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Kimberly Rilee
Bildungsroman: An Alternative Text Set
I. Introduction
a. Theme: Bildungsroman and coming-of-age tales through diverse backgrounds
b. Class: English
c. Grade: Ninth
d. Classroom Snapshot: This text set is designed for a classroom of medium
proficiency students. The reading level of most of the students is 7th grade (+/- 3).
Therefore, texts were chosen to range from the reading level of 4-10. This
classroom also includes students of diverse backgrounds, including several
English language learners.
II. Overview
During the ninth grade year of school, many changes happen for students. This is the point
that some psychological theorists refer to as the “storm and stress” time of adolescence. Others
view the key aspects of this time as a moment for identity development as students try on
different roles to discover who they are. As students struggle to find themselves, they must also
grapple with the increased responsibility that high school brings. This text set was designed to
tap into the emotions and feelings that surround growing from childhood and into adolescence.
This text set therefore focuses on the ideas of coming-of-age, more specifically the
bildungsroman. A bildungsroman is defined as a text where a protagonist faces difficulty and
hardship through the coming-of-age process. These trials can be social, psychological, or moral.
After the trials the character faces, they learn to exist as who they are within the societies they
are raised in. The social aspect of the bildungsroman is key; this is what differentiates it from
merely a novel about growing up. The characters in the story must learn to balance their own
needs and desires with the demands of the social order that they live in.
This text set uses the concept of bildungsroman as it involves multiple and diverse
backgrounds. Texts were chosen from a variety of genres and mediums to reach an array of
student interests. Texts were also chosen from different perspectives to show different
perspectives on the growing up process. The text set includes the perspectives of Iranians,
Chinese-American, Chickasaw Indian, German, Japanese, African American, and Mexican
American. The text set also includes texts from male and female perspectives. More specifically,
texts within this text set include memoirs, non-fiction graphic novels, epistolary fiction novels,
short stories, foreign films, and fantasy fiction. In this sense, the purpose of the text set is not
only to show students a diversity of experience, but it also serves to emphasize the multitude of
text styles beyond the standard text book. One of the key aspects of this text set is the use of the
graphic novel medium. Graphic novels are interesting in that they combine image with text to
create overall meaning. For readers that struggle because they do not find reading to be an
enjoyable activity, graphic novels provide a different experience. Through this text set, the
overall goal is to attempt to connect to students on a personal level through the topic of growing
up, and therefore, to foster an appreciation for reading.
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III. SOL Objectives
9.3 The student will read and analyze a variety of literature.
a) Identify format, text structure, and main idea.
b) Identify the characteristics that distinguish literary forms.
c) Use literary terms in describing and analyzing selections.
d) Explain the relationships between and among elements of literature: characters, plot,
setting, tone, point of view, and theme.
e) Explain the relationship between the author’s style and literary effect.
f) Describe the use of images and sounds to elicit the reader’s emotions.
g) Explain the influence of historical context on the form, style, and point of view of a
written work.
Since this text set involves a variety of mediums, lessons should focus at comparing/contrasting
the differences between texts based on style. Students should also consider the tone as it relates
to the type of work. Since many of the texts involve a specific historical context (especially
Palestine) lessons should highlight the effects this had on the written works.
*A Note on Readability: For most of the texts, I used the Flesch-Kinkaid method contained
within Microsoft Word. I chose two 250-word passages at random to assess the readability of the
text. If the two passages had dramatically different readabilities, I added a third 250-word
passage. For graphic novels, the Fry Readability Formula was used. I found that the FleschKinkaid model could not accurately assess the readability as the scores on the Flesch-Kinkaid
tended to be 4-5 grade levels lower than the Fry formula. Since the Fry formula seemed to be a
more accurate assessment, I chose to use it strictly for the graphic novels. For movies, I typed the
script into the word processing program and used the Flesch-Kinkaid model. Due to availability
of script, movie passages were taken from one place at random with 500 words.
IV. Texts
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The Perks of Being a Wallflower by Stephen Chbosky
Readability Level: 6.4
Readability Measure: Flesch-Kinkaid
I think the readability of this text is accurate overall. The vocabulary and content of the
text is relatively simple; however, some of the concepts are too mature for students prior
to ninth grade. While the text may be readable to a 6th grade reader, I would not introduce
this text until at least high school based on some of the content (for example, involving
sex and drug use).
