Text Overview & Story Summary

Author Overview

* Check Out Some Of These Additional Great Titles By Kwame Alexander!

Writing Elements

The Crossover impeccably fits the definition of a verse novel in that it cannot be defined or contained within just one genre.  This text moves fluidly from written poetry to contemporary realistic fiction and even into the realm of multicultural literature.

Alexander combines style, thoughtful language, and quick pacing to keep his readers engaged from beginning to end.  He perfectly aligns the design and layout of the game with the plot in a way that adds so much depth and complexity.  This along with the additional symbolisms of the game (as it relates to life), as well as the perfect balance of mood, tone, and tension lends itself to exceptional character development.  Alexander, then shares numerous relatable and powerful themes through the point of view of this extremely well-developed character, giving his young readers so much to grasp onto and connect with while reading (Tunnell et. al, 2016).

Additionally, the main character’s love of hip hop deeply influences the reader’s ability to feel the music in the language in several of the verses.

*Take a moment to read through the text excerpt above (in the story summary section) and below (with the 10 basketball rules that thoughtfully spaced throughout the book) and you can catch a small glimpse of the elements described. Of course, judge for yourself, but I think that you will find evidence to support my claims of Alexander’s skilled and expert abilities. Abilities that are so powerful, they actually transcend genres!

The Crossover, in Life & in Basketball

Multicultural Literature & Critical Literacy in the Classroom

One thing that I think makes this text so special is how Alexander flawlessly uses dialect and precise language to cross the boundaries of poetry and realistic fiction into the genre of multicultural literacy.  Though it may seem subtle to cultural outsiders, for those on the inside it screams that this text reflects me!  Furthermore, once outsiders are made aware, it provides a positive representation that illuminates how, “members of the human family have more similarities than differences” (Tunnell et. al, 2016. P.201).

With all of the cultural language and nuances presented in The Crossover, there is a perfect opportunity to explore perspectives and voice. This book offers a platform to explore social justice and look at whose voice is heard . Additionally, this incredibly powerful way that Alexander so skillfully highlights without exactly pushing social or political issues, sets the stage for this text to be critically analyzed. Specifically, discussions that focus on and feature which voices are missing. In a world with so many negative stereotypes and inaccurate representations of minority cultures, The Crossover gives a beautiful depiction of family values and the African American culture. This opens a window for misinformed outsiders to reconstruct knowledge, develop an awareness of their prior misconceptions/roles & contributions to social injustices, and allow for actions to be taken that promote social justice for all.

Resources:

Alexander, K. (2014). The Crossover. Boston, MA. Houghton Mifflin Harcourt.

Kwame Alexander

Alexander, K. (2019). Kwame Alexander Biograpy. Retreieved from: https://kwamealexander.com/about/me/.

The Booking Biz. (2019). Bringing Authors to You: Kwame Alexander. Retrieved from: https://the bookingbiz.com/client/kwame-alexander/.

Kwame Alexander

Tunnell, M. O.; Jacobs, J.S.; Young, T.A. & Bryan, G. (2016). Children’s Literature: Briefly, 6th Edition. Boston, MA. Pearson.

Text Overview & Story Summary

In this modified version of her original memoir, Reyna Grande, shares the powerful and captivating story of her immigration experience.  Grande gives readers so much more than the familiar story of a family in pursuit of the American dream, she also shines a light on the many ways children are left impacted by this experience.  From the risks and sacrifices made (with only the hope of providing your family with the opportunity for a better life) to the dangerous and harsh realities of crossing borders, Grande tells it all!  By providing her honest first-hand account, she is inviting readers to share in her experience and witness the true costs and consequences of: a family facing poverty, the pain and heartbreak of family separation and disintegration, the challenges of assimilation while simultaneously struggling to maintain your cultural identity, and the power in determination and a drive to succeed. 

Grande’s tells her story in two parts; Part 1-her life in Mexico & Part 2- her life in the United States.  This journey begins with some of her earliest memories as a young girl living in her hometown of Iguala de la Independencia in the southern state of Guerrero.  Life is being flipped upside down yet again, as her mother is leaving to meet her father in the United States. Reyna and her two siblings are sent to live with their grandmother, a woman that her sister says, “was born angry.”  While working in the United States to secure their family’s future, her parent’s marriage begins to fall apart and her mother eventually returns home. In time Reyna finds herself too making the journey to “El Otro Lado” or the other side.  While living in the United States we continue to follow Reyna as she weeds through life’s many challenges, some deeply personal and others synonymous with being a cultural outsider.  Despite everything life throws her way, with incredible grit, inner strength, and courage she makes her dreams of becoming her family’s first college graduate a reality.      

Author Overview

Purpose & Elements of Multicultural Literature

Tunell, et al. identify several guidelines as to what defines well-written multicultural and international literature including having, “a profound effect on readers, prompting a global outlook as well as an understanding that members of the human family have more similarities than differences” (2016. p. 201). I can confidently say that these guidelines are not only evident, but fundamental to Grande’s writing.  In regards to both cultural accuracy and authenticity, this text provides both!  Though the modifications made in adapting her memoir for a younger audience many have softened some of the harshness she experienced, it did not alter or fictionalize the events; therefore I would argue that it still remains an accurate and authentic account of her journey.  Furthermore, the fact that this is Grande’s personal memoir, told in her own words and through the lens of a cultural insider, it would be rather bold to make accusations of inaccuracy and/or inauthenticity.

 Although, I do think that it is important to point out that Grande’s story is the only story.  Other cultural insiders may have very different interpretations within similar events and experiences. This doesn’t discredit Grande’s depiction in regards to the elements of cultural accuracy or authenticity; rather it serves to remind us why multicultural literature is so important.  Reinforcing the need for more opportunities and exposure to well-written multicultural and international literature!

