The Fault in Our Stars

Well, this is the most perfect book in the history of forever. John Green did it again. I laughed. I cried. I cried. And I cried some more. HOW DOES HE MAKE ME CRY SO MUCH? This book is everything I'd hoped it'd be and more.

The main character has cancer. DON'T GIVE UP ON IT JUST YET. I promise, the book is wonderful. Hazel, the main character, falls in love with a wonderful (cancer-free amputee) boy she meets at support group. The story tells of their amazing, miraculous love that cannot be penetrated by anything, even cancer. Through this perfect love, they are healed. I won't give any more away, simply because YOU NEED TO READ THIS BOOK. You'll like it; I promise. 

However, I will share some of my favorite quotes :)

I kept finding myself reading and taking pictures of the pages on which perfect quotes were written. I used to think that only my boyfriend could make my heart melt... because he's pretty great with words;) BUT John Green's way with words is seriously amazing to me. I think I have a scholastic crush on him. 

"My thoughts are starts I cannot fathom into constellations."

"That's the thing about pain... it demands to be felt."

"What a slut time is. She screws everybody."

"You don't get to choose if you get hurt in this world... but you do have some say in who hurts you. I like my choices."

"Without pain, how could we know joy?"

"I believe the universe wants to be noticed.I think the universe is improbably biased toward the consciousness, that it rewards intelligence in part because the universe enjoys its elegance being observed. And who am I, living in the middle of history, to tell the universe that it- or my observation of it- is temporary?"

"Some tourists think Amsterdam is a city of sin, but in truth it is a city of freedom. And in freedom, most people find sin."

"There is no shortage of fault to be found amid our stars."

There are seriously countless others.  

Okay, this is the last one. It's my favorite.

"I'm in love with you, and I'm not in the business of denying myself the simple pleasure of saying true things. I'm in love with you, and I know that love is just a shout into the void, and that oblivion is inevitable, and that we're all doomed and that there will come a day when all our labor has been returned to dust, and I know the sun will swallow the only Earth we'll ever have, and I am in love with you."

First, how perfect is that? If you've never felt this undeniable, soul-consuming love... this is exactly what it's like. Every time I read this quote, it's hard for me to breathe. My heart beats faster, and I'm filled with the overwhelming notion of this kind of love. I was in a long term relationship, and I thought I was in this kind of love. We've all been there, right? Some of us haven't... your time will come, I'm sure. You think  you're in love. You think that this significant other is your world, your everything... but he's not; she's not. Your world comes crashing down, faster and harder than you ever thought possible. You run off a cliff, and there's no one there to catch you. You feel alone, cheated, removed; you feel unloved. That's the worst feeling ever. If you haven't felt like that, count yourself lucky. It's no fun. BUT, for those of you who HAVE felt like that, you know what I mean. It sucks. Period. 

If you feel like that right now,... calm down. It's okay. Breathe.

 I have good news. If it didn't work out, for whatever reason, it wasn't this kind of love. It wasn't this crazy love. I can't explain things as well as I think them. My eloquence falls short of conveying what I actually mean when I say- have hope. There will come a day when you meet your soul mate. And you will know. You'll just know. That's completely cliche, right? Sorry, but it's the truth. Shakespeare agrees with me: "When I saw you, I fell in love, and you smiled because you knew." It's the craziest thing. It's wonderful, and it's exactly what John Green calls "a shout into the void". No one can possibly understand it but you. 

God placed this book in my hands right as I was beginning to finally accept that my reality was exactly that... reality. 

On Easter Sunday, just a couple of months ago, I met up with an old acquaintance. He was never really a friend, but he was the brother to one of my past (a LONG time ago... actually, my very first boyfriend... weird, right?) boyfriends. We had been texting and what not (you know how it goes) for six days. He kept asking me to meet up with him and "catch up", but I kept gently refusing. I had braces (EW!) at the time, and I really didn't want him to see me with them... kind of silly, now that I think about it. So, I told him that we could finally hang out on Tuesday (two days after Easter Sunday)... well, that didn't work out. Somehow, he convinced me to go over to his house after family shenanigans on Easter. I met him at a grocery store, because he was picking up a few things before heading back to his house (which is in the middle of no where basically), and I planned to follow him home. 

We hugged. He smiled. I blushed. The rest is history. 

We talked for hours- all night. It was like I was meeting my best friend for the first time. He told me his biggest secrets, and I told him mine. We talked about the future, like we had been dating for years.  We kept shaking our heads and saying, "crazy". That's the only word to describe how we felt.  The next day, we hung out again. And the next day. And the next day. Oh, and I got my braces off the third day we saw each other, but we had already kissed before then, so my plan kind of flew out the window. 

Out of all the billions of people in the world, it was him... all along. It was him. We both knew it.

People think we're crazy, I'm sure. We are. In fact, he gave me a diamond (crazy...) ring that has "crazy love" inscribed on the inside. There's no other way to explain it. 

Okay, I kind of got a little side-tracked from the book.... not really though. I'm just sharing my personal experience and response to John green's beautiful work of art. READ IT! You'll understand; I promise. 

Second, I love the syntax of this quote. Though it's obviously not grammatically correct, it's perfect. If you know me at all, you know I'm a bit of a "grammar Nazi". However, I am also a strong believer in an author's effective use of syntax when he or she is trying to convey a particular point. In this instance, John Green is giving Augustus the ability to show Hazel how deeply he truly loves her. By utilizing run on sentences and various comma splices, the reader is able to read this quotes as if it was spoken. Augustus is pouring his undying love out for all of the world (his world) to see. He wants nothing more than to tell Hazel the truth- he loves her. He knows it's crazy. he knows it doesn't make any sense. He loves her all the same. It's the kind of love one cannot understand unless he or she has felt it. 

Third, the imagery of this quote is insane. It's crazy. I can paint the words in my mind, so that I imagine the love being spilled out in the emptiness of the world, the darkness, the void. I've never seen a void, though. I've felt a void... I've felt emptiness. Somehow, though, I am able to SEE it. Can't you? Can't you see the character shouting into the bottomless void? Isn't it amazing? Nothing in the world matters except for this all-consuming love. There will be an end to this world. One day, the fiery rays of the relentless, all-consuming sun will devour the Earth. It doesn't matter. Love is real. It's here. 

John Green does an excellent job in capturing the honest, pure, and raw emotion of love. Not only that, he paints a vivid picture of what it truly means to be in love. This book is one that I would recommend to ALL readers who have ever wanted to feel the "real thing".  

Out of My Mind

"A person is so much more than the name of a diagnosis on a chart."

