Katie's Last Activity- Reviews of the Ed640 Ado/YA Literature Titles

• Favorite book from each genre:
• Contemporary Realistic Fiction: Wonder- heartwarming characters
• Historical Fiction: The Red Umbrella- interesting exploration into a historical event that isn't talked about as much
• Science Fiction/Fantasy/Dystopia: The Hunger Games-fascinating premise and I like the insight into reality television
• Nonfiction/Information: Steve Jobs: Genius by Design- extremely relevant
• Adventure/Mystery: Paper Towns- funny, witty characters
• Diversity/Multicultural/Cultural Differences: Shine- blends a lot of taboo topics in an honest, yet artistic way
• Ranking for BEST OVERALL book:
• Wonder
• Perks of Being a Wallflower
• The Hunger Games
• The Red Umbrella
• Paper Towns
• Shine
• Most vivid description of setting: Bonechiller
• Bonechiller vividly described the freeing temperatures and mindsets of the people who live there in terms of their toughness/resilience. Also, freezing/coldness was largely used throughout the text as a metaphor for being emotionally cold or numb in one's own life
• Best use of purposeful, meaningful dialogue: Shine
• In Shine, Lauren Myracle uses beautiful language to really hit at the same themes and highlight the same symbols throughout the story, specifically in terms of light (enlightenment, feeling light/free, bringing light to harsh realities). 
• Most likely to be adapte into an award-winning screenplay: Wonder
• I don't know about award-winning perse, but I think Wonder would be an amazing movie that people of all ages would go to and enjoy. I think the characters feel so real and that the beginning, middle, and end has such fluidity that it would look great on screen. The multiple perspectives of the narrators could also easily remain intact. I could picture there being like the visual illustration from the novel of the character who is about to narrate and then you hearing their voice. It would be tricky overall, but I think it would be a huge hit.

"Steve Jobs: Genius by Design" by Jason Quinn and Amit Tayal

Steve Jobs: Genius by Design by Jason Quinn and Amit Tayal is a graphic novel that details the life and career of Steve Jobs. While reading this book, I couldn't help but laugh at the fact that I had received a text on my iPhone and that I wouldn't even have been able to own one without Steve Jobs. When you really think about it, it is so extraordinary that he had this idea to combine a computer, mp3 player, and telephone into one device, and that that idea became a reality. Getting to know his life story through the means of a graphic novel was really interesting to me. I have not had a ton of experience reading graphic novels (this is only my third), but I feel as if this one had pretty exceptional fluidity. I think adolescents would enjoy this novel just because they probably want to know the man behind all of the products that they use on a daily basis. Also, because it is done in this format of the graphic novel, adolescents will find it the biography more entertaining. Indeed, the author and illustrator has the intention of telling the story of Steve Jobs in an "easy" and "accessible" way, and I believe they really succeeded at that. It is particularly interesting that those were the specific intentions they had because Steve Jobs himself was all about simplifying and making his products easy-to-use. I think out of all of the available biographies out there on Steve Jobs, this is definitely the one that would appeal most to adolescents. While I am not sure  I would actually include this in my curriculum, I would definitely want it in my classroom library.

I myself had not been very familiar with the life story of Steve Jobs, so this was a very informative text for me. Particularly, the aspects that Quinn and Tayal included about his personal life were fascinating to me (ie his adoption and his parents, his own life as a father, his diet, his religious views, etc). By including these details, I think Quinn and Tayal did a wonderful job of painting a full, complex portrait of who this man was. After watching Sara's book trailer in class, I got the impression that the book showed different sides of Steve Jobs and in reading it, I was able to understand and to see those contrasts clearly. He was a very passionate and creative visionary, but at the same time, he was stubborn, merciless, and selfish. Furthermore, his drive for perfection in both appearance and quality led him to have a "reality distortion field," meaning that in many instances, he would not accept anything less than what he had envisioned and sometimes handled the true reality of the way things played out in an extremely childish and/or cruel way. Knowing that Steve Jobs had these multiple sides to him, I think it is interesting for adolescents to observe his morality and decide whether being a "genius" excuses wrongful behavior sometimes. If you did want to teach this text in a classroom, it might be fun and insightful to include a debate activity because I could definitely see where students would have conflicting opinions and be able to argue from either standpoint. Also, in teaching this text, you would need to make sure students know how to read a graphic novel, specifically in terms of examining the way that text and image combine to form meaning. For example, throughout the book, lyrics to Bob Dylan songs are written across the pages to match up with Steve's life experience in that moment. Students should be challenged to look past the superficial meaning (the lyrics are included because Steve Jobs was a huge fan of Bob Dylan), and draw deeper conclusions (Steve Jobs and Bob Dylan were both American visionaries).

