YA Challenge #5

Written in Bone: Buried Lives of Jamestown and Colonial Maryland

Written by Sally M. Walker
Published in 2009 by Carolrhoda Books
Grade 5 and up

ISBN: 978-0822571353


Awards: 2010 Benjamin Franklin Award
2009 Cybil Award finalist
2010 YALSA Award for Excellence in Nonfiction for Young Adults finalist

Book Review:  Author Sally M. Walker gives readers an inside look at how archaeologists and forensic scientists find, study, and draw conclusions based on their findings.  The book shows multiple sites of archaeological digs in Virginia and Maryland.  Walker gives the reader details about the sites, the artifacts that are found, and how scientists respect the laws and cultures of the areas and people involved.

Readers will be intrigued by the way the scientists study their findings to learn details about the lives of the colonists in Virginia and Maryland.  If you enjoy history, this book takes you deeper into the history of Jamestown and Colonial Maryland by showing you how the scientist learn about the colonial times. Also, readers who are interested in archaeology and forensics will find the examples in the text fascinating.


Professional Reviews
Kirkus
School Library Journal


Teaching Ideas

English: (6.1c) The student will participate in and contribute to small-group activities.
c) Summarize and evaluate group activities.
(6.6b) The student will read and demonstrate comprehension of a variety of nonfiction texts. b) Use prior knowledge and build additional background knowledge as context for new learning.
1) Students will complete the K and W sections of a KWL chart prior to reading the book Written in Bone.  As students read the story, they will complete the L section of the chart.  After reading, students will get together small groups to discuss their individual KWL charts.  Each group will work together to create a KWL chart that reflects the learning of the group.

English: (8.9) The student will apply knowledge of appropriate reference materials to produce a research product.  (8.7d) The student will write in a variety of forms, including narration, exposition, persuasion, and informational. d) Organize details to elaborate the central idea and provide unity.
2) After reading Written in Bone, students will select additional appropriate reference materials to write a research paper on a topic of their choice related to the book.  Students will write a paper on one central idea from the text and the additional resources they gather.

 Visual Arts: (7.9) The student will create three-dimensional works of art, using various processes to include clay hand-building techniques.
3) In the book, the author talks about how forensic artists use class to do facial reconstructions to get an idea of what the colonists looked like.  Students will use details from the book and further research on the colonial times in Virginia and Maryland to recreate an artifact made of clay.

Virginia Studies: (VS.4e) The student will demonstrate knowledge of life in the Virginia colony by e) describing everyday life in colonial Virginia.
English: (5.2g) The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations. g) Summarize main points as they relate to main idea or supporting details.
4) Students will prepare an oral presentation to summarize the information learned from the text to describe what the scientists learned about everyday life in colonial Virginia through their excavations.

English: (8.3c) The student will analyze, develop, and produce creative or informational media messages. c) Use media and visual literacy skills to create products that express new understandings.
5) Students will create an informational media message (flier, newspaper ad, etc.) to alert people to one of the discoveries described in the book.


Paired Titles

Written in Bone: A Bone Biographer's Casebook includes over 150 pictures of the archaeological finds from forensic anthropologist Douglas Owsley.  The book shows further evidence from the findings in Walker's book.  This book was chosen because it provides further details about the subject.  It is also chosen for its authority based on it being released from the reach of a leading anthropologist at the Smithsonian.

Jamestown: The Buried Truth explores the lives of the first settlers in Jamestown.  The author details the finding of James Fort and items found within that excavation.  Successes and struggles of the early colonists and how they interacted with the Native Americans.  The author, William Kelso, is an archaeologist that specializes in the colonial times in Virginia.  This book was chosen for its authority and curricular connections.  The reading level is on the higher range but for lower level readers sections could be read aloud.

Blood on the River, James Town 1607 is a fictional story about a young orphan who is sent as a page for Captain John Smith on his journey to the New World.  This story will be of high interest because students will have background knowledge of the topics covered.  This book could be paired with Written in Bone for students to have factual accounts to relate to the events of the story.  This book was chosen for its currency and relevance to the Virginia Studies curriculum.

Jamestown, 1607 is a nonfictional book retelling the events, stories, and information about the lives of colonial Virginia.  This book includes maps, timelines, source notes, a list of recommended additional reading opportunities, and more.  This book was chosen because it is relevant to the Virginia studies curriculum and reaches students ages 8-12, this will allow readers at lower reading levels to have success while reading information that is relevant.

When Objects Talk: Solving a Crime with Science explains the steps and processes used by forensic scientists to solve crimes and use evidence to determine things that have happened in the past.  Color photos help to demonstrate the techniques used by scientists.  This book is relevant to students ages 10 and up.  This book was chosen because it will be of high interest to students who are interested in the scientific side of learning about the history of Jamestown.



Further Exploration

This audiobook preview of the book will allow students to hear the first two and a half pages read aloud to them to pique their interest: https://www.youtube.com/watch?v=OEiP_tP7vcI

Students can visit the Jamestown Rediscovery site to learn more about this archaeological project: http://apva.org/rediscovery/page.php?page_id=393

Written in Bone was an exhibit for five years at the Smithsonian National Museum of Natural History.  Students can learn more about the exhibit here: http://anthropology.si.edu/writteninbone/

Students can learn more about Historic Saint Mary's (Maryland) - one of the sites from the book: http://www.hsmcdigshistory.org/

If students are interested in following along with up-to-date information of the archaeological discoveries at Jamestown, they should follow this link for pictures, videos, and new findings: http://historicjamestowne.org/archaeology/dig-updates/

In this article in the Colonial Williamsburg Journal, author Gil Klein discusses the work of Douglas Owsley and William Kelso.  http://www.history.org/foundation/journal/winter13/bones.cfm

Students who are interested in archaeology can learn more about it through the Archaeological Institute of America website: https://www.archaeological.org/

