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

Better Nate Than Ever by Tim Federle

Federle, T. (2014). Better Nate than ever. New York, NY: Simon and Schuster for Young Readers.

Summary: Nate has a big dream. He wants to perform on Broadway. When an audition for a musical version of ET avails itself, Nate plans a surreptitious trip to NYC where hopes of being a star will allow him to feel more at home than he does in his own school.

Review: Federle brings us a character who is questioning his identity and takes us on a ride where we're rooting for Nate, the underdog, and wish him joy and happiness. A great coming of age story for youth.

Diversity: This novel features a kid who doesn't fit in. There are assumptions that Nate is questioning his sexual identity and teased by others at his school as effeminate and possibly gay. This is a story that isn't often told especially for middle grades and that is why I love this book because so many students who question their sexual identities start doing so long before high school where it is more prevalent in YA. This is a great middle school book and it offers a window and possibly a mirror for our youth struggling to figure out who they are.

Suggestions for Teachers: This novel would work well for lit circles with the guiding topic of coming-of-age. It would be a book that should be facing out in a classroom library and book talked.

Reading Level:

1. Quantitative: Lexile 930L, ATOS Book Level 7.0, Flesh-Kincaid 6.51, 7.0 RMM
2. Qualitative: This text is slightly complex as there is a singular first person narrator and the narration is chronological. Language is largely contemporary and explicit and thus moderately complex. The theme of an underdog achieving his dream is simple and accessible. Students who have some knowledge of Broadway and New York City might have a stronger understanding.

Content Areas: English, Contemporary Issues

Common Core State Standards:

CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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.

Relevant links: Tim Federle's website, Teaching Books

Subjects/Themes: coming of age, LGBTQQ

Awards: Odyssey, Stonewall, ALA

Series Information: sequel is Five, Six, Seven Nate!

Counting by 7s by Holly Goldberg Sloan

Sloan, H. G. (2013). Counting by 7s. New York, NY: Dial Books for Young Readers.

Summary: Willow is a quirky girl who suffers a tragedy at the beginning of this book leaving her without a family. Through unlikely friendships with others who are just as unique and different, Willow learns the true definition of family.

Review: Sloan gives us a tearjerker with Willow chance, a young girl who can master new languages and college textbooks better than she can navigate social interactions. Sloan's choice of diverse major characters is excellent and she gives voice to the often times voiceless here. It is a feel good novel that many students will enjoy.

Diversity: This novel features very diverse characters. First Willow, a person of color who might have autism is just one of the major characters. Mai and Quang-ha, are Willow's friends and they are the children of a feisty Vietnamese nail salon owner. And, Willow's early adult figure is Dell Duke, her counselor who struggles to function in his own life. This is a beautiful cast of characters who are marginalized in society and here they are front and center. I especially love Mai's mom, this nail salon worker who has such voice in this book when often times in popular culture, Vietnamese nail workers are shown serving rich, white women.

Suggestions for Teachers: This is a book that I would use for lit circles or independent reading. You could definitely use it to teach perspective maybe alongside or in place of Seedfolks.

Reading Level:

1. Quantitative: Lexile 770L, ATOS Book Level 5.6, Flesh-Kincaid 3.9. Readability Grade Level 5.9, 7.6 RMM
2. Qualitative: This text is moderately complex as there are various third-person perspective narrators. The narration is mostly chronological. Language is largely contemporary and explicit and thus moderately complex. The text has symbolism like the garden; students may only understand it literally but a teacher could choose to focus on symbolism here. Students who have some knowledge of autism and foster care might have a better understanding but it is not needed.

Content Areas: English, Contemporary Issues

Common Core State Standards:

CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.7.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

CCSS.ELA-LITERACY.RL.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Relevant links: Teaching Books

Subjects/Themes: foster care, autism, coming of age, immigrant labor

Awards: A New York Times Bestseller. An AMAZON Best Book of the Year 2013.  A Kids' Indie Next List Top Ten Book-- #4, Best Books of Autumn 2013.  B.E.A. Buzz Book Award 2013.  A Texas Bluebonnet Award Nominee 2014-2015 Master List.  A School Library Journal Best Book of the Year.  An E.B. White Read Aloud Honor Book. A Dorothy Canfield Fisher Children's Book Award Nominee.  A National Public Radio Best Book of the Year.

Series Information: N/A

Freakboy by Kristin Elizabeth Clark

Clark, K. E. (2013). Freakboy. New York, NY: Farrar, Straus and Giroux.

Summary: Brendan Chase might appear to have the perfect life to some. He is on the wrestling team and has a beautiful girlfriend. But Brendan has a secret. Sometimes he doesn't feel like society asks him to feel. In verse, along with two other narrators, Brendan shares his secret and Kristin Elizabeth Clark explores the topic of gender fluidity.

Review: Clark's Freakboy is a powerful read. This book is so necessary in school libraries for all students. Due to some of the sex scenes, I would assign this as 8th grade and up. But many sections of the book could be excerpted for a younger audience. Because Clark writes in verse, this novel moves quickly and the words are razor sharp.

