969-1997. Library Quarterly, 68(3), 298-334.

Stewig, J. W. (1994). Self-censorship of picture books about gay and lesbian families. New Advocate, 7(3), 184-192.

Blog 8: Octavian Nothing

    To be honest, it took me over a hundred pages to like this book. Once I got past those hundred pages, however, I found the book exciting and a pleasure to read. M.T. Anderson does a great job of creating an engaging story and a character the reader truly cares about. The topic of this story are also unlike any other you would encounter in your typical novel. I’ve read plenty of historical fiction, but never one about the American Revolution told from the perspective of an extremely intelligent Black boy who is used for experimentation.
    What I didn’t initially like about this book was the written style. I had no idea it would be written in style of the 18th century so I was caught off guard. The unfamiliar style alienated me a bit from the story and even annoyed me. However, I quickly got used to it and came to appreciate the aim for authenticity. I also felt like it wasn’t really going anywhere. I kind of knew that Octavian and his mother were experiments for Mr. Gitney, but I didn’t see enough conflict to keep me interested. I have to admit I would have stopped reading had this not been required reading.
    I’m really glad I did keep reading, though. I learned that Octavian and his mother were Black; that his mother had been brought for the slave trade, and they were both part of an experiment to see if African Americans had the same intellectual capacities as their White counterparts. Then, the conflict increases greatly as Octavian is used to prove that Africans are inferior. Octavian changes so much, and his story captivated me. The rest of the novel was awesome, and I rooted for him all the way, hoping he would be able to escape or at least prove that he was even smarter than those around hims. Bono was also another favorite character. Towards the end of the novel, though, the perspective changes from Octavian’s first person to a variety of letters from a person who comes across Octavian. These were filled with many details I skipped over. I just wanted to know about Octavian. I was glad when the story came back to his perspective in Part III. I also was intrigued by the scribbled out pages after Octavian’s mother’s death. I think these spoke more than words.
    Although I thought Octavian Nothing was a stupendous read (and I look forward to reading the rest of the series to find out what happens to him), I don’t think this novel is completely appropriate for a middle school audience. I was reading reviews about the novel online to see what other readers had to say about the book, and one reviewer wrote that it shouldn’t even be a young adult novel. I completely agree. This novel is more appropriate for adults based on the subject matter. For example, there are sexual references throughout, such as when Octavian is pressured to read very adult stories to Bono. Much of the vocabulary is also not suitable for the typical middle schooler. I found some words that were challenging for me. I think that, along with the 18th century style, would turn off most middle schoolers.
    However, I think many passages from this book could be used in the classroom. Students could see what people wrote like back then or hear a perspective from a Revolutionary soldier. They could learn about the real experiments that happened on Africans to try to prove or disprove their capacities. I think that the story as a whole would be interesting to students, and maybe passages could be real aloud. The whole novel might be a problem, though, because of its length and occasional inappropriate scenes.

Blog 6: Al Capone Does My Shirts

I have to be honest. This book did not appeal to me. I've never watched any of those major gangster movies that everyone seems to have watched and sometimes talks about. I only had a vague idea of who Al Capone was. So when I saw the title, I didn't really “get” the humorous reference. So first off, if I were to use this book in one of my classes, I would be sure to give some background on this historical figure. I also didn't know that this was historical fiction. Once I read the description on the book, however, and the inside preview on the first page, the novel had my attention.

I have to say that I really enjoyed this book. I could hardly put it down and finished it within a couple of days. I absolutely loved this author's writing style. He is funny and entertaining, and at the same time, you come to care for the character because of the issues he has. I know that teens, especially boys, would be able to relate to this character and his sense of humor.

Another thing that I liked was that although this book is historical fiction, it doesn't seem like it. I almost feel like this story could have taken place nowadays except for the obvious lack of technology. That's how real the characters seemed to me and how much I could relate to them. However, the reader also learns so much about history in terms of Al Capone and Alcatraz prison. I thought it was amazing that this story was based on something real. I was intrigued and devoured the Author's Note at the end.