Students who are interested in the forensic side of archaeology can learn more through the SFU Museum of Archaeology and Ethnology website: http://www.sfu.museum/forensics/eng/pg_media-media_pg/archaeologie-archaeology/


Resources

Amazon. (n.d.). When objects talk: Solving a crime with science. Retrieved from                               http://www.amazon.com/When-Objects-Talk-Solving-Discovery/dp/0822506491

Archaeological Institute of America. (2015). Retrieved from                                                                https://www.archaeological.org/

Audiobooks444. (2010, September 21). Audiobook: Written in bone: Buried lives of Jamestown and colonial Maryland by Sally M. Walker [video file]. Retrieved from https://www.youtube.com/watch?v=OEiP_tP7vcI

Banner, J. (n.d.). Jamestown rediscovery archaeological project. Retrieved from                               http://apva.org/rediscovery/page.php?page_id=393

Burns, E. (2015). Book pairings [video file]. Retrieved from https://www.blackboard.odu.edu/webapps/blackboard/content/contentWrapper.jsp?content_id=_4820703_1&displayName=Book+Pairs&course_id=_261452_1&navItem=content&href=https%3A%2F%2Fconnect.odu.edu%2Fp5wbufqx1q6%2F&cR2XilcGYOo=Nrp0uQilIWaks6lhD5o7r21NaNP33PS93gzMN0UhghM%3D

Children’s Literature Comprehensive Database. (n.d.). Blood on the river: James town, 1607. Retrieved from http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/PjnNKIlOMOKNJqjl/bdrtop

Children’s Literature Comprehensive Database. (n.d.). Jamestown,1607. Retrieved from http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/PGQmknnokQlPJkkm/bdrtop

Children’s Literature Comprehensive Database. (n.d.). When objects talk: Solving a crime with science. Retrieved from http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/qilMnnnLLNIoNNpL/bdrtop

Children’s Literature Comprehensive Database. (n.d.). Written in bone: Buried lives of Jamestown and colonial Maryland. Retrieved from http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/1/qjLpKmnoLOJNnMnk/bdrtop

Historic St. Mary’s City. (2013). Retrieved from http://www.hsmcdigshistory.org/

Investigating Forensics. (2010). Forensic archaeology. Retrieved from http://www.sfu.museum/forensics/eng/pg_media-media_pg/archaeologie-archaeology/

Jamestown Rediscovery: Historic Jamestowne. (2015). Dig updates. Retrieved from                       http://historicjamestowne.org/archaeology/dig-updates/

Kirkus. (2010, May 20). Written in bone. Retrieved from                                                                     https://www.kirkusreviews.com/book-reviews/sally-m-walker/written-in-bone/

Klein, G. (2013). Dead men do tell tales. Colonial Williamsburg Journal, winter 2013.                       Retrieved from http://www.history.org/foundation/journal/winter13/bones.cfm

Preservation Virginia. (2015). Jamestown, the buried truth (book).  Retrieved from                           https://preservationvirginia.org/shop/product/jamestown-the-buried-truth-book

School Library Journal. (2011, May 10). Review: Written in bone. Retrieved from                             http://blogs.slj.com/teacozy/2011/05/10/review-written-in-bone/#comments

Smithsonian National Museum of Natural History. (2015). Written in bone: Bone biographer’s casebook. Retrieved from http://anthropology.si.edu/writteninbone/bone_biographers_casebook.html

Smithsonian National Museum of Natural History. (2015). Written in bone: Forensic files of the 17^th-century Chesapeake. Retrieved from http://anthropology.si.edu/writteninbone/

Virginia Department of Education. (2008). History and social science standards of learning for Virginia public schools. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_version/stds_virginia_studies.pdf

Virginia Department of Education. (2010). English standards of learning for Virginia public schools: Grade five. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english5.pdf

Virginia Department of Education. (2010). English standards of learning for Virginia public schools: Grade six. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english6.pdf

Virginia Department of Education. (2010). English standards of learning for Virginia public schools: Grade eight. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english8.pdf

Virginia Department of Education. (2010). English standards of learning for Virginia public schools: Grade eight. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english8.pdf

Virginia Department of Education. (2013). Visual arts standards of learning for Virginia public schools. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/fine_arts/2013/visual_arts/std_finearts_visualarts.pdf

University of Minnesota Alumni Association. (2009). Written in bone: Bone biographer’s casebook. Retrieved from http://www.minnesotaalumni.org/s/1118/noMenu.aspx?sid=1118&gid=1&pgid=252&cid=1839&ecid=1839&ciid=4048&crid=0

Walker, S.M. (2009). Written in bone: Buried lives of Jamestown and colonial Maryland.                    Minneapolis : Carolrhoda Books.

YA Challenge #4

We Were Liars

Written by E. Lockhart
Published in 2014 by Delacorte Press
Grades 7 & up

ISBN: 978-0375984402


Awards: 2015 Children's Choice Book Award Finalist


Book Review: The Sinclair family spends every summer on their private island in Massachusetts.  They are a well-to-do family with their share of secrets and problems.  Cadence spends her days with her two cousins and a friend, Gat, whom she falls in love with.  During summer 15, Cadence has an accident and can't remember anything about the accident for almost two years.

The author does a fantastic job keeping the reader guessing and in suspense for what lies will be uncovered.  Readers will be on the edge of their seat waiting to see what will happen next as Cadence spends summer 17 trying to piece together the events that led up to her accident.


Professional Reviews
Kirkus
Publishers Weekly


Teaching Ideas

English: (8.1a) The student will use interviewing techniques to gain information.  a) Prepare and ask relevant questions for the interview.
1) In the story, Cadence is trying to figure out what happened to her in summer 15.  Students will determine which two of Cadence's family members they would like to interview and create a list of questions they would ask if they were able to interview that person.

