Sometimes I feel like graphic novels are pushed aside because they can be seen as just "picture books". I think that teachers, including myself, sometimes look down upon them as whole genre because they aren't like the classics, and they aren't like the "real" literature that students need. This class is changing my views. Last year I had a student find a complete series of graphic novels and was reading them religiously. His scores improved by 44 percentile points simply because he was engaging in literature and reading. I did not discuss these stories with him in class because we were working through novels and classic literature and writing. It is amazing what can be triggered by the brain in graphic novels.
I will admit, when I saw the graphic novels on the syllabus, I was not excited. I have never really gotten into graphic novels. I do know that several students read them, regardless of their age. Are these graphic novels a new approach to teaching literacy? I don't think so. I believe that the early stages of comic books and "funnies" led the way to more in depth literature with the use of picture elements. One of my biggest revelations while reading Hugo Cabret was that the pictures really add more to the story. Sometimes when I think about graphic novels and pictures, I think that the pictures can take away from the words and what the author is trying to get across. My thinking there cannot be more wrong. I think the pictures actually add to what the author is trying to say. It seems silly to reveal that, but my exposure to graphic novels was limited. I still do not have a good grasp on good graphic novels to recommend, but I will be opening my searches up and not dismissing a book simply because it is a graphic novel. I am still unsure of how a graphic novel could fit in the curriculum, but that will also be one of my continuing plans for changing my teaching.
Wednesday, May 24, 2017
Thursday, May 18, 2017
A rare indulgence... a day to simply read.
A day to simply read. This feels so indulgent. I finished my book, By the Time You Read This, I'll be Dead by Julie Anne Peters. It was intriguing. Sad, very sad. I was bullied in school so the book was touching in that way. I have also had body issues most of my life, so the book spoke to me on that level as well. The book is about bullycide, being bullied to the point of suicide. I couldn't put the book down and now I am in that after reading glow. It was a great book a very honest look into the mind of a person who has been pushed too far.
Bullied horrifically because she was overweight Daelyn feels as if she has no other alternative. She attempts suicide. There is a name for that phenomenon, it is called bullycide. Daelyn doesn’t call them suicide attempts she calls them failures. She has finally gained a fraction of her parents trust and they give her a computer, complete with all the latest spyware so they know exactly what she is doing online. Daelyn finds a private website to aid completers, people who are successful in suicide. This story is about her journey on this website. The steps she takes to clear out her life and end it. Daelyn prepares for everything as she takes her journey, everything expect for people befriending her. Daelyn has never had friends and suddenly on her end journey there are two influential characters who befriend her even though Dealyn tries her hardest to avoid the friendship. This story is her journey.
I truly enjoyed the story. It is a story of hope. As a parent it was a difficult story to read. Daelyn’s parents love her, want the best for her, rearrange their lives over and over again for her. Yet, she doesn’t see or feel their love. Parents do all they can for their children and in some cases it is never enough. Daelyn was horribly bullied and even attacked while in school. She was never truthful with her mother how extensive the bullying or even the attack was. Her parents could do nothing to help her without full knowledge of what was going on. The bullying got so severe Daelyn tries to kill herself multiple times. I felt terrible for her helpless parents.
The part of the story that I had an issue with. The part that hurt. Was that Santana and Emily befriend Daelyn. I understand the crucial role they play in the story. The characters are necessary for the story to end the way it does. Throughout the story we find that Daelyn was obese, not just overweight, but obese. Her mother makes her try every fad out there to lose weight, her parents even send her to fat camp. It isn’t until the failed suicide attempts that she loses weight. Now she is just a “freak” with a neck brace who can’t speak because she damaged her throat in her most recent suicide attempt. So now that she is not obese she has a love interest and a friend. That one little detail makes me sad. Yet, there is truth in that detail. Women are taught that their bodies are objects to be admired and who admires a fat body. This book just perpetrates that stereotype people would rather love a skinnier freak than an overweight normal girl. It is sad, but it is the truth that women grow up knowing.
