Kelly J. Taylor Tiller

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Special Education

Poetry

Essays, Plays, Biographies

As I chose these novels, I tried to choose ones whose protagonists had experiences and perspectives entirely different from my own. By reading about these experiences, I learned about the different ways I can look at the world, my society and my habits. This is my foremost purpose in having students read these books: so they will look at the world and themselves in different ways once they are done reading them.

Entries without additional information are young adult titles that I have read in my spare time.

Sons of Heaven by Terrence Cheng
New York: William Morrow, 2002. ISBN 0060002433

William Shakespeare's Macbeth retold by Bruce Coville; illustrated by Gary Kelley
New York: Dial Books, 1997. ISBN 0803719000
· Genre: Illustrated adaptation of Shakespeare's play
· This book can be a useful tool for older middle school and high school students. As in the original play, this adaptation deals with instances of murder and violence, as it tells about Macbeth, the Thane of Glamis', bloody rise and fall from the throne of Scotland. Because of the violence in the story, and some potentially disturbing illustrations, this adaptation should be presented to students when the educator feels it appropriate, probably at the same time that students are exploring the original play.
· This book can be read aloud to help familiarize students with the story before delving into the 16th century literature. After students read this book (and, perhaps, the actual play), they can do an "Open-mind" drawing (Burke 146) of Macbeth's mind (or the minds of other characters, such as one of the witches, or Macbeth's wife). Then they will write a short explanation of what they drew. The class can also have group discussions of the play, particularly focusing on the idea of fate or destiny: Would Macbeth have been king if he hadn't murdered the previous one? Could he have avoided what happened to him? What would have happened if he refused to listen to his wife?

The Watsons Go To Birmingham -- 1963 by Christopher Paul Curtis
New York: Delacorte, 1995. ISBN 0385321759

The Midwife's Apprentice by Karen Cushman
New York: Clarion, 1995. ISBN 0395692296

Because of Winn-Dixie by Kate DiCamillo
Cambridge, MA: Candlewick Press, 2000. ISBN 0763607762
· Genres: Fiction, Dogs, Florida City and Town Life, Abandonment
· India Opal Buloni's first summer in a new town is filled with moments of missing her mother, who abandoned Opal and her father years earlier. Opal barely even remembers her. Her father, now very busy being a preacher in Naomi, Florida, cannot spend much time with her. When Opal meets and adopts a scruffy stray that she names Winn-Dixie (after the grocery store where she met him), her whole summer changes.
· This book would be a great supplement to use in conjunction with other books to introduce the importance of point of view to an early middle school class. Students can read this book independently and silently (Moody's "Balanced Reading Program"). Using the characters in this novel, students could write character journals: entries using the voice and perspective of a certain character to write what he/she feels and thinks during the story (Burke, 30). Students could also pretend that they are characters, either major or very minor (Burke's "Rosencrantz and Guildenstern, Appendix D), and talk to the class and answer questions about their opinions on events and people in the story.

When Zachary Beaver Came to Town by Kimberly Willis Holt
New York: Henry Holt and Co., 1999. ISBN 0805061169
· Genres: Fiction, Texas City and Town Life, Obesity, Vietnam War, Abandonment
· The arrival of Zachary Beaver, supposedly the fattest boy in the world, is the defining moment in Toby Wilson's eventful summer. In the summer of 1971, Toby has to deal with his unrequited love for the town beauty, the departure of his mother (who wants to follow her dreams as a country singer), and the death of his best friend's brother in the Vietnam War. With his best friend, Cal, in tow, Tobias learns about making new friends, doing the "right thing" and how to appreciate people that follow their dreams.
· This novel would be appropriate for middle-school aged children and older. The setting of the novel is in a small town, and would be useful in eliminating stereotypes of Southerners and rural people. In this book, students can see that people anywhere can have issues with love, teasing, prejudices (body image/weight), friendship, death, abandonment, etc. I would begin with a guided reading, pointing these issues out to the students. Then they would go into independent silent reading. I would definitely have the class write character journals on Zachary, Toby's mother and father, and Cal's brother. (Burke, 30). These journals would talk about the town from the perspectives of these secondary (but still very important) characters. I would also use the novel as a jumping-off-point to write research papers on dangerous American health practices (such as overeating) or the Vietnam War. Students can also write on other topics related to the book, such as ladybugs or country music.

