Paul Bach:
Morgan, Bill, ed. (2006). Howl on Trial: The Battle for Free Expression. San Francisco: City
Publishing.
Lights
I would utilize this in an upper level, 11th or 12th grade class or A.P. This is a great introduction to a famous
work that then delves into the actual obscenity trial. I would split the class in half, see who wanted to be for
the book and against it, then makes those against the poem defend it and those for the poem prosecute.
Sijie, Dai. (2002). Balzac and the Little Chinese Seamstress. New York: Anchor Books.
I would utilize this in any high school grade level. This is a lyrically written novel with teenage
protagonists exposed to Western Literature and all its wonders. I would use this to ask students to name a
work of literature that has affected them in ways similar to the main characters of the novel.
Christen McCool:
Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian. New York: Little, Brown and Company, 2009.
Level: 7-12
Class Ideas: This is a funny and very readable YA novel that would be well-suited to units on stereotypes,
identity, and bullying. There are many small but interesting characters through which students could explore
alternative perspectives of the story. It also includes comics drawn by the main character and would fit into a
unit about multigenre elements.
Recommendations: Although this book is about a Native American boy, it will be identifiable to anyone who
doesn’t feel like they fit in for whatever reason.
Yang, Gene Luen. American Born Chinese. New York: Square Fish, 2006.
Level: 7-12
Class Ideas: The visual aspects of this book are fascinating and would fit into a graphic novel unit. It would
also facilitate discussion on stereotypes which is a key theme of the novel and thus would work well with
Alexie’s book.
Recommendations: This book includes a racist portrayal of a Chinese boy which would need to be
sensitively navigated by the teacher.
Franklin, Benjamin. “Remarks Concerning the Savages of North America.” The Norton Anthology of American
Literature. Ed. Nina Baym. New York: W.W. Norton, 2008. 226-230.
Level: 9-12
Class Ideas: This piece of satire by a Founding Father would be very interesting to pair with Alexie’s book
because it includes a different perspective on Native American education by white Americans.
Recommendations: Although Franklin was very ahead of his time, there is still a sense of the “noble savage”
stereotype which should be discussed.
Levithan, David. Boy Meets Boy. New York: Alfred A. Knopf, 2003.
Level: 7-12
Class Ideas: This utopian novel would facilitate discussion about homosexuality/combating homophobia. In
this fictional world, a boy meets boy story is no more remarkable than a boy meets girl one, allowing students
to ask why our own world is not like this.
Recommendations: The book is not graphic at all and seems to be purposely “wholesome” to minimize
parental concerns.
William Cope:
Bradbury, Ray. The Martian Chronicles. 1950. New York: Doubleday & Bantam Books, 1979. Print.
This would probably be good for 10th through 12th grade students. I think you could use this book in
general English courses (you know, the “Standard 10 th/11th/12th Grade English Classes whose names
vary from school to school but have roughly the same vague teaching goals and content), and even in
science and social studies courses as well. The book, while technically a novel, is really comprised of
several connected short stories that can function as stand alone tales in their own right. They cover a
wide range of topics – colonialism and the concept of Manifest Destiny, dealing with loss, religion,
censorship, dealing with other cultures, etc. – and as such they could fit into several different units.
One could teach the whole novel or just select stories, depending on what the unit requires.
Collier, John. “The Chaser.” The Touch of Nutmeg. Clifton Fadiman. New York: The Press of the Reader’s
Club, 1943. 91-94. Print.
This story could be taught at all high school grade levels, and maybe even at the middle school level. I
think it could be used in any course that focuses on literary analysis as an introduction to the
concept, or as practice of it. The story is short and simple at the first glance, and most students won’t
have trouble reading it. However, it’s also very layered, with lots of figurative language and
symbolism that adds to its themes. This story can be picked apart by students to show all the
different ways an author can get his or her message across to the audience beyond simply telling
them what to think, while being written breezily enough for the less gifted or experienced students to
read it without too much hassle. It was also adapted into a great Twilight Zone episode that could be
used as a more visual aid (as well as providing an opportunity to have students discuss the idea of
adapting a story into different mediums).
