Leveled List and Teacher Resources for Literature with African American Characters by Meg Lally

Leveled List and Teacher Resources for Literature with African American Characters

Rationale: We knew we needed this list when Jayla, one of our students, became so attached to The First Part Last by Angela Johnson that she refused to return it to the classroom library. Justine delicately taped the torn spine and well-read pages, tucked it in her mailbox, and created her own check-out system to lend it out to classmates. Author Walter Dean Myers explains the importance of books that are representative of the children who read them. He writes: “As a child who loved to read, I scarcely found stories that reflected who I was. The consequence, since I understood that books represented the values that our teachers wanted us to adopt, was my acceptance that I was not as valuable as those children whose lives were reflected in the books.” 1 Often, even in the classrooms of children of color, libraries are stocked with books filled with white characters, written by white authors. We believe that a classroom library should reflect the lives of the children in it. When classrooms are filled with texts that represent one kind of family and one kind of person, this may communicate that there is only one kind of normal. We want our students to be able to connect with the characters in their books. We think that all children deserve the opportunity to choose from a variety of books that they can relate to, learn from, question, and treasure. Each of us has been teaching in the public school system for six years. We are three white women, and we have realized that often the books that we, and many teachers, know best are ones in which all the characters are white. We recognize the complexity of matching books to readers. In Alfred Tatum’s words, “I constantly ask myself, out of all the texts in the world, why do I want to put this text in front of !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 1

Quote from Scholastic interview with Walter Dean Myers, published in Somewhere in the Darkness, 1992.

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

my students? Such an audit is critical.”2 We are not suggesting that each of the books on this list is well matched for all African American students. Our intent is to provide teachers with a resource that will support their efforts in appropriately matching readers with books. This tool is also meant as a resource for teachers to utilize when conferring with students. The best way for a teacher to know the books in her library and to confer well is to read the books, but this is an on-going process that takes time. In the meantime, we hope this tool can be helpful. Because we have taught many readers who were reading below grade level, we found ourselves in constant search of low-level high-interest books for our upper elementary and middle school classrooms. Our book list includes a range of guided reading levels. It begins at level M and continues through level Z. Additionally, we have been concerned that sometimes books are leveled very high because of content even though older readers at lower levels are able to read and understand them. Because of this, we have assigned an additional level to many of these books. This level represents the “readability” of the book even if there is sophisticated content. As we aim to create excellent classroom libraries, we think of Aysia who loved Junie B. Jones and wondered if there were any books “like that” with Black characters and Tre who wondered the same thing about Marvin Redpost. So, we’ve collected books that remind us of those popular series with Black characters. We also think of Maliq whose mom was murdered, Deondre who lived in a homeless shelter, Shawn who has eighteen brothers and sisters, and Quantavia who heated water on the stove for her bath. We know each of these children’s experiences are often excluded from classroom libraries, so we’ve attempted to collect books that are representative of children whose life experiences vary from what is often positioned as the “typical” childhood experience. Dorothy Allison’s words stick with us as we choose texts to include in our classrooms: I had been a child who believed in books, but I had never really found me or mine in print. My family was always made over into caricatures or flattened into saint-like stock creatures. I never found my lovers in their strength and passion. Outside my mother’s stubbornness and my own outraged arrogance, I had never found any reason to believe in myself.3 All children must be able to see themselves represented in their classroom texts.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! "!From, Tatum, A. (2009). Reading for their life: Rebuilding the textual lineages of African American

adolescent males (p. 90). Portsmouth, NH: Heinemann. #!From Dorothy Allison, “Deciding to Live” Writing Women’s Lives, autobiographical narratives, edited by Susan Cahill, Harper Perennial, 1994.!

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Key: Explanation of Resources Levels: Guided Reading Level: This is taken directly from the Fountas & Pinnell leveling system. If there was not a rating we put “Not Rated” or NR. For more information visit: http://www.fountasandpinnellleveledbooks.com/

Lexile: Lexile measures a book’s difficulty based on word frequency and sentence length. Lexile does not report a grade equivalency or consider content. For more information visit: http://www.lexile.com/. If there was not a rating we put “Not Rated” or NR. AR: This level was taken from Accelerated Reader. The first number indicates the grade level and the second, the month in that year. For example, 3.5 means the fifth month of third grade. For more information about this readability formula visit: http://www.renlearn.com/ar/overview/atos/

Our Level: We used a combination of the leveling information available to create our level. Our level primarily considers readability and does not account for mature content. For example, even though Drive By by Lynne Ewing was assigned the guided reading level W, we gave it the level P/Q* because we have seen older P/Q readers be successful with this text. It is important to consult the content considerations and grade/age recommendation when matching readers to texts. Age & Grade Recommendation: The age and grade recommendation is based solely on our opinion. We not only considered the degree of difficulty, we also considered the appropriateness of the content of the text. We created the age and grade recommendation based on our discretion. Characters: This is a list of characters, both major and minor, in each book. Next to each character is a short description of the character as well as his or her role in the book. Summary: The summary is not meant to be used as a book talk for students; rather, it is a tool for teachers. The summary is a detailed description of the main events that take place in the book. As opposed to the blurb published on a book jacket, this summary gives away the ending of the book. It is meant to assist the teacher when conferring with students.

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Book talk: The various sections within this guide can be combined to create a book talk that teachers can use to engage students before reading the text. The following is a sample book talk:

The Road to Paris is an incredible story of a brave young girl, named Paris. She and her brother are tossed from one foster home to another. They endure more than any child deserves. It’s the kind of book that shows how some times children are much stronger and braver than adults. It reminds me of that book we read by Jacqueline Woodson, Our Aunt Gracie, where the children are abandoned by their mother and taken in by their aunt. Remember how difficult that was for them to come to terms with the way their mother treated them? Paris is confronted with similar dilemmas. I think a strong reader like you will really be able to delve deep into what the character is thinking. As you read, consider the questions, “What defines a family?” and “What makes someone a mother?” I can’t wait to check in as you read and talk with you about your thinking. Themes/Essential Questions/Hooks: For each book that we included in our list we wanted to provide additional information to help with conferring and connecting readers to appropriate texts. This section was created to be a guide to help us make these texts meaningful for our students. Alfred Tatum explains that students must be, “enabled and engaged by texts mediated by educators who use these texts to broker positive relationships and improve their lives.”4 We have included themes and issues that arise in the text or in the interpretation of it. We have also posed essential or guiding questions for each text. These questions aim to connect ideas in the text to larger issues in life. They could be used to help teachers prepare a book talk that may get students interested in a book, or as questions to keep in mind during book-club discussion, writing about reading, or conferring. Finally the “hooks” are quotes from the book that serve as a possible starting place in the text. These excerpts aim to get students involved with key elements of the text right away. Extensions: This section includes links to other related resources or texts. Many of the extensions include links to videos or other online content. Some of these videos could serve as an ideal book introduction to show students before they read the text.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 4

From, Tatum, A. (2009). Reading for their life: Rebuilding the textual lineages of African American adolescent males (p. 55). Portsmouth, NH: Heinemann.!

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Content Considerations: In the process of creating this list we chose to provide the level of the book based on readability and not content. We want to make sure that teachers are aware of the issues addressed in the texts and are able to use this information to make informed decisions about what books are appropriate. The list of content considerations is extremely subjective and was based on our opinions of what we thought might be concerning or relevant to teachers. Some of the issues listed in the content considerations box are just briefly mentioned in the texts, while others are central themes. Teachers can use the level, age/grade recommendation, summary, and content considerations sections to help inform your decisions. However, if you see content that is concerning we recommend that you read the book and form your own opinion about the appropriateness for your students.

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Books with African American Characters Ordered by

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

Level (Easiest to Hardest)

Accelerated Our Guided Reading Lexile Reader Level Title Author Miami Sees it Through (Series) McKissack, Patricia & Frederick NR NA 3.3 M Keena Ford and the Field Trip Mix Up (Series) Thompson, Melissa NR 740L 4.4 M The Stories Julian Tells Cameron, Ann N 530L 2.9 N Make Way for Dyamonde Daniel Grimes, Nikki NR NR 3.7 N Willimena Rules! How to Face Up to the Class Bully (Series) Wesley, Valerie Wilson NR 610L 3.8 N Amy Hodgepodge All Mixed Up (Series) Wayans, Kim NR NR 3.9 N Trivia Queen, 3rd Grade Supreme (Ruby Series) Barnes, Derrick N 630L 3.9 N Nikki & Deja (Series) English, Karen NR 670L 3.9 N Sidewalk Story Mathis, Sharon Bell S 510L 3.3 O Sassy (Series) Draper, Sharon M. NR 630L 3.8 O/P Malcolm X Adoff, Arnold NR 630L 4.6 OPQ* David Mortimore Baxter the Truth! (Series) Tayleur, Karen P 500L 3.5 P The Broken Bike Boy and the Queen of 33rd Street Flake, Sharon G. NR 590L 3.5 P Junebug Mead, Alice S 570L 3.5 P/Q* Chess Rumble Neri, G. NR NR 3.5 P/Q* Drive-By Ewing, Lynne W 560L 3.6 P/Q* Sugar Plum Ballerina: Toeshoe Trouble (Series) Goldberg, Whoopi NR 650L 3.9 Q The Jacket Clements, Andrew R 640L 4.1 Q Good-bye Gracie? The English Roses (Series) Madonna NR NR 4.8 Q Snitch (Orca Soundings Collection) McClintock, Norah T 550L 3.7 Q* J.T. Wagner, Jane NR 730L 4.6 Q* Yellow Bird and Me (163rd Street Trilogy) Hansen, Joyce NR 620L 4 Q/R Between Madison and Palmetto (Trilogy) Woodson, Jaqueline NR 660L 3.9 Q/R* You Donâ&#x20AC;&#x2122;t Even Know Me: Stories and Poems About Boys Flake, Sharon G. NR NR 3.6 Q/R* Bang! Flake, Sharon G. NR 590L 3.6 Q/R* Summer of Secrets- (Bluford Series) Langan, Paul Z 710L 4.6 R* The Road to Paris Grimes, Nikki NR 700L 4.3 R* Drita My Homegirl Lombard, Jenny T 690L 3.9 R/S Scorpions Myers, Walter Dean Z 610L 3.7 R/S*

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program

Books with African American Characters Ordered by 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49

Locomotion If You Come Softly Money Hungry The Skin Iâ&#x20AC;&#x2122;m In First Part Last Bronx Masquerade After Tupac and D Foster Slam Durango Street Nightjohn Tears of a Tiger Somewhere in the Darkness Handbook for Boys Bud, Not Buddy The Watsons Go to Birmingham Copper Sun Jazmin's Notebook Monster We Beat the Street Fist Stick Knife Gun

Level (Easiest to Hardest) Woodson, Jaqueline Woodson, Jaqueline Flake, Sharon G. Flake, Sharon G. Johnson, Angela Grimes, Nikki Woodson, Jaqueline Myers, Walter Dean Bonham, Frank Paulsen, Gary Draper, Sharon M. Myers, Walter Dean Myers, Walter Dean Curtis, Christopher Paul Curtis, Christopher Paul Draper, Sharon M. Grimes, Nikki Myers, Walter Dean Draper, Sharon M. Canada, Geoffrey

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program

V Y V W Z+ Z+ Y W NR W Z X W U U NR Z Z NR NR

NR 570L 650L 670L 790L 670L 750L 750L 640L 770L 700L 640L 740L 950L 1000L 820L 980L 670L 860L 1020L

4.7 4 4.2 4.1 4.7 4.5 4.7 4.5 4.6 3.8 4.3 4.4 4.9 5 5 5.2 5.8 5.1 5.8 7.2

R/S* R/S* RST* S* RST* S/T* S* S/T* S/T* T* T* T* T* T/U U U/V* UVW* UVW* UVW* Y/Z*

Miami Sees it Through (Series), Patricia and Fredrick McKissack Guided Reading Level: Not Rated Lexile: Not Rated AR Level: 3.3 Our Reading Level: M

Our Age & Grade Recommendation: 7 years+, 2nd grade or above Genre: Realistic Fiction

Characters: Miami: Main character Miss Spraggins: Miami’s teacher String: Miami’s best friend Leesie: Miami’s older sister Summary: Miami receives detention on the first day of school for arguing with his teacher about why she insists on calling him by his full name. Miss Spraggins is a real tough lady. After receiving detention for three days in a row (mostly because he argues with the teacher because she refuses to call him Miami, which is a nick-name), Miami decides to talk to his parents about it. He wants to move into another teacher’s class because he thinks that Miss Spraggins is just too mean. His parents tell him that he has to stay for at least one more week. Miami’s best friend, String, encourages Miami to give Miss Spraggins a chance. He even argues that Miss Spraggins might just be nervous because she recently moved to a new city. String also insists that no matter what Miami decides, he is staying in Miss Spraggins’s class with all the kids he’s known for his whole life. Miss Spraggins moves in down the block from Miami’s family. Leesie, Miami’s older sister, drives through Spraggins’s hedges one night because she swerved to miss hitting Miss Spraggins. Miami saw a surprisingly kind side of Miss Spraggins when she came over to talk to the parents about Leesie running through the hedges. She was very complimentary of both Miami and Leesie. Miami also realized that Miss Spraggins really does have some very interesting teaching methods. For example, when they learned about abbreviations, Miss Spraggins created a whole scavenger hunt in abbreviations. In the end, he decides he really wants to stay in her class. At the very end she even calls him Miami. Themes/Essential Questions/Hooks: ! People are more than one way, loyalty, first impressions ! Can people be more than one way? How far will kids go to be with their friends? What is the difference between strict and mean? ! “The doorbell rings again. Suddenly, Leesie rips into my room. ‘It’s her,’ she says.” (p. 61)

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

!!!!!Keena Ford and the Field Trip Mix Up (Series), Melissa Thompson Guided Reading Level: Not Rated Lexile: 740L AR Level: 4.4 Our Reading Level: M

Our Age & Grade Recommendation: 7 years+, 2nd grade or above Genre: Realistic Fiction

Characters: Keena: Main character Eric: Keena’s friend who was there when she cut of her braid and also helps her with her campaign for student council Ms. Campbell: Keena’s teacher Representative Thomas: Becomes Keena’s friend on the field trip to the capital Shay: Keena’s classmate; also running for student council Tiffany: Keena’s classmate who always gets out of line so that she can go to the end to be the caboose; also copied Shay’s speech for student council Brian: Keena’s brother Royann: Keena’s classmate; won 1st place in the student council race Summary: Keena’s class goes on a field trip to the United State’s Capital, and Keena has been looking forward to this trip for weeks. The day before the trip she and her best friend, Eric, are playing with scissors. As Keena was waving them around in the air, mocking what her teacher told her not to do, she accidentally snipped off one of her braids. She panics, and she and Eric remedy the situation by attaching braided yarn to her hair. She tries to cover it even more by wearing an American flag scarf over her had. On the field trip she gets so excited and jumps around so much that the scarf slips down and her classmate, Tiffany, pulls the scarf off for all to see the yarn. Keena is devastated! Representative Thomas is very kind to Keena. He invites her to come into his office, and he shows her his toupee. He tells her that he thinks she was very creative to make a new braid out of yarn. The two of them rejoin the tour. Keena becomes a little jealous that Representative Thomas becomes friends with some of the other children too. To make matters worse, Keena gets out of line on the stairs to try to be the caboose. She didn’t think it was fair that Tiffany always got to be the caboose. Keena gets out of line so quickly that she trips Representative Thomas, and he falls down the stairs. At the end, Keena and Tiffany work out their differences and Keena writes a very nice apology note to Representative Thomas. Themes/Essential Questions/Hooks: ! Embarrassment, kindness, following the rules, choices and consequences, fairness ! What is the point of rules? How should kids respond when something is not fair? ! “I looked at the railing. One of my beautiful, thick braids was bouncing over the edge. I reached for it, but I was not fast enough. I looked through the bars and watched my braid land on the roof of a green car that was parked in the alley.” (p. 36)

Extensions: ! See where Keena and her class went. Take a virtual tour: http://kids.clerk.house.gov/young-learners/lesson.html?intID=32

! Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

The Stories Julian Tells, Ann Cameron Guided Reading Level: N Lexile: 530L AR Level: 2.9 Our Reading Level: N

Our Age & Grade Recommendation: 7 years+, 2nd grade or above Genre: Realistic Fiction

Characters: Julian: Narrator Huey: Julian’s little brother Father: Julian’s father Mother: Julian’s mother Gloria: Julian’s friend Summary: Julian is a young boy with an amazing ability to tell stories. In each chapter in this book, Julian tells a different story. The Pudding Like a Night on the Sea is about the time Julian, his father, and his younger brother, Huey, made pudding for their mother. However, once their father disappeared, the boys get to tasting the pudding until there is little left for their mother to enjoy. When their father discovers their indulgence, he frightens the boys by saying, “There’s going to be some whipping.” The boys assume he his referring to their behinds but discover he is actually talking about whipping eggs to make more pudding. In the second chapter, Catalog Cats, Julian tells his younger brother that you can order cats from a catalog to help in the garden. Huey believes him until their father interjects and tells Julian to admit the truth. In Because of Figs, Julian receives a fig tree for his birthday that his father tells him will, “grow along with him.” Julian is discouraged when the tree seems to be growing faster than him. He believes that, because the fig tree is growing, he too will grow if he eats its leaves. But that only makes things worse. By eating the tree’s leaves, Julian ends up stunting the tree’s growth. My Strange Teeth is a story about Julian’s loose tooth that he is eager to lose because another is growing in its place and he is self-conscious. His father presents a variety of ideas (using pliers, tying a string to the door and his tooth and slamming it shut etc.) but as they get ready to follow-through with each, Julian wimps out. Julian’s mother suggests how unique Julian’s situation (having two teeth in the place of one) is and Julian decides to charge his classmates to take a look at his “caveman” teeth. Just when he has come to terms with his “weird” set of teeth, Julian bites into an apple and looses his tooth. The last chapter, Gloria Who Might Be My Best Friend, is about Julian’s new neighbor, Gloria. Though at first he’s little hesitant to become Gloria’s friend because she is a girl, Julian starts spending time with Gloria. Gloria teaches Julian how to make a kite with wishes attached to the tail. Both Julian and Gloria make a wish that they will be friends. Themes/Essential Questions/Hooks: ! Friendship, sibling relationships, family ! Is fabricating a story different from lying? If so, how? ! “If you have a girl for a friend, people find out and tease you.” (p. 58) Extensions: ! In My Momma’s Kitchen By Jerdine Nolen ! The Giving Tree By Shell Silverstein ! Directions for how to make a kite: http://www.bigwindkites.com/20kids/

