THE BOY IN THE STRIPED PAJAMAS by John Boyne

Boyne, J. (2006). The boy in the striped pajamas. Great Britain: David Fickling Books.

This book is essentially about the holocaust. It follows nine-year-old Bruno and his family to their new home in "Out-With." Bruno hates his new home and isn't allowed to do any exploring. Bruno's father is a very high ranking military professional whose boss is the "Fury." Bruno doesn't really like the Fury or the soldiers that are always at his home. One day he and his sister discover that there is a fence with tons of people living inside. They thought that it was not fair that these people got to wear pajamas all the time and never had to change into uncomfortable clothes. Bruno was absolutely not allowed to go exploring to the fences, but he did and made a friend. Ironically they had the same birthday! Bruno and his new buddy forge a friendship and Bruno sometimes brings his new friend treats. One day he and his friend agree to do some "exploring" behind the fence to find his friend's father. What happens next will forever have you thinking.

Rationale for Selection: I had heard about this book last year after my students' finished reading Elie Wiesel's book Night. I recommended to a student that was very interested in reading about WWII and the horrors of the holocaust. Unfortunately our media center didn't have the book, so I ordered it, and just got a chance to read it.

Reader Response: I had a really difficult time getting into this book. I totally disagreed with how the author and publisher printed their inside jacket about the book. They stated that they wouldn't tell the reader about the book so as not to spoil the reading of the book. Most striving readers need to know what the book is about to activate their prior knowledge. (Obviously the publishers are not teachers...) Overall I had a really difficult time getting into this story. It took about three-quarters of the way through the book to get into anything interesting. I think that most of my high school students would quit reading this book before they got to the ending--which is the heart of the novel.

Genre and Themes: This was a historical fiction novel that is about the holocaust, nazis, Auschwitz, and concentration camps. It deals with friendship, war, and the horrors associated with war.

Teacher Thinking Notes: I would probably add this book to a list of recommended reading about the holocaust. I usually do a unit on Elie Wiesel's book, Night, and I would add this as voluntary additional reading. It could be a book that I would do a book talk on once we got started in class about the holocaust. As student that had no background knowledge on the topic would be completely lost. They wouldn't understand the significance of "Out-With" or the "Fury."

Grade or Reading Level: 5th grade - 10th grade

Interest Level: Medium

Quality Level: Medium

SEEDFOLKS by Paul Fleischman

Fleischman, P. (1997). Seedfolks. New York, New York: HarperCollins Publishers.
Summary: This very short novella tells the story of thirteen very diverse individuals whose live become entwined in a garden. All of the folks live in Cleveland in a run down part of the city. They are of all ages and all races. It all begins with a young girl that tries to grow a bean. Soon everyone is planting and sprucing up the vacant lot that becomes their garden. They help one another out and learn their personal and at times heart-breaking stories along the way.
Rationale for Selection: Ever since I began teaching I have been hearing about this book. Finally I read it after the book talk in class. I also wanted to check it out because it is very short, and I also have mostly minority students that could relate.
Reader Response: This was one of those books that I think teachers would love, but not so much students! I don’t think there is enough action in the story. There are vignettes that I think the kids could relate to, but not all of them. I enjoyed it because it was a quick read, and the setting was in Cleveland, Ohio. I’m originally from Ohio, so I felt a connection there.
Genre and Themes: Gardens, city life, neighborhoods, relationships, diversity.
Teacher Thinking Notes: I don’t think that I would use this as a class read aloud—definitely not enough going on. However, I did recommend this book to one of my brand new ESOL students, and she seemed to like it. I know that she felt successful after finishing this book. It doesn’t look like a kid book, and it is short. They had a Haitian character in this novella, and I have many Haitian students. I know that it is difficult to find books with characters of Haitian descent—so I am glad that my ESOL student could find a connection there.
Grade or Reading Level: 6th-12th
Interest level: medium
Quality level: high