Emily Snitgen:
Yolen, Jane. The Devil's Arithmetic. New York, N.Y., U.S.A. : Puffin Books, 1990, c1988. Print.
Interest level: 6th – 8th grade
Genre: Historical fiction
Reading level: 5.1 (based on Scholastic scale- I’ve seen it as high as a 5.5 on other scales)
Lexile scale: 730L
Class idea/Recommendations: Since so much of the novel focuses on the importance of remembering the
events of the Holocaust and more importantly, the causes of this horrific time in our world’s history, I believe
teaching The Devil’s Arithmetic along with that unit in my 8th grade Social Studies course. I teach at a Catholic
School and one of my main areas of focus this coming year addresses the Catholic Social Teachings. It would
be very beneficial to apply the lessons of the Holocaust, learned collectively by survivors, bystanders, and
tormentors, and how the Catholic Church would react and act to prevent other types of prejudice and
persecution.
In the novel, young, Jewish, 12-year old Hannah is annoyed with her grandfather’s stories of the Holocaust
and the morals/lessons to be learned thereafter. Since so many young kids also deal with hearing about “how
important history is” or “how important it is to vote”, I think this could easily resonate with 6 th-8th graders
(typical middle schoolers). I considered having my students:
A. write personal memoirs including crucial moments in their lives that should be remembered or
studied
B. recreate newspaper headlines/articles that would have existed during the Holocaust both in America
in European nations
C. imagine and compose letters (possibly back and forth to their classmates) that Chaya and Hannah
may have written back and forth to each other from the 1980s back to the 1930s/40s
D. go back to a pivotal point in American history/World history and take on another identity such as
“Chaya” – write a short story about the trials and tribulations of your character at that point in time
Ellis, Deborah, Rita Wolf, and Listening Library. The Breadwinner: . New York: Listening Library, 2008.
Interest Level: 6th-8th grades
Genre: Fiction
Reading Level: 5.5
Lexile scale: 630L
Class ideas/Recommendations: I have not yet read this text but I will say that again, being a Social Studies
teacher, I could easily work this into my 6th grade World History/Cultures class as an introduction to the
study of culture and/or stereotypes.
One concern that I have is that students may develop stereotypes about Middle Eastern culture based on a
single novel and their knowledge of the conflict in Afghanistan. This novel chronicles the life of the family of
an 11-year old girl living in Kabul. Through unfortunate circumstances, her father has been imprisoned and
she found herself without a father figure. Her mother is not able to exercise basic elements of freedom living
in the heart of Afghanistan, so she is forced to dress as a male to earn a living as the family “breadwinner.” I
would definitely need to preface this novel with information about the conflict, cultural identity, and global
tolerance/respect.
Arik Mayernick:
Salinger, J.D. The Catcher in the Rye. Boston: Little, Brown and Company, 1951. Print.
Grade Level: 10th-11th
Teaching Ideas: Incorporating Holden’s identity into the classroom. Written works produced by students in
his voice, creating a facebook profile for Holden, discussing what he might be like in today’s world. There are
also many topical discussions provoked by the book (i.e. what is perceived to be “real” vs. “phony,” historical
discussion about the 50’s).
Recommendations: Be sure parental figures are aware the book is being read, it is a little bit graphic. Work
with the history teacher to talk about the 50’s.
Citation: Morrison, Toni. Sula. New York: Penguin Books, 1973. Print.
Grade Level: 12th
Teaching ideas: This novel emphasizes multiculturalism and brings discussion of such points as segregation,
racism, and perspective. It is also a novel where the role of the hero is very much in question. I would
probably assign a more serious final essay for this novel to discuss this topic.
Recommendations: Teach alongside other prominent black authors (Douglass, DuBois, Larsen etc.) It is a
little racier than The Color Purple, which is a great analog if parent sensitivity is an issue.
Irene Mayfield:
M.T. Anderson. Feed. Cambridge: Candlewick Press. 2002
Level:
10-12
Class ideas:
Keep a consumer diary in which you document the marketing/advertising messages they see, what they
consume, and why they made those purchases.
Write a narrative that describes your identity. How do you identify yourself? Does marketing/advertising
influence the way you identify yourself?
