Blog Tour and Author Guest Post!: The Year of Shadows by Claire Legrand

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Today, I am so happy to be part of The Year of Shadows blog tour! First, let me tell you a bit about the book: 

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The Year of Shadows
Author: Claire Legrand
Published August 27th, 2013 by Simon & Schuster Books for Young Readers

Goodreads Summary: Olivia Stellatella is having a rough year.

Her mother left, her neglectful father — the maestro of a failing orchestra — has moved her and her grandmother into his dark, broken-down concert hall to save money, and her only friend is Igor, an ornery stray cat.

Just when she thinks life couldn’t get any weirder, she meets four ghosts who haunt the hall. They need Olivia’s help — if the hall is torn down, they’ll be stuck as ghosts forever, never able to move on.

Olivia has to do the impossible for her shadowy new friends: Save the concert hall. But helping the dead has powerful consequences for the living . . . and soon it’s not just the concert hall that needs saving.

I am so excited to read this! One of the things that intrigues me the most is the setting of a concert hall; reminds me of Phantom of the Opera

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Today we are so lucky to have author Claire Legrand as a guest blogger. Claire Legrand used to be a musician until she realized she couldn’t stop thinking about the stories in her head. Now a writer, Ms. Legrand can often be found typing with purpose at her keyboard, losing herself in the stacks at her local library, or embarking upon spontaneous adventures to lands unknown. Her first novel is The Cavendish Home for Boys and Girls, a New York Public Library Best Book for Children in 2012. Her second novel, The Year of Shadows, releases August 27, 2013, with her third novel, Winterspell, to follow in fall 2014. She is one of the four authors behind The Cabinet of Curiosities, an anthology of dark middle grade fiction due out in July 2014 from Greenwillow Books/HarperCollins. Claire lives in New Jersey with a dragon and two cats. Visit her at claire-legrand.com and at enterthecabinet.com.

Here at Unleashing Readers, one of our goals is helping educators find books that will help them teach their students about different literary elements. We are so excited for Claire Legrand to discuss the literary elements of setting, characterization, and language, and how she utilized those elements to bring the world of The Year of Shadows to life! I think you all will find this post interesting and so useful.

SETTING

The sense of place in The Year of Shadows was one of the first story elements I established. Olivia’s world is an isolated one—she lives at Emerson Hall, she goes to school, she works after school at the tea shop across the street called The Happy Place. We don’t see a lot of Olivia’s city beyond those three locations, and the time spent at Olivia’s school and The Happy Place are relatively minimal. The Year of Shadows is really all about Emerson Hall. It’s not only where Olivia spends the majority of her time; it’s also her new home. I therefore knew I would have to make the Hall as vibrant a character as Olivia herself, full of moods and memories. The Hall needed to feel like a whole new world, one that Olivia explores in the new lens of “home” just as the readers are exploring it for the first time. The state of the Hall, and how Olivia perceives it, represents Olivia’s state of mind.

At the beginning of the story, Emerson Hall is decrepit, shabby, old. Its paint has faded, its carpet is torn, and the once-grand stone angels on the building’s façade have been vandalized. Like Olivia and her broken family, Emerson Hall has seen better days. Olivia directs her hatred of what her life has become at the Hall itself; to her, Emerson Hall and its orchestra lie at the root of her troubles. She doesn’t realize until much later that her refusal to reach out to friends for help and her destructive tendency to isolate herself are more problematic than living in Emerson Hall. Like Olivia and her family, Emerson Hall literally starts to fall apart as the story progresses. Both Olivia and her home undergo crises that could make or break them. It is Olivia’s realization that she and the Hall need each other if they are going to survive that marks a turning point in the story, and allows her to find a peace that, at the beginning of The Year of Shadows, she can’t imagine finding ever again.

