Thirsty

Anderson, M. (1997). Thirsty. Cambridge, Mass.: Candlewick Press.

Christopher is just a regular kid who wants to live a regular life. Unfortunately Christopher’s life is about to become more abnormal than he could imagine in his worst nightmare. More than experiencing a crush, staying up late and worrying about puberty, Christopher is now dealing with transforming into a vampire. In the town of Bradley, Massachusetts, vampires are hunted down and lynched. Christopher can’t trust anyone with his secret until he meets a mysterious man dressed in black that introduces himself as Chet the Celestial Being. He also claims he can help Christopher cure his vampirism. Ultimately he is temporarily cured from his vampirism, but his mother has suspicions about him. In the end the book ends with Christopher realizing he needs to feed and the words, “Oh God I am So Thirsty.” Thirsty will engage readers who love fantasy fiction. Although teenagers cannot relate to his transformation into a vampire, they can certainly relate to Chris’s desperate desire to be a “normal” kid. During the teenage years, many teens face the emotions of low self-esteem and insecurities. Perhaps this book can engage reluctant readers and spark up a love for reading. Teens who enjoy horror can also be intrigued with some of the events that occur where vampires attack people. Overall, this book will serve as a nice read for any student who wishes to open it up.

The House of Forgetting

Saenz, B. (1997). The House of Forgetting. Harper Collins Publishers.

Seven year old Gloria Santos was kidnapped by Thomas Blacker a stranger she accepted a ride with one day and relocated her out from a small El Paso community to Chicago. Gloria is raised by Blacker for twenty years and her captor redefines all she knew as a child. She learns to appreciate literature, music and cooking. She is not allowed out of the house, only occasionally when Blanker decides it is safe. Gloria enters womanhood believing she must serve in life, and to love means to obsess and control with fear. As she grows older, she becomes aware of her situation and struggles to distinguish between what she has been taught is love and what she believes could be obsession. She gathers up all her courage to confront the man who has taken her captive and fights to free herself. She then experiences becoming readjusted to the outside world, a world she barely knew as a child. Gloria’s character is one that readers particularly students might find themselves not understanding at first. Despite her captor’s actions, she manages to still become a kind and caring toward him. This is a wonderful opportunity for character analysis in the classroom. To cause students to ask why and how Gloria’s circumstances still made room for positive moral development. I recommend this book to be used for upper grades 11 and higher. Students operating in the post-conventional stage of moral development will understand the issues in this book the best.

Poop Fountain: The Quickpick Papers

Angleberger, T. (2014). Poop Fountain: The Quickpick Papers. Harry N. Abrams.

Lyle Hertzog and his friends Marilla and Dave expected to have another regular day loitering at the local Quickpick convenience store. While reading an article in their hometown newspaper, they decide their Christmas holiday will involve a mission to visit “poop fountain,” the sludge fountain at the town’s sewage plant before it is retired. The book is an account of their wild missions told using journal entries and hand drawn comics. The book Poop Fountain: The Quickpick Papers is appealing to both young middle school students and high schoolers who enjoy a good laugh. I recommend the rest of the series to readers, which continue the adventures of the Quickpick Adventure Society. This book serves as an easy read and hilarious for readers of all ages. Teachers can use this book to help encourage unwilling readers to find something to capture their attention. The title itself will definitely spark up interest in reluctant readers and may even cause them to continue the series independently. The author does a great job at using kid friendly humor, which won’t cause many censors’ red flags to be raised.

No More Dead Dogs

Korman, G. (2000). No more dead dogs. New York: Hyperion Books for Children.

No More Dead Dogs is about a school football hero, Wallace Wallace. He became popular after scoring the winning touchdown in the championship. Besides being a hero, he likes to think of himself as an honest person and when his English teacher, Mr. Fogelman asks him to write a book report about the book Old Shep, My Pal, he refuses to give a positive report. Mr. Fogelman places Wallace in detention for giving such a negative review on the book and requires him to attend the drama club, who is collaborating to produce an adaptation of the book written by Mr. Fogelman. Wallace is not sorry for giving the book a negative review; after all he is tired of stories that end with a dead dog. Embracing his punishment Wallace decides to join the drama club and add some changes to the play. His decision to leave football to join the club leaves fans upset and feeling vengeful. Suddenly, an unknown culprit vandalizes the play set. In the end they find out that it was Dylan a resentful fan who wanted revenge because the play had ruined his famous football hero, Wallace. This book will spark up the interest in students who enjoy a humorous story and who can relate to Wallace in despising stories with dead-dog-endings. I believe this story is original in that it focuses on the viewpoint of one person’s act of disliking a book. The author is able to create a decent plot surrounding the protagonist who desires to remain honest with himself and stands up for what he believes in.