"Shine" by Lauren Myracle (WARNING: some spoilers)

In Lauren Myracle's Shine, 16-year-old Cat sets out to find the individual or individuals responsible for brutally attacking her former best friend, Patrick, whose identity as a gay teen separates him from the majority of individuals in the Black Creek community. Because Patrick is found horribly beaten and tied to a gasoline pump, with the gas pump nozzle shoved into his mouth and the message, "Suck on this, faggot," written in blood on his chest, the attack is labeled as a hate crime, and is believed to have been committed by drunken out-of-towners. Sensing that the real culprits are actually members of the Black Creek community, Cat decides to investigate  into the events of that terrible evening on her own.

A large factor that leads Cat to take on this mission is the guilt she feels for shutting out Patrick, and the rest of the people in her life, after she is sexually abused by her brother's friend. This "blindness" to the world that Cat adopts in the wake of her abuse brings pain to Patrick and others in a way that she had not intended; therefore, she vows to "open her eyes" and become a real friend again, primarily by searching for Patrick's attacker.

The theme of "blindness"/choosing not to see "the ugly things" in life is one that is very prominent throughout the book. The people of Black Creek such as Gwennie, Ridings, Bailee-Ann, Christian, and in particular, Aunt Tildy often opt for avoidance when it comes to difficult subjects, rather than addressing them and dealing with them in a proactive way. While many of the problems that the residents of Black Creek struggle with stem from living in poverty and losing loved ones, other problems are related to individuals' struggles with accepting their sexual identities or living up to the gender expectations that the community emphasizes. One way that the characters in this small Southern town cope with their problems is through the use of drugs, particularly alcohol and meth. As their drug use increases though, so do their problems, leaving them in a tragic cycle of unhappiness and darkness that even results in death.

I found this book to be extremely engaging. In comparison to some of the other books on our list, it was a little longer in terms of page numbers, but it was so interesting that I went through it pretty quickly (and I generally read slowly). I think Cat is a very relatable character and narrator, especially in her drive for justice and her former failures to take action. I think a lot of students, and just people in general, can relate to feeling afraid of the "ugly things" and just shutting down when asked to face them. For me, this was the biggest takeaway from the book. Of course, Myracle wants to teach readers lessons of tolerance and acceptance as well as lessons about recognizing that people are not all they may appear to be on the surface; however, I believe that Myracle's ultimate message is that we can only truly be happy in our lives when we connect with other humans and understand the aspects that link us together. Cat's journey from isolation to unification with individuals like Patrick, her brother, and Bailee-Ann demonstrates the importance of living in a community of people, even though those people certainly have their imperfections.

This novel can be really heavy in parts, and definitely touches on "taboo topics" such as sexual abuse, religion, violence, homosexuality and sexuality, and drugs. I think adolescent readers would enjoy it, but I think it would be better suited for older grade levels simply because it requires a lot of maturity to discuss these topics in an honest and unoffensive way. In teaching this novel, there are a lot of great opportunities to bring in nonfiction articles, perhaps those that report real-life instances of hate crimes and present statistics for our students to be made aware of the occurrence of such violent acts. I also think that, despite its over-usage and the general groans that it creates, the traditional analytical essay would work well with this novel. Having students write in this format may seem like a safe or boring choice, but because the book uses such particular language and rich symbolism, I think students would be able to make a lot of different arguments about it in a paper that would be challenging for them and interesting to read.

"Bonechiller" by Graham McNamee

In Graham McNamee's novel, Bonechiller, Danny settles down in the the town of Harvest Cove as he and his father try to escape from the painful reality of his mother's death. During the winter months, however, the reality that Danny must face in this freezing ghost-town proves to be equally as upsetting. After a run-in with a wild beast that resembles nothing he has ever seen before, Danny believes he has left the horrific incident unharmed, with only a tiny blue dot on his hand from where the beast had stung him; however, after his friend Howie also encounters the beast, Danny begins to inquire more deeply into what happened to the two of them and what exactly that monstrous thing is. Knowing that the majority of people will dismiss their fears and believe them to be crazy, the boys carefully choose their confidantes: Howie's brother, Pike, and Danny's love interest, Ash. As strange symptoms emerge in the days and weeks following their encounters with the beast, Danny and Howie begin to feel the urgency to find answers regarding the mysterious and terrifying creature. After discovering the fact that there have been reports of strange disappearances of teenagers in this town for decades, the group links these disturbing reports to the beast, knowing that it is only a matter of time before Danny and Howie are at risk of vanishing into thin air. In an effort to save the two boys from a doomed fate, these four set out to find and destroy the beast that they come to know as the "bonechiller."