Are Some YA Novels Too Much?
I've been an avid Young Adult Lit reader all my life. I immersed myself within that section of the book store the second my mom gave me the OK as a young child and years later I still love the quick, easy, yet very compelling read that a YA novel gives. While hundreds upon hundreds of Young Adult Novels offer solid plot lines with admirable characters, good lessons, and happy endings, I've found that there are some YA novels that land on the other end of that spectrum. Because of that I come back to a very often repeated question when reading these type of books: are some young adult novels too much?
By 'too much' I mean too suggestive, too provocative, too negative, too depressing, too revealing. I have 8 weeks of student teaching coming up with an 8th grade E/LA teacher and now that I have a specific age in my head in terms of planning, lots of the books raise questions in terms of 'appropriateness'.
There are two different sides I hold it terms of this dilemma. My first, slightly stronger side, is the teacher and adult in me. My second side is the YA-crazed adolescent I used to be. I've read so many YA novels I don't think I could recall every single one if I tried but I do remember the ones that were more risqué then not. While they didn't make any life changing impacts upon me and my development, they opened my eyes to the world of many controversial topics such as cutting, suicide, sex, rape, abuse, STD's, drug and alcohol abuse, and crime. Topics I absolutely think my parents would want to know about if they were coming up in my reading, as would many parents. Who am I to say how a book will effect one student vs. another? What if I gave a student By the Time You Read This I'll Be Dead and it inspired them deeper into their strategy for suicide rather than giving them an inspiration to find a way out of their depression? What if I gave a 13 year old Go Ask Alice and it furthered her curiosity into drugs and self harm? These are truly some of my biggest fears as a teacher and educator.
As a teacher is it my place to make available these types of books on my free-reading shelves? That can't be answered with a simple yes or no. If I did decide to keep a larger range of material in my classroom I think my first step in securing the safety of my young readers is to require parental consent when a book may raise moral question or touch on controversial topics. Asking them to check the book out themselves, read the synopsis, check reviews, and decide whether thats something they are OK with letting their child read would be my first step. Along with parental consent, having a small conversation with the student upon giving them the book to let them know about the controversial topics within is a good idea. Also, making it known to the student that you are there to discuss with them and answer any questions they might have is required to keep an open line of communication.
Young Adult Literature with high school students
Teaching high school students by using YAL can be very difficult at times. There are those students who don't want to come in to read, but would rather be the class clown. Then there are those who love to read, and signed up for the course to continue doing what they love. Lastly, there are those students who like to read, but prefer to have an audio version of the book and a self decided timeline of assignment dates. How is it possible to engage every single student from the 26 students enrolled?
When I started teaching, I wanted to try having all students reading at the same speed as far as pages assigned and assignments. I printed off a calendar to help students to be organized and stay on track. I offered audio and visual copies of the books that I had decided to teach from. I also brought in ideas and such from staff, trying to get their input on what they felt students would want from the course.
I felt that I had the course in working order, and continued each day by conferencing individually with each student to check their status and comprehension. It is then when I realized, there were a number of students who hated the book we were reading as a class. There were also students who could not find time to read outside of class, as they were involved in athletics, worked, or another extracurricular activity. Much to my surprise, I also had those students who opened up to me and said that they didn't have support at home. Their parents didn't think a class should be taken that just revolved around reading...what were they learning?
This lit a flame under my rear. I decided to explore many books in YAL that would be better to use in my class. I had the thought in mind to remember, how can a student relate to this book, character, event, etc.? Once I started digging deeper into YAL, I realized just how important it is to students and their lives. YAL offers students an opportunity to become a whole new person while reading, it influences them to make their lives better, it is a way that they can relate to issues that they may feel are only happening to them and not others.
