Pippa Park: Crush at First Sight by Erin Yun

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Pippa Park: Crush at First Sight
Author: Erin Yun
Published September 13th, 2022 by Fabled Films Press

Summary: Korean American Pippa Park picks up right where she left off . . . trying to balance basketball, school, friends, working at the struggling family laundromat, and fitting in. Eliot, her math tutor—and the cutest boy at school—is finally paying attention to her. And Marvel—her childhood friend—is making her required volunteering much more interesting. But things with the Royals, her new friends and teammates who rule the school, still feel a bit rocky. Especially because Caroline, a head Royal, would like nothing more than to see Pippa fail.

So when Pippa is faced with hosting the annual Christmas Eve party that could make or break her social life, how can she say no? Will Pippa make enough money to cover the costs while juggling crushes and everything else? With courage and determination, Pippa sets out to host the party, find the perfect dress, pick the right boy, and stay true to her real self.

Praise: “Pippa explores the highs and lows of friendships and first crushes in this well-crafted sequel to Pippa Park Raises Her Game. ..VERDICT This warm-hearted, feel-good series continues to realistically explore one Korean American girl’s middle school experience in a relatable way.” —School Library Journal

About the Author: Erin Yun grew up in Frisco, Texas and used to play basketball as a middle grader. She received her BA in English from New York University and is currently pursuing her Masters in Creative Writing at Cambridge. She developed the Pippa Park Author Program, an interactive writing workshop, which she has conducted in person and virtually at schools, libraries, and bookstores.

Review: The second Pippa Park book does everything that the first book did well: a plot and characters that any middle schooler will connect with! When the book opens, Pippa has finally found her friends, even though he doesn’t feel totally accepted, and everything is going swell, but that doesn’t ever stay in the world of middle school drama–in comes a party to plan on a non-existent budget and two crushes that Pippa can’t choose between. Add into that a dash of strict guardian, an unexpected change in holiday plans, and an unwanted guest, and you have a story that keeps the reader guessing, rooting for Pippa (and sometimes screaming at Pippa), and waiting to see how it all works out. I love a true middle school book, and Pippa Park fits right in that range! It is a must get for libraries and classrooms!

Teachers’ Tools for Navigation and Discussion Questions: The publisher has provided an educator’s guide for the book:

Flagged Passages: Read an excerpt of Pippa Park: Crush at First Sight here!

Read This If You Love: Middle school books filled with friendship and crush drama

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**Thank you Media Masters Publicity for providing a copy for review!**

The Pants Project by Cat Clarke

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The Pants Project
Author: Cat Clarke
Published March 1, 2017 by Sourcebooks Young Readers

Summary: A touching, humorous story of strong-willed eleven-year-old Liv, who is determined to challenge his school’s terrible dress code and change his life. Inspire empathy and compassion (and a few laughs!) in young readers with this stunning middle-grade novel.

Here’s the thing:
I may seem like a girl, but on the inside, I’m a boy.

“My name is Liv (Not Olivia)… I’m not technically a girl. I’m transgender. Which is a bit like being a Transformer. Only not quite as cool because I probably won’t get to save the world one day.”

Liv knows he was always meant to be a boy, but with his new school’s terrible dress code, he can’t even wear pants. Only skirts.

Whoever wrote the uniform policy decided (whyyy?) that girls had to wear skirts, while boys were allowed to wear pants.

Sexist. Dumb. Unfair.

“Girls must wear a black, pleated, knee-length skirt.”

I bet I read those words a hundred times during summer vacation. The problem wasn’t the last word in that sentence. Skirt wasn’t really the issue, not for me.
The issue was the first word. Girls.

Operation: Pants Project begins! The only way for Liv to get what he wants is to go after it himself. But to Liv, this isn’t just a mission to change the policy—it’s a mission to change his life. And that’s a pretty big deal.

Review: This book is a book about identity, but not completely about Liv’s gender identity. It is also about identity within a school, within a friend group, and within the greater system we are all in. With all of these identity journeys happening at once in the book, there is a lot of figurative bumps and bruises along the way in the form of losing friends, homophobic bullies, people stuck in their ways, and sexism; however, there is also some wonderful positives: a better friend who loves Live for who he is, no matter what; a family that is supportive and an example of what all families should be; teachers who are seen as allies within a system that not many are seen; and finding friends that feel like family.

On top of the identity journey, there is also the story of The Pants Project which showed Liv and other students fight a sexist part of their school’s system and doing it the right way.

All in all, it was a pleasure to read about Liv’s time starting middle school and all of the change he is able to make.

Teachers’ Tools for Navigation: This book tackles a healthy and practical way that students can make a difference. This book would be a great conversation about how to make a change that you want to see in a way that isn’t confrontational in a dangerous way.

The book will also find readers in school, classroom, and public libraries and book clubs!

Discussion Questions: 

  • How is what Liv did to change his school’s policies go well? Not well?
  • How is Jacob a better friend than Maisie?
  • How were Liv’s parents supportive yet also tough on Liv?
  • Why do you think Jade acts and says the things she does? What do you think her consequences should be?
  • Do you agree how the news article was written? How would you have written the article?
  • Why did Mr. Lynch act the way he did during the protest? How do you think he wanted to act?
  • How would you feel if your dress code was as strict as Liv’s?
  • How was Liv’s first impression of Jacob wrong?
  • Did Jacob’s secret surprise you? What clues did you see? Why do you think he hid it?

