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Annotated Bibliography- Graphic Novels and Comics (5)

Stevenson, N. (2015). Nimona. New York City, NY: Harper Collins.

Nimona is a young adult graphic novel that follows Nimona and all of her adventures. She is the sidekick to the villain, Lord Ballister Blackheart. Blackheart is determined to overthrow the Institute of Law Enforcement and Heroics, which he believes to be corrupt. Nimona is a shapeshifter, which is why Blackheart takes her on. Both get involved in conflicts against Sir Goldenloin, who perpetuates the Institute’s corruption. Nimona and Blackheart try to take Goldenloin down and reverse the corruption of the society. Nimona is forced to shapeshift herself in half to evade him. The novel is full of twists and turns and science fiction elements. Its main LA universal theme is the conflict between human beings and advancements in technology/science. Its lexile level makes it accessible to most high school students. It could also be read by middle schoolers. Its material is engaging and riddled with fantasy elements.

Yang, G. L. (2006). American Born Chinese. New York, NY: First Second Books.

This book is a multi-narrative graphic novel. It tells the story of Jin Want, who is a young American Chinese Boy. Jin struggles to find and reconcile his identity, as both an American and someone who is of Chinese descent. His parents are immigrants. Jin struggles to make friends in his new town. The graphic novel explores Jin’s first crush and his experiences with her, as well as other typical adolescent issues - quarrels with friends, the search for identity, yearning for acceptance, etc. The novel incorporates Chinese folklore as well, telling the story of the famous Monkey King, who is well known in Chinese culture. The Monkey King inspires Jin’s actions, making him more brave and daring. Jin learns how to be both American and Chinese. It’s an engaging and entertaining read. Its lexile level makes it accessible to high schoolers as well. Its LA themes include an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment, and exhibiting courage.

Tan, S. (2006). The Arrival. London, UK: Hodder Children's Books.

The Arrival is an absolutely fascinating graphic novel that I had the pleasure of reading in my Immigrant Fictions class in an undergraduate English class. It is composed of entirely pictures, and depicts the experiences of a family immigrating to a new land. The illustrations are all intricate and hand-drawn. There is a sort of surrealist quality to the illustrations. The novel depicts the family leaving their homeland, traveling by boat, and arriving in a strange land. The father leaves by himself, first, and encounters the foreign land alone. He adopts a stray creature, that does not resemble any animal in our world, but that keeps him company in his new apartment. The novel depicts him becoming commodified as a cog in the machine in the industrial job that he has acquired. The novel is intriguing because there are no words, and the book is open to interpretation. The novel really forces readers to interpret art. It is incredibly compelling. The parallels that it draws to the typical 19th-century immigrant experience are uncanny. There is a great deal of material to interpret. Its lexile level is fairly low because it is simply illustrations. I feel that its subject matter is better suited to high school students who have had an exposure to learning about the immigrant experience.

Starlin, J. (1988). Batman: A Death in the Family. Burbank, CA: DC Comics.

Batman: A Death in the Family is a comic book series. Batman tells Robin he no longer needs him, because of his impulsive nature. The Joker escapes from Arkham Asylum, and Batman learns that not only has he acquired a nuclear weapon, but that he plans to sell it to terrorists in Lebanon. Batman therefore follows the Joker to Lebanon, where he and Robin are reunited and attempt to stop the Joker. The Joker attempts to blackmail Robin’s mother in order to get the medical supplies that her agency has stockpiled. The Joker tortures Robin with a crowbar, and kills Robin and his mother. Batman takes their remains back to Gotham and holds a funeral. Batman hears word that the Joker will be in New York City at a UN meeting. Both Batman and Superman team up to stop the Joker’s attempt to kill the entire chamber at the UN meeting with the venom he stole in Lebanon. Superman saves Batman from his confrontation with the Joker. Batman decides that everything between him and the Joker will end unresolved after the Joker’s body is nowhere to be found. Its lexile level makes it readable by both middle and high school students. Its LA universal themes include: the conflict of good vs. evil, the conflict of making difficult decisions, and exhibiting courage.

Thompson, C. (2003). Blankets. Marietta, GA: Top Shelf Productions.

Blanket is actually an autobiographical graphic novel. One winter at Bible camp, Craig, the author and main character, meets a girl named Raina. He and Raina become inseparable. They stay in touch even after camp is over. Craig goes to visit Raina’s family, and the two make love before Craig leaves. When Craig goes back home, they remain in contact, but Raina ends the relationship. Though they remain friends for a while, Craig eventually ends that friendship. He destroys every single piece of evidence of their relationship, except for a blanket that Raina made for him. Craig moves out of his house. The novel explores with the pain, despair, and loss associated with first true heartbreak. The novel ends with Craig returning to his childhood home, a changed man. The novel follows the trauma that follows the breakup and how it ultimately changed Craig. Its lexile level is appropriate for high school students. Its LA themes include the pain of love (or what passes for it), the human’s ability to persevere and survive, and dealing with grief and loss.

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missasblog-blog · 7 years ago

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Annotated Bibliography - Magazine Articles

Greenberg, M., Ph.D. (2012, August 23). The Six Attributes of Courage. Retrieved November 9, 2017, from https://www.psychologytoday.com/blog/the-mindful-self-express/201208/the-six-attributes-courage

This article aligns to the “exhibiting courage” YA universal theme. It explores the definition of courage, as well as six specific attributes of it. The attributes are: feeling fear yet choosing to act, following your heart, persevering in the face of adversity, standing up for what is right, letting go of the familiar (leaving your comfort zone), and suffering with dignity or faith. Each attribute has a subheading full of quotations by famous authors, poets, politicians, activists, or actors that apply to the attribute. For example, “This world demands ... a predominance of courage over timidity, of the appetite for adventure over the life of ease,” a quote by Robert F. Kennedy. Each attribute contains a brief description of what that quality entails - like what it means to persevere in the face of extremely challenging circumstances or how to act in the face of fear. This article was especially compelling to me because it includes an activity at the bottom that I think could be engaging for students. The activity is a questionnaire that would require students to recall times that they were brave or courageous. This would get them in the mindset to explore courage within literature and perhaps relate it to themselves as well! The questions ask students to describe a time that they felt anxious or fearful and how they overcame that. We could use this article to help us reflect on the literature that we are reading.