Health: (7.1) The student will use knowledge of health concepts to make decisions related to personal safety and wellness.  Key concepts/skills include: b) recognition of harmful and risky behaviors; d) development of strategies for coping with disappointment; f) the impact of difficult family situations.
2) Throughout the story, Cadence and her cousins make many unsafe/risky decisions based on their feelings about how the their family is handling the death of their grandmother.  Students will analyze the behaviors of the teens and develop strategies that the teens could have used to better cope with the changes occurring in their family.

Family Life: (8.12) The student will describe the effects of alcohol and drug use and abuse on families and peer relationships.
3) The night of the accident, in summer 15, Cadence and her cousins have been drinking when they decide on their plan of action to keep their family together.  Students will analyze and discuss in small groups the effect alcohol had on their judgement the night of the accident.  The students will explain why their decisions would most likely have been different if they were not under the influence of alcohol.

English: (12.4) The student will read, comprehend, and analyze the development of British literature and literature of other cultures.
(12.6a) The student will develop expository and informational, analyses, and persuasive/argumentative writings. a) Generate, gather, and organize ideas for writing to address a specific audience and purpose.
4) In the story, there are many references to King Lear by Shakespeare.  After reading We Were Liars, students will read King Lear to compare and contrast grandfather Harris and his three daughters to King Lear and his three daughters.  Students will complete a Venn diagram with the similarities and differences.  Students will use the Venn diagram to write a paper about the similarities and differences.

English: (8.4a) The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts.  a) Identify and analyze an author's use of figurative language.
5) Students will identify and analyze examples of the author's use of figurative language in the text. The students will complete a journal entry giving examples of the use in text, what the author really meant, and how the author used this to help readers create a mental image while reading.


Paired Titles

King Lear tries different ways to determine which of his three daughters will receive the most inheritance when he steps down as king.  In the story We Were Liars, there are many references and similarities to the way Grandfather Sinclar treats his three daughters after his wife dies. This title was chosen because it is a classic that aligns with the 12th grade English curriculum.  It is also referenced numerous times in the book.

Tighter is the story of a teenager who, one summer, takes a job as a nanny. She spends her summer trying to get over a traumatic school year.  While away on her nanny job, she realizes she is seeing people that are not there. This book is current and was on the 2011 Kirkus Best Young Adults Book List.  Students will be able to relate the events in We Were Liars to this young adult suspense novel.  It also falls within the same age range for interest level.

This story pairs with We Were Liars because the author leaves you wondering which parts of the story are true and which parts are lies.  They are both suspenseful novels and keep the readers engaged to find out more.  This book is current and was a 2010 Locus award finalist as well as winning many Australian book awards.  It is on many best books lists to include Kirkus, YALSA, and more.  It will be of high interest to students because of its diversity in characters.

Chime follows 17-year-old Briony on a journey where she learns more about the secrets of her family and herself.  This book was chosen because of its relatable theme.  It is current and of high interest to teens who are interested in books like We Were Liars.  It was a 2011 National Book Award and Andre Norton Award finalist, as well as a 2012 Audie Award finalist.

Wuthering Heights relates to the love story between Cadence and Gat in We Were Liars because like Catherine in Wuthering Heights, Cadence is from a wealthy family and falls in love with someone the family "took in".  It was chosen because it is a classic and can be paired with We Were Liars in the English Curriculum.







Further Explorations

We Were Liars book talk: https://www.youtube.com/watch?v=exCK7PV-Jfw

Check out this book trailer: https://www.youtube.com/watch?v=AG97AYM_X70

An interview with the author, E. Lockhart on the book: https://www.youtube.com/watch?v=dFtE9KMQ48E

Author, E. Lockhart's, website: http://www.theboyfriendlist.com/

Learn more about The Sinclairs, the author, the story, and more on the We Were Liars tumblr page: http://wewereliarsbook.tumblr.com/

In the story, Cadence and her grandfather go to Edgartown to shop and get fudge.  Check out the Edgartown, MA website to learn more about the town.  http://www.edgartown-ma.us/

This article in the Vineyard Gazette talks about the book and how the story has fictional accounts of a town near Martha's Vineyard and how of the places are not fictional: http://vineyardgazette.com/news/2014/09/25/modern-privilege-meets-timeless-tragedy-we-were-liars?k=vg55a98075b9caa&r=1


References

60second Recap. (2014, May 13). “We were liars” | 60second book review [video file].                       Retrieved from https://www.youtube.com/watch?v=exCK7PV-Jfw

Amazon Books. (2014, May 14). E. Lockhart on “we were liars” [video file]. Retrieved                        from https://www.youtube.com/watch?v=dFtE9KMQ48E

Children’s Literature Comprehensive Database. (n.d.). Chime. Retrieved from                         http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/MhnOKlPpLpKPmOnm/bdrtop

Children’s Literature Comprehensive Database. (n.d.). King Lear. Retrieved from                      http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/nimMlnpnjniPMOon/bdrtop

Children’s Literature Comprehensive Database. (n.d.). Liar. Retrieved from                                http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/MIonIlnPNqkompnN/bdrtop

Children’s Literature Comprehensive Database. (n.d.). Tighter. Retrieved from                          http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/ShRnnjjpLQgrInkL/bdrtop

Children’s Literature Comprehensive Database. (n.d.). We were liars. Retrieved from                 http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/PgrnjkkOjrJNjNjk/bdrtop

Children’s Literature Comprehensive Database. (n.d.). Wuthering Heights. Retrieved                 http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/nhrklinMmOkOhLln/bdrtop

Kirkus. (2014, March 17). We were liars.  Retrieved from                                                            https://www.kirkusreviews.com/book-reviews/e-lockhart/we-were-liars/

Lockhart, E. (n.d.). Retrieved from http://www.theboyfriendlist.com/

NoveList. (2015). Read-alikes for we were liars. Retrieved from http://web.b.ebscohost.com.proxy.lib.odu.edu/novelist/detail?sid=9d020457-f997-45d1-bb7a-7f15cb175c85%40sessionmgr113&UI=UI+10282535&hid=115&vid=3