This is one of the best books that I have read in several years. I will admit that I liked it as least as much as Wonder, which reminded me a lot of this book in all honestly. I have never felt so connected and invested in a character until I met Melody, the fifth grade protagonist of this book. Though she is bound by Cerebral Palsy, she is remarkably intelligent. The only thing is.. no one knows it. She cannot speak, and her body is basically of no use- apart from housing her brilliant mind. To so many, Melody is seen as a helpless cripple with not much to offer... but that is before she surprises others with her immeasurable knowledge and understanding of the world around us in a way that only she can truly grasp.

Sharon M. Draper takes the reader on a roller coaster of emotions, as Melody experience hardships and triumphs... and then hardships again. No one understands her, and many of her peers are not nice- they make fun of her with rude comments- typical middle school-aged behavior (Kids can be cruel!)... Despite her diagnosis, Melody is actually brilliant- her ability to connect with words and images is unique, like no other student. She participates with some of her peers on the Whiz Kid Quiz Team... Eventually she leads her team to victory in a regional competition. this makes some her teammates jealous- how could a girl like Melody be so smart? On the day which she is supposed to fly to Washington D.C. for the national competition, her teammates take an earlier flight and choose to not notify her. :( Melody is constantly restricted by her inability to speak. On another occasion, her mother hits Melody's two-year-old sister while she is driving on the way to school on a rainy day. melody tries to warn her mother, but the words can't come out. Luckily, Melody's sister only has minor injuries, but Melody is still torn up about the event. She so wishes she could have said something to her mother.

This will make any reader (with a fraction of a heart) tear up. My heart literally broke and became whole time and time again as I was reading this book. Out of My Mind is one of the most honest, relevant, touching, emotional, heart wrenching, lovely books I have ever read- it definitely deserves some kind of award! I have never really had the chance to look into the life of a person with a disability like this. Disabilities don't define people. Melody says we all have disabilities- just different kinds. I think  students would learn a great deal from this book. We are all people. We all deserve dignity and respect regardless of any kind of disability.

The Giver & This Week's Articles

THE GIVER

A world without pain, a world without loss, a world without hunger, a world without evil...

A world without color, a world without love, a world without happiness, a world without memory...

This book is a classic. I read it for the fist time in seventh grade, and I just completed it my second time. Though I loved it when I first read, I think I fell even more in love with Lowry's complex themes, characters, and symbols that she uses throughout the book. While reading, I couldn't help but be reminded of The Hunger Games series as well as The City of Ember series. I feel as though both have certain elements of fate and assignment, as The Giver. I would most certainly use this book in my classroom- I think it opens up a multitude of deeper questions and potential discussions that can have great impact on the way my future students see life- their own lives and life in general. 

I think the most important idea that The Giver introduces is the power and implications that memories bring upon an individual, a group, and a society. It is not often that we think of memories as being powerful. They are simply facts of life- we are able to remember certain things more than others, we wish we could forget somethings, we wish we could remember others... As I was reading this book, I tried to think about a world without memory. At first, I thought how sad it would be. I wouldn't remember what it felt like to love. I wouldn't remember my best friends from childhood or my best vacations. Then, I did some research on Lowry and her reasons for writing about such a filed Utopia. After barely scratching the surface, I found out that Lowry came up with such a society without memory after experiencing her father's loss of long term memory, as an elderly man. Then I thought about what it would be like to have a world without memories a bit deeper. A world without memory would also mean a world without pain. This is something I pondered for a while: Is a world without pain better than a world with memory and joy? Does the severity of pain outweigh the happiness that memories can bring? In the book, the members of the community choose to live a sort of Utopian life style- free of war and hunger... But they take it one step further- they design a world free of pain and hurt and regret. In order to do so, bad memories had to be released. Through the hardships and struggles, Jonas is able to see the importance of the memories with which he has been bestowed. Though some of them are painful, he relies on the happier, joyous ones to make his family's life easier by consoling Gabriel. I have experienced a lot of pain in my life, as most others have, and I would LOVE to forget some of the memories... but, as the book, implies... memories are necessary. They are imperative to life. Without them, we are certain to live a boring life without errors or stress. Without mistakes, we can never learn. 

I am certainly excited to use this book in my future classroom. I hope it will inspire students to question their individuality and who they wish to become in the world, in addition to questioning the idea of a Utopian society. 

"The Challenge of Challenging Tasks"

I loved this article. It really speaks to language arts teachers who wish to inspire a love for reading in all of their students, even those who have difficulty reading challenging books. We so often discuss that fact that kids are choosing NOT to read- but we sometimes forget about answering the "why" question... Why aren't students reading? Sometimes, it is easy to overlook that some books might simply be too challenging. I think that sometimes we rely to heavily on students' perceived reading levels. First of all, I find assigning reading levels students to be extremely arbitrary and almost unfair. One book might be perceived to be more difficult than other based on opinion. I don't think there's truly a legitimate way to quantify a book or a students reading ability. I definitely like that the article highlighted the importance of vocabulary. In 8th grade, I had biweekly vocabulary tests- and I am SO thankful for them. Without them, I wouldn't know words like, "concise", "mundane", or "meticulous". Students can certainly benefit from a wide range of knowledge in the English language.

"Text Complexity"

We talked about Lexile Scores in Rhett's class week, and I'm still not entriely convinced. I don't know if that makes me stupid or jaded... but I really don't think Lexile scores can determine whether or not students can or cannot read a given book. 

Aside from that little note, I find it very perplexing that textbooks are written below grade level. Obviously, that's detrimental to students going to college. I remember taking college Biology here at UGA and being completely awestruck at the wording. It was so much more advanced than my high school textbooks. I think, as a future teacher, I will not heavily rely on Lexile scores. To the best of my ability, I will make reading decisions based upon the INDIVIDUALS in my classroom. 

"Reversing Readicide"

As a student in the middle grades education program, we talk a great deal about authenticity in the classroom. We want to make lesson plans and activities that are relevant to students' lives. The mindset of "Is that going to be on the test?" is no good. Rather, students should be interested in making classroom material important lessons in their everyday lives. In order to do this, teachers must be diligent in selecting texts that are interesting to students and that matter to them. For example, students could certainly read online news articles and compare and contrast them to a given historical excerpt from a historical fiction book that is assigned for class reading. 

Social Media Links

We have been using a lot of great websites in class this semester!

As a future teacher, it is important for me to utilize resources that will create authentic learning experiences for my students. In saying that, I think it is imperative for me to take advantage of all of the valuable online tools, made readily available to me. Although there are some great resources online, like websites, I think connecting with other teachers and educators is even more useful and necessary. Through Pinterest and Goodreads, I have learned SO many helpful tips and been made aware of many lesson plans, content area books, reviews, creative projects, and SO much more! I am so happy we were assigned this project. I know I will definitely keep using each of these websites for many year. I have been using Pinterest for a long time.. I just added more boards and connected with more people for this project. However, I just started using Goodreads a few weeks ago, and I ABSOLUTELY LOVE IT! I sounds so nerdy (or teacher-y) I am obsessed with finding out about new books and reading others' reviews of the books. So many great books have been brought to my attention, and I can't wait to have the opportunity to read all of them!