Strickland, A. (2015, April 15). A brief history of young adult literature. Retrieved November 9, 2017, from http://www.cnn.com/2013/10/15/living/young-adult-fiction-evolution/index.html

This article provides a very intriguing history of Young Adult Literature that I think that my students would enjoy. It discusses the first-ever released book geared right at young adult readers, which was published in approximately 1942, and explores cult-classic literature up through present day. It is compelling to see how young adult literature has grown. This article covers several of the YA universal themes, from making difficult choices, to the conflict of good vs. evil, and the human’s ability to survive. I think that it is very interesting to read about the origins of this genre, and I feel that my students will think so, as well. The article discusses what intrigues young adult readers, from fantasy (like Harry Potter) to dystopian futuristic worlds (like the Hunger Games). The article describes the formation of the ever-popular genre of young adult fiction. I think that my students would enjoy this as background knowledge before we delve into YA lit!

Kaplan, J. (2005). Young Adult Literature in the 21st Century. The Research Connection. Retrieved November 9, 2017, from https://scholar.lib.vt.edu/ejournals/ALAN/v32n2/kaplan.pdf.

This article explores the universal YA themes of a rebellious person trying to live in normal society, the conflict of parents with children, exhibiting courage, facing prejudice, and making difficult choices. The article discusses how young adult literature characters have evolved in the 21st century. Kaplan writes that technology and social media have altered young adult characters drastically from the era of Holden Caulfields and Greasers and Socs of the past. Interestingly, he ponders how Holden might be different if he had a computer. He argues that although the issues of angst and love and the struggle towards self identity have remained the same, the 21st century young adult novel is often framed very differently than its predecessors. He discusses the recent spike in fantasy and science fiction young adult literature. The article is very interesting because it will force students to look inward as far as their literary preferences under the genre of young adult literature. I think that students will find this article compelling because it explores the modern young adult novel and its conventions.

Morgan, K. (2006). Common Themes in Young Adult Literature . Retrieved November 9, 2017, from https://penandthepad.com/common-themes-young-adult-literature-7875606.html

This article explores common themes in young adult literature. Naturally, several of our YA universal themes are covered, such as dealing with family conflicts, struggling towards individuality and trying to achieve individualism, struggling with morality, and also reaching new self knowledge. Under each heading, the article provides a young adult novel for reference. For example, under “Reaching New Self Knowledge,” the article cites Hazel from The Fault in Our Stars, and how her terminal illness and star-crossed lover help her achieve a deeper sense of self. This article would be interesting for students to read because it addressed themes that we will explore in class. I think it would be useful to them as a tool for learning common themes in YA lit.

Hodge, D. (2014, June 12). Young adult fiction’s dark themes give the hope to cope. Retrieved November 9, 2017, from https://theconversation.com/young-adult-fictions-dark-themes-give-the-hope-to-cope-27335

This article focuses on the darker universal YA themes, like coping with trauma, tragedy, the human’s ability to persevere, making difficult choices, and exhibiting courage, as well. The article explores how what could be classified as “dark” themes actually give adolescents a safe space to discuss certain issues that they might be coping with, like anxiety, depression, and other negative emotions. Fictional characters, the article argues, give young adults the chance to see themselves in literature and cope with similar negative issues. The article cites controversial novels like Jay Asher’s 13 Reasons Why, and argues that even though people fear “Copy-cat behavior” (mimicking negative behaviors from novels), that overall darker books are cathartic for young readers. I think that this article could generate a lot of discussion in the classroom. I’d like to know if my students find darker novels to be positive coping mechanisms.

All of the books are of a lexile level that is suitable for high school students. :)

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missasblog-blog · 7 years ago

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Annotated Bibliography- Book List- Content Related Biographies

Krakauer, J. (1997). Into the wild. New York: Anchor Books.

Into the Wild documents the life and untimely death of Chris McCandless, a young man who left home to live in the Alaskan wilderness. He was an incredibly bright young man who received straight As in college. To all, he seemed destined for greatness. Out of nowhere, Chris donated his $25,000 in savings to charity, gets in his car, and drives away from home. He never contacted his family again. He spent two years traveling, changing his name to Alexander Supertramp. He decides to go to Alaska to live in the wilderness by himself. He survives for 16 weeks, reading and writing often, hunting, fishing, and living in an abandoned bus in the middle of nowhere. Unfortunately, he eats a poisonous seed and perishes. The book follows what is known of his life in the wild, as the author tries to track his movements and activities based on the notes found with his body. The lexile level is suitable for high school students. Its themes include a human being’s confrontation with nature, a rebellious human being’s confrontation with society, and human’s ability or inability to persevere and survive.

Myers, W. D. (2001). The Greatest: Muhammad Ali. New York: Scholastic Press

The Greatest: Muhammad Ali is a book about the life of the famous boxer. It documents his life, from his birth in Kentucky through his boxing career. He discovered boxing at 12, and instantly fell in love. He was a bit of a loudmouthed kid, and used boxing as an outlet to channel his anger with segregated society, racial discrimination, and personal struggles. The book follows his story and his growth as a human being and as a boxer. It is very compelling. It follows his discovery of boxing as well as his interest in the Nation of Islam. Its lexile level is suitable to high school students as well. Its LA themes are: the impact of the past on the present, the struggle for equality, facing prejudice/hatred, and exhibiting courage.

White, R. (2005). A. Lincoln: A Biography. New York: Random House

This biography follows the life of Abraham Lincoln. It explores Lincoln as a person, a leader, and a prominent figure in our American history. It explores his handling of the Civil War. It tells stories of his childhood as well as his adulthood. It tells specific stories of the Civil War, describing his bravery and his admirable capability of leading during such a time of turmoil. Lincoln was a fascinating person and president, and this book explores that. It also discusses the Gettysburg Address and its significance. Its lexile level is fairly high; it is geared towards gifted readers. Its LA themes are the impact of the past on the present, and the conflict of making difficult decisions.

Hoose, P. (2009). Claudette Colvin: Twice Toward Justice. New York: Farrar, Straus and Giroux

This book follows the life of Claudette Colvin, a young civil rights protester. She refused to give her seat to a white woman on a bus in Montgomery, Alabama. However, unlike Rosa Parks, who did the same thing nine months later, Claudette was not celebrated at the time of her bravery. Instead, she was shunned by her classmates, dismissed by community leaders, and faced judgment. The book explores her involvement in a court case that dismantles segregation laws in Montgomery and works to integrate the Jim Crow South. The book includes interviews with Claudette as well as other people who knew her. She was an important but widely unknown civil rights activist. She was 15 at the time of her protest. The book follows her struggles against segregation and ultimately her passion for justice. Its lexile level is appropriate for high school students. Its LA themes include the struggle for equality, facing prejudice/hatred, and exhibiting courage.