Introduction
The Perks of Being a Wallflower is an epistolary novel about a boy named Charlie. The novel
begins with Charlie writing to an unknown person about how he is about to start high school.
The story recounts Charlie’s freshmen year through these letters. Charlie struggles to discover
his identity while also attempting to uncover past traumas that he has buried. Charlie begins his
freshmen year befriending Sean and Sam, brother and sister. Sean and Sam are seniors, and they
carry Charlie through the major experiences of his freshmen year. Charlie explores the world of
sexuality, drugs, and family drama while also trying to find his place in the world. Most
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importantly, we do not know who Charlie really is, where he lives, or when he writes the letters.
Charlie uses pseudonyms for all the characters, and even the recipient of his letters is merely
labeled as “friend.” This gives the novel a universal aspect as we only know Charlie’s ideas and
emotions, not his specific background. The novel is poignant and deeply moving because of the
honesty of Charlie’s letters. Chbosky’s ability to tap into the emotional roller coaster of
adolescence makes this novel difficult to put down. The feelings are real and uncensored, and the
innocence of Charlie’s character makes him easy to love.
This text connects to the overarching SOL 9.3 because it provides students access to a
different style of literature. More specifically, this text would work with SOL 9.3b as students
would need to look for the characteristics of an epistolary novel.
Rationale
I chose this book as a starting point for my text set because it encompasses all aspects of my
text set theme. This book is a perfect example of the bildungsroman, and I believe that the
students will be able to connect with the emotional content of Charlie even if they did not share
identical experiences. The novel deals with issues of friendship and identity that I believe are
universal to most students growing up. Throughout the novel, Charlie also reads other famous
works and describes how he felt about reading them. These books include Walden, Peter Pan, A
Separate Peace, The Great Gatsby, and so forth. Charlie’s honest reactions to these books could
be an interesting focal point for classroom discussions about the text.
This text will activate the schemas of all students in my classroom because it relates to the
universal issues of identity formation. Charlie’s letters about his experiences in the ninth grade
hit a variety of experiences that everyone goes through at some point: first dates, finding new
music, meeting new friends, balancing family time with friend time, and budding sexual
attraction. Even if a student does not relate to every aspect of Charlie’s letters, they will be able
to connect or relate to one of his stories.
Classroom Use
This text will serve as a replacement for the official text. I would use this text during the
preparation phase of the unit on bildungsroman. This text reaches most of the themes that would
appear throughout the unit, and it serves as a nice introduction. Since the text is supposed to be
written from the perspective of a ninth grader, the language of the text is not filled with jargon
and is generally easy to read. The readability of the text would work on the independent level for
the majority of the students. That being said, some of the students in my class would need
additional support and scaffolding to insure that the text did not become frustrating. For these
students, I would occasionally use buddy reading to allow students to work together. To assist
with comprehension throughout the reading, I would have students complete a GIST for each
section of the book (four sections total).
Citation
Chbosky, Stephen. (1999). The Perks of Being a Wallflower. New York: Pocket Books.
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The Catcher in the Rye by J.D. Salinger
Readability Level: 5.7
Readability Measure: Flesch-Kinkaid
The readability measure of this book is accurate in terms of difficulty of reading. I would
not introduce this book until at least high school, however, because some of the content is
more mature. At the ninth grade level, though, I think this book would be appropriate to
use in the classroom as students would have the maturity to handle it.
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Introduction
The Catcher in the Rye is one of the earliest examples of a bildungsroman. The book is
told from the perspective of Holden Caulfield, a student at Pencey Preparatory School.
Following his expulsion from the school, Holden recounts his experiences in New York City in
the days that follow. During this time, Holden finds himself in a number of situations that force
him to evaluate and consider what to do with his life. By the end of the novel, the rebellious and
defiant Holden actually misses aspects of his past life at prep school, and it is suggested that he
may return to a new school in the fall.
