Leaning into Young Adult Literature as Our Curriculum: ALAN
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Book in Review: A Teaching Guide
Sarah J. Donovan
Leaning into Young Adult Literature as
Our Curriculum:
The Intimacy of Choice
This article is also available in an online format that O’Brien’s spatial shifts in The Things They Carried
allows direct access to all links included. We encourage (1998); the verse form of Patricia McCormick’s Sold
you to access it on the ALAN website at http://www. (2006); the temporal shifts in Pam Muñoz Ryan’s Echo
alan-ya.org/publications/the-alan-review/the-alan- (2015); the point of view in. E. Lockhart’s Fly on the
review-columns/. Wall: How One Girl Saw Everything (2006). These
books invited me into different places, times, and ex-
T
he last weekend of the summer, my father called periences while I was grieving the loss of my dad. At
me in a panic. A pipe in his condo had burst, times, I was escaping. At times, I was comforted. But
and he needed help. I called the plumber and all the time, my relationship with words was chang-
told him to meet me at my dad’s place. I hadn’t been ing. I think this is the psychology of books.
in his condo for years because he never let any of us Jesus, one of my students (all student names are
in, but on this day, I discovered he had been living pseudonyms), sketched panels inspired by G. Neri’s
in squalor, had become a hoarder, and was no longer Yummy (2010) and devoured Todd Strasser’s If I Grow
capable of living on his own. Against his will, he came Up (2010) in one day, which inspired him to write an
to live with me that night, and I started school the advice piece for his younger brother. Last year, Erin
next day. read Marilyn Hilton’s Full Cicada Moon (2017) fol-
My dad’s life came up again and again in my writ- lowed by Chimamanda Ngozi Adichie’s We Should All
ing that school year. During dedicated free-write time Be Feminist (2015), after which she wrote a TED-like
in my junior high classes, I wrote my stories while talk about women in science and how she is going to
students wrote theirs. I wrote a poem about how my change the world. Books plus readers equal a syner-
dad was an only child who spent hours in his room gistic effect that defies measurement.
gluing model cars when he wanted to be playing catch When teachers make choice the reading and writ-
with his father. Alternating between settings, I also ing curriculum, students learn about books, writing,
wrote about how my dad was kicked out of the choir and life, as well as the writers and readers we are and
at school and found solace in running. I wrote a dra- are becoming. We read and we write to make sense
ma about the time my dad said to me that he would of our lives, to stretch moments, to imagine conver-
trade any of his 11 children for the chance to see one sations, to remember smells and sounds, and some-
of his inventions on the streets of America. And in the times, to reimagine memories with new endings.
spring, I wrote his obituary. Writing is a way of bearing witness to our lives,
I wrote in these different forms because I was and I think many authors write as a way of witness-
inspired by what I was reading at the time: Tim ing humanity and making accessible to readers the
87
The ALAN Review Fall 2018
L87-92-ALAN-Fall18.indd 87 8/20/18 10:44 AMlives within and beyond their own. A poem, a story, a Because this issue is about psychology, a very per-
drama, a list, a book becomes an artifact of humanity, sonal subject, and the books I am reviewing include
taking on a new life and purpose if/when it makes its potential triggers, I am going to offer methods that
way into the hands, hearts, and minds of readers. allow the reader’s experience to be intimate: readers
It is for this reason—the reason that most litera- read at their own pace, stopping as needed, seeking
ture does not come from a place of teaching or didacti- support as needed, or abandoning a book as needed.
cism—that teachers must be careful about “using” First, I offer two books that, because of language
young adult literature to teach a topic or to “cover” and content, may be a better fit for older young adult
a theme. Representations of mental illness, trauma, readers, In Sight of Stars (Polisner, 2018) and Blood
and violence in young adult literature can promote Water Paint (McCullough, 2018). Then, I suggest a
understanding and knowl- book that can be stretched into junior high, The Night
edge “about” humanity Diary (Hiranandani, 2018), and finally, I offer two
and being human, but one anthologies, #NotYourPrincess (Charleyboy & Leath-
A poem, a story, a drama, book cannot teach “about” erdale, 2017) and Hope Nation (Brock, 2018), filled
a list, a book becomes depression or trauma or with voices of hope. All of these books explore trauma
explain resilience or sur- but also represent the strength and resilience of teens
an artifact of humanity, render. confronting the sources of trauma.