Recommendations:
Feed is a dystopian satire that creates a fictional world in which people implant a "feed" into their brain. This
"feed" always them to communicate (via messaging), access the internet, receive advertisements, and be
tracked by a unnamed corporate entity. The novel highlights issues regarding degradation of the environment,
conspicuous consumption, pervasive influences of marketing, and so much more. This is a book that will have
the student thinking about themselves, their friends, and our world differently.
Anonymous. Go Ask Alice. Aladdin Paperbacks. 1971.
Level:
12th grade
Class ideas:
Write a letter to Alice at any time during the story.
Write an obituary for Alice.
Recommendations:
Great book to warn students against pitfalls regarding drug use. It is a published (real) diary in which Alice
experiences feelings common to all teenagers. She falls into many dangerous situations and ultimately dies.
Meghan McWalter:
Collins, Suzanne. The Hunger Games, New York: Scholastic, 2008 Print.
Level: 9th 10th 11th
Ideas: Talk about parallels between The Capitol and our government today
Messages in the Media
Subliminial Messages
Writing for a purpose
Letters to local government/news station/ Critical Thinking
Go Ask Alice. New York: Simon Pulse, 2006. Print
Level: 9th 10th
Ideas: Peer pressure
Drug awareness
Draw/Write
Daily Journals/Discussions
Christy Connellee:
Zusak, Markus. The Book Thief. New York: Knopf, 2005. Print.
Level: 8 - 12
Class ideas: Discussions concerning the power and text and perspective, especially focusing on the power of
perception and the written word.
Recommendations: Could be used in many different contexts. The book is extremely emotional and it would
be a good idea to save time in class to let students express the emotions the book illicit.
DeStefano, Lauren. Wither. New York: Simon & Schuster, 2011. Print
Level: 7 - 10
Class ideas: I would focus discussion and activities on the power of technology and the pros and cons of our
current reliance on different technologies. This would also work in terms of perspective. In this novel there
are several different characters who have very different motivations and perspectives. Students could take on
a specific character and debate the positions of each character, from the girl forced into marriage, to the first
generation searching for a cure.
Recommendations: Could go well with the novel Feed. Is also a part of a trilogy that is just being released.
Poe, Edgar Allan. “The Tell-Tale Heart” The Heath Anthology of American Literature 4th ed. Vol 1. Ed. Paul
Lauter. New York: Houghton Mifflin, 2002. Print.
Level: High School
Class ideas: This story is great for dealing with the idea of the unreliable/reliable narrator. Students could
read the story (along with one like “The Cask of Amontillado”) and using details from the story write a “Law &
Order” type interrogation or court room scene where the students work through the information given by the
narrators.
Will Matthews:
Stride Towards Freedom by Martin Luther King, Jr. published by Harper Collins 1958 (original publishing)
8th-12th grade
Getting into the narrative of the dawn of the Civil Rights movement/activism - the participants didn't know
that they were going to "win" when they started out on their boycott.
I can't believe that nobody told me that this book existed. (It was out of print for years). I was looking for
writing and other texts that were in King's own words, and found this by accident. It is a dynamic narrative in
which King describes the genesis of his belief in non-violent resistance as a tool for change. A fascinating read.
West of the Thirties: Discoveries Among the Navajo and Hopi by Edward T. Hall published by Doubleday in
1994
9th - 12th grade.
An engaging story of a world that may be gone, and insight into the Hopi and Navajo world-views and their
mystery. Hall suggests that there are many things that are unknowable about other cultures.
One of my favorite books! I read it every year because the Southwestern U.S. calls me with its myths and
mysteries, and I love the voice that Hall speaks/writes in. He honors and respects the culture and the people
who taught him the sensibilities of a multi-cultural world that would inform his lifework of anthropology.
Days of Obligation: An Argument with My Mexican Father by Richard Rodriguez published by Viking in 1992
11-12th grade
A collection of essay that looks at American culture and identity through many lenses. I would love to teach
this book in the "jigsaw" approach, where students read different essays and report on them to the class to
initiate discussion.
Reading beautiful prose teaches the ear to write graceful, rhythmic prose that works with and recreates
conventions.