This novel would satisfy the requirements of SOL 9.3e. Students could analyze Salinger’s
word choice for Holden and consider what this does for the novel overall. Also, the teacher could
choose specific sections of the novel and consider the style of this book compared to others.
Rationale
This book, although considered by some, is often found on the banned book list. I chose
this book for that reason, as I feel that it is not represented in high school curriculum. If choosing
this book for the text set, it is crucial to verify that the school district has not banned this book.
That being said, I would introduce this book to my students as a banned book. I would explain to
them how the banning process works and ask them to consider why they think the book might be
banned from certain schools. I think that explaining to students that a book is not supposed to be
read by them will have the forbidden fruit effect; students will desperately want to read this book
to figure out why it has been banned in many states. I think that the experiences of Holden are
not necessarily universal for all students, and I am not sure all students will necessarily see
themselves in him. His character is likeable, however, and he is relatable across gender lines.
Most importantly, I think this gives students access to a book considered by some to be classic
literature and by others to be filth. In the end, it would be up to the students to decide which of
these they agree with.
Classroom Use
This book would serve as a supplement for the traditional text. It would be read during
the preparation stage of the PAR lesson framework. For students that enjoyed The Perks of Being
a Wallflower, this text would provide a nice transition into a similar story about coming-of-age.
The readability is such that my students could read this text independently. Following the
reading, I would have students create comparison charts between the first two books to consider
similarities and differences between experiences. Most importantly, I would have them consider
how Chbosky’s use of letters created a different effect than Salinger’s use of first-person
narrative.
Citation
Salinger, J.D. (1951). The Catcher and the Rye. New York: Little, Brown and Company.
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Persepolis: Story of Childhood by Marjane Satrapi
Readability Level: 7
Readability Measure: Fry Readability Graph
I agree with the readability measure of this text. I think that, even with the illustrations,
this text covers concepts that would be difficult prior to the 7th grade reading level.
Bringing this text into the classroom would require some form of instructional, structured
support from a teacher.
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Introduction
This story is a memoir/non-fiction graphic novel. Marjane Satrapi relates her childhood
growing up during the war between Iran and Iraq. As Satrapi attempts to discover her identity,
she must also survive through the repressive regime that wants to stop her own individual ideas.
The symbol for this becomes the wearing of the veil by Satrapi and her mother; while they exist
outside of the home they must look down and hide their faces. When they reenter the home, they
listen to Western music and throw the veil to the side. This novel explains the history of conflict
in Iran while also relating a personal story about growing during that time. Since the story is told
in graphic format, concepts that might be confusing or difficult to understand are augmented by
clean and beautiful illustrations.
This text reaches the requirements of SOL 9.3f. Students could analyze the use of image
in the novel as it relates to the emotional content. When they consider the themes and the
messages of the text, they must inevitably consider the images that Satrapi pairs with theme with
the goal of evoking emotions and creating a specific effect. This novel also relates to SOL 9.3g
as Satrapi explains the history of Iran as it relates to her narrative.
Rationale
I chose this text because it offers an incredibly different story about growing up. While
students growing up in America live with a relative abundance of freedom, Satrapi has a
different story that most students may not have encountered. Regardless of this, it is the
similarities between her story and that of an American youth that makes this text so
approachable. While Satrapi grows up through a repressive government, she experiences the
same emotions, fears, and identity struggles that any youth would experience. This makes the
novel an interesting addition to the classroom because it offers a universalizing aspect to comingof-age that students may not have considered prior.
This text also provides a historical background to the fall of the Shah in Iran. This text
would be well suited to an interdisciplinary lesson with the history department. For students that
might be reluctant to read a traditional text, this text would be interesting in that it is illustrated.
The illustrations are in the style of the French Association movement started by David B. (author
of Epileptic). This means that the illustrations are not really “childish” or “childlike” by any
means. They tend to emphasize the gravity of the content or provide clarification for concepts
that might be more difficult.