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Make Way for Dyamonde Daniel, Nikki Grimes Guided Reading Level: Not Rated Lexile: Not Rated AR Level: 3.7 Our Reading Level: N

Our Age & Grade Recommendation: 7 years+, 2nd grade or above Genre: Realistic Fiction

Characters: Dyamonde Daniel: Third grade girl whose father left her and her mother Mom: Dyamonde’s mother Reed Freeman (Free): The new boy that just arrived at Dymonde’s school who seems mean Tanya, Tylisha, and Tameeka: Also known as the “Three T’s,” three best friends that go to Dyamonde’s school but rarely separate from one another Alisha: Dyamonde’s former best friend that moved away Mrs. Cordell: Dyamonde’s teacher Summary: Dymonde Daniel is a confident young, third-grader. She and her mother moved to her new town over the summer. Though Dymonde likes her new school, she hasn’t really found friends that she connects with. She walks to school alone and while the “Three T’s” are perfectly friendly to Dymonde, they aren’t willing to welcome her into their threesome. Dymonde misses her former best friend, Alisha. Free has just moved from Detroit to Dymonde’s school. But immediately Dymonde decides she does not like him. Dymonde invites him to sit next to her at lunch and he refuses, at which point Dymonde tags him as, “Rude boy.” She can’t figure out why Free makes excuses not to read aloud in class when she has seen him reading in the schoolyard. Dymonde really gets upset when she sees Free unapologetically bump into a tiny third-grader who looses his tray in the cafeteria. She’s had enough and makes him apologize. From then on, Dymonde keeps her eye on Free, making sure he doesn’t cause any more trouble around school. When Dymonde asks Mrs. Cordell what’s wrong with Free, Mrs. Cordell challenges Dymonde to find out. Free and Dymonde bond over the response to the greeting, “Hey” (“Hay is for horses) and Dymonde discovers that Free is angry with his parents for making him move after his dad lost his job. Free misses his friends back in Detroit. From then on they become the best of friends. They share stories about being teased about their names, talk about missing their friends where they came from, and finally Dymonde has a friend to accompany her on her walk to school. Themes/Essential Questions/Hooks: ! Friendship, first impressions, moving, fitting in ! What does the saying, “Don’t judge a book by its cover” really mean? ! “How come I’ve been in this new school three whole weeks and I still don’t have a new best friend?” (p. 3) Extensions: ! http://www.youtube.com/watch?v=oRcIFr54CCw (Book talk for the sequel to Dymonde Daniel, Rich)

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Willimena Rules! How to Face up to the Class Bully (Series), Valerie Wilson Wesley Guided Reading Level: Not Rated Lexile: 610L AR Level: 3.8 Our Reading Level: N

Our Age & Grade Recommendation: 7 years+, 2nd grade or above Genre: Realistic Fiction

Characters: Willimena: Main character Tina: Willimena’s older sister Irene: Known as “Mean Irene”; the bully Mrs. Friendly: Willimena’s teacher Mrs. Morris: The principal Summary: Willimena lives with her mom, her dad, and her older sister. This book begins on the first day of a new school year. Willimena had a great year last year, and she’s a little nervous about starting a new one. On the first day she is seated across from mean Irene who says very mean things to her. Irene is terrible to Willimena all week. She makes fun of how small Willimena is. She makes fun of all of the purple that Willimena loves to wear, and she makes fun of Willimena’s glasses. Willimena decides to try to make herself bigger by stuffing tissue in her socks and wearing her sister’s red clothes with a big coat instead of her own purple clothes. She has seen Irene wear lots of red. Irene wasn’t any nicer! She even shoved Willimena, but Willimena was too nervous to tell her teacher. Willimena finally opened up to Tina, her sister. Tina told her that if she won’t tell an adult, she’d have to handle it herself. When Irene was mean the next day, Willimena pushed her as hard as she could. Irene fell, ripped her shirt, and cried. They were both sent to the principal’s office. The principal was very disappointed and explained that she would call Willimena’s parents. Willimena explained everything to her parents. Her dad helped her look up ways to handle bullies on the internet, and Willimena began to understand the importance of telling an adult. The next day Willimena stood up to Irene with words: “Don’t you dare ever call me that again. I’m sick and tired of your teasing me. Got it?” She was also kind to Irene and shared a pencil with her when no one else would. Willimena’s parents met with her teacher. The teacher made some changes that helped Willimena feel like she could talk to her teacher. She could write in a journal that her teacher would read every day; they had a class discussion about bullying; they read books about bullying from the bullies perspective and the person being bullied. The principal even put a “Bully Box” in her office so that kids could let the principal know if they were having a problem. Themes/Essential Questions/Hooks: ! Bullying, overcoming, self-esteem ! What’s the best way to deal with a bully? Why do some kids bully? Can bullies change? What role can adults play in helping kids with bullies? ! “Hey, Baby Willie, how come you’re wearing that uugglleeyy purple again?” (p. 52) “Look at her hard. Find something about her she can’t change. Something that she might feel bad about. Tease her about that!” (p. 53) Extensions: Anti- bullying sites: ! http://www.stopbullyingnow.hrsa.gov/kids/ ! http://www.pacerkidsagainstbullying.org/ Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

!!!!!!Amy

Hodgepodge All Mixed Up (Series), Kim Wayans

Guided Reading Level: Not Rated Lexile: Not RatedL AR Level: 3.9 Our Reading Level: N

Our Age & Grade Recommendation: 8 years+, 3rd grade or above Genre: Realistic Fiction

Characters: Amy: Main character Lola: Becomes Amy’s closest friend at new school; reaches out to be friendly to Amy in a new place Maya and Jesse: Friends that sits at the lunch table with Lola and Amy and is in the talent show Rusty: Part of Amy’s talent show group (the break-dancer); family experiencing hard financial times Obaasan: Amy’s grandmother; she and Amy love to go for walks Harabujy: Amy’s grandfather Giggles: Amy’s dog Liza: The girl that was asked to show Amy around the new school; makes fun of Amy’s dress; not nice Jennifer: Liza’s friend; she and Liza are very cliquey; also made fun of Amy’s dress Mrs. Clark: Amy’s teacher Summary: Amy lives with her mom, dad, her dog Giggles, and her two grandparents. She has been homeschooled her whole life. Her mom’s side of the family is Asian, and her dad is ! white and ! black. Amy and her family have decided that she will go to regular school starting this year (in 4th grade), but she has a very hard 1st day. A boy on the bus, Rory, puts a sign on her back that says “stupid new girl.” Two girls make fun of her favorite dress. She even rips her dress. Luckily Lola finds Amy in the cafeteria and invites her to join the table with Lola, her twin brother, and her friends. Lola also gives Amy some friendly fashion advice. The school is about to have their annual talent show, and Amy is feeling very lonely again because she doesn’t have anyone to perform with. Lola invites her to join their group. The group heard Amy sing during music class, so they know that she is an amazing singer. They ask her to sing lead, but she is too nervous. A few days later the group shops for their costumes, and they agree on one that costs $18. Rusty, the break-dancer who they are really counting on to win, unexpectedly and suddenly drops out. Amy experiences a battle in her own mind about whether or not she should challenge herself and really do her best by singing lead. She experiences a major shift when she and her grandmother go for a walk and run into Rusty carrying a large bag of cans. Rusty admits that he has been collecting cans all over the neighborhood because he needs money to pay for the costume. His dad is out of work and his mom has more important things to buy. Amy helps Rusty take the cans to recycle. He has enough for the costume. Rusty decides to rejoin the talent show group and he convinces Amy to sing lead. Amy’s whole family comes to the show. They win 2nd place. Angela, who read a poem that she wrote, won 1st place. The mean girls, who made Amy’s first few days so terrible, won 3rd place. Themes/Essential Questions/Hooks: ! Fitting in, friendship ! What does it take to make someone feel welcome/unwelcome? ! “Before I could move, Mrs. Clark put her hand on my shoulder. ‘What is this?’ she asked, pulling off a large piece of paper that had been stuck to my back with tape. ‘Stupid new girl,’ she read then looked up at the class.” (p. 25)

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Trivia Queen, Third Grade Supreme (Series), Derrick Barnes Guided Reading Level: N Lexile: 630L AR Level: 3.9 Our Reading Level: N

Our Age & Grade Recommendation: 7 years+, 2nd grade or above Genre: Realistic Fiction

Characters: Ruby: Main character; youngest in her family with 3 older brothers; trivia expert representing 3rd grade Marcellus: Ruby’s brother; representing the entire 7th grade in the trivia contest Ro: Ruby’s brother (nickname Ro Rowdy); in 6th grade; reputation for being the trouble maker in the family Ty: Ruby’s brother (nickname Noodles); representing the entire 6th grade in the trivia contest Coach Tuma: PE coach at Ruby’s school; very encouraging to Ruby Mrs. Teema Tuma: Coach Tuma’s wife and the head zookeeper Earl: Mrs. Temma Tuma’s assistant Miss Fuqua: Ruby’s teacher Ms. Cherrybaum: The principal Summary: Ruby comes from a family of 3 older brothers, her mom, and her dad. Ruby’s older brothers are great students. This can be hard for Ruby some times as the youngest sibling because she constantly feels like she has so much to live up to. She is a great student too, and she is great at other things as well! She wins a dodgeball game for her whole class. She has a wonderful voice. And, she has been practicing trivia since she learned how to read. The school decided to hold an animal trivia contest for middle school students. Ruby loves trivia and convinced her principal to let her participate even though she’s only in 3rd grade. Ruby learns that two of her brothers, Ty and Marcellus, are also going to represent their grades in the contest. Ruby studies as much as she possibly can. Her brother, Ro, even helps her. Marcellus has to drop out in the middle of the contest because his stomach gets so upset from eating too many eggs for breakfast. It comes down to Ty and Ruby. Ruby wins with a question about an iguana. Themes/Essential Questions/Hooks: ! Competition, sibling relationships, hard work and perseverance ! What is healthy competition? How can brothers and sisters support each other? ! “I slumped down in my chair. Usually when there was big news from anyone in our family, I clapped and shouted like it was my big news. But this time, my chin was hanging in my salsa. My eyes were full of tears, and I didn’t even take a whiff of my enchilada.” (p. 39) Extensions: ! http://www.youtube.com/watch?v=QLgjOL69Xhs This video is an excellent interview with Derrick Barnes as he describes his vision for creating the character, Ruby.

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Nikki

and Deja (Series), Karen English

Guided Reading Level: Not Rated Lexile: 670L AR Level: 3.9 Our Reading Level: N

Our Age & Grade Recommendation: 7 years+, 2nd grade or above Genre: Realistic Fiction

Characters: Deja: Raised by her Auntie Dee Nikki: Lives with mom and dad Ms. Shelby: The girls’ teacher Mr. Brown: The principal Antonia: The new girl at school and on the block Summary: This book is one of a series. Nikki and Deja are best friends. They watch cartoons together on Saturday mornings, live next door to each other, walk to and from school with each other, and play together all the time. One day, a new neighbor moves in. The new neighbor has very long hair, rolls her eyes at the girls, and is not very nice. Nikki and Deja decide to start a club so that they can leave Antonia, the mean neighbor, out of it. Deja decides that it will be a Drill Team Club, but Nikki isn’t excited about that because she can’t drill. They hold tryouts during recess, and everyone catches on to the drill that Deja leads…except Nikki. After school Deja suggests that Nikki be the secretary of the club. This offends Nikki. They also get into a fight when Aunt Dee takes them on a trip to a flea market and Nikki accidentally loses Deja’s favorite stuffed animal. Nikki and Deja go days without speaking. Antonia even suggests that she and Nikki start their own club. They do start the Red Sucker Club. Every day they hand out 4 red suckers as a way of inviting 4 lucky members to be part of the club for the day. The principal puts an end to this club by reminding them that there is no candy at school and threatening to disqualify the whole class from an opportunity to win a pizza party if the club continued. Deja stands up for Nikki when the class is upset with her for almost ruining their chances to win pizza. Nikki and Deja realize that they can have fun without a club and that they really don’t want to have a club just to leave people out anyway. Themes/Essential Questions/Hooks: ! Friendship, cliques and gossip ! Why do people leave others out? Is it possible to include a new friend with old friends? How? What qualities do you look for in a real friend? ! “’Let’s have a club and make sure that girl is not in it,’ Deja says. ‘Let’s make her sorry she rolled her eyes at us!’” (p. 9) Extensions: ! Site for kids about cliques: http://kidshealth.org/kid/feeling/friend/clique.html

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

!!!!!!!!!!!!!!!!!!!!!Sidewalk Guided Reading Level: S Lexile: 510L AR Level: 3.3 Our Reading Level: O

Story, Sharon Bell Mathis Our Age & Grade Recommendation: 8 years+, 3rd grade or above Genre: Realistic Fiction

Characters: Lilly Etta Allen: Main character, 9 year-old-girl Mrs. Allen: Lilly Etta's mother Greg and Gary: Lilly Etta's younger twin brothers Tanya: Lilly Etta's best friend that is getting evicted from her home next door to Lilly Etta Mrs. Brown: Tanya's mother Terence, William Kenneth, Daryl, Lynn, Alice, and Kim: Tayna's six siblings Mr. Frazier: News reporter that takes story Summary: Lilly Etta is confused when she comes home one day to find her best friend and next-door neighbor's belongs being moved out of her home and onto the sidewalk. Lilly Etta is completely distraught that Tanya would neglect to tell her of her family's plans to move. But in talking with her mother, Lilly Etta comes to realize that Tanya's family is being evicted from their apartment. When Lilly Etta goes to see Tanya, Tanya turns her away at first, but then lets her come in admitting that she was embarrassed about being evicted. When Tanya's mother, Mrs. Brown, explains her dilemma (she was unable to pay rent because sick children kept her home from work) Lilly Etta is upset and decides to take action. She convinces Tanya to come with her to the park where they call the local police and newspaper. When no one decides to help, Lilly Etta is forced to watch Tanya leave their things behind and drive off with her mother and six siblings in a taxi. That night clouds cover the skies, forewarning a storm. Lilly Etta sneaks out of her apartment armed with towels and sheets to cover the Brown's belongings. When she gets outside, however, the wind picks up and Lilly Etta is forced to lie atop of the pile to keep the covers from blowing away. She wakes up the next morning surprised to see that her actions have caused others to lend a hand. The city decides to tarp the Brown's belongings and others pitch in to find them refuge. Themes/Essential Questions/Hooks: ! Social action, single parenting, eviction, friendship, sacrifice ! How can someone show support for people in situations similar to the Brown family’s? What does it mean to be a good friend? Do all people react the same way in traumatic situations? ! “Just then a large truck stopped in front of the apartment building next door. Somebody’s moving, Lilly Etta thought. ‘Who’s moving?’ she yelled to the workman who climbed from the truck and went toward the building. But they ignored her.” (p. 3) Extensions: ! http://www.youtube.com/watch?v=RGWa6H-K1no (News report that follows police whose job it is to insure former tenants have moved out of foreclosed homes) ! Fly Away Home By Eve Bunting !

