The Lightning Thief in the Elementary Classroom: Some Ideas and Resources

Last year I read The Lightning Thief with my 5th grade classroom, and they enjoyed the entire experience so much that I am currently about half way done reading it aloud to my 4th graders. Literacy instruction in my building is taught using a guided reading format, with time for read aloud, guided reading, and silent time. My guided reading centers have been based around activities based either on the events of The Lightning Thief or on Greek Mythology.

My class has been enjoying this book immensely, and I have literally seen dozens of students move on to the other books in the series after reading this first one, which is full of monsters, epic quests, and modern twists on Greek myths.

I have thrown in a few items of interest for those of you out there thinking about reading this book. I am having great success reading this to a fairly advanced group of 4th graders, and found it to be a comfortable read aloud for 5th graders. I don't honestly think I would suggest it for 3rd grade, but I'm sure many teachers have read it, I just think some of the more challenging aspects of the book will be lost on that age group. I would recommend it for second semester 4th grade up through maybe 7th or 8th grade, but for read aloud up through 6th.

The links I am specifically including here are a great teacher's guide (this will open as a Word document) that I have pulled from and a link to Rick Riordan's (the author of the series) personal website that includes great teacher resources.

Also, check out this Wordle of The Lightning Thief. This was created using the entire text of the book, which I found on wattpad and pasted into the Wordle site.

The Lightning Thief - A Book Review

I'm always interested in finding new books that seem to resonate with my students. Up through winter break this past school year, I had read aloud The Castle in the Attic (Elizabeth Winthrop), Coraline (Neil Gaiman), The City of Ember (Jeanne DuPrau), The Giver (Lois Lowry), and had read The Best Christmas Pageant Ever (Barbara Robinson) right before the break. So coming back, I wanted to start things off with a bang.

Luckily, over the vacation, I had run across Rick Riordan's popular Percy Jackson & the Olympians series, namely the first book, The Lightning Thief. It was an interesting book, if not one obviously written for the pre-adolescent set (ages 10-13). It definitely wasn't a young adult or children's book that surpassed most adult books in quality, at least not from an adult perspective. But I was anxious to try it out with my class.

First off, The Lightning Thief clocks in at 375 pages, so it does require a commitment on the part of the read aloud teacher to really stick with it and read for at least 30 minutes every day. What my students loved about this book was its action, how it basically went from one monster to the next, and that the main character, Percy Jackson, is just "some kid."

This book lends itself extremely well to studying Greek Mythology. I had the class do companion projects where they studied a Greek God and presented a report on them, either using technology (like power point) or doing a poster board based presentation (for those artists who like to use their skills with pencil and paper).

This book resonated quite well with my 5th graders. It did take a little time to get through it. I made the commitment to read no less than 20 pages in each sitting. And even at that pace, it took a month to finish the book. By the time we reached the end, the class was very excited, had felt a sense of accomplishment by finishing such a large book, and many of them went on in the series. This series is currently at its fifth book, with more surely coming.

There are great reasons to read large books with your class. Too often read aloud turns into small books that can be finished in a few sittings or a couple of weeks (if the teacher even reads books in the first place, too many teachers still rely heavily on textbook basal readers). The amount of time involved with this book shows to those students who aren't used to sitting down with a large book the payoffs to reading something so big, and that it's ok to sit with one book for an extended period of time.

Right after we finished The Lightning Thief, my school had its book fair, and sure enough, they were selling the entire series. I bought a few copies of each, and followed the course of these books, as well as my students who bought their own copies, and believe it or not, out of a class of 18 students, 7 finished the second book, 4 went on to the third, and 2 also read the fourth by the end of the year. Finding a series that gets kids excited about reading, takes them into the world of mythology, and has them begging for more is a very exciting thing. Although it didn't really hold me as an adult reader, it is a great book (and series) for students. I highly recommend this book.

Arrival, by Shaun Tan: The Tour de Force of Wordless Graphic Novels

I went down to the library this morning to pick up some graphic novels to keep me occupied during this last week of vacation. One of the books I picked up was The Arrival, by Shaun Tan. The Arrival is the ultimate graphic novel, it is quite literally all graphics, there is not a single word in the entire story. Also, this book doesn't necessarily qualify as a "picture book," something like a Dr. Seuss or another book you'd see in a primary classroom, it is much deeper and multi-dimensional.

From the top, the visuals of this story are unbelievable. It's a story of immigration, of a man leaving behind his wife and daughter and heading to a new, strange, industrialized world. Upon his arrival, the language is strange, the customs are strange, and the man is confused and lost. What is amazing is how well the images capture this, and how the reader becomes confused and lost as well. There were times when I was viewing this book that I felt confused and lost, that I found myself trying to understand the man and his thoughts, and that is the very essence of this wordless book.