As far as our social media project, I have decided to create Pin Boards  such as "Teaching", "Books", "Language Arts Resources", and "Social Studies Resources" on my Pinterest page, which you can access here.

I have also decided to create a Goodreads page, where I rate and recommend books. This website also tells me what books I should try reading based upon my other book choices, ratings and  interests. You can access this page here. You can see my reviews of some of the books I've read here!

Folklore

Irish Fairy Tales and Legends 

This book was so great!It is composed of ten Irish folktales-  each taking several pages to tell. Irish mythology (who knew?) and Celtic folklore tell of Irish bravery and and strength. Each story has a sort of resounding message, unlike the other two picture books I read this week. In these tales, the long lasting impressions are actually worthy and valuable for further thought and exploration. Students would love getting the chance to kind of "relax" with hearing and reading these Irish tales. At the same time, students would (unknowingly) connect with the moral and virtuous messages of the tales. Some of the stories are a little sad, like "Deidre and the Sons of Uisneach". I think the most renowned tale, if you will, is "The Pot of Gold"- detailing the lives of leprechauns and their hidden pot of gold nearby. I actually didn't know some of the more less talked about parts of the leprechaun tale. (You'll have to read for those parts). Overall, it was a great collection of stories, and I would defintely love reading to my class- especially around St. Patrick's Day :)

Leavy, U. & Field, S. (1996). Irish fairy tales and legends. Boulder: Roberts Rinehart Publishers.

Brother Rabbit: A Cambodian Tale

This is one of the strangest tales I've ever read. I am actually kind of disappointed in its ending and resounding message. It starts off with Brother Rabbit needing to get across the river so he can enjoy some rice seedlings. He cannot cross the river by himself, so he enlists the aid of a crocodile swimming down the river. Carefully, the rabbit tricks the crocodile into giving him a ride across the river, promising the crocodile that he will fix his rough skin. Once across the river, Brother Rabbit tells the crocodile he is an idiot for believing him and that he simply tricked him to get across the river. From then on, the crocodile vows to eat the rabbit. After Brother Rabbit tricks a woman for rice seedlings and an elephant for helping him get unstuck, the rabbit tricks the crocodile again. The crocodile finally decides on his final plan... Though the reader thinks this plan finally works and that the crocodile finally got his revenge on the tricking rabbit, the rabbit somehow tricks the crocodile from inside the croc's stomach. The ending simply concludes with the deceitful little rabbit getting his way yet again. I'm really not sure why this is a cultural tale, for it doesn't really leave a long lasting impression nor does it leave a moral lesson- unless there is something I'm missing... maybe it's good to trick people into getting what you want? ;)


Ho, M. & Ros, S. (1997). Brother rabbit: A Cambodian tale. New York: Lothrop, Lee, & Shephard Books

The Tale of the Wonderful Tar Baby

I have read this story in the past, never fully understanding the deeper implications of its meaning or underlying racism. Brer Fox tries to trick Brer Rabbit by laying out a "tar baby"- a little dummy with turpentine all over it. It is pictured as an African American person with a hat. The tar baby is set in the middle of the road, while Brer Fox waits for Brer Rabbit in the bushes. Brer Rabbit comes by and says hello to the tar baby, thinking it is an African American sitting in the road. Obviously, the tar baby does not say anything back... so Brer Rabbit becomes frustrated and hits and kicks the tar baby (still thinking it is an African American)... He gets stuck in the turpentine, and Brer Fox comes out to make fun of him. Brer Rabbit eventually comes with a plan so that he is freed from the turpentine. I know this is a classic tale in the southern United States... specifically in Georgia. Uncle Remus stories are told to dozens of children with southern heritage. I never realized how touchy these stories actually are, and I actually got a little enraged by the blatant racism throughout the book. I would certainly never use these books in my future classroom. 

Harris, J. (2007). The tale of the wonderful tar baby. Madison, GA: Southern Lion Books. 

Reese Article

I loved reading this article. It really made me think about how tales and fables about native Americans can perpetuate all of the misunderstandings about the culture that are already out there. As a teacher, it is imperative for me to allow for a safe space in my classroom. Stereotypical and misrepresentations of any culture are not tolerable. Students should be taught to value diversity and multiculturalism. I am SO thankful for Reese's sources that she highlights in the article. When reading tales about different cultures, teachers should ensure that students do not form ideas about a culture simply based on single stories. Rather, teachers should encourage open mindedness and love. Peace and love forever :)

Historical Fiction

Chains

First off, let me just say this is one of the most captivating books about slavery I've ever read. 

Usually, historical fiction books about slavery are set in the Civil War era, at least in my experience. Chains, however, takes place in the weeks leading up to the Revolutionary War.  —It is set in Rhode Island and Manhattan. these places also allow for an interesting perspective into slavery during this time period, because they are located in the northern colonies, typically though as of "free" areas. 

The story begins right after Miss Mary Finch’s, the owner of Isabel, death. Though she was promised freedom by Miss Finch, Isabel and her sister Ruth are given to Miss Finch's nephew, because there is no written proof. The unkind nephew sells the two sister to the Locktons, a Loyalist family in New York. 

  The story follows Isabel as she pursues her opportunity of finding freedom.

—Isabel constantly thinks about running away from the Locktons. With the Revolutionary War in sight, Isabel cannot decide whether or not to side with the Loyalists or the Rebels. Both sides support slavery. Her owners are Loyalists; the Rebels promise Isabel her freedom if she sides with them. The rebels also promise to find Ruth, who was sent away. —Curzon, another slave, convinces Isabel to spy on her owners, because they know about an upcoming British invasion.Throughout the story, Isabel deals with important decisions and conflicts that will ultimately determine her fate and her sister's fate. 

This was really interesting to me- What would I do if I was in Isabel's shoes?

Other points that I liked about the book: 

Each chapter begins with some sort of advertisement, quote, or piece of journalism from the time period. It gives the reader a sense of setting and time period.

Students learn about the historical and cultural aspects of the North(especially aspect of slavery) during the time before and during the American Revolution.

This book challenges the reader to think critically about the theme of “freedom” and what that word really means. It also prompts the reader to think about how he or she would go to gain freedom. 

I think a fun (and educational) activity would be to have student imagine they were in Isabel's position. What decision would they make? Would they side with the Loyalists or Rebels? What would they sacrifice fro freedom? 

Historical Fiction or Fictionalized History?