Publishers Weekly. (n.d.). We were liars. Retrieved from                                                              http://www.publishersweekly.com/978-0385741262

Town of Edgartown Official Website. (2010). Retrieved from http://www.edgartown-ma.us/

Tumblr. (n.d.). We were liars. Retrieved from http://wewereliarsbook.tumblr.com/

Vineyard Gazette. (2014, September 25). Modern privilege meets timeless tragedy in we were liars. Retrieved from http://vineyardgazette.com/news/2014/09/25/modern-privilege-meets-timeless-tragedy-we-were-liars?k=vg55a98075b9caa&r=1

Virginia Department of Education. (2008). Health education standards of learning for Virginia public schools: Grade seven. Retrieved from            http://www.doe.virginia.gov/testing/sol/standards_docs/health/k-8/stds_health7.pdf

Virginia Department of Education. (2010). English standards of learning for Virginia public schools: Grade eight. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english8.pdf

Virginia Department of Education. (2010). English standards of learning for Virginia public schools: Grade twelve. Retrieved from             http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english12.pdf

Virginia Department of Education. (2014). Family life education: Board of education guidelines and standards of learning for Virginia public schools. Retrieved from             http://www.doe.virginia.gov/testing/sol/standards_docs/family_life/familylife_guidelines_standards.pdf

Zoe Leigh. (2015, February 3). We were liars book trailer [video file]. Retrieved from                      https://www.youtube.com/watch?v=AG97AYM_X70

YA Challenge #3

The Fault in Our Stars

Written by John Green

Published by Dutton Books in 2012

Grades 8-12

ISBN: 978-0525478812

Awards: 2013 Odyssey Award, 2013 Children's Choice Book Award, and 2014 International Board on Books for Young People (IBBY) Honor List - as well as many other state and regional awards

Book review: After meeting Gus at a cancer support group, Hazel realizes she wants more from her life than just existing until she dies.  Hazel, Gus, and their friend Isaac support one another through their health crisis' and learn at a young age what life is really about.  Hazel and Gus form a strong relationship in their short time together and learn how to cope with their situations.

John Green portrays today's teenagers perfectly with their actions and sayings.  Students will relate to the characters in the book and become emotionally invested in their lives.  Teachers will be able to tie this book into many curriculum areas such as health, family life, English, and computer technology. 

Professional Reviews

Kirkus

Publishers Weekly 

Teaching Ideas

Health: (9.2g) The student will explain the impact of health risks and identify strategies and resources to limit risk. g) Identify common types of cancer, risk factors, and prevention strategies.

1) Students will choose one of the types of cancer discussed in the book.  They will research the topic and write a report explaining the type of cancer, risk factors, and prevention strategies.  Students will report their findings in oral presentations to the class.

Health: (9.2i) The student will explain the impact of health risks and identify strategies and resources to limit risk. i) Evaluate the effects of alcohol and other drug use on human body systems, brain function, and behavior, and describe health benefits associated with abstaining from the use of alcohol, tobacco, or other drugs.

2) In the story, Peter Van Houten, the author of An Imperial Affliction is an alcoholic and his behavior is unacceptable.  Students will discuss the effects of alcohol on the brain and how behavior is affected by the use of alcohol.  Students will research their topic and share out in small discussion groups.

Family Life: (10.16) The student will compile a list of community agencies and resources available to assist individuals and families.

Computer Technology 9-12.2: Identify and use available technologies to help complete specific tasks.

3) Students will create a brochure for individuals or families dealing with cancer.  The brochure will include local agencies and resources in our area that cancer patients.

English: (11.4) The student will read, comprehend, and analyze relationships among American literature, history, and culture.

4) Students will read the book, The Fault in Our Stars, then watch the film version.  Students will use a Venn diagram to compare and contrast the two versions of the story.

Computer Technology 9-12.3: B) Explore career opportunities in technology-related careers and consider the roles technology will play in future career choices.  Explain how various careers incorporate technology.  Investigate careers that focus on inventing or developing technology.

5) In the story, Isaac looses his eyesight due to his particular type of cancer.  Isaac and Gus play a "video" game that is played through audio (there is no visual component).  According to author John Green, this video game is not real but there are some video games out there for blind people (although John Green says they are not as cool as the one in the book). Students will research careers in gaming technology to determine what advances have been made in gaming for the blind.  They will also determine what types of technology are incorporated into these types of games.

Paired Titles

Me and Earl and The Dying Girl: A Novel is about Greg who's mother makes him hang out with Rachel (the dying girl) when he would much rather be hanging out with his friend Earl.  Greg is the narrator of this story and he tells of how his relationship with Rachel grows through their time together.  This novel is on multiple Best Books lists including Booklist, Kirkus, and YALSA. It is current and is thematically relevant.  It could be paired with the health, family life, and English curriculum.  

The Probability of Miracles is about a girl who learns about herself and how to enjoy life through her newest cancer prognosis.  This book was chosen for it's thematic relevance as well as its appeal to readers of the same age as The Fault in Our Stars.  It has been included on Kirkus and School Library Journal Best Books lists.  This book will be of high interest to students who have been or know someone who has been diagnosed with a serious illness.  

Before I Die is the story of 16 year-old Tessa, who has leukemia.  Tessa creates a bucket list of things she wants to do before she dies.  This story relates to The Fault in Our Stars with similar themes.  It has received many awards and has been listed on Best Books lists for Booklist, Kirkus, Publishers Weekly, and YALSA.  It is current and of interest to the same audience.  This book could be paired with The Fault in Our Stars lessons in the health and English curriculum.

Please Ignore Vera Dietz is the story of Vera Dietz, who is in love with her best friend but he doesn't know.  When he dies unexpectedly, she tries to clear his name.  This story was chosen because it also deals with teenage love and dying.  It is current and of interest to the same age group.  It was a 2011 Edgar Allan Poe Award nominee and a 2011 Printz Award Honor Book.