Montague, C. John F. Kennedy: The Life and Death of a US President. New York: Chartwell Books

This is the biography of President John F. Kennedy. It explores his early life in Boston, his political career, as well as his untimely death. It documents his political ascension to president. It explores his experiences in the Navy. It documents his relationship with Jackie. It also goes in-depth into his presidency, from the Cuban Missile Crisis to the Bay of Pigs to the beginning of the war in Vietnam. Even though Kennedy’s presidency only lasted 1,000 days, it is clear that he has left his mark on history. The book also explores the public’s reaction to his assassination. Its lexile level is appropriate for high schoolers. Its LA themes include the conflict of making difficult decisions and exhibiting courage.

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missasblog-blog · 7 years ago

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Annotated Bibliography - Poetry, Drama, Short Stories

Hemphill, S. (2007). Your Own, Sylvia. New York, NY: Random House.

Your Own, Sylvia is a portrait of the life of Sylvia Plath written in poems. It serves as a poetic biography of the young, troubled poet’s life. In this collection of poems, each poem has its own speaker, a different point of view of those who knew Sylvia, indicated by a subtitle at the bottom of each page. Their voices create a haunting portrait of Sylvia. The book explores her struggles with mental health, love, her art, her writing process, and her life. It is a creative retelling of the life of an extraordinary human being and artist, deeply troubled by her inner demons. Its lexile level is suited for high school students. The poems grapple with heavy and emotionally charged issues in Plath’s life, and sometimes the poetic form is a bit complicated, so this book would be better suited to high schoolers than middle schoolers. Its universal LA themes include the loss of innocence/disillusionment of adulthood (Plath is quite disillusioned early on in life), and the making of an artist in a materialistic society.

Williams, T. (1947). A Streetcar Named Desire.

Set in New Orleans, Louisiana after World War II, A Streetcar Named Desire is perhaps one of the most iconic plays of the 20th century. The play is set mostly in the Kowalski apartment in the French Quarter. Stella, who is 25 and expecting a baby, lives with Stanley Kowalski, a blue-collar man with a bit of a raging temper. Unexpectedly, Stella’s older sister, Blanche, arrives at their apartment, carrying all of her possessions. Blanche tells Stella that their family mansion, Belle Reve, has been lost. Blanche meets Stanley for the first time, and immediately she does not like him much, and feels a bit threatened. Stanley does not necessarily like Blanche, either. She takes incredibly long baths, constantly criticizes the apartment, and is generally irritating. As the play goes on, Stanley devotes himself to uncovering Blanche’s dark and mysterious past. Throughout the play, Stanley and Stella have violent fights, and Stanley beats her. Their relationship is violent and tumultuous. At the end of the play, Blanche and Stanley have a conflict that ultimately ends with Stanley raping her. Stella refuses to believe Blanche when she tells her of the assault. Blanche is sent to the asylum after suffering a mental breakdown after the attack. The lexile level makes this play accessible to the typical high-school student. Its language is not too complicated, but the themes and ideas it explores make it better suited to high school students, who can discuss abusive relationships, trauma, and violence. Its LA themes include: the impact of the past on the present (Blanche’s past is constantly influencing her present life), and the importance of relationships to human’s happiness/fulfillment (what relationships people stay in to feel happy or fulfilled, or what this lack of fulfillment does to a person).

Delaney, S. (1963). A taste of honey: A play. London: Methuen & Co LTD.

Set in Salford, located in North West England, during the 1950s, A Taste of Honey tells the story of Jo, a seventeen year old girl, and Helen, her mother, who is rather promiscuous. Helen leaves Jo alone in their flat so as to pursue a relationship with a rich young man named Peter. Jo begins her own relationship with a black sailor named Jimmy. Although he proposes marriage, he goes off to sea, leaving Jo alone and pregnant. She goes to live with her homosexual best friend, Geoffrey, who acts as a surrogate father. Jo struggles as she comes of age in this difficult situation, hoping to find herself and learn to care for a child. The play ends with Geoffrey leaving after a dispute with Helen. The play comments on and explores class, race, gender, and sexual orientation during the mid-twentieth-century in Great Britain. It is considered a “kitchen sink” drama, meaning that it depicts the common British working class people in socially realistic situations. “Kitchen sink” refers to the everyday life that these plays reflect. Its slexile level is a bit high, due to adult themes as well as the author’s writing style. Its LA themes include: the conflict between parents and children (Jo and Helen fight ruthlessly throughout the play), the pain of love or what passes for it (Jo is abandoned by Jimmy), and the conflict of making difficult decisions (Jo struggles to make the “right” adult decisions throughout the play).

Wilson, A. (1985). Fences. New York, NY: Samuel French Inc.

Fences takes place in Pittsburgh, Pennsylvania. It follows Troy, a 53 year old black man struggling to provide for his family. Troy was an incredible baseball player in the “Negro league” when he was younger. Unfortunately, Major League Baseball had not yet broken the color barrier at this time in history, so Troy could not play in the big leagues. Instead, he is a trash collector, and becomes the first black truck driver instead of merely a barrel lifter. Troy has a wife, Rose, a son, Cory, and a younger son, Gabriel, who suffered a head injury during the war, leaving him handicapped. Throughout the play, the injustices of racism are explored. For example, Cory wants to play football in college under a scholarship, and Troy fears that he will face racial discrimination. Fairly early on in the play, it’s clear that Troy struggles with drinking and self medicates in order to cope with falling short of his baseball dream, not being able to provide for his family the way he would like to, and to cope with the harsh realities of being a black man in America at that time in history. Towards the end of the play, Troy kicks Cory out of the house after they get into a fight because Troy told Cory’s coach that he was no longer to play football. Cory leaves and enlists in the military. Troy confesses that he has been having an affair and that Alberta, his mistress, is pregnant. Rose is devastated. Alberta dies in childbirth, and Rose agrees to raise Troy’s daughter, Raynell, as her own. Seven years later, Troy dies. The play ends with his family reluctantly forgiving him in death and trying to pay respects to Troy for all of his positive qualities. Fences lexile level is fairly high as well. Although its dialogue is not necessarily complex, its themes are and its characters require a great deal of attention and analysis. Its universal LA themes include: the struggle for equality (specifically racial equality), facing prejudice and hatred, and the human’s ability to persevere and survive.

Poe, E. A. (2003). The Fall of the House of Usher and Other Writings. New York, NY: The Penguin Group.

