I’ll admit that was ecstatic when I learned that we would be reading The Persepolis for my Adolescent literature class. I had read this graphic novel in the past and had found it to be a moving story. I have to say that the main reason why I was excited to be reading The Persepolis though was because it was a graphic novel. I think that one of the new frontiers for literature that can be used in an English class room is the graphic novel, which has grown and branched out to explore numerous topics since its inception. When we looked at whether to use a graphic novel in the classroom, we must examine it using slightly different guidelines. For The Persepolis, it is important to keep in mind that it is a memoir that takes place during the 1980s in Iran. For my purposes, I think it’s important that we examine whether it presents historical events accurately, if the format aids in understanding, and whether students can relate to this novel.
This novel does a wonderful job presenting historical events accurately. It’s very clear to the reader throughout the whole novel that Marjane’s family is honest and open with her about the events that are taking place. They even take the time to educate her about the history of her people and about the different philosophies that they believe in including communism. There is a slight bias in the novel against the religion regime but that would be expected when one looks at the damage that this regime has inflicted on people for years.
One of the great things about this book is its format. There are so many students who do not like to read and will refuse to read a “book,” but they have no problem reading a comic book or manga. Graphic novels allow teachers to reach students who don’t like to read. In the case of The Persepolis, this graphic novel is set in a time and place that students may not be familiar with at all. Having pictures of the setting and the different items that are talked about allow for students to have a deeper understanding of the story.
I think that one of the great things about this novel is that Satrapi shows oppression of women and how they react. I think that there are quite a few students who could relate to feel oppressed. It doesn’t necessarily have to be female students either. We live in a world where in a normal classroom we might have students who have recently immigrated to the United States from all over the world. There is a chance that the students we are teaching may have lived in a country that was extremely oppressive. We also might have minority students who have felt oppressed throughout their lives at different times. This novel presents us with a chance to talk about oppression and show kids that people all over the world experience things that they’ve felt.
Overall The Persepolis is a wonderful book to incorporate into a classroom. It allows for kids to learn about a time in history, the experiences of women under an oppressive regime, and about a different culture. This is also a wonderful format to use in a classroom because students will forget that it’s a book. For readers who are struggling this format allows them to have even more tools to examine things based on context to better their understanding. It’s important for teachers to remember that graphic novels are becoming very popular and can be used with in a classroom. There are numerous graphic novels touching many different serious subject and even a lot for fun.
Below is a link to an extremely interesting blog post I read on graphic novels being taught: http://koreanish.com/2010/10/14/on-teaching-the-graphic-novel/
Tuesday, December 7, 2010
Friday, December 3, 2010
Exploring History Through Fiction
Recently I finished reading A Northern Light by Jennifer Donnelly which is a piece of historical fiction. In my other book reviews I’ve utilized the guidelines of whether the book is socially relevant, if it could be used in a multicultural classroom, and if it showcases literary technique. For this book, however, I’m going to use different guidelines. When I read this book I found myself wondering if this was a book that accurately represented the time period and whether it attempted to correct historical biases.
I found myself initially hesitant about whether I would enjoy this book or not because I don’t often venture into the realm of historical fiction. In fact, I think the last time I had read a historical fiction work was when I was obsessed with the Little House on the Prairie series. Soon after I started the book, however, I found myself engrossed in learning about what had happened to poor Grace Brown and whether Mattie Gokey would follow her dreams. In this book the reader is often left unsure if Mattie’s dreams or the expectations of others will win out which creates an interesting dynamic.
The book takes place in the Adirondacks during 1906. Donnelly shows us the life of a sixteen year old girl, Mattie Gokey, who lives on a farm and has recently taken over the responsibilities of caring for everyone. Mattie’s mother passed away, and now on top of her farm chores she’s expected to take care of the cooking and cleaning. This is often difficult because Mattie is still attending school, which was rare during this period of time for women. Mattie excels at writing and has the chance to attend college. The only problem is that money is tight, and Mattie’s father expects her to stay in the area and settle down. When one of the farm animals dies Mattie takes a summer job at a hotel to help pay for a replacement. During this time Mattie is saving money for what she thinks will be her first home of her own. While working at the hotel a young woman, Grace Brown, dies in a boating accident and Mattie is left with letters and the real story behind Grace’s death.