How good is this book? I can put it best in two different ways. First of all, on goodreads.com (a book social site that I discuss frequently in this blog), there is one book that I've come across that carries an average rating of 5 out of 5 stars, and it is this book. Secondly, every teacher in the United States should have a copy of this book, and should go through it, in great depth with their classes.

Wordless books are great to use in the classroom, and yet, oddly, are something I do not have a lot of experience using. The book Zoom (Picture Puffin), by Istvan Banyai, is a wonderful wordless book in which you continue to zoom out of a picture, revealing more and more of the world as you do. It's a captivating story that students are easily drawn in to and want to experience time and again. The book Zoom has become a mainstay in literacy classrooms across the world, from kindergarten to high school classes, and I highly recommend it.

But wait, back to The Arrival and the classroom usage of the wordless book. There is a great many resources out there that discuss the merit of wordless books and the many different contexts in which they can be utilized. On EverythingESL.net, there is an article by Judie Haynes titled Wonderful World of Wordless Books in which ideas for the implementation of wordless books as literacy lessons are given (in the context of ESL students, but honestly, every child can benefit from ESL instruction, especially in the elementary setting). There is also a great wikispace that's all about reading wordless books, it is aptly titled How to Read a Wordless Book, and contains in depth examples of using The Arrival.

This is the first review of a wordless book that I have done on this blog, but now that I am thinking about it, I want to encounter more of these. Those of you who are more involved in this type of literature, please share some of the better ones you have read. Please, pick up The Arrival, by Shaun Tan, and "read" it. There are so many ways that this book could be utilized, and I'm just scratching the surface here in this posting.

The Diamond of Darkhold: The 4th Book of Ember

The City of Ember, by Jeanne DuPrau, was a book that intrigued me when I first read it last summer (see my review of it HERE). I enjoyed the mystery that surrounded this dark city, and the post-apocalyptic nature of the book. Not to mention that it was wholly appropriate for elementary aged students (9-12 years old). Even the sequel, The People of Sparks(see my review HERE), was interesting. Although The People of Sparks was very similar in many ways to The City of Ember, it had something of socio-political intrigue, and continued the story of Lina, Doon, and the Emberites, which seemed to captivate many of my students (I read The City of Ember with my class, and four of them have gone on to read The People of Sparks).

I have still not had a chance to read the third book in this series, The Prophet of Yonwood, which is actually a prequel. So when I saw that The Diamond of Darkholdwas available at the library, I knew that I could read it without needing The Prophet of Yonwood as appropriate background material.

Right off the bat, I found myself captivated by the idea of this great mystery still hidden in the mountains, and wanted to read on to find it. I also found out, very quickly, that Jeanna DuPrau seemed to be unnaturally extending the story in The Diamond of Darkhold to make me want to keep reading, or to meet a minimum page requirement from her publisher. Whatever the case was, it felt very contrived. This book is by far the weakest of the series so far (out of the three that I have read). The protagonists, Doon and Lina, have been fully developed as literary characters since The City of Ember, and at this point, there's nothing left to be said about them other than that they single handedly save their people time and again, and seem to be the only people in the world who ever encounter adventure and peril.

It was nice to see familiar characters continuing a familiar story with (slightly) new twists in their familiar world. This is very important to remember when handing this book over to students who have read the other books. Sometimes a book like this is just what your students may be looking for. It doesn't require any great leaps of chance, not knowing what the book is about. For the timid reader who may have enjoyed the other books, this is a perfect choice for them.

But as far as this book being a great read all around, having great plot devices, nice character development, and value as a read aloud, it's slim, there's not much here. Pick up The Diamond of Darkhold and put it in your classroom, because it's part of the series, but that's about it. I wouldn't get too excited about this book, but it is a worthy addition to the series that will be enjoyed by many. Its reading level is right on par with the others (around a 5.5 or middle of fifth grade), but the fact that it doesn't require any new knowledge of setting, plot, characters, or anything else along those lines, for the student who has read the other books in the series, it could end up being maybe a 5 or so). Basically, if your students could read the other Ember books, they'll have no problem here.

The Dead & the Gone: A Book Review

As a 5th grade teacher in New Mexico, I am responsible for teaching United States history, from pre-Columbian times to the present day. One of the things I start each year with is a study of Mayan, Incan, and Aztec cultures, and their influences on early American culture. One of the things that always comes up is the Mayan calendar, and their belief that December 21, 2012 will be the end of their long count calendar (and, as some say, the end of the world). My students, each year I teach this, become enamored by this idea, and some continue to study it on their own or ask questions on and off for the rest of the school year. This is one small example of how apocalyptic tales and/or warnings intrigue even the youngest among us.

The Dead and the Gone, by Susan Beth Pfeffer, is a companion book to Life As We Knew It(see my review HERE). In the reality crafted by Pfeffer, an asteroid has hit the moon, jarring it out of its precarious orbit with the earth, moving it slightly closer. The consequences of this event, in which the moon has a stronger gravitational pull in relation to the earth, causes massive tidal waves, volcanic eruptions, and near nuclear winter conditions world wide. The apocalypse in this story seems as if it could happen anytime, from the telling of the story, there's nothing ridiculous about it on the surface.