The Fall of the House of Usher and Other Writings by Edgar Allan Poe is a small anthology of short stories by the author. The anthology also includes poems, such as The Raven, Annabel Lee, and Lenore. The short stories include, but are not limited to, The Fall of the House of Usher, The Murders in the Rue Morgue, The Pit and the Pendulum, The Tell-Tale Heart, The Cask of Amontillado, and more. Each story includes its own Gothic and morbid circumstances, from the perpetually sick family, to the haunting sounds of the heart of a murdered man, to the grisly end of Fortunato. Poe’s style is characterized by his rather macabre mood. Each of his short stories is more disturbing than the last, setting an unnerving chill over his audience. Poe’s stories grapple with death and loss, sickness, murder, madness, grief, anger, rage, the supernatural, and more. Poe’s lexile level is rather high; he wrote during the early 19th century and uses complex vocabulary. The themes of his works include: the human glorification of the past/rejection of the past, the impact of the past on the present, the conflict of good vs evil, the individual’s ability to confront fears, man vs. the supernatural, and more.

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missasblog-blog · 7 years ago

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Annotated Bibliography - Historical Fiction

Yolen, J. (1988). The devil's arithmetic. New York, N.Y., U.S.A. :Viking Kestrel.

The Devil’s Arithmetic by Jane Yolen follows Hannah Stern, a young Jewish girl living in New Rochelle, New York. At the beginning of the novel, Hannah and her parents and her brother are going to attend a Passover Seder at her grandparents’ house. Hannah does not want to go. She is tired of hearing about her family’s past, and is incredibly uncomfortable listening to her relatives describe their experiences in the concentration camp(s). Hannah gets up from the table to symbolically open the door for the prophet Elijah and when she does, she is transported to Poland, and the year is 1942. She is now “Chaya,” even though she insists that her name is Hannah. She is captured by Nazi soldiers and driven to a train station, where she is herded into cattle cars to go to the camp. She is the only one who knows what is about to happen. When they arrive at the camp, Hannah’s hair is cut and she is tattooed. She is forced into labor and fed very little. Suddenly, her family’s experiences in the camp become all too real to Hannah. Hannah endures many hardships in the camp and ultimately decides to save her friend Rivka’s life by volunteering to go to Lilith’s Cave (the gas chambers) in her place. When the door of the chamber closes on her, she sees a door and opens it, and finds herself back in her grandparents’ dining room. She comes to realize that her Aunt Eva is Rivka, who changed her name after surviving the camps. Hannah has a newfound appreciation for her family’s past, and has learned firsthand why the camps should be remembered every year. The lexile level is fairly low. This book is accessible to the average middle schooler and beyond. Its LA themes include: a human being’s lack of humanity (the Nazis towards the Jews), the impact of the past on the present (Hannah’s relatives remembering the camps), and the human’s ability to persevere and survive.

Morpurgo, M. (1982). War Horse. London: Kaye and Ward.

War Horse is a novel about a horse, Joey, who is broken in by his owner, Albert Narracott. Unfortunately, Albert’s father sells Joey to the British army in order to have money to keep his farm and support his family. Joey gets paired up with Captain Nicholls, in the cavalry, and is sent to the front lines! After Nicholls dies, Joey is paired up with Trooper Warren. Warren and Joey get captured by the Germans. The Germans force Joey to become a cart-puller, which means that he carries injured soldiers to medical tents. Later in the novel, he is left with a French farmer, he also has to pull a gun (some of his horse-companions perish), and Joey is left injured and lone. He is discovered by the British. They take him to their veterinary tent. He is reunited with Albert, who has enlisted in the military as a veterinarian! Albert helps to nurse Joey back to good health. The war ends and unfortunately Joey is auctioned off. Luckily, the French family wins the auction, and gives Joey to Albert. Both Albert and Joey return to England, where Albert gets married. The lexile level is fairly accessible to high school students. Its LA themes include the human (or animal)’s ability to persevere and survive, and exhibiting courage (both Joey and Albert exhibit courage throughout the novel).

Denenberg, B. (2001). Early Sunday Morning. New York, NY: Scholastic Inc.

Early Sunday Morning is an installment in the Dear America series. It is the fictional diary of Amber Willows, a twelve-year-old living in Hawaii in 1941. Her family has moved from Washington D.C. to Honolulu. Her father has relocated the family four times, and the family readjusts to Hawaiian life rather quickly. Despite their quick adjustment and enjoyment of life in Hawaii, their entire world is about to change. Amber becomes an eye-witness to the Japanese attacks on Pearl Harbor on December 7, 1941. She describes the attack in great detail; she is close enough to the base to see Japanese planes with binoculars. The book chronicles her experience with the attacks and the aftermath. Amber grapples with the trauma of that day and readjusts to life with windows blackened out, no school, and gas masks issued to all. Shortly after the attacks, Amber’s father announces that they are moving back to the continental US. Early Sunday Morning is a fictional reimagining of real historical events through the eyes of a child. It is a harrowing account of one of the darkest days in American history. Its lexile level is fairly low. Middle school readers would not necessarily be challenged by its writing style or content (it is written as a diary, after all). Its universal LA themes include: the conflict of good vs. evil (the attack is an act of evil) and exhibiting courage (many characters in Amber’s diary respond to the attacks courageously - by volunteering to help the wounded or providing aid to those in need).

Boyne, J. (2006) The Boy in the Striped Pajamas. New York, NY: David Fickling Books

Eight year old Bruno and his family move away from Berlin to live near the concentration camp where his father has just become commandant. The dramatic irony of the book, however, is that we as the audience know that Bruno has moved to a concentration camp, based on his descriptions of the landscape and the people there. He never explicitly states that he is at a camp. Bruno notices a fence and many adults and children behind it, all wearing striped pajamas. One day, Bruno sneaks out to the fence and meets a boy around his age, Shmuel. He is sitting on the ground in pajamas and an armband with the Star of David on it. The two boys quickly become friends. Bruno brings food to Shmuel, and the boys share stories and talk to one another much like boys typically would in “normal” circumstances. Later on in the novel, Shmuel informs Bruno that his father has gone missing, and begs Bruno for help to find him. The boys devise a plan to sneak Bruno under the fence, into a pair of pajamas, so that the boys can search for Shmuel’s father together. Bruno sees it all as a great adventure. Bruno soon realizes that things are very bad on Shmuel’s side of the fence, and not some big game at all. The boys are unsuccessful at finding Shmuel’s father, and just before Bruno is to leave, soldiers round them up and force them to march. They are led to a gas chamber, and the two boys hold hands as they meet their tragic ends. Bruno’s father figures out what has happened to his son, with horror, after retracing Bruno’s steps. The lexile level makes the book accessible to both middle and high school students. Its LA themes include a human being’s lack of humanity (Nazis towards the prisoners), the loss of innocence (Shmuel when he is taken to the camp and Bruno when he crosses under the fence), and facing prejudice/hatred (Shmuel faces discrimination).