I have always loved reading historical fiction- always. I think they provide excellent vehicles for learning history through interesting fictionalized accounts of characters and story lines.  Being that my content areas are language arts and social studies, I feel like historical fiction books are perfect ways to link the two content areas together. I would love to have the opportunity to do a novel study among two different areas of focus. I really enjoyed reading this article and its distinction between historical fiction and fictionalized history. it is interesting to think about the difference between the two, and it is interesting to think about which I will incorporate into my future classroom. In both cases, accuracy and relevancy are important aspects to consider when choosing books for a classroom. 

Debate Reflection

We often talk a lot about historical bias in our pedagogical "teaching social studies/ history" class. We are expected to note that any author or group of authors is always somewhat biased- whether they are aware of it or not. Regardless of one's basis and depth of knowledge, he or she will always include their perspective on the given historical matter. Is it necessary for teachers to disclose this to students? Should we have student contemplate potential biases in historical fiction? I believe the answers are absolutely yes! Teachers should encourage their students to think critically and question the history with which they are presented. 

I also believe that students should be encouraged to see history as a process, not a past event. It is always up for interpretation and critique. Students should be aware of the implications that various points of view have on historical thinking. Furthermore, students should be enlightened in knowing that history affects the present and future. 

American Born Chinese

American Born Chinese

Gene Yang

I have to admit, I was not thrilled about reading a graphic novel for this week. I have never really been interested in comic-formatted books. I have always enjoyed reading "normal" books, because they move faster for me, and I think they are easier to understand.

This book is composed of three separate tales. It starts with a story about the monkey king, a God-like figure that struggles with his identity as a monkey. He goes through many struggles to eventually shed his identity and disguise himself as someone new. The second tale is of Jin Wang, a Chinese American student in Chinatown. He struggles to find his place in school, feeling as though he doesn't belong. Like most other students, he goes through the struggles of crushes and break ups with his interest, Amelia.

I particularly enjoyed the third tale of this book. I felt it had the most depth and possible implications for the classroom. It deals with Danny and his Chinese cousin, Chin-Kee. Chin-Kee fulfills a great number American-made stereotypes about the Chinese. Danny is embarrassed, and he combats the inner-struggles brought on by his cousin's visits.

This book highlights the racial stereotypes in American. The illustrations emphasize such stereotypes, with depictions of the Chinese with yellow skin and slanted eyes. This book could definitely lend itself into complex conversations about race and identity in a nation that claims to be accepting. In reality, Americans hold a variety of stereotypes about other cultures.

It is important to provide students with interesting and unique forms of text. Utilizing graphic novels is a great way to introduce difficult subjects, such as underlying racial stereotypes, in the classroom.

Biographical Texts & Choosing Not to Read

Change Has Come

This picture book is actually inspired by past speeches from President Obama. The illustrator captures moments from Obama's great words of wisdom and future promise. It invokes a sense of pride in the reader for his country, regardless of political party identification. I would certainly have this book inside of my classroom as a future teacher. I believe it provides insight to the presidential race of 2008, as Obama  unites the many faces (Asian-American, African-American, European-American, Native-American...) of the United States of America. Anyone should find themselves drawn to this book's national pride.

Nelson, K. (2009). Change has come: An artist celebrates our American spirit. New York: Simon &      Schuster BFYR

The Yellow House: Vincent Van Gogh and Paul Gaugin Side by Side

This book focuses on the renowned painters, Vincent Van Gogh and Paul Gaugin. Each page is filled with paintings, some from the two famous painters. I actually learned a lot from this book- I did not know about the painters living with one another for an entire year in Van Gogh's house in Arles, France. The two become very close and eventually for the "Studio of the South", a sort of family of painters in the south of France.  The author of the book includes an extensive list of sources as well as an author's note that details her research in France. The book's detailed account of the painters' friendship  is something I've never learned in the past. I believe any middle grades student would find this book interesting, but artistic students would especially be inclined to read this book.

Rubin, S. G. (2001). The yellow house. New York: Harry N. Abrams, Incorporated.

Kennedy Assassinated!

We all know about it; we've all read the historical texts; we've seen the history channel documentary a time or two. One of our most incredible, most challenged president, John F. Kennedy was assassinated on November 22, 1963 at 12:34 in the afternoon. We know the killer. We know Kennedy was pronounced dead in a Dallas hospital. What we don't know is the reporter's story. 

This book takes the reader into the hectic  November day of a newly-hired employee of United Press International. He experiences the stress of the FIRST phone call from his boss- "There have been three shots fired!" He soon realizes this will be the most memorable and most publicized phone call of his life. I could not stop reading this book once I started. In all honesty, I was not fully aware  of all of the facts surrounding Kennedy and the events that led up to his assassination. Though this book focuses primarily on Kennedy's assassination, I would certainly still classify this as a biographical book. The book is definitely informative. I learned more about this event and about Kennedy throughout the chapters of this book than I have in the past. 

The book is captivating, and it really shows the reader all of the facts and all of the chaos that took place on that fateful day. Hopefully, I will never experience the anxiety and chaos that comes with a presidential assassination. This book really shows what an individual citizen felt like during the nation's dire uncertainty. 

I would definitely have this book in an upper middle school classroom. However, I would not include it in a lower grade's classroom. It includes a great deal of authentic pictures and medical diagrams that I wouldn't necessarily deem "appropriate" for young children.

Hampton, W. (1997). Kennedy assassinated!. Cambridge: Candlewick Press.

Choosing Not to Read: Understanding Why Some Middle Schoolers Just Say No

This article is fascinating! I think every middle school reading/literature/English teacher should read it in order to better understand some of their "more challenging" students.  It analyzes the reasons behind some students' lack of reading desire. It's no secret that a great deal of students think reading is "uncool" or lame, but why is that?

Beers makes the claim that, "... the less students read, the poorer the readers they become... the poorer readers they become, the harder reading is for them..." This is absolutely true. We know that reading is a foundation for knowledge. If one does not read, he or she is likely to not fully understand material in any given subject. On top of that, non-readers, in my opinion, are less likely to develop critical thinking and deeper analysis skills.  Beers makes the point that students who hated reading in school are likely to become parents that hate reading... making for more students who hate reading, and the cycle continues. 

The comments for the alliterate students were really interesting and informative to a future teacher. These students' reasons for choosing not to read are much deeper and more complex than the basic, "... because it's boring" excuse. A number of these students claim they are smart even though they don;t get recognition for it. They blend into the background, because they feel as though that is where they belong due to some past negative influence in their schooling. 

Figure 3.1 shows the five different types of readers: avid, dormant, uncommitted, unmotivated, and unskilled. In the same section, Beers goes on to discuss the various types of illiteracy. Teachers cannot FORCE students to like reading. We can't make students enjoy reading- UNLESS we provide them with captivating texts, suited to their interests. We take the risk factor out of reading; we need to make it a choice, a freedom. I am skeptical of this, of course, for I feel it is easier said than done. 