Flagged Passages: “‘Hi, I’m Liv. What’s your name?’

The boy looked up at me, blinking slowly. He narrowed his eyes, acting as if I’d asked a really tough question. ‘Jacob. What kind of name is Liv anyways?’

I disliked him immediately. He was obviously one of those boys. The popular ones. His dark brown hair was messy, but not properly messy. It was the kind of messy that requires a lot of time spent in front of the mirror and loads of hair gunk. He was slouched in his seat, perfectly at ease, like there was no where he’d rather be. Whenever I sat that way at Gram’s house, she always told me to ‘sit up properly-like a lady.’ You can probably guess how much I enjoyed that.

The only thing that gave me a glimmer of hope about Jacob was his eyes. They didn’t seem to be the eyes of a terrible person. There was kindness lurking there under the smirk.

I sat down next to him and shoved his leg so it was under his half of the table. Why do real boys always take up so much space? I mentally kicked myself. I don’t know when I’d started thinking of them as ‘real’ boys. I knew it was wrong; I wasn’t Pinnochio. I was as much a real boy as Jacob–even if no one else could see it yet.

‘It’s my kind of name.'” (Chapter 4)

Read This If You Love: Melissa by Alex Gino, Linked by Gordon Korman, Property of the Rebel Librarian by Allison Varnes, Haven Jacobs Saves the Planet by Barbara Dee, Gracefully Grayson by Ami Polonsky

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**Thank you to Sourcebooks for providing a copy for review!**

Quest Kids and the Dragon Pants of Gold by Mark Leiknes

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Quest Kids and the Dragon Pants of Gold
Author: Mark Leiknes
Published September 13th, 2022 by Union Square Kids

Summary: Comics artist Mark Leiknes delivers a laugh-out-loud story set in a fantastic world of dragons, rock creatures, and golden loungewear.

The Quest Kids are ready for their first real quest. This time, they won’t oversleep, they won’t be put off by a little rain, and they won’t accidentally burn down the village that hired them. All they have to do is find the Golden-Fleeced Rage Beast, shave it, and make a really nice golden tracksuit to appease a furious dragon. Simple, right?

Meet the Quest Kids crew: Gil, a wizard (well, wizard in training . . . the beard isn’t his); Terra, a 700-year-old elf kid; Boulder, a rock troll who is more of a cook than a fighter; Ash, a flatulent pig-dog-maybe-lizard hybrid; and, Ned, the intrepid and overly optimistic leader with his own personal quest to find his missing parents. With humor, magic, mystery, and at least one acid swamp filled with skeletal alligators, Quest Kids and the Dragon Pants of Gold is a richly illustrated saga of fantasy friendship for readers from all kingdoms!

Praise: “Young readers dipping their toes into fantasy realms will find plenty to enjoy here….The illustrations bounce along as quickly as the text, making this a bubbly read, one that quickly grabs attention and doesn’t require much hand-holding…. A rip-roaring good time.” — Kirkus Reviews

About the Author: Mark Leiknes lives in St. Paul, Minnesota, with his wife and three kids. He produced a nationally syndicated comic strip (Cow & Boy) for eight years and now he writes and illustrates books for kids. Mark studied graphic design in college and honed his comedic chops studying improv and sketch comedy at the acclaimed Groundlings School. Visit him online at markleiknes.com.

Review: This book is perfect for readers of highly illustrated novels, like Diary of a Wimpy Kid and Dork Diaries, that want to move into a more fantasy book but keep the illustrations and the humor. The book has parts that will make the reader laugh out loud but also is filled with magic, an epic quest, and likeable characters. It is a wonderful addition to middle grade classroom, school, and public libraries!

Teachers’ Tools for Navigation: Quest Kids follows a hero’s journey, albeit in a ridiculously silly way, so it would be a great introduction to this concept because the book is so engaging to its readers.

Discussion Questions: 

  • How did the author use comics and prose together to tell the story?
  • Each character had a specific purpose in the book/quest. For each character, determine what their purpose was.
  • What do the quest kids show us about failure?
  • How does the dragon show us that you cannot judge a person by first impressions?
  • Many of the character reveals something within the book. What was the most surprising reveal?
  • How is this quest different than they expected when they began it?

Flagged Passages: 

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Read This If You Love: Highly illustrated novels but want to read some more fantasy and keep the humor1

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**Thank you to Union Square for providing a copy for review!**

Drawing Outside the Lines: A Julia Morgan Novel by Susan J. Austin

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Drawing Outside the Lines: A Julia Morgan Novel
Author: Susan J. Austin
Published October 18th, 2022 by SparkPress

Summary: Meet the brilliant, fearless, and ambitious Julia Morgan. In 1883, eleven-year-old Julia visits the amazing new Brooklyn Bridge—an experience that ignites within her a small but persistent flame. Someday, she decides, she too will build an astounding structure.