In this story, All the Bright Places, two teens come together after meeting while both contemplating suicide.  After being paired up for a geography project, the two grow to be friends and eventually have a romantic relationship.  This story was chosen because of the theme of teenage love and grief.  It is current and of interest to the same age group.  It is a 2015 nominee for the Kirkus Prize.  This book could be used as a guidance, health, or family life resource to incorporate the increasing trend of teenage suicide and how teens can get help and alternate solutions.



Further Explorations

The Fault in Our Stars book trailer allows readers to learn a little about the story prior to reading the book: https://www.youtube.com/watch?v=7PEepfswJWs

A fan created book talk about The Fault in Our Stars can be used to build anticipation about the book prior to reading: https://www.youtube.com/watch?v=9nWI4FnP72Y

Would you like to know more about Author John Green?  Check out this VOYA Magazine interview: http://www.voyamagazine.com/2012/10/19/wouldnt-you-like-to-know-john-green/

Do you have questions about The Fault in Our Stars?  Check out this page on the author's website that has questions about the book: http://johngreenbooks.com/questions-about-the-fault-in-our-stars-spoilers/#isaac  **Be advised some of the questions/answers contain SPOILERS**

Have questions about cancer?  Find more information about cancer: http://www.cancer.gov/about-cancer

In the book, Isaac, plays audio-only "video" games.  Check out this website for games of this nature and be sure to go to the link on the side for past issues of a audio gaming magazine called Audyssey.
http://www.audiogames.net/

Isaac looses his eyesight due to cancer, readers who would like to learn more about blindness through the American Foundation for the Blind website: http://www.afb.org/info/living-with-vision-loss/for-job-seekers/for-employers/visual-impairment-and-your-current-workforce/learning-about-blindness/12345


References

American Foundation for the Blind. (2015). Learning about blindness. Retrieved from http://www.afb.org/info/living-with-vision-loss/for-job-seekers/for-employers/visual-impairment-and-your-current-workforce/learning-about-blindness/12345

AudioGames. (2015). Retrieved from http://www.audiogames.net/

Brittany Nicole. (2014, March 25). Booktalk: The fault in our stars [video file]. Retrieved                     from https://www.youtube.com/watch?v=9nWI4FnP72Y

Children’s Literature Comprehensive Database. (n.d.). All the bright places. Retrieved from http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/HjpojmOJkMGmImjL/bdrtop

Children’s Literature Comprehensive Database. (n.d.). Before I die. Retrieved from http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/qgRlHhoPlqkNHnkJ/bdrtop

Children’s Literature Comprehensive Database. (n.d.). The fault in our stars. Retrieved from http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/SFnmGkNmJokjjolj/bdrtop

Children’s Literature Comprehensive Database. (n.d.). Me and Earl and the dying girl: A novel. Retrieved from             http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/nePmnLnqmoiMkNkl/bdrtop

Children’s Literature Comprehensive Database. (n.d.). Please ignore Vera Dietz. Retrieved from http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/oknnlJoNMrLmmoLn/bdrtop

Children’s Literature Comprehensive Database. (n.d.). The probability of miracles. Retrieved from http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/QiNQKLoOLqhlknLM/bdrtop

Green, J. (n.d.). Questions about the fault in our stars(spoilers!). Retrieved from                             http://johngreenbooks.com/questions-about-the-fault-in-our-stars-spoilers/#isaac

Hayman, S. (2012, October 19). Wouldn’t you like to know…John Green. Retrieved from             http://www.voyamagazine.com/2012/10/19/wouldnt-you-like-to-know-john-green/

Kirkus. (2012, January 10). The fault in our stars.  Retrieved                                                               from https://www.kirkusreviews.com/book-reviews/john-green/fault-in-our-stars/

National Cancer Institute. (n.d.). About cancer. Retrieved from                                                             http://www.cancer.gov/about-cancer

Novelist. (2015). Read-alikes for the fault in our stars. Retrieved from http://web.a.ebscohost.com.proxy.lib.odu.edu/novelist/detail?sid=651bc612-20e1-4fe1-b882-53a03fc04262%40sessionmgr4002&UI=UI+10030050&hid=4204&vid=5

Publishers Weekly. (n.d.). The fault in our stars. Retrieved from                                                           http://www.publishersweekly.com/978-0-525-47881-2

Thedaybeforeyou. (2012, February 20). The fault in our stars book trailer [video file].                         Retrieved from https://www.youtube.com/watch?v=7PEepfswJWs

Virginia Department of Education. (2008). Health education standards of learning for Virginia public schools: Grade nine. Retrieved from    http://www.doe.virginia.gov/testing/sol/standards_docs/health/9-10/stds_health9.pdf

Virginia Department of Education. (2010). English standards of learning for Virginia public schools: Grade eleven. Retrieved from             http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english11.pdf

Virginia Department of Education. (2013). Computer technology standards of learning for Virginia’s public schools grades 9-12. Retrieved from             http://www.doe.virginia.gov/testing/sol/standards_docs/computer_technology/2012/stds_comptech_9-12.pdf

Virginia Department of Education. (2014). Family life education: Board of education guidelines and standards of learning for Virginia public schools. Retrieved from             http://www.doe.virginia.gov/testing/sol/standards_docs/family_life/familylife_guidelines_standards.pdf

YA Challenge #2

And We Stay

Written by Jenny Hubbard
Published in 2014 by Delacorte Press
Ages 14 - 18


ISBN: 978-0375899430


Award: 2015 Printz Honor Award


Book review: After Emily's boyfriend, Paul, kills himself in the school library, Emily goes away to an all-girl boarding school.  At the boarding school, Emily spends a lot of time thinking and writing poetry.  During her time there, she learns more about her relationship with Paul, friendships past and present, and herself and who she wants to be. 