THE KITE RUNNER by Khaled Hosseini

Hosseini, K. (2003). The kite runner. New York, New York: The Berkley Publishing Group.
Summary: This is the first Afghan novel to be translated into English. The story revolves around a privileged Afghan boy, his father, and the servant’s son. It tells of friendship and betrayal, while the reader witnesses history up until almost present day. You will be horrified, saddened, and joyful at times during this novel. You will also be thankful for living in the United States.
Rationale for Selection: A friend of mine read this book for her book club, and a professor of mine was reading this novel last year. It was always on my list of books to read, but never found the time until now! I finally read it when one of my students lent it to me after his book conference. I also wanted to read it to get a perspective on the United States from another country.
Reader Response: When I first started reading this book I didn’t understand what the big fuss was about. It took some time to get into the meat of the story, but I am really glad I read it. As silly as it sounds, I feel smarter for reading it! It made me want to learn more about what was happening over there with the war and the Taliban. I am pretty ignorant about the issues in the Middle East, and now I have some motivation to learn more.
Genre and Themes: Realistic fiction. This novel touches upon male relationships, the city of Kabul, Afghanistan, friendship and betrayal, and the Taliban.
Teacher Thinking Notes: This book definitely could not be used as a read aloud. There are some very graphic scenes that would probably not go over well in a large setting. I think that social studies teachers could use this novel in conjunction with current events in the news. Even though the story is fictional, many of the cities and places mentioned in the book could be discussed and found on a map. The Taliban also plays a prominent role in this novel.
Grade or Reading Level: 10th grade – adult
Interest level: Very High
Quality Level: High

SOMEONE LIKE YOU by Sarah Dessen

Dessen, S. (1998). Someone like you. New York, New York: Penguin Group.
Summary: Best friends Halley and Scarlett live in the suburbs of America. Both have their share of family drama. Halley’s mother is an adolescent therapist and revolves much of her work around her own adolescent daughter. Scarlett’s mother wants to be an adolescent herself and places Scarlett in the parenting role. The two girls have always been there for one another and their friendship will be tested when everything changes their junior year of high school. Scarlett ends up pregnant by her summer fling who dies almost immediately after the baby was conceived. She needs Halley more than ever—but Halley soon finds love on her own. Will she have enough time for the both of them?
Rationale for Selection: The author, Sarah Dessen, is becoming quite popular with teenage girls. I have read a multitude of adolescent books, but am realizing that I am not keeping up on trendy, teenage girl novels. I try so hard to find great stuff for the guys in class that I am starting to let the girl stuff go by the wayside!
Reader Response: I initially read this book because one of my yearbook students gave it to me. I wanted to read another Sarah Dessen book because she has a title on the Florida Teens Read list for this year. I personally liked the book because I could relate to the “white, middle America” setting that the book portrayed. Sarah Dessen really has captured the niche for white, teenage, suburban girls. I’m not sure if the majority of my students would like this book. There may not be enough “drama” in the story for them!
Genre and Themes: This novel is realistic fiction and deals with themes such as teen pregnancy, friendship, family dynamics, death, and single parents.
Teacher Thinking Notes: I think this book would be great to use for a “student recommends” project. I recently read a study that says that students respond positively to a classroom that is filled with pictures of themselves. I would like to start taking pictures of students with favorite books that they recommend and post them around the classroom, media center, and school. I could use this book that “Kayla” recommended to me as a starter.
Grade or Reading Level: 7th grade-12th grade
Interest Level: High
Quality Level: Medium

TYRELL by Coe Booth

Fifteen-year-old Tyrell is living a life in poverty. His mother doesn't want to be a mother and his father is in prison. It is now up to Tyrell to support his seven-year-old brother, himself, and his mother. The family of three has been shipped to a roach infested motel for the homeless which is where they will call home until Tyrell figures something out. Teenagers shouldn't be under pressure like this--but it is Tyrell's reality. Now he has to solve his family problem's fast--or they are going to be split apart. Will Tyrell succumb to the pressures of the street by dealing drugs? Will he let down his girlfriend, Novisha, by hooking up with a fine Latino girl that has found her self in the same situation as Tyrell?

Rationale for selection: This is a recent book that our media specialist recommended I read. As awful as it sounds, I judged this book by it's cover! It looked like something that my students could relate to--especially the boys!

Reader response: I am really glad I read this book! It portrays teenagers and poverty in a true-to-life light. Nothing was sugar-coated in this novel. It had realistic street language and dealt with things like sex and drugs without preaching or glossing over. This book tells it like it is. I recommend not reading it if you are offended by language or sexual content...the exact reasons why high schools students will love it!

Genre and Themes: This is a realistic fiction book that deals with homelessness, parenting, drugs, school, teen relationships, the foster care system, and prison.

Teacher Thinking Notes: This would be a great book to model a book talk in class. Students will be doing their own book talks on novels that they love and recommend. I could easily model this and try to get kids to check it out from the library. I would like to have a "book talk" contest. Students would do their book talks, and then we would chart how many of our classmates check out or put on hold the book we have recommended.