Growing up in horse-and-buggy Oakland, Julia enjoys daring fence walks, climbing the tallest trees, and constantly testing her mother’s patience with her lack of interest in domestic duties and social events. At a time when “brainy” girls are the object of ridicule, Julia excels in school and consistently outsmarts her ornery brothers—but she has an even greater battle ahead. When she enrolls at university to study engineering, the male students taunt her, and the professors belittle her. Through it all, however, Julia holds on to her dream of becoming an architect. She faces each challenge head-on, firmly standing up to those who believe a woman’s place is in the home. Fortunately, the world has yet to meet anyone like the indomitable Miss Morgan.

Drawing Outside the Lines is an imagined childhood of pioneering architect Julia Morgan, who left behind her an extraordinary legacy of creativity, beauty, and engineering marvels.

Author: Susan Austin

Praise:

  • “Austin imagines Julia Morgan’s life with authority.  She makes an important historical figure accessible to us.  Drawing Outside the Lines makes us see and feel what Morgan was up against, which makes her spectacular work all the more impressive.” —Gennifer Choldenko, Newbery Honor-winning author of the Alcatraz series
  • “Austin imagines Julia Morgan’s life with authority.  She makes an important historical figure accessible to us.  Drawing Outside the Lines makes us see and feel what Morgan was up against, which makes her spectacular work all the more impressive.” —Joan Schoettler, author of Ruth Asawa: A Sculpting Life 
  • “Diligent research and a rich imagination make Susan Austin’s new book on the young Julia Morgan a pleasure to read for all ages. Morgan is an amazing role model for young women everywhere. Austin offers plenty of examples of Morgan’s determination and talent and embroiders on these to create a convincing narrative. This book is a charming introduction to a great woman architect.” Sarah Gill, author of Julia Morgan’s Berkeley City Club

About the Author: As an educator, Susan J. Austin knows the minds of young readers. Her first novel, The Bamboo Garden, is set in Berkeley, California, 1923, and describes an unlikely friendship between two girls that is tested by a fierce fire that threatens to destroy their town. Currently, she is writing about 12-year-old Goldie, a whiz kid in the kitchen who hopes that her culinary magic can help her family’s delicatessen out of a pickle in 1928 Hollywood. Her characters are always brave, strong-willed, risk-takers. Writing historical fiction offers her a way to educate and excite her readers about the past. She and her husband live in Northern California, surrounded by family, their splendid, but fussy rose bushes, and a lifetime collection of books. Learn more at www.susanjaustin.com

Review: I loved stepping back to the turn of the 20th century with Julia and experience her marvel as engineering and architectural feats were occurring all over America. I also learned so much along with Julia in the book–it was intriguing to learn about architecture, architectural materials, engineering, and more!

Although I know that much of the book is fiction, that Julia is based on a real woman made the story easier to connect with because you knew she succeeded; you knew that all of the hate and bullying and sexism didn’t keep her down. And I wanted to keep following her journey to see all of the amazing things she did to prove people wrong.

Overall, a well-researched and also engaging historical fiction novel about a topic and time period not often shared with our middle grade readers. I look forward to sharing it with students and am happy to share it here.

Teachers’ Tools for Navigation: This novel lends itself to be a companion when teaching historical architecture, engineering, or mechanical drawing. It also includes great anecdotes that could add to a lesson about the turn of the century’s amazing feats such as the Brooklyn Bridge, Eifel Tower, and Ferris Wheel.

Additionally, must of Julia’s story is shrouded in sexism which would go well with a discussion on women’s rights during American history.

The book could also be a mentor text for students to write their own historical fiction story based on an individual. The author’s note could be used to show how the author took what she learned through research and then made the story her own while still honoring the historical time and figure.

Discussion Questions: 

  • How did the author use what she knew about Julia Morgan to create this story?
  • Which of Julia’s mentors do you think influenced her the most?
  • Why did Julia’s mom have more trouble with letting Julia focus on academics than her father did?
  • Even though Mary and Julia were very different, how did they complement each other and help each other succeed?
  • Is there anything in the book that you really wanted to be true but the author’s not shared it was fiction?
  • How was Julia treated versus her male counterparts in her university?
  • What barriers did Julia face and overcome? Why did the barriers exist and how did she overcome them?
  • How did Julia’s family both shape and inhibit her?

Flagged Passages:

Part II: The Choice

Oakland High School in the 1880s

Chapter 11: Too Brainy

“The tower with windows on all four sides, offers a fine view of the city. After considering several sites, I decide on an unusual structure I frequently pass by.

The next day, as I climb the tower’s narrow staircase, voices and thumping noises dash my hope of being alone. The room is packed with fellow drawing students. As soon as I step inside, the place turns eerily quiet.

I’m not surprised. The boys have never approved of me. Pencils go missing from my desk, my work is crumpled or tossed to the floor, and every day my stool mysteriously moves to the back of the room. It hardly ever happens to the few girls in the class. Just me. Although I hate the situation, it would be worse if I spoke up. Over the years, I’ve grown used to being teased by both boys and girls, mainly about my good grades. But high school is different. The boys in mechanical drawing have made it clear: I am not welcome.