CHARACTERIZATION

Imagine for a moment that you are twelve years old. You have enjoyed a comfortable, happy life with your father, mother, and grandmother. Art is in your blood; you are never without your trusty sketchpad, and you studied symphonies with your conductor father from the time you could crawl.

Then, things start to go wrong. Your mother and father start to fight; you lie awake at night listening to them. Your father spends more and more time working and less and less time with you and your mother. The orchestra isn’t doing well; lots of businesses aren’t doing well, and who wants to spend money they don’t have on coming to hear an increasingly crummy orchestra perform? Your stomach is in constant knots.

One day, a day that should have been like any other day, you wake up to find that your mother is gone. She left in the middle of the night without a clue as to her destination. It’s just you and your father now—your father who seems to care more than ever about work, much more than he cares about you. He lets bills and letters from your school pile up. (You’re not doing well in school these days.) He sells your house and moves you into the backstage storage rooms of a music hall that should probably be condemned.

You hate him. You hate everything. Sometimes, you even hate yourself.

This is Olivia. This is the girl whose story I sat down to tell when I wrote The Year of Shadows. She was a difficult character to bring to life; as you can see, her story isn’t a happy one. I needed to both communicate her (righteous, justified) anger and grief while still keeping her sympathetic. To achieve this, I balanced her darker moments—berating her father, insulting people who try to help her—with lighter ones. I felt it was even more important with Olivia than it was for some of my other, more immediately sympathetic characters, to give the reader peeks of the true her, beneath all the hurt that consumes her.

Olivia is an artist. There are beautiful worlds inside her, worlds she brings to life in her sketchpad even when—especially when—nothing else makes sense.

Olivia is kindhearted, devoted to her frail grandmother. She is determined to transform the backstage rooms of Emerson Hall into something like a home—decorating the bare gray walls with pictures from her sketchbook, spending the limited money she earns from working after school to buy her grandmother scarves and a nice warm rug for the cold floor.

Olivia is brave. She will face down ghosts—even the distinctly unfriendly ones—if it means defending her father, as much as she thinks she hates him. (But finding the courage to trust again? That she doesn’t find so easily.)

Creating Olivia was all about finding the right balance between her good moments and her bad ones, and ensuring that even her worst moments came from a place readers could understand.

The other characters in The Year of Shadows help Olivia in different ways. They are like rungs on the ladder Olivia must climb to pull herself out of her depression. Henry is trusting and loyal, traits Olivia can no longer see in herself or in her family. Joan is not afraid of being herself, or of letting others see her, while Olivia is constantly trying to hide. Mr. and Mrs. Barsky are the loving couple Olivia used to see in her parents. Trumpet player Richard Ashley is the love of music Olivia once had, and has now lost.

Even the ghosts play their part. I like to think of the four main ghosts in The Year of Shadows as fulfilling a function similar to that of the Ghosts of Christmas Past, Present, and Future in Dickens’s A Christmas Carol, each of which teach Ebenezer Scrooge something about himself. Olivia’s ghosts do the same, each “lesson” increasing in importance. Violinist Frederick helps Olivia rediscover her love of music. Best friends Tillie and Jax remind Olivia of the power and value of friendship. And poor Mr. Worthington, with his horrible secret, shows Olivia that even her family, as dysfunctional as it is, is worth saving.

 LANGUAGE

Establishing just the right blend of language to tell Olivia’s story was a tricky process for me. I wanted the language of The Year of Shadows to feel contemporary yet classic, homey yet eerie. The reader needed to feel at home in Emerson Hall, but still feel as unsettled as Olivia does. There are horror elements in this book, but it is not a horror novel; it is ultimately a story about family and friendship. The language needed to both accurately describe intense issues—financial trouble, death and the afterlife, parental abandonment and neglect, bullying, depression—while still being accessible to young readers. Through the narration, I needed Olivia to identify and explore complex emotions; at the same time, I needed her to describe them in such a way that felt authentic for an emotionally confused twelve-year-old.