Echo

Block, F. (2001). Echo. New York: Joanna Cotler Books/HarperCollins.

This fantasy novel is about a girl name Echo caught between two worlds. One in which her reality is a disappointment and the other where she can fall in love with a boy she meets by the sea with angel wings on his back. She is about to start college in the fall after her father is diagnosed with cancer. Echo’s mother is somewhat despised by Echo as she feels overshadowed by her. Echo’s relationship with her father has always lacked connection. After his death she still feels he never loved her leaving her to long for a man’s attention throughout the story. As she goes off to school she meets Thorn, a poet who she moves in with. Echo experiences a an eating disorder, deals with a distressed mother and confused relationships. In the end she reunites with Storm, the boy she met years ago by the sea. I’ve got to admit this book was somewhat confusing to me as the author shifts point of views linking stories together to narrate the full story. I would recommend this book to avid reader who can take on a challenge. As an educator, I would not bring it up to a reluctant reader because I feel that to have them risk being confused through out the story would actually hinder their reading lifestyle even more. Although I can’t say I’m a fan of the book, the themes of depression and feeling disconnected to parents are topics of interest that might appeal to high school readers developing emotionally.

Shiver

Stiefvater, M. (2009). Shiver. New York: Scholastic Press.

Shiver is a fantasy book about a girl name Grace who has learned to adore the wolves in the woods behind her house. One particular wolf she calls her own is a yellow-eyed one who she can’t seem to live without. Sam, a boy who lives two lives; as a wolf during the winter and a human during the summer. He has enjoyed the company of a fearless girl during the summer and now longs to stay human in order to stay with her. Grace recognizes this boy’s eyes and discovers he is the wolf she calls her own. After being shot as a wolf, Sam goes to Grace for help. They share each others insecurities supporting one another they fall in love. The sad part is his double life is about to come to an end. Sam is on his last year where he can change human. Soon he will remain wolf forever and have no recollection of his life as a human. To save him, Grace must find a way to keep him human. After the wolves attack another boy in town, Grace discovers there might be hope for curing Sam. She decides to inject the wolves with bacterial meningitis to produce high fevers. In the end Sam is returned to his human form. This book is great for romance lovers and those of which enjoy werewolf stories in particular. This is definitely a must read and a book that will no doubt encourage reluctant readers in grades 8 and higher.

Reality Boy

King, A. (2014). Reality Boy. Little, Brown Books for Young Readers.

In the realistic fiction book Reality Boy, a former child reality star struggles to break free of his anger. Gerald Faust holds resentment toward his mother who never really gave him a choice as a five-year old boy to live a normal life. Always surrounded by TV crews, Gerald never experienced life for himself and by himself. Twelve years later, his rage is ever present. His anger issues result in isolation, violent outbursts and misdiagnosis by the adults around him. Gerald realizes that he can try to control his rage even when the people around him are expecting him to break. When Gerald finds a reason to control his anger and experience his future his own way, he finds he can overcome his past. I recommend this book to students in grades 8 and higher. The themes and social issues expressed in this book are what make it so rich for classroom use. In a world where reality shows are the norm, students can stop and begin to analyze the effects that the cameras may have on people in the shows; especially the children involve who weren’t asked permission. I see much potential in reading this with older students, however there is some content that might discomfort parent censors.

The Crossing

Paulsen, G. (2006). The Crossing. Scholastic Paperbacks.

The Crossing is a great book that depicts the hardships of a young orphan name Manny. He lives in Juarez, Mexico and goes day by day just hoping to survive off the streets. The setting takes place across the heavily guarded Texas border. Manny must compete daily with his bigger and stronger rivals for the coins that American tourists throw off the bridge. Manny must even sometimes pretend to be crippled in order to make enough money to buy him food. Tired of a life of living on the streets and the constant threat of human traffickers, he comes up with a plan to cross the bridge to the U.S. in hopes of living a better and safer life. Unfortunately, his first attempt goes wrong. He meets a soldier name Robert Locke, who struggles with his past and drinks his pain away. He is Manny’s only hope to achieve his dream. In the end the soldier does protect Manny from the human traffickers who wish to take him. He suffers stab wounds and consequently dies. This book is culturally relevant to students with whom I work with. I know my readers can gain much about sharing discussions on some of the issues of immigration and dreaming of a better life in the U.S. I have students that can relate to some of Manny’s experiences in Juarez. I believe the author does a great job at depicting the setting across the Texas border as well as the daily struggle people deal with in Juarez.