Different Readers, Different Purpose, Same Great Text...

For readers that are cultural insiders, The Distance Between Us offers a positive role model and affirming representation of the culture portrayed.  Allowing this group of readers the opportunity to see their self being represented in quality literature.  And for those readers that fall into the category of a cultural outsiders, this text offers the opportunity to share in the traditions of a different culture.  Additionally, it serves to foster an awareness, empathy, and appreciation for a culture that is not your own through well-written literature (Tunell, et al. 2016).

Supporting Active Learning & the Construction of Knowledge in the Classroom

I view this text as an incredible platform to engage learners in the classroom.  Opportunities that range the heart of the individual to the whole group, and even extending outward to the families, communities, and far beyond.  Grande’s story humanizes immigration, an aspect frequently overlooked, and offers an opportunity to help erase misconceptions and accurately construct knowledge around the Mexican-American experience and culture (or any culture for that matter).  Allowing time to hear individual stories, ensuring that collaboration is a critical part of the learning process (specifically surrounding the sharing of knowledge and ideas), and providing a lens that extends past the classroom walls are just a few simple suggestions for supporting active learning and the construction of knowledge within the classroom.  These suggestions though inspired by The Distance Between Us, are easily transferable to any multicultural text or cultural study.

The Distance Between Us & Critical Literacy in the Classroom

Illegal immigration has been a controversial topic for quite some time, but considering our country’s current political status this subject is quickly becoming more relevant than ever.  Also making it more important than ever to disrupt the commonplace, interrogate multiple points of view, consider the sociopolitical issues that surround it, and to consider and promote social justice. Again, The Distance Between Us provides the perfect platform to analyze this highly-debated social issue.  This text allows for this topic of immigration to be examined as a whole or, more specifically, just as it relates to Reyna Grande’s story/experience.  One thing that is truly special about Reyna Grande is that her story disrupts the commonplace just by existing in publication. If I worked with students in the middle grades, I would be very excited to witness the ideas and discussions that this text and a critical lens would inspire!

Resources:

Grande, R. (2012). The Distance Between Us: Young Readers Edition. New York, NY. Aladdin.

Reyna Grande (n.d.) Retrieved from: https://www.reynagrande.com/biography/

Reyna Grande (2019). Retrieved from: https://reynagrande.com/

Tunnell, M. O.; Jacobs, J.S.; Young, T.A. & Bryan, G. (2016). Children’s Literature: Briefly, 6th Edition. Boston, MA. Pearson.

Story Summary

Author, René Colato Laínez, tells a story familiar to so many children today of the heartbreaking realities of family separation.  This fully bilingual text, combined with the beautiful and vivid illustrations of Joe Cepeda, capture the all too real and emotional struggle effecting countless immigrant families that are currently held apart by legal status.  Though the pain and fear are almost palpable at times in this story, it also sends a message of hope for families just like José’s .  This text provides numerous themes to explore throughout including: family, immigration/deportation, courage, persistence, optimism, empathy, compassion and much more!

This is the story of José , a young boy living in California with his Mamá and Papá . Until one day when his whole world is flipped upside down and his Mamá is sent back to Mexico for not having proper documentation. After weeks of being separated, José and his father finally are able to travel south to Tijuana to visit Mamá in the shelter where she is being held. The joy of seeing her again brings the family joy and hope. With José’s father being a permanent resident of the United States they should be reunited again soon, but they still have to say painful and heartbreaking goodbyes while the wait to be together again for good.

Author Overview

Illustrator Overview

Purpose & Elements of Multicultural Literature

I see this as an exemplar of multicultural literature. For readers that are cultural insiders, I feel like it affirms a positive representation of the culture being portrayed. While nurturing an awareness to cultural outsiders through empathy and compassion. This text further creates an awareness surrounding this major social and political issue that those attempting to immigrate to the United States are currently facing. It also presents an opportunity to reflect change for the future as it relates to the legislation that rips families apart and keeps them separated. The author writes from a truly authentic insider’s perspective, of not only a cultural insider but also the insider’s perspective related to the lens of the immigrant’s experience.

Though I claim and stand behind this text as being the standard to strive for in quality children’s multicultural literature, I feel a responsibility to acknowledge that though it is written with an authentic perspective, sadly many of today’s families may not feel that it is entirely accurate in regards to the hope shared within the text. Additionally, many may feel that the harshness of today’s experience may have been a bit downplayed. However, I think that in both the author’s intentions to sensitively connect and raise awareness, combined with his sense of social responsibility to positively represent his Latino culture, he has gifted us with this beautiful exemplar in multicultural literature.

Above all else, this story affirms the emotions felt by many children currently enduring this experience and allows outsiders to empathize, giving it two important reasons to add this to your must read list!

Visual Elements

I cautiously say that I do not think this story would be as compelling in regards to emotional response, empathy, and compassion if it were not for the illustrations of Joe Cepeda. The text is absolutely wonderful, but the illustrations are so powerful and bring this text to life. The illustrations contribute to the establishment of setting and to the sequence of the story, but also tell a much deeper story about family, pain, love, suffering and the hope to be seen in spite of it all. Cepeda is able to reinforce what is stated in the text, but through his use of color, composition, and character expression he establishes the mood and underlying themes within the text.

From North to South- Critical Literacy in the Classroom

If this text doesn’t support critical literacy in the classroom, then I don’t know what does! It hits all 4 domains of critical literacy and has the potential to lead to extremely powerful classroom discussions in the classroom. I happen to work in a school where more than 80% of our students are CLD (Culturally & Linguistically Diverse) learners and this text tells the story of many of my students; therefore, I have brainstormed a few questions below that I might use with my students to analyze this text utilizing a critical lens. I hope that you will find them to be useful in your own classroom or with your own children!