I also decided to get the parents involved. I started sending home books of the month news letters. I filled out what the book had to offer, summarized the book, themes in the book, and what students could do to relate to the book. I also offered comprehension questions that students could do with their parents following reading. You would not believe the response I had to this! The parents were then seeing through my eyes the importance of YAL. They were actually supporting their student in my course.
With a little bit of feedback, and one on one conferencing, I tweaked my curriculum and book choices, which then increased my student grades and engagement! YAL was a lifesaver, I just needed to find a way to allow others to relate to it like myself.
When I started teaching, I wanted to try having all students reading at the same speed as far as pages assigned and assignments. I printed off a calendar to help students to be organized and stay on track. I offered audio and visual copies of the books that I had decided to teach from. I also brought in ideas and such from staff, trying to get their input on what they felt students would want from the course.
I felt that I had the course in working order, and continued each day by conferencing individually with each student to check their status and comprehension. It is then when I realized, there were a number of students who hated the book we were reading as a class. There were also students who could not find time to read outside of class, as they were involved in athletics, worked, or another extracurricular activity. Much to my surprise, I also had those students who opened up to me and said that they didn't have support at home. Their parents didn't think a class should be taken that just revolved around reading...what were they learning?
This lit a flame under my rear. I decided to explore many books in YAL that would be better to use in my class. I had the thought in mind to remember, how can a student relate to this book, character, event, etc.? Once I started digging deeper into YAL, I realized just how important it is to students and their lives. YAL offers students an opportunity to become a whole new person while reading, it influences them to make their lives better, it is a way that they can relate to issues that they may feel are only happening to them and not others.
I also decided to get the parents involved. I started sending home books of the month news letters. I filled out what the book had to offer, summarized the book, themes in the book, and what students could do to relate to the book. I also offered comprehension questions that students could do with their parents following reading. You would not believe the response I had to this! The parents were then seeing through my eyes the importance of YAL. They were actually supporting their student in my course.
With a little bit of feedback, and one on one conferencing, I tweaked my curriculum and book choices, which then increased my student grades and engagement! YAL was a lifesaver, I just needed to find a way to allow others to relate to it like myself.
Wednesday, May 17, 2017
What Lurks on the Internet...
Recently I read By the Time You Read This, I'll Be Dead by Julie Anne Peters which chronicles an adolescent who has attempted suicide several times and is looking to finally complete the task. I truly struggled with this book. The content was heavy, heavier than I would want a teen to read alone. Peters takes a realistic perspective of the inner-workings of a depressed, suicidal teenager, and while it is easy for teens to relate, I was left questioning how appropriate this novel is for teens who are depressed or suicidal. Does it give them more ideas in regards to methodology? Does it give them the idea to look online for websites that support suicide or even encourage it?
Peters has the main character, Daelyn, using a website entitled "Through the Light" which provides members with a private, secure, anonymous way to work out how and when they will kill themselves. Throughout the novel, there are "WTG" sections which come from the website used by Daelyn. WTG stands for "Ways to Go" and gives the method of suicide a rating for effectiveness, time needed to die, availability, pain, and a section for notes about complications and factors that may change the effectiveness, time, availability, or pain. It is frightening to think that teenagers are exposed to this novel without the oversight of their parents to help them work through this heavy content.
I became curious, and decided to do a little research on websites that help individuals commit suicide. First, I typed "I want to kill myself" into Google search. The first page of results was all suicide prevention. One I clicked on was called "Suicide Forum" and was a place where people of all ages could go to discuss their depression and suicide. However, when you read the forum rules, it states that encouraging people to kill themselves is forbidden, and those who do so will be banned from posting and responding in said forums. Great news!
Since I couldn't find anything to help me kill myself with the first search, I decided to google "Suicide how to". On the first page, I found a website called "Lost All Hope". I must say, this website is almost exactly like the website except for the chat forums. I pulled this off of their website:
In my opinion, the greatest thing we can do for our children, for our students, is to encourage them, support them, and to make sure they feel valued, loved, and understood. Maybe reading By the Time You Read This, I'll Be Dead is a great way to start a conversation, but I will not be placing this on my classroom bookshelf because I believe this is something that parents should be aware their children are reading. I also believe there are better ways to broach the topic of suicide than this novel.