Classroom Use
This text would serve as an augmentation to the traditional text used in the classroom. I
would use this text in the assistance stage of the PAR framework since it would be a supplement
to texts already in use. Since the readability of the text is at the 7th grade level, most of my
students would seemingly be able to read this independently; however, since the text is in a
format that not all students would be familiar with, I would use this text as a part of a structured
lesson. The text also deals with concepts about Iran that the students may not be familiar with at
all. Prior to beginning the text, I would provide an introduction to Iran as well as any relevant
vocabulary for the text. For the first chapter, I would read the text aloud and complete a DR-TA
to help with reading comprehension. Then I would have students read the text on their own and
complete the DR-TA in groups of four to promote scaffolding. I would be available and circulate
the room to provide any assistance necessary to work through this text.
Citation
Satrapi, Marjane (2003). Persepolis Story of Childhood. New York: Pantheon Books.
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Persepolis: Story of Return by Marjane Satrapi
Readability Level: 8
Readability Measure: Fry Readability Graph
I agree with the readability measure of this text. I think that despite the illustrations, this
text covers concepts that would be difficult prior to the 8th grade reading level. I would
therefore use this text as an optional supplement for students reading at least at the 8th
grade level. Students reading below this level would choose from other optional texts to
avoid frustration.
Introduction
This novel continues the story of Marjane Satrapi as she flees from her home in Iran to
attend school in Vienna, Austria. Satrapi is far away from her friends and family as she develops
into her identity as an adolescent and also a woman. While studying in Vienna, Satrapi
experiences the freedom of living in a Western culture while also reevaluating herself and her
goals for the future. Her main struggle is an attempt to remain connected to the world of her past
and her family history while also developing as an individual in the free world. Eventually,
Satrapi returns home only to discover that life in Iran may not work with her established life
style. In the end, Satrapi must decide if she can live in her home country with her family, or if
she must leave forever to truly have a life.
As a continuation of Satrapi’s story, this novel continues the themes of a bildungsroman
by bridging the ideas of Iran and Western culture. Satrapi provides an interesting middle point
between these two perspectives, and she must determine where she fits into the world based on
these different ideas. The content of this text is far more mature than its predecessor as it deals
with Satrapi’s attempted suicide, marriage, and drug abuse. This novel also reaches SOL 9.3f
since it pairs image with text.
Rationale
This text serves as a wonderful bridge between two worldviews. It offers students a
chance to see how someone might have to juggle their multiple identities in the world. In this,
my students that come from a diverse family background can relate to Satrapi’s experience and
see how she organized her multiple identities. Despite the severity of the content, Satrapi offers
humorous glimpses into her life through her use of irony and image. Since this novel is, in
general, exceptionally funny, students will find it entertaining to read.
Classroom Use
I would use this text during the preparation stage of the PAR lesson framework. It would
also serve as an augmentation for the tradition text in the classroom. Unlike the previous texts
mentioned in this text set, this text would be an optional addition to bring into the classroom;
therefore, not all students would be required to read this text. I would have students reading with
at least an 8th grade reading level choose this text to read independently outside of class.
For students interested in reading this text that were not at an appropriate reading level, I
would have them read the text with a parent or tutor if possible. If this is not possible, I would
have these students watch the film version of this text.
Citation
Satrapi, Marjane (2004). Persepolis Story of Return. New York: Pantheon Books.
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Spirited Away by Hayao Miyazaki
Readability Level: 6.2
Readability Measure: Flesch-Kinkaid
Even though this is a children’s film, the movie can be watched with or without dubbing.
This means that students can either read the subtitles with the original Japanese language
in the background, or they can watch the film with English dubbing. In the classroom, I
would use this with English dubbing to prevent the panic of students being timed to read
quickly as the subtitles follow the words. I think the readability of this movie might be
slightly inflated since it does come in movie format. Overall, I’d say this movie would be
appropriate for 5th grade readers and above.
Introduction
The movie Spirited Away is a fantasy film made by renowned creator Hayao Miyazaki
(creator of films like Kiki’s Delivery Service, Princess Mononoke, and My Neighbor Totoro).
This film tells the story of a young girl named Chihiro who is separated from her parents and
trapped in a world of spirits. Chihiro must work for the owner of a bathhouse for spirits to
help earn back her parents. The owner of the bathhouse, a witch, steals Chihiro’s name in the
hopes that she will forget her identity and also her parents. The film deals with the themes of,
not only growing up, but also the importance of custom and history to the Japanese people.