• What do you know about immigration and deportation processes? (*prior to reading)
• How do you think those held/detained in shelters like the one Mamá was taken to are treated?
• Have you ever been separated from someone that you love? How did you feel?
• Why would I choose a text like this to read to you/use in class?
• In what ways do you think that immigration and/or deportation affects families?
• How do you think that Papá was affected by Mamá being taken back to Tijuana?
• What can you do to support friends going through this same experience?
• What can you/we do to positively effect social change today?
• What can you/we do to positively effect social change in the future?

Resources:

Colato Laínez, R. (2013). From North to South: Del Norte al Sur. New York, NY. Children’s Book Press.

Penguin Random House. (2019). René Colato Laínez. Retrieved from: https://www.penguinrandomhouse.com/authors/106308/rene-colato-lainez

Google Sites (2019). René Colato Laínez Biography. Retrieved from: https://sites.google.com/site/renecolatolainez/biography

Cepeda, J. (no date listed). About Joe Cepeda. Retrieved from: https://www.joecepeda.com/about

Story Summary

Author, Grace Lin, inspired by her desire to maintain a close connection with her parents’ culture, brings to us an epic journey in modern fantasy with a Chinese folk tale feel. Where the Mountain Meets the Moon is the first in a series of three novels, all of which are folklore inspired.  In this layered and dynamic tale the main character, Minli, embarks on a memorable quest to find the Old Man of the Moon.  Minli’s incredible journey, though at times perilous and uncertain, is full of magical encounters and many unforgettable characters.   Selflessness, sacrifice, courage, love, family, friendship, and hope are just a few of the many themes and lessons represented in this modern twist on traditional classic folklore.

Minli’s journey begins in the poor village of the Valley of the Fruitless Mountain, where she lives in a very modest hut with her parents.  Her family works hard all day painstakingly planting seeds and farming just to ensure that they have enough to eat.  In the evenings, Minli’s father shares stories about the Jade Dragon and the Old Man of the Moon that inspire her to go out into the world in search of answers and hopes of changing her family’s fortune.  Minli quickly meets Dragon and this unlikely pair works together, helping and protecting one another, as they face their adventures ahead.  Minli and Dragon develop a beautiful friendship along the way, and in the end Minli chooses the happiness of her friend over her own.  This selfless act brings more fortune to Minli’s life than she could have ever dreamed of when her journey first began.

Author & Illustrator Overview

Popular Works Include:

• The Ugly Vegetables
• Dim Sum for Everyone!
• Fortune Cookie Fortunes
• A Big Mooncake for Little Star

Ling & Ting series

• Ling & Ting: Not Exactly the Same!
• Ling & Ting Share a Birthday
• Ling & Ting: Twice as Silly
• Ling & Ting: Together in All Weather

Children’s Fairytales series

• Where the Mountain Meets the Moon, BOOK 1
• Starry River of the Sky, BOOK 2
• When the Sea Turned to Silver, BOOK 3

Pacy series

• The Year of the Dog
• The Year of the Rat
• Dumpling Days

Characteristics of Modern Fantasy

“One might argue that modern fantasy is the birthchild of folklore. As with folklore, modern fantasy is not merely a matter of make-believe”(Tunnel et al, 2016, p.123). This is a perfect description for Lin’s work. Including first and foremost events and elements that can only be described as magic, frequently violating the natural and physical laws of the world we live in and know to be true. Further, to some degree, I could argue that all six basic fantasy motifs are present within this novel; thus, classifying it as an example of high modern fantasy. Below I have listed the six basic motifs as noted in the 6th edition of Children’s Literature: Briefly and included how this novel meets the requirement for each.

1. Magic- though there are many examples that could be identified, the animal fantasy stands out as this novel has numerous talking animals.
2. Other Worlds-Minli, in my opinion, clearly enters another world when she travels across the bridge to finally meet the Old Man of the Moon.
3. Good versus Evil– I see Minli’s , and then Dragon’s, battle with the Tiger to be a clear representation of good versus evil.
4. Heroism– I without a doubt see Minli as a hero on a quest. Her journey follows the traditional circular structure in which she ends where she first began, bringing so much change to many lives in her community. It is made exceptionally clear in the end that her community reveres her journey as one of heroism and I would be inclined to agree.
5. Special Character Types– Her faithful sidekick, Dragon, certainly qualifies as a special character type.
6. Fantastic Objects– I see the string given to Minli by the guardians of the city (the Lions) and the missing page from the Man of the Moon’ s book to be a clear examples of fantastic objects.

Where the Mountain Meets the Moon & Critical Literacy

Though I think that this text lends so well to critical literacy and could be analyzed in depth under any of the 4 domains, there is one that I would like to focus on as it has stuck out more than all of the others. I would like to look at this text under the critical lens of perspective. I found it so interesting that when reading through the perspective of Minli, we are taught incredibly wise lessons of the power of being selfless and finding contentment and happiness in the wealth that comes from being with those that you love. However, if Minli had understood these lessons in the beginning there would have been no purpose or driving force behind the courageous journey that brought so much to so many. Without her epic quest to find the answers to those burning questions and dreams of changing her family’s fortune, the dragon would have never been able to feel the love of friendship, find his ability to fly, and eventually find his way home. Yes, her family realized the fortune that they had all along and continued to teach lessons of selflessness of giving away the dragon’s pearl without reward; however, obtaining this fortune and then giving it away brought wealth and fortune to the entire community of the Valley of the Fruitless Mountain. So, I think that it is important to view both perspectives in order to fully appreciate the many lessons that this text provides. Again, there are so many ways to critically examine this text within the 4 domains; although, this one stands out to me above all others.

Resources:

Lin, G. (2009) Where the Mountain Meets the Moon. New York, NY. Little, Brown and Company.