Silent to the Bone by E.L. Konigburg
New York: Antheneum Books, 2000
· Genres: Fiction, University Culture, Neglect, Sexual Harassment, Friendship, Divorce
· When Branwell Zamborska suddenly becomes mute, his family and friends are confused. They are even more confused about why he's like this, after he's been accused of dropping his baby sister, Nikki. As Nikki lays in a coma, Bran's best friend, Connor, tries to get to the bottom of the silence and the mystery of what happened to Nikki that November.
· This is an effective novel for introducing upper-middle class university culture to late middle school and high school aged students. I could read this book aloud, or students could do a shared reading. After reading the title and the 911 phone conversation (perhaps the first chapter), the class would do a KWL chart (Kathy's handout). As I read aloud or students do shared reading, they would keep the chart in mind. At the end of each class, we would discuss the new information that can be added to the chart. Using the book as a base, the class would get into groups and do a collaborative research report on different aspects of child abuse (Margaret Moody's "Balanced Reading Program"). As part of the project, students would practice writing formal letters by contacting different child-advocacy groups for information. (Burke, 110)

The Giver by Lois Lowry
Houghton Mifflin, 1993. ISBN 0395645662
· Genres: Fiction, Society, Control, Mind-Alteration, Death, Caste Systems, Collective Memory
· What is a perfect society? What is the best way of life? Readers explore the community of Jonas, the young protagonist who slowly comes to understand the society in which he lives. It is a self-contained community without injury, pain, broken hearts, hunger or violence. However, with the help of the Giver, Jonas soon realizes that it is a society without love, sunshine, animals, memories or colors. As Jonas continues on this bizarre journey of realization, he soon must decide if he should continue living without these things, or seek out a new and unknown existence "elsewhere."
· This book can be introduced in late middle school, and used by older students as well. After reading the novel aloud to the class, I would hold class-wide discussions about the meanings of society, rules and the ways our society is similar to Jonas' (Could Jonas' community be in our future?). After listening to the opinions of students, I would ask them to develop a debate on the effectiveness of Jonas' community. Students could develop debate teams and have a spokesperson for each side after they discuss their argument. The most vehement opponents of a particular view would be ask to debate for that view (Kathy's class discussion).

Habibi by Naomi Shihab Nye
New York: Simon and Schuster, 1997. ISBN 068980149
· Genres: Fiction, Jerusalem City Life, Israel City and Town Life, Immigration/Emigration, Jewish-Arab Relations
· Half Palestinian, half (European) American, Liyana Abboud's world is flipped when her Palestinian father moves her family to Israel. While Liyana deals with issues that everyday teens must face, she is also confronted with new obstacles: learning a whole new language and culture, being far away from the friends she loves, facing the tensions and violence between Palestinians and Israelis. Liyana uses her journals for comfort as she maneuvers through a new world in which almost everything she does is inappropriate. As the novel progresses, Israel/Palestine transforms from the boyhood home of her father to Liyana's home, complete with a new grandmother, extended family and boyfriend.
· This is an excellent novel for students interested in Israel/Palestine, and gives new images of a place that generally receives attention because of its social and military conflicts. Middle school aged students (and older) can get a taste for the flavors and beauty of Palestinian life. Because the story is written in vignettes, it is a good candidate for shared reading, with students reading one vignette at a time (or perhaps separating one vignette in half). I would also go around to these pairs and read aloud to them. Students can do cartooning of various events in the novel (Kathy's handout). Students could also use this novel as a starting-off point for research of the issues/peoples encountered in this book, such as the history of Israeli/Palestinian relations, the Bedouins, rural life in the Middle East, Jerusalem, Palestinian refugee camps, etc.

A Single Shard by Linda Sue Park
New York: Clarion Books, 2001. ISBN 0395978270
· Genres: Fiction, 12th Century Korean Life, Pottery
· When impoverished Tree-ear first sees Min throwing clay to produce one of Korea's world-famous celadon pots, he knew that he had to become a potter one day. Set in 12th century Korea, readers follow Tree-ear as he learns the complex process of this famous and painstaking art, develops a relationship with Min and his wife, and works to support his elderly guardian, Crane-man. As students learn more about Tree-ear's life, they will also learn a little about life and culture in 12th century Korea.
· Late middle school and early high school students can do a shared reading, then silent, independent reading. This book is an obvious starting-off point to having students write research papers on Korea, Korean culture and/or Korean history. Students may also write about another Asian culture's similarities or differences to Korea. The main objective in these papers would be to find out some ways that Tree-ear's society is different from today's Korean society. I would also try to start a pen-pal program with Korean students. This way, students will gain letter-writing skills. They could also practice writing business letters to Korean museums, the American Embassy in Korea or to Korean tourism companies.