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

!!!!!!!!!!!!!!!!!!!!Sassy: Little Sister is NOT My Name! (series), Sharon M. Draper Guided Reading Level: Not Rated Lexile: 630L AR Level: 3.8 Our Reading Level: O/P

Our Age & Grade Recommendation: 8 years+, 3rd grade or above Genre: Realistic Fiction

Characters: Sassy: Main character, youngest in her family Sabin: Sassy’s older brother Sadora: Sassy’s older sister Miss Armstrong: Sassy’s teacher Grammy: Sassy’s beloved grandmother who is a professional storyteller Summary: Sassy is nine years old, and she is the youngest of 3 children. Everyone in her family, except her Grammy, calls her “Little Sister,” and she does not like it! Sassy carries her purple “Sassy Sack” everywhere, and she keeps all kinds of things in there. It comes in handy when her dad has jelly in his mustache on the way to school and when her classmate, Travis, gets his head stuck between the rungs of his chair. While they are waiting for the fire department, Sassy feeds him lifesavers from her Sassy Sack to keep him calm. Sassy also saves the day when her much loved Grammy comes to her school as a guest storyteller. The microphone runs out of batteries, so no one can hear her Grammy. Luckily, Sassy has just the right batteries in her Sassy Sack. The night before Grammy has to leave, Sassy’s family goes out to a nice dinner. The restaurant is on the top floor of Sassy’s mother’s office building. After dinner, lightning strikes a power plant, and the whole town loses power. Sassy’s family gets stuck in the elevator. Sabin is especially panicked because he ate and drank so much at dinner that he really needs to go to the restroom. Sassy has a flashlight in her Sassy Sack, and the family quickly finds out that she is the only one that is little enough to squeeze through the opening in the elevator so that they can get help. The emergency button doesn’t work, and cell phones don’t even get service. Sassy musters up the courage to squeeze out of the elevator and run down the dark hallway to find the security guard. The fire department comes to rescue Sassy’s family, and reporters are waiting to interview Sassy about her bravery. Her family is so grateful, and the story of Sassy saving her family even makes it into the paper the next day. Sassy realizes that there really are some good things about being little. Themes/Essential Questions/Hooks: ! Bravery, family dynamics ! Are there advantages to being the youngest or the smallest? What are they? What is bravery? How is bravery different than not being scared of anything? ! “’Well, family,’ Daddy announces with a fake cheerfulness in his voice, ‘it looks like we’re stuck in the elevator!’” (p.74) Extensions: ! Book talk: http://www.youtube.com/watch?v=ZK2-eRFT1yM

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Malcolm X, Arnold Adoff Guided Reading Level: Not Rated Lexile: 630L AR Level: 4.6 Our Reading Level: OPQ*

Our Age & Grade Recommendation: 8 years+, 3rd grade or above Genre: Biography

Characters: Malcolm Little (Malcolm X): Equal rights activist Louisa Little: Malcolm’s mother Reverend Earl Little: Malcolm’s father Klu Klux Klan: racist group that smashes the Little’s windows Ella: Malcolm’s sister Summary: Malcolm Little was born on May 19, 1935 in Omaha, Nebraska. When he was just a baby, he and his family moved to Lansing, Michigan. Malcolm’s father, Earl, was an activist for racial equality but received pushback from many whites did not believe in equal rights. They even burned the Little’s house to the ground. Malcolm’s father was killed when he was run over by a streetcar—many speculate it was not an accident but an intentional murder. When he was 12, Malcolm was taken from his mother to live with another family. Void of family, Malcolm quickly found trouble and was placed into a detention home run by a white man and woman. Though they cared for Malcolm, they did not believe blacks had the same rights as white. Malcolm did well in school and was elected president of his class. Despite his success, Malcolm fell victim of racism and was discouraged by his teachers who felt blacks were not as capable as white. Frustrated, Malcolm left school for Boston to live with his sister Ella. There, Malcolm became a shoe-shiner and sold marijuana and illegal alcohol. Malcolm smoked and drank as well. Malcolm’s next job selling sandwiches on a train from Boston to New York led him to Harlem where he was surrounded by black people. Malcolm felt at home. Again, Malcolm started selling drugs for money. When the police were onto him he would catch a bus to Boston where he met up with a group that broke into homes and stole peoples belongings. Finally, Malcolm was caught and sent to jail. It was in prison where Malcolm found books that changed his life. Unlike his history books in school where only white people were represented, Malcolm read about the lives of many heroic blacks such as Fredrick Douglass and W.E.B. Du Bois. While in prison, Malcolm’s brother came to visit and told him about the “Black Muslims” and Elijah Mohammed, a Black Muslim leader. Malcolm chose to convert to the Muslim religion and change his last name to “X” to honor his ancestors. The name “Little” had been given by their slave owners; “X” signified they would never know their real last name. When Malcolm was released from prison he became a spokesman for the Nation of Islam and a black rights activist. During his visit to Africa, Malcolm X was inspired by the way blacks and whites worked together. Malcolm X returned to America in hope to lead the same movement. During a speech in New York in 1965, Malcolm was shot and killed. His memory will live on forever. Themes/Essential Questions/Hooks: ! Racism, social action ! What does it mean to stand up for what you believe in? When, if at all, is breaking the law okay? ! “She could see their shotguns and rifles. She knew they hater her and her children because the Littles were black.” (p. 2) Extensions: ! http://www.youtube.com/watch?v=63OHMLf9wUc&feature=related (Malcolm X’s “Who Are You?” Speech) ! I Shook Up the World: The Incredible Life of Muhammad Ali By Maryum Ali *Content Considerations: Arson, murder, alcohol, drugs

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

!!!!!David Mortimore Baxter: The Truth! (Series), Tayleur, Karen Guided Reading Level: P Lexile: 500L AR Level: 3.5 Our Reading Level: P

Our Age & Grade Recommendation: 8 years+, 3rd grade or above Genre: Realistic Fiction

Characters: David: Main character; reputation for lying a lot Boris: David’s beloved dog Rose Thorton: A girl at school and a family friend that David really does not like Victor: The school bully Joe and Bec: David’s good friends Zoe: David’s older sister; she calls David “Dribbles” Harry: David’s brother Summary: David lives with his mom, dad, brother, and sister. David has a really bad habit of lying. At the beginning of the book he gets caught lying about being sick so that his mom won’t make him go with the family to Rose Thorton’s house for dinner. David hated Rose Thorton. When his mom found out that he lied, she was so mad that she said that if he told one more lie she was going to take his dog, Boris, to the pound. Boris and David were very close! David decided the only thing that he could do was tell the absolute truth. This strategy seemed to get him in trouble too. For example, he offended his sister when he was truthful about her hair. He offended his mom when he was truthful about a meal, and he got in trouble at school when he tried to tell the truth about EVERYTHING. He even got sent to the principal’s office! Rose Thorton found out about David’s deal with his mom, and she used it to manipulate David. Rose put David in a situation where he had to tell the truth to the school bully. She asked David what he thought of Victor, the bully. David got creative in his answers so that he could still tell the truth without making Victor mad. He said that Victor had very clean shoes and that Victor was tall. She also asked what he thought of Victor’s hair. Again, David was creative. He said that Victor’s hair was very shiny. Then, she asked what Zoe, David’s sister, thought of Victor. Victor liked Zoe, and David couldn’t think of anything true except, “Zoe thinks you’re weird.” Victor was furious. Rose said that she will “call the bully off,” because he is her cousin, if David agrees to get Smashing Smorgan a famous wrestler, to come to her birthday party. David agrees. He had met Smashing Smorgan, but he doesn’t know him well enough to make that happen. David couldn’t find a way to make Rose understand. He ended up at Rose’s birthday party, which was on a boat, with the whole crowd shouting “Smorgan! Smorgan!” By this time David had realized that Rose was a huge liar. He got on the microphone and did something so kind. He pretended that Smorgan had written a letter to Rose explaining why he couldn’t make it. He read the letter, “To my friend Rose…” David was so scared that he would lose his dog since he lied at Rose’s party. David’s mom surprised him by explaining that she realized that she’d been too harsh. She also explained that she understood that some times the absolute truth can get you in trouble. David was able to keep Boris. Themes/Essential Questions/Hooks: ! Effects of lying and of the truth, manipulation, choosing what’s right at a cost ! What are the effects of being a person that tells the truth? When, if ever, is it best to not tell the whole truth? ! “’So that’s settled,’ said Mom. ‘From now on it’s the truth, the whole truth, and nothing but the truth. Or Boris goes to the pound.’” (p. 16)

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

The Broken Bike Boy and the Queen of 33rd Street , Sharon G. Flake Guided Reading Level: Not Rated Lexile: 590L AR Level: 3.5 Our Reading Level: P

Our Age & Grade Recommendation: 8 years+, 3rd grade or above Genre: Realistic Fiction

Characters: Queen: Main character Mrs. McBride: Queen’s teacher Leroy: The boy who lives in the projects across the street and is new to Queen’s class Cornelius: The mysterious man who lives in the same projects as Leroy and has tons of cats Symone: Queen’s one and only best friend Mrs. Santiago: Symone’s mother Marcus, Kingston, Joshua: Queen’s older brothers who are in college

Summary: Queen is the youngest of 4 children. She lives at home with her mom and dad. Her 3 older brothers are in college. Queen’s dad tells her often that she is a real queen and that she lives in a castle. Queen seems to believe this. She wears crowns. She tells her classmates and even adults that they are her royal subjects and that they may bow to her. Her mom does not think that Queen’s dad should encourage her to act like this. One time Queen even convinces her only friend, Symone, to pretend that she is Queen’s slave. Queen’s parents take away her crowns for a month when Symone’s mother calls them about this. Queen’s teacher does not like her; she thinks that Queen is a spoiled brat. Also, none of the kids at school like Queen. One day, the principal brings a new boy to her class. He smells like urine, and the kids hold their noses as he walks by. They are very rude to him! Queen notices that he lives across the street from her in the housing projects. He rides around on a broken bike. She tells him that he smells, and her mom hears her and makes her invite Leroy over to apologize. Queen’s mother and father seem to take Leroy under their wing. They invite him over for dinner. They let him ride with Queen and her dad to school. Her dad even spends hours with him over several evenings helping him fix his bike. Leroy quickly makes friends at school after he brings in treasures from Africa and tells the class that he has seen pink water, black sand, and lived in a castle in Africa. Queen doesn’t believe his stories, and she constantly gets in trouble at school for the way that she treats her classmates. Leroy even says that he would like it if Queen’s parents were in his class, but he doesn’t like having her in his class because she is so mean. Leroy buys groceries for a man named Cornelius that lives in the same apartments as Leroy. Cornelius is a little strange. He has tons of cats, and he won’t leave his apartment. Leroy tells Queen that he used to perform on Broadway and travel the world, but now he won’t leave his apartment. Queen decides that she must find a way to ask Cornelius all of the questions she has about Leroy, like whether or not he really lived in Africa. Cornelius slams the door in her face several times before he gives her a riddle. He tells her that if she can solve the riddle, he will let her come in. She works on it for almost a month, and she solves it. Cornelius teaches her about Africa, but lets some things remain a mystery concerning Leroy. The reader can infer that Leroy has probably never really been to Africa. Queen and her mom rehearse what it would be like to be nice to Queen’s classmates. Slowly but surely Queen learns how to make friends, and she realizes that Leroy is a great friend! Themes/Essential Questions/Hooks: ! Friendship, fitting in, kindness ! What does it take to be a friend? In what ways can someone be rich without having lots of money? ! “’You must see your royal subjects,’ he says. ‘They await you.’ I look out the window. Father works the radio, trying to get his favorite station, so he doesn’t see what I see. Kids sticking their tongues out at me. Kids putting up their fists and rolling their eyes. Kids who think I am a royal pain in the neck.” (p. 6)

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Junebug, Alice Mead Guided Reading Level: S Lexile: 570L AR Level: 3.5 Our Reading Level: P/Q*

Our Age & Grade Recommendation: 9 years+, 4th grade or above Genre: Realistic Fiction

Characters: Reeve Mclain Jr. (aka Junebug): Main character, 10 years old Tasha: Junebug's younger sister Mama: Junebug and Tasha's mother Jolita: Junebug's aunt that lives with them, is often asked to watch Junebug and Tasha but doesn't, in with the wrong crowd Georgina: Jolita's friend Darnell: Junebug's friend and mentor that leaves town to escape the neighborhood Miss Robinson: Volunteer tutor at the neighborhood library Summary: Junebug is a good kid with big dreams. He has high hopes that some day his mom, his younger sister, and he will move out of the project where they currently live and that he will captain a sailboat. One day, his mom comes home with news of this possibility. She has been asked to manage an apartment building that houses elderly folks. But Junebug realizes this move means leaving behind friendships and moving to a more preppy school. Junebug's not sure if this is worth the sacrifice. Just then, things get worse in the neighborhood. His aunt who is supposed to look after Junebug and his little sister gets caught up in the wrong crowd and frequently neglects her duties. Junebug's mentor, Darnell, saves up money and leaves town to escape the pressure of gangs. Even Miss Robinson, the volunteer at the library who was helping Tasha learn to read, quits after being put in a frightening situation when the neighborhood teenagers become violent with one another. After Junebug's mother gets shoved down the stairs by an angry gang member and friend of Jolita, they decide it's time to take the job and move on, leaving Jolita behind to fend for herself. Junebug, his mom, and his sister spend his 10th birthday cruising on a tour boat. Themes/Essential Questions/Hooks: ! Community stigma, dreams, gangs, family ! Besides moving, what else can people do to insure their safety in their communities? ! "She thinks we have no manners because we live here. Some older kids who come in here just look at each other when she says that. She doesn't know our mamas brought us up right." (p. 15) "I just look at her. It must be because she's white, she thinks the police are going to come. We've got two kinds of policeâ&#x20AC;&#x201D;Housing Authority police and the regular kind. Neither one of them comes when we really need help." (p. 41) Extensions: ! Your Move By Eve Bunting ! My Man Blue By Nikki Grimes *Content Considerations: Gangs !

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Chess Rumble, G. Neri, art by Jesse Joshua Watson Guided Reading Level: Not Rated Lexile: Not Rated AR Level: 3.5 Our Reading Level: *P/Q

Our Age & Grade Recommendation: 10+ years, 5th grade or above Genre: Graphic Novel

Characters: Marcus: 11 years old, angry and having trouble at school and at home since his sister died CM: The “Chess Master” at school who teaches him to play and to slow down The Twins: 8 years old, Marcus’s little brothers that he fights with after his sister dies Marcus’s Friends: Andre, Johnny, Floyd, Double Z Latrell: A kid a school who makes fun of Marcus and has reoccurring fights Summary: Marcus and his little sister always used to watch their father play chess and he would joke around and tell stories into the night. She died of a heart attack the year before, and things changed; his little twin brothers always blame everything on him and he gets frustrated. He has a problem with a boy at school, Latrell, who hit his sister and always calls him fat. They get into a fight, his third this month, and the principal threatens to kick him out of school. When he gets into a fight again Ms. Tate sends him to the library where kids are playing chess. He is challenged and storms out after CM calls him a loser. The reader discovers that Marcus’s father left and his mother is working two jobs. He and his mother are not getting along, and she thinks that he needs to get help for his anger. His mother and brothers are afraid of him. Marcus and his friends shoplift and tag in the neighborhood. He runs into CM while he is playing chess in the park. CM takes him over to Kevin, another kid playing, and begins to teach him how the game works. Kevin and CM explain that you have to take responsibility for your side of the board and you have to have a plan. At first Marcus is playing too aggressively with his pawns and not thinking through his later moves. When Marcus is walking home from the park he is jumped by Latrell and Latrell’s friends. He goes home and apologizes to his mom for his behavior over the past few months; she says that their whole family needs some love. Marcus and his family went to the cemetery to visit his sister’s grave. Marcus continues to play chess with CM and confide in him about his life. One day Latrell enters the room and instead of fighting him Marcus thinks ahead and challenges him to a game of chess. He beats Latrell and offers to have CM teach him to play if he stops calling him “fatty.” Latrell agrees and apologizes about Marcus’ sister. CM tells him that he is starting a chess gang and Marcus asks if he and Latrell can join. Themes/Essential Questions/Hooks: ! Anger, loss, pride, competition, finding your place ! How can people deal with anger and loss? What helps you think ahead and plan out your next move? ! “You know, the best players come up from the streets. That’s where the struggle is” (p. 40) “All them chess pieces is like a family. That when one fall, the others carry on. They have to. But when one win, the whole family win” (p. 55). Extensions: ! Video trailer of the book using illustrations and quotes: http://www.youtube.com/watch?v=qHPpsU7aYHQ ! Interview about the book with the author and illustrator: http://www.youtube.com/watch?v=RW0a5XVRU-k *Content Considerations: Fighting, stealing, graffiti

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Drive-By, Lynne Ewing Guided Reading: W Lexile: 560L AR Level: 3.6 Our Reading Level: P/Q*

Our Age & Grade Recommendation: 10 years+, 5th grade or above Genre: Realistic Fiction

Characters: Tito: Narrator, brother of Jimmy and Mina Jimmy: Tito's brother who is shot and killed, former gang member unbeknownst to family Mina: Younger sister of Jimmy and Tito Mom: Single mother of Tito, Mina, and formerly Jimmy Gus: Friend of Jimmy who turns out to be part of a gang Ice Breaker Joe and Lamar: Gang members Mrs. Washington: Neighbor who they end up living with, has a dog named Spider Zev: Jimmy's nerdy, Jewish Neighbor and classmate that ends up being his friend in the end Summary: Tito's brother, Jimmy, is shot and killed in a drive-by shooting at the beginning of the novel. Though Tito and his family refuse to believe it, more and more signs point to the fact that Jimmy was, in fact, a gang member. Violence strikes again and again as the gang targets the family's home and vandalizes it, forcing them to find refuge at their neighbor's. At one point Tito's long-time friend, Gus, hands Tito a gun telling him to use it to protect himself. Tito discovers evidence under the house confirming Jimmy's association with the gang. Jimmy had also left a note to Tito explaining his intent in joining the gang-income for the family. In a frightening confrontation with the gang at the local diner, Tito realizes his childhood friend, Gus, is also associated with the gang. Tito throws away the gun, and in his next encounter with the gang, Tito tells them that Jimmy left the money that they're after under the house. As they leave to find it, Tito calls the police. In the end, Tito seems to recognize his nerdy, Jewish neighbor, Zev, as someone he can rely on. Themes/Essential Questions/Hooks: ! Friendship, trust, gangs, deceit ! Which is more characteristic of gang involvement—safety or violence? ! "Use the gun to show us what you got." (p. 53) Extensions: ! Your Move by Eve Bunting ! http://www.youtube.com/watch?v=2TrpDgHCtfI&feature=related (A book talk for “Drive-By” by a sixth grade student) *Content Considerations: Violence, tragedy, death, gangs, guns

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Sugar Plum Ballerinas: Toeshoe Trouble (Series), Whoopi Goldberg Guided Reading Level: Not Rated Lexile: 650L AR Level: 3.9 Our Reading Level: Q

Our Age & Grade Recommendation: 7 years+, 2nd grade or above Genre: Realistic Fiction