One aspect of this book that I truly appreciated was the fact that it was so accurate to the time period. Donnelly presents the reader with how life on the farm was, the challenges that women faced, and the struggles African American’s faced during this time. Mattie’s best friend, Weaver, is a young African American male who longs to attend school so that he can become a lawyer. He faces racism throughout the whole novel.
Another aspect of this book that I thought was wonderful was the fact that it attempted to correct historical biases. What I mean by this is that if we looked at this same book but it had been written during 1906 we would mostly likely not see Weaver portrayed in a positive light. Donnelly, however, took the character of Weaver and his struggle and expressed what many African Americans probably felt at the time. One of the most moving passages about Weaver is found when Weaver is talking about how African American people are not really free, “Until his people can work anywhere whites work, and speak their minds freely, and write books and get them publish, until white men are punished for strining up black men, no black person will ever really be free” (Donnelly ,33). The reader is really able to see how much of a struggle it is for African Americans at this time who have been in recent years freed from slavery. Donnelly could have easily chose to ignore this issue and just have Weaver be Mattie’s friend, but instead, Weaver is presented as a real person with real feelings.
Ultimately this book would be a great way to explore history in a fun way that a lot of students could easily understand. I would use it within my classroom.
Works Cited
Donnelly, Jennifer. A Northern Light. Orlando: Harcourt Inc, 2003.
I found myself initially hesitant about whether I would enjoy this book or not because I don’t often venture into the realm of historical fiction. In fact, I think the last time I had read a historical fiction work was when I was obsessed with the Little House on the Prairie series. Soon after I started the book, however, I found myself engrossed in learning about what had happened to poor Grace Brown and whether Mattie Gokey would follow her dreams. In this book the reader is often left unsure if Mattie’s dreams or the expectations of others will win out which creates an interesting dynamic.
The book takes place in the Adirondacks during 1906. Donnelly shows us the life of a sixteen year old girl, Mattie Gokey, who lives on a farm and has recently taken over the responsibilities of caring for everyone. Mattie’s mother passed away, and now on top of her farm chores she’s expected to take care of the cooking and cleaning. This is often difficult because Mattie is still attending school, which was rare during this period of time for women. Mattie excels at writing and has the chance to attend college. The only problem is that money is tight, and Mattie’s father expects her to stay in the area and settle down. When one of the farm animals dies Mattie takes a summer job at a hotel to help pay for a replacement. During this time Mattie is saving money for what she thinks will be her first home of her own. While working at the hotel a young woman, Grace Brown, dies in a boating accident and Mattie is left with letters and the real story behind Grace’s death.
One aspect of this book that I truly appreciated was the fact that it was so accurate to the time period. Donnelly presents the reader with how life on the farm was, the challenges that women faced, and the struggles African American’s faced during this time. Mattie’s best friend, Weaver, is a young African American male who longs to attend school so that he can become a lawyer. He faces racism throughout the whole novel.
Another aspect of this book that I thought was wonderful was the fact that it attempted to correct historical biases. What I mean by this is that if we looked at this same book but it had been written during 1906 we would mostly likely not see Weaver portrayed in a positive light. Donnelly, however, took the character of Weaver and his struggle and expressed what many African Americans probably felt at the time. One of the most moving passages about Weaver is found when Weaver is talking about how African American people are not really free, “Until his people can work anywhere whites work, and speak their minds freely, and write books and get them publish, until white men are punished for strining up black men, no black person will ever really be free” (Donnelly ,33). The reader is really able to see how much of a struggle it is for African Americans at this time who have been in recent years freed from slavery. Donnelly could have easily chose to ignore this issue and just have Weaver be Mattie’s friend, but instead, Weaver is presented as a real person with real feelings.
Ultimately this book would be a great way to explore history in a fun way that a lot of students could easily understand. I would use it within my classroom.
Works Cited
Donnelly, Jennifer. A Northern Light. Orlando: Harcourt Inc, 2003.
