When Louis Armstrong Taught Me Scat by Muriel Harris Weinstein; Illustrated by R. Gregory Christie

Weinstein, M. H. (2008). When Louis Armstrong taught me scat (R. G. Christie, Illustrator). San Francisco, CA: Chronicle Books.

Summary: A little girl goes to sleep and wakes up to Louis Armstrong. Armstrong takes her under his wing and teaches her to scat--make up songs by playing with words.

Review: This book is so fun. The illustrations help illustrate the clever songs.

Diversity: The little girl could be a person of color and Louis Armstrong is African American.

Suggestions for Teachers: Use this to introduce Louis Armstrong or to introduce onomatopoeia.

Reading Level:

1. Quantitative: Lexile 420-820L, ATOS Book Level 2.75-5.14, Flesh-Kincaid 1.98-5.34, 3.53-6.13 RMM
2. Qualitative: This text is slightly complex. It is organized chronologically. Vocabulary is mostly these made up song words that are fun to say. Some students might be confused by the girl dreaming. The beautiful colorful illustrations help students make meaning of the text. Knowledge of the Louis Armstrong will help students make meaning.

Content Areas: Language Arts

Common Core State Standards:

CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

Relevant Links: PBS, Biography.com, Teaching Books

Subjects/Themes: music, Louis Armstrong, jazz

Awards: N/A

Series Information: N/A

The Lizzie Bennet Diaries produced by Hank Green & Bernie Sue

Green, H., & Su, B. (Producers). (2012, April 9). My name is Lizzie Bennet [Show #1]. The Lizzie Bennet diaries. Podcast retrieved from http://www.pemberleydigital.com/the-lizzie-bennet-diaries/

Summary: This is a modern Pride and Prejudice with Lizzie Bennet a grad student in Mass Communications living at home with her parents. Mrs. Bennet is obsessed with marrying off all three of her daughters and is especially excited when millionaire and medical student Bing Lee moves into the neighborhood.

Review: A clever and engaging way to supplement teaching Jane Austen's masterpiece.

Diversity: In this vlog version, Charlotte is Asian and Bing Lee, Lizzie's love interest, is biracial.

Suggestions for Teachers: Each vlog is short and teachers could use clips to supplement reading assignments or for review.

Reading Level:

1. Quantitative: N/A
2. Qualitative: These videos are organized with Lizzie retelling various happenings in her household. She re-hashes these events by acting them out with her friend Charlotte. The story is organized chronologically. Vocabulary is largely contemporary and familiar. Students with knowledge of the plot of Pride and Prejudice will have greater interest and anticipation.

Content Areas: English

Common Core State Standards:

CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-LITERACY.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Relevant links: Teaching Books

Subjects/Themes: family, marriage, romance

Awards: 
2012 TV. com Best Web Series – Winner
2013 IAWTV Awards – Best Interactive Series – Winner
2013 Streamy Awards – Best Comedy Series – Nominee
2013 Streamy Awards – Best Actress in a Comedy – Ashley Clements – Nominee
2013 Streamy Awards – Best Actress in a Comedy – Julia Cho – Nominee
2013 Streamy Awards – Best Ensemble Cast – Nominee
2013 Streamy Awards – Best Writing – Bernie Su – Winner
2013 Streamy Awards – Best Interactive Series – Jay Bushman, Alexandra Edwards, Bernie Su– Winner
2013 Primetime Emmy Award – Original Interactive Program – Winner
2013 PGA Awards – Best Online Series – Nominee
2014 Streamy Awards – Best Drama Series – Winner
2014 Streamy Awards – Best Actor in a Drama – Daniel Vincent Gordh – Nominee
2014 Streamy Awards – Best Actress in a Drama – Ashley Clements – Winner

Series Information: The Lizzie Bennet Diaries series

Bridge by Patrick Jones

Jones, P. (2014). The Alternative: Bridge. Minneapolis, MN: Darby Creek.