Reading Rockets (2019). Video Interview with Grace Lin. Retrieved from: https://www.readingrockets.org/books/interviews/lin

Tunnell, M. O.; Jacobs, J.S.; Young, T.A. & Bryan, G. (2016). Children’s Literature: Briefly, 6th Edition. Boston, MA. Pearson.

Story Summary

This award winning picture book, though seemingly simple upon first glance, is actually quite complex and dynamic.

So simply told, young CJ and his grandmother, Nana, leave church on Sunday as they always do and head off across town to volunteer at a soup kitchen. Throughout their journey across town, they cross paths with several people and CJ asks his Nana several questions; to which she responds by presenting a new perspective, both positive and inspiring to help him see his world in a new light. Nana teaches CJ to see the beauty and adventure in the world around him, understand that wealth can be gained in the experiences one has, and the importance of building community and giving back to those less fortunate.

Now on to the more complex and dynamic aspects of this story. It is very easy and understandable to get swept up in the Nana’s wisdom and encouraging responses. However, if you stop and take a minute to examine CJ’s questions about the gaps and disparities within the world he sees around him, it takes this story to a whole new level of depth. The dialogue of this text as well as the diversity of characters portrayed adds a wonderful dynamic to the content story. All of this paired with the illustrations, also seemingly simple, yet perfectly able to capture and support the authenticity of this text.

Author Overview

Illustrator Overview

Christian Robinson & Matt de la Peña

Visual Elements

Robinson’s unique style of collage and painting are artfully simple yet so powerful. His composition of the collage adds a depth and texture to his work. Each illustration portrays a feeling of warmth, yet the colors are vibrant and bright in a way that only a true artist can achieve. The illustrations contribute to the establishment of setting and to the sequence of the story, but also tell a much deeper story about culture, community, love, poverty, disparity of privilege and resources, and the beauty to be seen in spite of it all. Robinson is able to reinforce what is stated in the text, but through his use of color, composition, and character expression he establishes the mood and underlying themes within the text.

Last Stop On Market Street & Contemporary Realistic Fiction

Last stop on Market Street is a perfect example of quality contemporary realistic fiction. It checks all of the boxes in regards to key characteristics. It tells a story that realistically could have happened and to some extent happens in cities across the globe. It takes place in our contemporary world. One of the two main characters, CJ, is a child. While both of the main characters, CJ and Nana, are lovable, relatable, and believable. Working in a Title 1 school, with saddening levels of poverty, I know for a fact that many of my students would see CJ as a kindred spirit and relate to the strong bond and cross-generational relationship between CJ and Nana.

Though worlds apart in context, and one being a young adult novel while the other a children’s picture book, I will have to partially reuse the term I coined in my previous post on If I Was Your Girl; because I too would classify this as a “School & Family and Problem” genres (Tunnel et al, 2016). However, in the case of Last Stop Market Street I would drop the “School” emphasis in “School & Family” and classify it under my updated term -“Family and Problem” texts. The concept of family serves to lighten up the harsh reality of the presented issues surrounding the human condition, and provide CJ with the wisdom guidance to face these harsh realities while simultaneously seeing the beauty where others may not.

*This text is a perfect addition to any elementary classroom library! This is a powerful mentor text if you are looking for opportunities to discuss literature through a critical lens with primary aged students. It offers a variety of perspectives to consider and lends well to discussions and questions regarding voices (those heard, silenced, and missing). Furthermore, it has a depth of content and multiple themes present that support the considering of sociopolitical issues and taking action & promoting social justice.

References:

Brightly Editors. (2019). Meet the Illustrator: Christian Robinson. Retrieved from: https://www.readbrightly.com/meet-illustrator-christian-robinson/

Bio

Bio

De la Peña, M. 2016. Last Stop On Market Street. New York, NY. Penguin Group

De la Peña, M. (2019). Matt De la Peña Bio. Retrieved from: https://mattdelapena.com/bio/

Tunnell, M. O.; Jacobs, J.S.; Young, T.A. & Bryan, G. (2016). Children’s Literature: Briefly, 6th Edition. Boston, MA. Pearson.

Story Summary

This multi-award winning young adult novel provides an authentic voice for transgender teens, a point of view that is rarely given the opportunity to shine in young adult literature. Main character and protagonist, Amanda Hardy, navigates through both her unique challenges & truths that come with being a teenage transgender woman & her trans identity as a whole, but also the much more universal struggle of the teenage experience.  Though Amanda has faced unspeakable horrors of sexual assault and discrimination, she also shares her experiences with bullying, depression, suicide, being the new girl, keeping secrets, being & feeling different, love, friendship, and the desire to be accepted for your true self.  Her many relatable experiences provide a little something for everyone to connect with; thus, making it easy to go along for the ride as Amanda shares her story and speaks her truths. 

We follow Amanda as she starts her senior year of high school in a new town, at a new school, and with a huge secret. Now fully transitioned, she gets a fresh start being her true self, a woman both on the inside and outside. However, her plan to keep her head down and maintain a low profile quickly changes as she for the first time in her life makes friends and begins a romantic relationship. Amanda opens up to a friend, that she believes she can trust, revealing her deepest truths and allowing her self to be completely vulnerable. Unfortunately, jealously and rejection are too much for her friend and Amanda’s truths once again become the talk of the town. Amanda is then again faced with the bullying and violence that forced her to leave her hometown in the first place. Amanda’s father, already struggling to cope with and accept having a transgender child, is unable to handle the fallout of his daughter’s secret being revealed and sends her back home to her mother in Atlanta. Shortly after on a surprise visit to Atlanta, Amanda’s father come to terms and is finally able to accept Amanda for all that she is and it is in this shift that Amanda bravely decides to return and face the rest of her senior year. She learns who her true friends are and her story ends slightly unresolved, but with feelings of hope for what the future holds.