This novel was a really quick read because it holds your interest the whole time. McNamee does not really spend time diverting into random subjects, so the novel's focus is very solid. I think this aspect of Bonechiller is largely what makes it a good read for reluctant readers. As soon as Danny encounters the beast, which is very early on in the book, you want to keep reading until you find out what the terrifying this is and what will ultimately happen to Danny. I also think it appeals to adolescents because the teens in the story are very realistic, which is evidenced very well in the language they use.

The biggest theme that the novel touches on is "fight or flight" (228). Because Danny and his father tend to run from their problems, one of his most natural inclinations is to run away from this situation and the doom he could face if he stays in Harvest Cove. Even though he knows that running would be an easy way out, Danny has also grown sick of running away and has found a new sense of courage due to his relationship with Ash that convinces him to want to stay and fight. In addition, with "flight," there are sub-themes of helplessness and fear and with "fight," there are sub-themes of control and bravery, all of which are worth exploring with students. McNamee also uses imagery of hot vs. cold that hold both physical and emotional meaning. These all carry very well throughout the book, so I think it would be fairly simply for students to spot them and to draw conclusions about what they signify for the text.

I think one of McNamee's strengths is his descriptive language. Particularly the passage on pages 26-28, which details the appearance of the beast, is vivid and stimulating. Given the specific details that McNamee provides, I think it would be worthwhile to do an activity in which students draw a picture of the beast based on the description.

An example of a drawing of the "bonechiller"

Another activity that came to mind revolves around how the novel incorporates American Indian myths and legends about beasts. I would have students research into American Indian myths and legends about monsters. I found the following website that I think would be helpful for students to choose from:http://www.native-languages.org/monsters.htm. Each student could pick a monster on the website and then write their own description of the monster's physical appearance. Then they could pair up and draw each other's monsters based on the descriptions. In doing this, students could see how effectively they write descriptively by checking to see if their classmate's drawing matches up with how they envisioned the monster in their heads when they were writing. Another assignment that could spawn from this research would be for students to come up with their own myth or legend surrounding the monster that they chose. I think this would be great practice in creative writing that students would benefit from, while still finding it engaging.

"Wonder" by R.J. Palacio

Author R.J. Palacio and eighth grade fan, Michelle

In Wonder by R. J. Palacio, August Pullman is not only beginning his first year of middle school, but his first year of any kind of public schooling. This transition is difficult for any child, but it is especially difficult for Auggie. While he is viewed as a wonder in the medical community due to the genetic abnormalities that he was born with, the rest of the world views him as a frightening "freak." With the amazing support of his parents and older sister as he takes the risky step of enrolling in Beecher Prep, Auggie pursues his dream of being seen by others as the normal kid that he knows he is on the inside. Rich with heartbreaking challenges and heartwarming triumphs, Wonder shows us all the value of kindness and the possibility for growth that lies within every person.

This book is so beautifully done that I think I would have a hard time finding students who would not enjoy it. As a character, Auggie is incredibly perceptive, honest, funny, smart, and sensitive. Palacio pulls you into his world so brilliantly that from the very first page, you find yourself rooting for Auggie and wanting only the best for him. Indeed, one of the richest components of the book is its character exploration, which Palacio carries out primarily by alternating the narrators. We start with Auggie, but then get Via (his sister), Summer (his lunch table buddy and true friend), Jack (his friend who deeply disappoints and then makes up for it), Justin (his sister's boyfriend), and Miranda (his sister's former friend). By using all of these characters as narrators in different parts of the book, readers get direct insight into the minds and motives of all of the characters. Consequently, in seeing each character's perspective so vividly, the readers begin to understand the humanity that lies in all people, even if it may not seem to be there at the surface. This underlines one of the major themes of the book: appearances are not always true or even the most important. Given that Palacio uses this narrative style for Wonder, I think it would be extremely beneficial and also educational for students to practice their own writing by offering perspectives from some of the other characters who are not given the chance to narrate (ie Auggie's parents, Julian, Mr. Tushman, etc). This would demonstrate to us as teachers whether students really understand how to explore and analyze character, as well as if they understand the purposes behind narration.