In Life As We Knew It, the story is told from a small town in Pennsylvania, with the struggles for survival in an isolated area. The Dead and the Gone tells this same story from New York City, and as the story moves along, we see a world almost more isolated, more prison like, than the Pennsylvania story.

The Dead and the Gone, in my opinion, is a much more telling read than Life As We Knew It. It's more jarring, more true to the realities of post apocalyptic fiction, and lives up to its billing as a book for ages 12 and up. With its images of death, disease, and the decaying human condition, its a good story from beginning to end. I found that the characters of this story, Alex Morales and his sisters mainly, were easy enough to relate to, and would be for pre-adolescent/teen readers as well.

Post apocalypse has been a topic of interest for me recently, and I've tried to pick up and read books that approach this concept from different perspectives. Most recently, I read Cormac McCarthy's The Road (see my review HERE), and found slight parallels between it and this book, possibly a future topic of research, at least, it's an idea I'm throwing around. If you read both, you will see similar stories of survival, self-preservation, and the stark reality of the world after events that have put an end to life as we knew it.

So in any case, before I go on and on, I want to end this review by saying that I enjoyed The Dead and the Gone a lot, more than Life As We Knew It actually, but understand that its content is a bit more mature. This is a great book, one that I enjoyed from beginning to end.

Diary of a Wimpy Kid: A Book Review For the Classroom Teacher

Early last school year, I was making a large round up purchase of books for my 5th grade classroom library, and picked up a few copies of Diary of a Wimpy Kid, by Jeff Kinney (as well as its sequel, titled: Diary of a Wimpy Kid: Rodrick Rules). I noticed something very quickly. These books never even touched the bookshelf. They spent the entire year being read. This year, it was the same story, those books have continued to fly off the shelves and have been enjoyed, already, by over 25 of my students in the past 15 months.

So what is it about these books that make them so loved by pre-teen students? First of all, Diary of a Wimpy Kid books are one part fictional journal (written in a daily format), one part graphic novel, and one part realistic fiction. The books are the story of Greg Heffley, a middle school student who lives the life of, well, a middle school student. Greg is oblivious to the world around him, selfish like most middle schoolers can tend to be, and makes witty, age appropriate observations through spot on teenage dialogue.

Lately I've been writing a little about books being relevant to "modern students." These books are a prime example. I currently have a student, a struggling reader with a learning disability, reading the second book in this series (and who is eagerly awaiting the release of Diary of a Wimpy Kid: The Last Straw, which releases on January 13, 2009), and who is eager for more reading because these books have shown him that reading can be interested and leave you begging for more.

There is honestly no reason that an elementary school teacher, grades 3-5 (and even middle school teachers, 6-8) shouldn't have these books in their classroom. They are great books that kids are enjoying tremendously, and there has to be something said for books that increase interest in reading. It has also set off a search in my classroom for other graphic novels (I have a post from last year titled Teaching With Graphic Novels that you should take a look at if this is something that interests you).

Finally, if you are interested in these books in your classroom, you can head off to Funbrain.com and read the daily text of Diary of a Wimpy Kid there. I currently have a small group of below grade level readers working their way through this. CLICK HERE to go there and check it out for yourself, it's free.

Most Boring School Aged Books (my personal list of hatred and loathing)

In the spirit of keeping up with "what the people want," I'm going to further my posts from recent days in which I threw down on such classic books as Little House on the Prairie and To Kill A Mockingbird. Today I wanted to head off in a little bit more of a personal opinion direction, and discuss books that are boring (I don't even really want to get into the relevance or politically correctness of these books).

I'm focusing on literature, so no text books, because that literally would compose my entire list. Keep in mind, this is personal, and if you disagree, please, join in on the conversation, I'm having fun with this, and I experienced a lot of these in high school, when I was slightly less agreeable than I am today. My list consists of books from my own personal experience, meaning books that I have personally read or attempted to read but didn't finish (which was quite common of me in high school). I'm going to do a top 10 here. So here we go (I'm probably going to pay dearly for some of the books on this list, but bring it on):

THE TOP 10 MOST BORING SCHOOL AGED BOOKS, in no particular order (ages 8-18)

The Lord of the Flies, by William Golding - Yeah, the part when Piggy fell off of the cliff and his brains fell out was pretty awesome when I was 16, but this book dragged like a two-legged-dog (OK, wow, that is the worst analogy of all time). At the time, I wasn't ready to appreciate the microcosm for society at large that this book displayed, and now that I am old enough to appreciate it, I don't.