Poetry is spread throughout this novel, some written by Emily Dickenson and a lot of it is "written" by the main character, Emily Beam.  Poetry lovers will enjoy the lyrical type of writting and learning more about the character through her poems.

Readers have many different ideas to connect with while reading this story; there is the idea of finding oneself through tragedy, suicide, teenage pregnancy, poetry, and more. 


Professional Reviews
Kirkus Review
Publishers Weekly


Teaching Ideas

English: (11.4f) The student will read, comprehend, and analyze relationships among American literature, history, and culture. f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme.
1. Students will examine the poems throughout the text, both the Dickinson poems and the ones written by Emily in the story, to discuss how the author uses the specific poems throughout the book to reflect the characters feelings, how she is relating her life to the life of Emily Dickinson, and the overall themes of the story.

English: (12.4g) The student will read, comprehend, and analyze the development of British literature and literature of other cultures. g) Compare and contrast traditional and contemporary poems from many cultures.
2. Students will compare and contrast selected pairs of peoms from the book.  They will complete a Venn diagram compairing one of Dickinson's poems to one of Emily Beams poems from the book.

Family Life: (10.16) The student will compile a list of community agencies and resources available to assist individuals and families.
3. Students will put together a list of local agencies and resources, including hours of operation, phone numbers, and the main focus of each resource, that would be able to help Emily and Paul if they lived in our local area.  These agencies and resources could include, but are not limited to, parenting resources, mental health facilities, suicide provention, etc.

Family Life: (10.14) The student will analyze the skills and attitudes needed to become a competent parent.
Writing: (10.6) The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis.
4. Students will analyze what they know about Paul and Emily to determine if they had developed the skills and attitudes necessary to become competent parents.  Each student will write to compare what they know about competent parents and what they know about Paul and Emily to make an arguement for or against whether they would have made good parents.

World Geography: (WG.1 a,b) The student will use maps, globes, satellite images, photographs, or diagrams to a) obtain geographical information about the world's countries, cities, or environments;
b)apply the concepts of location, scale, map projection, and orientation.
Economics: (EPF.11) The student will demonstrate knowledge of planning for living and leisure expenses by f) evaluating discretionary spending decisions.
5. In the story, Emily's french teacher assigns a project where the girls have to plan a trip to somewhere they haven't been and present it to the class. For this project, students would have a budget of $1,000 and they would have to plan a trip for 2 to somewhere they have never been. Students will plot out the course and create a budget for their trip. They will talk about what types of maps they would use while on the trip and include information about the cities and environments they would be visiting.


 Paired Titles

The Complete Poems of Emily Dickinson contains the 1,775 poems written by Emily Dickinson.  This book was chosen because it contains the poems referenced in the book as well as other poems written by Emily Dickinson. This book contains the poems as Dickinson wrote them, so it was chosen based on accuracy and relevance to the English curriculum.

Death, Dickinson, and the Demented Life of Frenchie Garcia is about the life of an Orlando teen who has an obsession with death, when her high school crush commits suicide, she turns to Dickinson's poems to help her through. This book was chosen because it is current and fits with the theme of And We Stay.  It would be of interest to students who like books about high school relationships and poetry.

My Wars are Laid Away in Books: The Life of Emily Dickinson by Alfred Habegger.  This book was chosen because of its accuracy, relevance to the English curriculum, and its appropriateness.  A KLIATT review states, "Anyone with a desire to learn about Dickinson needs this definitive study of her life and letters" (CLCD, n.d.).  This was listed as one of the books that the author used while writing the story And We Stay.

faking normal is the story of two teens that learn how to cope with tragic situations.  The main character in this story turns to music to help her heal, which will be relatable to many teens.  This story was chosen because it is current and appropriate for the age range as well.

The Tragedy Paper is the story of two boarding school boys who deal with tragedy and learn to cope with their life afterwards.  This story was chosen because its theme matches that of And We Stay, it is currency, and appropriate for students of the same age range.






Further Explorations

A book trailer for the book And We Stay by Jenny Hubbard:  https://www.youtube.com/watch?v=aNBJjDUnhc4

An interview with author, Jenny Hubbard: https://www.youtube.com/watch?v=zSSVBbzO5Bg

Check out Jenny Hubbard's twitter feed: https://twitter.com/hubbardwrites

A link to the Emily Dickinson Museum's website:  https://www.emilydickinsonmuseum.org/

For students who are interested in writing poetry, they can type it into ImageChef and turn their poems into a picture.  http://www.imagechef.com/ic/poem/

Information about suicide in America:  http://www.nimh.nih.gov/health/publications/suicide-faq/index.shtml

Information about teen pregnancy in the United States: http://www.cdc.gov/teenpregnancy/about/index.htm


References

Centers for Disease Control and Prevention. (2015, May 19). About teen pregnancy.                      Retrieved from http://www.cdc.gov/teenpregnancy/about/index.htm

Children’s Literature Comprehensive Database. (n.d.). And we stay. Retrieved from             http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/KeroIkrnlrknjikm/bdrtop

Children’s Literature Comprehensive Database. (n.d.). The complete poems of Emily Dickinson. Retrieved from http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/QkonNmPNLolMMnKn/bdrtop

Children’s Literature Comprehensive Database. (n.d.). Death, Dickinson, and the demented life of Frenchie Garcia. Retrieved from http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/QkONhmnoNpKLlmLN/bdrtop

Children’s Literature Comprehensive Database. (n.d.). Faking normal. Retrieved from             http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/OjnpjLOPmOKnllnl/bdrtop

Children’s Literature Comprehensive Database. (n.d.). My wars are laid away in books: The life of Emily Dickinson. Retrieved from     http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/PJOMNplomOLMJOlJ/bdrtop

Children’s Literature Comprehensive Database. (n.d.). The tragedy paper. Retrieved from             http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/OfOmJnPoIQjrjNmo/bdrtop

Emily Dickinson Museum: The Homestead and the Evergreens. (2009). Retrieved on July                13, 2015 from https://www.emilydickinsonmuseum.org/

Goodreads. (n.d.) The complete poems. Retrieved from http://www.goodreads.com/book/show/112204.The_Complete_Poems?from_search=true&search_version=service_impr

Hubbard, J. (2014). And we stay. New York : Delacorte Press. 