Ironman

Crutcher, C. (1995). Ironman. New York: Greenwillow Books.

Bro Brewster has been at odds with his father for as long as he can remember. He struggles with anger management, which has led to confrontations with his football coach and English teacher. He decides he won’t talk to anyone but the one person he can trust to actually listen; Larry King. Bo writes to Larry describing his new pursuit of excellence with him making the rules. He will follow no more coaches or mind his father any longer. He is going to become a triathlete, an Ironman. In attending a before-school Anger Management group he meets and falls in love with Shelly who shares the same passion for physical challenge perhaps even more than Bo. Her dream is to become an American Gladiator. With the help of his new support group and Shelly, Bo is able to overcome the obstacles and accomplishes his goal to compete in the Yukon Jack triathlon. I recommend this book to readers in grades 8 and up who share a common goal with protagonist Bo. Athletes will surely find inspiration in reading this story as they too face obstacles in accomplishing their goals. The theme educators can draw out to use in the classroom is that of never giving up. This universal theme is common among other books, but what makes this book special is the fact that Bo battles inner conflicts as well as the physical barriers. Students who aren’t athletes will be able to relate to the inner conflicts Bo struggles with. Overall this book can serve readers who are developing emotionally and are learning to manage their emotions to form their character.

The Fault In Our Stars

Green, J. (2014). The Fault In Our Stars. Penguin Young Readers Group.

In The Fault in Our Stars, which is also a NYT Bestseller, a sixteen-year old girl named Hazel battles terminal cancer. She meets Augustus at her kids-with-cancer support group and they both share the same spirit of kindness and senses of humor. They eventually fall in love and learn to make the best of each moment together. Hazel struggles with her love for Augustus and her death. She questions whether her life and death have meaning. Later Augustus reveals that his cancer has relapsed. His health worsens and he dies days after is pre-funeral. Hazel finds the pages Augustus had sent to the author of one of Hazel’s favorite book that ends abruptly. In it she finds the comforting words, “Getting hurt in this world is inevitable, but we do get to choose who we allow to hurt us.” He adds that he is happy with his choice. The topic of life and death is always an interest to young readers. The theme expressed in Augustus’s letter is something readers can ponder after the reading. We can choose whether we want to be hurt by others. The author’s story plot was one with a twist. I expected Hazel to pass away. Students can find themselves with the same reaction. A plus for all readers is that this book has been made into a movie! Make sure to read the book first.

If I Stay

Forman, G. (2009). If I Stay. New York: Dutton Books.

If I Stay is a popular book that made it to NYT Bestseller list. Seventeen year-old Mia has suffered a car accident that changed every aspect of her life in a matter of seconds. She has no recollection of the accident, but only watching her own body taken to the hospital after the wreck. Throughout the story, Mia is piecing together the event of her accident to figure out what has happened to her family. She is in a state of unconsciousness and struggles to decide whether she should come back to life or just let go. As she discovers what she has lost and what her knew life would entail she finally makes the decision to fight to come back to life. This book is a must read for grades 7 and up. I also recommend it to all types of readers that enjoy suspense, romance and realistic fiction with an unpredictable plot. This book will keep you guessing and changing your mind about what will be Mia’s final decision; to live or die. As plus for reluctant readers and lovers of drama, this book has been made into a movie. I love the theme of the value of life that can be useful in the classroom. Mia truly analyzes the pros and cons before she can come to a decision. I wonder what great discussions students can contribute to upon reading this book.

Scarlet

Bendis, B. (2011). Scarlet. Marvel/Icon Comics.

Scarlet is a fantasy graphic novel. Scarlet was simply living her normal life when a crooked officer without even a single explanation killed her boyfriend right in front of her. All she wanted to know was why and when no one can giver her a straight answer, Scarlet goes in search of an answer and soon finds out the system is broken and people in positions of power have begun to abuse their authority. Scarlet becomes the leader of a social revolution as she finds that the people support her actions as if they too wanted change. The story goes along with Scarlet confronting those responsible for her boyfriend’s death and each page illustrated with a beautiful comic that gives the story the perfect imagery. Educators will enjoy the book’s theme of good versus evil and fighting against corruption. For both comic lovers and those who prefer a simple narrative, this book will hit the spot as it combines the likes of both styles. Although it is in comic format, the author finds a way to narrate the story by getting the reader involved. Scarlet speaks directly to the reader as she explains her worldview and justifications. This book is not about a super hero, but about a girl who wants to change the injustice she has discovered is plaguing their society. This universal and never outdated theme of good versus evil proves this book can serve in the classroom years from now. Scarlet’s character is one who readers can admire as she portrays a young, strong protagonist who will not back down or be pushed around. I recommend this book to both reluctant and avid readers alike. The second book is a must and focuses on the world’s reaction to Scarlet’s call to action.