Summary: After his father experiences a debilitating accident, José has to make tough decisions for his family. He has to decide how to support them as well as do the right thing for himself. He has to decide whether to stay in school or work full time.

Review: I met Patrick Jones recently at the YALSA Lit Symposium and admired his commitment to writing for reluctant readers and for students of color. This text is at an appropriate reading level for many of my students and it is about an immigrant Latino family who struggles. Unfortunately, Jones' portrayal of family appears to be one of deficit instead of value. José appears to be a martyr for his family with the help of his hero-like teachers.

Diversity: This novel centers around a Latino family.

Suggestions for Teachers: This text would be best in a classroom library. I would have students, especially my Latino students, analyze Jones' portrayal of family.

Reading Level:

1. Quantitative: Lexile 800L, ATOS Book Level9.67-12.01, Flesh-Kincaid 8.32-12.12,8.41-10.81RMM
2. Qualitative: This text is slightly complex; it is chronological. The language is largely contemporary and familiar. Those who have knowledge of immigration issues will have a stronger understanding.

Content Areas: English

Common Core State Standards:

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Relevant links: Teaching Books

Subjects/Themes: family, acceptance, values, immigration

Awards: N/A

Series Information: The Alternative series

I Will Save You by Matt de la Peña

de la Peña, M. (2010). I will save you. New York, NY: Delacorte.

Summary: Kidd Elliott has run away from a group home after tragically and dramatically losing both his mother and his father. He hopes to start over working at a campsite in Cardiff, CA with Mr. Red, his boss who has experienced his own tragedy, as a mentor. He falls in love with Olivia who also has her own secret. What makes things difficult is his best friend Devon from the group home whose risky behavior tries to derail Kidd's fresh start.

Review: An intense look at PTSD, domestic abuse, friendship and family. De la Peña shows his depth as a writer with Kidd's character.

Diversity: An accurate representation of diverse beachside Southern California. Red dates women of color. Olivia has her own issues which make her different. Kidd is biracial.

Suggestions for Teachers: Great for coming-of-age literature circle or a look at trauma.

Reading Level:

1. Quantitative: Lexile 770, ATOS Book Level 9.67-12.01, Flesh-Kincaid 8.32-12.12, 8.41-10.81 RMM
2. Qualitative: This text is very complex. Lots of flashbacks with organization. The ending and discovering the secrets of the narrator will require a close-reader The language is largely contemporary and familiar. Overall, this novel may appear accessible but a sophisticated reader will understand Kidd's true identity at the end. Knowledge of trauma and personality disorders will help create meaning for readers.

Content Areas: English

Common Core State Standards:

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Relevant links: Teaching Books, Matt de la Peña

Subjects/Themes: family, acceptance, PTSD, trauma

Awards: 

• ALA-YALSA Best Book for Young Adults and Quick Pick for Reluctant Readers
• Finalist for the 2011 Amelia Elizabeth Walden Award

Series Information: N/A

Kendra by Coe Booth

Booth, C. (2008). Kendra. New York, NY: Push.

Summary: Kendra lives in the Bronx with her grandmother. Her mother, only 14 years her senior, just finished her Ph.D. Kendra hopes to live with her mother. Her father lives upstairs with his younger sister and Kendra's best friend, Adonna. Kendra is trying to figure out puberty, boys and win her mother's acceptance.

Review: A raw book of coming-of-age. Compulsive and compelling. Due to the sex scenes, I would recommend this for a high school library.

Diversity: Strong and powerful female African American characters of low socio-economic status.

Suggestions for Teachers: Great for coming-of-age literature circle.

Reading Level:

1. Quantitative: Lexile 770, ATOS Book Level 9.67-12.01, Flesh-Kincaid 8.32-12.12, 8.41-10.81 RMM
2. Qualitative: This text is slightly complex; the organization is chronological and easy to follow. The language is also largely contemporary and familiar. Overall, this novel is very accessible. Knowledge of housing projects could help readers visualize more.