Peters has the main character, Daelyn, using a website entitled "Through the Light" which provides members with a private, secure, anonymous way to work out how and when they will kill themselves. Throughout the novel, there are "WTG" sections which come from the website used by Daelyn. WTG stands for "Ways to Go" and gives the method of suicide a rating for effectiveness, time needed to die, availability, pain, and a section for notes about complications and factors that may change the effectiveness, time, availability, or pain. It is frightening to think that teenagers are exposed to this novel without the oversight of their parents to help them work through this heavy content.
I became curious, and decided to do a little research on websites that help individuals commit suicide. First, I typed "I want to kill myself" into Google search. The first page of results was all suicide prevention. One I clicked on was called "Suicide Forum" and was a place where people of all ages could go to discuss their depression and suicide. However, when you read the forum rules, it states that encouraging people to kill themselves is forbidden, and those who do so will be banned from posting and responding in said forums. Great news!
Since I couldn't find anything to help me kill myself with the first search, I decided to google "Suicide how to". On the first page, I found a website called "Lost All Hope". I must say, this website is almost exactly like the website except for the chat forums. I pulled this off of their website:
Lost All Hope has no angle. The site is non-profit. It has no religious affiliation. It has no political stand point on the whys and wherefores, pros and cons, of suicide or euthanasia. It offers no advice, and has no bulletin boards, chat or forums (although does link to some). It is here as an impartial resource, to help inform you, and make whatever choice is right for you. I hope you find it of use.This is frightening! This place as all the information one would need to kill him/herself. While there is a link that has information to seek help, how many teenagers facing suicidal tendencies are going to click on this when they feel their mind has been made up? Reddit also contains chat streams of people discussing ways to kill themselves, how much they want to die, notes saying goodbye to those they love, etc. Though I couldn't find many places to support an individual's choice to commit suicide, the fact that there are places out there where one can go to get ideas is frightening. The link here, Suicide Article, is an article about people who went to obscure websites and were encouraged to kill themselves. These were adults. Imagine the impact these resources would have on an adolescent? The internet is a scary place, especially for parents trying their hardest to raise happy, well-adjusted children and who will do anything to help their children.
In my opinion, the greatest thing we can do for our children, for our students, is to encourage them, support them, and to make sure they feel valued, loved, and understood. Maybe reading By the Time You Read This, I'll Be Dead is a great way to start a conversation, but I will not be placing this on my classroom bookshelf because I believe this is something that parents should be aware their children are reading. I also believe there are better ways to broach the topic of suicide than this novel.
Non-fiction and how to use it in your classroom
In my experience with Reading and Writing and Young Adult Literature I have found that when using non-fiction books in and outside of the classroom that it benefits students in so many ways. The first way that it benefits them is by relating reading to their everyday lives. As most of you are aware of the many problems in a teenagers life, and not being fully informed of the unknowns until experiencing it. These books shed some light on things and help to prepare students for them when or before they happen. Experience can be and is often a tough lesson.
For example, our first love and how it feels to get your heart broken. This is not a good feeling no matter what age you are, but reading about it and having an idea of what its like helps you realize that your not the only one going through it. The Young Adult Literature books are a god send and help us realize that what we are going through is a normal experience. We also know as well that when we are 12 or 13 years old or a young adult that life is seen through such a different perspective, and so it's great to have a mentor besides our parents, and loved ones to help us and guide us through life. As a child growing up one of my favorite books to read was "Hello God it's me Margaret." This book helped me with most of the things that young girls go through when they are teenagers. I was so excited to read more Judy Blume books! It really motivated me to want to read more.