The Last Dragon

Yolen, J. (2011). The Last Dragon. Dark Horse Books.

The Last Dragon is a fantasy graphic novel. It is a tale of an island village near the birthplace of dragons hundreds of years after a dragon has been seen. The village healer is an herbalist with three daughters who all have a special talent. Tansy is a healer like her father. When her father disappears she must find a way to find him, yet they later discover he was killed. When a village fisherman sights a dragon, the villagers send three young men to find the Dragon slayer named Lancot. Together Tansy and Lancot create a plan to attack the dragon using a fake dragon kite to lure him close and defeat the last dragon giving justice to Tansy’s father and the communities who endured its fatal acts. The Last Dragon will definitely appeal to students who love graphics, drawings and are comfortable with reading through illustrations. Fans of fairytales and dragons will also enjoy this book and it is appropriate for grades 5 and higher. The author’s inclusions of illustrations are a great way to engage reluctant readers. So many times I observe students who judge a book by its illustrations or titles and this book will certainly pass the test and land in someone’s backpack.

Lizzie Bright and the Buckminster Boy

Schmidt, G. (2004). Lizzie Bright and the Buckminster Boy. New York: Clarion Books.

Lizzie Bright and the Buckminster Boy, can be categorized as historical fiction as it takes place in Phippsburg Maine during 1912 where the governor of Main put the residents of Malaga Island in mental hospitals and destroyed their homes in efforts to take their island. In the story Turner Buckminster is the son of a minister and he feels he must live up to everyone else’s expectations. It doesn’t take him long to start hating his new town until he meets Lizzie Bright Griffin who lives on a poor nearby island community founded by former slaves. Their friendship raises eyebrows among the town elders and Turner is forbidden to see Lizzie. Soon Turner discovers the elders’ plans to force the people to leave Lizzie’s island to use it for their selfish plans. Despite the reaction from townsfolk and his father, Turner and Lizzie continue their friendship. This book has a beautiful theme of friendship against opposition that will capture the hearts of readers. I recommend this book to readers as young as grades 5 and higher. Educators can make use of this book because of its historical content and allow students the opportunity to analyze Turner’s actions and deliberate disobedience for the sake of keeping his friendship.

Freewill

Lynch, C. (2001). Freewill. New York, NY: HarperCollins.

Seventeen year-old Will lives with his grandparents because his father committed suicide after killing his stepmother. This tragic event has affected Will consequently landing him in an alternative high school where he feels he doesn’t belong. He feels he should be a pilot, yet he finds himself carving beautiful pieces of wood. Will is a disturbed and confused boy who readers get to know through the narration of his inside voice or should I say thoughts. Throughout the story Will’s thoughts give insight into his psychological status, which evidently show that his past has affected his overall personality. When several teen suicides began to occur, Will feels responsible for them and claiming he doesn’t remember how the pieces of his wood crafts came to be formed leaves the readers with suspicion page by page asking Is Will a murderer? Will feels he is an outcast after all. His thoughts uncover what he feels about people in general and how they aren’t really with you just near. This book has topics of death, suicide and abandonment, which can be topics for the right readers at the right time. However the author’s writing style using second person might be confusing to some readers especially the reluctant students who would have been drawn to the book in the first place for its interesting synopsis. I recommend this book to avid readers in grades 8 and higher.

Code Name Verity

Wein, Elizabeth. (2012). Code name Verity. NY: Egmont.

Code Name Verity is a story that takes place in 1943 during Nazi-occupation in France. Two best friends, one a British spy, the other a female pilot find themselves on enemy territory after their plane is hit and lands in France. Both friends go different directions as Julie the spy with code name verity parachutes off the plane and Maddie, the Jewish pilot, dumping her fuel and able to hide with a French family in the resistance. Julie is caught by Nazi Gestapo and given a choice to confess everything she knows about the British War Effort or suffer death. Julie considers herself a coward as she begins to write down her confession. This confession details her previous life prior to becoming a spy and how she met her friend Maddie. Through out her confession, Julie seems to know that the Nazi interrogators aren’t really looking to keep her alive in the end. She knows the process of interrogation being an interrogator herself. The first part of the book is Julie’s confession, and then comes the second part where Maddie tells about how they arrived in France. In this part the plan to save Julie is executed successfully and both friends are able to make it back home. This book has much potential to be used in the high school classroom as it falls under historical fiction genre. The topics of war prisoners, cruel executions and death camps can be explored in more depth. Although gory, these topics are based on our world’s history and can grab any readers’ attention in a matter of seconds.