Sunday, October 31, 2010
My Absolutely New Favorite Book
I recently finished The Absolutely True Diary of a Part-Time Indian by Sherman Alexie, and I was blown away by this book. This book follows a young native American, Junior, as he switches from a reservation school to Reardon High School, a school in the white area of town. Junior was born with “water” on the brain and has speech impediments that have led the kids on the reservation to pick on him. He begins his freshmen year of high school on the reservation but, after receiving a book that his mother had used 30 years ago, realizes that he needs to do something drastic if he wants to have a chance at succeeding in life. Junior transfers to Reardon High School where he faces a whole other set of problems including racism, hiding the fact that he’s poor, and having to fit into the white man’s world. I think this book has a great message to share with kids. In examining this books ability to be used within a classroom, I’d, again, like to focus on its relevancy to student’s life, whether it could be used in a multicultural classroom, and use of literary techniques.
I happen to think that this book is extremely relevant to students’ lives. Throughout this book Junior is trying to live in two different worlds, the white man’s world and the world of the reservation, and simply wants to fit in. In high school, most kids experience this problem. Personalities aren’t set, and students are just trying to figure out where they fit in and what the rules are. This book also looks at important issues that some students might be facing. One example of this is poverty. Junior’s family, and most of the reservation, lives below the poverty line. While in some schools there may not be students who are living in poverty, it is a huge problem in others. At a school I’m currently working in, 90% of the students qualify for free or reduced lunch. Children in the class may be able to relate to Junior’s struggles and be encouraged to read the book.
In the world we live in, it is critical to have a multicultural classroom and a library that reflects that idea. This book could easily be used within a multicultural classroom because of a number of factors, the most obvious being that it focuses on Native Americans. This book presents a honest picture of life on the reservation. It would provide opportunities for teachers to talk about reservations and the history of behind the formation of reservations. This book also shows the hardships that people can face and would help children be able to empathize with people in those situations.
One of the great things about this book is that Junior draws comics, and they are included throughout the book. These comics often show irony and are humorous in a dark manner. It would allow for us to talk about irony in a piece. It would also allow for us to examine why Alexie uses such dark humor in the book. An example of one of these comics is found on page 36. Junior has drawn himself as a priest, and one of his former teachers is confessing his “sins” to Junior. These comics add depth to the text and would spark conversation amongst students.
This book would be a welcomed addition to my classroom library. It shows a young boy who works hard in order to improve his life. It presents issues in a way that students can understand and appreciate. During a time in a child’s life in which they’re searching for an identity and often times don’t fit in, this book shows them that it’ll get better. Sometimes that’s all anyone needs.
I happen to think that this book is extremely relevant to students’ lives. Throughout this book Junior is trying to live in two different worlds, the white man’s world and the world of the reservation, and simply wants to fit in. In high school, most kids experience this problem. Personalities aren’t set, and students are just trying to figure out where they fit in and what the rules are. This book also looks at important issues that some students might be facing. One example of this is poverty. Junior’s family, and most of the reservation, lives below the poverty line. While in some schools there may not be students who are living in poverty, it is a huge problem in others. At a school I’m currently working in, 90% of the students qualify for free or reduced lunch. Children in the class may be able to relate to Junior’s struggles and be encouraged to read the book.
In the world we live in, it is critical to have a multicultural classroom and a library that reflects that idea. This book could easily be used within a multicultural classroom because of a number of factors, the most obvious being that it focuses on Native Americans. This book presents a honest picture of life on the reservation. It would provide opportunities for teachers to talk about reservations and the history of behind the formation of reservations. This book also shows the hardships that people can face and would help children be able to empathize with people in those situations.
One of the great things about this book is that Junior draws comics, and they are included throughout the book. These comics often show irony and are humorous in a dark manner. It would allow for us to talk about irony in a piece. It would also allow for us to examine why Alexie uses such dark humor in the book. An example of one of these comics is found on page 36. Junior has drawn himself as a priest, and one of his former teachers is confessing his “sins” to Junior. These comics add depth to the text and would spark conversation amongst students.
This book would be a welcomed addition to my classroom library. It shows a young boy who works hard in order to improve his life. It presents issues in a way that students can understand and appreciate. During a time in a child’s life in which they’re searching for an identity and often times don’t fit in, this book shows them that it’ll get better. Sometimes that’s all anyone needs.