I make my way to the best window for viewing my subject—the Pardee water tower. It’s a two-story wood construction, wider at the bottom, and topped with a windmill. Two boys standing by the window appear absorbed in their drawings. When I head toward a second, less favorable window, the boys standing there act as if I’m invisible. The air in this crowded, silent room is stale and unpleasant, much like the smell of dirty laundry in my brothers’ bedroom.

Heading to a third window, I steel myself for trouble, resolving to be sugar sweet. I will shame them. With a cheery smile, I say, “Excuse me. Is there room for one more here?”

The boy with freckles finally looks up from his sketchpad. “Have to wait ’til we’re done. And that could take a while.” I glance at his notebook. Blank.

I want to race back down those stairs, but I stay. Still smiling, I say, “Frankly, I think your estimate is incorrect. I shall not take up much room.”

If they are like my brothers, they will back down like timid deer. Can they hear the frantic flutter in my chest? After the briefest pause, they shuffle aside, red-faced, leaving me a tiny space.

The water tower is visible against a flame-red sunset. Within minutes I have a decent rendering. A quick glance at the boys’ sketchbooks confirms my hunch. Still blank.

The floorboards creak as I leave the church-quiet room. Reaching the bottom of the stairs, I hear that familiar refrain. “She’s too brainy for a girl.”

The laughter that follows stings worse than the words. I shut the door behind me, angry. What’s wrong with a girl being smarter than a boy? And so what if I draw well? It’s easy for me, like breathing.”

Read This If You Love: Historical fiction with strong women who overcome the odds of the limitations set by their time period, Architecture

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**Thank you to Spark Point Studio for providing a copy for review!**

Lark & Kasim Start a Revolution by Kacen Callender

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Lark & Kasim Start a Revolution
Author: Kacen Callender
Published: September 27, 2022 by Amulet

Summary: From National Book Award–winner Kacen Callender, a contemporary YA that follows Lark’s journey to speak the truth and discover how their own self-love can be a revolution

Lark Winters wants to be a writer, and for now that means posting on their social media accounts––anything to build their platform. When former best friend Kasim accidentally posts a thread on Lark’s Twitter declaring his love for a secret, unrequited crush, Lark’s tweets are suddenly the talk of the school—and beyond. To protect Kasim, Lark decides to take the fall, pretending they accidentally posted the thread in reference to another classmate. It seems like a great idea: Lark gets closer to their crush, Kasim keeps his privacy, and Lark’s social media stats explode. But living a lie takes a toll—as does the judgment of thousands of Internet strangers. Lark tries their best to be perfect at all costs, but nothing seems good enough for the anonymous hordes––or for Kasim, who is growing closer to Lark, just like it used to be between them . . .

In the end, Lark must embrace their right to their messy emotions and learn how to be in love.

Review: This is a beautiful book that has so much heart. It feels as if Kacen Callender put their whole soul into it. The characterization, in particular, stood out to me. Even minor characters feel very developed. The characters remind us of the imperfections that we all have, and the value of remembering that we won’t get everything right. I was particular impressed by the ways in which love is depicted throughout the text. It is vast and expansive and knows no rules or boundaries. The LGBTQ representation and attention to intersectionality was among the best I’ve read (and I read a lot of YAL). Callender also depicts the raw brutality that can come with social media. There were moments in this text where I felt sick to my stomach.

The word “revolution” is in the title, and there are many moments where readers are given space to explore conceptions and understanding of activism. I particularly liked that the revolution isn’t explicit, which made me think deeply long after I turned the last page of the text.

I loved this book, and I can’t wait to discuss it with others. I certainly have many pages flagged to read again and again!

As one side note, I couldn’t decide if this book was realistic fiction or if the splash of magical realism made it magical realism. I am not much of a genre sorter, but I thought I’d throw that out there in case you are. 😉

Teachers’ Tools for Navigation: The rep in this book! The rep! I wish I’d been exposed to more books with representation like this when I was in school. If I was teaching this book, I would introduce some of Crenshaw’s intersectionality articles to allow students to dive into these concepts together.

Discussion Questions: 

  • What does Lark learn in this book?
  • How does Kasim develop as a character?
  • What do we, the readers, learn from Sable?
  • What did you learn (or think about) related to social media?
  • How are the characters in this book imperfectly human?

Flagged Passage: “That feeling when you read the last line of a book that you love? I can’t think of a lonelier feeling in the world.”

Read This If You Loved:  Books by Kacen Callender,

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Guest Post: Classroom Uses for New Kid by Jerry Craft, Other Words for Home by Jasmine Warga, Stella Díaz Has Something to Say by Angela Dominguez, and From the Desk of Zoe Washington by Janae Marks

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One of the assignments during my Spring Children’s Literature course at UCF was creating a mini-teaching guide for the books we read for book clubs. We started with picture books for practice then students created them in their book clubs each week. The course was structured by genre as were the book clubs.

Today, I am happy to share the classroom uses and discussion questions found by my UCF Elementary Education students about these realistic fiction books.

New Kid
Author: Jerry Craft
Published February 5th, 2019 by Quill Tree Books

Summary: A graphic novel about starting over at a new school where diversity is low and the struggle to fit in is real.