Holes by Louis Sachar
New York: Frances Foster, 1998. ISBN 0374332657

Wringer by Jerry Spinelli
New York: Harper Trophy, 1997. ISBN 0060249137
· Genres: Fiction, Town Life, Friendship, Animal Cruelty
· Palmer fears his tenth birthday because it marks the year that he should become a wringer. He doesn't want to strangle helpless pigeons as part of his town's traditional pigeon-shooting event. However, Palmer wants to be part of the in-crowd, part of the gang. Palmer wants to belong. But if his friends all want to be wringers, and he knows that the tradition is senseless and wrong, what should he choose? Palmer soon finds out that this violence and true friendship cannot coincide, and is forced to step out on his own to do what is right.
· Late middle school and early high schoolers can silently and independently read this book. Afterward, I would have the students do an "Open-mind" (Burke 146) drawing of different characters in the novel, including Palmer, Henry, Dorothy and Palmer's father. We can also do a class discussion on peer pressure and the difficulties of standing up for what you believe in. Students will then be asked to (1) write a character journal on one of the story's characters (not Palmer; Burke 30), then (2) write a journal about a time when the student did or did not stand up for what he/she believed in.

Buried Onions by Gary Soto
San Diego: Harcourt Brace, 1997. ISBN 0152013334
· Genres: Fiction, Young Adult Life, California City Life, Mexican-American Life, Violence/Revenge
· Eddie is a 19-year-old Chicano man dealing with a life poverty and violence in Fresno, California. At the beginning of the novel, Eddie is grieving over the murder of his cousin, Jesús. Though the novel has the conventional themes of minority violence and poverty, it has many beautiful narrative moments. The narrator's spectacular use of imagery and frankness about the emotions caused from living in such difficult circumstances could be inspiring to older high school students. Though this book does not have a "happy ending," it is realistic in that it addresses issues that many youth - inner city or not - are facing.
· Due to Spanish curse words, violence, and the mention of sex and sexual organs, this book is most appropriate for older high school students. To avoid stereotyping Chicanos, I would avoid using this book as an "example" of Mexican-American life. I would, however, use it to emphasize the importance and difficulty of making choices in the struggles that life gives us. After silently and independently reading, students could do the "Second Chance" activity (Burke, Appendix D), where they would write on how the story would change if Eddie made different choices: What if he had stayed in school? What if he decided to kill Angel as soon as possible? What if he had told someone else about his suspicions about Angel? Also, I would have students watch two movies based on a young, fictional male's struggle with the world around him, such as Boyz in the Hood and Hamlet. We would discuss different questions, including: How is Eddie similar to the protagonists in these films? How is he different? How do their environments affect them? After a discussion, they would write a journal entry on their thoughts.

Of Mice and Men by John Steinbeck
New York: Bantam, 1963.

Making Up Megaboy by Virginia Walter; graphics by Katrina Roeckelein
New York: DK Publishing, 1998. ISBN 0789424886
· Genres: Teen Violence, Media, Friendship, Gossip
· When the community finds out that a local student has killed an elderly storeowner, it is shocked. This interestingly illustrated book ventures though the speculations and testimonies of those who thought they knew the murderer, but, perhaps, didn't really know him at all. Under the theme of general violence, this book subtly deals with emotional abuse, infatuation, escapism, racism and the media. Though readers may try to figure out the reason for the murder, the real answer is never revealed, just as it usually isn't in our society.
· This book easily lends itself to class discussion. After reading it independently and silently, the late middle school and high school classes can hold a fishbowl discussion (Burke, Appendix D), where a few students will discuss various issues in the book, while the rest of the class observes. This discussion will undoubtedly relate to real teen violence in our society. Besides the discussion, students will get to choose the way they want to answer the question, "Who is at fault for this murder?". (If "society" is the answer, the student will have to be very specifically in his/her explanation.) Students can write a short report, produce artwork and/or poetry, or a produce mock-newspaper to answer this question. Students will present their project, and explain why the form they chose most closely resembles the truth that lies at the heart of this murder.

References
· Jim Burke. The English Teacher's Companion. Portsmouth, NH: Boynton/Cook, 1999.
· Kathy Froelich's handouts on Margaret Moody's "Balanced Reading Program" and on various writing activities (first page: "Story Pyramid")