Friday, October 8, 2010
Let's Talk about Speak
As a future educator when I read books that are geared towards adolescents I find myself looking for certain things in the novel. First I want the novel to be socially relevant to kids. One thing I’ve learned so far in my student teaching is that most kids don’t like to read and won’t read a book or story that isn’t relevant to them. The second thing I search for is whether this book could be used within a multicultural classroom. In the world that we live in it’s important to make sure that the books we’re providing to children show characters that are from different cultures. It’s critical that our books show characters that children can identify with. Finally, and most importantly, I look for a book that I feel demonstrates well done literary techniques. If a book is showing students different examples of literary techniques that can be more exciting to kids than reading a definition from a textbook. Keeping these ideas in mind I’d like to talk about a book that I recently finished reading called Speak by Laurie Halse Anderson.
In the novel Speak, a young girl, Melinda, has stopped talking following a traumatic experience. At first the reader can only guess what this experience is but throughout the novel it becomes clear that Melinda has been raped. While some people may find discussing an issue like rape in a classroom to be inappropriate, it is becoming a topic that teachers must address. Rape is becoming more and more common in society. One in six women and one in 33 men will become victims of sexual assaults (RAINN). These statistics are shocking and can’t be ignored. If we chose to not talk about this issue with our children it continues to keep a cloud of shame around the victim. This could prevent victims from coming forward and talking about their experiences. By discussing this issue it makes it okay for victims to come forward. Another reason why this novel is appropriate is because even though it focuses on a white female character it could be used in a multicultural classroom. Rape can happen to anyone regardless of their race, gender, sexual orientation, or religious beliefs. Victims of rape could relate to Melinda’s feelings and experience. Even, as a young woman who hasn’t experienced a rape, I felt that this book allowed me to have better insight into what a rape victim experiences.
When looking at this book Anderson did a wonderful job utilizing different motifs within the story. A motif is a recurring item or element in a story that represents a larger theme or idea within the story. Throughout the book Anderson constantly mentions trees, mirrors, and mouths. In these different motifs they change and evolve throughout the story. In the beginning of the novel trees represent Melinda’s uncertainty regarding her emotions. By the end of the novel trees represent Melinda’s new found growth and connection to the emotions she experiences.
After looking at all of these aspects of the novel I found myself willing to add it to my classroom library and even teach it. When it comes to using this book in a lesson it would become important to inform parents, administrations, and even the students of the serious nature of this book. I think that this issue was handled in a responsible smart, sensitive way that allows for the reader to understand the experience of a rape victim or let a student know that they are not alone.
Works Cited:
RAINN. Statistics.2009. 8 October 2010.
In the novel Speak, a young girl, Melinda, has stopped talking following a traumatic experience. At first the reader can only guess what this experience is but throughout the novel it becomes clear that Melinda has been raped. While some people may find discussing an issue like rape in a classroom to be inappropriate, it is becoming a topic that teachers must address. Rape is becoming more and more common in society. One in six women and one in 33 men will become victims of sexual assaults (RAINN). These statistics are shocking and can’t be ignored. If we chose to not talk about this issue with our children it continues to keep a cloud of shame around the victim. This could prevent victims from coming forward and talking about their experiences. By discussing this issue it makes it okay for victims to come forward. Another reason why this novel is appropriate is because even though it focuses on a white female character it could be used in a multicultural classroom. Rape can happen to anyone regardless of their race, gender, sexual orientation, or religious beliefs. Victims of rape could relate to Melinda’s feelings and experience. Even, as a young woman who hasn’t experienced a rape, I felt that this book allowed me to have better insight into what a rape victim experiences.
When looking at this book Anderson did a wonderful job utilizing different motifs within the story. A motif is a recurring item or element in a story that represents a larger theme or idea within the story. Throughout the book Anderson constantly mentions trees, mirrors, and mouths. In these different motifs they change and evolve throughout the story. In the beginning of the novel trees represent Melinda’s uncertainty regarding her emotions. By the end of the novel trees represent Melinda’s new found growth and connection to the emotions she experiences.
After looking at all of these aspects of the novel I found myself willing to add it to my classroom library and even teach it. When it comes to using this book in a lesson it would become important to inform parents, administrations, and even the students of the serious nature of this book. I think that this issue was handled in a responsible smart, sensitive way that allows for the reader to understand the experience of a rape victim or let a student know that they are not alone.