Imagechef. (2015). Make visual poetry. Retrieved on July 13, 2015 from                                            http://www.imagechef.com/ic/poem/

Kirkus. (2013, October 23). And we stay. Retrieved from                                                                    https://www.kirkusreviews.com/book-reviews/jenny-hubbard/and-we-stay/

Lili Gaspar. (2015, April 16). And we stay trailer [video file]. Retrieved from                                        https://www.youtube.com/watch?v=aNBJjDUnhc4

National Institute of Mental Health. (2015). Suicide in america: Frequently asked questions (2015). Retrieved from http://www.nimh.nih.gov/health/publications/suicide-faq/index.shtml

NoveList. (2015). Read-alikes for and we stay. Retrieved from http://web.b.ebscohost.com.proxy.lib.odu.edu/novelist/detail?sid=4c7a58c7-cd87-4896-b93a-9e2fd2e693cb%40sessionmgr114&UI=UI+10275873&hid=116&vid=3

Publishers Weekly. (2013, October 21). And we stay. Retrieved from                                                http://publishersweekly.com/978-0-385-74057-9

Rachel Reads. (2014, June 15). Jenny Hubbard interview [video file]. Retrieved from                        https://www.youtube.com/watch?v=zSSVBbzO5Bg

Twitter. (n.d.) Jenny Hubbard @HubbardWrites. Retrieved from                                                         https://twitter.com/hubbardwrites

Virginia Department of Education. (2008). History and social science standards of learning for Virginia public schools. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_version/stds_worldgeo.pdf

Virginia Department of Education. (2009). Economics and personal finance standards of learning. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/economics_personal_finance/economics_personal_finance_sol.pdf

Virginia Department of Education. (2010). English standards of learning for Virginia public schools: Grade ten. Retrieved from             http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english10.pdf

Virginia Department of Education. (2010). English standards of learning for Virginia public schools: Grade eleven. Retrieved from             http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english11.pdf

Virginia Department of Education. (2010). English standards of learning for Virginia public schools: Grade twelve. Retrieved from             http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english12.pdf

Virginia Department of Education. (2014). Family life education: Board of education guidelines and standards of learning for Virginia public schools. Retrieved from             http://www.doe.virginia.gov/testing/sol/standards_docs/family_life/familylife_guidelines_standards.pdf 

YA Challenge #1

This One Summer                                    
Written by Mariko Tamaki
Illustrated by Jillian Tamaki
Published in 2014 by First Second
Ages 12-18
                                             
ISBN: 978-596437746                                                          

Awards: 2015 Caldecott Honor and 2015 Printz Honor


Book Review: Rose Wallace and her parents rent a cottage at Awago Beach every summer.  She spends most of her days with her summer friend Windy, whose mom and grandma also rent a cottage at Awago.  This summer, things are different.  Rose's parents are arguing constantly.  Rose and Windy seem to be noticing some changes within their friendship as well.  While they try to keep themselves entertained, they get mixed up in the drama of some local teenagers.  This is definitely a summer of change for Rose as she embarks on her teenage years and the changes that will occur with her family and friendships.

The illustrations in this graphic novel are drawn in different shade of blue and white.  A lot of feeling can be inferred based on the characters facial expressions during their interactions with others.

Young adults will connect to the topics of this book because it is a coming of age story that deals with changes in relationships as children mature.  Some of the topics include family conflict, first crush, teenage pregnancy, and more! 


Professional Reviews
Kirkus Review
School Library Journal Review


Teaching Ideas

Art: (AI.14) The students will describe how the design process is used in various careers.
1. Students will research the way comics/graphic novels are designed.  Students will create their own comic strip and explain the process they used to design their comic.

Family Life: (12.9) The student will analyze stress and crisis situations which affect family life.
2. In this story, Rose's mom is dealing with stress and depression from the miscarriage of a baby the previous summer.  Students will identify and discuss the affects that the stress and depression caused to Mrs. Wallace as well as Rose and her father.

Family Life: (12.3) The student will describe types of adjustments and sources of conflict in interpersonal relationships.
3. Students will identify the different sources of conflict within the story and discuss healthy ways that the characters could have solved the conflict.

World Geography: (WG.6) The student will analyze past and present trends in human migration and cultural interaction as they are influenced by social, economic, political, and environmental factors.
4. In the story, the girls visit the Historical Huron Village.  Students will research the Huron village and culture and reflect on how their culture was affected by social, economic, political, and environmental factors.

Health: (10.5g) The student will evaluate how different types of behaviors impact the family and community.  Key concepts/skills include: g) the negative influence of teenage drug and alcohol use on younger members of the community.
5. Rose and Windy are witness to the poor choices of the local teens while they are on vacation, students will reflect on the smoking and alcohol use of the teens in the book.  Students will research how these behaviors impact the community, specifically younger members like brothers and sisters.


Paired Titles

All of these titles deal with the theme of coming of age, some are within the same age range and some lower to accommodate struggling readers.  These stories deal with some of the same issues but each one has a different twist to hopefully connect with the different things students are dealing with.

Friends with Boys by Faith Erin Hicks is another story of teenage girls learning about the world through small town adventures and family change.  This story was chosen because it too is a coming of age tale where the characters learn to adjust to life's challenges.  It is current and won the Cybils award in 2012.   It is also a graphic novel which will attract reluctant readers.