Characters: Brenda: Main character; one of the “Sugar Plum sisters”; LOVES science so much and wants to be a doctor Sugar Plum Sisters: Jerzey Mae, JoAnn, Jessica, Terrel, Epatha, Al Tiffany: Brenda’s very wealthy and snobby cousin Ms. Debbe: The ballet teacher who loved her pair of toeshoes signed by Camilla Freeman Summary: Brenda has made her best friends in Ms. Debbe’s ballet class over the past few years. Every Sunday Brenda and her mom went to a museum, walked around Central Park, read on the couch, made alphabet pasta and chocolate milk, and played Scrabble. One Sunday Brenda found out that her snobby cousin, Tiffany, was coming to stay with them for two weeks. Tiffany talked about nothing other than the king size bed she sleeps on, the $350 bed for her dog, Pookiepie, her designer clothes, her fancy laptop, her private school, and her horseback riding lessons. In a moment of frustration, Brenda tells Tiffany that she owns a pair of toeshoes that were signed by Camilla Freeman, the first African American prima ballerina. She loves making Tiffany jealous, BUT the shoes don’t actually belong to Brenda. They are the prized possession of Ms. Debbe, Brenda’s ballet teacher. Brenda and her friends, except Jessica (the rule-follower), plan a way to “borrow” the shoes for a few days. Terrel and Brenda sneak into Ms. Debbe’s office and take the shoes. Brenda shows the shoes to Tiffany that afternoon. Then she throws them under her covers so that her mom won’t see them. They go out for pizza, and when they come back Pookiepie has chewed the toeshoes to bits. Brenda and Tiffany are both in shock. Even Terrel, who usually has great ideas, has no idea what to do. When Brenda finds Ms. Debbe panicking and in her office and accusing the painters, Brenda decides to confess to Ms. Debbe that she took the shoes. She does not tell Ms. Debbe that the shoes are ruined. Ms. Debbe says that if Brenda brings the shoes back to class on Saturday, in 4 days, then she won’t make a big deal out of it. The girls get together at the triplets house to brainstorm, and they realize that Camilla Freeman is coming to town for a book signing. They will convince Amarah, Epatha’s older sister, to take them downtown to the book signing so that they can ask Camilla Freeman to sign another pair of shoes. The girls barely make it in time, and Brenda spouts out the whole story to Camilla Freeman when she realizes that Ms. Debbe is standing right there. Camilla Freeman suggests that they discuss the situation over tea. They all pile into the limo, drink tea, and discuss what happened. Camilla Freeman offered to give Ms. Debbe another pair of very special shoes, and she reminded Ms. Debbe of a time when Ms. Debbe was younger when she took a tutu that didn’t belong to her out of the dressing room because it was so beautiful. The tutu ripped. Ms. Debbe decided to forgive Brenda and put this all behind them. Brenda told her mom the whole story when her mom saw that she was being dropped off in a limo. Brenda wrote an apology note to Ms. Debbe and she had extra chores for a while. Also, Tiffany shared with Brenda that she was jealous of Brenda’s relationship with her mom. Tiffany said that her parents buy her lots of stuff, but they are not around very much. Brenda invites Tiffany to join them on Sunday for alphabet pasta. Brenda is incredibly relieved that she is still allowed to dance at Ms. Debbe’s studio! Themes/Essential Questions/Hooks: ! Honesty, jealousy, friendship ! In what ways does money equate and not equate to happiness? What impact does jealousy have on relationships? ! “’We’ll have to stick them down our leotards,’ Terrel says. ‘Give me one.’ I hand her a shoe, and she shoves it into the neck-hole of her leotard. I do the same.” (p. 61) Extensions: ! Picture book: Dancing in the Wings by Debbie Allen ! Alvin Ailey dance theatre clips: http://www.youtube.com/watch?v=vVdNCUQRjVs&feature=related http://www.youtube.com/watch?v=gWJzSP7irwM

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

The Jacket, Andrew Clements Guided Reading Level: R Lexile: 640L AR Level: 4.1 Our Reading Level: Q

Our Age & Grade Recommendation: 9+ years, 4th grade or above Genre: Realistic Fiction

Characters: Phil: 6th grader, white, had a lot of questions about whether he is prejudiced Daniel: Lucy’s grandson; African American 4th grader Lucy: Daniel’s grandmother, Phil’s family’s cleaning lady, very kind and encouraging to Phil Jimmy: Phil’s little brother Phil’s Mom: Doesn’t seem to want to discuss prejudice Phil’s Dad: Seems prejudiced in his comments about race and sports, Lucy seems to feel uncomfortable around him Summary: Phil is walking in the 4th/5th grade hall to bring his brother his lunch money and sees another kid wearing what he thinks is his brother’s jacket. He accuses Daniel, the boy in the jacket, of stealing it The two boys get into a scuffle. In the principal’s office the boys learn that the jacket was given to Daniel’s grandmother, who is also Phil’s cleaning lady, as a hand-me-down. Daniel is angry and throws the jacket on the ground. He seems embarrassed about what happened. Phil becomes very tuned in to race in a new way (noticing African American women taking the bus, shopping), and he starts to question whether he would have assumed the jacket was stolen if Daniel had been white. Phil talks to his mom about it, and she assures him that he is not prejudice. He is still unsure. He talks to his dad and detects in the tone of his voice that he is prejudiced about African American athletes. Phil looks up Daniel’s address and gets the jacket back from the office to return it. He ran all the way to Daniel’s house noticing how the neighborhoods changed and met or were different than his perceptions of what he expected to see. When he rang the doorbell Lucy answered. The house was nicer than he expected. He returned the jacket, and Daniel was insulted because he thought that Phil was suggesting that he was poor and didn’t have anything else to wear. The boys made up, and Lucy made lunch. Phil noticed that they ate the same stuff as at home. Lucy drove the boys home, and they joked around, seeming to start a friendship. Themes/Essential Questions/Hooks: ! Prejudice, racism, friendship, class ! What does it mean to be prejudiced? In what ways am I prejudiced or racist? What assumptions do you make about people based on what they look like? What assumptions do they make about you? ! “’Liar!’ Daniel jumped to his feet and faced Phil, his fists clenched. ‘I never stole a thing!’” (p. 9) Extensions: ! Video of Andrew Clements talking about his experience as a writer http://www.simonandschuster.com/multimedia?video=72116067001

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

!!!!!!Good-bye,

Gracie? The English Roses (series), Madonna

Guided Reading Level: Not Rated Lexile: Not Rated AR Level: 4.8 Our Reading Level: Q

Our Age & Grade Recommendation: 9 years+, 4th grade or above Genre: Realistic Fiction

Characters: Grace: Main character; one of the English Roses; loves soccer (football as she calls it); lives with mom, dad, and 2 brothers Charlotte: One of the English Roses; lives with mom and dad; very wealthy family Nicole: One of the English Roses; her father is an English diplomat and travels a lot Amy: One of the English Roses Binah- One of the English Roses; lives with dad in house that is much smaller than her friends’ houses; mom died; Binah is responsible for a lot of house work Nigella: Charlotte’s chef Mrs. Harrison: Grace’s mother Matthew and Michael: Grace’s twin older brothers Anthony: Grace has a crush on Anthony; he is a soccer player Mrs. Moss: The girls’ 6th grade teacher Miss Fluffernutter: Teacher who organized the bake sale; one of the girls’ favorite teachers Summary: This is the story of 5 English girls in 6th grade: Binah, Charlotte, Amy, Nicole, and Grace. They have a very sweet and loyal friendship. They sit together at lunch, meet in the park every Saturday, discuss crushes they have, talk on conference calls over the phone, and have frequent sleepovers. This is the 3rd in a series. This story revolves around Grace. Her father is an orthopedic surgeon, and he receives an excellent job offer in Paris. Her parents consider moving, but Grace doesn’t know this for sure. She only notices clues that they might be moving. For example, her mom keeps the house extraordinarily clean. Her mom makes cookies more often than usual. Her mom seems scattered and even forgets to bake the brownies that she promised for Grace’s bake sale. Grace even finds real estate ads laying around. The English Roses decide that all of this only means Grace must be moving. On the night of a sleep over, a fairy godmother visits each of the other four girls in a dream and reminds them that they can call, write, and visit Grace in Paris. They have decided this will suffice when Grace’s mom picks her up from the sleepover and announces that they have called a family meeting. At the meeting, with Grace, her two brothers, and her mom and dad, Grace’s father announces that he was offered a wonderful job in Paris, but he decided to turn it down because he thought it would be best for their family to stay in England. The English hospital even decided to give him a promotion. The English Roses were thrilled! Themes/Essential Questions/Hooks: ! Friendship ! What does it mean to be a friend to someone who is facing bad news? What does it mean to be a friend? In what ways can being a good friend be hard? How can groups of girls be friends without dividing into cliques? ! “The English Roses are just different, and this is no ordinary friendship.” (p. 36) “Guys, I’m a little worried about my parents.” (p. 42) Extensions: ! http://www.englishrosescollection.com/

! Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

!!!!!!!!!!!Snitch

(Orca soundings collection), Norah McClintock

Guided Reading Level: T Lexile: 550 AR Level: 3.7 Our Reading Level: Q*

Our Age & Grade Recommendation: 11 years+, 6th grade or above Genre: Realistic Fiction

Characters: Josh: Main character Sully: The dog that Josh is assigned to train Andrew: Josh’s brother Miranda: Andrew’s wife Digby: Andrew and Miranda’s son Maggie: The dog trainer at the shelter where Josh is going to learn to control his anger Scott: Josh’s “old” best friend who is working as Maggie’s assistant Travis: Bully who used to be in the same group home as Josh and is now in the same anger management class Mr. Brian Wheller: The director of the anger management program Amy: Girl in the anger management program who becomes Josh’s friend

Summary: Snitch is about a boy named Josh who was given a choice between attending anger management groups or an alternative that teaches anger management through dog training. Josh chose the dog training. He lived in a group home for a while, but has lived with his older brother, Andrew, Andrew’s wife, Miranda, and their son, Digby, for about a month. Each person in the group was assigned a dog to train. Josh was assigned a very tough dog, Sully. To make matters worse, Scott was the assistant to the dog trainer, Maggie. Scott used to be Josh’s friend until he “snitched” on Josh. They used to steal people’s purses together. One time they stole a purse from a lady who had $5000. They found out that she was raising money to help her brother who had AIDS. Scott felt so bad that he returned the money and turned Josh in too. Also, Travis, from Josh’s previous group home, was in the group. Travis was a bully who regularly threatened Josh because Josh once stood up to Travis for picking on another boy that was in their group home. Josh had a very hard time getting Sully to sit even when everyone else in the group was able to make their dogs obey. Josh eventually learned to make himself relax, which made Sully relax and follow Josh’s commands. Things were very tense for Josh at home. He slept on the sofa, and it was very clear that Miranda didn’t like having him around. He overheard Miranda telling Andrew that “he couldn’t stay there forever.” If Josh did not pick up his things, Miranda put them out by the trash. One time Miranda even yelled at Josh as soon as he came home because she was convinced that he had stolen $45 from her purse. Josh didn’t steal from her. In the middle of their argument, Andrew came home and explained that he had taken the money because he knew she didn’t need it until the afternoon. He had come home to pay her back. Miranda’s apology to Josh was very insincere, and their relationship continued to suffer. At the shelter, Josh saw Travis kick his dog. Josh was doing very well with Sully, and he didn’t like seeing the dogs treated poorly. When Josh stood up to Travis, they both got in trouble for fighting, and Josh didn’t want to “snitch” by telling an adult what he saw. Another time, they had to trade dogs so that the dogs could learn to obey more than one person. Josh didn’t like the way Travis treated his dog, but again did not want to “snitch.” One morning the police came to Josh’s house because Scott was seriously beaten up in the park. The only thing that was left at the scene of the crime was a fish club with Josh’s initials on it. Josh did not commit the crime, but he couldn’t explain how his fish club got into someone else’s hands. Eventually, Miranda explained to the police that someone could have taken the club when she put Josh’s items out with the trash. She said that she saw Travis and his friends hanging out outside when she took the trash out. Also, Scott told the police that he knew the person who attacked him was wearing a leather jacket. The police were able to identify Travis as the person who beat Josh up, and he had to live in another group home where he would be supervised very closely. Josh participated in a closing celebration with the rest of his class. They showed their families what they learned about dog training. Andrew and Miranda both attended, and they were very proud of Josh! Josh grew to love the dog training so much that he even agreed to volunteer a few times a week at the shelter.

Themes/Essential Questions/Hooks: ! Anger, revenge ! What are the advantages and disadvantages to “snitching”? Should people “snitch”? Can people change? ! “Yeah, I guess that’s the way you’d handle it, right, Scott? You’d tell on him. But I’m not like you. I’m not a snitch.” (p.56)

*Content Considerations: Theft; A teenager gets beat up and hospitalized

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

J.T., Jane Wagner Guided Reading Level: Not Rated Lexile: 730L AR Level: 4.6 Our Reading Level: Q*

Our Age & Grade Recommendation: 8 years+, 3rd grade or above Genre: Realistic Fiction

Characters: J.T.: Ten-year-old boy who steals a radio out of a car and finds injured cat Boomer and Claymore: Young boys who wanted to also steal radio out of the car Mr. & Mrs. Rosen: Elderly, white owners of the convenient store Mama: J.T.'s mother, single parent Mama Melcy: J.T.'s grandmother Mrs. Arnold: J.T.'s teacher Summary: J.T. appears to be a trouble-maker. In the beginning of the book he is seen stealing a radio out of a convertible. His mother knows it and has almost lost all hope in her son. She is especially upset with J.T. when he forgets to pick up his grandmother at the station. But there's another side of J.T that is revealed when he finds a hurt cat and builds a home for it in the nearby junk-filled lot. J.T. nurtures the cat back to health and takes special care of it. Still, some of his tactics are questionable. He charges tuna fish to his mother's charge account with the Rosen's, unbeknownst to his mother. The delay in paying the Rosen's back leaves causes them to question J.T. and his mother's morals. But J.T. is broken when the cat is hit by a car. In the end the Rosen's buy J.T. a new kitten and offer him an unlimited amount of supplies from their store to care for it. J.T. seeks employment from them as a trade. In the end, he puts the radio back in the convertible where it belongs. Themes/Essential Questions/Hooks: ! Friendship, race, single parenting, character transformation ! Can people really change? How did J.T.’s race affect the way the Rosen’s treated him? ! “I don’t know what to do no more. Seems like we just growin’ more and more apart each day. You’re getting’ to be such a disappointment, J.T. Seems like you been turnin’ bad since the day your daddy left.” (p. 27) Extensions: ! The movie version of J.T. is on YouTube ! Part One: http://www.youtube.com/watch?v=MqSgRsqK4aA&feature=PlayList&p=BD0BCF01D5EEA077&playnext_fro m=PL&index=0&playnext=1 ! Part Two: http://www.youtube.com/watch?v=mSXKLRxqZ6s&feature=related ! Part Three: http://www.youtube.com/watch?v=mapzL66aApY&feature=related ! Part Four: http://www.youtube.com/watch?v=xqjtmp3F6GQ&feature=related ! Part Five: http://www.youtube.com/watch?v=o9eKC9fb8Sc&feature=related *Content Considerations: Stealing

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Yellow Bird and Me, Joyce Hansen (163rd Street Trilogy) Guided Reading Level: Not Rated Lexile: 620L AR Level: 4.0 Our Reading Level: Q/R

Our Age & Grade Recommendation: 11+ years, 6th grade or above Genre: Realistic Fiction

Characters: Doris: (Narrator) Smart and mature 6th grade girl Amir: Doris’ best friend who had to move upstate to a group home Yellow Bird: His real name is James, he is good at basketball, is dyslexic, starts out as class clown Mrs. Barker: Their teacher, she is not sensitive to Bird’s reading and embarrasses him in class Mr. Washington: Special guest acting teacher Ms. Bee: Woman who runs the beauty shop, appreciates Doris Summary: This is the second book in the 163rd Street Trilogy. Doris is sad because her best friend, Amir, had to move to Syracuse because his foster family was moving. Yellow Bird begs Doris to help him study because if he doesn’t he will be off the basketball team. In class Bird tries to help Doris but the kids pass around a note that Doris has written to Amir. Doris gets a job at a beauty parlor to save money to go and visit Amir, even though her parents don’t want her to get a job. Mr. Washington comes to visit to explain the drama club and Bird does an excellent job acting and dancing. Mrs. Barker tells him that he can’t join; he gets so upset that he slams the door in her face, and he gets suspended. Doris has her first day of work at the beauty shop and is found out and grounded for two weeks. Doris gets a letter back from Amir telling her not to visit yet and to help Bird. Bird’s father comes to school and slaps him. She begins to help him and sees that he has trouble reading, and he was not just goofing around. They begin studying together every day and he is doing well. He writes down the dates for the test and gets caught cheating even though he was just writing them down because he gets the numbers reversed. Bird volunteers to be Doris’ lookout at the salon, to make sure no one sees that she is working there. Bird is placed into a special education class, and Doris cries and talks to Mr. Washington to explain that it is a mistake. Doris agrees to join the drama club with Bird to help him with his lines. When some boys make fun of Bird for being in special ed the rest of the kids stand up for him. Bird and Doris start spending time with their old friends again. Doris is too nervous about getting caught to keep working at the salon. Doris quits her job and has been happier since she has been helping Bird. Bird got the lead in the play, and Doris is helping him learn his lines. Amir moves in with a family that adopted his brother upstate. Doris has to act in the play at the last minute because someone is sick. Bird does a great job in the play and gets to join back in Mrs. Barker’s class. Doris writes to Amir and tells him that she has permission to work at the salon and that she feels complete even though she still misses him. Themes/Essential Questions/Hooks: ! Friendship, growing up, success in school, responsibility, honesty, dyslexia, people can surprise you ! What makes someone smart? How can people be smart in different ways? What does it mean to have a best friend and still be yourself? ! “Bird walked past her to the door. She lunged after him, but he was too fast for her. He left the room and slammed the door—in her face.” (p.36) Extensions: ! Article for kids about dyslexia: http://kidshealth.org/kid/health_problems/learning_problem/dyslexia.html

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Between Madison and Palmetto (Trilogy), Jacqueline Woodson Guided Reading Level: Not Rated Lexile: 660 AR Level: 3.9 Our Reading Level: Q/R*

Our Age & Grade Recommendation: 9 years+, 4th grade or above Genre: Realistic Fiction