There are so many things a teen could relate to in this book. For example, Moose feels less important to his mother and often argues with her for the huge amount of responsibility he has to take as just a young middle schooler. Many kids these days still struggle with that. Also, he hardly sees his dad because he has to work two jobs to get along financially. That's something else anyone could relate to.

Another important issue that comes up in this book is autism. I never even knew autism existed as a kid. Now, I only know a little and it was through college classes that I learned about autism. I think this book is a great tool for making kids aware of autism in a way that is not boring or uncomfortable. I think that if I was a teen reading this book, I would be kind of weirded out by the condition that Moose's sister, has but I would also connect very deeply to his protectiveness and intense love for her.

All in all, this book was not action-packed like other reads. However, it dealt with lots of important emotions and issues. Also, it was funny, which is always a good thing in young adult books. I found myself hating Piper and rooting for Moose and his sister. Yet, I liked that even Piper seemed to show a good side at the end. And the ending I will never forget. How awesome is it that Moose got a world-known convicted felon to help his sister get into the school? I think that shows another important lesson: even criminals have a heart.

Technology's Huge Reach Into the Classroom

     This week's readings opened up thoughts on how technology is affecting the classroom. Simply said, a stance must be taken because it is a given that students are being affected so much by technology that it is going to play a huge role in the classroom. Ultimately, teachers should take advantage of what technology has to offer in the classroom.

     I've seen technology (or digital literacy) used in the classroom. There are now class websites, and students access all kinds of online resources for information. After reading the first Digital Literacies article, I believe that technology should be used to help students take charge of learning.

     I say this because I see a lot of teachers use technology in the classroom but are not using it to its full potential. For example, teachers find sources on that day's topic, and students just sift through for answers. I think there is a better idea for taking advantage of technology. One way is for students to find the sources for themselves, determine if they are credible, and develop their critical thinking skills. Allowing students to take charge of their learning with technology will mold them into the responsible adults our world needs. In the real world we aren't always simply handed information and if we are it tends to be wrong or biased.

     Another big issue concerning technology that must be addressed was found in the Digital Natives, Digital Immigrants article. Honestly, I immediately thought of my ancient high school math teacher who struggled to read her email. I think a good solution to the native/immigrant issue is to simply meet halfway. If natives, the new students of today and tomorrow, learn best through multimedia, immigrants can incorporate a video now and then or websites to enhance learning. I think this also has to do with people being more aware of their personal learning style nowadays. I also want to emphasize that immigrants shouldn't waste time teaching students how to use technology. Most of the time students know how already or even a better way.

Chase, Z., & Laufenburg, D. (2011). Digital literacies:embracing the squishiness of digital literacy. Journal of Adolescent and Adult Literacy, 54(7), 535-537.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.

Don't Believe Everything You See on TV, Kids

Pop culture. It’s everywhere. Apparently, even in the classroom. Kids bring in their experiences and knowledge of popular culture when they walk into the classroom and come across new knowledge. So it makes sense to address it. Otherwise, they could take what they see in movies, television, and comic books as true while dismissing what they are taught in class.

            What would I do as a teacher to address this issue? I would survey students at the beginning of a new unit to see what they already know/think/have heard about the topic we are about to study. I would listen and correct stereotypes or misinformation they have as well as reinforce accuracies.

            Pop culture can serve as a useful tool in the classroom. I would find video clips or other things that are accurate and show them in the classroom. It will appeal to students because it is coming from pop culture and it’s educational. For example, my mentor teacher showed an episode from the History Channel series, America: The Story of Us. The kids loved it, learned a lot, and (shocker!) stayed awake the whole time.