As a result, for the
taking on a new life and past three years I have
Books of Hope and Resilience in the
purpose if/when it makes leaned away from whole- Face of Trauma
class novels or units
its way into the hands, developed around a theme. In Sight of Stars, by Gae Polisner
It has felt too much like I The main character, Klee (pronounced Clay), is griev-
hearts, and minds of am “covering” rather than ing the death of his father, a man who told him stories
of magic and introduced him to the world of art. On
readers. uncovering by labeling or top of that, his mother, “Ice Queen,” uproots Klee
naming a unit according to
a culture or topic. Litera- from Manhattan to a suburb during his senior year of
ture reveals such intersec- high school. Klee’s loneliness is temporarily assuaged
tionality that I just could not find a way of framing by Sarah, a fellow art student, who recognizes Klee’s
a unit without marginalizing important features of a talent and offers physical comfort, but when Sarah
story. And by dedicating several weeks of instruction pulls away from Klee, he spirals in and out of reality,
to one theme, I felt like I was limiting opportunities eventually landing in a psychiatric hospital for teens
for discovery and exploration arising from the needs known as “Ape Can.”
of individual students. Polisner utilizes temporal shifts, depending on
This is not to say that there is no place for a Klee’s mental state and where he wants to be, or can
whole-class novel study, which can unite a class with be, in his consciousness: the present, recent past, or
a shared reading, but it is to say that there are a lot of distant past. Klee’s internal monologues juxtaposes
great books out there that are not making it into the flashbacks and recent scenes, aligning the reader
hands of our students because of past practice. There with the narrator and observing “tender distance”—a
are at least two new books on the market reviving less intimate scene in deference to the target readers’
readers workshop for the high school classroom by young age. A reader will feel Klee’s instability. Vincent
offering a framework that balances core texts and Van Gogh’s life and art are woven into and through
independent reading (and so much more): Kelly Gal- the narrative as both subtle and overt allusions to
lagher and Penny Kittle’s 180 Days: Two Teachers and humanity’s fragility and resilience. The story navigates
the Quest to Engage and Empower Adolescents (2018) therapy and recovery after a traumatic psychological
and Kate Robert’s A Novel Approach: Whole-Class break, and readers bear witness to this process with
Novels, Student-Centered Teaching, and Choice (2018). the gentle guidance of two strong female characters, a
compassionate therapist and a clever nun.
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The ALAN Review Fall 2018
L87-92-ALAN-Fall18.indd 88 8/20/18 10:44 AMBlood Paint Water, by Joy McCullough who teaches Nisha to cook and ignites her love of
Artemisia Gentileschi is an iconic painter from the food—another way to express herself.
seventeenth century. When Artemisia was 17, she had In an interview with National Public Radio (Mon-
taken on most of the duties at her father’s art studio tagne, 2018), Hiranandani explains that she is from
and was preparing to marry a trusted teacher. How- a “mixed background”—her father is Hindu, and her
ever, her handsome fiancé raped her, and she was mother is Jewish. It followed, then, that she wanted
forced to undergo a trial for her honor—a trial that Nisha to be from a mixed background, “not only for
involved torture. This historical fiction novel is writ- my own personal connection, but it allowed me to ex-
ten largely in verse, partially in second person, but plore her own sense of belonging during this time, and
mostly through Artemisia’s first-person perspective it allowed me to open up
with her late mother’s bedtime stories of the biblical and break through some of
Susanna and Judith in prose. Her mother passed away the bias and explore some A page or chapter can
when Artemisia was just 12 years old and thus before of the questions I had
the story takes place, so Artemisia’s father raises her about that time.” Around offer students a shorter
and her brothers. Artemisia’s fire comes from her 14 million people migrated
piece to ponder on days
mother and is put to the test when the judge, jury, during this time, but rather
and bystanders intimidate her to rescind her claims. It than confront teen read- they may be feeling out of
is based on a true, brutal story (e.g., rape, torture, be- ers with graphic images,
heading) that inspires further inquiry into art, trauma, Hiranandani lets readers sorts or overwhelmed by a
and implications beyond the life of the survivor. experience the migration
This book was first a play. Joy McCullough, through Nisha’s innocence
scene in their novel.
wanting Artemisia’s story to reach more teens but in order to “open up some
convinced it would not be published, “wrote it com- of the truth” of that period while representing what
pletely and unapologetically” for herself. In the same most 12-year-olds could relate to—her father, brother,
interview, McCullough explains her choice to write in food. Nisha does not understand how brave she is.