Characters: Margaret: Main character; lives with her mom and brother; father died of heart attack; Maizon’s best friend Maizon: Main character; lives with grandmother; Margaret’s best friend Ms. Dell: Lived in Margaret’s building; community believed she was clairvoyant Hattie: Ms. Dell’s grown up daughter Ms. Tory: Margaret’s mom Mrs. Sing/ Grandma: Maizon’s grandmother and guardian after her mom died and her dad left Li’l Jay: Margaret’s little brother; clairvoyant Bo: Margaret’s crush; lives in the neighborhood; friend of Maizon and Margaret; attends Baldwin Prep (an all-black all-boys school)

Summary: Margaret and Maizon have been close friends their whole lives. Growing up and life changes can be hard. A year ago, Margaret’s dad died of a heart attack. Margaret’s body started to change, and she felt like she was getting fat. The neighborhood was changing. Lots of white people were moving in. Caroline, a white girl, moved in down the street, and Maizon was hanging out with Caroline a lot. It was Margaret who had been kind to Caroline on the bus, but Maizon and Caroline had almost every class together. Margaret watched as Maizon and Caroline grew close, and she didn’t admit that she was jealous. Maizon wrote a play that Margaret was directing, and Caroline was acting in it. When Maizon invited Margaret to hang out with her and Caroline or to work on the play together, Margaret wanted to spend more time than usual by herself or with Ms. Dell and Hattie. Margaret acted very defensive when Maizon asked her about how much time she was spending by herself. One time, after some prying, Margaret confessed to Maizon that she had been making herself throw up because she was worried about her weight. Maizon made it clear that they couldn’t be friends if Margaret kept doing that, and she assured Margaret that she looked perfect, not fat. Then Margaret’s mom noticed that all the turkey she bought to make lunch was still in the refrigerator. Margaret admitted that she had just been eating grapefruit for the past week. Her mom assured her that she would catch up to her body. She made Margaret promise that she would eat healthily. Also, she suggested that Margaret start running, and she promised that she would buy Margaret a jogging outfit. Perhaps the biggest change of all occurred when Maizon came home one day to find her father, Cooper (who had left when she was a baby), sitting on the sofa in her grandmother’s living room. Maizon was extremely angry that he would return after all this time and expect to get to know her. She yelled at him that he had missed her whole life and she left home angry. Margaret, her mom, and Maizon’s grandmother found Maizon huddled under the awning of a grocery store. Margaret convinced Maizon that she should just give her father a chance to get to know her. Maizon grew to kind of like having her dad around, but it felt weird to Maizon because she and her father were strangers. She had imagined that if he came back it would feel wonderful and very natural, but it was strange. She wasn’t sure she was ready to have him come back. Maizon’s father continued to try to get to know Maizon, and he talked about getting a teaching job at Baldwin prep, Bo’s school. Maizon realized she didn’t want to treat her dad like he never existed. The girls’ play was a great success, and all of their friends and family came. Maizon and Margaret were reminded of what a special friendship they have that will last a lifetime.

Themes/Essential Questions/Hooks: ! Friendship, change, father returning, forgiveness ! Do adults deserve second chances? How can one have great old friendships and make new friends? What is a healthy diet? How can friends support each other through tough changes? ! “I don’t want you in my life. Why’d you come back any way?” (p. 49)!

! *Content Considerations: Unhealthy eating behavior

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

You Don’t Even Know Me: Stories and Poems about Boys,

Sharon G. Flake Guided Reading Level: Not Rated Lexile: Not Rated AR Level: 3.6 Our Reading Level: Q/R* (Some poems can be used with lower levels)

Our Age & Grade Recommendation: 12 years+, 7th grade or above Genre: Short Stories and Poetry

Characters: (This is not one unified narrative, but a collection of stories, the story is listed next to the character name) Tow-Kaye: 16-year-old boy trying to decide if he should marry his pregnant girlfriend, who he has loved since he was a little boy James: (Deals with the tragic death of his twin brother, the sexual abuse of a teacher, and contemplates suicide La’Ron (Infected): Communicates with his uncle about his recent diagnosis with HIV Malik (Pretty Mothers are a Problem): 17-year-old boy who feels he is more mature than his mother, but is tempted by a new neighbor, who reminds him of his mother. Summary: This book is a compilation of short stories and poems. Some of the themes and ideas are listed below. They all are told from the perspective of African American adolescent males. Themes/Essential Questions/Hooks: ! Obesity, family, manhood, racism, love, suicide, marriage, teen pregnancy, loyalty, neighborhood pride ! How does your race and gender affect the way you are perceived? ! “When I am president of the world, I’ll move the White House to Harlem, Outlaw guns, especially the ones to take out you and me.” (p. 44) “I’m thirteen. I know the rules…Stay inside. Clean the house. Don’t answer the door. No BET or MTV. Drink water. Save the juice for supper. Look out for each other. Tell the bill collectors you sent the money in. Hit the floor if we gotta. And call you if things don’t seem right.” (p. 141) “I hear you laughing at the way I speak, Pointing at the geek you say is me walking up the street, Asking why my family gotta act so white. Stepping up to me because you think I can’t fight.” (p. 170) Extensions: ! http://www.youtube.com/watch?v=Gy4u44FZk94 (Video trailer for the book with expressive poetry reading by the young men) ! Author’s website with great links and content: http://www.sharongflake.com/ ! Teen Suicide prevention, http://www.afsp.org/index.cfm?fuseaction=home.viewPage&page_id=E7817931-91BD-74C00B098E6C6D17EC87 *Content Considerations: Teen pregnancy, possession of a gun, gangs, vivid consideration of suicide, kissing, HIV, arson, physical intimacy between a minor and an older woman.

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Bang!, Sharon G. Flake Guided Reading Level: Not Rated Lexile: 590L AR Level: 3.6 Our Reading Level: Q/R*

Our Age & Grade Recommendation: 12 years+, 7th grade and up Genre: Realistic Fiction

Characters: Mann: Narrator, 13 years old, traumatized after his brother’s death Jason: Mann’s little brother who was shot and killed Kee-lee: Mann’s best friend, has seven siblings, he takes care of them and the house, loves to paint Ma-dear: Mann’s grandmother, she helps cheer him up when times are tough Mann’s Father: Very tough and physically and emotionally abusive towards Mann Mann’s Mother: Distraught after Jason’s death, quite work and lost a lot of weight Aunt Mary: Kee-lee’s aunt who runs a “numbers house” for gambling and drinking, she steals from them Summary: Mann saw his little brother get shot on their front porch. Mann is seeing a psychologist at first but then stops when his father tells him he is not being a Man about it. His father is dealing with his pain by having a gun and being very protective of the family. His dad used to be sweeter with him and his brother, writing them notes in their lunchboxes and playing, but now he’s tough. Kee-lee’s cousin Moo Moo is shot and killed. Mann hasn’t been able to go onto the family porch since Jason died. Kee-lee smokes Marijuana and plans to drop out of school. Mann has a horse named Journey at a stable that he rides and takes care of; it helps him calm his mind. Mann keeps finding the toy soldiers that his brother played with scattered in random places. Mann’s father whips him with a belt when he finds out that he has been skipping school. Kee-lee and Mann take Moo Moo’s car for a ride at night and wash it to pay homage to him. Mann’s dad beats him up when he finds out that he took the car and has been smoking weed. Mann thinks that he has been acting this way because he blames himself for being too soft on the boys. Mann stops showering and starts to smoke weed more regularly. Mann’s mother goes to Kentucky to try and find a new place for the family to live away from the violence. At school a boy tells Mann that he is responsible for Jason’s death, and Mann beats him up so badly that he bites off his finger and breaks his leg. Mann is expelled from school and sent to a juvenile detention facility for four weeks. Mann starts to see a psychologist again, and things seem to improve at his house. After the killings continue in the neighborhood Mann’s dad takes him and Kee-lee on a trip to get away. They camp and swim. Mann climbs a tree and can’t get down; his dad leaves him up there to teach him a lesson. In a rainstorm Mann’s dad took the truck and left him and Kee-lee alone. Mann and Kee-lee run away to get home and fight about why his father left, almost getting run over by a truck. They discover it was an intentional plan to leave them alone; the boys continue to walk home, hungry and tired. They try to contact their parents, but they won’t come and get them. Kee-lee and Mann get jumped by a bunch of men at a diner. They finally get picked up and brought back home. Mann calls his mom and confronts his dad. His dad says that it worked that he was toughened up, and kicks him out again with food. The boys go to stay with Kee-lee’s aunt who runs a house full of people gambling and drinking. They are drinking and smoking marijuana. She makes them go and collect money from people who owe her. They get jumped badly, and when they return with no money she has them beat up herself. Kee-lee and Mann return to the house to collect the money; Kee-lee punches a woman, and they mess up her house looking for money. They start painting houses to make money for Aunt Mary; she is working them too hard. An old man doesn’t want to pay for the painting and shoots as Kee-lee. Kee-lee takes all the money in the house and then the old man and him shoot each other at the same time. Mann takes the gun and points it at himself and contemplates killing himself. He then paints a

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

charcoal painting of Kee-lee on the wall. Mann calls mom and Ma Dear. They tell him that she is going to come and get him and that they had kicked out his father because they thought he should go to jail for Kee-lee’s murder because it was his gun. Mann leaves because he doesn’t want his father going to jail. He sees a newspaper article accusing him of the crime. Mann starts begging for money and steals a woman’s purses. He also starts robbing people and making up stories about why he is homeless. Mann starts using his money for alcohol and is getting beat up and living in the streets. Mann is in a shoot out and runs to cover up a boy who is in the middle. He runs to Ma Dear’s house and overhears them talking about how they are looking for him. He writes them a note to tell them to stop and goes to the abandoned stable and throws the gun away. Mann begins living in the stable and documenting his time there by painting on the walls. Mann discovers the horses in the stable and starts to nurse them back to health, listening to the voice of Jason in his head. He gets the idea to start drawing pictures and his dad sees him on the street. Someone from the art store gives him paints and paper and he picks a book about Leonardo Da Vinci. Mann hears that the horses are sick because he has been feeding them dog food, his father arrives and helps him save the horses. Mann confronts him about how terrible it was what he did to him. His dad starts living there with them and they are not talking, but he is helping with the horses. Mann sees that it has been his father that has been carrying Jason’s toy soldiers in his pockets all along. He finishes his painting of the “Last Supper” with all of the important people in his life positioned around the table. Mann talks with his dad, who apologizes for killing Kee-lee. He tells him that he had tried to send him on an experience similar to the boys in Africa, and that when they return they have a ceremony where they paint their faces. Mann’s dad paints his face and Mann hits him and resists. They dance around the fire and Mann shows him the painting of the Last Supper. He hears Jason’s voice and tells him he misses him but that he and his father cannot be separated by anything, including death. Themes/Essential Questions/Hooks: ! Art, gun violence, fatherhood, friendship, growing up, manhood ! How can you heal from the loss of someone you love? What does it mean to “be a man?” ! “That’s just how it goes around here…you get killed just ‘cause.’” (p. 15) “A black boy don’t get a hundred chances to get it right. Sometimes he just gets one. That’s it…You blow your chance, you blow your life” (p. 124). Extensions: ! Discussion guide to Bang! http://www.sharongflake.com/_uploads/pdfs/bang-discussion.pdf ! Author’s website with great links and content: http://www.sharongflake.com/ *Content Considerations: Gun violence, marijuana, cutting school, gambling, death, theft, physical abuse, mention of animal cruelty

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

!!!!!!!!!!Summer

of Secrets (Bluford Series #10), Paul Langan

Guided Reading Level: Z Lexile: 710L AR Level: 4.6 Our Reading Level: R*

Our Age & Grade Recommendation: 11 years+, 6th grade or above Genre: Realistic Fiction

Characters: Darcy: Main character Jamee: Darcy’s sister Dez: Jamee’s boyfriend and Cooper’s little brother Tarah: Darcy’s best friend Cooper: Tarah’s boyfriend Brisana: Darcy’s old friend who got into an unhealthy relationship with Duane Duane: In college; nephew of the man who owns the mechanic shop where Cooper works Brian Mason: the boy who attacked Darcy Summary: Darcy is in high school at Bluford High. She has a little sister, Jamee, who is just a few years younger than she. She lives with her mom, dad, and Jamee. Darcy works at an ice cream shop. She is going through some very hard times. Her parents are arguing a lot, and her mom always seems stressed. This is especially scary because a few years ago Darcy’s dad came home after having disappeared for five years. Also, Darcy was attacked by Brian, the older brother of a girl that Darcy babysat, just a few months ago. He tried to rape her and probably would have if Darcy’s father hadn’t found her just in time. Darcy became nervous around boys, unable to sleep, and generally unhappy, but she told no one about how deeply she was hurt. She couldn’t even handle meeting her best friend Torah’s cousin. She was also very worried about her sister having a boyfriend even though he was a good guy who treated Jamee well. Darcy’s friend Brisana gets into a very harmful relationship with a college freshman, Duane. Duane treated Brisana horribly, and when Brisana thought that she was pregnant he told her that it was her problem. Eventually, Darcy goes with Brisana to a clinic where they learn that Brisana is actually not pregnant and the doctor talks to them about healthy relationships. Darcy’s parents explain that Darcy’s mom is pregnant, which is what had been causing some tension between them for a few weeks. Finally, Darcy decides to tell her family how much she was affected by the attack, and her parents promise to help her get the help she needs. Darcy becomes much more comfortable being honest with those closest to her about what is really going on with her, and she feels much healthier not having to keep this deep dark secret about the pain that Brian caused her. Themes/Essential Questions/Hooks: ! Fear, dealing with trauma, trust, friendship ! What role does someone’s community play in helping an individual overcome trauma? How long does it take to overcome a traumatic event? ! “’You’re not safe,’ the voices said. ‘Boys can’t be trusted. The world is dangerous. Your father won’t always be there to protect you.’” (p. 13) Extensions: ! Students act out excerpt Secrets in the Shadows (book 3) and A Matter of Trust (book 2) http://www.youtube.com/watch?v=c5B-5nX1yuo and http://www.youtube.com/watch?v=0Rwxd0AJOoY *Content Considerations: Physical attack that almost led to rape; post traumatic stress Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

The Road to Paris, Nikki Grimes Guided Reading Level: Not Rated Lexile: 700L AR Level: 4.3 Our Reading Level: R*

Our Age & Grade Recommendation: 8 years+, 3rd grade or above Genre: Realistic Fiction

Characters: Paris: Narrator Malcolm: Paris' older brother Viola: Paris and Malcolm's biological mother Mr. & Mrs. Lincoln: Paris' foster family Earletta, Jordan, and David: Paris' foster siblings Ashley: Paris' new-found friend and neighbor in Ossining but has racist father that ends their friendship Sienna: Paris' white friend that replaces Ashley Summary: Paris' father deserted his family at the age of four, too embarrassed to be associated with people of darker skin tone. Her mother is unreliable. As a result, Paris and her brother have been shuffled around New York from one unbearable foster home to another. Never have they experienced love and tenderness or the feeling of family. Rather, they have been abused and left to fend for themselves. Still, they have had each other. Then one night, Malcolm and Paris are separated. Malcolm is taken to St. Christopher's Home for Children and Paris to another foster home. Though hesitant at first, Paris slowly learns to trust the Lincolns. They are loving and affectionate and maintain a healthy balance of discipline and nurturing. Soon enough, Paris feels what it is like to be part of a wonderful family. She has a mom, dad, two brothers and a sister all living under the same roof. Then one day Viola, her biological mother, calls asking Paris to consider coming back. She claims to have remarried a wonderful man and moved to a new home. After a visit, and then another to see her brother Malcolm, Paris decides to leave the Lincoln household and give her mother a final chance. Themes/Essential Questions/Hooks: ! Friendship, race, foster care, family ! What defines a family? What makes someone a mother? ! "Paris' white blue-eyed father abandoned her when she was four. Apparently, he couldn’t handle being seen walking down the street with a child whose skin was so much darker than his own." (p. 9) "Paris hadn't heard from Viola in a long time, but she was okay with that. She'd given up being angry with her mom, or she'd be mad all the time, and what good would that do." (p. 147) Extensions: ! Our Aunt Gracie By Jacqueline Woodson *Content Considerations: Ashley’s father calls Paris a “nigger”, child abuse, neglect, loss !

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Drita My Homegirl, Jenny Lombard

Guided Reading Level: T Lexile: 690L AR Level: 3.9 Our Reading Level: R/S

Our Age & Grade Recommendation: 8 years+, 3rd grade or above Genre: Realistic Fiction

Characters: Drita Kelmendi: One of the main characters; moved to New York from Kosovo Maxie: One of the main characters; 10 years old; lives with her dad and her grandmother; mom died Giyshe: Drita’s grandmother Baba/ Adem: Drita’s father Nene/ Dashi: Drita’s mother Miss Mirfue: Works for the human rights organization that helped Drita’s family leave Kosovo

Summary: This story is told from the perspectives of Drita and Maxie—the chapters alternate. Drita and her family leave war-torn Kosovo to come to New York City. Drita’s father came to New York a year earlier than the rest of her family so that he could begin working and saving money. He drives a taxi, and he found a very small and dirty apartment that his family could afford. Drita goes to a new school where everyone speaks English, and she doesn’t. Maxie arrives at school late and notices that the teacher has asked some new girl, Drita, to sit in Maxie’s seat until the custodian brings a new one. Maxie says some mean things to her friend, Brandee, about Drita. Miss Salvato keeps Maxie in from recess and tells her that she should do her social studies project on Drita’s family’s experience. This is especially challenging since Drita doesn’t speak English. Things are not only tough for Drita at school. Her Nene (her mom) is incredibly depressed. She sleeps all day, and she doesn’t speak or eat very much. Her mom is very worried about their cousin Zana’s safety. Maxie is also having a tough time at home. Her dad started dating a woman named Lisa who has a son, Darrell. Maxie doesn’t even want to talk about it. Her mother died 3 years ago, and Maxie still fantasizes about when her mother comes back. One time, Maxie and her dad meet Lisa and Darrell for dinner. Maxie becomes so angry with Darrell for taking her last shrimp that she calls Darrell a chump and makes him cry. Maxie and her dad leave early, and he is incredibly angry with her. She realizes that she is jealous that Darrell has his mom, and she wants to know that her dad misses her mom as much as she does. Slowly but surely, Drita learns English. She played basketball with some of the girls in her class at recess one time. Brandee didn’t want her to play, and when it turned out that Drita was actually good and even beat Brandee’s team, Brandee slapped Drita. Maxie stood up for Drita by punching Brandee in the stomach. Brandee and Maxie both were “benched” at school for 2 weeks. One day Drita invited Maxie over to play. When Maxie arrived, Drita’s mom was having a breakdown. She had just learned that cousin Zana was safe; her name was printed in the paper. She began rocking back and forth on the floor. She broke a lot of dishes, and she couldn’t be calmed down. Drita realized that her grandmother didn’t want Drita to have visitors because her mom was so sick. Drita and Maxie had to spend their time together at the hospital because Drita’s mother had to be hospitalized for a few days. Maxie was a great friend; she even drew Drita a picture. After this incident, Maxie thought that it would be nice to get Drita’s mom a present. Lisa helped Maxie shop for the perfect robe and slippers. They had a very nice day together, and Maxie realized that Lisa was really nice. Drita’s mother got better and better. She loved Maxie’s present. Both families attended a celebration at school where Maxie shared her project featuring Drita’s family. At the end of the project Drita’s classmates had tons of questions for her. Drita knew that she would have many friends now that they understood more about her.