Seventh grader Jordan Banks loves nothing more than drawing cartoons about his life. But instead of sending him to the art school of his dreams, his parents enroll him in a prestigious private school known for its academics, where Jordan is one of the few kids of color in his entire grade.

As he makes the daily trip from his Washington Heights apartment to the upscale Riverdale Academy Day School, Jordan soon finds himself torn between two worlds—and not really fitting into either one. Can Jordan learn to navigate his new school culture while keeping his neighborhood friends and staying true to himself?

Teachers’ Tools for Navigation: You can cover social topics like: Inclusion for BIPOC students and new kids, microaggressions, and stereotyping. If you have a new student in the class, maybe they could read and relate to this book. How to like the way Liam treated Jordan. Maybe you could also use Andy as an example of how not to treat others, since he is the antagonist of the story. Jordan also learned throughout the book how to be more confident, outspoken, stand up for others (telling the teacher that Andy was in the wrong over Drew in the lunch room scene), and how to be a bigger person (Jordan signing Andy’s yearbook at the end of the year).

Some topics for navigation would be using this text to discuss family dynamics and friendships. It would be great to also bring up the topic of diversity, bullying, and respect in the classrooms. Most of the characters in the book have some kind of conflict going on. Draw these conflicts to the students as some of these conflicts may mirror conflicts they could be personally dealing with. Open up the discussion for them to make connections to the story and its characters. Have the students discuss in what ways the conflicts in the book are fueled by social, racial, economic, and cultural differences? Using the book, have students do some freewriting about how to navigate through their emotions, just as Jordan found a way to cope. Teachers can also use the book to have students explore the ways the neighborhood Jordan speaks about is portrayed in the illustrations and words. They can investigate Washington Heights where Jordan and his family live and discuss how or why Jordan would camouflage.

Interdisciplinary options:

  • Geography: have students work with maps and have them draw a way that Jordan would have gone to school every day on the bus.
  • History: teach about how diversity is viewed now vs what it was in the past and why it is important to have it within our school and classroom.
  • Art: Jordan has great drawing skills and he loves to draw about what is going on in his life, maybe the students could try to draw what there day/week has looked like.

Discussion Questions: 

  • Which of the many pressures that Jordan faced can you relate to the most?
  • How do you handle having a new kid at your school?
  • How does Jordan handle the impacts of race on his friendships?
  • Which character in the book do you identify with the most? Why?
  • Why do you think Jordan saying something when the altercation between Drew and Andy happened, made others step up to report the truth, too?
  • Jordan states that when he has to ride the bus to school he has to be like a chameleon. In your own words, explain what this simile means.
  • In your own opinion, explain why you think the teacher keeps calling Jordan by the wrong name.
  • If you were a character in this book, who would you be and why?
  • Why do you think Jordan at the end of the book decided to write in Andy’s yearbook?
  • Have you ever lost touch with a friend after moving? Why do you think that happens?
  • Have you ever been the new kid? What was that like?
  • How would you have handled the situation like Jordan where the teacher had his notebook? And why?
  • Do you think that Jordan Moving helped develop his character in the book? Why?
  • Why do you think Drew reacted upset towards his teacher calling him Deandre?
  • Write about a time that you didn’t fit in. What happened? How did this make you feel? Did anyone notice and include you?
  • How do you handle having a new kid at your school? Classroom?

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Other Words for Home
Author: Jasmine Warga
Published May 7th, 2019 by Balzer + Bray

Summary: I am learning how to be
sad
and happy
at the same time.

Jude never thought she’d be leaving her beloved older brother and father behind, all the way across the ocean in Syria. But when things in her hometown start becoming volatile, Jude and her mother are sent to live in Cincinnati with relatives.

At first, everything in America seems too fast and too loud. The American movies that Jude has always loved haven’t quite prepared her for starting school in the US—and her new label of “Middle Eastern,” an identity she’s never known before. But this life also brings unexpected surprises—there are new friends, a whole new family, and a school musical that Jude might just try out for. Maybe America, too, is a place where Jude can be seen as she really is.

Teachers’ Tools for Navigation: This book does a great job of taking a situation that is happening in the world and putting it into context in a way that resonates with students as is easy to understand.

A great activity for this book would be “Webbing what’s on my mind.” Students would take moments to write down key concepts throughout the book and talk about how they feel about the themes and issues that they read about. This will also give students time to research issues in the book, research it and then reflect. This will allow students to easily see key concepts in the books and compare their thoughts to the thoughts of their peers. This will allow a group discussion on key elements throughout the story.

Interdisciplinary opportunities:

Social Studies- Students will take this book as an opportunity to research about different countries and cultures to learn more about the characters and what they have gone through. This will also allow the students to understand the differences between the United States and Syria and the changes that Jude went through in the book.

Outreach/Humanitarian Aid- Students can learn about different organizations within their community and learn how to help those around them. Students can participate in drives to help refugees and those displaced by conflict.