Leviathan

Westerfeld, S. (2009). Leviathan. NY: Simon Pulse.

Leviathan is the first book in a trilogy series and takes place during World War I with the conflict between the Clankers who fight with the use of machines and the Darwinists who fight with technologically developed species. Clanker Prince Aleksandar’s parents are assassinated leaving him to fend for himself after his people turn on him. His only help is a small group of loyal servants who help him escape to Austria. Deryn Sharp is a hopeful girl training to be an airman and work for the British Air Service. When her airship crashes in Switzerland she comes across Prince Aleksandar as he rescues her and claims to be a Swiss villager. Suspicious of the Prince, Deryn brings him under her charge. While coming up with a plan to fix their airship, Germans spot them, which then leads Prince Aleksandar’s group and Deryn’s group to combine their technologies and flee together. This science fiction book with its air-whale machines and two-legged machine will certainly appeal to readers in grades 7 and higher. Deryn’s female character inspires hope for breaking barriers in our social norms as she longs to be a part of the British service, but knows that she must disguise herself as a man in order to do so and changes her name to Dylan Sharp. The topics of women’s equal rights and alliances among former enemies can be a start for discussions while bringing this book into the classroom setting. Students can also analyze Deryn’s determination in following her dream regardless of the inconvenience of having to pose as a man. Asking students to defend whether they believe this act was the right thing to do is another great way to engage readers in a discussion.

Winger

Smith, A. (2013). Winger. NY: Simon & Schuster.

Winger is about a fourteen year old high school boy who attends a prestigious boarding school for rich kids. The story revolves around Ryan Dean West and his complicated teenage life. He lives in Opportunity Hall where he rooms with the biggest bully on the rugby team. Ryan is in love with his friend Annie who doesn’t feel the same way about him. Being the new, youngest, smallest kid around, Ryan’s life takes a turn of events with the help of his sense of humor. With his own perception of being a loser, Ryan can’t see the positives he has going for him. He is a great runner, smart, polite and loves to draw. He is a typical teenage boy experiencing sexual frustration as he finds practically every female he comes across attractive or “hot”. The book is suitable for grades 8 and higher, but I don’t recommend it to be read in the classroom. I feel this book can be recommended for individual student reading and for reluctant readers. I believe the strengths of this book lie in its ability to connect readers and having them relate to the protagonist. Ryan had a low self-esteem of himself although others were able to see him as an overall normal guy. Teens developing emotionally may find themselves felling the same way as Ryan and always focusing on their flaws rather than on what they are good at. Reading this book can help encourage those negative minds to see themselves in a more positive light. The sequel to this book will focus on Ryan’s senior year at boarding school. I recommend this second book to readers who love a good laugh.

Persepolis

Sartrapi, M. (2004). Persepolis. NY: Pantheon.

Persepolis is an autobiographical graphic novel that depicts the life of author Marjane Satrapi’s childhood years in Iran during the Islamic revolution. Satrapi’s memoir is depicted in detailed comic illustrations. The daily life that Marjane experiences allows the reader to truly feel involved in the story. Marjane struggles with the meaning of wearing the veil that is obliged for all girls after the revolution. Marjane feels she can change the injustices she sees happening if she becomes a prophet. She learns about her family’s involvements in revolutions and their suffering. As Marjane grows older she discovers the reality of war when her neighbor’s daughter is killed. Responding to the injustice, Marjane becomes a fearless rebel, which her mother warns could cause her to be executed giving her the most demeaning execution given to rebels. In order to save Marjane, her family plans an escape sending her to Austria to attend French school. This book is rich in Iranian culture and customs. Educators can definitely find a vast amount of topics for students to conduct further research. Simply being able to get insight to another culture and compare it to ones own is a wonderful reason to read this book in a classroom setting. This book is recommended for the upper grades 11 and up. Students who can operate in the post-conventional level of social development will gain the most from reading this book. Marjane’s accounts of her childhood in Iran will inspire readers to want to learn more about world issues concerning war, laws and injustice.

The Knife of Never Letting Go

Ness, P. (2008). The knife of never letting go. Boston, MA: Candlewick Press.