Themes/Essential Questions/Hooks: ! ! ! on

Friendship, refugees, depression, overcoming, acceptance What is involved in being a friend? How are people of all cultures the same? “My mother is lying on the floor, crying and crying. She won’t get up. Then I hear a terrible sound. The bell the door is ringing again. My friend Maxie is right on time.” (p. 100)

Extensions: ! List of articles about the crisis in Kosova: http://www.usatoday.com/news/index/kosovo/koso000.htm ! World Vision facts about Kosovo: http://www.worldvision.org/content.nsf/learn/world-vision-kosovo

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Scorpions, Walter Dean Myers! Guided Reading Level: Z Lexile: 610L AR Level: 3.7 Our Reading Level: R/S*

Our Age & Grade Recommendation: 10 years+, 5th grade or above Genre: Realistic Fiction

Characters: Jamal: 12 year old, takes care of his little sister, likes to draw Sassy: 8 years old, she has a strong personality Mama: Works hard to support her family Tito: Jamal’s best friend, Puerto Rican, lives with his grandmother, very loyal and protective of Jamal Randy: Jamal’s older brother who is in jail Mack: Friend of Randy’s involved with the Scorpions gang Mr. Davidson: Principal, always picking on Jamal and not seeing the good in him Dwayne: Boy at school who is always messing with Jamal about his clothes Summary: Jamal and Sassy are home alone a lot because their mom is working overtime to pay for Randy’s legal fees. Jamal tells Mama that Randy wants him to go and see Mack. Mama tells him to stay away from the Scorpions gang. Jamal gets in trouble at school for little things and it is clear the adults at school expect him to do poorly except for Ms. Brown who asks him to stay and participate in the school play. Dwayne threatens to fight Jamal. Jamal and Tito go to meet Mack in a sketchy place and Mack tells a questionable story about how he got out of prison and says he needs $2000 instead of $500 for the appeal. He encourages Jamal to take over the Scorpions gang to try and raise the money for Randy’s appeal and says he will give him a gun. Mama calls the lawyer who seems incompetent and tries to borrow the money. Jamal and Tito are very close. They take care of each other, and they make plans for when they are rich. Jamal and Dwayne fight. Mack brought the gun to Jamal’s school and gave it to him. Jamal and Tito agreed to be in the gang. The go meet the Scorpions at their clubhouse, and Angel and Indian give Jamal trouble saying he is too young to be the leader. He shows them the gun. Jamal hid the gun in the sofa. Jamal’s father came to visit, and it made him feel poorly, like he had to be the man of the house. Jamal fought Dwayne again in the storeroom just the two of them and pulled the gun on him. Jamal was extremely upset. He lied to Tito and said he didn’t point it at anyone. Jamal and Tito start delivering groceries to try to earn the money. Tito’s grandma finds the gun and kicks him out. The boys sneak back into the house to get it back. Tito is devastated. Dwayne tells his mother about the gun, and they go to the principal. Indian and Angel came to the store to threaten Jamal. Randy is stabbed in jail, and Sassy finds out about the gun. The school nurse gave Jamal medicine to make him calmer. Jamal goes to the park to meet up with the Scorpions and turn the gang back over to them. Indian and Angel beat Jamal up so badly and were about to stab him when Tito shot at them, and they threw the gun away. Mack took credit for the shooting and takes over the Scorpions, he finds out that Angel is dead and Indian is in jail. Tito felt so guilty that he went to the police and was going back to Puerto Rico. Jamal had to act tough after he said his goodbye to Tito.

Themes/Essential Questions/Hooks: ! Gangs, friendship, growing up, manhood, family, self-protection ! Is violence ever necessary? ! “Jamal held the gun pointed at Dwayne. He could hear the sound of his own breathing and Dwayne’s even heavier breathing.” (p. 106)

Extensions: ! Time for Kids article on gun control: http://www.timeforkids.com/TFK/teachers/wr/article/0,27972,48672,00.html *Content Considerations: Gangs, possession of a gun, violence, mention of drugs

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Locomotion, Jacqueline Woodson Guided Reading Level: V Lexile: (Non-Prose) No Lexile AR Level: 4.7 Our Reading Level: R/S*

Our Age & Grade Recommendation: 9 years+, 4th grade or above Genre: Narrative Poetry

Characters: Lonnie “Locomotion:” 11-year-old narrator, poet Miss Edna: Lonnie’s foster mother, she has two older sons Ms. Marcus: Lonnie’s teacher, encourages him to write, she is white Lili: Lonnie’s 8 year old sister Eric: Boy at school, sings in choir, sometimes is mean to Lonnie and other times is nice, has Sickle Cell Rodney: Miss Edna’s son, becomes like an older brother to Lonnie Summary: (This book is a collection of poems that tell the story of Lonnie’s life) Lonnie went to live with Miss Edna after his parent died in a fire. Before he goes to Miss Edna he is in a group home where other boys tell him he is a “throwaway boy.” On the fourth anniversary of the fire Lonnie is throwing up and incredibly upset. Lonnie is picked on at school by a boy named Eric who sings in the church choir. Lonnie has to visit Lili, his little sister, in the agency because she is at a different home then him, and her foster mother doesn’t seem to like him. Lonnie gets angry when Ms. Marcus asks them to write about their families. Lonnie likes to go to the roof of Miss Edna’s house to write. Lonnie finds out that Eric has Sickle Cell Anemia. Some of the boys in the class struggle with the identity of writing poetry, thinking that it is not for “black men.” Ms. Marcus wins teacher of the year, and a newsman comes to school. Lonnie reads one of his poems on the air. Rodney comes home to live from upstate, and Lonnie feels like he has a big brother. Lonnie pays close attention to Clyde, the new boy from the South. Lonnie has a crush on a girl name Letenya; she is sweet to him. Lonnie begins to read the bible and go to church, and he gets to spend more time with Lili. He is content with his poetry and his words. Themes/Essential Questions/Hooks: ! Poetry, family, loss, ! How can you cope with loss? What are your positive outlets for the stress in your life? ! “You have a poet’s heart Lonnie.” (p. 87). “Ms. Marcus wants to see all my poems. No way. Some things just your own.” (p. 59) Extensions: ! Part of an interview and documentary of Jacquelyn Woodson where she talks about Brooklyn and shows specifically some of the parts of the neighborhoods that she writes about in Locomotion. http://www.youtube.com/watch?v=g6VoTe-JiXc ! Information for kids about Sickle Cell Anemia: http://kidshealth.org/teen/diseases_conditions/blood/sickle_cell_anemia.html ! Comparison with the text, Love That Dog *Content Considerations: Loss of family in a fire.

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

!!!!!!!!!!!!!!If

You Come Softly, Jacqueline Woodson

Guided Reading Level: Y Lexile: 570L AR Level: 4.0 Our Reading Level: R/S*

Our Age & Grade Recommendation: 11 years+, 6th grade or above Genre: Realistic Fiction

Characters: Elisha (Ellie): Narrates every other chapter, white, Jewish girl that falls in love with Miah Jeramiah (Miah): Black boy that falls in love with Ellie Marion: Ellie's mother, Ellie calls her Marion instead of "mom" because Marion calls Ellie Elisha instead of Ellie (which she prefers) Dad: Ellie's father Anne: Ellie's sister she is closest to, gay and lives in San Francisco with girlfriend Stacey Ruben, Marc, and Susan: Ellie's other siblings, all significantly older Nelia: Miah’s mother, famous author Norman: Miah’s father, famous filmmaker that has affair Lois Ann: Woman Norman had an affair with and currently lives with Summary: Ellie and Miah meet upon running into each other, literally, in the halls of their new school, Percy. It is love at first sight. Upon their second run in (when Jeramiah is transferred into Ellie's history class) they immediately start finding time to spend with one another, even if it means skipping class. This goes on, unbeknownst to their families. But their differences, Miah is black and Ellie is white and Jewish, become an issue. From Ellie's sister Anne's reaction to the stares from neighbors and strangers on the streets, their racial differences seem to confront them constantly. When Ellie meets Miah's mother, her warmth gives Ellie the strength to arrange for him to meet her family. She tells him she is ready as he kisses her good-bye after escorting her to her neighborhood. Miah is elated, and his excitement carries him into a run—something his father warned him never to do in a white neighborhood. Miah is mistaken for someone else, shot, and killed. Themes/Essential Questions/Hooks: ! Friendship, race, stereotyping, “forbidden” love, split household, loss ! How true is Woodson’s account of how inter-racial relationships are perceived today? ! “Ever since he was a little boy, his father had always warned him about running in white neighborhoods.” (p. 143) Extensions: ! The theme of "forbidden love" is prominent throughout the book. This book welcomes a comparison to other texts where this theme is represented. In Romeo & Juliet the star crossed lovers come from rival families. In Titanic, class differences interfere with Jack and Rose's love. ! Romeo and Juliet Trailer: http://www.youtube.com/watch?v=6S6IJWilpx4&feature=related ! Titanic Trailer: http://www.youtube.com/watch?v=26HJ52yRz2s&feature=related ! Across the Alley By Richard Michelson *Content Considerations: Tragic homicide, shooting, death, sexual orientation, kissing

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Money Hungry, Sharon G. Flake Guided Reading Level: V Lexile: 650L AR Level: 4.2 Our Reading Level: RST*

Our Age & Grade Recommendation: 10 years+, 5th grade or above Genre: Realistic Fiction

Characters: Raspberry: 13 year old, obsessed with money, gets teased for it, tries to save money to support herself Mom: Very emotionally supportive and smart but does not provide for her and Raspberry economically Dr. Mitchell: Reliable family friend who is interested in Raspberry’s mom Zora: Daughter of Dr. Mitchell, friend of Raspberry but she doesn’t like their parents are close Ja’nae: Abandoned by her mom, lives with grandparents, overweight, dates Ming Mai: Friend of Raspberry, sister of Ming, ! Korean ! Black, denies her Korean side Ming: Boyfriend of Ja’Nae, more proud of his family’s Korean mixed ethnicity Sato: Boy at school who flirts with Raspberry that she likes Summary: Raspberry is angry because she suspects that her mother might be dating Dr. Mitchell. Raspberry is always trying to find ways to make money any way that she can think of (i.e. selling candy, pencils). She is embarrassed by her mom’s unreliable car and their dingy apartment building. She tries to convince her friends to work with her by cleaning houses. We learn that Raspberry and her mom have been homeless before, and Raspberry is frightened it will happen again. People at school give Raspberry a hard time for her obsession with money. Ja’nae asks to borrow $200 from Raspberry that she says is for an emergency. Raspberry gives it to her but suspects that she used it to buy a leather jacket for Ming. Ja’nae and Raspberry clean a house and are paid $50 each and Ja’nae won’t pay her back, so Raspberry takes the money without asking, but then feels guilty and brings it back. Janae tells Zora and Mai about Rasberry taking the money, and they make Raspberry feel badly about it. Raspberry is upset because her mom works so much and she never sees her. Zora is angry at Raspberry about their parents spending time together. Mai and Ming struggle with racism and issues regarding their Korean heritage and embarrassment about working for the family business, which is a Chinese/ soul food truck. Raspberry convinces the girls to clean an old person’s home where conditions are very poor. Raspberry meets a strange old man who gives her money and tells her that money “won’t ever do her wrong.” When she gets home her mom goes crazy and throws Raspberry’s money out the window and trashes her room because Ja’nae’s grandfather called and says she stole money from them. Raspberry demands to get the money back from Ja’nae and tells her to sell Ming’s jacket. It is revealed that the jacket was not what she needed for, and everyone shames Raspberry for being so selfish and greedy. Raspberry is lonely, starts to work for “Odd Job,” and skipping school to try to get back the money she lost. Raspberry’s apartment was robbed, and all her money and furniture was stolen. She and her mother have a break down and break into the apartment they are hoping to live in to sleep. Raspberry discovers that Ja’nae has been sending the money to her mom who shows up to try and take her back. Ja’nae’s grandparents are very upset, Ja’nae’s mom leaves, and Raspberry, Ja’nae, and Zora make up. Sato is nice to Raspberry and apologizes for some of the things that he had said. They move into another apartment temporarily but are hoping to be able to move to the new neighborhood soon. Raspberry appreciates that she has her mom and her friends no matter what. Themes/Essential Questions/Hooks: ! Homelessness, greed, parenthood, trust, security, divorced parents dating, mixed race identity ! What happens when kids have to worry about adult problems? Can money buy happiness? Can money buy safety? ! “’Cause if you got money, people can’t take stuff from you—not your house, or your ride, not your family. They can’t do nothing much to you, if you got a bankroll backing you up.” (p. 25) Extensions: ! Author’s website with great links and content: http://www.sharongflake.com/ ! Youtube video trailer made by high school students: http://www.youtube.com/watch?v=olBB3Umk6XE *Content Considerations: Theft, cutting school, homelessness

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

The Skin I’m In, Sharon G. Flake Guided Reading Level: W Lexile: 670L AR Level: 4.1 Our Reading Level: S*

Our Age & Grade Recommendation: 10 years+, 5th grade or above Genre: Realistic Fiction

Characters: Maleeka: 13 years old girl, dark skinned, smart, father died, she is very loyal to her mother Miss Saunders: Teacher, with rare skin condition, sees the promise in Maleeka John John Smaller boy, teases Maleeka, but we find out it is because he is jealous of her Charlese: Popular girl, bullies Maleeka but lends her clothes, lives with her irresponsible older sister Momma: Struggles with money and the loss of her husband, sews clothes and plays the lottery Raina & Raise: Twins who are part of Char’s crew, followers Caleb: Smartest boy in the school who has a crush on Maleeka, he sees the good in her Summary: Seventh-grader Maleeka is teased by other students because of her dark skin, homemade clothes, and good grades. She tells Char that she will do her homework for her if Char looks out for her. Char starts lending Maleeka clothes to wear so she fits in. A new teacher, Ms. Saunders, whose skin is blotched from a rare skin condition, takes an interest in Maleeka. Maleeka gets in a fight, and her mom and Miss S decide her punishment is to work in the office. Maleeka gets involved in writing a fictional slave narrative. Maleeka slowly starts to stand up for herself. On the way home from Char’s, Maleeka is attacked by two boys who try to rape her. She gets away but doesn’t tell her mom. The girls get caught by Ms. S in the bathroom cutting class. In detention Caleb convinces her that he had not meant to hurt her many years ago when he moved away from her on the bus. He actually thought at the time tha tit was best for her. Maleeka discovers a poem about her from her father. Char bullies Maleeka into vandalizing Ms S’s room. Maleeka ends up setting a fire that gets out of control and is suspended. John-John is attacked on the street, and Maleeka steps in to help him and is beaten. Caleb and some neighbors help her. She wins the library writing contest. Maleeka finally decides to tell on Char and the twins and speak her mind about the way that they treat her. Caleb writes Maleeka a poem about how beautiful she is. She ends the book feeling more comfortable with her identity. Themes/Essential Questions/Hooks: ! Self-esteem and identity, skin tone bias, peer pressure, bullying, building self-confidence ! What defines who you are? What is beauty? ! "Up till now, I just took it. The name calling. The pushing and shoving and cheating off me. Then last week something happened…That's when I made up my mind. Enough is enough. I deserve better than for people to treat me any old way they want. But saying that is one thing, making it happen is something else." (p. 5) Extensions: ! Mary J. Blige song and lyrics to “Work That” (Hip Hop song with message about girls internalizing a positive selfimage. Song/lyrics online and can play song for free on YouTube) ! Author’s website with great links and content: http://www.sharongflake.com/ ! www.adl.org/education/curriculum_connections/winter_2005/get_back.asp Lyrics to a Blues song dealing with issues of race and skin tone from the 1949 ! http://www.adl.org/education/curriculum_connections/winter_2005/harlem_sweeties.asp Langston Hughes poem that gives many different adjectives to skin tone. *Content Considerations: Arson, physical fighting, smoking, attempted rape

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

!!!!!!!!!!!!First

Part Last, Angela Johnson

Guided Reading Level: Z+ Lexile: 790L AR Level: 4.7 Our Reading Level: RST*

Our Age & Grade Recommendation: 12 years+, 7th grade or above Genre: Realistic Fiction