Author Overview

If I Was Your Girl & Contemporary Realistic Fiction

If I Was Your Girl can easily be categorized as contemporary realistic fiction in respect to the many ways that young adults can relate to the familiar themes presented in Amanda’s story. Whether you are transgender or not, Amanda’s character was a teenager. As addressed in the story summary above, she faced many challenges that ring true to teens everywhere. Also, as I addressed within the author’s overview, Russo took several liberties and removed obstacles faced by many trans teens; but Amanda’s character is lovable, relatable, and believable- easily to be felt as a kindred spirit to many readers. This story though fiction, tells a story that could happen in today’s contemporary world. The struggle to live as one’s true self and be accepted is universal, allowing readers of all walks to connect with Amanda and deeply feel her fears, anxieties, hope, and dreams.

I would further classify this novel as a perfectly balanced mix between a Problem Novel and a School & Family Novel ( Tunnel et al, 2016). As the novel is based largely in a school setting, in which the protagonist desperately longs to fit into her new school and new town, it is hard not to classify on this component alone. However, this story has an additional level of depth and complexity that leads me to further consider classification as a Problem Novel. Russo presents a topic that for many may be considered taboo in respects to children’s literature, but gender identity, bullying, and discrimination without a doubt fall into the category of coping with serious problems of the human condition. Now please let me be clear, I am not equating transgender individuals or those with fluid/undefined gender identities as being a serious problem of the human condition; but rather the way that these individuals are currently having to cope with our outdated and intolerant societal views on gender identity as being the serious problem of the human condition. I think that I would be short sided if I solely classified this dynamic novel as one over the other; therefore, I have decided to coin the term “School & Family Problem Novel” as it relates to contemporary realistic fiction!

If I Was Your Girl & Critical Literacy in the Classroom

Considering that I teach 2nd grade, it is highly unlikely that this book will ever be featured in my curriculum. I also wonder how likely it would be that this book would appear in the curriculum or in classroom & school libraries of any traditional public middle schools or high schools due to the nature of the content. With so many relatable themes throughout and the lessons in tolerance and open-mindedness, I find it a shame that many teachers and institutions would likely avoid such a thought provoking text perfect for critical literacy in the classroom. However, content regarding a transgender individual, gender identity, drugs, alcohol, sexual assault, sexual orientation & experimentation, and explicit language might make it a hard sell.

Though my personal beliefs on the social construct of gender are fairly liberal, I did grow up in a conservative christian home; therefore, a text of this nature would have been deemed highly inappropriate. So, it was certainly not the type of text I would have had the opportunity to be exposed to in school.It can be a very fine line as an educator between presenting/providing thought-provoking material and pushing/promoting a particular social/political view point. Being an educator is a really awesome responsibility and I want to teach my students to think critically, question frequently, and empathize while being careful not to project my personal political views. However, this does not mean that critical literacy does not have a place in primary classrooms because it does!! Just maybe not on the level that a text such as If I Was Your Girl would invoke.

Now under the lens of critical literacy, this text this lends itself perfectly to discussions on the 4 Dimensions of critical literacy. Below I have provided some questions that could potentially be used with young adult students to spark some deeper analytical thought about this text within each dimension.

• Disrupting the Commonplace- In what ways does the culture of the South and rural community in which Amanda lived produce additional challenges to being accepted?
• Interrogating multiple view points- Do you think Grant’s character has a right to feel betrayed/lied to upon finding out that his girlfriend is transgender?
• Consider sociopolitical issues-Why issues do you think that Amanda will face moving forward in life?
• Consider and take action to promote social justice- How are prejudice and bias created? How do we overcome them? What is your responsibilities to those around you when social injustices occur?

References:

Russo, M. 2016. If I Was Your Girl. New York, NY. Flatiron Books

Tunnell, M. O.; Jacobs, J.S.; Young, T.A. & Bryan, G. (2016). Children’s Literature: Briefly, 6th Edition. Boston, MA. Pearson.

Story Summary

Chains is the first book in Anderson’s trilogy on the American Revolution. It is ultimately historical fiction, but Anderson does a wonderful job of accurately portraying the events of this time in American History by including excerpts from historical documents, newspapers, letters, etc. This young adult novel is an emotional tale of a young girl’s struggle to break the “chains” (both metaphorically and physically) holding her captive from the freedom she deserves. Chains provides a complex level of depth, as it provides parallel stories of slavery; both for the individuals that were held hostage as slaves and our nation as a whole fighting for its freedom. Told from the perspective of thirteen year old Isabel, her journey and fight for freedom is also a story of bravery, loss, loyalty, injustice, suffering, identity, friendship, and family.

Author Overview

Historical Fiction in the Classroom

Why, Historical Fiction?

“history never has a single side to a story, and children’s literature in the form of historical fiction (and historical nonfiction) is a good way to introduce children to a variety of perspectives.”

Tunnel et al, 2016, p.156.

“Indeed, much of our history is unsavory. But the lessons history has to teach us will go unlearned if we are forever softening the factual account.”

Tunnel et al, 2016, p.157.

“Because young readers are accosted with a study of history that generally ignores the people that aren’t historically famous- people like themselves- almost no children are ever mentioned. Therefore the gap between themselves and the dusty past widens.”

Tunnel et al, 2016, p.158.

“A historical period is brought to life when the author recreates the physical environment, patters of daily living, and spirit of the times. What was it like to live from day to day in Boston in 1775? Or London in 1215? What did a servant eat? What diseases were feared? Who went to school and who didn’t?

Tunnel et al, 2016, p.159.

Examining Chains:

Now that we know- Why, Historical Fiction… Lets look at- Why, Chains?