I think it’s impossible to discuss a story’s language without addressing voice, and establishing Olivia’s voice was essential in developing the right language for The Year of Shadows. I was fortunate to quickly “hear” Olivia’s voice—informal but poetic, intelligent but not book-smart, sarcastic yet brimming with emotion too overwhelming to share. Her voice is conversational, peppered with fragments.

Ultimately, I wanted the language of The Year of Shadows to evoke just that—shadows. Dark, shifting shapes on the wall created by fleeting sweeps of light. Shadows, while they might seem frightening at first, are ultimately hopeful things, because you can’t have a shadow without light. For Olivia, it takes a while to find her light—but she does in the end, even if it wasn’t quite what she was expecting.

Below are a few brief (spoiler-free!) selections from The Year of Shadows that are representative of the book’s overall language:

“The picture I had of them in my head was pretty fuzzy, so I kept drawing them over and over, trying to capture the memory of them on the page. It wasn’t working very well; it’s harder than you might think to draw just the right amount of transparency, of driftiness.”

“The Maestro didn’t cry. The Maestro was made of stone and numbers and anger, and mostly he was made of music—cold, unfeeling, metal-tubed music.”

“Mr. Worthington stared. His eyes and mouth were the largest, hanging open like gateways to some secret, dark place. His head didn’t hang quite right, like someone had screwed it on wrong, and he was skinny as a bundle of twigs.”

“The shades overhead scampered away, but one lingered above me, its face cocked to the side like a bird. It opened its mouth and groaned, this low, rumbling sound that made my ears hurt.”

“In a week and a half, we’d know the Hall’s fate. No, not its fate. Its destiny. I liked that word better. It sounded softer, like something Mom would say. It sounded like stars.”

“Henry didn’t say anything more after that. I think he was afraid to talk to me, afraid that I would crack. He might have been right. All I knew was the tip of my charcoal on my sketchpad, like I was sewing myself back together.”

I can see this post being used in reading or writing workshop; what a great resource for teachers! Also, doesn’t it make you want to read the book even more?!

I want to thank Claire Legrand for stopping by, and I hope you found the post as useful as I did!

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What Being Married To A “Nonreader” Has Taught Me

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It was really hard for me when I realized while I was dating him that my husband, Jim, was not a fan of reading novels. I have tried for the ten years that I have known him to try to change this: I’ve shown him graphic novels, talked about books I thought he might like, and had books surround us always; however, he never bit. For years this bothered me. How could I have not married someone who loved to read?! It is my passion! But then I realized, I was defining him incorrectly. Jim is not a nonreader; he just doesn’t read what I do. The more I remind myself of this, the more I learn, and the more it has affected me as a teacher. So, what have I learned from this realization? Well…

 

1. Not all reading is done in books.

I actually think Jim may read more than me. He is always reading. Magazines, newspapers, blog posts, websites, tutorials, instruction manuals – all reading. He is always reading just not in books.

 

2. Reading on electronics is reading. 

It is very hard for all of us book lovers to move away from the idea that all reading needs to be done in print. This is not the case (especially if you look at our 21st century students). Jim does probably 1% of his reading in print. Everything else is done on his phone, iPad, or computer. It is still words being read and processed through the brain. That is reading.

 

3. Not all people enjoy reading for entertainment.

To many people, reading just for entertainment is not something they enjoy (which means it is not entertainment for them at all). They want to learn something from what they read (and no, a moral in a story doesn’t count). For example, as I type this, Jim is on the “This Old House” website on the iPad reading about painting.

 

4. Not reading novels does not mean someone is not intelligent. 

I’ve always associated reading books with intelligence, it was how I was raised, but I’ve had to remind myself that this is not the case. When I meet my students, I don’t automatically think they are dumb because they may not have ever read a novel on their own and if we honestly look at those students, most of them are smarter at something than I am: I’ve had military buffs, electronic whizzes, sports nuts, science geniuses, etc. If I don’t know about these things, they don’t automatically think I’m dumb because I don’t know about their passion and I would never do the same to them just because they don’t read novels. We need to make sure to transfer this thinking to adults as well. When someone says they don’t read, the assumption cannot be that they are lazy or unintelligent. And truthfully, they probably do read, just not traditional texts, but they are so used to just saying they don’t read.