Walter, J. (2015) My Name is Not Friday. New York, NY: David Fickling Books

Towards the end of the Civil War, Samuel is a free-born black American, an orphan sold into slavery by a priest he knew and trusted. He is renamed Friday. He is bought by the master of a Mississippi plantation. The plantation grows cotton. At the plantation, he faces injustices and brutality. He has the typical slave experience. He is beaten, he is starved, he is dehumanized. Despite these harsh, cruel, inhumane circumstances, he maintains his faith as well as his literacy. He holds on to his wish to be reunited with his younger brother. Samuel makes the courageous and dangerous decision to teach his fellow slaves how to read and write. The lexile level makes the book accessible to all young adult readers. Its themes include: a human being’s lack of humanity (Samuel’s experiences being sold and being a slave), a rebellious human being’s confrontation with society (Samuel’s decision to teach his fellow slaves how to read and write), facing prejudice and hatred, and exhibiting courage.

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missasblog-blog · 7 years ago

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Annotated Bibliography - Multicultural / Diversity / Identity

Yousafzai, M (2013). I Am Malala: The Girl Who Stood Up for Education and Was Shot By the Taliban. New York, NY :Little, Brown, & Company.

This captivating autobiography depicts the experiences of Malala Yousafzai, a young girl from Pakistan. As a teenager, Malala is quite outspoken; she is an advocate for girls receiving an education. Her bold beliefs that girls should have the right to an education makes her a target for the Taliban, an extremist religious group that has very different views on women’s roles in society. Because of her views, the Taliban targets her, and shoots her in the head one afternoon. Luckily, the bullet does not kill her, and she is sent to a British hospital for urgent care. After the attack, Malala recovers and insists on using her global fame to advocate for education and women’s rights on an international scale. The book catalogs her struggles and strong beliefs. It is an inspiring read. The lexile level is not overly high; Malala’s language is captivating and accessible. Its YA Themes include: the human’s ability to persevere and survive, and exhibiting courage. This autobiography is both moving and inspiring.

Myers, W. D. (1999). Monster. New York, NY: Harper Collins.

Steve Harmon, sixteen years old and African American, is on trial as an accomplice to a murder. In Monster, he documents his experiences in both prison and the courtroom as a screenplay, with short journal entries between some scenes. Steve wants to pursue film, and is very intrigued by it, so he uses the screenplay or movie script format to depict his experiences. The film narrative also acts as a bit of a screen, allowing Steve to detach from the grave fate he faces. The book grapples with racial profiling, racial discrimination, and racial identity. Steve realizes that the jury has already immediately judged him - for being tall, black, and seemingly “criminal.” He knows that his race is working against him, and that it is expected that he will commit a crime based on his appearance and his country’s perception of the black man. The book follows his trial, documenting his experiences with lawyers, judges, and inmates. It forces its audience to engage with the stark reality that black people are often stereotyped based on race. The lexile level is accessible to young adult audiences. Steve writes in a conversational tone - often recording dialogue (in the screenplay format). Its YA themes include the impact of the past on the present (Steve’s involvement with the crime potentially leading to 25-to-life), the struggle for equality (specifically racial equality here), facing prejudice/hatred, and the conflict of good vs. evil (or right vs. wrong, in this case, because of the crime at hand).

Alexie, S., & Forney, E. (2007). The absolutely true diary of a part-time Indian. New York: Little, Brown.

The Absolutely True Diary of a Part-Time Indian follows Junior, a fourteen-year old boy living on the Spokane Indian Reservation in Washington. He is a hydrocephalic (he was born with water on the brain). He is also a bit of an artist, and his illustrations are incorporated throughout the novel. One of Junior’s teachers, Mr. P, encourages Junior to leave the reservation and attend the white school, Reardan High School. This switch leads to a bit of an identity crises. On the “rez” Junior is Junior, but at Reardan, he is Arnold. He must adjust to his split identity, at home and at school. He tries out for basketball. He does well in school. The switch to Reardan leads to conflict with his best friend, Rowdy, who is unable to accept that Junior has switched schools. The two fight during a basketball game, and it seems their friendship will never recover. Towards the end of the book, Arnold loses several people that he knows and loves, and all through alcohol-related accidents. Alcohol is frequently abused at the reservation. At the end of the book, Rowdy and Arnold reconcile, when Rowdy accepts that Arnold has left the reservation, and Arnold decides that he is now multi-tribal. The book’s lexile level is not too high for high school students. The incorporation of Junior’s doodles make it engaging, humorous, and a visual read. Its YA universal themes include: the conflict of making difficult decisions (Junior’s decision to leave the “rez”), facing prejudice/hatred (discrimination against Native Americans), and exhibiting courage (Junior is brave to leave and start anew!).

Woodson, J. (2014). Brown girl dreaming. New York, NY: Nancy Paulsen Books.

This book, written entirely in vivid poems, shares Jacqueline Woodson’s experiences growing up as an African American in South Carolina and New York in the 1960s and 1970s. She still feels the effects of Jim Crow, and becomes more and more aware of the Civil Rights Movement around her. The poems provide a window into a child’s perspective as she comes to find her place in the world. Woodson finds her voice through writing her stories. The book explores the African American experience. It is a thought-provoking book. Its lexile level makes it accessible to young readers. Its YA universal themes include facing prejudice and hatred, the human’s ability to survive and persevere, and exhibiting courage.

Alvarez, J. (2002). Before we were free. New York: A. Knopf.

Before We Were Free follows the life of a young Dominican girl named Anita. She lives during a period marked by political unrest. Both her father and uncle are currently involved in a scheme to assassinate the all-powerful dictator. Anita lives with her parents, as well as her aunts, uncles, cousins, and former nanny. She attends an American school. Her family is seemingly heavily involved with resisting the government, because they form a plan to assassinate the dictator, who they call El Jefe (the boss). After successfully killing El Jefe, his son comes to power, and is even more ruthless than his father. Seeking to avenge his father’s death, he takes away Anita’s father and uncles as prisoners. This forces Anita and her mother to go into hiding. They live in a closet for several months, hiding from the secret police. They are eventually rescued by paratroopers. They join her cousins who emigrated to the United States. Anita learns that her father and uncles are dead. She learns from her experiences and realizes what freedom truly means. She realizes that strength comes from within, and that her father’s wish for her to be free and “fly” can only be achieved if she is strong. Its lexile level is not overly high; it is accessible to young adult audiences. Its universal YA themes include: a rebellious human being’s confrontation with society (Anita’s father and uncles), the impact of the past on the present (Anita coming to terms with her father and uncles’ deaths and adjusting to life in America), and the human’s ability to persevere and survive (she is going to flourish now that she is free).