Throughout the course of the movie, ideas of respect for custom surround the growth of
Chihiro as a character.
This movie provides an interesting and different approach to the concept of the
bildungsroman. This text specifically emphasizes the importance of a culture that does not
celebrate the individual over the collective whole. While Chihiro struggles to learn who she
is, she does this in order to reclaim her family and rejoin her community. The goal of
Chihiro’s growth is not to become just who she is but also to become someone that her
community will be proud of. This is an interesting difference from some of the other
bildungsromans that celebrate the individual above all else. This text could also connect to
SOL 9.3d. Students could look for the narrative arc of the story to identify the exposition,
rising action, climax, and then consider the point of view and themes of the movie.
Rationale
This movie is a whimsical and artistically stunning take on the concept of growing up.
Students that are familiar with the anime genre will immediately recognize the prestige of
Studio Ghibli and Hayao Miyazaki. For those that have never been exposed to anime, this
movie still contains aspect of fantasy that make for a fun experience. Despite this, the movie
deals with content that is not meant solely for children. As with most Miyazaki films, Chihiro
acknowledges the devastation of pollution on the world as a part of her growing up process.
She also witnesses the greed and corruption of the characters around her.
Classroom Use
I would use this text during the reflection stage of the PAR lesson framework. It would
serve as a replacement for the traditional text. The movie would provide a nice culmination
to some of the ideas presented thus far, and the students could watch the film during class
with little to no help on my part. When students completed the film, and to insure
comprehension, I would have them complete a post graphic organizer related to the major
ideas of the film and the scenes where these themes occurred.
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Citation
Suzuki, T. (Producer), & Miyazaki, H. (Director). (2002). Spirited Away [Motion Picture].
Japan: Studio Ghibli
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Beyond Silence by Caroline Link
Readability Level: 8.9
Readability Measure: Flesch-Kinkaid
Unlike the previous film, this movie does not have the option to watch it with English
dubbing; therefore, this film must have subtitles as it is a German film. That being said, I
believe that the Flesch-Kinkaid measure is mostly accurate with regards to the readability
because, even though this is a film, students must read the subtitles quickly in order to
follow the content of the film. In terms of the content, however, the film does not exceed
the 8th grade reading level.
Introduction
Lara is a child growing up in Germany during the 1990s. Both of Lara’s parents are deaf,
and she must therefore serve as an interpreter whenever Lara’s parents go to the bank, school, or
other official business. This puts Lara into a difficult situation and forces her to mature very
rapidly. One Christmas, Lara’s aunt Clarissa gives her a clarinet. Lara falls in love with the
world of music, even though this world is completely unknown to her parents. She dedicates her
life to practicing the clarinet, and when she turns 18, she enrolls into a Berlin conservatory to
continue her training despite the dependency of her parents. Shortly thereafter, Lara’s mother
dies in a fatal bike accident. This puts a strain on Lara’s life as she tries to compromise between
her life as a musician and her life as a daughter.
The movie follows Lara throughout her childhood and past adolescence. The movie deals
with growing up during difficult circumstances as well as issues and possible prejudices in
society where people don’t speak the same language. Even though in Lara’s parent’s case the
prejudice is because they lack verbal language, the themes are very similar to prejudice that
occurs between unknown spoken languages in a country. Lara becomes translator for her parents,
which is a common occurrence for children of immigrant parents today. This text would also
reach the requirements of SOL 9.3f. Specifically, students could analyze the use of music as it
relates to Lara’s story and consider the directors choice of songs in a specific section. In one
scene in particular, Lara’s aunt tells her she shouldn’t play such sad music. Students could talk
about whether this song is sad, and then question why it is Lara likes to play it. Then they could
consider why it is that her aunt does not like it based on the relationship established in the
family.
Rationale
I believe that my students, especially those with parents that do not speak fluent English,
will relate to the daily routines and issues that Lara faces. As an interpreter for her parents, she is
forced to grow up faster than she necessarily should. The movie also shows some of the most
difficult aspects of growing up for Lara considering her situation. Since her parents cannot hear
music, they do not understand Lara’s need for independence and growth in the realm of her
professional music career. I think students will relate to their own desires as they come into clash
with the requirements and wishes of their parents.