Chiggers by Hope Larson is the story of Abby who goes to the same camp every summer.  This summer things are different.  Her friends seemed to have moved on to bigger and better things and she becomes friends with the new girl, Shasta.  This story was chosen because it is current and has the same coming of age theme but it is written for a younger audience which will be attractive to struggling readers.  It was a Cybil Award finalist in 2008.

The Zabime Sisters by Aristophane is a graphic novel about three teenage sisters growing up in the Caribbean.  It follows them through a summer of change where they explore their new found freedom of summer and get caught up in the drama of growing up.  This story was chosen because it is current and has a multi-cultural aspect.  It was listed on the YALSA Great Graphic Novels for Teens list in 2011.

Superman: Earth One by Michael J. Straczynski is a graphic novel that  shows the trials and challenges that Clark Kent faced when he was first becoming "The Man of Steel".  This book was chosen because it gives a fresh look at an old tale, it will be attractive to comic book lovers, and will gain the attention of most boys. It was on the YALSA Great Graphic Novels for Teens list in 2011.

One Crazy Summer by Rita Williams-Garcia is the story of three sisters from New York, who are sent to spend the summer with their estranged mother in California.  The girls spend most of their days trying to "keep busy" and end up learning a lot about themselves and the world in the process.  This book was chosen because it maintains the theme of coming of age and also deals with family stress and conflict.  It is geared for a lower age range but some of the situations will have curricular connections in the upper grades.  This title has won multiple awards and is on many "best of" book lists.


Further Explorations

The author and illustrator, during the 2015 L.A. Times Festival of Books, discuss creating this book together.  https://www.youtube.com/watch?v=ODS7znhendE

A book talk of This One Summer.  https://www.youtube.com/watch?v=jq1CENzgW6Q

The book takes place in Canada and the girls visit a Huron Village.  This site allows you to learn more about a Traditional Huron site from Quebec, Canada,
http://www.huron-wendat.qc.ca/en/huron-site.html

A teacher's guide to the book, You Can Do a Graphic Novel, could be used by students or teachers for ideas on how to create their own graphic novel. http://www.penguin.com/static/pdf/teachersguides/you_can_do_a_graphic_novel_TG.pdf

A link to the illustrator's website.  http://jilliantamaki.com/illustration/

A link the the author's blog.  http://marikotamaki.blogspot.com/

A major conflict in the story is the way Rose's mom is behaving this summer, students may want to look further into depression and see the effects it can have on people and their families. http://www.nimh.nih.gov/health/topics/depression/index.shtml


References

Children’s Literature Comprehensive Database. (n.d.). Chiggers. Retrieved from  http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/pDOrlhmplOiPjomm/bdrtop

Children’s Literature Comprehensive Database. (n.d.). Friends with boys. Retrieved from   http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/MhOJKoOpmoLqLnnn/bdrtop

Children’s Literature Comprehensive Database. (n.d.). One crazy summer. Retrieved from http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/qHMOklpNlpjPmmnm/bdrtop

Children’s Literature Comprehensive Database. (n.d.). Superman: Earth one. Retrieved   from http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/qlPKJKjklOlokNOl/bdrtop

Children’s Literature Comprehensive Database. (n.d.). The zabime sisters. Retrieved from http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/NfPNLKOkgninKOmm/bdrtop

Children’s Literature Comprehensive Database. (n.d.). This one summer. Retrieved from             http://www.clcd.com.proxy.lib.odu.edu/#/bookdetail/1/0/tcpmjLNoipgoJLIm/bdrtop

Detroit Public TV. (2015, May 1). Mariko Tamaki and Jillian Tamaki on this one summer - 2015 L.A. times festival of books [video file]. Retrieved from https://www.youtube.com/watch?v=ODS7znhendE

Kirkus. (2014, April 9). This one summer. Retrieved from                                                                     https://www.kirkusreviews.com/book-reviews/mariko-tamaki/this-one-summer/

National Institute of Mental Health. (n.d.). What is depression?. Retrieved from                                   http://www.nimh.nih.gov/health/topics/depression/index.shtml

NoveList. (2015). Read-alikes for this one summer. Retrieved from             http://web.b.ebscohost.com.proxy.lib.odu.edu/novelist/detail?sid=b9102eba-1cef-489f-86ac-4bc3c0980d48%40sessionmgr110&UI=UI+10300733&hid=102&vid=3

School Library Journal. (2015). This one summer. Retrieved from http://www.slj.com/best-                  books-2014/young-adult/tamaki-this-one-summer/

Slate, B. (2010). You can do a graphic novel: Teacher’s guide.  Retrieved from http://www.penguin.com/static/pdf/teachersguides/you_can_do_a_graphic_novel_TG.pdf

Tamaki, J. (n.d.). Jillian Tamaki. Retrieved from http://jilliantamaki.com/illustration/

Tamaki, M. (n.d.). Mariko Tamaki. Retrieved from http://marikotamaki.blogspot.com/

Tiny Reads. (2015, February 17). Book talk | This one summer [video file]. Retrieved from             https://www.youtube.com/watch?v=jq1CENzgW6Q

Traditional Huron Site. (n.d.). Retrieved on July 11, 2015 from http://www.huron-                               wendat.qc.ca/en/huron-site.html

Virginia Department of Education. (2008). Health education standards of learning for Virginia public schools. Retrieved from         http://www.doe.virginia.gov/testing/sol/standards_docs/health/9-10/stds_health10.pdf

Virginia Department of Education. (2008). History and social science standards of learning for Virginia public schools. Retrieved from             http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_version/stds_worldgeo.pdf

Virginia Department of Education. (2013). Visual arts standards of learning for Virginia public schools. Retrieved from            http://www.doe.virginia.gov/testing/sol/standards_docs/fine_arts/2013/visual_arts/std_finearts_visualarts.pdf  

Virginia Department of Education. (2014). Family life education: Board of education guidelines and standards of learning for Virginia public schools. Retrieved from             http://www.doe.virginia.gov/testing/sol/standards_docs/family_life/familylife_guidelines_standards.pdf