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missasblog-blog · 7 years ago

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The Catcher in the Rye storyboard!

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missasblog-blog · 7 years ago

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Annotated Bibliography - Adventure, Mystery, Humor

Adventure-

Collins, S. (2008). The Hunger Games. New York, NY: Scholastic Press.

The Hunger Games by Suzanne Collins takes place in a dystopian, post apocalyptic society located in what was once North America. The society is run by an authoritarian regime located in the Capitol. The nation, called Panem, contains twelve “states,” called Districts. Each District is known for producing a specific resource. For example, District 1 makes luxury items for the Capitol, District 2 is masonry, District 4′s industry is fishing, District 7 is lumber, and so on. Every year, the Capitol of Panem exhibits its total power over its citizens by forcing each district to select a boy and a girl, called Tributes, to “fight to the death” in a nationally televised event called The Hunger Games. The Games were established after a rebellion 74 years before the trilogy begins. The protagonist, Katniss Everdeen, volunteers as tribute in place of her younger sister, Prim, who is selected as District 12′s tribute. District 12 is one of the poorest districts, and its industry is coal. Katniss goes off to the Games and is forced to fight and kill children in order to win. This novel is full of science fiction and futuristic concepts, nail-biting twists and turns, heartache, a bit of romance, and commentary on totalitarian society. It is a gut-wrenching read that is nearly impossible to put down once the horn sounds and the Games begin! Its LA themes include a human being’s confrontation with nature (the Arena that the Games are fought in is a labyrinth of terrifying plants and animals!), a human being’s lack of humanity (the Capitol’s oppression and also the Tributes ability to kill one another), a rebellious human being’s confrontation with society (zoom in on Katniss Everdeen, our rebellious protagonist who refuses to be oppressed!), and the human’s ability to persevere and survive. Its lexile level is not exactly daunting. If anything, the violent nature of the Games might be difficult to process for younger readers or even parents, but the book is accessible to a variety of age groups.

Rowling, J. (1997). Harry Potter and the Sorcerer's Stone. New York, NY: Scholastic Inc.

The first installment in a seven part series, Harry Potter and the Sorcerer’s Stone introduces the story of Harry Potter, a boy who, on his eleventh birthday, learns that he is a wizard, and the orphaned son of two extremely powerful and famous wizards who were murdered by an evil wizard named Lord Voldemort. He is invited to attend Hogwarts School of Witchcraft and Wizardry, an English boarding school for witches and wizards. He must run through a wall to reach Platform 9 and Three Quarters to catch the Hogwarts Express, the train to school, just two months after learning that he is a wizard. When he arrives at school, he learns that he is famous for having survived the Killing Curse, which no other wizard in history is known to have done. The school is divided into four Houses, and each House selects students with certain qualities: bravery, wisdom, loyalty, or ambition. He is sorted into Gryffindor, the House “where dwell the brave at heart.” In his House, he meets his two best friends, Ron Weasley and Hermione Granger. Together, the three get into a great deal of trouble! The book chronicles their adventures: encountering a full-grown mountain troll, a three-headed dog, and Lord Voldemort himself. Sorcerer’s Stone is suspenseful adventure after suspenseful adventure. It is the introductory chapter of the series that has captured the imagination of an entire generation. The lexile level is fairly low. This first book is meant to be read by young students beginning to read chapter books. As the series progresses, however, the books become much more difficult to read. Arguably the fourth book and onward are fairly difficult reads. The LA themes include the impact of the past on the present (Harry’s parents deaths and the reign of Lord Voldemort on his present life), the inevitability of fate (Harry must face Voldemort eventually), exhibiting courage, and the conflict of good vs. evil.

Mystery-

Duncan, L. (1973). I Know What You Did Last Summer. New York, NY: Little, Brown and Company.

This novel follows four high school students: Julie James, Ray Bronson, Barry Cox, and Helen Rivers through their terrifying experiences with a mysterious stalker. Julie receives a sinister letter from an unnamed stalker, saying “I know what you did last summer. The previous summer, Julie, her boyfriend Ray, Ray’s best friend Barry, and Barry’s girlfriend Helen struck a child on a bicycle with their vehicle on the way home from a graduation party. The boy died. It was a hit and run. They make a vow to never mention the incident again. After receiving the ominous note, Julie contacts Helen, full of fear. The girls call Barry and he assures them that it’s a prank, because if someone knew about their crime, they’d contact the police rather than writing notes. The strange incidents do not stop there, however. Helen finds a magazine cut out of a boy riding a bicycle, Ray receives a newspaper clipping about the boy the four had killed the previous summer, and Barry receives a call from an unidentified person, who subsequently shoots him. It is clear by this point that the four are being followed and targeted for their crime. Who is following them? Who knows what they did? How do they know what they know? What will this mysterious stalker do to Julie, Ray, Barry, and Helen for their crime? The stalker is revealed to be Bud, Julie’s new boyfriend and the victim’s half brother. The novel weaves a tangled web of suspense, violence, mystery, and thrills. Its lexile level is not terribly high. It is fairly readable for most young adult audiences. Its LA themes include a human being’s lack of humanity (the hit and run), the impact of the past on the present (the crime on the present lives of all four main characters), and the conflict of making difficult decisions (the decision to leave the victim laying dead, the decision of whether or not to confess their guilt).

Humor-

Andrews, J. (2012). Me and Earl and the Dying Girl: A Novel. New York: Amulet Books.