Content Areas: English

Common Core State Standards:

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Relevant links: Teaching Books, Coe Booth

Subjects/Themes: family, acceptance

Awards: N/A

Series Information: N/A

Cholodenko, G. (2013). A Tale from Alcatraz: Vol. 3. Al Capone does my homework. New York, NY: Dial Books for Young Readers.

Summary: Moose Flanagan and his friends are off to solve a new mystery. Who started the fire in their apartment? Mrs. Trixle thinks it's Natalie. Also, lots of money has been coming onto Alcatraz. Where's it coming from? Moose, Annie, Jimmy, Natalie and Piper are at it again.

Review: My favorite of the Al Capone series so far. A real dilemma for kids to deal with when someone who is different gets blamed. Lots of parallels in real life. Moose is growing up in this book and it's fun to see how he's maturing.

Diversity: Moose's sister, Natalie, has Autism though at the time there isn't a name for it.

Suggestions for Teachers: Great book to study ally-ship in an ELA classroom and connect to CA history as well. Lots of parallels for students when studying difference and family.

Reading Level:

1. Quantitative: Lexile 600L, ATOS Book Level 7.00-9.98, Flesh-Kincaid 6.51-10.34, 7.04-9.57 RMM
2. Qualitative: This text is moderately complex; the organization is chronological and straightforward. The language is largely contemporary. Knowledge of Alcatraz and Al Capone will make this text more accessible to readers.

Content Areas: English, Social Studies

Common Core State Standards:

CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Relevant links: Teaching Books

Subjects/Themes: family, acceptance, difference, mystery

Awards: N/A

Series Information: N/A

In Darkness by Nick Lake

Lake, N. (2012). In darkness. New York, NY: Bloomsbury.

Summary: Shorty is trapped under a hospital after an earthquake. He is flooded with memories of his life which is filled with tragedy. Alternatively, Toussaint is organizing slaves to fight for their freedom. These two are connected through Haiti's trajectory.

Review: A difficult an intense examination of Haiti from its successful slave uprising to the corruption of Westerners interfering for the worse when tragedy strikes during present day.

Diversity: Although written by an English man, this book speaks to the hardship and extreme poverty of Haiti. Shorty's character has much humanity.

Suggestions for Teachers: This would be a good core text to teach. High on the complex level. Could connect it to a study of Haiti with Social Studies.

Reading Level:

1. Quantitative: Lexile 800L, ATOS Book Level 9.67-12.01, Flesh-Kincaid 8.32-12.12, 8.41-10.81 RMM
2. Qualitative: This text is very complex; the organization goes back and forth between Shorty in present day 2010 post earthquake and Toussaint, hundreds of years back. The language is also very complex and vernacular infused with some Creole. Life experiences and cultural knowledge of Haiti will make this more accessible.

Content Areas: English, Social Studies

Common Core State Standards:

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Relevant links: Teaching Books, Bloomsbury Guide

Subjects/Themes: Haiti, revolution, acceptance, family

Awards: Printz Award

Series Information: N/A

Ninth Ward by Jewell Parker Rhodes

Rhodes, J. P. (2010). Ninth ward. New York, NY: Little Brown.

Summary: Lanesha lives with Mama Yaya, the woman who delivered her as her birth mother died. They live in the Ninth Ward of New Orleans and Lanesha, has the power to see ghosts; this power ostracizes her from many in her community. Mama Yaya, a clairvoyant, knows a bad hurricane is on its way and helps prepare Lanesha for this natural disaster.

Review: A slow start. Lots of time with exposition in the beginning but once Hurricane Katrina is on its way, this is a hard book to put down.

Diversity: A glimpse at what happened to so many Black families during Katrina.

Suggestions for Teachers: Would be good to teach as a core text in ELA and/or Social Studies core paired with non-fiction about Hurricane Katrina.