In terms of the adolescent content of the book, the themes around conformity, peer pressure, and taking responsibility for the impact that you have on others are all presented in a fairly obvious way that students would easily recognize and be able to analyze.  I highly, highly recommend this book and I think there are a lot of creative directions you can go in with regards to activities and assignments that students would actually enjoy doing (ie. self-portraits in the forms of animals, costuming (since August is super into masking his identity and seeming normal)).

If you could have one superpower, what would it be?









If I had one superpower, it would be to be able to understand and speak any language. Some would say that it takes a supernatural ability to pronounce certain foreign words. I already have speaking super powers I can talk about anything, anytime. Imagine the wonders I could do if I were speaking in any language! Too bad my ability doesn't help me come up with topics for conversation. Silence is golden hear the tin rattle.

"The Perks of Being a Wallflower" by Stephen Chbosky

The Perks of Being a Wallflower by Stephen Chbosky follows the story of fifteen-year-old Charlie as he details his experiences with high school, family, friends, dating, and partying in letters to an anonymous receiver, whom he was told "listens" and "understands." In his initial days of high school, Charlie hates it and finds solace only in his connection with his English teacher and the love they share for books. Throughout the novel, this teacher, who asks Charlie to call him "Bill," acts as a mentor for Charlie, assigning him extra books to read and encouraging him to "participate in life." This concept of "participation" serves as one of the main themes for the text, as Charlie must abandon his state of seclusion and overcome his shyness in order to live fully and enjoy the company of others. The two individuals he becomes closest with are Patrick and Sam, step-siblings whose unique, free spirits recognize that which is particularly special in Charlie. This emerges specifically in a scene where Charlie is at his first real party with Patrick and Sam and their group of friends. Patrick says that Charlie is a "wallflower" because of how he sees things and understands things without speaking about them. Charlie's ability to absorb everything going on around him in a way that shows sensitivity and empathy is a huge part of what makes his character so unique and such a wonderful perspective to view adolescent experience from.

This is one of the first novels that I have read in a long time that I just absolutely loved. Putting up quotes from this novel around my classroom is definitely an idea that has crossed my mind. I think as a narrator, Charlie has a very Holden Caulfield-esque style to him in terms of his honesty, sincerity, and vulnerability. They are also extremely different though in many ways (ie Charlie has more innocence and sweetness to him, Holden has more anger, etc). I think grouping The Perks of Being a Wallflower and The Catcher in the Rye together in a course would be super interesting. You could have students compare Charlie and Holden as characters and narrators, and ask them to think about the way in which both novels present adolescent experiences. In studying the two novels side by side, I think our students would come to see the ways in which certain aspects of adolescence are universal and timeless.

In teaching this book to adolescent students, I would certainly show the film, which I think was brilliantly done, in large part because Stephen Chbosky wrote the screenplay and directed it. I believe showing the film would not only be enjoyable for students, but also particularly helpful for students who maybe require different ways to learn other than simply reading and discussing. Particularly, it would be worthwhile to point to specific passages and then watch the scene in the movie so that students can access the text in two different ways.

Some themes I would want to discuss with adolescent students would include:
1. The Awkwardness of Being an Adolescent-

• This is pretty prevalent throughout the book, seeing as how Charlie is a relatively awkward and shy teen. From his feelings for Sam to his lack of feelings for Mary Elizabeth, Charlie's awkward encounters are very easy for adolescents to relate to and to view as realistic.

2. Participation: Being Passive vs Being Active

• Personally, I think this is probably the biggest theme in the book because this is the area in which Charlie seems to grow up the most throughout the novel. As a character, the reader sees him transform and truly live his life, rather than just think about living it. One of the final passages in the novel reads, "I think the only perspective is to really be there...Because it's okay to feel things. And be who you are about them." In addition, Charlie and the group of friends that he acquires do performances of The Rocky Horror Picture Show, which is a theater performance that calls upon active audience participation. Chbosky uses this to further emphasize Charlie's journey from passivity to activity, which is shown in the way that Charlie transitions from watching the performances to actually playing a character in them at one point eventually. 

3. The Importance of Not Isolating Oneself

• Once Charlie gains friends and learns to connect with others in real, genuine ways, he begins to hate being alone. His darkest moments in the book often happen when he feels the weight of loneliness. One of the important lessons he learns by the end of the novel is that life is only truly lived when it is shared.