Anderson does an incredible job of creating a believable character that has so much depth. Right away we get to know this story’s protagonist, Isabel, and immediately are provided with numerous opportunities to develop a strong personal & emotional connection to her character. She represents so many admirable qualities such as inner strength, responsibility, loyalty, courage that help the reader become invested in her as a person, her journey , struggles, and pursuit of freedom. Despite being set more than 200 years ago, and the fact that Isabel is enslaved (which both provide unique perspectives in history), she also embodies many common perspectives that allow a young reader to easily relate become invested in her story. Perspectives that Isabel exemplifies include but are not limited to: being a young adult, a girl, a sister, being an orphan, and overcoming adversity just to name a few.

Anderson presentation of setting not only sets the stage for the historical time period, but also gives much attention to position and scene that make up Isabel’s whereabouts as it becomes increasingly relevant to the overall plot. It is clear that Anderson did her historical research. The events of the time are documented accurately and provide the reader with a lens from which to view this period in history. Her well crafted balance of historical accuracy, strong character development, and engaging plot brings this story alive in the hands and minds of the reader!

In regards to Anderson’s credibility of plot, all of the fundamental elements of a quality plot were present. There was no debate that the “major dramatic question”or MDQ was clearly evident, her pacing and the rising tension over conflicting points of view and the story’s central issues kept the story moving and engaging (Tunnel et al, 2016). Anderson’s impressive quality of writing allows her to seamlessly weave numerous, dynamic and powerful, themes throughout this compelling plot. There is so much dimension to her characters and language choices; however, as this is book 1 in a series of 3, the conclusion of the story is left a bit unresolved. Although, depending on the individual reader’s preference, what may seem unresolved to one reader may be a captivating to others.

In Conclusion…

Chains is truly an unforgettable story and a wonderful example of well-written historical fiction. It is the perfect selection for implementing Transactional Theory within the classroom. It has the potential for both efferent and aesthetic perspectives in regards to reader’s stance. Furthermore, I see this book provoking a very powerful learning journey! Though history should never be sugar coated, in consideration of the content and precise language used, I do see this book being more appropriate for middle school aged students, rather than primary aged students. Therefore, I am not sure that I will have the opportunity to utilize this book anytime soon; but, I highly recommend it to middle school teachers EVERYWHERE!!

References:

Anderson, L. H. (2008). Chains, New York, NY. Atheneum

Tunnell, M. O.; Jacobs, J.S.; Young, T.A. & Bryan, G. (2016). Children’s Literature: Briefly, 6th Edition. Boston, MA. Pearson.

Story Summary

Author & Illustrator Overview

Examining El Deafo

Exploring Types of Biographies, the Elements of Good Writing & Implementing Under the Lens of Transactional Theory in the Classroom 

As mentioned above, El Deafo is a loose autobiographical account of Cece Bell’s childhood formatted into a graphic novel.  In regards to its biography classification as identified in Chapter 13, I would classify her as a person that has overcome tremendous odds (Tunnel et al, 2016, p.167-180).

However, I have to be completely honest, it is difficult for me to objectively examine the elements in this book (despite the information detailed in Chapter 3: How to Recognize a Well-Written Book), as I have a strong personal connection to content within this text (Tunnel et al, 2016, p. 24-34).  My only daughter was born with permanent hearing loss and wears a hearing aid.  Therefore, my emotions, experiences, memories, and associations that I have prior to entering into the transaction of reading El Deafo and with the characters and overall plot make it extremely difficult for me to be objective.

Now in relation to this week’s topic of Transactional Theory, the moment I engaged in the reading of this text it had significant meaning and immediately shaped the way that I interpreted the text, the style, and literary elements found within the text. I was immediately connected and hooked.  I had an instant love for and a fierce motherly protective instinct towards Cece.  The information that Bell provided about herself, her emotions, experiences, and having to wear a device for hearing was more than enough to allow me to connect to her character.  I found her character to be very believable and needed no clarification on the central issue and struggles she faced, as I too face these same issues and struggles through and for my daughter (though my daughter is younger than Cece).  I spend countless hours worrying about these very same issues and problems, so it is difficult for me to remember a time before I understood being different specific to living life with hearing loss in a “hearing world.”  Furthermore, as a teacher myself, I have had several students over the years with hearing loss and have experience with wearing a FM devices, microphones, and other amplification devices.  And though I should be mortified to admit, I have also forgotten to turn off the device when going to the bathroom and while having what I thought was a private conversation with a student/fellow teacher. Once again making me feel yet a deeper connection to Cece and her shared experience. 

In my biased opinion, this text had loveable and believeable characters, it was multidimensional, and dynamic.  It had a well-defined plot in which the setting served to enhance, the pacing was engaging, there was the perfect amount of tension without being too bland or too sad.  The mood and tone reflected a wide range of human emotion and the theme captured my heart.  The illustrations impeccably supported and enhanced the text.  The design and layout kept this graphic novel moving and served to eliminate potentially confusing transitions when Cece transformed into her alter ego El Deafo.   

So…

Can I say for sure that someone without these same personal connections and experience would feel that the author “drew the reader in” and defined the character(s), built and clarified the central issue or problem, moved along the plot, created the tone, identified the point of view, and made the story and character believable?  No, I can’t, but I hope that she did.  I hope that she did for my daughter, for the bully out there that just needs one personal experience to change the way that he/she treats those around them, and for every child that struggles with feeling different and would be comforted by Cece’s story.  I can’t say for sure, but I’d like to think that I would feel this way about these elements even if I didn’t share parts of Cece’s story in such a personal way and that makes fairly certain these elements are strong despite my inability to be objective.

Since I am fully aware that I am biased in my opinions and evaluation, I would like to make one final connection to Transactional Theory and say that I would love to use this story in a small group (or literature circle) with my higher level readers, as the idea about allowing my students to reflect, share insights and points of view, discuss, and make connections to a topic so close to my heart would be very exciting!  I think that it could potentially lead to some really powerful insights, engaging discussions, and possibly positive change in how we treat others that are different from you.