Reading Level:

1. Quantitative: Lexile 470L, ATOS Book Level 7.00-9.98, Flesh-Kincaid 6.51-10.34, 7.04-9.57RMM
2. Qualitative: This text is moderately complex; it is chronological. The language is largely contemporary and familiar but also a lot of vocab connected to New Orleans and voodoo. Those who have knowledge of New Orleans, Hurricane Katrina will have a stronger understanding.

Content Areas: English

Common Core State Standards:

CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

CCSS.ELA-LITERACY.RL.6.3

Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

Relevant links: Teaching Books, Jewell Parker Rhodes website, Hachette Book Group

Subjects/Themes: New Orleans, family, acceptance, values

Awards: N/A

Series Information: N/A

We Were Liars by E. Lockhart

Lockart, E. (2014). We were liars. New York, NY: Delacorte.

Summary: Cadence Sinclair is the oldest grandchild of a very rich and privileged family who spends their summers on their own private island. Despite their seemingly perfect exteriors, a lot of trouble is under the surface. Cadence falls in love with Gat, a friend of her cousin Johnny. Each summer they spend together. One day when she is fifteen, she wakes us nearly naked on the beach with a severe head injury. This novel shares her narration from that summer and a summer two years later.

Review: An intense novel that has you gripping the book at the end where everything you believed is suddenly turned on its head.

Diversity: Despite being about a privileged, rich white family, this book is about race and how race acts as a threat.

Suggestions for Teachers: Great to have in a high school classroom library. Would be perfect for a unit on power and privilege. It could easily be used as a selection for literature circles.

Reading Level:

1. Quantitative: Lexile 600L, ATOS Book Level 9.67-12.01, Flesh-Kincaid 8.32-12.12, 8.41-10.81RMM
2. Qualitative: This text is moderately complex; there are a lot of flashbacks and it takes a sophisticated reader to understand the ending and the effects of an unreliable narrator. The language is largely contemporary and familiar but also very lyrical. Those who have knowledge of depression and Sylvia Plath will have a stronger understanding but this is a great text to introduce Plath as well.

Content Areas: English

Common Core State Standards:

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

CCSS.ELA-LITERACY.RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

Relevant links: Teaching Books

Subjects/Themes: privilege, power, inheritance, betrayal

Awards: N/A

Series Information: N/A

Belzhar by Meg Wolitzer

Wolitzer, M. (2014). Belzhar. New York, NY: Dutton Books for Young Readers.

Summary: After the death of her first love, Reeve, Jam is sent to The Wooden Barn, a school for students who have experienced trauma. She is chosen to be in the mysterious Special Topics for English class and the author study selected by Mrs. Quenell is Sylvia Plath. Supernatural things happen when Jam and her classmates write in their journals. Pasts are revealed and uncomfortable conversations are had.

Review: This is a consuming and surprising read! For 8th grade and up, students will enjoy the supernatural aspects of this book.

Diversity: Jam's roommate DJ is part Asian and gay.

Suggestions for Teachers: Great to have in a classroom library and would be a good for a unit on teaching perspective and unreliable narration. Teachers could also teach this along with Sylvia Plath's works.

Reading Level:

1. Quantitative: Lexile 1050-1335L, ATOS Book Level 9.67-12.01, Flesh-Kincaid 8.32-12.12, 8.41-10.81RMM
2. Qualitative: This text is moderately complex; it is chronological but there are flashbacks and there is a supernatural element that occurs when the characters write in their journals. The language is largely contemporary and familiar. Those who have knowledge of depression and Sylvia Plath will have a stronger understanding but this is a great text to introduce Plath as well.

Content Areas: English

Common Core State Standards:

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

CCSS.ELA-LITERACY.RL.9-10.7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

Relevant links: Teaching Books, Bell Jar Teacher Guide

Subjects/Themes: depression, recovery, therapy, friendship

Awards: N/A

Series Information: N/A