verse: “I think it can be really easy for the details of
day-to-day life in a distant historical novel to hold the Two Collections
reader at arm’s length. When those things are stripped #NotYourPrincess: Voices of Native American Women,
away, though, as they are in verse, I think it makes edited by Lisa Charleyboy and Mary Beth Leather-
it easier for the reader to relate the story to their own dale, includes the words, art, and photography of 58
time and life.” She explains that verse “allows the different Native women. Hope Nation, edited by Rose
reader to make emotional leaps . . . rather than having Brock, includes personal stories and original essays
a horrifying scene described in full detail” (Ansbach, from 24 young adult authors. I think it is important to
2018). include anthologies in classroom libraries. Not only do
most anthologies work as inclusive artifacts, bringing
The Night Diary by Veera Hiranandani together a range of voices, but selections can be read
The night before the Partitioning of India in 1947, in any order. A page or chapter can offer students a
12-year-old Nisha is struggling to understand the shorter piece to ponder on days they may be feeling
implications of the end of British rule on her half- out of sorts or overwhelmed by a scene in their novel.
Hindu, half-Muslim family. She writes diary entries to Also, anthologies can spark new interests in subjects
her mother, who passed away when she and her twin and authors.
brother were born, in order to make sense of why A student can turn to any page in #NotYourPrin-
her family is in danger. Nisha lives in what is now cess to bear witness to lives of today’s indigenous
Pakistan, and the family must travel hundreds of miles women: an illustration by Danielle Daniel (Métis)
to India and safety. The epistolary format is poetic beside a poem, “Two Braids,” by Rosanna Deerchild
apostrophe. Nisha confides in her mother’s memory (Cree); a celebration of a mother’s past and a daugh-
of the riots and border crossing, but also writes of her ter’s future; and two pages of a short story in graphic
special relationship with Kazi, the Muslim family cook novel form, “A Tale of Two Winonas,” by Winona
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The ALAN Review Fall 2018
L87-92-ALAN-Fall18.indd 89 8/20/18 10:44 AMLinn (Meskwaki), who rewrites the “mythical Winona the books being read; this will avoid interrupting the
leap.” The multigenre collection is painful, beautiful, flow. Occasionally, stop and ask a student or two
and brave, yet the form acknowledges that there are what they are thinking and feeling about their read-
still many stories to be uncovered. ing choice. You will notice patterns in students’ book
In Hope Nation, a choices and reading paces. If students are not making
student can read an essay progress, suggest another option. These 10 minutes,
by Angie Thomas, author you will discover, may have the greatest impact on the
Young adult literature
of The Hate U Give (2017), reading lives of your students.
advocates will never to witness her book tour In these brief, private conversations with your
across America and how students, you are able to personalize instruction while
be able to innovate her words changed minds relating to your students as fellow readers and, in the
and hearts. Another case with teacher candidates, as teachers. When you
curriculum if our newest student will meet I. W. notice students are reading something particularly sen-
teachers have not Gregorio, a practicing sitive, you’ll be positioned to offer comfort, guidance,
surgeon, author of None of and insight. Here are some questions to get started:
developed a commitment the Above (2015), activ-
• Tell me what’s happening in the book right now.
ist for intersex youth, and
to reading young adult founding member of We • What are you noticing about how the author se-
quences the narrative?
literature. Need Diverse Books. This • What emotions are stirring in you?
woman is changing lives
• What ideas and events are causing tension?
every day with her work
• And the best follow-up question is this: What
and words. None of the
makes you say so?
hope, however, comes without some grappling with
what it means to be human. After reading time, transition into something new;
ask students to connect to your whole-class work or
Commit Class Time do a quick pair-share:
Given the rich selection of books available to young • What’s hard about being human for your main
adult readers, including those described above, I character?
encourage the creation of a classroom space that • How does the writing style enhance, create, or dis-
centers students’ interests. Start class every day—10 tance tension?
minutes or so—with personal-choice reading. And that • What is one word to capture what happened in the
includes middle school, high school, and, yes, college plot today?
classes, too. Teacher candidates will say they want to • What do you want to know or understand better?
read more, but there just isn’t time, given their myriad These quick discussions help readers process their
responsibilities; however, if teachers do not have a reading experience and hear about other books, and
rich reading life, then they will not be able to offer they help nurture a community of readers.