The second way that it's beneficial to students is through literacy and them enjoying what they read. Many students plain and simply don't like to read anymore. If teachers put the non-fiction books on the shelves in their room they are more readily available to the students. By teaching students to talk to author's on the internet, and by promoting books for them to read, students will grow to love reading. It's a fact that getting students to enjoy reading will increase their reading by leaps and bounds.When a student reads a book that helps them to understand drugs and alcohol, sex, gender, family, alienation, divorce, or whatever the theme may be, this leads to understanding of their everyday life, and they are definitely going to start reading more as a result. Putting books that they love to read in their hands, increases their enjoyment of reading.
The third reason that reading non-fiction books in school is so important is because they are informational and relate to the students.When a teacher challenges their students to read more books all and all this method works, and mainly because it motivates them. Working as a class and reading more than other classes in your school shows students how much they can accomplish working as a team and as an individual. It not only challenges them individually but also intellectually to learn more in the process.
For example, our first love and how it feels to get your heart broken. This is not a good feeling no matter what age you are, but reading about it and having an idea of what its like helps you realize that your not the only one going through it. The Young Adult Literature books are a god send and help us realize that what we are going through is a normal experience. We also know as well that when we are 12 or 13 years old or a young adult that life is seen through such a different perspective, and so it's great to have a mentor besides our parents, and loved ones to help us and guide us through life. As a child growing up one of my favorite books to read was "Hello God it's me Margaret." This book helped me with most of the things that young girls go through when they are teenagers. I was so excited to read more Judy Blume books! It really motivated me to want to read more.
The second way that it's beneficial to students is through literacy and them enjoying what they read. Many students plain and simply don't like to read anymore. If teachers put the non-fiction books on the shelves in their room they are more readily available to the students. By teaching students to talk to author's on the internet, and by promoting books for them to read, students will grow to love reading. It's a fact that getting students to enjoy reading will increase their reading by leaps and bounds.When a student reads a book that helps them to understand drugs and alcohol, sex, gender, family, alienation, divorce, or whatever the theme may be, this leads to understanding of their everyday life, and they are definitely going to start reading more as a result. Putting books that they love to read in their hands, increases their enjoyment of reading.
The third reason that reading non-fiction books in school is so important is because they are informational and relate to the students.When a teacher challenges their students to read more books all and all this method works, and mainly because it motivates them. Working as a class and reading more than other classes in your school shows students how much they can accomplish working as a team and as an individual. It not only challenges them individually but also intellectually to learn more in the process.
Tuesday, May 16, 2017
YAL-Life....
I am a teacher in the high school and middle school. I like to think of myself as an avid reader, and therefore very knowledgeable about young adult literature. I have since been corrected. Beginning this course was one of the best things I've done as a teacher. Before, I felt like I would surround myself and class with many books that would be good for tweens/teens. This Young Adult Literature course has opened my eyes to a new array of literature. My thinking is consistently being challenged as far as what is appropriate for young adults. Sometimes I wonder if the kids reading these books are able to handle the content and the depth of knowledge needed to comprehend the story. Students will inevitably be exposed to the themes presented throughout young adult literature, and therefore need a place to explore, read, and discuss these intense themes. Some major themes that I've taught before include family, survival, controversy, love, etc. The depth of these themes have changed over time. When I was a student, themes were presented, discussed, and we moved on. Now, I feel like I have been replicating my own learning. This can be a slippery slope because there has been a lot of change since I was initially learning about teaching. Society has put a whole lot more pressure on us as adults to make sure our students understand these complex themes earlier and earlier.
If I think back to middle school-high school, I don't remember exactly, but when the issue of drugs and alcohol came up, I know I was much older than the students are today who are presented with the same issue. Peer pressure is continually heightened because of social media. Kids are seeing more and more and thinking that things may be acceptable, but are they really? Is it the job of the teacher to show or introduce these complex themes and issues? How can a teacher show what is acceptable, while not casting judgement so students will feel safe and want to open up? Where does the focus shift from parents to teachers in regards to the social education of the students? I always feel like it is my responsibility to educate my own children about what is socially acceptable in restaurants, in society, etc. I am not sure how I would feel about my child's teacher presenting these issues. I do wonder, though, about those students who do not have that role model at home. How can a teacher broach those tough subjects, without crossing the line and stepping on the toes of the parents?