 

5. Many aspects of a novel can be found elsewhere (and analyzed, discussed, etc.) 

Why do we want our students to read novels? Yes, we love them, they are wonderful stories, it’ll help you become a better reader, the stories are complicated and makes us better thinkers. All true and I agree with them all; however, many of the narrative elements and literary aspects we teach from a novel can be found else where and can also be analyzed. There are some amazing movies and video games out there that tell stories that can battle some of the best written books and are so beautifully put together that they are pieces of literature themselves. (Now, please do not get me wrong – I am a reading teacher and I will never stop expressing the importance of reading, novels, etc.)

 

I know that this is something for all of us book lovers to realize; I know it was really hard for me, but we need to realize that reading may be changing and our definition of reading needs to change with it. My husband is not a nonreader, he is a reader, and so are many of your “nonreader” students.

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Rump by Liesl Shurtliff

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Rump: The True Story of Rumpelstiltskin
Author: Liesl Shurtliff
Published April 9th, 2013 by Alfred A. Knopf for Young Readers

Goodreads Summary: In a magical kingdom where your name is your destiny, 12-year-old Rump is the butt of everyone’s joke. But when he finds an old spinning wheel, his luck seems to change. Rump discovers he has a gift for spinning straw into gold. His best friend, Red Riding Hood, warns him that magic is dangerous, and she’s right. With each thread he spins, he weaves himself deeper into a curse.

To break the spell, Rump must go on a perilous quest, fighting off pixies, trolls, poison apples, and a wickedly foolish queen. The odds are against him, but with courage and friendship—and a cheeky sense of humor—he just might triumph in the end.

Review: I love fairy tale retellings! They are so clever and I am so impressed with how an author can read a story and then think up a prequel or a different version of it. This specific retelling has jumped to become one of my favorites because I felt that she has made a wonderful, fantastical world and was able to see Rumpelstiltskin as more than just an antagonist.

I also felt that the book did have a moral, as all fairy tales should, but it is one that creeps up on you at the end and is such a great discussion starter.

Teacher’s Tools For Navigation: This book would make a fantastic read aloud! All students will enjoy it and it is just so fun! It will also find a home in many students’ hands by being in the classroom library.

Discussion Questions: Before reading the book, look at the chapter titles and predict what you think each title/the book will be about.; What do you think the moral of Rump is?; Look back at the original story of Rumpelstiltskin. How does the new information that Liesl Shurtliff has given us in Rump change how you view the original story?

We Flagged: “My mother named me after a cow’s read end. It’s the favorite village joke, and probably the only one, but it’s not really true. At least I don’t think it’s true, and neither does Gran. Really, my mother had another name for me, a wonderful name, but no on ever hear it. They only heard the first part. The worst part.” (p. 1)

Read This If You Loved: Rumpelstiltskin by The Grimm Brothers, A Tale Dark and Grimm by Adam Gidwitz, Ella Enchanted by Gail Carson Levine, The Dodgeball Chronicles by Frank Cammuso, Into the Wild by Sarah Beth Durst, The Frog Princess by E.D. Baker, A Hero’s Guide to Saving Your Kingdom by Christopher Healy, The Other Slipper by Kenechi Udogu

Recommended For: 

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Rump was a #virtualbookclub book on Twitter. Did you take part in the chat?
What did you learn from the chat? How are you going to use Rump in your class?