recommendations or engage in meaningful conversa-
tions about the books teens are reading or want to
Choice in Reading Response
read. Young adult literature advocates will never be
able to innovate curriculum if our newest teachers CER—claim, evidence, reasoning—is a simple frame
have not developed a commitment to reading young to help students engage with texts and to help teach-
adult literature. If we start prioritizing personal choice ers assess understanding and progress toward learning
reading in class, using class time, everyone—teachers standards. However, the process of making a claim,
and students—will have richer reading lives. finding evidence, and articulating reasoning is rather
During reading time, walk around and check in complex; students must reflect, reread, and ponder
with a few students each day. Some days, simply how the text is constructed and how an author’s
write down the title and page number associated with choices are impacting their reading experience. I have
90
The ALAN Review Fall 2018
L87-92-ALAN-Fall18.indd 90 8/20/18 10:44 AMmodified this popular acronym with another “R”: classmates, and are inspired to try out new writing
response. (Please see Appendix A for sentence stems techniques they find there. As a result, my role has
to support CERR.) When teachers ask for analysis and shifted from teacher to community member.
close reading, it is easy to overlook personal response.
To include response in this process, encourage Conclusion
students to find a medium that allows them to process
When we as teachers make time to read young adult
their reading in a meaningful way. Many students
literature, we invite our students to learn alongside
already have a YouTube channel, but students do not
authors and gain a community of co-teachers. Teach-
need to go public. If you have access to technology,
ing can be lonely at times; teachers struggle to be all
you can download a Chrome extension called Screen-
that our students need from us. Let the literature do
castify (free), and students can vlog about their book.
the work.
Screencastify allows students to simply click an icon
In one semester, a student may read In Sight of
on their browser, click record, and talk for up to 10
Stars, Blood Water Paint, The Night Diary, #NotY-
minutes about their book; the video is then automati-
ourPrincess, and Hope Nation. What impact could
cally downloaded to Google Drive. Vloggers can share
access to these stories and these authors have on that
the link or embed the video on a class blog such as
student’s writing? Reading and writing are not to be
Kidblog. I love seeing students in their kitchens or
compartmentalized in the English classroom. Make
basements, sitting in a favorite chair with a book in
time and space for students to draw from the craft of
hand, but what is even better is listening to them read
great young adult authors to write through the stories
aloud a passage that resonates with them.
of their lives.
Two alternatives to vlogging that allow students
After reading The Night Diary, my student Aa-
more artistic expression include designing quotes and
rushi wanted to write her immigration story in a series
#booksnaps. One student rearranged CERR to ECRR;
of diary entries. Brianna had found a diary written by
she preferred starting with a quotation or evidence
her great-grandfather; she wanted to “translate” his
rather than a claim. Using Canva, a free app, she
diary from cursive to print so that she could read it.
designed the background for her quotation, carefully
After a mini-lesson on literary apostrophes, she had
choosing colors and fonts to match the tone. Then she
the idea to write letters to her deceased great-grand-
wrote about the quotation, unpacking the meaning of
father within his diary, responding to his words and
the words, focusing on connotation. Another student
experiences with her own. In Sight of Stars will inspire
used an app called Pic Collage for his responses; he
students to write with temporal flashes. How empow-
took a picture of the page he wanted to analyze and
ering for a writer to start with present day and then
then inserted thought bubbles with claims, reason-
flash to the past to explore a connection or anteced-
ing, and responses; this medium was made popular as
ent. Blood Water Paint will illuminate the possibilities
#booksnaps by Tara Martin (2016).
of verse, to understand the art of word economy, to
For the entire school year, my students have been
feel how verse allows a writer to explore complex,
posting a weekly response on their blog to document
even traumatic moments with sensitivity. I did not
their reading experiences. The range of titles repre-
have access to this book earlier in the school year, but
sented on our class blog speaks to the rich reading
this is the first year I have seen a seventh grader write
lives students can have if only given access to books
a short story in verse, and it changed her understand-
and time to read them. There are many options for
ing of language and story. In offering the classroom as
setting up a class blog. I have used Kidblog for several
a safe space to uncover stories within and beyond our
years; teachers have administration rights and can
daily lives, teachers can validate the place of choice
set privacy to just the teacher, the class, and even the
and voice in our story of English education.
public (if you want students to share their portfolio of
reading and writing with parents or guardians). This
Sarah J. Donovan is a junior high English language arts
space is not for submitting assignments but rather for teacher and an adjunct professor in Teacher Education.
creating and nurturing a community of readers and She teaches courses in adolescent psychology, literacy
writers. Students get ideas for their to-read list from across the curriculum, and language arts and reading
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The ALAN Review Fall 2018
L87-92-ALAN-Fall18.indd 91 8/20/18 10:44 AMmethods. She earned a PhD in English from the University
of Illinois at Chicago and is the author of Genocide Lit- Appendix A: Sentence Stems to
erature in Middle and Secondary Classrooms and Alone Support CERR
Together, a young adult verse novel. Her blog, Ethical
ELA, features stories within and beyond the classroom, Claim:
encouraging teachers to nurture their own reading and • I noticed . . . when . . . .
writing lives. • The effect of . . . on . . . is . . . .