Classroom Use
This movie will be used as a supplement to the traditional text in the classroom. It will be
used during the assistance stage of the PAR lesson framework. Before presenting the film, I will
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review with students the vocabulary necessary to watch the film. I will also provide an
introduction to the concepts that Lara deals with such as American Sign Language. I will use this
movie as a part of a structured lesson. To begin, I will create an anticipation guide to help
students prepare for learning and watching the film. This anticipation guide will require students
to consider the importance of communication as it relates to growing up and society. Then
students will watch the film in segmented chunks. I will use a modified KWL to have students
consider the film. Students will complete the KWL chart before and after each segment of the
film. This will assist with comprehension for all students.
Citation
Claussen, J. (Producer), & Link, C. (Director). (1996). Beyond Silence [Motion Picture].
Germany: Aufbau.
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The Namesake by Jhumpa Lahiri
Readability Level: 10.3
Readability Measure: Flesch-Kinkaid
The readability of this text was fairly accurate. Lahiri uses rich and complex sentences
filled with upper level vocabulary. The text also uses multiple points of view as it is told
from the perspective of mother and son. This makes the text slightly more difficult to
follow, which I believe places it at the tenth grade reading level.
Introduction
The story begins from the perspective of Ashima Ganguli. Ashima and her husband
Ashoke are a newly immigrated married couple from Calcutta, India. Ashima desperately tries to
adapt to her new home while pining for and missing the environment of Calcutta. Ashima is also
pregnant for her first child, and the couple waits patiently for a letter to arrive from Calcutta,
which would provide their son with his proper name. In India, children are given a common
name and a proper name. The common name is only spoken by the family. It is a personal name,
almost like a nickname, and it would not be uttered by anyone outside of the family circle. The
proper name is the name the rest of the world uses. The letter from Calcutta never arrives,
however, and Ashima’s first son is born without a proper name. They decide to call their son
Gogol (after the Russian author), and it is not until years later that they decide on a proper name.
After confusion arises at school, Gogol’s name is used as both his proper and common name.
This issue of his name becomes the central metaphor for Gogol’s issues in balancing his Indian
and American identities. Throughout the story he rebels against his parents and his Indian
identity, dating and loving American woman despite his parents requests and avoiding the
traditions of his past. This story fits well into the theme of the bildungsroman. One of the most
difficult struggles for Gogol throughout the story is how to become an adult without denying his
past heritage. This text could relate to SOL 9.3g. Students can consider the historical nature of
the events surrounding the Ganguli’s life in America, and then consider how this effects Gogol’s
point of view throughout the book. Since the text is more modern, students would be able to
relate to and remember some of the historical events in the book.
Rationale
This text is fascinating to me because I knew so little about Bengali culture prior to
reading it. This window into a new world really struck me and kept me glued to the text. I think
students will find it interesting to read about a different perspective, particularly one they may
have never seen before. At the same time, texts from this perspective are underrepresented in the
classroom and this could form a connection for readers that come from this culture or a culture
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similar to this one. Regardless of this, Gogol’s experiences speak to a generation born to
immigrant parents in America. He is easy to relate to on this level, and even reluctant readers
will enjoy the humorous messes Gogol finds himself in.
Classroom Use
I would use this text as a supplement for an official text. I think that all students should
be exposed to the theme and ideas of this text, so I would use it in the classroom as a formal part
of the overall unit plan. It would be used during the assistance stage of the PAR lesson
framework, with structured lessons to assist with comprehension. Since the readability of this
text is so high, it might reach frustration levels with some of my students. I would use this text as
a read aloud only for students at a lower proficiency level. Lessons would follow vocabulary,
themes, and tone of the text. I would segment the text in the classroom for the reading aloud to
pick out key events for remedial readers. Students reading at proficiency level would have the
opportunity to complete this text independently, but it would not be a requirement for all students
to avoid frustration.
Citation
Lahiri, Jhumpa (2003). The Namesake. New York: Houghton Mifflin.