Discussion Questions: 

  • Put yourself in Judes shoes. How would you have felt if you had to move across the country and leave your loved ones behind?
  • How does Baba feel when Mama and Jude say goodbye? Provide some examples from the book.
  • Why does Issa believe that he should protest?
  • Whose side do you understand more, the brothers or the parents?
  • Why did Jude have to move away?
  • How did Jude’s relationships with the other ELL students affect her confidence in school?
  • How did Mama and Jude first describe Cincinnati when they landed?
  • How did people treat Layla and Jude differently as one was born in America and spoke fluent English while the other struggled communicating and was seen as more of an outsider?
  • How did the behavior of those around Jude change after she began wearing a hijab. What evidence supports this?
  • The first time Jude is reminded of home in the US iis when she enters Layla’s family restaurant. How does this affect her relationship with Layla and her comfort level within Layla’s restaurant.

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Stella Díaz Has Something to Say
Author: Angela Dominguez
Published January 16th, 2018 by Roaring Brook Press

Summary: In her first middle-grade novel, award-winning picture book author and illustrator Angela Dominguez tells a heartwarming story based on her own experiences growing up Mexican-American.

Stella Díaz loves marine animals, especially her betta fish, Pancho. But Stella Díaz is not a betta fish. Betta fish like to be alone, while Stella loves spending time with her mom and brother and her best friend Jenny. Trouble is, Jenny is in another class this year, and Stella feels very lonely.

When a new boy arrives in Stella’s class, she really wants to be his friend, but sometimes Stella accidentally speaks Spanish instead of English and pronounces words wrong, which makes her turn roja. Plus, she has to speak in front of her whole class for a big presentation at school! But she better get over her fears soon, because Stella Díaz has something to say!

Stella Díaz Has Something to Say introduces an infectiously charming new character with relatable writing and adorable black-and-white art throughout. Simple Spanish vocabulary is also integrated within the text, providing a bilingual element.

Teachers’ Tools for Navigation: This book would be useful by helping students know that they can overcome the fear of speaking and sharing  opinions, beliefs or ideas to other people, even if it means that those opinions may be different from other people. It also has bilingual opportunities!

Discussion Questions: 

  • Have you ever been the new students at school, if you have, how did you begin to make friends? If you haven’t, did you still feel nervous on your first day, why or why not?
  • If you moved to a different state and had to introduce yourself to the class, what would you say? Would you bring gifts for your classmates?
  • Do you think it’s an important best friend rule to match one another and no one else or do you think Stella was being over-protective of her best friend?
  • List some questions you would ask a new classmate to get to know them. What would you share with a classmate for them to get to know you?
  • How does Jenny suggest Stella start conversations with people? Do you think it is good advice?
  • Why do you think Stella doesn’t let people see her artwork until it’s perfect?
  • Why do you think Stella was afraid of speaking in public?
  • How did the spelling bee or marine report help Stella overcome her fear of speaking in public? What has helped you overcome the fear of speaking in public?
  • Stella and her family celebrate the new year with a trip to Wisconsin, how does your family celebrate special occasions or holidays?

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From the Desk of Zoe Washington
Author: Janae Marks
Published January 14th, 2020 by Katherine Tegen Books

Summary: Zoe Washington isn’t sure what to write. What does a girl say to the father she’s never met, hadn’t heard from until his letter arrived on her twelfth birthday, and who’s been in prison for a terrible crime?

A crime he says he never committed.

Could Marcus really be innocent? Zoe is determined to uncover the truth. Even if it means hiding his letters and her investigation from the rest of her family. Everyone else thinks Zoe’s worrying about doing a good job at her bakery internship and proving to her parents that she’s worthy of auditioning for Food Network’s Kids Bake Challenge.

But with bakery confections on one part of her mind, and Marcus’s conviction weighing heavily on the other, this is one recipe Zoe doesn’t know how to balance. The only thing she knows to be true: Everyone lies.

Teachers’ Tools for Navigation: This book is AMAZING, and is recommended for all to young readers to dive in. This story is also relatable and a lot of young readers can relate to this story and have a special bond with this book. This story also teaches the lesson to fight for what you believe in which is a great lesson to teach students.

This book would be useful to teach kids to fight for what they believe in. Even though Zoe didn’t know her father, she still fought to prove his innocence and was willing to uncover hard truths.

A great tool to use for this story is chronological order journals and open discussions. This book talks about a tough topic that may be hard for other students and this would be the perfect opportunity for teachers to connect with students and have an honest discussion about how the book makes them feel, what they think, and if they are open to sharing stories. You can also have a “mailbox” where students can send you mail and let them know that whatever mail  they send is only for your eyes, if they are uncomfortable with the conversation.

Discussion Questions: 

  • What is the theme of the book from the desk of Zoe Washington?
  • Describe where “From The Desk of Zoe Washington” take place.
  • How did the letter’s in the novel make you feel while reading the book?
  • What would you have done in Zoe’s  mother’s shoes? Why? What about other characters?
  • How do you think Zoe’s grandmother handles the situation?
  • Why do you think Zoe was so eager to rebuild her friendship with Trevor after he found out about Marcus?
  • Describe your favorite scene in the book and the way you imagined it while reading.
  • Why do you think it was so important for Zoe to build a relationship with his biological father?
  • Describe the conflicts that came up in Zoe and her mothers relationship when Zoe found the letter on her 12th birthday.