Grade or Reading Level: mature 8th grade- college level

Interest level: very high

Quality level: high

SOLD by Patricia McCormick

Mccormick, P. (2006). Sold. Hyperion

Summary: Lakshmi is a thirteen year old girl from Nepal that is unknowingly sold into prostitution by her stepfather. Lakshmi initially believes that she will be working as a maid to make money for her family and pay off her debts. She soon finds out that she has been put to work in a brothel where she is “torn apart” by the men who pay for her. This book is written in sparse, free verse prose and is emotionally gut wrenching and heartbreaking to read. Lakshmi at first resists her new “work,” but is quickly introduced to the world of sexual abuse. She does the math, and begins to wonder if she will ever pay off her family’s debt. Lakshmi eventually makes new friends with some of the children that live in the brothel with her, but tragedy often strikes many of them. Will Lakshmi make it out alive? Or will she be branded a prostitute and be forever destined to live this horrifying life?
Rationale for Selection: This book is on the Florida Teens Read list for 2007-2008, which is one reason I wanted to read this book—but I also loved the layout of the book when I first saw it. Struggling readers want something that is short, with words that are not too squished together. Some of the chapters in this book were only a few lines long—which made it a really quick read. I also wanted to choose something that was multicultural, and this fit the bill.
Reader Response: I thought this book was phenomenal. I read it on a plane ride from Florida to Detroit without putting it down. The first few chapters might be difficult for struggling readers—they don’t necessarily “capture” the reader right away. However, if you get through the beginning you will be astounded by this book. I have recommended it to a few students. Two of them loved the book, and both said that the beginning was tough and were glad they read the entire thing. The third student couldn’t understand the beginning and opted to read another novel.
Genre and Themes: This is a fictional account of children being sold into sex slavery. This topic has been in headlines recently. This book also deals with homelessness, poverty, gambling, and other social issues.
Teacher Thinking Notes: This book could be used in conjunction with a variety of things. It could be read along with an article about children sold into prostitution. The article would involve true stories—this book is fictional. It could also be used as a springboard for writing. Students could read this book and then send letters to appropriate government officials urging them to crack down on the men and women who abuse these innocent children.
Grade or Reading Level: mature 7th grade-adult
Interest Level: very high
Quality Level: very high

NINETEEN MINUTES by Jodi Picoult

Picoult, J. ((2007). Nineteen minutes. New York, New York: Atria Books.

Summary: What can you accomplish in nineteen minutes? Watch a sitcom? Take a shower? Read the newspaper? This fictional novel goes into the mind of a fictional teenage character, Peter, who goes on a violent shooting spree that lasts nineteen minutes and leaves almost a dozen dead. Thousands of others are haunted by the memories of that horrific day. This novel takes you through the minds of the key players in the shooter’s life. Josie, the girl he loves, is also the judge’s daughter, and witnesses the crimes. Unfortunately she can’t remember the events of that fateful day. Her mother, the judge, is torn about whether or not to be involved in the case. Peter’s mother is not dealing well with being the mother of a murderer. You will be shocked at the outcome of this intriguing novel.
Rationale for Selection: Jodi Picoult’s books are generally marketed for an adult audience. However, one of her novels was on the Florida Teens Read List for last year. This book deals with a school shooting, which unfortunately is in our headlines today. I thought that teens would emotionally relate to the characters in the book—because they are in high school also. This book takes them into Peter’s life, and what it was like to be bullied. I wanted this book to give students a glimpse of what it is like to be tortured and teased in school.
Reader Response: This book took me a little longer to get through. I was in tears at the beginning of the story—but the court case part of the book seemed to drag on. I think that teens would like it much better if they court room drama scenes were fewer and far between. I read this book right before the Cleveland, Ohio, school shooting of the other week—so parts of the book really hit home. My school also had a “code red” drill today—a drill for if there is a shooter in the building. My class had a discussion on how much things have changed for schools in the past ten years.
Genre and Themes: This is a fictional account of a school shooting. This novel deals with bullying, teen relationships, and parental relationships.
Teacher Thinking Notes: This is a tough book to relate to classroom teaching. I would definitely suggest it to kids for book conferencing or do a book talk in class to get a discussion going about school safety. It would also be a book to introduce before code red drills.
Reading Level: 9-adult
Interest Level: High
Quality Level: Medium