Works Cited:
RAINN. Statistics.2009. 8 October 2010
Monday, September 6, 2010
Literacy History
As a young person I always loved reading. Some of my favorite memories from my childhood revolve around drinking hot chocolate or tea and having my mom read to me. When I got older I read to myself and still enjoyed it. Those feelings of getting enjoyment and entertainment from reading have remained with me even now when I normally am not reading books that I would select for myself. I think one of the main reasons why I’ve always had a deep love for reading is because of the attitude that my mom had about reading. She always stressed to us that reading is necessary in order to receive a full and complete education. Another reason why I love reading is probably because of my teachers that I’ve had throughout the years. Most of my teachers would find out that I loved reading and would recommend books for me to read. As I got older I began to discuss books with teachers even when they weren’t assigned for classes. I think that having adults to talk to about books encouraged me to keep challenging myself in book selections and to read them with a critical eye.
With the wonderful history I’ve had with books I think that as a teacher I’ll want to foster a level of appreciation for reading in my students. I’ll be more likely to search harder for high quality books that will engage my students. I also think that it’ll cause me to present those books with excitement and in a unique way. I could see myself using strategies like having kids rewrite parts of the book to encourage deeper understanding or having them create a mix tape that helps its listener explain a character or story line better. I think one thing I would avoid in my classroom is forcing the class to all read one book. I really appreciated teachers who implemented reading circles. Reading circles allowed the students to select from a list of books and have discussions on a smaller level. I think that this approach is helpful to students who are shy and don’t speak much in front of the class. I know that sometimes it’s easier for kids to speak in front of a smaller number of people. By doing reading circles these kids can still participate without feeling nervous.
I think that with the literacy history I have I most likely wouldn’t write young adult literature. When I was a young adult I didn’t really read young adult novels unless I was forced to for a class. If I had to write young adult literature I would probably write about issues regarding body issue and empowerment of young women. I’d want to write books that would help young women come to believe that they can do anything they want to do and that they are beautiful regardless of what society says.
As a teacher who has had a positive literacy history, I think it would cause me to be very conscious of the type of books I was picking for my students to read. I would want to make sure that the books I selected for my class that were centered around characters with different ethnicities, home lives, economic levels, and sexual orientations. I would hate for any of my students to feel as if they weren’t represented within my classroom or within literature. I would also make sure to be cautious about books that utilize language that is offensive to different groups of people.
I think after some of our readings that we’ve completed in class I’ll be more aware of the fact that young adult literature is fairly young as a genre. I’ll be more open minded about utilizing it within my classroom. Teenagers want to read books with characters similar to them and sometimes young adult literature presents it more clearly than some of classics may.
With the wonderful history I’ve had with books I think that as a teacher I’ll want to foster a level of appreciation for reading in my students. I’ll be more likely to search harder for high quality books that will engage my students. I also think that it’ll cause me to present those books with excitement and in a unique way. I could see myself using strategies like having kids rewrite parts of the book to encourage deeper understanding or having them create a mix tape that helps its listener explain a character or story line better. I think one thing I would avoid in my classroom is forcing the class to all read one book. I really appreciated teachers who implemented reading circles. Reading circles allowed the students to select from a list of books and have discussions on a smaller level. I think that this approach is helpful to students who are shy and don’t speak much in front of the class. I know that sometimes it’s easier for kids to speak in front of a smaller number of people. By doing reading circles these kids can still participate without feeling nervous.
I think that with the literacy history I have I most likely wouldn’t write young adult literature. When I was a young adult I didn’t really read young adult novels unless I was forced to for a class. If I had to write young adult literature I would probably write about issues regarding body issue and empowerment of young women. I’d want to write books that would help young women come to believe that they can do anything they want to do and that they are beautiful regardless of what society says.
As a teacher who has had a positive literacy history, I think it would cause me to be very conscious of the type of books I was picking for my students to read. I would want to make sure that the books I selected for my class that were centered around characters with different ethnicities, home lives, economic levels, and sexual orientations. I would hate for any of my students to feel as if they weren’t represented within my classroom or within literature. I would also make sure to be cautious about books that utilize language that is offensive to different groups of people.
I think after some of our readings that we’ve completed in class I’ll be more aware of the fact that young adult literature is fairly young as a genre. I’ll be more open minded about utilizing it within my classroom. Teenagers want to read books with characters similar to them and sometimes young adult literature presents it more clearly than some of classics may.
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