Beers's discussion on motivation really highlights the importance of a teacher's role to direct learning in a student-led manner. It is important to note that motivational activities must encourage interest as well as the desire to read. The interest cannot simply replace the want to read. 

Beers makes several valid claims in the article as well as provides helpful tips to encourage reading in students who hold a sort of negative stigma about the subject. Though difficult, perceptions about reading can be changed. "We must encourage students that their response are important and valued." When we value our students' opinions, we show them we care. We show they are worth-while, and we show them we listen! 

Informational Texts

        Bomb

Steve Sheinkin

Wow. This books was captivating from the prologue. I have never read any book about the race to make (and steal) the atomic bomb. Obviously, I have read a great deal about the use of the Atom Bomb in World War II in history classes. I have also read a lot of articles and studies about whether or not Truman made the right decision about using the bombs in Japan. I still haven't completely made up mind about whether or not I feel as though the bomb was necessary, but that's a different story. 

Bomb follows the story of the historical characters on their individual journeys through the intense years in which the bomb was being created. Each character is thoroughly developed, like those typically found in fiction. I had to keep reminding myself that this was actually a true story, which made it even more intriguing. I felt like a detective, as I was following the story of Oppenheimer and Gold. 

Sheinkin's inclusion of an extensive source list shows how thorough he was in his research before writing this book. It's amazing how much time and effort went into this book, and it certainly shows in the complex story line and detailed characters. There are so many different aspects to the story of the atomic bomb, and I never really realized it before reading this book. In all honesty, I believe this book taught me more about the nuclear race than any other educational text. 

My favorite part of the book is actually the epilogue. Sheinkin summarizes the story, and sort of provides an extension with further explanation of Gold's confession. Sheinkin ends the book with a warning. He says, "The big question is: Will any of these bombs ever be used?", talking about Pakistan, North Korea, and Iran. He gives the details about the current situation in the realm of atomic bombs. Living in a world with bombs that can destroy cities is kind of terrifying. The uncertainty that surrounds nuclear weapons is scary, but also intriguing. The story of the atomic bomb hold a binary.  It is an amazing story of genius effort and determined teamwork. "But it's also the story of how humans created a weapon capable of wiping our species of the planet" (Sheinkin, 2012, p. 236).

I would most definitely use this book in my future classroom. 

Sheinkin, S. (2012). Bomb. New York: Roaring Book Press.

       Minty

Though a lot of this story is fiction, it actually encompasses a great deal of factual information about Harriet Tubman. The story follows a young African American girl, Minty. She struggles with her strained relationship with her owner, Mrs. Brodas. Mrs. Brodas does not think Minty is a well behaved slave-child. Rather, she believes Minty acts out to spite her... In frustration, Mrs. Brodas takes Minty's beloved doll, Esther. She hurls the doll into a fire and tells Minty that such an action will teach her a lesson. Minty runs away to tell her mother, who gives her advice on Minty's new job- a field slave. Minty says she wants to run away. Her mother tells her she shouldn't run away. Minty listens, and she works hard in the field for several months. She meets a woman named Amanda, who knows Minty's dreams to escape. Amanda tells her escaping- or even trying to escape- is not worth it. Despite this warning, Minty tries to flee a few days later. She is caught, and Mrs. Brodas tells Sanders to whip her. This part of the story made me really upset. Minty was only eight when this happened. It reminded me of the harsh realities of slavery. Minty still wants to run away, even after the whipping. Her father teaches her how to use nature to aid her in her escape, even though he advises her to not run away. He still wanted her to know about the stars and trees. By the end of the story, Minty still has not escaped. The author writes a note to the reader at the end of the book. He tells the reader that Minty grew up to be the wonder of Harriet Tubman. 

       

Schroeder, A., & Pinkney, J. (1996). Minty: A story of young harriet tubman. New York: Dial Books  for Young Readers.

      Free at Last

This book encompasses use of poetry and song to convey the sentiments of those in need of emancipation. though some of the book utilizes poetry, most of it is informational text. The book's detailed accounts allow for an introduction to many prominent figures in the times of slavery. these figures include Ida B. Wells, Booker T. Washington, and Jackie Robinson... just to name a few. Each character brings a new perspective to and reason for emancipation  The story is written chronologically, and it includes factual information about the African American population's journey to absolute freedom. This book would be great to include in a social studies class at any age level.



Rappaport, D. (2003). Free at last!, stories and songs of emancipation. Candlewick.

Poetry Week

Three Children's Poetry Picture Books

The Great Migration

This book is prefaced by a note from the author. Greenfield introduces the poetry by explaining the history between 1915 and 1930, discussing how African Americans moved from the South to the North, in order to escape racial discrimination and injustice as well as institutional racism.She explains this movement is known as The Great Migration.inequalities still existed. Greenfield concludes the introduction on a personal note, "... I had become a part of The Great Migration". 

Each page has an individual poem that links to the following page- detailing the process of one travelling from the South to the North during this time period. The pages are composed of dark images, perhaps insinuating the sorrow and pain brought forth by the hardships of living in the South as an African American during the early 1900s. Poems are told from varrying perspectives of men, women, and children. It is interesting to notice the difference and similarities of the very realistic characters in this story. Though they are nameless, each character's perspective brings a new tone to the story as a whole. For the most part, the poetry is written in free verse, and it is seemingly literal. The poems use a great deal of imagery, as there is hardly any need for the pictures on each page. The story goes on to detail the journey to the North, involving the train transportation. In this section of the book, one poem is carried out for several pages, titled "The Trip". My favorite poem in the book is: 

 Question 

Men and Women:

Will I make a good life 

for my family, 

for myself? 

The wheels are singing, 

"Yes, you will, 

you will, you will!"

I hope they're right. 

I think they're right. 

I know they're right. 

We're going to have

a great life. Got to try it. 

Going to do it. Going to

make it. Not mater what. 

           I enjoy the uncertainty and determination that this poem highlights. I am sure many of the migrant felt this very way on their journey to the North. I especially enjoy the rhythmical meter in this poem. I also find the spacing very intriguing at the end of this poem. It causes me to think of the reasons behind Greenfield's purpose in placing incomplete thoughts with each other in the last three lines. 

          

           Overall, this book is extremely effective in creating a personal connection from the reader to various realistic characters in history. I think the fact that having the author be someone from the actual era from which this book is written bring a a great deal of authenticity to the overall effect of the book.  It would be great to use this book as a supplemental reading in a social studies class. I would use this book in upper elementary school and middle school. 
          