Diversity: Clark explores gender fluidity--when a person doesn't feel like his/her assigned gender. There are few books written about this topic and also it is a diversity that is predominantly unseen by others. This voice is missing in YA literature. Brendan's (and Vanessa's) questioning of themselves normalizes this thought process for others and Angel's strong, decisive character gives us a role model. Gender fluidity is a topic that often doesn't come up when students discuss diversity in middle school. It's a story that is rarely mainstreamed or presented. Clark's novel can be that ally for young people and my hope that it's just the beginning of many other stories about questioning gender and sexuality to fill library shelves so that those who feel this way are not alone. This is a book that needs to be book-talked to students and with the cover faced out in libraries. It needs to be shown off and heard about so it doesn't go unnoticed. As teacher librarians, it's great to have the newest Rick Riordan, but it's books like these that need to be brought to the attention of students.

Suggestions for Teachers: Use this as a core text in an ELA classroom or excerpt it for younger audiences. Teach it as poetry and examine interior monologue, sensory description and diction. This is also a book to plug for independent reading or lit circles.

Reading Level:

1. Quantitative: Lexile 800L, ATOS Book Level 5.8, Flesh-Kincaid 4.5. Readability Grade Level 6.0, RMM
2. Qualitative: This text is moderately complex. There are three narrators and they are telling their side of the story. Each narrator tells his/her story chronologically, but there is no order or pattern and each narrator's story occurs unpredictably. Language is largely contemporary and explicit. Because the text is written in verse, there are more figurative language uses. Students who have some knowledge of gender fluidity will more easily comprehend the text.

Content Areas: English, Contemporary Issues

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.

Relevant links: Teaching Books, Author's Website, LGBTQQ resources, Conversation between Ellen Hopkins and Clark, Interview with Author

Subjects/Themes: LGBTQQ, gender fluidity, transgender, coming of age, identity

Awards: N/A

Series Information: N/A

Sofi Mendoza's Guide to Getting Lost in Mexico by Malín Alegría

Alegría, M. (2007). Sofi Mendoza’s guide to getting lost in Mexico. New York, NY: Simon Pulse.

Summary: Sofi Mendoza is at a peak in her life. She's about to graduate high school and attend UCLA. It's the end of the year and her best friends are excited to attend a party at a classmate's house across the border in Rosarito, Mexico. Sofi is hoping for an opportunity to make a move on her big crush Nick. When the party is over, Sofi finds herself in a much larger dilemma. She is denied entry back into California. Sofi is forced to stay with an aunt whom she's never met until her parents can get a lawyer to argue her case. Family secrets are unveiled and cultural differences between Mexico and the US are highlighted. In the end, Sofi learns a lot about her ethnic heritage and Alegría highlights some of the serious injustices of the border and citizenship.

Review: This book is needed in schools (the references to underage drinking makes me give this book a high school designation). It is a "chick lit"romance that will attract many adolescent girls. There is enough happy ending romance here to please most. The ending is saccharine sweet and unfortunately, an unlikely-hood for most young adults put in this situation. While teens will like this book, I hope they understand that Sofi's status is unique and that the reality would be much dire.

Diversity: Alegría's voice is a much needed voice in YA literature. She gives voice to the Latina experience. Here, the Sofi speaks as a young woman who crossed the border at such a young age that she has no idea that her her immigration status is a lie. Other students could relate to this issue. Alegría also tells the story of culture shock--of what it means to represent a culture and then disappoint others because you are not "truly" Mexican and can't function as an "expert" (don't speak the language, have little knowledge of the country). (I can relate to this experience being half-Chinese, half Thai and speaking neither language.) While, I find this book needed in school libraries, it is not without complaint. Sofi is rather shallow through most of this book. Her need to impress boys and preoccupation with her outfits is ridiculous. Most disappointing is the ending which I find so far from reality. That immigration and deportation issues could be tied up so neatly in a bow within two weeks is far from reality and teens should have the opportunity to read the real dangers and outcomes of this situation in addition to this one. This book does give voice to the families who have a complicated history of living on both sides of the border and going back and forth over time. And my hope is that this book offers conversation and discussion about border issues among our youth. It should not be the only voice on Latino issues, but one of many. I realize that I've been judging this book harshly because it has become one of the handful of books I've read with a Latino protagonist so I want it to be more complicated than it is. I've fallen into Adichie's trap of the danger of a single story. I've read plenty of okay books about young white people and I don't have the same expectations because there are so many books about white people. There are few about Latinos and thus I'm putting all my hopes in one basket, which is unfair.

Suggestions for Teachers: Use this text alongside non-fiction articles about the US/Mexico border and border crossings. This could be one book in a collection of books for lit circles about immigration. This could be an independent reading text in a US history or government class as well.

Reading Level:

1. Quantitative: Lexile 810L, ATOS Book Level 6.3, Flesh-Kincaid 6.4 Readability Grade Level 8.0, RMM 7
2. Qualitative: This text is moderately complex. It is organized chronologically but there are a couple of subplots--what is happening in Mexico, what is happening back home at school. Language is largely contemporary and explicit but there are some words that are in Spanish, but can be defined using the glossary at the end of the book. The text is mostly literal. Students who have some knowledge of Latino culture will more easily comprehend the text.

Content Areas: English, Social Studies, Contemporary Issues

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.9-10.6
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.

CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Relevant links: Malín Alegría, Teaching History Across Borders, Teaching Tolerance, PBS

Subjects/Themes: Immigration, Undocumented Immigrants, Border, US/Mexico Border

Awards: N/A

Series Information: N/A