THE GLASS CASTLE by Jeannette Walls

Walls, J. (2005). The glass castle. New York, New York: Scribner
Summary: A stunning memoir that displays the true spirit of family. This novel is written by Jeannette Walls, the second of four children born to Rose Mary and Rex Walls. The Walls family lived in destitute conditions. They endured homelessness, lived in the poverty stricken mountains of West Virginia, and finally ended up in New York City. Jeannette tells of her early life story in a way that will have you laughing, howling with outrage, and saddened all at the same time. The unique, red headed girl’s story begins with her at age three cooking hotdogs on a gas stove by herself. She catches her dress on fire and is rushed to the hospital. Her father, an alcoholic, springs her from the hospital’s burn unit—most likely to escape the bill—but told her that they were going on an adventure. That is how the family endured their painful lives—by embarking on “adventures.” Rose Mary Walls longs for a life as a painter-- not as a mother-- and leaves the responsibility of raising children up to the children themselves. Jeannette truly overcomes the odds of her childhood by moving to New York City, only to be followed by her homeless parents.
Rationale for Selection: I originally chose this book because it is on the Florida Teens Read list for 2007. I also know that my students love to read nonfiction—so this was a perfect fit. I know that many of my students can relate to the harsh situations that Jeannette endured, and hopefully they can be inspired—as I was—to achieve their dreams.
Reader Response: I was blown away by this book! It is definitely in my top ten list of books ever read at this point in time. I was inspired, horrified, and encouraged by this memoir. It also inspired me to try some writing of my own. This was the author’s first book, and it was awe inspiring. After reading this book, I will forever refer to my nose as a “snot locker!”
Genre and Themes: This book was nonfiction and dealt with issues such as abuse, alcoholism, homelessness, and family relationships.
Teacher Thinking Notes: I have already used this book in teaching the vocabulary term “memoir.” I think it can be used as a model for kids to write their own brief memoirs. My students are going to start using portfolios to collect some samples and monitor their progress. I would like for them to have their own memoirs included in their portfolio.
Reading Level: 9- Adult
Interest Level: Very High
Quality: High

Flinn, A. (2005). Fade to black. New York, New York: HarperCollins.

Summary: The three main characters in this book are Alex, Daria, and Clinton. Alex is an HIV positive teen that has moved to a small town in Florida. He must deal with being an outcast in school. Daria is a girl with Down Syndrome that has a crush on Alex. She follows him to just to be near him, and witnesses someone beat Alex brutally. Clinton is a fellow classmate that has serious reservations about being in the same classroom with Alex. He is a ringleader that encourages others to stay away from Alex. Daria tells police that someone in a letter jacket is the person who beat Alex. Is it Clinton?
Rationale for Selection: One thing that attracted me to this book was that it was set in Florida. Right away my students could make a personal connection. I have also had several students read some of Flinn’s other books—in particular, Breathing Underwater. They have all raved about this book—boys and girls alike. My students are going to start reading out loud to the Life Skills class in our school. I loved that this book told part of the story through Daria’s point of view. I want my students to realize that every person is human and has feelings—even if they are different from you.
Reader Response: I really enjoyed this book and liked how each main character told their story from their point of view. Alex Flinn really developed complex characters. Each of them had their own flaws, which made this story very realistic and believable.
Genre and Themes: This was a fictional book that really dealt with being an outcast of society. You could feel each character’s pain about feeling alone. It had a heavy emphasis on AIDS, Down Syndrome, divorce, and alcoholism.
Teacher Thinking Notes: This would be a great classroom shared reading. I would like to read it out loud next year before the kids start reading to the Life Skills classroom. Many of the students are apprehensive about going into a classroom that is not “normal” to them. They are a little scared about venturing out of their comfort zone. I think Daria’s point of view could perhaps put them at ease.

BLACK AND WHITE By Paul Volponi

Volponi, Paul, (2005). Black and white, New York: Penguin Group
Summary: This present day novel includes Eddie and Marcus, star high school basketball players in New York, that want a little extra cash for their senior expenses. They make the decision to rob people at gunpoint and end up getting caught.
Rationale for Selection: I wanted to read books that the young men in my class would enjoy.
Reader Response: I loved this book. I started reading this book during sustained silent reading in my class. I had to end a few minutes early to give the class a book talk about this novel. The media specialist was overwhelmed with kids asking her to check out this book. I would definitely recommend it to both boys and girls to read.
Genre and Themes: This was a fiction book that touched upon race relations, money and the power people with money possess, and teenage relationships.
Teacher Thinking Notes: I would love to introduce this book during black history month. There are several other Walter Dean Myers books that could be used in conjunction with the novel. It could be easily used in a health class, a sociology class, or reading class. It would be great for teaching point-of-view. Each character tells his story every other chapter.
Reading Level: 9-12
Interest Level: High
Quality Level: High

Inspiring activities for COPPER SUN by Sharon Draper

Young Adult Lit Project
“Horror, Humiliation, and Hope”



Copper Sun by Sharon M. Draper is an historical fiction novel that focuses on two teenage girls forced into slavery. The year was 1738 and fifteen-year-old Amari had just witnessed the brutal massacre of her village and the murders of her family. She had been captured by mysterious “pale skinned” visitors and had an iron brace forced around her neck. She was placed on a boat and endured a tortuous journey around the world. When the boat finally reached land she was sold into slavery and a world that was entirely new and cruel to her.