            Greenfield, E. (2010). The great migration: Journey to the North. New York: Harper Collins       Publishers. 
         

         A Lucky Thing
         
           This collection of poetry surrounds itself on seemingly mundane aspects of life-  mainly farming aspects. Simple things like a barn are turned into magnificent images of detailed happenings through the authors used if imagery. The poems detail small happenings- allowing the reader to make sense of why robins might envy chickens. This book is a fun and engaging read, with beautiful paintings on each page. My favorite part of the poems is their use of space among each page. The spacing of the lines and stanzas lends itself to the meaning of the words within the poem. This book would be a great introduction to any poetry unit. Students could get a glimpse at effective use of imagery and instrumental diction. I would use this book all the way up through high school for this purpose. 

         Schertle, A. (1999). A lucky thing. New York: Browndeer Press. 


          Night Garden: Poems from the World of Dreams

           I loved reading Wong's interpretations of dreams. Dreaming has always intrigued me, and this collection of poems explores the mysterious aspects of the world of dreams. Each poem deals with a part of dreaming that one encounters during the night. For example, "Old Friend" details that happening of an individual turning up in a dream that the dreamer has not seen in a long while. In this poem, the dreamer questions himself, asking why this particular old friend has turned up in the dream. Other poems involve dreams dealing with flying, falling, and dogs. Each poem is surrounded by pictures, depicting themes within the dream- some are unclear, perhaps showing that some dreams are also unclear. My favorite poem is the ending poem:

There is a Place

There is a place

where the museum houses thousand of paintings

seen nowhere else in the world, 

the colors so bright they grab your eyes 

and hold you there, looking,

where the library is filled with brand new books

waiting for you to open them first, 

to tell stories only you could know, 

where fresh cherries have no pits, 

where puppies never grow old. 

There is such a place,

hidden deep

in me. 

           This poem is so great! It discusses the magic and uniqueness within every individual. We all are museums full of wonderful paintings. No one else in the world will ever be able to see the wonders within our minds. Such places are hidden within each of us, and we have endless opportunities to discover within ourselves. 

          Wong, J.S. (2000). Night garden: Poems from the world of dreams. Hong Kong: Margaret K. McElderry Books.

      Bronx Masquerade 

           Bronx Masquerade is an excellent book of poetry for middle school students. It is written from the perspectives of eighteen different characters. Thus, each character is depicted by a different voice. Grimes' close attention to detail and characterization of the particular narrator for a given section of the book made the story seem more authentic. The story follows each character during high school, through their ups and downs. Tyrone, perhaps the most familiar character in the book, provides a glimpse into the lives of the other voices, so the reader can better understand each individual story. 

           Each character deals with some sort of problem they're facing. For some, the death of a relative plagues their memories... others feel as though they're trapped, and others deal with abusive acquaintances. The reader follows the characters through the use of short strings of text along with brief poems. 

          

           I believe this book would be great to use in a classroom. It shows that, despite our multicultural diversity, we all carry burdens. It also brings up the idea that we can help one another simply by listening to one another and showing that we really- honestly- care. It is so often - too often- that we forget what a positive difference simple kindness can make in another's life. 

           I also appreciate the fact of reading this book before I go into teaching. it is a good reminder about my need to be there for all of my students. It also reminds me of the fact that all students are individuals and that they all have different stories to tell. Such stories might impact the manners in which they behave in class towards me as well as to one another. 

           Furthermore, this books made me realize the opportunities that poetry instructional units can bring into the classroom. Some students might secretly love enjoy poetry. For these students  I should provide ample ways in which they can showcase their work, like Open Mic. I thought having students write poems and share them was an excellent idea. Students can also work on performing poems this way as well.

           After reading this book, I am not as nervous about teaching poetry as I had been. It is a fun and creative way to let kids let out their problems and worries. It also provides an ample way in which students can perform and take pride in their own work. 

          Grimes, N. (2002). Bronx masquerade. New York: Dial Books. 

The Best Book I've Ever Read

"Everyone in the world should get a standing ovation at least once in his or her life, because we all overcometh the world." - Auggie

Through all of the trials and tribulations in their lives, the Pullmans overcome the confused stares, the awkward introductions, and the harsh treatments of all those who have the honor of meeting August. Despite his lackluster appearance, August sees the world like any "ordinary" kid- he sees the popular crowd, the D&D crowd, and the smart-kid crowd. He also sees how he doesn't fit in any of the groups at Breecher Prep, along with Summer and Jack- two genuine friends that teach Auggie not all of his peers are afraid of something (or someone) different. 

I have never felt so convicted by a novel before reading Wonder. It really made me think about all the times I could have said something positive to someone- genuinely, as a friend. I'm glad I can honestly say I've never talked badly about someone with any sort of deformity in the past, but I'm deeply ashamed that I've never been a true friend to anyone with a deformity either. Why not? Was I afraid of being associated with someone perceived as "different"? Was I afraid I would catch a sort of "plague" like some of August's peers? Why did I avoid the student whom everyone talked about behind his back? Was I afraid of getting made fun of behind my own back? Was I so afraid of being associated with someone like Auggie that I hurt someone in the process? As I read this book, I began to ask myself all of these questions... Though I'd like to say I never intentionally hurt someone like August, that simply isn't the case. I must have, at some point, made the intentional decision to not befriend the student with the scar across the face or the student with only one arm. I shied away from being their friend, because I was uncomfortable. How terrible is that? I am like Charlotte. I would be nice if an adult was around, or if I was expected to treat someone kindly. Other than that, though, I would simply say, "Hi" in the hallway. I wouldn't join them at an empty lunch table on the first day of school. I wouldn't stand up for them in front of my peers. I certainly wouldn't punch the most popular student in the face. After finishing this amazing book, I have come to this conclusion: I was a coward in middle school.

I loved the idea of Mr. Browne's precepts. I might even do something similar in my own classroom. These precepts caused me to think about my own rule "about something important". I thought a long time about this, especially after feeling so unbelievably convicted by Wonder. I decided on this:

"We must all seek to obtain the courage of a child."

I have to be honest, my yoga instructor really sparked this idea in my head when she claimed that children are the bravest people in the world. At first, I didn't know what she meant by this. Instead of focusing my energy on Yoga and my inner happiness, I thought about her claim. I thought about the bravery of a child. How can a child be brave? He or she is ultimately helpless. Children can't drive; they can't buy things; they can barely tell the difference between good people and bad people. Then I realized it- Children are courageous because they aren't afraid of being themselves. They don't care what other people think- they just do what they want. They don't see the differences between themselves and others; they just see the similarities. They become excited when someone is wearing the same pink shirt as them or when someone else loves the latest Justin Bieber song. They don't know what "normal" or "ordinary" are. They simply love those who love them. 