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The House on Mango Street by Sandra Cisneros
Readability Level: 4.2
Readability Measure: Flesch-Kinkaid
I think the readability measure is incredibly accurate with regards to this text. The
chapters are very short and easy to read. Cisneros does not use difficult vocabulary
because the story is written from the perspective of a twelve-year old girl. Also, the
paragraphs are not lengthy and overly descriptive. In some of the sections, Cisneros uses
rhymes and poetic devices to create meter in her story. This makes the text even easier
and quicker to read.
Introduction
This story is told in a series of vignettes, or short impressionistic scenes. These vignettes
provide a snapshot into the life of Esperanza Cordero, a twelve-year old girl growing up in the
Hispanic quarter of Chicago. Esperanza is a Mexican-American child trying to survive through
adolescence in the run-down neighborhood where she lives. As a part of her growing up on
Mango Street, she comes to realize the horrors of racism and prejudice. The tenements of her
neighborhood are run-down and the future for those living there are desolate. Despite this,
Esperanza strives to escape her town with the promise to return and help those she left behind.
The style of Cisnero’s story is different from any other text in this set. Her use of
vignettes and snapshots would be a wonderful expansion to a discussion on the way style affects
the tone of the story. It would also be an interesting piece to look at for emotional content. With
the idea of SOL 9.3 F, students could analyze how Cisnero’s use of rhyme and poetry throughout
the vignettes evokes emotions in the reader.
Rationale
This text would reach the struggling readers in my classroom. Since the vignettes provide
brief snapshots, even reluctant readers would be encouraged to finish this text to figure out what
happens next. Each vignette ends leaving the reader wanting to know more to fill in the gaps
about Esperanza’s life and the events surrounding her. Also, this text is told from the perspective
of a younger child. While most texts can be written from this perspective, this text is really
effective at capturing the language and feelings of a younger child growing up. This text would
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be perfect for any teacher considering lessons involving, not only coming-of-age, but also social
justice.
Classroom Use
This text would be used during the preparation stage of the PAR lesson framework. I
would use this text as an augment to the official text since it is aimed at remedial readers.
Students would be asked to read this text independently. I would have students complete a Book
Diary as they read the text to keep track of what they have read, but I would not require a formal
lesson with structural support. This text is at the independent level for all students, and it might
even be too easy for those reading at the 10th grade reading level. For these students, I would
have them read a more difficult text instead, such as Persepolis Story of Return or The
Namesake.
Citation
Cisneros, Sandra (1989). The House on Mango Street. New York: Random House.
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Their Eyes Were Watching God by Zora Neale Hurston
Readability Level: 6.3
Readability Measure: Flesch-Kinkaid
I think that the readability of this text is slightly low for several reasons. First, the text is
written phonetically to match the speech of Southern African Americans. This makes the
text difficult to understand unless the dialogue is read aloud by students or reviewed by
an instructor to help students adapt to this alternative form of writing. I think that the
reading level based on the colloquial quality of the text would be closer to 8th grade.
Introduction
This book is the story of Janie Crawford. The story is told in a series of flashbacks that
Janie relates to her friend Phoeby so that the local townspeople will stop gossiping about Janie’s
past. In this attempt to set the record straight, Janie relates her experiences through three very
different marriages as she searches for her identity. These marriages take her to different towns
in Florida, and Janie grows and develops as an independent woman along the way.
This story relates to SOL 9.3e. Students can consider Hurston’s choice to use vernacular
dialogue that is phonetically spelled and analyze the effect that this has on the overall meaning of
the text. They can consider what this choice does for the reader, and how it makes them feel
about the characters as they read about them. They can also consider the context in which Janie
recounts this tale (SOL 9.3g) and determine what effect this may have had on her point of view.
Rationale
The first, and most important, aspect of this text is its ability to bring in out-of-school
discourse. While the dialogue may be outdated in some regions, this still models to students that
these discourses are relevant and important. By merely allowing kids to read colloquial speech
from a specific (and often marginalized) group, they will see the literary merit of out-of-school
discourse. This could be an interesting first step in bridging the gap between in-school and outof-school discourse. I think this will engage even reluctant readers as they try to read the text
aloud, and students could be asked to examine dialogue from this text in comparison to other
texts they have read in the year. Lastly, exposure to texts that use an alternative style really
shows readers that there is something out there for everybody.