The Knife of Never Letting Go takes place on a planet known as the New World that has been colonized by Christian settlers. Todd Hewitt lives in an all men settlement. According to what Todd has been told, a germ that infected all settlers killed women. Men survived, but were left with a side effect that causes them to hear each others’ thoughts causing an ever sounding Noise. Todd later discovers a swamp on the settlement’s borders where there is a spot of silence. After being prompted to leave by his adoptive parents, Ben and Cillian, Todd leaves Prentisstown. Reaching the border he discovers the source of the silence, a girl named Viola. Together Todd and Viola who are later joined by Ben fight off the mayor’s son and the town preacher who track them down. Throughout their journey, Todd discovers the truth about their settlement and gains hope for an end to the Noise by heading to the technologically advanced settlement called Haven. In the end, Todd manages to arrive to Haven just in time to get help for Viola who is dying. Unfortunately, the mayor has already declared himself President making the journey to Haven hopeless. Certainly readers can tell this book is part of a series and so I recommend the second book, The Ask and the Answer. This science fiction book shares a story that takes place in a fantasy world, but yet the moral messages are universal. Students can gain a new perspective of what a planet without females would entail or perhaps analyze the settlers’ actions in managing the Noise.

Monster

Myers, W. D. (1999). Monster. NY: Harper.

The book Monster is about a 16-year-old boy named Steve Harmon who is in jail and facing trial for his alleged involvement in the killing of a storeowner. The story is told in movie script format as Steve records the events that occurred prior to the murder. Throughout the book, Steve writes what he feels about his predicament and his narration allows the reader insight into Steve’s true personality. Sometimes the narration itself causes the reader to doubt Steve’s innocence, but in the end after all the witnesses have testified and character witnesses have been questioned, Steve is found innocent. I enjoyed the mystery and suspense this book has. I recommend this book to middle school and high school readers who enjoy and appreciate unpredictable plots. The author’s decision to narrate the story as a script, gives this book a unique style and encourages future writers to think out of the box as they embark on their story writing. The themes involved such as gangs, peer pressure and crime can serve educators in the classroom as they engage students in discussions about real world problems. Both avid and reluctant readers would enjoy this book.

It's Perfectly Normal

Harris, R. (2009). It’s Perfectly Normal. Boston, MA: Candlewick Press.

If you’re looking for a book that can explain the gist of IT all, then It’s Perfectly Normal is the right book to read. This informational book provides important updated facts about gender, sexual health, puberty and much more. For a conservative reader, this book might cause hairs to rise up on the back of their neck because of all the detailed illustrations. It might even cause some discomfort. The fact of the matter is that the information in this book is simply the same information any person can access on the Internet nowadays. What makes this book a keeper is that it serves as an easy to read reference guide for readers 10 years old and up. This book provides term and definitions before introducing the topics. The author uses two characters throughout the book that help the reader reflect on their own feelings about each topic. The characters happen to be another way the author chose to address the general topic of the book as she uses a bird and a bee to narrate the questions and answers in a conversational tone, which is sometimes humorous. This book serves adolescence who are experiencing physical development and who have questions that they might prefer not to ask because of embarrassment. The book is a great resource for parents as well to be prepared with answers for their children. I know this book may cause much controversy among adults, but as I like to think of it: I’d rather have it be me who gives this information to my children than have them discover it on their own or by a stranger. So as parents we must embrace these type of informational books and know that when used intelligently, they will serve us well to educate our loved ones.

Looking for Alaska

Green, J. (2005). Looking for Alaska. NY: Dutton.

Looking for Alaska is about a 16-year old boy named Miles Halter. Miles is not a very popular boy, doesn’t have many people he can call friends and loves to read. He is especially fascinated by the words fo poet Francois Rabelais, “I go to seek a great perhaps.” Miles lives by this quote as he himself is leaving his Florida home to attend an Alabama boarding school, which his father attended. At his new school, Miles becomes friends with a group of educated yet wild and reckless teenagers. One in particular is Alaska Young, a beautiful, unpredictable girl who still struggles with her past from time to time. Miles begins to fall in love with her and convinces himself that Alaska has fallen in love with him. Through out the story Miles experiences the likes of fast-pace living, drugs and sexual encounters. The lives of the characters although are a bit unbelievable considering this smart group of kids manages to live recklessly drinking and smoking while maintaining a good status at a prestigious school. In the end Alaska dies in a car accident, which they later discover was an act of suicide caused by the guilt she felt for not doing enough to save her mother from dying. I recommend this book to 16 year olds and up. It is a book that will strike the chord in many teens as they face the rawness of this world. Although as parents, we wish to shelter our children and keep their eyes from understanding the dangers of this world, inside we know that it is something they will soon discover in depth even as we did.