Wuthering Heights, by Emily Brontë - I don't care what you say about this book, it was HORRIFICALLY BORING in every way that a book can be boring. Let me set the scene for you. Senior AP English, we're reading this book, and the entire class balked at it. We actually didn't finish it because the entire class refused. I have to say that is my great honor to have no finished this book. It may be whatever it is to you, but to me, *gag*.

Anything Shakespeare - I'm not talking about a book, I am literally talking about Shakespeare stuff. There were certain kids in class with me who profoundly enjoyed The Bard's work, but it put me to sleep. For some reason, it still does. My wife likes Shakespeare, but I can't stomach any of it, it's just a personal thing I guess. I would say that 3/4's of the words used in Shakespeare aren't even in the dictionary anymore, so that might have something to do with it.

Moby Dick , by Herman Melville- It's always a humorous title to say out loud for a young teenager. that light hearted, sick humor quickly fades by the end of chapter one. I've always thought that Moby Dick is considered great because it's one of those books that enlightened people are "supposed to like." Well, I'm enlightened now (in my own enlightened opinion), and I still can't get past "Call me Ishmael."

Little House on the Prairie, by Laura Ingalls Wilder - Uh oh, I'm returning to the scene of previous crimes against literary classics (offended by me, earlier this week, and again a few days ago). This was an elementary school read that I hated with my entire being. I hated it again when I first became a teacher and had to read a part of it out of the reading textbook. Eventually I got the guile to finally ditch the textbook altogether, and this lovely pile of boring set off my fight against textbooks, so I guess it's good for something.

The Catcher in the Rye, by J.D. Salinger - If you go over to my Goodreads page, you might see 3 stars next to this book. It wasn't the worst book ever, in fact, some of the innuendo was pretty interested and funny. But the character of Holden Caufield, as a whole, came across a little hastily put together, a walking stereotype that was a little one dimensional. In my opinion, this book is not the classic many say it is, and I re-read it just about two years ago, in one sitting, and decided that it is still boring.

Black Beauty, by Anna Sewell - I had to read this book in middle school, and it still sits on my classroom shelf. I believe in giving my students some choice, and this book has been read by a few students of mine over the years, some liking it and some not. I'm more on the side of the not. I tend to have pretty demanding tastes, and the autobiography of a horse just doesn't cut mustard with me.

The Borrowers, by Mary Norton - I read this book to my class for two years, and finally decided it was time to stop. This book is inconsistent in terms of vocabulary, comes across a little slowly, and doesn't seem to hold interest anymore down here where I live and teach. I'm just speaking from experience and all that.

R.L. Stine stuff - OK, stop, don't yell. I have pretty much every R.L. Stine book ever written on the shelf in my classroom, and they are beloved by many. I'm saying that personally, I never could stand them. I actually feel like I outgrew them when I was like 10. I would get them for birthdays and Christmas, smile, say thank you, then go trade them off at the bookstore.

Leveled Readers - I'm going generic here at the last. Most elementary teachers know what leveled readers are, it's those really short books that teach a skill in isolation. The stories are usually hastily made, and the books have no real point. I guess they work sometimes for struggling students, but honestly, they're not literature.

Another Look at the Downfall of Once Classic Book Little House on the Prairie (A Response to my own Must NOT Read List post)

In my post from Saturday, November 29th, titled Must NOT Read List For Elementary School, I discussed a few books that have lost their cultural relevance in the United States. I scratched the surface, and the ensuing discussions that took place, both within my own page and on other pages, showed that people still have very passionate opinions about these classic books. I respect those opinions, because reading preference is, after all, a matter of opinion, and was pleased to see multiple levels of discourse occurring over what I wrote (I am a teacher after all).

Another level of this critique could take me into suggestions of other books, a suggestion I received in comments, and I do plan on moving in that direction too, but I wanted to further the discussion from that post by offering a deeper criticism.

In my first year as a classroom teacher, I inherited a large book library full of class sets that belonged to the school (a library that has since been absorbed by a "book room" open to all teachers). One of the titles on this shelf was The Sign of the Beaver by Elizabeth George Speare. I had a sub one day when I was out sick, and upon my return the next day, he was still in the building. This substitute teacher was a member of a Native American tribe from the northern part of the country. He told me that Speare's book is pretty much blatantly racist, and just thought I should know.

I looked a little deeper into this by researching it and reading the book. I found out that this books treatment of Native Americans was in fact not appropriate. It stereotyped Native Americans, reminded everyone of hateful attitudes towards "Indians," and presented a racially superior world view (whites as superior).

Now it's one thing to say that this book reflected the ideals of the time when it was written. OK, fair enough, I couldn't really argue with that. There's one problem here. The Sign of the Beaver was written in 1984, so explain it now. It's not a historical criticism, to argue that basically means that you haven't read the book and are just arguing for arguments sake.

This same argument is equally valid for Little House on the Prairie, a book that claims that "The only good indian is a dead indian," a book that presents a story told from the perspective of power, the white group settling west.