• X believes . . . .
Young Adult Fiction Cited • The theme of this chapter is . . . .
Brock, R. (2018). Hope nation. New York, NY: Philomel Books.
• The setting change made the characters . . . .
Charleyboy, L., & Leatherdale, M. (2017). #NotYourPrincess: Voices
of Native American women. Berkeley, CA: Annick Press. • The choice X made caused . . . to happen.
Gregorio, I. W. (2015). None of the above. New York, NY: Balzar • The way X reacted caused . . . to happen.
+ Bray. • The word . . . hints that . . . might happen.
Hilton, M. (2017). Full cicada moon. New York, NY: Puffin Books. • The most important word is . . . .
Hiranandani, V. (2018). The night diary. New York, NY: Dial
• When . . . happens, my heart/mind is moved.
Books for Young Readers.
Lockhart, E. (2006). Fly on the wall. London, UK: Corgi Childrens. • When . . . happens to X, I understand our
McCormick, P. (2006). Sold. Los Angeles, CA: Hyperion Paper- world better.
backs. • When . . . happens to X, I understand my life
McCullough, J. (2018). Blood water paint. New York, NY: Dutton better.
Books. • X is a stereotype of . . . .
Muñoz Ryan, P. (2015). Echo. New York, NY: Scholastic.
• X defies stereotypes because . . . .
Neri, G. (2010). Yummy: The last days of a southside shorty.
New York, NY: Lee & Low. • Classism influences . . . .
O’Brien, T. (1998). The things they carried. Boston, MA: Hough- • Racism influences . . . .
ton Mifflin.
Evidence:
Polisner, G. (2018). In sight of stars. New York, NY: Wednesday
Books.
• For example, the text states . . . .
Strasser, T. (2010). If I grow up. New York, NY: Simon & Schuster. • Evidence from the text states . . . .
Thomas, A. (2017). The hate u give. New York, NY: Balzar + Bray. • According to the text, . . . .
Reasoning:
References
Adichie, C. (2015). We should all be feminists. New York, NY: • The words in this quote, like . . ., show . . .
Anchor Books. because . . . .
Ansbach, J. (2018, March 11). An interview with Joy Mc- • The quote relates back to something earlier
Cullough, author of Blood water paint. Nerdy Book when . . ., which proves . . . .
Club. Retrieved from https://nerdybookclub.wordpress. • These words caused . . . because . . . .
com/2018/03/11/an-interview-with-joy-mccullough-author-
• If X did not . . ., then . . . . Therefore, . . . .
of-blood-water-paint-by-jennifer-ansbach/.
Gallagher, K., & Kittle, P. (2018). 180 days: Two teachers and • If X did not realize . . ., then . . . . Therefore,
the quest to engage and empower adolescents. London, UK: ...
Heinemann. • This quote shows how . . . caused/reacted/
Martin, T. (2016). #Booksnaps: How-to videos and examples changed . . . because . . . .
[R.E.A.L. blog]. Retrieved from http://www.tarammartin.com/
• This quote made me think . . . because . . .,
resources/booksnaps-how-to-videos/.
Montagne, R. (2018). Partition, through a child’s eyes, so it relates to my claim because . . . .
in The night diary. NPR Weekend Edition Sunday Response:
[Radio broadcast]. Retrieved from https://www.npr. • Include your personal thinking, response,
org/2018/03/11/592392633/partition-through-a-childs-
connections, opinion, concerns, and ideas
eyes-in-the-night-diary.
Roberts, K. (2018). A novel approach: Whole-class novels, student- about the world, humanity, big concept.
centered teaching, and choice. London, UK: Heinemann. • Express what are you learning about the
world or life through the characters and lit-
erature. Does the story sound familiar or is it
a life different from your own?
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L87-92-ALAN-Fall18.indd 92 8/20/18 10:44 AMYou can also read