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Guest Post: Classroom Uses for Jo Jo Makoons by Dawn Quigley, Length of a String by Elissa Brent Weissman, Melissa by Alex Gino, and Merci Suarez Changes Gears by Meg Medina

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One of the assignments during my Spring Children’s Literature course at UCF was creating a mini-teaching guide for the books we read for book clubs. We started with picture books for practice then students created them in their book clubs each week.

Today, I am happy to share the classroom uses and discussion questions found by my UCF Elementary Education students about these realistic fiction books.

Jo Jo Makoons: The Used-to-be Best Friend
Author: Dawn Quigley
Illustrator: Tara Audibert
Published May 11th, 2021 by Heartdrum

Summary: Hello/Boozhoo—meet Jo Jo Makoons, a spunky young Ojibwe girl who loves who she is.

Jo Jo Makoons Azure is a spirited seven-year-old who moves through the world a little differently than anyone else on her Ojibwe reservation. It always seems like her mom, her kokum (grandma), and her teacher have a lot to learn—about how good Jo Jo is at cleaning up, what makes a good rhyme, and what it means to be friendly.

Even though Jo Jo loves her #1 best friend Mimi (who is a cat), she’s worried that she needs to figure out how to make more friends. Because Fern, her best friend at school, may not want to be friends anymore…

Teachers’ Tools for Navigation: This book can be used in the classroom as a tool to show the students that it’s important not to assume what another student is thinking. It is always best to vocalize concerns

Discussion Questions: 

  • Describe what a reservation is according to the book?
  • Why did Kokum (grandma) move in with Jo Jo and her mom?
  • In what ways are cats and balloons different?
  • Why did Jo Jo Makoons cut the toes out of her socks? What did she do with them?
  • What happens when Jo Jo takes Mimi to school?
  • What did the new girl, Susan do when she saw Mimi in the classroom?  How did JoJo feel about Susan’s reaction?
  • What are some ways you may relate to Jo Jo?
  • Has anybody ever felt like they might lose their best friend? Why?
  • How do Jo Jo’s classmates help her see that they are friends at the end of the story.
  • What does it mean to be a good friend to you?
  • What are some positive traits we could learn from Jo Jo?
  • In the Book Jo Jo cut out the toes in her socks. Why did she do this?
  • Why do you feel that Jo Jo felt left out at school?
  • Why was it so important for Jo Jo to bring MiMi to school with her?
  • What ways could JoJo have approached her classmates at lunch before getting upset about eating alone?
  • Why do you feel it’s important for Jo Jo and her family to learn and know the language of her Ojibwe tribe?
  • What could JoJo have done better for her original rhyme to make it better?
  • Like Jo Jo if you had to bring your best friend to class with you, who would it be and why?
  • How did you feel about the nickname Jo Jo made for Chuck?
  • Why do you think Jo Jo thought the Gym teacher’s name was Jim?

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The Length of a String
Author: Elissa Brent Weissman
Published May 1st, 2018 by Dial Books

Summary: Imani is adopted, and she’s ready to search for her birthparents. But when she discovers the diary her Jewish great-grandmother wrote chronicling her escape from Holocaust-era Europe, Imani begins to see family in a new way.

Imani knows exactly what she wants as her big bat mitzvah gift: to meet her birthparents. She loves her family and her Jewish community in Baltimore, but she has always wondered where she came from, especially since she’s black and almost everyone she knows is white. When her mom’s grandmother–Imani’s great-grandma Anna–passes away, Imani discovers an old diary among her books. It’s Anna’s diary from 1941, the year she was twelve–the year she fled Nazi-occupied Luxembourg alone, sent by her parents to seek refuge in Brooklyn. Written as a series of letters to the twin sister she had to leave behind, Anna’s diary records her journey to America and her new life with an adopted family. Anna’s diary and Imani’s birthparent search intertwine to tell the story of two girls, each searching for family and identity in her own time and in her own way.

Teachers’ Tools for Navigation: Use this book to discuss and learn about History-World War II/Holocaust, the Jewish faith, and adoption.

This book is educational because it discusses the Holocaust from the point of view of someone who experienced it. It also has an engaging story line that makes readers want to read more to find out what will happen. This book would be very useful when teaching about the Holocaust.

Discussion Questions: 

  • How do you think Imani felt when she started to read about Anna’s life in her diary?
  • Think of a time you felt out of place and write about how that made you feel.
  • Why do you think Imani’s mom cries so much?
  • Have you ever felt a special connection with someone in you family?
  • If you were Imani, would you continue to look for your birth parents?
  • Suppose you wrote a diary about something that you want people/family in the future to know. What would it be about and why?
  • What are some special celebrations that you do with your family?
  • If you were Imani’s friend, what advice would you give her as she goes through this journey?
  • What is something you have that is special that you think you will give to someone in the future?
  • Why do you think people living around Imani insensitive questions?

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Melissa
Author: Alex Gino
Published August 25th, 2018 by Scholastic

Summary: When people look at George, they think they see a boy. But she knows she’s not a boy. She knows she’s a girl.

George thinks she’ll have to keep this a secret forever. Then her teacher announces that their class play is going to be Charlotte’s Web. George really, really, REALLY wants to play Charlotte. But the teacher says she can’t even try out for the part . . . because she’s a boy.