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The Nazi Hunters by Neal Bascomb

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The Nazi Hunters: How a Team of Spies and Survivors Captured the World’s Most Notorious Nazi
Author: Neal Bascomb
Expected Publication: August 27th, 2013 by Arthur A. Levine

Summary: Adolf Eichmann was one of the world’s most notorious Nazis as the head of operations for the Nazis’ Final Solution. Essentially, he organized the transportation of the Jewish people to ghettos and concentration camps. This work of narrative nonfiction begins with the background of Eichmann’s role in the genocide. Then, in 1945, Eichmann disappeared from Germany and went into hiding. Due to the bravery of more than a dozen individuals, Eichmann is captured and put on trial for the world to view.

Review: This is an excellently researched work of nonfiction. I was amazed at the number of intricate details that went into the investigation and capture of this criminal. Neal Bascomb (who is also the author of Hunting Eichmann, the adult-marketed version of this book) was extraordinarily honest in this text. At times, I had to slap myself when I felt pity for Eichmann, as I tend to be too empathetic in my search for humanity in murderers. Bascomb doesn’t glorify the details—his account is genuine and based on numerous interviews of individuals who were connected to this hunt. I find that, in general, I become a bit disengaged when I read nonfiction, but this book kept me hooked; I wanted to read more about the courage and bravery of the Nazi Hunters. I highly recommend this text for all readers.

Teacher’s Tools for Navigation: Nonfiction is, arguably, absent from many classrooms. English curricula tend to focus more on fiction, and I am interested to see if the Common Core will truly shift this reality (err, as much as the creators think it will, anyways). This text bridges the gap between fiction and nonfiction because it is written in narrative form. For students who despise nonfiction texts, this book will have appeal because Bascomb weaves in great characterization and detail. Teachers who enjoy employing literature circles in their classrooms might consider a nonfiction focus for the circles, and this book would make for a fantastic choice for students. Alternatively, it would pair very well with other texts from the Holocaust, such as Night by Elie Wiesel. When I finished reading this book, I couldn’t help but scour the internet for more details about other Nazi criminals and their captures/trials. I imagine that students will feel this same curiosity after reading this text, so I envision it would work well at the center of a research project.

Discussion Questions: Was Eichmann just following orders or is he a murderer? At what point does the excuse of “I was just following orders” become baseless and unreasonable?; Does Eichmann give up? Do you see him as a strong individual by the end of the text?; Do you think Eichmann’s wife was truly ignorant to his crimes? Do you think she should have turned him in?; How do Eichmann’s children’s views reflect on his character and views?

We Flagged: “‘For the first time in history the Jews will judge their assassins, and for the first time the world will hear the full story of the edict of annihilation against an entire people'” (Chapter 10).

Please note: The above quotes are from the Advanced Reader Copy. The e-book (a galley) did not provide page numbers. The quotes may change when the book is published.

Read This If You Loved: Night by Elie Wiesel, Hunting Eichmann by Neal Bascomb, Nuremberg: Infamy on Trial by Joseph E. Persco, books in the The Real Justice seres, or other works of nonfiction that concern WWII, Crime, Police Investigation, War, and Justice

Recommended For:

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Thank you to NetGalley and Arthur A. Levine books for sending me the Advanced Reader Copy!

Jim Henson: The Guy Who Played with Puppets by Kathleen Krull

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Nonfiction Picture Book Wednesday

Nonfiction Picture Book Wednesday is hosted by Kid Lit Frenzy and was started to help promote the reading of nonfiction texts. Most Wednesdays, we will be participating and will review a nonfiction text (though it may not always be a picture book).
Be sure to visit Kid Lit Frenzy and see what other nonfiction books are shared this week!\

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Jim Henson: The Guy Who Played with Puppets
Author: Kathleen Krull
Paintings by: Steve Johnson and Lou Fancher
Published August 23rd, 2011 by Random House Books for Young Readers

Goodreads Summary: Sesame Street and The Muppet Show introduced Jim Henson’s Muppets to the world, making Kermit the Frog, Oscar the Grouch, and Big Bird household names. But even as a child in rural Mississippi, listening to the radio and putting on comedy shows for his family, Jim recognized the power of laughter to bring people together. On Sesame Street, Jim’s Muppets transformed children’s television by making learning fun for kids everywhere. A visionary, Jim always believed that puppets could reach a wider audience. In 1976, he proved it, drawing millions of family viewers to The Muppet Show. With his feature film The Dark Crystal and his Star Wars characters—including Yoda—Jim continued to push the boundaries of what was possible in puppetry until his death in 1990 at the age of 53.