To choose to keep this book in the classroom, you must deal with the above argument, it's right there in front of you. When confronted with the fact that The Sign of the Beaver was a blatantly racist book, I removed it, because there is no argument to keep it there. If you say you are keeping Little House around because it offers children a chance to critique racism historically, think again, especially when some of the comments I received talked about reading it to 6 and 7-year-old kids. These children don't yet have that capacity (I don't care how advanced they are, they DO NOT have that capacity yet).

It's one thing to pull out these books in an AP English class in 12th grade, or in college, and critique it, but for children, they are not going to see that far beneath the surface, even with help from the teacher/parent.

The People of Sparks (Sequel to The City of Ember)

The People of Sparks, by Jeanne DuPrau, is the 2006 sequel to the now hotly popular The City of Ember (which has been made into a movie that will come out in October). I personally sat down with The City of Ember recently and decided that it was a great books that 5th graders will enjoy (see my review of it HERE). I enjoyed The City of Ember so much that I went out and bought The People of Sparks and began reading it immediately.

Like The City of Ember, Sparks is appropriate for the same age set, and carries a 5.5 reading level or so, slightly above The City of Ember, because it is longer and deals with events of a more overtly political nature (not that Ember didn't, but it's much more in the open in this book).

The People of Sparks is a departure from Ember. Like Ember it is focused mainly on Lina and Doon, but the events also focus on the relations between the people of Ember and the people of Sparks. As their relationship grows more complex, and eventually, negative to the point of almost open war, we are shown a glimpse into the dark side of man and the triumph of humanity. Overall, I think this book sends out a very positive message to children who read it, and therefore would recommend it.

Like The City of Ember, The People of Sparks contains no profanity or extremely adult themes. The images of anger and war are age appropriate and are written very nicely. This book isn't as dynamic as Ember, but is a good sequel all in all, and I am happy to place it on my book shelf.

The City of Ember: A Good Book For School?

As far as children's literature goes, I'm learning quite a bit, and am pretty well read. I had heard of The City of Ember by Jeanne DuPrau, but had never picked up a copy. A few weeks ago, I took my kids to see Kung Fu Panda, and saw a preview for the movie adaptation, and got all jazzed up and decided to read it and stick it on the book shelf for my students.

Sooooo, I thought The City of Ember was really good, I was pleasantly surprised. This book wasn't as well written as, say, The Giver by Lois Lowry, but followed a similar path. It's a dystopia themed future, with mystery shrouding this isolated group of people. And it's all up to kids to save the day. So yeah, I obviously compared it a lot to The Giver. I also found myself drawing comparisons to Zion, the underground city in The Matrix series.

I don't want to go into too much detail here and give the book away, but for a book that carries a reading level of 5.3 (5th grade, 3rd month), I have to say that I pretty much agree. I do want to read this book with my class (which I won't even meet until August 11th), and I want to read it before the movie opens on October 10th.

If you want to know a little more, then I'll go into a little more depth for you. This book doesn't have any bad language at all in it. The characters are very well written, so there's a lot of possibilities there. The letter that is hidden in the capsule, which is fragmented, could make for an interesting ongoing lesson you could do with your students as you read the book. The political corruption in the book will surely play a role in my classroom discussions as we tie in text to world schema (yeah, buzz words!). I also enjoy how the DuPrau doesn't explain the history and why they're living in this dark city, she lets the story explain the past. This book stands in contrast to many others, and would make for a good literature study in how the plot unfolds and the background is presented throughout the text itself.

That's just some thoughts. I do think this is a good book, I will be reading it to my class. I was also so pleased with the book that I'll be reading the other two in the series.

The Watsons Go To Birmingham - 1963

The Watsons Go to Birmingham - 1963, by Christopher Paul Curtis, has been growing in popularity, not to mention banned book lists, since it was first published in 1995. This book is a great Civil Rights era story. It's the story of Kenny and the Watson family, and their experience living in Flint, Michigan in 1963. They're a fairly normal family, with problems common of the times, and that even parallel our lives today in many ways. Eventually they head off to Birmingham, Alabama, to return to the home of Kenny's mother.

They are in Birmingham when the 16th Street Baptist Church bombing took place on September 15, 1963 that killed four girls and injured many others. The great thing about this book is that it does what textbooks and worksheets can't, it injects emotion, a real story into the civil rights movement, and this means so much to pre-teen and teenage students alike. Pat R. Scales, author of Teaching Banned Books: 12 Guides for Young Readers, said:

Students may learn about the Civil Rights Movement in social studies, but they experience the horror, the fear, and the devastation of this terrible time with the Watson family in The Watsons Go to Birmingham—1963. Textbooks omit emotions. Novels don't. Knowing the facts is important, but making an emotional connection is the only way to truly walk in the shoes of others.