I feel like I am creating more questions than I am finding answers. However, the best learning happens in discussions with those familiar with the situations or experiencing the same issues. Teachers engaging in discussions with other teachers seem to promote a deeper understanding and answers to questions that otherwise may go unanswered. Overall, I'm hoping to find these answers to have the best possibly relationships with students to promote their learning. We are all here for the students and need to understand their thinking, empathize with them, and lead each child to meet their full potential. And so goes life...
If I think back to middle school-high school, I don't remember exactly, but when the issue of drugs and alcohol came up, I know I was much older than the students are today who are presented with the same issue. Peer pressure is continually heightened because of social media. Kids are seeing more and more and thinking that things may be acceptable, but are they really? Is it the job of the teacher to show or introduce these complex themes and issues? How can a teacher show what is acceptable, while not casting judgement so students will feel safe and want to open up? Where does the focus shift from parents to teachers in regards to the social education of the students? I always feel like it is my responsibility to educate my own children about what is socially acceptable in restaurants, in society, etc. I am not sure how I would feel about my child's teacher presenting these issues. I do wonder, though, about those students who do not have that role model at home. How can a teacher broach those tough subjects, without crossing the line and stepping on the toes of the parents?
I feel like I am creating more questions than I am finding answers. However, the best learning happens in discussions with those familiar with the situations or experiencing the same issues. Teachers engaging in discussions with other teachers seem to promote a deeper understanding and answers to questions that otherwise may go unanswered. Overall, I'm hoping to find these answers to have the best possibly relationships with students to promote their learning. We are all here for the students and need to understand their thinking, empathize with them, and lead each child to meet their full potential. And so goes life...
Are we a part of the problem and don't know it?
This first blog post is in reflection of the book Sold.
Sex trafficking is a huge problem in third world countries, but not so much in ours. Or is it? According to the Polaris Project website that partners with National Human Trafficking said that, "In a 2014 report, the Urban Institute estimated that the underground sex economy ranged from $39.9 million in Denver, Colorado, to $290 million in Atlanta, Georgia." Let's find something a little closer to home shall we? The Polaris Project site reports that in Iowa there have been 72 cases of human trafficking reported this year. Most of these cases were folks working in a commercial front brothel. Still not close enough for you? In Fort Dodge, there is an active commercial front brothel.
Doesn't this all blow your mind? Now these are just statistics and facts. What about the men and women subjected to this industry? This book hit me hard. Not only did it bring back memories of my own sexual abuse and rape that I was victim to, but it scared the hell out of me as a parent. My daughter is eight years old. I cannot imagine sitting in our yard, like Lakshmi's mother did, and telling Lily (my daughter), "Now honey when you go to the city the man has priority over you at all times. You do as any man says." and so on. It pains me to know that this happens more often than not. I recently heard a story of a boy who's mother made her boyfriends have sex with him so she could earn more drugs. His own mother. In my town. Folks, this is a global issue.
How do we contribute to this problem? I think if we turn the other cheek, or pretend it's only happening in India and Nepal or big cities, we are certainly a part of the problem. Maybe a huge step to reclaiming our towns is acknowledging that it does happen here and we need to seek these people out to stop them. I do feel that we should let the authorities lead the actual take downs of these organizations, but if we keep our eyes open and report anything that we feel is just not right maybe we can make a difference. We may not see the immediate change, but it's worth it. The information that someone holds can mean life or death for some of these victims. We need to take action. We need to make an honest effort to be a part of the solution.