Ben Fiddler:
Shakespeare, William. Titus Andronicus. New York: Washington Square Press. 2005.
Level: High School (11th or 12th)
Class Ideas: I would have the students act out certain passages to get the full effect of the play. The absolute
best play in my opinion that was written by Shakespeare.(Drama, Language, playwriting etc..)
Recommendation: The absolute best play in my opinion that was written by Shakespeare!!!
Hurston Zora N. Their Eyes were Watching God. New York: Harper Collins Publisher. 1937.
Level: (11th or 12th)
Class Ideas: I would have the students read the novel and write from the point of view of the men that Janie
dealt with and have them give their perspectives and feelings about the way she was treating them. (Identity,
Culture, Voice, or Multicultural literature)
Rebekah Drake:
Frank, Anne. Illustrated by: Sid Jacobson and Ernie Colon. Anne Frank: The Anne Frank House Authorized
Graphic Biography. Published by Hill and Wang, and Anne Frank House of Amsterdam. 2010.
Zusak, Markus. The Book Thief. Published by: Alfred A. Knopf. 2005.
Level:
These books can be used in both the middle and high school levels however, I do believe that a high school
age group would be more appropriate.
Kelsey Pretzer:
Collins, Suzanne. The Hunger Games. Scholastic Press: 2008.
Grade Level:
High school (9-12)
Class Idea:
Utilizing the voice of Katniss (the main character’s) first person account. Perhaps first person journal entries
from other characters. Discusses imagery, political manipulation.
Recommendations:
Could be paired with the story of the Minotaur from Greek Mythology and Jackson’s “The Lottery” which
explore similar plots but touch on different ideas (the greek hero, imagery, distopias)
Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian. Little, Brown and Company:
2007.
Grade Level:
8-12
Class Idea:
Voices from different characters. Discussing the validity of stereotypes, perhaps incorporating multi-genre
mini-projects similar to those of Junior.
Class Ideas:
I would use these books together to teach point-of-view and have the kids write from someone
elses perspective. I would use these books to teach how point-of-view can change the feeling of story and why
and how it is important for a writer to use according to what outcome they desire from their readers. I could
also use these texts to teach styles of writing such as using certain perspectives or writing a graphic novel
instead of a traditional novel.
Jason Bushong:
Junot Diaz The Brief Wondrous Life of Oscar Wao
Riverhead Books, New York, 2007
Study the Dominican Republic, and some of the devious characters mentioned in Junot Diaz’s book. Find out
if they are fact or fiction. What is the political and economic atmosphere in the Dominican Republic like today
compared to the book?
Can we relate to the family and cultural expectations and how they affect the characters in the book? Maybe
free-write, narrative, poems, like a workshop and we will circle share
Oscar has a view of what the American dream is or what it should be. Lets depict what our idea and vision of
the American dream is.
What does Oscar learn from the many characters around him? Which characters are really “there” for him?
Does he learn from them even if they are not?
Lets make a short comic strip summarizing Oscar himself throughout this story, his growth or lack thereof
depending on your opinion.
Toni Morison Beloved
First Plume Printing, New York, 1987
1.
On the chalkboard or overhead, record students' observations on how the story is told. Students
typically note that the plot shifts quickly between past and present; the author frequently uses what
seem to be "digressions" from the main storyline; and they, as a result, feel a sense of confusion.
2.
Take this opportunity to share with students an excerpt from the forward to Beloved, in which
Morrison states:
I wanted the reader to be kidnapped, thrown ruthlessly into an alien environment as the first step
into a shared experience with the book's population—just as the characters were snatched from one
place to another, from any place to any other, without preparation or defense. (xviii)
3.
Use Morrison's statement of intent to assure students that their sense of confusion is both purposeful
and correctable through the activities in this lesson.
http://www.readwritethink.org/classroom-resources/lesson-plans/narrative-structure-perspectives-toni1156.html?tab=4#tabs
Also to help with their confusion have the students in groups create picture boards to show visuals of main
events in the story. Seeing it visually will help the students keep track of the shifting story line.
Look at how different characters viewed Sethe killing her baby, Schoolteacher, Stamp Paid, Sethe
Have them study the story of Margaret Garner who is the real life inspiration for the story.