Visual Elements

As this was a graphic novel and included lots of dialogue, the composition of the illustrations played an important role in establishing the setting and changes in setting, reinforcing the text, and contributing to the sequence of the story. The style of art, specifically the use of personified cartoon rabbits, provides a detail that support the text and theme, but not explicitly identified in the text. The rabbits play a metaphorical role in that they have large ears and excellent hearing and add to the theme of feeling different and being deaf in a “hearing world.” There are examples of when Bell used lines, shapes, and color to depict movement, establish mood, enhance the emotions of the characters, and/or in character development.

References:

Bell, C. (2014) El Deafo. New York, NY. Abrams.

Senn, J. (2015, June, 25th). Kent State Magazine: 12 Fast Facts about Cece Bell. Retrieved from: https://www.kent.edu/magazine/CeceBell

Tunnell, M. O.; Jacobs, J.S.; Young, T.A. & Bryan, G. (2016). Children’s Literature: Briefly, 6th Edition. Boston, MA. Pearson.

Story Summary

This autobiographical picture book tells the inspirational tale of musical prodigy, Troy “Trombone Shorty” Andrews. Andrews grew up in the culturally rich, musical filled streets of New Orleans.  He shares with the readers the story of how he came to be known as “Trombone Shorty” after finding a battered and discarded old trombone more than twice his size.  From his big brother, James, to the legendary, Bo Diddley, Andrews highlights the people in his life that shaped his love and appreciation for music. Though his successful career has taken him around the world and back again to that very stage where he once played with Bo Diddley, Andrews makes time to give back to the young musicians as his mentors did for him!  The incredible mixed-media illustrations beautifully serve to capture and enhance the culture of New Orleans, the spirit of the music, and the essence of the Andrews himself!

Author Overview

Illustrator Overview

Visual Elements

Collier’s unique and signature style of combing watercolors and collage brings the stories that he illustrates to life. In his own words, Collier explains that, “Collage is more than just an art style. Collage is all about bringing different elements together. Once you form a sensibility about connection, how different elements relate to each other, you deepen your understanding of yourself and others”(2011). And this is exactly what his illustrations do for this text! His illustrations impeccably compliment the text by bringing together different elements, building a connection that relates to the text and serves to deepen your understanding of the text and how it relates to yourself and others.

Specifically, Collier’s signature style allows for each illustration to function on its own as an independent work of art, but also provides so much more!!  The illustrations have so much depth and do so much more than just reinforce what the text has stated, though they do flawlessly serve to bring the text to life.  The slide show below provides several examples how Collier uses unique combinations of the following elements: line, shape, texture, composition and color to…

• establish the setting and contribute to the sequence of the story
• the depiction of action in connection with the text
• breathe life and emotion into the character of Trombone Shorty as well as the music and culture that is New Orleans

In doing so, Collier’s work adds a level of depth and complexity that is so much more profound than what is shared in the text alone. 

Trombone Shorty & Transactional Theory in the Classroom

Transactional Theory implies that the meaning is found within the reader and not within the text; therefore, the text is merely words on a page until engaged and internalized by the reader. Further suggesting that the experience will differ from reader to reader, as as each reader is an individual. Each reader has their own experiences, feelings, memories, etc, that are foundational in their ability to construct meaning. Thus, teachers have a challenging and exciting role of considering each unique reader and inviting each of their readers to share their responses and point of view. Setting up a collaborative environment in which discussions allow for the readers to reflect, make connections, expand, and adjust when necessary are essential. The responsibility for learning is given back to the students, as knowledge of literature is created through the process of engaging with the text and other readers; it is not something that can be given by the teacher

Questions Considered

• What role would this text play in the reading interaction? This text would serve as the theme around which the transaction of images, emotions, concepts are evoked and which a point of view can be developed.
• What role(s) would the readers play in this interaction?  The readers play a most critical role, as they provide the unique perspective of experiences, expectations, and choices that allow for literary knowledge to be examined, expanded, and adjusted.
• Where is the meaning of this text held during an application of transactional theory with a small group of readers? The meaning of the text is not held, it is created. Whether an individual reader, a small group of readers, or a whole group of readers…meaning of a text is constructed or built through a process of engaging and examining: the text, reflecting one’s individual responses, considering other readers responses, and making connections to other texts. Keeping in mind that under Transactional Theory, meaning is subject to change in light of a new perspectives and/or continued reflection and discussion.
• Could a reader approach this text from an efferent stance? If so, how might the reader interact with this text?   Due to this being a relatively accurate autobiography of the life experiences, emotions, and events of Troy “Trombone Shorty” Andrews life, I would be inclined to agree that a reader could approach this from an efferent stance. For example, the reader could be engaging in this text for the purposes of identifying factual (influential) events in Trombone Shorty’s life.
• Could a reader approach this text from aesthetic stance?  If so, how might the reader interact with this text? Due to my personal responses and choices while reading this text, I would be most inclined to approach this text from an aesthetic stance. Therefore, asking the readers in my small group open-ended questions to facilitate a discussion regarding the experiences had by Trombone Shorty and the feelings that this evoked within the readers in my small group.

References

Andrews, T. (2015). Trombone Shorty. New York, NY. Abrams.