Sex trafficking is a huge problem in third world countries, but not so much in ours. Or is it? According to the Polaris Project website that partners with National Human Trafficking said that, "In a 2014 report, the Urban Institute estimated that the underground sex economy ranged from $39.9 million in Denver, Colorado, to $290 million in Atlanta, Georgia." Let's find something a little closer to home shall we? The Polaris Project site reports that in Iowa there have been 72 cases of human trafficking reported this year. Most of these cases were folks working in a commercial front brothel. Still not close enough for you? In Fort Dodge, there is an active commercial front brothel.
Doesn't this all blow your mind? Now these are just statistics and facts. What about the men and women subjected to this industry? This book hit me hard. Not only did it bring back memories of my own sexual abuse and rape that I was victim to, but it scared the hell out of me as a parent. My daughter is eight years old. I cannot imagine sitting in our yard, like Lakshmi's mother did, and telling Lily (my daughter), "Now honey when you go to the city the man has priority over you at all times. You do as any man says." and so on. It pains me to know that this happens more often than not. I recently heard a story of a boy who's mother made her boyfriends have sex with him so she could earn more drugs. His own mother. In my town. Folks, this is a global issue.
How do we contribute to this problem? I think if we turn the other cheek, or pretend it's only happening in India and Nepal or big cities, we are certainly a part of the problem. Maybe a huge step to reclaiming our towns is acknowledging that it does happen here and we need to seek these people out to stop them. I do feel that we should let the authorities lead the actual take downs of these organizations, but if we keep our eyes open and report anything that we feel is just not right maybe we can make a difference. We may not see the immediate change, but it's worth it. The information that someone holds can mean life or death for some of these victims. We need to take action. We need to make an honest effort to be a part of the solution.
Monday, May 15, 2017
Hello YAL world! The topic that I would like to address in my blog tonight is the appropriate use of YAL books. There are many many books out there in the world that can have different kinds of influences on young adults depending on their situation. So far in class we have read three books; "By the Time You Read This I'll be Dead", "Boot Camp", and a non-fiction book of our choosing. My non-fiction book that I chose was "The Zookeeper's Wife". In each of these books, and many more, there is a level of appropriateness that can be addressed as to whether or not our young adult students should be exposed to. There are a number of different reasons why each book is or isn't appropriate for young minds, but in my mind every book, no matter the content, can be used in some way or other in the classroom.
The book, "By the Time You Read This I'll be Dead", is a perfect example of that controversial topic; suicide. If you have read this book then you understand why it would be questionable as to whether or not our students should read this book. I think that no and yes are both right answers. For someone who is looking for a means to self-harm, this book would not be appropriate considering the content inside it. However, it may also open their eyes to understand that there is another way out other than suicide. This book could also be influential to other students who are not considering suicide. It opens up a door into the mind of a student that is. There are so many students that feel left out, bullied, ostracized, and alone. This book brings to light how those people feel, and allows other students to understand that feeling. It would also allow the bullies of the classroom to understand how their words do hurt people in ways they could never imagine. A great movie that would go along with this is "A Girl Like Her". If you have not seen this movie, it is a good movie. It not only highlights the effects of bullying on students, but also why bullies do what they do. I believe these two mediums would be very effective in exposing students to the reality of suicide and what they can do to prevent students from feeling alone. This would also be a great topic for parents to address with their students. If I were doing a lesson play on this topic, I would have the parents read this with them at home, skipping whatever parts they deem necessary to skip, and discussing it with their kids. This would allow my parents to be comfortable with the topic we are addressing as well as feel part of their student's education. I would also allow an alternative book if a parent was totally against this one. I would not suggest that a student read this book on their own unless it is with their parents at home.