            Pop culture is one of those things that can be a great benefit to learning. However, if a teacher isn’t aware of the role it plays in the classroom, there is a lot of potential for harm because kids are more likely to take what pop culture says as truth rather than the textbook, as we learned from the article. I think any teacher, or adult even, should teach their kids or students to question the sources of information they come across. They can’t believe everything they see or hear on television or in movies. This is a fundamental aspect of being an informed citizen that can contribute to society.

Hall, L. A. (2011). How popular culture texts inform and shape students' discussions of social studies texts. Journal of Adolescent and Adult Literacy, 55(4), 296-305.

A Blog About Blogs

     It's amazing how much technology is being incorporated into education these days. Blogs, especially, are being experimented with in the classroom. The first article, entitled Blogging, discussed this issue. I like to blog and read blogs myself so when I read about how teachers can use blogs to enhance learning, I wanted to know more. I realized that blogging in the classroom has lots of potential for helping students learn and making the curriculum their own. I like the overall idea of using technology such as blogs and websites in the classroom. From what the article says, however, I think there are ways that work and ways that don't.

      One advantage of blogs is that they can be used to get students to know each other academically as well as on a personal level. I think they could also be good for those students who don't like to speak up in class. Some students work better and learn better through writing and are more vocal in their writing. I think I am a prime example of this.

I also found some potential drawbacks and was disappointed when I read about how students in the study did not find blogs helpful in their learning or even something to look forward to.

      The article listed many examples of successful use of blogs to create a sense of community and learning. So I thought: why not in the study? Maybe these students are not into blogs. Then I thought about how I personally enjoy blogging, reading blogs, and how the use of class websites this semester is making my classes more exciting and personal. I get to see how others blog and make their takes unique and perhaps entertaining to read. I agree that blogs are similar to reader response journals, but blogs appeal to me more anyway. However, I can picture some students being unenthusiastic about them and not looking forward to them. Maybe blogs could be an option and journaling would be another Maybe it's the whole concept of responding to the readings that caused the lack of enthusiasm. Either way, I would survey my students on the kinds of technology that they use frequently and infrequently, what they like and don't like, and what they would like to incorporate into the classroom.

      In the study, I also noticed that the real problem seemed to be lack of authentic discussion. How can this issue be resolved? Maybe the class could discuss readings in class then reply on blogs? Maybe they need thought-provoking prompts to ignite a real discussion online? I especially thought of this idea when I read the article on using author blogs, but more on that later. Overall, I think blogs should be about students expressing themselves not just about completing assignments. Like the article says, blogs could be used to talk about topics of real student interest that could not be covered in class.

      Despite the negative results of the study, I would definitely use blogs and/or websites for my class as a way to post information about the class and assignments. I see this done more and more. My younger brothers' teachers all have their own websites for classes where students can find notes, examples, useful sites, the online textbook, extra credit questions, etc. I never saw this growing up, and I would have been clueless as far as how to use the resource, but now it's a norm. Websites are considered easy to use and access by most students (although they don't always choose to keep up and take advantage of these sites. But that's another post). I don't know how I would use blogs as a means of discussion. I would do lots of research and go into it with an open mind, willing to change how I do things in order to make blogging for class something fun and helpful for students.

      The other article, entitled Blogs, was about using authors' blogs to connect students and books, which I thought was a great idea. This gives students a way to picture who wrote the book and why and what they are doing today. They can even communicate with authors and ask questions.

      However, I wonder if all or most of these blogs are appropriate for middle schoolers. Some of these authors might use the occasional cuss word in their posts or blog about topics that have nothing or little to do with their books. Blogs commenting on literature would be a great idea to initiate discussion in the classroom. Also great to show how real people in the real world use and go through the writing process. And their struggles.

      From examples in the reading, author blogs seem like a great way to start a lively discussion, although I still question whether students will be ready or mature enough to talk about some of these topics, an example being race required for an award or whether a book should be banned due to an oral sex scene. I would have to see examples of specific author blogs to establish how I really feel about using them in the classroom