Characters: Bobby: Main character and narrator, impregnates Nia Nia: Bobby’s girlfriend, pregnant K-Boy: Bobby’s friend J.L: Bobby’s friend Fred: Bobby’s father Mary: Bobby’s mother Feather: Bobby and Nia’s baby Mr. & Mrs. Watkins: Nia’s parents Paul: Bobby’s brother that lives in Ohio Summary: Bobby and Nia are high school boyfriend and girlfriend. Nia breaks the news to Bobby that she is pregnant with his child on his birthday. They are confronted with the difficult task of facing their parents throughout the pregnancy: Nia’s who are wealthy and disapproving and Bobby’s who are divorced. The story is told from Bobby’s perspective. Throughout the book you know that Bobby ends up taking care of Feather, but you are not sure why. The chapters switch from “now” and “then”—one chapter accounts for his life before Feather’s birth and then the next switches to after. Towards the end of the pregnancy Bobby and Nia have decided to give the baby up for adoption. Nia wakes up, sees blood, and goes into a coma. Bobby finds out from a note his mother leaves on the door and he rushes to the hospital where he meets Nia’s parents and his mother. Though Nia remains in “persistent vegetative” state, the doctors are able to save their baby. Although the social worker tries to persuade him otherwise, Bobby rips up the adoption papers and opts to keep Feather. At the end Bobby decides to take Feather and move to Ohio where is brother lives happily with his family. Themes/Essential Questions/Hooks: ! Teen pregnancy, loss, single parenting, split household, love, manhood, loss of childhood ! What does it mean to be responsible? How do people love? ! “I walk to my room, put Feather in her crib, which pisses her off and makes her scream, and then I look around and miss me.” (p. 36) Extensions: ! (Video of pregnant teen and commonly asked questions) http://www.connectwithkids.com/tipsheet/2010/475_feb3/thisweek/100203_pregnancy.shtml ! (Clip from TV show “Private Practice” of teenage girl, Maya, telling her parents that she is pregnant) http://www.youtube.com/watch?v=xdORdRpfYX4&feature=related *Content Considerations: Teen pregnancy, graffiti, mild physical intimacy, profanity, tragic accident

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Bronx Masquerade, Nikki Grimes Guided Reading Level: Z+ Lexile: 760L AR Level: 4.5 Our Reading Level: S/T*

Our Age & Grade Recommendation: 10 years+, 5th grade or above Genre: Realistic Fiction

Characters: Mr. Ward: The English teacher that decides to have “Open Mike” in his class every Friday Wesley “Bad Boy” Boone: The first student to write and read a poem aloud Tyrone Bittings: Resistant to school, response to his classmates’ poems told through his perspective Chankara Troupe: Stuck in a relationship with an abusive boyfriend Raul Ramirez: Painter, Puerto Rican, aspirations to become a painter and poet that reveals the truth about the Puerto Rican culture, a contrast to the way they are portrayed by the media Diondra Jordan: Six-feet tall with father who wants her to play ball, she would rather draw Devon Hope: Basketball player that works hard to disguise his love for academics Lupe Algarin: Abandoned by her biological father at an early age, lives with her Mami and her mother’s lazy husband, contemplates having a baby to fill a void Gloria Martinez: Has a baby named Angel Janelle Battle: Overweight and insecure about her looks, catches Devon reading in library Leslie Lucas: White, mother died of cancer Judianne Alexander: Makes her own clothes, insecure about appearance (especially skin color), stepfather who calls her ugly Tanisha Scott: Envied by many for hair and light skin but tries to cover it up with baggy clothes and short hair, angered that people don’t recognize and acknowledge her African descent Sterling S. Hughes: Also known as “Preacher,” wants to be a science teacher, very religious Amy Moscowitz: Jewish, trust issues since being left by mother, cold father, cuts herself Sheila Gamberoni: Italian but blond-haired and blue-eyed, feels like the black sheep of her family, asks to be called Natalina in effort to be more ethnic Steve Ericson: Aspirations to work on sets in theater, parents that disapprove of goals Raynard Patterson: Mother was a teenager when he was born but finished high school and holds him to the same expectation, plays saxophone, dyslexic Porscha Johnson: abusive mother who died of drug overdose Summary: Bronx Masquerade is a story about the diverse group of students in Mr. Ward’s class where, “Open Mike Fridays” become a routine. Slowly, more and more students find their voices in poetry. As they share out, things are revealed about them that would never have been otherwise. Their lyrics help them discover things about one another they never imagined. Perceptions of one another evolve as students come to respect and value their classmates on a different level than they ever imagined possible. Every students’ background story is told through a narrative, which is then transformed into a poem. Themes/Essential Questions/Hooks: ! Multiculturalism, Don’t be too quick to judge, poetry ! How true is the saying, “Don’t judge a book by its cover?” ! “My older brother’s always after me to hit the streets with him, calls me a girly man for loving books and jazz.” (p. 30) “I look around this class, with Black kids, Latinos, Jews, and Italians, and I wonder how I’m ever supposed to connect with any of them.” (p. 167) Extensions: ! http://www.youtube.com/watch?v=dChHHrH6ZT4&feature=related (Book intro to Bronx Masquerade) *Content Considerations: Drugs, abuse, teen pregnancy

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

After Tupac and D Foster, Jacqueline Woodson Guided Reading Level: Y Lexile: 750L AR Level: 4.7 Our Reading Level: S*

Our Age & Grade Recommendation: 11 years+, 6th grade or above Genre: Realistic Fiction

Characters: Narrator: This is the unnamed person who tells the story, very smart and tuned into D, tells the story looking back on this time in her life when she was 11 years old Neeka: Close friend of narrator, sister of Jayjones D: Foster child, has had a very difficult life after her mother abandoned her Jayjones: Neeka’s big brother, plays basketball, has a crush on D Flo: D’s foster mother, strict but provides for her Tash: Neeka’s oldest brother, homosexual, goes to jail, very feminine and loving, excellent singing voice Tupac: Not an actual character, but he is idealized by other characters who feel connected to him Summary: This story is told looking back. As the story is told, the reader already knows that D will leave in the end. It begins when D and the narrator are 12-year-old best friends who are very inspired by Tupac’s music. The girls meet D, who is a slightly older foster girl who has been “roaming” her whole life. The three girls become very close and start to think about the “big purpose” in life. As the girls toil with “coming of age” questions, Tupac’s life, shootings, messages in songs, trials, and incarceration are all over the news. The girls idolize Tupac. The narrator struggles with being seen as smarter than the rest of her peers and the only child at home; Neeka struggles with being part of such a huge family. The three girls take the bus to an amphitheatre in a park at night and experience the freedom that they admire in D. Neeka’s family takes a trip to the jail to visit Tash. The reader learns that Tash ended up in jail because he was unjustly accused of a crime after being tricked by a man who pretended to be his boyfriend. Also, he got extra time in jail after fighting in jail to defend himself. D cries and reveals more about her life in foster care, telling the girls that her mama is trying to get her back. She disappears and the girls have no way to try and find her. She shows back up to say goodbye with her mother, who is white. The girls promise to stay connected forever. Tash gets out of jail and Jayjones gets accepted into many colleges to play basketball. D calls once before Tupac dies, and the girls mourn the loss. The book ends with a reflective hopefulness that D and Tupac are together figuratively somewhere. Themes/Essential Questions/Hooks: ! Friendship, growing up, family, prison, foster care ! What is your big purpose in life? What makes a family? ! “D was like a home to me and Neeka. D was Ask me no questions and I’ll tell you no lies. She was sun and crazy laughter and warm rain.” (p. 43) Extensions: ! “Brenda’s Got a Baby,” by Tupac, http://www.youtube.com/watch?v=Wl54ABY8VgY D worries that she is a “throwaway kid” like is mentioned in this song (THERE ARE EXPLICIT LYRICS and content in this video/song) ! “Dear Mama,” by Tupac, http://www.youtube.com/watch?v=JNcloTmvTeA story of Tupac’s struggle and relationship with his mom, it is mentioned in the book and connects to D’s life story. *Content Considerations: Sexual orientation, gender identity, prison.

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Slam, Walter Dean Myers Guided Reading Level: W Lexile: 750L AR Level: 4.5 Our Reading Level: S/T*

Our Age & Grade Recommendation: 11 years+, 6th grade or above Genre: Realistic Fiction

Characters: Greg “Slam” Harris: Narrator, seventeen-year-old Derek: Greg’s little brother Moms: Greg’s mother Pops: Greg’s father Grandma Ellie: Greg’s sick grandmother Ice (Benny Reese): Greg’s best friend from his former school, also a basketball player Mtisha: The girl Greg has a crush on Bianca: Ice’s girlfriend Mr. Tate: The principal at Latimer, Greg’s new school Mr. Goldstein (Goldy): Greg’s basketball coach at Latimer Mr. Nipper: The assistant coach of the Latimer basketball team Ritchie Randall: Greg’s mentor and math tutor Ducky: Red-haired, teammate Jimmy Ellis: Black, teammate Trip, Nick, Jose: Teammates Mrs. Ewing: Greg’s family’s neighbor Marjorie (Margie) Flatley: Greg’s partner in his film project Summary: Greg is a phenomenal basketball player, so good he’s earned the nickname “Slam.” But off the court, things aren’t as easy for Greg. Greg’s grandmother is sick, his grades are dropping, and his attitude is affecting his playing time at his new school, Latimer. Greg does not get along with his coach, Goldy, and is skeptical about his new teammates. But things get better. Greg is given an assignment to film his neighborhood, which provides him insight on Harlem. Greg also forms a relationship with his assistant coach, Mr. Nipper, and the two analyze Greg’s position on the team. In their final game, Greg’s team faces Carver and Greg is up against his best friend, Ice. Latimer wins but at the after-party Greg is faced with his most challenging dilemma yet—Greg sees his best friend, Ice, dealing crack. The two get in a fight on the roof of the party. Ice pops Greg in the side of his face and their friendship changes forever. Even though Greg is greeted at school the following day with a banner celebrating the team’s championship, Greg can’t stop thinking about what to do about his friend, Ice—whether or not to tell someone about what he witnessed. But, instead, Greg decides to put his efforts into his future at Latimer. Themes/Essential Questions/Hooks: ! Friendship, competition, sibling relationships, sportsmanship, confidence ! What is the right thing to do when you believe a friend is making the wrong decision? ! “But without the ball, without the floorboards under my feet, without the mid-court line that takes me halfway home, you can get to me.” (p. 2) Extensions: ! http://www.youtube.com/watch?v=tzn1qndIM7E (Trailer for “Slam”) ! Ironman By Chris Crutcher ! Painting the Black By Carl Deuker *Content Considerations: Mild physical intimacy, drugs, tagging, cutting school, fighting

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Durango Street, Frank Bonham Guided Reading Level: Not Rated Lexile: 6400L AR Level: 4.6 Our Reading Level: S/T*

Our Age & Grade Recommendation: 13+ years, 8th grade or above Genre: Realistic Fiction

Characters: Rufus Henry: Main character, recently released from Pine Valley Detention Center Mr. Rubio: Social worker at Pine Valley Detention Center Ed Travers: Police officer assigned to look after Rufus after his release from the detention center Mrs. Henry, Janis, Curtis: Rufus’ mom, Rufus’ younger sister, Rufus’ younger brother Ernie Brown: Famous football player, unbeknownst to him he is Rufus’ father The Gassers: Gang from the Heights, after Rufus Simon: Head of the Gassers Dukie, Shankman: Members of the Gassers The Moors: Gang from the Flats, Rufus joins once he is out of Pine Valley Detention Center Bantu: The head of the Moors Walter (Baby) Gibson: Member of the Moors, Rufus’ friend from the detention center Idell, Leeroy, Whitey, Willie: Moors gang members Alex Robbins: Man trying to persuade members of the Moors to get out of the gang by helping them find alternative methods to dealing with problems The Aztecs: Hispanic gang Tojo, Pelican: Members of the Aztecs Judy Williams and Nonie Emrey: Girls that want to hang with the Moors Summary: Rufus was recently released from the Pine Valley Detention Center where he was serving time for gang fighting, runaway, and grand theft auto. While he was there, his mother has moved to the Durango Street Projects. On his first night back, the Gassers throw bottles at Rufus and his sister while they are running to the store for their mother. His little sister “snitches” when the cops ask who did it. Rufus is convinced that the only way to stay alive is to join a gang. Through his friend from the detention center, Baby, Rufus gets connected with the Moors. In his initiation, Rufus is attacked by the Moors members but ends up embarrassing Bantu, their leader. Shortly after, Bantu steps down and Rufus takes his place as leader of the gang. Alex Robbins tries to work with the Moors to help them find an alternative way to deal with their problems and stay safe. He seems to be having some affect on the members until Rufus comes home to discover the Gassers have gotten their revenge by cutting off his sister’s ponytail. Rufus is out for revenge. When he and the Moors finally face the Gassers, they win. Rufus beats up Simon in a final encounter. The Moors force the Gassers to leave behind their car, which they light on fire to indicate their feat. When they are brought in to the station for questioning, the Moors deny their involvement. But Alex is determined to end the violence between the gangs. He crafts a plan that involves getting the Gassers and Moors to attend the professional football team’s, the Marauders’, practice. He knows the boys won’t be able to fight in the presence of these esteemed athletes. And, unbeknownst to Alex, he’s really gotten to Rufus—the Marauders’ star player, Ernie Brown, is Rufus’ father, whom he is dying to meet. They meet Ernie, who offers to sponsor a football league amongst the community members. But at their first practice, Simon shows up with the scrapbook Rufus has been making about Ernie’s career, with “from your son” written on the inside. Rufus is furious and eager to get back at him. Things get really bad. Rumor has it that Willie is trying to join the Gassers so Rufus is desperately trying to figure out how to keep the gang together—the only thing he can think of is violence. Until Judy and Nonie mention the idea of hosting a graduation dance. Rufus decides this is the perfect way to keep the gang busy. The dance is a success; even Pelican comes without looking to stir trouble. That is, until the Gassers attempt to set the building on fire. But finally they are caught in the act and arrested. Everyone returns to dancing and the Moors are recognized for having hosted an incredible evening. Themes/Essential Questions/Hooks: ! Gangs, family, violence, single parenting, reputations ! What choices do people have to remain safe? ! “‘My best is none too good, and having my sister beat’ brings out the worst in me. I’m going to say this just once, now: ever you lay a hand on my brother or sister, I’ll kill you.’” (p. 124) Extensions: ! http://www.youtube.com/watch?v=MKHlzp-bf3U (very intense documentary about gangs in L.A., preview before showing) *Content Considerations: Gangs, violence, weapons, profanity, death threats, underage drinking

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

!!!!!!!!!!!!!!!!!!!!!Nightjohn, Guided Reading Level: W Lexile: 700L AR Level: 3.8 Our Reading Level: T*

Gary Paulsen Our Age & Grade Recommendation: 12 years+, 7th grade or above Genre: Historical Fiction

Characters: John: Main character who risks his life to teach other slaves to read Sarny: Young girl who trades tobacco for letters and learns to read Mammy: Slave who raises the children and is punished when Sarny writes in the dirt Waller: Terribly cruel slave owner

Summary: Nightjohn is the story of a slave named John and a young girl named Sarny. John arrived at the Waller plantation naked, with a shackle around his neck, and walking beside the horse. Waller was an incredibly cruel slave owner. Waller separated children from their mothers. He had Mammy raise all of the children. The slaves ate twice a day from a trough. He designated some of the strongest men and women (or girls who started their cycle) as “breeders.” Waller beat the slaves regularly and made the others watch. In the slave quarters at night John told Sarny that he would trade her “letters” for some tobacco. Sarny agreed without a full understanding of what “letters” would do for her. The first night John taught her A, B, and C by drawing them in the dirt and telling her the sounds that they make. He did this regularly. Mammy worried about Sarny learning letters because it was considered a crime that was punished very severely. One day Sarny drew “BAG” in the dirt, and Waller saw what she did. He hit her, kicked her, and questioned her. When she wouldn’t tell him how she learned, he tied Mammy up in the spring house. Mammy knew that he would beat her later when all the other slaves were finished working so that they would have to watch. Instead, Waller tied her to his buggy and made her pull like a horse, and he whipped her like a horse. Before things got even worse for Mammy, John confessed to teaching Sarny to read. Waller chopped off 2 of his toes. Sarny was devastated and vowed to never write where Waller could see her again. After John healed, he escaped. This was not the first time he escaped. He had escaped once already, and he went north to freedom. He came back willingly with a mission to teach others to read and write. He knew that it was crucial that people write down the experiences of the slaves, how they were being treated. Waller punished running away by having dogs find the escaped slave. The dogs attacked the slaves. Sometimes they lived, and sometimes they didn’t. Sarny and the other slaves were relieved that John was not caught. One night John showed up again and convinced Sarny to leave with him in the middle of the night. He had set up a “school” in the woods where several young slaves gathered to learn to read and write. Sarny went with him, and she helped him teach. Themes/Essential Questions/Hooks: ! Slavery, illiteracy, risk, bravery ! What would you risk your life for? What is bravery? What is cowardice? ! “I thought of the word, making the word. Bag. How making the word can cause all this and I hated myself.” (p. 64) Extensions: ! Book trailer: http://www.youtube.com/watch?v=Ingz74v7ROg&feature=related ! Book report (gives away the story): http://www.youtube.com/watch?v=-NjM0Y7vGtw *Content Considerations: Slavery, beatings, mutilation, dog attacks, general inhumane treatment of people

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Tears of a Tiger, Sharon M. Draper (Hazelwood High Trilogy) Guided Reading Level: Z Lexile: 700L AR Level: 4.3 Our Reading Level: T*

Our Age & Grade Recommendation: 12 years+, 7th grade or above Genre: Realistic Fiction

Characters: Robbie Washington: Captain of the basketball team, died in car crash, Andy’s best friend Andy Jackson: Driving the car in the accident, extremely depressed B.J.: Shorter, not on basketball team, religious Tyrone: One of the other friends from the team, dates Tyrone Gerald: Lives with his stepfather who beats him, drinks and takes drugs, he mother left Keisha: Andy’s girlfriend, very patient and kind to him Rhonda: Dating Tyrone, best friends with Keisha Coach: Is there for Andy, gets him talking about the accident Dr. Carrothers: Andy’s psychologist Monty: Andy’s little brother, loves him and tries to make him feel better Summary:

The story begins with an article detailing the car crash that killed Robbie. It then jumps back to show the lead up to the events of that night. Through an interview with Tyrone the reader learns that the four boys have been friends since 7th grade, and he describes the details of the accident. Andy was chosen as the new team captain. In the trial the charges end up being dropped for vehicular homicide, and he is just charged with a DWI. Andy has the best game of his career and is supported by the crowd. Andy’s parents don’t go to the basketball games. Andy goes to see Dr. Carrothers. He is skeptical at first, but he opens up more than he intends to. He talks about how his mom wants him to be different than he is and about how his dad doesn’t ever talk to him. The boys discuss how they are not doing well in school, especially Andy who seems to be blowing everything off. He discusses frustration that teachers are not treating him fairly at school because of his race. Keisha is having a hard time relating to Andy because he is so depressed. At school they look at racial undertones of poetry, and Andy and other black students are able to speak their mind more. Andy tells Dr. Carrothers that he feels like he wants to die sometimes, and he promises to call if he is feeling low. Andy has a dream that Rob blames him for the accident and tells him he is waiting for him to join him. The boys go to the counseling office to tell them they are worried about Andy. Andy lies to Dr. Carrothers and says he is feeling better. A teacher calls and reports that Andy has been slipping up academically and behaviorally. Andy and Keisha break up after a fight backstage at the talent show, Keisha feels like it is too much to deal with. Andy tries to confide in his mom by telling her that he feels like he is drowning; she doesn’t really hear him out. Andy and his father fight about college and his grades when his report card comes in the mail. Andy tries to call his Dr. Carrothers, coach, and Keisha, but he cannot get through to any of them. Andy shot himself with a gun, and his mom, Monty, and Rhonda found his body. Andy’s friends and family write letters to process his death.