Kathleen Krull, recipient of the Children’s Book Guild 2011 Non-fiction Award and many other accolades, once again does what she does so well—illuminating the life of an important figure in history, art, and culture with her informative but approachable writing style.

Review: I love Jim Henson. I remember when he passed away and I was devastated. I thought that Sesame Street was dead too, but Jim Henson’s influence is stronger than death. He has continued to live through his show, characters, and legacy. Kathleen Krull does an amazing job of sharing with the reader what made Jim Henson who he was and how he became (I believe) the most influential person when it came to children and children’s entertainment in the 20th century.

Teacher’s Tools For Navigation: Jim’s story is a great story to tell children, because like many successful creative persons, he was passionate and went for what he enjoyed, was good at, and was his passion. Jim also will be someone that many students will connect with as he was quiet, smart, not athletic, in school plays, a reader, a story teller, and fascinated with TV.  There are more students like Jim than unlike him and they need to hear about those like them who were successful.

This book would also be a great way to incorporate the CCSS’s diverse media and formats by showing clips of Jim Henson’s work as they are discussed in the book. For example, Jim got his very own TV show when he was in college, Sam and Friends, and clips of this show are on You Tube.

Discussion Questions: How has television changed since Jim Henson got his first TV?; How did not listening to what others thought influence Jim Henson’s decisions in life? If he listened to others, what would be different?

We Flagged: “Puppets struck some people as babyish, but Jim really wanted to go on TV. Now! He checked out books from the library and joined his high school’s puppet club as a way to learn how to make them.” (p. 16)

“He practiced for hours in front of a mirror, trying to get his puppets’ movements and expressions just right, voicing silly and witty thoughts he normally kept to himself.” (p. 18)

Read This If You Loved: Before You Leap by Kermit the Frog, Who Was Jim Henson? by Joan Holub, On A Beam of Light: A Story of Albert Einstein by Jennifer Berne, The Fantastic Undersea Life of Jacques Cousteau by Dan Yaccarino, Lost Boy: The Story of the Man Who Created Peter Pan by Jane Yolen, Sandy’s Circus: A Story about Alexander Calder by Tanya Lee Stone

Recommended For: 

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Top Ten Tuesday: Top Ten Reasons Our Lives Are Easier Because We Are Readers

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Top Ten Tuesday is an original feature/weekly meme created at The Broke and the Bookish. The feature was created because The Broke and Bookish are particularly fond of lists (as are we!). Each week a new Top Ten list topic is given and bloggers can participate.

This week, we modified the topic a bit. We loved the topic provided by The Broke and the Bookish, but we wanted to give it a creative twist. The original topic was: Top Ten Things That Make Your Life As A Reader Easier. Our modification is:

 Today’s Topic: Top Ten Reasons Your Life is Easier Because You Are a Reader

1. We always have something to do while we wait. If you are running late, no problem! We have our books with us.

2. Stuck in an elevator? Trapped in an awkward situation with a stranger? Let’s talk books. We will find common ground…or enjoy debating about whose taste is better.

3. We have made so many friends at NCTE/ALAN and through social networking about books. We also consider hundreds of characters our friends, as well. #dweebs

4. We can beat our husbands in the literature categories on Jeopardy. We also know random answers in other categories—purely due to our appetite for books.

5. Our days are much brighter because of emails/tweets we get from past students when they read a good book and want to share.