This novel follows Greg Gaines, a senior at Benson High School. Greg is somewhat of a loner; his one true friend is Earl Jackson. The two have been friends since childhood. They spend their time together making films. Early on in the novel, Greg’s mother tells him that his childhood friend, Rachel Kushner, is diagnosed with leukemia. She suggests that he rekindles the friendship in an effort to make Rachel feel better about her plight. Although reluctant at first, Greg reaches out to Rachel and they begin a friendship. Greg introduces Rachel to Earl, and the three become an unlikely but inseparable trio. After word gets out that the three are hanging out, Madison Hartner, who Greg has had a crush on for quite some time, persuades Greg to make a movie for Rachel. Greg and Earl toss around several ideas, including making a documentary, a series of confessionals, or involving puppetry. The end product, Rachel the Film, is a bit of a mashup of everything that the boys experiment with in their filming endeavor. The film is shown to the entire school during an assembly after Rachel’s mom shows it to Greg’s mom, and Greg’s mom turns it over to the school. Less than a week after the screening, Rachel loses her battle with leukemia and passes away. Rachel has inspired Greg to pursue film school. He reveals that he wrote the book to explain to his prospective college, the University of Pittsburgh, why he fell behind on schoolwork during the previous school year. Greg’s self-deprecating narrative provides a number of laughs throughout the book. His narrative voice is humorous, as well as his encounters with both Earl and Rachel. The lexile level is suitable for the typical young adult reader. Its LA themes include the inevitability of fate (Rachel’s impending death), and the impact of the past on the present (how making the film affects Greg’s future and his ambition).

Vizzini, N. (2006). It's Kind of a Funny Story. New York City, NY: Hyperion Books.

The protagonist, Craig Gilner, is a socially awkward sixteen year old boy. He introduces his small circle of friends (Aaron and Nia), describes his fairly typical childhood, and reveals his struggle with depression. His psychological problems escalate after he enrolls in Executive Pre-Professional High School. Though he sees psychologists and is on the anti-depressant Zoloft, his mental state overcomes him, and he resolves to commit suicide by throwing himself off of the Brooklyn Bridge. Unable to go through with his plans, frozen in the moment, he calls a suicide hotline, and checks into a hospital to work through his mental illness. He is checked into Six North, an adult psychiatric clinic, and the humor begins. He meets other patients, like Bobby and Johnny who were former drug addicts, Humble who has anger issues, Muqtada, Craig’s roommate who almost never leaves his bed, and most importantly, Noelle, a girl who is Craig’s age who engaged in self harm by cutting her face with scissors. A series of humorous events and encounters ensue. Craig must navigate life in the mental hospital, and some of his encounters are rather awkward and funny. Craig’s self-deprecating tone is also rather funny throughout the novel as well. Although the novel deals with depression, mental illness, and heavy issues, there is humor embedded in the narrative. Its lexile level is about medium. Its topics might be sensitive for some younger readers. Its LA themes include an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment (Craig trying to find a way to cope with his depression), the loss of innocence/disillusionment of adulthood (Craig realizes that he cannot necessarily handle pre-adult life), the individual’s ability to confront fears (Craig was afraid to deal with and talk through his mental illness), and the human’s ability to persevere and survive (therapy helped Craig persevere and improve as a person).

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missasblog-blog · 7 years ago

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Annotated Bibliography - Nonfiction

Angelou, M. 2009. I know why the caged bird sings. New York: Random House Trade Paperbacks.

I Know Why The Caged Bird Sings is Maya Angelou’s hauntingly beautiful memoir. It describes her childhood experiences as a young black girl in the South (Stamps, Arkansas, to be exact) in the 1930s. She struggles with her self image, believing that she is an ugly girl who will never be as beautiful as white girls. She and her brother Bailey are sent to live with their grandmother at a very young age. The novel follows Maya’s traumatic experiences as a child. It deals with her sexual assault at the hands of Mr. Freeman, Maya’s mother’s live-in boyfriend. Although traumatic, Maya eventually learns to love herself through being a mother. She also learns to love literature, thanks to Mrs. Bertha Flowers. The novel is a story of trauma and resilience and growth and self-discovery. It is incredibly poetic. Its themes include: racism and segregation, the experience of moving frequently from place to place, self-acceptance, identity, sex/sexuality, and family. Its lexile level is fairly high, due to the topics it grapples with and the language Angelou uses (it’s not “basic” language).

Anderson, L. (2011) Speak. New York: Square Fish

Speak follows high school freshmen, Melinda Sordino, throughout her freshmen year at high school. The previous summer, Melinda had attended a party and called the police, which resulted in her friends and everyone at the party essentially shunning her. Melinda spends a great deal of time at school hiding in the janitor’s closet, clearly coping with some kind of trauma that is not yet revealed to the audience. As the book unfolds, the audience learns that Melinda was raped at the party, and her depression and self harm (lip and nail biting) are direct results of Andy Evans, or “IT,” as Melinda refers to him, assaulting her the previous summer. Throughout the book, Melinda uses art as a means of catharsis, creating various interpretations of a tree in her art class. As she slowly begins opening up about her rape, telling her former best friend Rachel about it she feels more free, and begins to process her trauma. At the end of the book, she confronts Andy again when he corners her in her closet, and ultimately gains respect from other victims in the school who have stayed silent, too afraid to come forward. At the end of the school year, she finished her tree and tells her art teacher, Mr. Freeman, about the rape. This book deals with themes of communication (Melinda essentially loses her ability to communicate after the rape and must learn how to express herself), isolation, violence, sadness, guilt and blame, depression, trauma, and transformation. Its lexile level is not overly high. Its language is accessible to the average freshmen in high school.

Wiesel, E. (2014). Night. New York: Spark Publishing.

This harrowing autobiography documents Elie Wiesel’s experiences in the Nazi death camp, Auschwitz, when he is sixteen years old. He describes, firsthand, the horrific war crimes he bears witness to. He vividly depicts the murders of innocent men, women, and children at the hands of Nazi soldiers. It is written incredibly poetically, employing use of repetition in some passages. Elie’s account is brutally honest and full of despair and pain. His eyewitness account is visceral. Its themes include family, religion, identity, mortality, violence, and racism. Its lexile level is not necessarily high. If anything, its themes and imagery are sensitive so that would deter its use in middle school classrooms. It is better suited to high school juniors or seniors due to content.

Coates, T. (2015). Between the World and Me. New York, NY: Spiegel & Grau.

Between the World and Me is written as a letter to the author, Ta-Nehisi Coates’s son, Samori. It confronts the realities of being black in the United States. It is essentially a novel form of “the talk” that black fathers must have with their sons, about how to act, how to interact with police, and the reality that there is a constant threat against black people that is historically rooted in American history and culture. In the letter, Coates recalls his own experiences growing up in Baltimore, poor and constantly under threat of violence. He describes the African American experience both historically and currently, steeped in oppression and discrimination. Through making his son aware of the African American experience in America, he makes his audience aware of the African American experience in America, addressing them as parent-to-child and inviting them into the conversation about race and systemic racism. Its lexile level is fairly accessible to most high school readers. Because it is written to speak to a fifteen year old, the book itself is fairly easy to read. Its themes include African-American Family and Heritage, black bodies (the control, manipulation, and especially exploitation of black bodies at the hands of white American society), violence, and death as well as youth, education, and growth. It is an autobiographical and non-fiction account of being black in America in the 21st century.