4. The Role that Literature and Writing Plays in an Adolescent's Life

• Bill assigns Charlie certain books that he believes will hold personal meaning for Charlie and then asks for him to write his thoughts on the texts. As Charlie does this, he begins to understand himself and others better, sometimes without even noticing that he is learning that from the texts. This is a good theme to highlight for students because I think it communicates to our students what our goals are as English teachers in terms of what we hope they will get out of the literature we present to them.

"Sunrise Over Fallujah" by Walter Dean Myers

Sunrise Over Fallujah by Walter Dean Myers follows the story of Robin Perry, a young American man who enlists in the army in an effort to "do something" and "stand up for [his] country" after the tragedies of 9/11. During his deployment in Iraq, Robin works in the Civilian Affairs unit where he befriends fellow soldiers, Marla Kennedy and Charles "Jonesy" Jones, who in turn, give him the nickname, "Birdy." In the Civilian Affairs unit, the intended mission is to keep the Iraqi civilians safe and to assist them in stabilizing their country so that a new, better, democratic government can be established. As the war continues on, growing even more complex, what is asked of these soldiers shifts and changes so frequently and unclearly that the men and women working in the CA unit are left feeling confused, frustrated, and terrified.

This text is a companion book to the award-winning novel, Fallen Angels (1988), which followed the story of Robin's uncle, Richie Perry, as he eagerly joined the army straight out of high school to fight in the Vietnam War. In Sunrise Over Fallujah, Myers includes letters that Robin writes to his "Uncle Richie" in which he shares his experience of war with someone who can relate. While the two novels focus on different wars in which different generations are fighting, Myers highlights many of the same themes in both novels, suggesting that war is both universal and timeless in terms of its horrors and the devastating impacts it leaves on young people and their families.

I have to admit that in first reading this book, it was somewhat difficult for me to get into it and I found myself struggling to pay attention to what I was reading. For me personally, I think it was its narrative style that I was not connecting with strongly. I liked Robin as a character just fine (although he certainly grew on me the more I read), but Robin as a narrator was a little disappointing and boring. He just didn't seem like that great of a storyteller. I also think it was hard for me to really get interested in the novel because the was not a ton of investment or exploration into the other characters. While it makes sense that readers get to know the characters well at the same rate that Robin does, I still found it to be a bit of a downfall for the book. Furthermore, I worry that these factors that made it difficult for me to get interested would also prevent students from getting into the novel. As Kelly mentioned in class, teaching kids books that they don't find interesting is really just a headache for everyone involved.

That being said, I did enjoy the book by the time I finished it (it even brought on a couple of tears for me), so I think as teachers, we would just have to really emphasize to our students that they should stick it out. I think the novel would be particularly effective for older high school students, who maybe can commit more to finishing a novel once they begin it. I really enjoyed the novel's exploration of how truly confusing this war was. Because it is such a relatively recent part of history, I think students will appreciate some of the explanations and viewpoints on the Iraq War that the novel provides.

Some of the themes that I think would be especially worthwhile to look at with students:
1. Realities of War vs. Romanticized Notions of War- Robin often compares the expectations he and others had previously held about the war up against the actual events and circumstances that they encounter. Also, he often comments on the headlines and news coverage that does not truly or wholly reflect what is going on in Iraq.
2. Confusion of War- Frequently, Robin will mention that the thing that is getting to him and his fellow soldiers is that they do not know who exactly they are fighting against or how they should be fighting. Because he is part of the Civilian Affairs unit, this question of "Who is the real enemy?" comes up repeatedly as these soldiers try to help civilians but still remain out of harm's way.
3. "Winning" and "Losing" in War- Going along with the previous theme a bit, Robin often wonders what the point is to what they're doing in Iraq and if there are any real "winners" or "losers" in war.
4. Heroism- This is definitely a significant theme to discuss with students. I would ask students to give a definition for "hero," taking into consideration the way that Robin uses the word in the novel. I would also want students to identify which characters they view as heroic based on their definitions. Another aspect to this theme is the way that people keep up appearances of heroism.
5. Humanity- As part of the Civilian Affairs unit, Robin and his fellow soldiers try to do right by the Iraqi people and make positive change. Some soldiers jump to the defensive and show a willingness to kill whoever risks their lives, while others take a chance and trust the Iraqi people in hopes that they can extend compassion and humanity, ultimately carrying out their intended mission.