So, if you're looking for a great Civil Rights book that will leave a lasting impression on your students, this book is great. If you're interested in knowing why it has been challenged in the past and has ended up on banned book lists, it's basically because the book falls in line with a lot of pre-teen tales. The story is candid, words like 'hell' and 'ass' are said a few times, and the bombing of the church is definitely difficult to read. But shying kids away from stuff like this isn't doing them any favors, censorship in the case of this book is unnecessary and wrong, this book should be read, and I hope that if you're considering a unit on it, to consider it.

The House of the Scorpion: A Borderland Critique

I have lived in southern New Mexico my entire life. In 2000, I moved to Las Cruces to attend New Mexico State University, and have lived here ever since. That means that I am fairly aware of border politics, border culture, and some of the intricacies of living near the United States / Mexico border.

The House of the Scorpion, by Nancy Farmer, is a great book that has so many interesting layers to it. It works as a critique of politics, cloning, caste systems, and slavery, among many others. One of the most glaring layers is its references to border politics and actions. The book goes in to pretty glaring detail to explain how the land lying between Aztlán (formerly known as Mexico in the book) and the United States became its own country, called Opium.

The way this reads out almost sounds like it could be true. The wealth and power of influential drug lords in the border region leads to them basically usurping power and causing a rift between the United States and Mexico, in the guise of 'helping' them take care of their drug problems by dealing overseas instead.

The book never directly says it, but knowing the importance of the relationship between Mexico and the United States, who are almost equally dependent on one another, helps explain Mexico collapsing and America losing its super power status in the book.

It's an interesting read with so many different views, and offers some of the greatest dystopic critique for children I've seen. This book goes up on my shelf next to the likes of 1984, A Brave New World, Anthem, and Fahrenheit 451.

Night, by Elie Wiesel: A Book Review

Night, by Elie Wiesel, is one brutal book to read. Wiesel is the critically acclaimed author of various stories centered around Jewish issues and the Holocaust. Wiesel is himself a survivor of both Auschwitz-Birkenau and Buckenweld concentration camps, and is the 1986 winner of the Nobel Peace Prize.

Night is only about 120 pages long, and that's in hard back. The book is short, but packs a big punch. When I read this book, I could really feel Wiesel's sense of despair, confusion, and fear as his family was torn apart, and as he watched his father waste away. He presents the reader with an intimate look at what evil is, how it tears individuals to shreds, and the lingering effects of such horrible events.

This book can be used in the classroom, even in the younger grade levels. If you have a progressive principal, and/or are dedicated to showing your students a true perspective of the Holocaust (forget all that textbook nonsense), then this is a great book to read. Bear in mind that classically this book is used in high school, but it has been on my bookshelf this school year and has been read twice, and has led those two students to find more books on the Holocaust and learn more, so I've seen this book open doors to learning.

I recommend this book for kids and adults alike, I have this book at home, and am currently writing a research paper comparing this book to the graphical elements in Art Spiegelman's Mausand in the movie The Pianist. It is powerful, it will stay with you, and is a lifetime learning opportunity for your students, whether they're 11 years old or 18.

Maus I: A Survivor's Tale: My Father Bleeds History, by Art Spiegelman

Maus I: A Survivor's Tale: My Father Bleeds History has had a reputation since the late 1970's as being one of the hardest hitting graphic novels ever written. Art Spiegelman wrote Maus as a biography of his father, Vladek Spiegelman, and did it through very straightforward but well drawn and written metaphor.

The metaphors I'm talking about are Spiegelman's portrayal of the Jewish as mice, the Nazi's as dangerous looking cats, of Russians as noble looking dogs, and of the Polish as pigs. Spiegelman himself described this metaphor as stupid but necessary, which you can see by watching the 1 minute and 5 second clip at the end of this review.

You have to be cautious when teaching this book in class, cautious to make sure you approach it correctly. Right now, I am using this book in my 5th grade class, and feel that my students are getting quite a lot out of it. We're using the book as a discussion on the holocaust, something that we studied in depth a little over a month ago, and we're also using it as a discussion on literary and visual devices, and how they work together to make a graphic novel. Students are working on their own autobiographical graphic novel as well, attempting to use the same visual cell types and word play used in Maus.

Graphic novels are still considered fringe in terms of their value in the classroom. Many teachers, parents, and literacy experts argue that graphic novels do nothing more than give students something they want (comic books) other than something they need (a valuable, learning literacy experience). I have found graphic novels to be valuable, when considering that, on top of the words on the page, students have to understand the immediate connection between words and pictures.

Maus is a great story, it's one of my all-time favorite reads, and considering that I didn't read it for the first time until earlier this year, that means that, as an adult, it's one of my favorite reads. I am currently doing research on the book, and am teaching it in my class. I will provide updates on both of those things as they move along over the next few weeks. But for now, I would consider reading Maus I (and II), and seeing if you think it would be a valuable classroom experience.