I think this is very applicable to August's story and his peers as well as to the story of most any middle school student. They must put their lives into the perspective of a child. They must seek to be themselves, even if that means some persecution. 

This books was truly a pleasure to read. I'll remember it for many years to come, as it as taught me priceless life lessons through the eyes of children. Most importantly  I will seek to remember the conviction this book brought and all of the implications such conviction brings to my future life as an educator. 

PicLit in Response to Banned Books

Stephanie and I have similar feelings about Banned Books. We feel as though banning books only takes away from the potential enrichment that books can provide. Some difficult subjects are certainly found in books, but we feel that running away from these themes is an injustice to our future students. Students encounter life; thus, they encounter some of the challenged and banned elements in books. As teachers, we should provide support and guidance in a safe, open environment.


Here is our PicLit that conveys our feelings about books, as a whole.

No matter how old you are or what your background is, books allow you to ...

By: Julia Lacy and Stephanie Dowst

My Reading Autobiography

My Reading Autobiography

            I cannot remember a time in which I was not able to read. I have always loved reading- looking at the words and decoding their meanings… I feel like I have always been able to read. I know this is not true, but I believe this feeling comes from the fact that I have always been surrounded by books.

            As a small child, my parents read to me every night. My mom or dad would take turns “tucking me in” to bed. My mom would lie next to me- holding a book above our heads with outstretched arms. I would look at the colorful pages as she read the book with imaginative voices. Each character had a different voice, and it made the story so real. I always was excited to have my dad read to me. It certainly didn’t happen as often as my mother’s tale-telling; so when it did, it was an event. My dad would sit next to me and do the same sort of voices as my mom, but slightly different. I remember my dad insisting that we end our reading time with a tale from Uncle Remus and Brer Rabbit. He loved those stories, despite their underlying themes. I loved reading- I loved looking at the pictures and turning the pages when I thought it was the “right time” to change the page.

            The first books I can remember reading were the golden bound story books, known as “Little Gold Books”. The collection has a golden spine with small animals and characters outlined in black on the binding of the books. I had dozens of them- lining the walls of my room and lining the surfaces of my book shelf. I also remember a giant blue book full of nursery rhymes, though I cannot recall its title or its author. I loved that book- it was full of exciting stories and poems that I had heard in school. Each page was dedicated to its own rhyme, and the entire page was illustrated to depict the rhyme. I would spend hours with that book, sprawled out in the middle of my playroom. Sometimes, I wouldn’t understand the rhyme, so I would look at the pictures instead- I would try to understand the rhymes through the pictures.  I can particularly remember trying to make sense of “Little Jack Horner”, who was pictured sitting in a corner with a plump, delicious-looking pie. His thumb was sticking into the top with purple ooze climbing up his hand.

            Of the Little Gold Book stories, there are few, that I can recall the most. My favorite is The Monster at the End of this Book. The story’s main character is Grover; he speaks to the reader in first person, warning against turning the next page. Despite Grover’s warnings, the reader follows the furry blue character through the story. Each time the page is turned, Grover fusses at the reader. He insists that the reader should not turn another page. He is afraid of reaching the end of the book, for he knows there is a monster at the end. The interactive nature of this book captivates the reader into turning the next page in order to figure out the nature of the mysterious monster. Finally, the reader reaches the end of the story. Instead of discovering a terrible, scary monster, Grover is the only one on the page. Then, Grover realizes it- he’s the monster at the end of the book! He isn’t scary at all- he’s just furry, lovable Grover from Sesame Street! The ending of this book still makes me smile. It’s such a great resolution to the potentially frightening ending of this children’s mystery.

            One of my favorite memories of this is story is reading it with my Oma, my mother’s mom, my grandmother. I can remember lying down, comparing our blonde hair. I can remember Oma attempting to do Grover’s voice with little success, making me laugh out loud through the story. I remember Oma being confused about the story’s unique narration. My favorite part was seeing Om’s reaction to the ending- I was so surprised that story actually fooled her!

            Between the ages of three and twelve, my mom would take my younger brother and me to the library on a weekly basis. Because our house was so close the local library, we would walk; it was about a mile and a half. We would spend an hour or so- grazing the shelves of the children’s section. I would always pick up Chika Chika Boom Boom as a young child. I’d never check it out; I would just read it in the aisle of the library.  Sometimes, the librarians would have special readings. They would use puppets to help tell the stories.

            As I grew older, I ventured into the “teen section”. I’ve discovered, over the years, that this section is really meant for the younger teens. As an older teenager, one usually explores the “young adult” section; it seems like libraries insist on pushing us readers to the next level. As I ventured into the teen section, I discovered the series, The Baby-sitter’s Club. I read every single one! I realized that I had anew found love for reading books that were a part of a series. I love getting to know characters and following them through all of their many adventures throughout various stories.

            In middle school and high school, I discovered that I loved assigned reading. It is kind of an oxymoron- a student who thrives off of required reading lists. I realized that I would never have experienced some of the best books I ever read if it was not for teachers requiring them to be read. My two favorite of these are The Outsiders and The Count of Monte Cristo. In eighth grade, Mrs. Richardson, my favorite teacher on this planet, required us to read The Outsiders. During this novel study, we were asked to discuss the themes and the deeper meanings of the text; this was the first time I was prompted to truly think critically about the books I was reading. It was during this school year that I developed my true love for reading and writing. Since then, I have decided to become a language arts teacher.

            I have truly been blessed with the amount of reading that was accessible to me as a child. I had an ample amount of books at home, and I visited the public library on a weekly basis. I never felt trapped as a reader. I could choose any amount of books I wanted at the library- my reading world was limitless. With that being said, I believe my reading spectrum could have certainly been widened. Despite my mother’s presented freedom in my book choice, I steered away from multicultural books. I really have no idea why I did this. I chose books with covers that typically pictured white girls or women. Books with African American, Native American, or Asian characters depicted on the front were unappealing to me. I don’t know why this was… perhaps because I was afraid I would not understand books from a perspective different from my own. My parents and teachers should have presented me with more options of texts that dealt with cultural diversity. Reading such books could have increased my understanding of the world and those who were different than me.

            My reading activity currently seems to sadly be more efferent than aesthetic. I am constantly reading articles on pedagogical methods or textbooks on the importance of authentic teaching and learning. It is almost exhausting. On top of all this interesting, but dry, reading, I am reading countless middle-grade-level novels. Though some of the novels are far too rushed for my liking (one to two novel in four days every week), I am appreciative for the opportunity to read them. As I mentioned before, I am a sucker for required reading. I feel as though I would have never picked up some of my favorite books without the assigned list.

            In years to come, I want to instill such a desire for reading in other young minds. Students should be constantly challenged in their reading and prompted to critically think about the text. I am so excited to (hopefully) become a student’s Mrs. Richardson in the near future.