Classroom Use
I would use this text during the assistance stage of the PAR lesson framework. This text
would be a replacement for the official text, and all students would read this text. Before
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beginning the text, I would introduce students to the idea of vernacular speech through cassette
tapes of oral stories. Then I would read the first chapter of the book aloud to students to
familiarize them with the sound of the writing. Students would then be paired into groups of
three to four and would read through the next two chapters as a group. Students would scaffold
and help each other determine meaning as they read the phrases aloud. Then students could read
the text during class time so that a teacher could be there to provide instructional supports. Once
students became adapted to the sound and style of writing, students would be asked to finish the
text independently at home. Throughout the reading, students would complete a semantic feature
analysis of vocabulary terms specific to the phonetic speech. These words would mostly not be
in the dictionary and would spark interesting conversations.
Citation
Hurston, Zora Neale. (1937). Their Eyes Were Watching God. New York: HarperCollins
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Solar Storms by Linda Hogan
Readability Level: 5.7
Readability Measure: Flesch-Kinkaid
I think this readability score is fairly accurate. The only concern I have with the novel is
the size of the font. The font size is quite small and the book has 342 pages. This might
be excessive for a group of readers, and a teacher should consider this when assigning
reading.
Introduction
The story is about Angel, a 17-year old girl that has lived in foster homes most of her life.
Angel decides to return to her Native American home to reconnect with herself and her family.
While living there, she meets Bush and learns how to live from and with the land. As Angel
discovers herself, she also discovers the world of her ancestors. Angel then decides to trek across
the wilderness to return to the ancestral homeland of her people. With her friend Bush, her great
grandmother, and her great-great grandmother, Angel journeys into the woods to find her
original home. As Angel finds this home, she realizes that this past is threatened by a
developmental hydroelectric dam project.
This book would be the conclusion to my unit on bildungsromans. I would use it to
emphasize SOL 9.3a, 9.3c, and 9.3d. Students would need to read this entire novel and consider
all aspects of plot structure, point of view, and figurative language. This would accompany a
largely independent project that the students would complete to finish their study of coming-ofage tales described later in classroom use.
Rationale
Despite the relative length of this text, the story is well-written and exciting. Hogan
makes the story suspenseful for readers in a few key scenes of the book (Angel’s mother is
deranged and tries to kill her as a child, for example). In this sense, students will want to read the
text to figure out what is happening to the characters in the book. Also, this text encapsulates the
ideas of social justice presented earlier in The House on Mango Street. In ending the
bildungsroman unit, I would want to leave students with the idea of what we might lose in
growing up within society. In some senses, we must learn to exist and maneuver within the
demands society has from us, even if they do not match our own needs and desires. As critical
thinkers, we must learn when the demands of society infringe upon the notions of freedom. I
think this text will engage my students because of the hardships that Angel has faced as a child.
Many students nowadays have divorced parents and need to find their place in the world.
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Angel’s experiences really bring those feelings out of the reader, and she becomes a relatable
character.
Classroom Use
This book would be a replacement for the official text. It would be read by all students
during the reflection stage of the PAR lesson framework. Students would read the text
independently, and it would be essential to provide students with enough time to finish the book.
After the book was completed, students would create their own narrative based on their
experiences with finding themselves. They would be asked to write about how their family,
friends, and society have impacted their development thus far. They would be asked to write this
in a similar style to one of the stories they have read during the unit (therefore it could be letters,
poems, illustrated, etc.). Students would be invited to share these stories with each other, but this
would not be a requirement. The process approach to writing would be used to allow students
time to write an effective piece. Students would be allowed to use a prewriting strategy of their
choosing, but would be required to revise the work at least once. The project would be due
following the end of Solar Storms to close out this unit.
Citation
Hogan, Linda. (1995). Solar Storms. New York: Scribner.
Official Text
The Perks of Being a Wallflower
Persepolis Story of Childhood
Spirited Away
Their Eyes Were Watching God
Solar Storms
Supplemental Text
The Catcher in the Rye
Persepolis Story of Return
Beyond Silence
The Namesake
The House on Mango Street