Redefining Classic Children's Literature

One thing we are all familiar of in the world of literature are the classics. I'm sure we all read them when we were in school, and many of us probably have some of them collecting dusts on the book shelves around our homes or offices. It's one thing for adults to keep classics around and actually read them, for whatever reason, either because they actually enjoy it or because they think they're supposed to enjoy it.

These same rules do not apply to children's and young adult literature however. I am young enough (I'm in my late 20's) to remember sitting bored out of my mind in school trudging through 'classics' of children's and ya literature like Little House on the Prairie and Wuthering Heights. These are books I was supposed to read, right? They're rites of passage or something, that's all I could assume, because they certainly didn't connect with me in any way, and actually led me to despise reading for much of my K-12 experience.

Youth literature is quite unique, because many of the students are just beginning to experience literature, to test it, and to decide whether or not it is an experience they enjoy. As a teacher, it is our job to make your students become more proficient and effective readers, but it is also our job to develop a love of reading and students who are aware, on a person and metacognitive level, of what makes them a good reader, how they read, and what they enjoy.

Therefore, children's literature classics are in fact becoming largely irrelevant in the 21st century classroom. I actually had an entire boxed set of Little House sitting on my book shelf, given to me by a parent who no longer wanted them. The books sat there for months and months, and were never touched. I ended up trading them off at the used book store for books that my students would enjoy more.

Yes, the classics are there, and they're there for a reason. They've sold millions of copies, have been made into movies, and have been read in the classroom for decades. I believe it's time for many of the classics to be put to rest. Students need to read books that are relevant to the world around them, books they connect to in some way, and books that keep them wanting more. What do you think?

Censored Literature and You: How to Stand Up For Your Rights When the Book Censors Attack

I'm going to start discussing this complex topic by telling a personal story, something that happened to me earlier this school year. If you want to skip right past my story to what you can do when challenged on a book, CLICK HERE to jump down to that portion of this post. Someone who works in my department came in to my school new this year, and has worn their christian religion like a badge of honor all year, even to the point that eventually others began speaking out against this persons preaching at their students and telling other teachers what to do.

If you've read either of my blogs a few times, you probably know that I have major issues with being censored. So, anyways, it was time to read a new chapter book, and I pulled the Lois Lowry classic The Giver off the shelf and started reading it. In a very odd fashion, this teacher came in to my classroom one day and asked if she could borrow a copy of the The Giver. I let her, and didn't really think much about it, until about two weeks later, when the principal sided with the teacher and decided we shouldn't be reading this book to our students.

I quickly fought back, and asked for the reasons as to why this book was being censored in the school. The letter I was given cited concerns over euthanasia, 'sexual themes,' and the books treatment of religion. That was my tipping point. I then asked to have the specific passages given, and of course, this teacher gave them. I was able to cite examples in other literature that is used very often in elementary school that deals with similar issues, and saved the religion thing for last.

Teachers aren't allowed to push religion in the classroom, it's a law. Teachers are only allowed to teach the differing cultural values of religions. In this case, I debated, this teacher was literally shoving her religious views down the throats of both me and my students.

To make a long story short, my supervisor decided this was not a battle worth fighting, and after sitting down and looking at some legal precedents (some of which went way over my head), overruled the censoring of this book. The cool thing was, three other teachers in my building also decided to use this book in their classrooms, so triumph felt good, and my students were able to partake in a valuable literary experience.

Here are some recommendations about how to 'cover your bases' if you decide to proceed with a book that has potential to be challenged, has been challenged in the past, or is a frequently banned book (a list of frequently banned books will be at the end of this post as well).

• Keep your parents and principal(s) informed from the start: I always send home, in my bi-weekly newsletter, a rundown of the activities we're doing, including the content of the current literature we are using. I always leave contact information at the bottom of the newsletter and tell parents to contact me with any concerns. I pass a copy of this on to the principal so that my bases are covered in this way.
• Be ready to explain yourself: Explain in words your principal (and other co-workers who have challenged you) will understand why you have chosen this book. Be able to go into the multicultural and subversive aspects of the book, but also how it will meet content standards and benchmarks, literacy guidelines, and how you will assess 'literacy learning' as well. Of course, most of this is total bull, but it makes people happy.
• Understand beforehand: Don't pick a book BECAUSE it is banned or has been challenged, then you're asking for trouble. In my case, this was a book that I enjoyed very much, and was ready to step up for what I believed in. Know why you picked the book, why you believe in it, and be ready to explain yourself every step of the way.

Personally, the issue I have with censored books is that a lot of times the reasons aren't very good. Of course I'm not going to pull something horribly inappropriate and start reading it to young children. Books are frequently challenged because they offend a persons religion, and we need to remember that this is not a reason to ban a book. Once the doors are open to book censorship, how far is too far? Herein lies the issue with censorship, it can be interpreted to the point that we're banning Dr. Seuss because the characters worship false gods.

Know your rights, and understand that just because you're in the classroom, you haven't lost your freedom of expression rights.