Amari’s slave owner, Mr. Derby, purchased her as a sixteenth birthday present for his son, Clay Derby. Amari endured weekly nightmares at the hands of Clay. At the Derby plantation, Amari meets sixteen-old-Polly. The only difference between Polly and Amari is their skin color. Polly is an indentured servant for the Derbys and longs for her freedom, just as Amari dreams of her freedom.

Amari and Polly work together at the plantation until one fateful night. They are summoned to help deliver the newborn baby of Mrs. Derby. The beautiful, bouncing baby is healthy, but there is one major problem.

After that fateful night Amari, Polly, and young little slave boy, Tidbit, make their way south to Ft. Mose, and freedom. Will they make it with Clay Derby, slave hunters, and gators trying to stop them?

Author information: Sharon M. Draper is a long-time Language Arts teacher and native of Ohio. She has been an Ohio Teacher of the Year, and was one of the first ever National Board Certified Teachers in Language Arts. She has one numerous awards, including the Coretta Scott King award in 2007 for Copper Sun. She has authored numerous books, and her Hazelwood High trilogy is a favorite among teens. She has an innate ability to relate to teenagers and get even the most reluctant reader to start, finish, and enjoy her books!

Reader Response: Copper Sun is a phenomenal book! I don’t usually read historical fiction, but chose this book because a student of mine last year insisted that I read it. I must mention that this student was not a fan of reading—he also told me that I should order a class set of these books for my students to read next year! High School students will be able to relate to these characters because there is raw emotion involved. They will be horrified, sad, hopeful, and jubilant throughout the reading of this novel.

Rationale for Selection: I chose this book because I am a huge fan of Sharon Draper. I read the Hazelwood High trilogy as shared reading in my tenth grade reading classes, and her books motivate the kids to go check out more of her titles from the media center. Copper Sun has adult scenes, adult themes, and is graphic in nature at some points. High School students love this. They don’t feel like they are reading some watered down version of a book—and it isn’t boring to them. I definitely would not recommend this book to a student under the age of twelve. I would like to use this book as part of an author study of Sharon M. Draper or would like to use it during Black History Month. Sharon Draper is a black female author, and the issue in the book is slavery. My classroom is 95% minority, and they often request books by black authors. I feel that this is quality literature that the kids will like!

Ten Item List of Student Activities Connected to Copper Sun:

10. Tea Party—this is a pre-reading strategy where I will take lines from the story and distribute them individually to class members. They will circulate around the room like a tea party and predict what the story will be about using the clues/lines from the book.

Guided Imagery using the five senses. The students will complete a graphic organizer after reading the first few chapters about Africa. They will imagine what they saw, heard, felt, smelled, and tasted, during the scenes from the village. This will probably bring about some strong emotions in the readers also.

Say Something—this will be a partner activity done after the students read about the journey on the boat. Some example conversation starters are: “I wonder what will happen to _______ because _________? Or “ I hope that ______.

Written conversations—this is very similar to “say something” but all conversing is done on paper. This will be done after the chapter when Mrs. Derby’s baby is born. The kids will have plenty to talk about then!

ABC Character Chart—this will be a great way for the students to analyze the characters in this book. Each person in the group will choose a different character and fill out a foldable chart filled with character traits. For example if I chose Clay Derby I would write A—an animal of a person, B—bratty sixteen-year-old, C—coward for not sticking up for Amari, etc.

Inference Notes—I have never done this activity but I found it online through the sources Dr. Slick gave us. It is located here: http://englishcompanion.com/pdfDocs/inferencenotes.pdf
This will be a during reading activity that will be done in the middle of the book.

Student Discussion—this will be an after reading activity. Sharon Draper has a phenomenal discussion page for the book listed here:
http://sharondraper.com/lessonsdetail.asp?lesson=12

Write letters to the author! This is a great activity for professional letter writing. Ms. Draper will even write your class back if you put all of your letters in one envelope!

Choice for students—Scene drawing with caption writing OR Poetry writing about the book. Students can either write a poem about the theme, characters, setting, etc. or use their creative talents to draw, paint, digitally create, a picture and then add an appropriate caption.

1. Student review of book for school website and/or Barnes and Noble website. Students will write a review of the book to post online.