           

References

Archambault, J. & Martin, B. (1989). Chika chika boom boom, illustrated by Lois Ehlert. New York: Simon & Schuster Books for Young Readers.

Carey, H. (1725). Little Jack Horner.

Dumas, A. (1846). The count of monte cristo. Paris: Petion. In London: Chapman and Hall.

Harris, J. C. (1907). Uncle Remus and brer rabbit. New York: Frederick A. Stokes.

Hinton, S. E. (1967). The outsiders. New York: Viking Press.

Martin, A. M. (1986-1993). The baby-sitter’s club. New York: Scholastic.

Stone, J. (1971). The monster at the end of this book: Starring lovable, furry old Grover, illustrated by Michael Smollin. Racine, WI: Golden Books, Western Publishing Company.

Banned Book Week

Books that are kept out of Libraries, Schools, and Young People's Minds

For this assignment, we were asked to choose a book off the banned and challenged book list. I was absolutely astounded by the amount of books found on this list- everything from Crank and Twilight to The Hunger Games and The Bridge to Terabithia. For some reason or another, these books are deemed inappropriate or unqualified for students and their libraries and classrooms. I think the claim that certain themes or contexts are inappropriate is absolutely ridiculous. As we all know teachers wear about 45938247 different "hats" on any given day. One of our many jobs is to prepare our students from the future and the "real world". In doing so, students must be exposed to elements of the world... and let's be honest- what better way to do this than to expose children to great literature, full of deep themes, perplexing story lines, and wondrous worlds?

As I was reading over the list, I stumbled across an ever familiar title: To Kill a Mockingbird by Harper Lee. I couldn't believe why anyone, in his or her right mind, would challenge or ban this book. It's the classic representation of the dangers and implications of racism. It prompts an endless amount of interpretation, dissection, and deeper understanding. Why would someone take such a treasure away from students? 

I decided to revisit this book for this assignment- paying close attention to detail that could possibly be considered ban-worthy. 

Though I'm almost certain everyone has read this book at some point in his or her life, I am going to briefly summarize the plot:

Scout, the main character of the book, lives with her brother (Jem) and father, Atticus. Her mother has died before the story takes place. The three family members live in Maycomb Alabama. The story takes place in the 1930s- during the Great Depression. Despite the hard economic times, the Finches are doing well for themselves, because Atticus is a well-known lawyer. During one summer, Jem and Scout discover a run down house with one of their friends, Dill. This house is known as Radley Place- the only inhabitant is Boo Radley, and he never comes outside of the house. 

The following fall, Scout attends school for the first time. She feels as though school is not the place for her. During this time, Scout and Jem find little presents inside the knothole of a tree on the Radley property. Scout believes these gifts are left for them intentionally. The following summer, their friend, Dill, returns for the summer. With his pushing, the three try to figure out the story of Boo Radley, being unintentionally discriminatory and mean. Scout's father find out and tells the children to put themselves in Boo's shoes. He also tells them to not be judgmental. The children don't listen at first, and they return to the house. Nathan Radley (Boo's brother) shoots at the children in their attempt to escape. Jem loses his pants after tearing them on a fence. When he returns for them later, they are mended and folded neatly over the fence. Eventually, Nathan Radley plugs the hole in the tree in which the children had continuously found gifts left by Boo.  

At the same time, a man in the community has been accused of raping a woman. The key to this is that the man is Black and the woman is White. Atticus agrees to represent the African American man, Tom Robinson. Everyone in the community is pretty much outraged. How could such a prominent lawyer stoop so low as to represent an African American rapist? Because of his gallant decision, Scout and Jem are made fun of by the other children. 

After many threats and mobs, the actual trial finally begins. Scout and Jem sit with the African American community during the trial. Atticus certainly proves that Tom Robinson is telling the truth- he did not rape Mayella. Instead, Mayella solicited Tom Robinson. Her father caught her, and he hit Mayella. Although everyone in the courtroom knows the truth, the jury (made up of all White people) convict Tom Robinson. He is shot after trying to escape from prison. 

Mayella's father vows for revenge because he is so embarrassed- even though he "won" the trial. He tries to hurt Tom Robinson's wife. He also tries to harm Scout and Jem one night, but Boo Radley saves the children, but kills Mayella's father in the process. Boo carries the children back to the Finch house, prepared for his punishment. However, the sheriff insists that Mayella's father tripped and fell on his own weapon. 

At the end of the book, Scout has learned many lessons. She has learned to empathize with those whom she is not familiar. She has learned to put herself in the shoes of another, attempting to understand them from a different perspective. She has learned that life is not always fair. She has learned the cruelty and brutality of people as well as  the kindness and acceptance of people. Most of all, she has learned the importance of standing up for what is right- even if that mean she is standing alone. 

This book is challenged because of its mature themes including rape and violence. It is also challenges because of offensive language and racism. I take issue with these reasons. Children are NOT stupid- they know of the dark elements of this world. Presenting these elements in a classic novel should be  frowned upon encouraged. it allows for reflection and critical thinking in a safe school environment. I certainly I don't think I would use this book in elementary school, but middle school aged children are certainly old enough to read this book. I think it is a crime to take it away from them honestly. Children must be sheltered know of the hate out in the world- and it still happens today; racism is not obsolete. The lessons learned in this book are so deep and important for students to understand- especially the lesson about standing for what is right no matter what. Other books do not contain such imperative lessons or thought-worthy topics. I believe this book allows for deep discussion- especially in a school that is "only-white". These children most likely have not thought about some of the lessons learned in this book.

To Kill a Mockingbird does not go  into the details of the apparent rape. It does not include unreadable, gory details. I'm a squeamish person, and I did not feel uncomfortable while reading some of the descriptions. I did, however, feel uneasy while reading of Tom's unfair treatment as well as the outrageous discrimination. It actually made me cry, reading it this time. I think that's shameful  perfectly okay. Some might say such uneasy feelings should not be brought upon middle school students. Why not? It's important to feel uncomfortable when talking about unfairness, discrimination, and racism. We wouldn't be human if we didn't have these feelings... Reading this book might provide children with their first sense of uncomfortable, uneasy feelings they have from themes such as these. There is nothing wrong with exposure. Kids need to feel this way in order to become the adults we want them to be. We don't want them to be ignorant of reality or ignorant of history. This book is fiction, but events in the book really took place- we all know it.

Exposure to mature themes is not bad. It is necessary. Middle school is supposed to prepare our students to become responsible citizens and knowledgeable young adults. How can this happen unless they are aware of the evils in the world? 

Lee, H. (1982). To kill a mockingbird. New York: Warner Books.

The Banned and Challenged Book List can be found here!