Now, finally, before I stop here, I wanted to give a short list of some frequently challenged books in public schools lately:

• Harry Potter series (yes, all 7), by J.K. Rowling
• I Know Why the Caged Bird Sings, by Maya Angelou
• Bridge to Terabithia, by Katherine Paterson
• The Giver, by Lois Lowry
• The Goosebump Series, by R.L. Stine
• To Kill a Mockingbird, by Harper Lee
• Bless Me, Ultima, by Rudolfo Anaya
• The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie
• The House of the Scorpion, by Nancy Farmer

Good luck if you have any issues arising with book censorship. Please, share your stories, both triumphs and setbacks, and remember, no one (other than an objectionable parent, which you must always work to accommodate), has the right to push you around and censor you, fight back!

Teaching a Unit on Dr. Martin Luther King Jr.

First off, let's get one thing pretty straight. Teaching your students about Martin Luther King Jr. is more than something you do in January when his birthday is near. Of course, it's a great thing that we have a day set aside to commemorate the life of Dr. King, but he's more than just a day of coloring pages and a quick read aloud.

Many of us spend weeks and weeks teaching about presidents, George Washington, Abraham Lincoln, and Thomas Jefferson. Marting Luther King Jr. is easily one of the most important figures in American history that we can teach our students. The man stood for so many good things, he stood for pride, peace, justice, equality, and respect for everyone.

I actually teach a civil rights unit, with the impetus of the entire thing being the life and teachings of Dr. King. There are many ways to approach such a unit, so I'll simply provide the example of what I do, and some of the resources I use when teaching about King, and hopefully some of it will be helpful for you. Just remember, making the decision to focus an extended period of teaching on men of integrity like King is the right decision, don't question it.

I always start my civil rights unit with a letter home to parents asking them for permission to teach their students through visual means. What I mean by this is that I do show them images of the struggle of civil rights, they hear and read accounts of the struggle, of the blood, the humiliation, and the death. It's important not to shock students, but to make the reality shine clearly. Civil rights was not simply a list of non-violent struggles to help African Americans gain equal rights, it was a bloody time. They were humiliated, beaten, and killed, and while we must be careful with what we show our students, we must also focus on the truth and the reality.

My school always shows the one-hour-long cartoon Our Friend, Martinright before the Martin Luther King Jr. holiday in January. This video is appropriate for kindergartners to watch, but even the older students, as old as 8th or 9th grade, sit and watch this video and always seem to retain quite a bit of what is presented, the life and historical importance of Reverend King. I recommend this video as an introduction to your unit if you can get ahold of it.

From there, we move into some literature on King, and begin the unit itself. First, let me explain some of the activities, and then I'll end by providing a list of some good picture, chapter, and reference books about Dr. King.

One overall activity that I have my students do is a biography of King. Each student is responsible for making a timeline of his life, and a list of the important events of his life. We do a bulletin board in the hallway with the letters KING in the middle, with short blurbs about King's life and importance around the name on the bulletin board. The students make the short blurbs from their biographies.

Obviously there are many approaches to the unit, I just gave a brief overview of a quick idea how to begin. You could also have your class make a video, which is something I'm doing right now with my class. Students will each record a 2 minute video where they discuss why King is important to them, and then, by mixing their clips with pictures, audio, and clips of King, make a video to show to the school. These are just a few ideas, now for the literature:

Here are some great picture books to use in your unit:

• My Dream of Martin Luther King (Dragonfly Books),by Faith Ringgold - Ringgold tells the events of a dream she had about King. This book shows children the struggles that King faced, as well as how truly remarkable his life really was.
• I've Seen the Promised Land: The Life of Dr. Martin Luther King, Jr.by Walter Dean Myers - This is a good introduction to the life of King. It's very timeline oriented, with great visuals. Many students would benefit from reading this book early on in your unit.
• . . . If You Lived at the Time of Martin Luther Kingby Ellen Levine - The question and answer format of this book makes it absolutely perfect for read aloud. I used this book just last week and the class had a very deep and appropriate discussion about King during the reading of the book.

And here's some great chapter books and reference style books to add to your library or read with your class:

• King: A Comics Biography of Martin Luther King, Jr. (The Complete Edition), by Ho Che Anderson - This 228 page graphic comic book is a masterpiece among masterpieces. It's a stunning visual and written account of the life of King. I don't know that I could recommend this book for students younger than say 7th or 8th grade, but as far as books about Dr. King goes, this one is stunning in every way.
• Children of the Dream: Our Own Stories Growing Up Black in America by Laurel Holliday - This 450 page book presents individual stories, diary excerpts, and essays of African Americans during and after King's "I Have A Dream" speech. It's a good book, you can definitely use bits and pieces of it, although probably not the whole thing.
• My Life with Martin Luther King, Jr. by Coretta Scott King - This book is unique because it's partly a retelling of King's own autobiography, but also shows you the extraordinary life of Dr. King's wife.