Collier, B. (2011). Bryan Collier Bio. Retrieved from: http://www.bryancollier.com/bio.php

Story Summary

This story is not written in the structure of a traditional narrative, but rather in the form of a daily captain’s log.  It is a fantasy tale of a mysterious and magical stone that captivated, hypnotized, and transformed the captain’s crew from men into apes.  Just as it seems that all hope is gone and the sailors aboard the Rita Anne are doomed to be taken by a massive storm, one that the captain believes to be a direct result of the stone’s curse, they miraculously survive the storm.  The captain then discovers that only books and music hold the power to restore the curse and revert the apes back into men.  He finds that the men that knew how to read are quicker to revert back to their old selves, but eventually all the men are restored to normal and the crew is rescued.  The captain plans to light fire to the remains of the Rita Anne, sinking it and that wretched stone to the bottom of the sea.  The men agree to never speak of the bizarre events aboard the Rita Anne and one by one hope to hitch a ride back home aboard other ships leaving the port at which they were taken to safety.

Author & Illustrator Overview

Literary Elements & Active Learning

I would have to say that the precise vocabulary, figurative language, and unexpected insights make this book perfect for teaching a lesson on inference. Especially if you teach upper elementary. I would be interested to see what my 2nd graders were able to infer from the text and illustrations, but it may be just slightly over their heads. However, the moral of the story is fairly upfront and if nothing more, just the idea that it was only music and books could restore the men back to their normal selves would make it worth the read! Also, if inference is not the lesson you want to start with to get students collaboratively constructing meaning from this text, there are countless ways to use this resource that engage students in a collaborative way. Try a lesson in context clues! Or pay a little visit to our many teacher friends on Teacherspayteachers and Pinterest, there are some really great ways to use this text!

The Wretched Stone- Transcripts from the Captains Log

From the log of Randall Ethan Hope, Captain of the Rita Anne

May 8 We finished bringing supplies aboard early this morning. At midday we left on the tide and found a fresh breeze just outside the harbor. It is a good omen that our voyage has begun with fair winds and a clear sky.

May 9 The first mate, Mr. Howard, has brought together a fine crew. These men are not only good sailors, they are accomplished in other ways. Many read and have borrowed books from my small library. Some play musical instruments, and there are a few good storytellers among them.

May 17 Our passage is going well. The usual boredom that comes with many days at sea is not present on this ship. When the members of this clever crew are not on duty, I find them singing and dancing or amusing each other with tales of past adventure. June 5 Land ho! Slightly before sunset we spotted an island. I have consulted my charts, but do not see it recorded. This is odd, since ships have sailed through these waters for years. Apparently they all have missed this small place. We are low on water and would be happy to find fresh fruit growing here. Tomorrow I will take some men ashore and look about.

June 6 I have just returned from the island. It is strange indeed. The vegetation is lush, but not a single plant bears fruit. The air has an odor that at first seems sweet and pleasant, then becomes an overpowering stink. I saw no sign of animal life, not even an insect. We found a spring that had water too bitter to drink. We also discovered something quite extraordinary, which I have brought aboard. It is a rock, approximately two feet across. It is roughly textured, gray in color, but a portion of it is as flat and smooth as glass. From this surface comes a glowing light that is quite beautiful and pleasing to look at. The thing is unbelievably heavy, requiring six strong men to lift it. With great The Wretched Stone Chris Van Allsburg 2 effort we were able to get it aboard and into the forward hold. We have set sail and are under way again.

June 10 The crew is fascinated by the rock. When not needed on deck, they are down below, gazing in silence at the peculiar light it gives off. I miss the music and storytelling that had become part of our ship’s life. The last few days have passed quite slowly. The men; however, seem perfectly content. I am sure their interest in the stone will fade away soon.

June 13 Something is wrong with the crew. They rarely speak, and though they swing through the rigging more quickly than ever, they walk the decks in a clumsy, stooped-over fashion. Last night I heard shrieks coming from the forward hold. I believe they have contracted some kind of fever that came on board with the stone. I told Mr. Howard that tomorrow I will have the thing thrown overboard.

June 14 This morning I awoke to find the deck deserted. The wheel was tied steady with a rope. I believe Mr. Howard, who spent some time with around the rock, told the men about my plan to get rid of it. They have now locked themselves in the forward hold. They apparently believe, in their feverish state, that I can sail this boat alone while they sit around that wretched stone.

June 15 We are in grave danger. A powerful storm is headed this way. All morning long the wind has grown steadily stronger; the sky is filled with dark clouds. I am unable to shorten the sails by myself. With this much canvas up, we will surely be blown over and sink when the full force of the storm arrives. I am going forward again to try to get the crew to work. All our lives depend on it. This is, I am sure, my last entry. What I have just seen is so horrifying I barely have the strength to write it down. After I pounded at the door to the forward hold, it finally swung open. But it was not a man who opened the door, it was an ape. The whole crew has turned into hairy beasts. They just sat there, grinning at that terrible rock. They don’t understand a word I say. We are doomed.

June 16 The storm has passed. The Rita Anne is still afloat, but both masts and rudder are lost. The stone has gone dark. We were struck by lightning twice during the storm. I believe that was the cause. 3 Unfortunately, the crew is unchanged. They are still beasts, but seem sad and lost without the glowing rock. I have moved them back to their quarters. We have food for two weeks. I am hopeful of a rescue.

June 19 I have made an encouraging discovery. I am playing the violin and reading to the crew. It is having a positive effect. They are walking upright and have an alert look in their eyes. June 24 I was in the forward hold today. A dull glow was coming from the stone. I have covered it and will keep the compartment locked. June 28 I am happy to report that the men have returned to normal. It seems that those who knew how to read recovered most quickly.

June 30 We are saved! A ship has been spotted off our starboard side. I have decided to scuttle the Rita Anne. There is only one place for the wretched stone. Before we abandon ship, I will set a fire that will send the vessel and her cargo to the bottom of the sea.

July 12 Our rescuers have left us in the harbor town of Santa Pango. One by one the crew should be able to sign on to ships passing through and work their way home. We have made an agreement not to talk about the strange events that took place aboard the Rita Anne. The men appear to have recovered completely, though some show an unnatural appetite for the fruit that is available here