Moore, W. (2011). The Other Wes Moore: One name, Two Fates. New York: Spiegel & Grau Trade Paperbacks.

This book follows the lives of two men named Wes Moore. One, the author, went on to become a Rhodes Scholar, White House Fellow, a decorated veteran, and business leader. The other is serving a life sentence in prison for allegedly killing a police officer in an armed robbery. Wes Moore, the author, saw a piece in the Baltimore Sun about four men who had killed the officer, while Moore himself was featured in the same week for receiving his Rhodes Scholarship. Wes is driven to write a letter to Wes in prison asking questions like: Who are you? How did this happen? Tell me about yourself. The letter leads to a correspondence over the course of years, including prison visits. Both boys grew up in similar neighborhoods and grew up fatherless, and also ran into trouble with the police. The book explores how choices and “fate” and destiny control lives. Moore explores how one choice or series of choices can impact a lifetime. Moore’s memoir shows the juxtaposition of two very different African American experiences, and the affect that circumstance and choices can have on young lives. Its lexile level is accessible. It explores themes of success, failure, crime, ambition, redemption, and perseverance.

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missasblog-blog · 7 years ago

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Annotated Bibliography for 5 YA Contemporary Classic Novels

Austen, J. (2001). Pride and Prejudice. New York, NY: W.W. Norton & Company, Inc.

Pride and Prejudice follows the five Bennet sisters: Jane. Elizabeth, Mary, Kitty, and Lydia. Mrs. Bennet wants nothing more than to see all five girls married. Since the Bennet estate is entailed (it can only be passed down to male heirs), none of the girls can inherit it. Early on in the novel, the Bennets go to a ball and Jane meets Mr. Bingley. They are immediately taken with each other. Mr. Bingley’s friend, Mr. Darcy refuses to dance with Elizabeth and is immediately perceived as arrogant, rude, and obnoxious. Mr. Darcy slowly becomes attracted to Elizabeth’s charm and intelligence as the novel progresses. To keep this summary short and sweet, the novel follows all five sisters’ romantic endeavors and their social interactions with members of high society. The novel explores themes of love, reputation, and class. The lexile level is fairly high. It is a difficult read.

Miller, A., & Herman Finkelstein Collection (Library of Congress). (1953). The crucible: A play in four acts. New York: Viking Press.

The Crucible is a play set in Puritan era Salem, Massachuetts. The play opens with a group of girls dancing in the forest with a slave named Tituba. While they’re dancing, they get caught by the minister, Reverend Parris. His daughter Betty essentially falls into a coma, for lack of a better term, and the town speculates that witchcraft is involved. Parris sends for Reverend Hale, who is supposedly an expert on witchcraft. Abigail Williams, the “leader” of the girls who is also Parris’s niece, claims that the girls were only dancing. Abigail was recently fired by Elizabeth Proctor for having an affair with John Proctor, her husband. Abigail still loves Proctor. Betty wakes up screaming, and Tituba admits to conspiring with the devil, and Abigail confesses to conspiring as well. One by one, the girls seem to be taken over by some evil. Witch trials ensue, with various girls and women tried left and right. There is a question of whether or not they are acting. The play explores themes of hysteria, intolerance (due to the theocracy of Puritan society), reputation, and guilt vs innocence. The lexile level is not terribly high. This book is accessible to most readers on the high school level.

Miller, A. (1998). Death of a Salesman. New York, NY: The Penguin Group.

Death of a Salesman is a classic American play that follows the life of Willy Loman, a traveling salesman with an extremely skewed perception of the American Dream. He believes that the key to success is being “well-liked,” and he raises his two sons, Biff and Happy, to believe this is the absolute truth and the ultimate goal that they should strive for. When we meet Willy, he is essentially losing his mind, often reliving moments from the past or hearing ghosts or voices. Although successful in his career in the past, Willy is beginning to fail as a traveling salesman. The play follows Willy as he tries to guide his sons to be the type of men that he hopes they will become. Both Biff and Happy discover that their father is flawed. The play grapples with American ideals of success and American perceptions of failure. It’s readability level is not too demanding of its audience. Because the play was written in 1949, its language is easy to comprehend and should not inhibit many readers. Salesman’s themes include the American Dream, abandonment, and betrayal.

Salinger, J. (1951). The Catcher in the Rye. New York, NY: Little, Brown and Company.

The Catcher in the Rye is widely regarded as the “first” young adult novel. Catcher takes place during the 1950s, narrated by a boy named Holden Caulfield. The novel follows Holden after being expelled from Pencey Prep, which is a private school. Holden fights with his roommate, Stradlater, and decides to leave school two days early so as to explore New York before going home. He interacts with teachers, prostitutes, nuns, his old girlfriend, and his sister along the way. Holden is a fairly broody character, and it’s debatable that he is suffering from some form of mental illness. He is very critical of society around him, referring to most people and things as “phony.” He is very disenchanted with life, and he sees the world through this fractured lens. He is at that point in “childhood” when disillusionment begins - when the world starts becoming a frightening, complex, and unwelcoming place. The novel explores Holden coming to terms with the adult world. It’s readability level should not challenge many young adult readers, as Holden’s tone is quite conversational and informal.

Plath, S. (1971). The Bell Jar. New York: Harper & Row.

The Bell Jar by Sylvia Plath is the story of Esther Greenwood, a 19-year-old who is a college student from Massachusetts. She travels to New York to work as a guest editor for a magazine. Although brilliant, beautiful, incredibly talented, and successful, Esther is depressed and struggles with mental illness and suicidal thoughts. Throughout the novel, she exhibits textbook signs of depression; she is unable to read, write, or sleep, and she stops bathing. Incredibly worried, her mother arranges for her to undergo shock therapy. The experience traumatizes her, and she attempts to kill herself. She tries to slit her wrists but only cuts her calf. She cannot find a place to hang herself because the ceilings in her house are low. She attempts to drown herself at the beach, but her body keeps floating. She decides, instead, to hide in a crawlspace in the basement and take a large amount of sleeping pills. She wakes up in the hospital, and receives treatment from a new psychiatrist, Dr. Nolan. She is granted permission to leave the hospital intermittently. Eventually, she is allowed to leave in order to start her winter semester at college. This novel is fairly readable as far as the typical level expected of high school readers. Its themes include growth through pain, the emptiness of conventional expectations, the repression of women in America in the 1950s, and mental illness.

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