"Monster" by Walter Dean Myers

In "Monster" by Walter Dean Myers, Steve Harmon, a sixteen-year-old boy, is on trial for murder after a drugstore is robbed and the owner of it is killed. The novel deals with themes of perceptions and judgments, which is clearly aligned with the context of the novel (a courtroom trial). Throughout the novel, Steve worries about how others view him, often encountering difficult and heartbreaking moments where others' perceptions of him are so vastly different from his self-concept. Words like "see" and "look" are used extremely frequently, which I think makes the theme of perceptions pretty obvious and easy to understand for adolescent readers. In introducing this novel as a teacher, I would probably advise my students to circle or highlight those words each time they encounter it so that they can see all of the ways in which they are used.

The novel is set up as a movie script, of which Steve is the screenwriter, and it depicts the courtroom scenes, occasionally including flashbacks to prior moments in Steve's life. Pieces that appear as Steve's journal while he is in prison are also woven into the novel, giving the reader a direct link to Steve's thoughts and feelings. The structure of the book in this way makes it very easy to read, without the need for much deep analysis. Because bits like the flashbacks and the journal entries are placed carefully in certain parts of the text, it would be simple to do a close reading of certain pages in order to get students to draw conclusions about Myers's purposes for putting those particular passages together and how they speak to the larger themes of the text.

For example, on pages 58 and 59, Myers juxtaposes a flashback scene with a journal entry in order to highlight the themes of power and powerlessness. In the flashback scene, Steve is talking with his younger brother, Jerry, who admires and trusts him. The brothers talk about superheroes and Steve says that he would want to be a superhero so that he could "kick butt" when "people would be messing with" him. Jerry affirms Steve by saying that he would be a "cool superhero." Because superheroes are strong and powerful, Myers draws attention to Steve's powerlessness and lack of control over his own destiny by including this interaction with his brother. On the following page, the journal entry includes Steve's thoughts on how he doesn't feel "involved" or like he has a "role" in the case that directly involves him. In this way, Steve comments on his frustrating powerlessness, which clearly opposes the power that he pictures himself having as a superhero. This close reading of these two pages would be a great way to get a discussion going with students about how much control they have over their own lives.

"The Red Umbrella" by Christina Diaz Gonzalez

In The Red Umbrella by Christina Diaz Gonzalez, the life of a fourteen-year-old Cuban girl named Lucia Alvarez is drastically changed when soldiers of the communist revolution enter into her village and begin to take over. Despite her parents' attempts to maintain normalcy and keep certain liberties intact, the revolution only grows more oppressive and dangerous, leading them to make an incredibly difficult decision. In order to protect Lucia and her seven-year-old brother Frankie, her parents choose to send their children to the U.S., where they are placed in a foster home with an elderly couple, the Baxters, in Grand Island, Nebraska. With only a little English under their belts and the slight knowledge they have acquired through the media about U.S. culture, Lucia and Frankie must adapt to life in the U.S. without the comfort of their parents' physical presence.

First of all, I just want to say that I really enjoyed this book and can definitely see myself using it in a classroom. It hits on many great themes and depicts Cuba's history in an interesting, adolescent-friendly way. One of the aspects of the book that I think will be the most meaningful for our students is the way Gonzalez illustrates the adolescent experience in a general sense. When I was an undergraduate, I took an Educational Psychology class that was on Adolescent Development and in reading this book, I was pleased and surprised to see how many areas that Gonzalez highlighted as part of Lucia's adolescent experience. Particularly, Gonzalez spends a lot of time exploring Lucia's desire not to be treated like a little girl and to be independent and free from her parents' rules. This longing for autonomy is prevalent for any adolescent, and so I think it will make Lucia as a character that our students can relate to easily. Furthermore, I think Lucia's desire for independence is mirrored beautifully with the text's study of how Cubans like Lucia's parents wanted independence from the communist regime.

Another area of adolescent development that Gonzalez stresses in the novel is a teen's desire to fit in and belong. In both Cuba and the U.S., Lucia ventures to blend in and make friends by doing what is popular among her peers, like wearing certain clothes and using specific makeup. Given the fact that the communist revolution in Cuba during the early 1960s depended largely on adolescent groups for recruiting and spreading the message that communism is "right" and capitalism is "wrong," I think the theme of conformity and belonging are particularly interesting to discuss. I think this novel provides a great way to discuss politics with our students in a way that makes them question the roles that they themselves play in politics as adolescents.

Lastly, because the novel deals with being forced to grow up quickly and losing innocence in that process, I think it would be really great to group this novel with others that depict how political forces require adolescents to assume responsibility before they should have to take it on. Some good books to group with it may include The Book Thief or Night.

Test Blog

Stoner & Spaz, Ron Koertge