Annie On My Mind

Garden, N. (1982). Annie on My Mind. NY: FSG.

Annie on My Mind is known as the book which involves a lesbian love story with a positive ending. Liza Winthrop is a 17-year old girl living in a rich neighborhood and has all her life pretty much laid out for her. She attends a private school, is student body president and has high hopes of making it into MIT to become an architect. Her whole life has been full of conventional beliefs that will challenge what she has begun to feel when she meets another teenage girl named Annie. Annie attends a public school at a poor neighborhood and hopes to fulfill her dream of becoming a singer. As the two girls spend more time together they both discover that they have stronger feelings for each other that makes both of them desire to be together. Now they both must face the guilt that society and family inflict upon their sexual orientation. Once their relationship is discovered, Liza’s guilt causes her to break the relationship. The girls later reunite while in separate colleges in the end. They learn to accept themselves for who they are and decide to continue their relationship. This book is one of the most challenged as its subversive content aims to confront the social norms and allow readers the opportunity to decide for themselves what it means to be gay. Liza’s character is not stereotypical in that she comes from a conservative family rather than from a broken home. Her life is that of the traditional American girl living up to her parents’ expectations. The fact that this book avoids having a predictable protagonist, is a plus and will allow readers to empathize with Liza all the more as they find they can relate to many of the same feelings she does. The topics of homosexuality will leave censors in an uproar, but this book is recommended for high school students going through their emotional development. This book will serve as a way to see others struggling with similar emotions, feelings and reactions.

The Surrender Tree

Engle, M. (2008). The Surrender Tree. NY: Holt.

The Surrender Tree is told in short free verse poems. Rosa is a nurse in Cuba who does everything in her power to help people that are being sent to camps as war slaves. Knowing that the camps are too dangerous, Rosa finds a way to help the sick and injured. The author does well in forming imagery for the readers. The brutal, suffering scenes occurring in Cuba in the year 1896 are clearly depicted. The historical fiction genre will appeal to young adult readers with a knack for historical accounts or war history. Rosa’s character is portrayed through the poems as strong and independent. She is a freedom fighter who dares to turn hidden caves into hospitals to help wounded runaway slaves. Throughout the poems, the author is able to convey the hopelessness that fills the time period. The author uses words that let the reader feel the urgency of Rosa’s lifestyle as she lives each day knowing that it could be her last. The author writes, “I am learning how to stay far too busy for worries about dying.” The vivid poems take the reader through the life of a hero on the run and the hardships they endured as they risked their lives for defending the innocent. Readers going through Kohlberg’s theory of post-conventional moral development stage will enjoy reading a book of a heroic woman and find themselves rooting for Rosa for “doing the right thing.”

The Chocolate War

Cormier, R. (1974). The Chocolate War. NY: Delacorte.

The Chocolate War inspires, enrages and in the end leaves the reader to decide what to feel about acts of rebellion in general. Protagonist Jerry Renault is a student a Trinity High School where a group of bullies, The Vigils, pretty much do what they wish with support by a teacher named Brother Leon. This group of bullies dictates “assignments” to individual students as mere entertainment. The Goober, Jerry’s friend is given an assignment to damage the desks in a classroom. After this, he is never the same. Next to receive an assignment is Jerry, which means he has to refuse to sell chocolates for a school fundraiser. The Vigils’ orders were clear that after the tenth day Jerry would decide to sell for the chocolate, but in an effort to “disturb the universe,” Jerry still refuses. This is what gives the book its title. The Vigils and Brother Leon collaborate to teach Jerry a lesson. Although Jerry fights back, literally, in the end he realizes it’s not worth trying to disturb the system. What I appreciate the most in this book is that students can, in the end, determine if Jerry’s rebellion was worth it or not. This can lead to a discussion of what it means to stand up for what you believe in, even when you know the odds are against you. Another strong point this book has is that it delineates The Vigil’s power so well by controlling the students with a fear that goes beyond bruises. Teens developing emotionally can find this book to be an interesting read and perhaps give them a reason for self-analysis.

The Tequila Worm

Canales, V. (2005). The Tequila Worm. NY: Wendy Lamb Books/Random House.