With the help of her best friend, Kelly, George comes up with a plan. Not just so she can be Charlotte — but so everyone can know who she is, once and for all.

Teachers’ Tools for Navigation: This story is a good teachable book where certain themes can be brought up and talked about within the classroom setting. Where students can ask questions that may push boundaries but can be answered in a professional setting. This novel would be useful in the classroom to teach and promote gender diversity. This book would also be great as a classroom library so that students who may be facing these issues will have something relatable to read.

Discussion Questions: 

  • Identify some ways Melissa being trans affected their life.
  • Think about a moment when someone in the book was bullied. What could have been done differently?
  • Why do you think Melissa was so scared to tell her parents about who she is?
  • What does it mean to be an Ally?
  • Describe two ways someone else helped Melissa.
  • Describe Melissa’s disposition throughout the book. How did it change?
  • Do you think that it was a good idea to talk to a therapist about the issues between Melissa and her mom?
  • Write about a time you felt scared to tell someone the truth.
  • If you were in Melissa’s class what would you do to make her feel welcome?
  • Sketch a scene from the book. Why did you pick that scene?
  • Why do you think the author chose to use the pronoun “she” when describing or referring to George?  Does this make a difference to the way you feel about the character?
  • How do you think George feels having to keep this big secret inside?  (Use text evidence to support your claims.)  Have you had to keep a secret about yourself — how does this make you feel?  Without revealing the secret (unless you feel comfortable), share or write about this experience and how you were affected.
  • George eventually reveals her secret to those she cares about.  How does this make her feel?  (Use text evidence to support your claims.)  What are some consequences of “hiding” vs. “being yourself”?
  • What do you think it takes to “be yourself”? What are some pros and cons of being who you are?  What are some other examples of “being yourself” that might be scary for kid?
  • Share or write about a time where you had to be brave enough to be who you are.  What made you finally do it, and what effects did the experience have on your life?
  • People reacted differently to George’s revelation. Discuss how they differed and possible reasons why (try to think about this from the person’s point of view).  How do you think you would react if you were each of these individuals?
    1. Classmates
    2. George’s mom and big brother
    3. School teacher/principal
    4. George’s best friend Kelly
    5. Kelly’s dad and uncle
  • Discuss diversity, acceptance/tolerance, prejudice, bullying, compassion, etc.  Come up with real-life examples. What are some way your classroom/school/family/community could be more accepting of those who might be different from you?
  • Towards the end of the book, the author switches to the name Melissa when referring to George.  Why do you think they chose to do that?
  • How does Melissa feel in the first few chapters of the book?
  • How does Melissa feel at the end of the book?
  • Why did Ms.Udell not let Melissa play Charlotte?
  • Have you ever felt lost or scared to tell the truth? If so, how did that make you feel?
  • If Melissa was in your class, what are some ways you could make her feel welcomed?
  • Name a few things that Melissa had to struggle with, because she wanted to be trans.

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Merci Suárez Changes Gears
Author: Meg Medina
Published September 11th, 2018 by Candlewick Press

Summary: Thoughtful, strong-willed sixth-grader Merci Suarez navigates difficult changes with friends, family, and everyone in between in a resonant new novel from Meg Medina.

Merci Suarez knew that sixth grade would be different, but she had no idea just how different. For starters, Merci has never been like the other kids at her private school in Florida, because she and her older brother, Roli, are scholarship students. They don’t have a big house or a fancy boat, and they have to do extra community service to make up for their free tuition. So when bossy Edna Santos sets her sights on the new boy who happens to be Merci’s school-assigned Sunshine Buddy, Merci becomes the target of Edna’s jealousy. Things aren’t going well at home, either: Merci’s grandfather and most trusted ally, Lolo, has been acting strangely lately — forgetting important things, falling from his bike, and getting angry over nothing. No one in her family will tell Merci what’s going on, so she’s left to her own worries, while also feeling all on her own at school. In a coming-of-age tale full of humor and wisdom, award-winning author Meg Medina gets to the heart of the confusion and constant change that defines middle school — and the steadfast connection that defines family.

Teachers’ Tools for Navigation: This book would be useful in a classroom for teachers to expose a lot of topics to students such as bullying, family relations, and relatable school interactions like wanting to play sports or friendships and grades. As well as students that are nervous about their 6th grade year or also starting sixth grade read about someone going through the same things as them.

Discussion Questions: 

  • What do you think caused Lolo to pick up the wrong twins?
  • Why do you think Merci and Edna are not friends?
  • Why do you think Edna is worried about appearances and mercy is not?
  • After their first interaction, do you think Merci will end up enjoying Michael as a sunshine buddy?
  • If you were a new kid would you want a sunshine buddy? Would you want to be a sunshine buddy? Why or why not?
  • Do you think Merci handled her situations maturely? Why or why not ?
  • Why did Merci’s parents hide Lolo’s conditions from her ?
  • How would you describe Merci’s relationship with her grandfather?
  • Do you think Merci’s culture made her feel different from her peers at school ? Why or Why not ?
  • How would you handle being falsely accused of something you didn’t do like Merci when edna destroyed the mask ?

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