"Boot Camp" and "The Zookeeper's Wife" are descriptive but not near as graphical as "By the Time You Read This I'll be Dead". Both of these books focus on isolation and the differences of people. I would use both of these books as well as another book called "Fearless" in a unit together and divide my students up in to groups or book clubs to read one of the three books. "Fearless" is like "Boot Camp" though it doesn't involve as much abuse. "Fearless" is about a girl who is trapped in this institution for troublesome girls. The town believes this institute is a school, and their girls are getting the education needed to become a proper citizen. In "Boot Camp", a boy gets sent to this 'school', which is really more like a prison, where he gets beat often and sometimes near the point of death. The camp was meant or troublesome kids, but he was innocent. Both books include the theme of conformity and isolation along with staying true to who you are. I would teach a unit of conformity and how society puts everyone into boxes and categories. Society isolates anyone who is different and views these people as outsiders or troublesome people. They use peer pressure to make these students succumb to their ways. "The Zookeeper's Wife" may not be about a boot camp or secret school, but it does address WWII and the holocaust. This too is linked to conformity as the Nazis believed that they were the superior race and everyone else was garbage to be burned and thrown away. Comparing the characters from all three books allows the students to see the connection that this happens to everyone, and that being different is not bad. Also by combining these three books, it exposes these students to look at the bigger picture in literature as to the themes and ideas behind the stories. Though all these books may have some graphic content, or expose your student to something different, I believe that when use in the proper direction, they could all be very effective and useful teaching material for our young minds.
The book, "By the Time You Read This I'll be Dead", is a perfect example of that controversial topic; suicide. If you have read this book then you understand why it would be questionable as to whether or not our students should read this book. I think that no and yes are both right answers. For someone who is looking for a means to self-harm, this book would not be appropriate considering the content inside it. However, it may also open their eyes to understand that there is another way out other than suicide. This book could also be influential to other students who are not considering suicide. It opens up a door into the mind of a student that is. There are so many students that feel left out, bullied, ostracized, and alone. This book brings to light how those people feel, and allows other students to understand that feeling. It would also allow the bullies of the classroom to understand how their words do hurt people in ways they could never imagine. A great movie that would go along with this is "A Girl Like Her". If you have not seen this movie, it is a good movie. It not only highlights the effects of bullying on students, but also why bullies do what they do. I believe these two mediums would be very effective in exposing students to the reality of suicide and what they can do to prevent students from feeling alone. This would also be a great topic for parents to address with their students. If I were doing a lesson play on this topic, I would have the parents read this with them at home, skipping whatever parts they deem necessary to skip, and discussing it with their kids. This would allow my parents to be comfortable with the topic we are addressing as well as feel part of their student's education. I would also allow an alternative book if a parent was totally against this one. I would not suggest that a student read this book on their own unless it is with their parents at home.
"Boot Camp" and "The Zookeeper's Wife" are descriptive but not near as graphical as "By the Time You Read This I'll be Dead". Both of these books focus on isolation and the differences of people. I would use both of these books as well as another book called "Fearless" in a unit together and divide my students up in to groups or book clubs to read one of the three books. "Fearless" is like "Boot Camp" though it doesn't involve as much abuse. "Fearless" is about a girl who is trapped in this institution for troublesome girls. The town believes this institute is a school, and their girls are getting the education needed to become a proper citizen. In "Boot Camp", a boy gets sent to this 'school', which is really more like a prison, where he gets beat often and sometimes near the point of death. The camp was meant or troublesome kids, but he was innocent. Both books include the theme of conformity and isolation along with staying true to who you are. I would teach a unit of conformity and how society puts everyone into boxes and categories. Society isolates anyone who is different and views these people as outsiders or troublesome people. They use peer pressure to make these students succumb to their ways. "The Zookeeper's Wife" may not be about a boot camp or secret school, but it does address WWII and the holocaust. This too is linked to conformity as the Nazis believed that they were the superior race and everyone else was garbage to be burned and thrown away. Comparing the characters from all three books allows the students to see the connection that this happens to everyone, and that being different is not bad. Also by combining these three books, it exposes these students to look at the bigger picture in literature as to the themes and ideas behind the stories. Though all these books may have some graphic content, or expose your student to something different, I believe that when use in the proper direction, they could all be very effective and useful teaching material for our young minds.
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