The Tequila Worm is about a young girl growing up in a small community also known as a barrio. Sofia has bee immersed in a strongly rooted Mexican American culture where she finds that her biggest dream is to become a strong comadre which refers to a close friend that is proud of her roots and family. Sofia receives a scholarship to a rich school and is now faced with leaving behind all she has ever known to explore a new world of opportunity. As she experiences being away from home she also must experience what it is to eat a tequila worm to get rid of her homesickness, hence the title. While away she discovers the cruelness of racism as she receives harassment from others because of her heritage. In the end, Sofia overcomes the homesickness and embraces the opportunity of a better education, which will also make her dream of becoming a strong comadre a reality. This book hit close to home with me as I too live in the Rio Grande Valley and travel to McAllen regularly. Protagonist, Sofia is a character that many of my students would see themselves in and understand. The author did an excellent job at depicting the Mexican American traditions of which I too have participated in such as superstition, storytelling, Mexican food and quinceaneras. I must admit, the tequila worm myth was new to me. The theme of embracing your heritage is one that educators of minorities could really target. As an educator, I have noticed that some of my students have a low self-esteem and sometimes are even embarrassed to speak in their native language because they feel it means they are “dumb.” It’s sad that these students have received that impression from society and are in danger of loosing their culture. I believe this book can help to inspire a love and pride for their heritage. I would recommend this book to all students grades 6 and up.

Janis Joplin: Rise Up Singing

Angel, A. (2010). Janis Joplin: Rise Up Singing. NY: Amulet.

This book is a biography of one of the most influential women in rock-and-roll history, Janis Joplin. The author proves his research by including several pictures and important facts about Joplin. This biography intended for young adult readers contains unsuitable language and events however it certainly portrays the dangerous life of young Janis Joplin. Students can find that their interests are ignited as they find themselves developing emotionally and socially. The issues of drug and alcohol use that Joplin struggled with as well as her desperate attempt to become a singer will allow students the opportunity to analyze her actions and learn from her mistakes and fast-paced lifestyle. As mentioned before, the unsuitable language and events might raise a red flag among censors, but among teens this biography will be a hit and perhaps even the right book at the right time to spark up the love of reading. This book includes photographs and a bibliography with illustrations reflecting the 1960s as the picture borders.

Speak

Anderson, L. H. (1999). Speak. NY: Penguin.

In Speak by Laurie H. Anderson, protagonist Melinda is a freshman in high school that has had a bad start at things to say it lightly. Because of the way things turned out at a summer party where the cops showed up after Melinda makes an emergency call, her friends have rejected her and she is an outcast. The sad truth is that she was raped at the party by an upper classman which was the reason she called the police, but did not know how to speak of the incident which consequently still led to them showing up to stop the party. Since that night, Melinda has stayed quiet about the whole thing until she finds out that her close friend is facing the same threat as she dates Melinda’s perpetrator. Melinda finds the courage to fight back against the boy after he tries to confront her and she is finally free when she speaks of the truth of what happened in that summer party. Although many teenagers might not have experienced what Melinda has in the story, teens can still identify with the character’s silence and her fear to speak up. Educators can use the theme of the importance of speaking up to draw real discussions on the issue of rape, bullying and even depression. This book is a great book for teens who are both avid and reluctant readers. It targets the readers who enjoy contemporary realistic fiction as the story portrays a protagonist that the reader can empathize and relate with. Overall, this book is a must read and to help encourage readers it has been produced into a film.

The Absolutely True Diary of a Part-time Indian

Alexie, S. (2007). The Absolutely True Diary of a Part-time Indian. NY: Little Brown.

The Absolutely True Diary of a Part-time Indian is about a young Indian boy in his freshman year of high school. Fourteen-year old Arnold has gotten the short end of the stick in life as he lives in an impoverished reservation where alcoholism plagues his community. When Arnold’s teacher inspires him to believe he can amount to so much more, he transfers to an all white school in a wealthier community where he meets a smart boy named Gordy and begins to fall for a popular girl named Penelope. Arnold joins the basketball team and has to face off his old school, which means going against his best friend Rowdy. Although this causes their relationship to collide, they eventually make amends by coming to the understanding that they can be friends regardless of where they attend school. The author’s style in the story is a mixture of humor and hope as he uses language that might appeal to the young audience it is intended for. “Did you just say books should give me a boner?” I don’t think I have ever read a book that depicts the strongest imagery for what a love for books truly is. This use of the term “boner” might appeal to teens’ sense of humor as well as allow them to understand the author’s message about literature. The theme educators can use to reach students is that breaking the cycle of poverty is possible. I appreciate that this book has several ways to grab the reader’s attention and I certainly recommend this to reluctant high school readers as a book that will open their minds giving them a new stance for reading.