6. Books make great house decor.

7. We get to go into work each day and start each morning with book recommendations. How awesome is that?

8. We get a bit giddy when the electricity goes out because it means more focused reading time. Who doesn’t love to read about a long-ago setting by candlelight?

9. Car trips are far more bearable with long audiobooks. When we remember our vacations, we remember the books we read and listened to along the way.

10. A Friday night trip to read at the bookstore is much less expensive than a night out on the town. Okay, we lied about this one…because we never leave the bookstore without a dozen books in hand.

 

How is your life easier/better because of books? Please share with us!

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It’s Monday! What Are You Reading? 8/19/13

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It’s Monday! What Are You Reading? From Picture Books to YA!

It’s Monday! What are you Reading? is a meme hosted by Sheila at Book Journeys. It is a great way to recap what you read and/or reviewed the previous week and to plan out your reading and reviews for the upcoming week. It’s also a great chance to see what others are reading right now…you just might discover the next “must-read” book!

Jen Vincent, of Teach Mentor Texts, and Kellee decided to give It’s Monday! What Are You Reading? a kidlit focus. If you read and review books in children’s literature – picture books, chapter books, middle grade novels, young adult novels, anything in the world of kidlit – join us! We love this meme and think you will, too.

We encourage everyone who participates to support the blogging community by visiting at least three of the other book bloggers that link up and leave comments for them.

Last Week’s Posts

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**Click on any picture to view the post**

 

Last Week’s Journeys

Kellee: YAY! I finished Rump by Liesl Shurtliff and I enjoyed it so much. I am so glad that I am on Twitter because they put this book on my radar. I really enjoy fairy tale retellings and this was a great one. I cannot wait to review it for you all! I also read The Day the Crayons Quits and Unicorn Thinks He’s Pretty Great and once again I thank my friends for sharing these titles with me and I cannot wait to share them with you!

Ricki: This week, I read an incredible book called Into that Forest by Louis Nowra. It is about a young girl who gets lost in the Tasmanian bush with her friend. They are adopted by two tigers and slowly morph into feral children. I can’t recommend it enough. It reminded me a bit of one of my favorite books, Endangered by Eliot Schrefer.

Then, I read Living with Jackie Chan by Jo Knowles. If you’ve read Jumping off Swings, you have to check this one out. It is told from Josh’s perspective, after the baby is born. Oh, and if you haven’t read Jumping off Swings, you still have to check this one out. It can stand alone and is incredibly good. This book will stick with me for a very long time.

 

This Week’s Expeditions

Kellee: Ah, school is back! The teachers were back this last week and the students start today. I have a new role as a reading coach which is so exciting; however, the work is so different than what I’ve done in the past, so I feel so, so busy. My hope this week is to finish Living with Jackie Chan by Jo Knowles this week then move onto either Guys Read: Other Worlds, Real Boy, or Stained – I haven’t decided yet.

Ricki: This week, I started Rose under Fire by Elizabeth Wein. I loved Code Name Verity for its complexity and depth, and this one is equally excellent. Unlike Code Name Verity, I immediately got into Rose under Fire. From the very beginning, I was hooked. I am actually itching to get back to it right now! Much of this story takes place in a concentration camp rather than an interrogation room, but the books are quite similar in their format and topic. That said, I am learning so much, so it is truly worth the read, especially if you liked Code Name Verity. Elizabeth Wein is a wealth of knowledge!

I am about finished with a professional development text, Black Ants and Buddhists by Mary Cowhey. This book is very inspiring. She gives great advice about how to enact social justice in the classroom. Even as a high school teacher, I could pull many ideas from this text, which is directed to elementary school teachers.

Upcoming Week’s Posts

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 So, what are you reading?

Link up below and go check out what everyone else is reading. Please support other bloggers by viewing and commenting on at least 3 other blogs. If you tweet about your Monday post, tag the tweet with #IMWAYR!

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