Themes/Essential Questions/Hooks: ! Guilt, friendship, grief, loss, forgiveness ! What do we do if life feels hopeless? ! “It’s all your fault, you know. All your fault. You got the beer. You drove the car. You smashed into the wall. You killed me. And now you gotta come keep me company.” (p. 101) Extensions: ! “Don’t Read This,” Poem about suicide from Sharon G. Flake’s book, You Don’t Even Know Me ! Teen Suicide prevention, http://www.afsp.org/index.cfm?fuseaction=home.viewPage&page_id=E7817931-91BD-74C0-0B098E6C6D17EC87! ! Student created book trailers: http://www.youtube.com/watch?v=zeQr4QdA_QU http://www.youtube.com/watch?v=h-8Dc6kBiDU *Content Considerations: Drinking and driving, death, suicide, teen romance, depression.

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

!!!! !!!!!!!!!!!!!!!!!!!!!!!!Somewhere

in the Darkness, Walter Dean Myers

Guided Reading Level: X Lexile: 640L AR Level: 4.4 Our Reading Level: T*

Our Age & Grade Recommendation: 10 years+, 5th grade or above Genre: Realistic Fiction

Characters: Jimmy: Main character Crab: Jimmy’s father; escaped from jail; very sick with kidney trouble Mama Jean: Raised Jimmy for the past 9 years; relationship with Jimmy’s like a grandmother

Summary: Jimmy is fourteen years old. He lived with Mama Jean, who had been taking care of him for nine years. Jimmy’s mother died a long time ago, and his father was in jail. Jimmy’s father, Crab, showed up at Mama Jean’s house unexpectedly saying that he was there to pick Jimmy up. Crab said that he had a job waiting for him in Chicago, and he wanted to take Jimmy with him. Jimmy went with his father even though it was incredibly hard to leave Mama Jean. Mama Jean gave him some money saying that he should not tell Crab that he had it, and she said that he could come back any time. Jimmy was a little scared of his father. He didn’t know Crab, and he didn’t trust him. Crab admitted to Jimmy that he had escaped from prison when he was in the hospital for some serious kidney problems, and he told Jimmy that he was in jail for a murder that he did not commit. It was incredibly important to Crab that Jimmy believe that he was innocent. Jimmy just didn’t know how to feel about his father or what to believe. Crab was always on the lookout for the police. Jimmy didn’t know where Crab got the truck that they drove in on their road trip. He wondered how Crab got the money that he used to pay for their food. Crab drank a lot, and Jimmy noticed that Crab often didn’t tell the truth. Also, Crab seemed really sick, and he began to rely on Jimmy to give him aspirin. Crab visited a conjure man, a witch doctor. Jimmy didn’t really understand what the conjure man did to Crab, but he was very suspicious of the interaction. Several times, Jimmy contemplated getting on a bus back to New York to live with Mama Jean, but part of him wanted to stay with his father too. He had imagined so many times what it might be like if his father was part of his life, and this was nothing like what he imagined. They travelled to the South to where Crab grew up; they stay with Miss Mackenzie, an old friend of Crab. Crab wanted most of all to reconnect with Rydell, who was part of the crime that Crab was convicted of. Crab wanted Rydell to explain to Jimmy that Crab was part of theft but not part of the murder. Rydell was mean to Crab, and he refused to explain anything to Jimmy. Rydell didn’t trust that Crab would not just go tell the police anything that Rydell confessed. During their walk it is clear to Jimmy that Crab felt lost and down. While on the walk, Miss Mackenzie’s daughter found them to deliver news that Rydell had returned with some white men. It was clear to Crab that Miss Mackenzie believed that they were the police. Crab quickly decided that he would jump on a train to escape, and he told Jimmy to take a bus back to New York. Jimmy was furious, but he walked with Crab toward the train tracks. The police appeared and chased Crab down. They arrested Crab and brought him to the hospital because it was obvious that he was very sick. When the police caught Crab he told Jimmy that he was sorry. Jimmy said, “I know, Daddy, I know.” That was the first time that Jimmy called him anything other than Crab, and there was a powerful sense of forgiveness. Crab died in the hospital with Jimmy by his side. Jimmy returned to New York. Themes/Essential Questions/Hooks: ! Father returning, disappointment, loneliness, forgiveness, trust, risk ! What effect does forgiveness have on the person being forgiven and the person forgiving? Should a child trust a father who he/she does not know? Do parents deserve second chances? How do people deal with disappointment? ! “’Your name is Little, isn’t it?’ the man asked. ‘Yeah,’ Jimmy said. ‘Who you?’ ‘I’m your father,’ the man replied.’” (p. 19) *Content Considerations: Jail, escape from jail, theft, skipping school, drinking Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

!!!!!!!!!!!!!!!!!!!!!!!!!Handbook Guided Reading Level: W Lexile: 740L AR Level: 4.9 Our Reading Level: T*

for Boys, Walter Dean Myers Our Age & Grade Recommendation: 11 years+, 6th grade or above Genre: Realistic Fiction

Characters: Jimmy: Main character; assigned 6 months in Duke’s mentoring program because of a fight at school Mr. Duke Wilson: Runs a community mentoring program out of his barber shop called Duke’s Place Kevin: One of the boys who works at Duke’s Place for the community mentoring program Mr. M: A regular in Duke’s Place and gives lots of advice Cap: A regular in Duke’s Place and gives lots of advice; Jimmy often felt picked on by Cap Summary: Jimmy lives with his mom in Harlem. He got in a fight at school, and the judge agreed to let him off if Jimmy worked in Duke’s barbershop so that Duke could give Jimmy some advice about life. Duke made a deal with Jimmy that if he worked for Duke for 2 years, Duke would pay for his first 2 years of college. Every day after school Jimmy and a boy named Kevin went to Duke’s Place. Kevin was there because his mom turned him into the police after catching him smoking weed in his room. The judge agreed to him not going to jail if he worked at Duke’s Place instead. Duke, Mister M, and Cap talked about everyone that came in to get their hair cut. They tried to teach Jimmy and Kevin how to live without making the same mistakes that they saw people making over and over. The main thing that Jimmy learned from Duke is that life doesn’t just work itself out. Duke explained that there are people who figure out what they want, how to get there, and they take steps in that direction. There are other people who just let life happen, and they deal with it as it happens. They are the ones who always feel like life happens to them. For example, one of the men that visited the barber-shop was being kicked out of his apartment, and he was just taking it in stride, not coming up with a plan. Duke forces Jimmy to confront issues like, Is everyone entitled to 3 meals a day? Jimmy challenges a lot of Duke’s thinking, but he learns a lot from him. Kevin makes a mistake with huge consequences toward the end of the book. He is caught smoking weed with a friend on the porch. He didn’t even want to do it- it just happened quickly. Even with many people advocating for him, the best the lawyer could do for Kevin was 18 months in jail. This one mistake messed up his chances to go to college. Jimmy is a good friend to Kevin, but he also learns from Kevin’s mistake and realizes how quickly he could mess up his life. Themes/Essential Questions/Hooks: ! Hard work, responsibility, second chances ! What does it mean to be responsible? Can one, and should one, plan for his/her life? How? What is every person entitled to? ! “Can you give me a reason that I should put you on probation and release you to his supervision instead of putting you into a facility?” (p. 4) *Content Considerations: Jail, drugs

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Bud, Not Buddy, Christopher Paul Curtis Guided Reading Level: U Lexile: 950L AR Level: 45.0 Our Reading Level: T/U

Our Age & Grade Recommendation: 9 years+, 4th grade or above Genre: Historical Fiction

Characters: Bud: Ten-year-old orphan Mr. & Mrs. Amos: Bud’s temporary foster parents Todd: The Amos’ son Bugs: Bud’s friend from the orphanage with whom he crafts a plan to leave town Deza Malone: Girl his age that Bud meets with Bugs in Hooverville, she is his first kiss Lefty Lewis: Finds Bud walking along the side of the road one evening, he picks him up and offers to take Bud to Grand Rapids to find his “father” Herman E Calloway The Sleets: Lefty’s daughter’s family where they stop for a night’s rest on their journey Herman E Calloway: The man Bud believes is his father who actually turns out to be his grandfather, leader of the “Dusky Devastators of the Depression” band Jimmy: The horn player Doug “the thug” Tennant: The drummer Harrison “Steady Eddie” Patrick: The sax player Chug “Doo-doo Bug” Cross: Trombone player Roy “Dirty Deed” Breed: Piano player, the only white man in the band Miss Thomas: Lead singer Summary: Bud, not Buddy, is a witty, ten-year-old boy who lost his mother when he was six years old. After her passing, Bud was sent to an orphanage until the Amoses take him in. Bud didn’t last long though. After being shut in the family’s creepy shed, Bud decides he’s had enough and runs away—not without his suitcase though! This holds trinkets that remind Bud of his mother as well as clues to where he can find who he believes to be his father, who he has never met. Bud meets up with Bugs, his friend from the orphanage, and the two craft a plan to head out of town on the next train heading west after spending a night in Hooverville. But when Bud misses the train he is forced to come up with plan B. Bud decides to search for the man he believes to be his father (from a flyer featuring a band left behind by his mother) and embarks on a walk from Flint to Grand Rapids. But he doesn’t get very far. Lefty Lewis spots Bud walking on the side of the road and, after much convincing, picks Bud up and drives him Grand Rapids. Though it takes some time for him to believe Lefty’s intentions are good, Bud eventually decides to trust him and tells him he is setting out to find his father, Herman E Calloway, and Lefty knows just where to take him. But when he is dropped off at the band’s practice, Bud is welcomed by everyone—everyone but Herman E Calloway that is. The rest of band members decide to take Bud in for the time being until they discover the truth by looking at a photograph of Bud’s mother: Bud is actually the grandson of Herman E Calloway. Themes/Essential Questions/Hooks: ! Loss, race, family ! What effect, if any, did Bud’s race have on his situation? ! “Six is real tough. That’s how old I was when I cam to live here in the Home. That’s how old I was when Momma died.” (p. 6) Extensions: ! The Road to Paris By Nikki Grimes

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

The Watsons Go to Birmingham-1963, Christopher Paul Curtis Guided Reading Level: U Lexile: 1000L AR Level: 5.0 Our Level: U

Our Age & Grade Recommendation: 9+ years, 4th grade or above Genre: Historical Fiction

Characters: Kenny: (Narrator) 10-years old, very good reader, has a lazy eye Momma: Southern, Dad: Strict, Byron: 13-years-old, “king of the school” Joetta (Joey): Innocent, gullible, babied Buphead: Byron’s friend Grandma Sands: Strict, proper, lives in Alabama Summary: The book begins with the Watson family freezing in their living room in Flint, Michigan in 1963. Momma is talking about how she should have stayed in the South where she is from. The family is joking except for Byron, who is acting too cool for his family. Dad sends the boys out to dig out the car, and Byron’s tongue gets stuck on the frozen mirror. Byron and his friend Buphead mess with Kenny and cover him with snow. When Kenny was in 2nd grade he had to go into his older brother’s class and show how well he could read. Byron was not amused at first, but eventually he seemed proud of him. Kenny gets teased at school because of his lazy eye and being smart. A new boy, Rufus, arrives from the South, and Kenny is relieved because the other kids start teasing him. Kenny becomes friends with Rufus and shares his lunch with him everyday, but the teasing doesn’t stop. Kenny laughs at Rufus, and they stop playing for a while. Then his Momma helps him apologize, and he fixes things with Rufus. Momma overdressed her kids in winter clothes. Larry the bully stole Kenny’s gloves and Byron beat him up badly when he found out. Byron gets caught playing with fire and Momma tries to burn him to teach him a lesson, but Joey stops him. Kenny and Byron think that they have discovered that the family is on welfare. Byron kills a bird by accident throwing a cookie at it and is surprisingly upset, revealing his softer side. Byron got a “conk” hairstyle to process his hair; dad was furious and shaved it off. Dad gets a stereo for the car, “Brown Bomber.” The family enjoys the music, but they tell them that they are going to take Byron to Alabama to live with Grandma Sands to get away from the bad influences. The family takes a road trip down south. The kids are nervous about seeing mountains for the first time and being in a different place. They are nervous to meet Grandma Sands, but she isn’t as intimidating as Kenny expected. Byron acts polite around her. The kids went on a walk and saw a sign saying “no swimming.” Kenny went anyway and came very close to drowning in the “wool pooh” (whirpool). The book personifies the whirlpool and makes it represent death. Byron saved him and was extremely upset and promised not to tell anyone. Joey went to Sunday school all dressed up; Kenny heard a loud noise. The church had been bombed. The whole family ran to town. Kenny was in a trance as he walked into the bombed church, and he saw Joey’s shoe. He came face to face with the “wool pooh” again. He thought this meant that Joey was dead. He grabbed the shoe and walked back to the house in a dazed state. He sees Joey and thinks she is a ghost, but it turns out that he saved her. The family returns to Flint and tries to figure out what is happening. Kenny is traumatized and spends hours hiding behind the couch; this is the area that they called the “pet hospital” because their pets went there when they were sick or dying. Kenny doesn’t tell anyone what he saw. Byron is attentive and concerned; he starts sleeping on the couch to be near Kenny. Kenny breaks down and confides in Byron. He admits that he is ashamed because he feels like he left her with the “wool pooh” to die. Byron gets through to Kenny, and he made some peace with what had happened. The epilogue to the book gives some historical background for the civil rights era and the Birmingham church bombing on which the book is based.

Themes/Essential Questions/Hooks: ! Family ties, rebellion, civil rights, growing up, teasing, trauma ! What makes a family connected? What drives people to hate? ! “These people are the true American heroes. They are the boys and girls, the women and men who have seen that things are wrong and have not been afraid to ask ‘Why can’t we change this?” They are the people who believe that as long as one person is being treated unfairly, we all are. These are our heroes, and they still walk among us today…One of them may be you.” (p. 210) Extensions: ! http://video.google.com/videoplay?docid=-3302971953362876297# Spike Lee Documentary, “4 Little Girls” based on the Birmingham church bombing.

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Copper Sun, Sharon M. Draper Guided Reading Level: Not Rated Lexile: 820L AR Level: 5.2 Our Reading Level: U/V*

Our Age & Grade Recommendation: 13 years+, 8th grade or above Genre: Historical Fiction

Characters: Amari/Myna: Narrator, 15 year-old-girl, forced into slavery, Myna is her slave name Besa: The boy that Amari was betrothed to marry in her village, also captured and taken from village Kwasi: Amari's 8-year-old brother, killed at the beginning of the story by the invaders Afi: An older woman Amari meets in captivity, a mother figure and helps her on the journey Polly: 2nd narrator, white indentured servant orphan who works for the same master, escapes with her Clay: Son of Mr. Derby, Amari was his birthday present; he forces her to have sex with him, impregnates her Mr. Derby: Very mean master, beats Amari with a whip, kills a slave and a newborn baby Teenie: Slave assigned to the kitchen, takes care of Amari and Polly, looks out for them Tidbit: Teenie’s son, ends up escaping with Amari and Polly and becoming Amari’s “son” Mrs. Derby: 2nd wife of Mr. Derby, pregnant and gives birth to a mixed race child, had fallen in love with a slave Summary: The story begins in Amari’s village of Ziavi in Africa. She is happy and safe with her family and in love with Besa, her soon to be husband. Strange visitors arrive and burn down the village and kill her family in front of her. She is shackled and has to walk through the jungle chained to other villagers in confusion. Then she is put on a slave ship and travels to the Carolinas. The conditions on the boat are horrible, and she is forced to sleep with sailors in the night. Afi is her only support, and she encourages Amari to be strong. Amari is then sold at auction to Mr. Derby and taken to the plantation to live in a shack with Polly. Teenie helps them get acclimated, and she begins to grow closer to Polly and Tidbit. In the evenings Clay calls for her, and she must go to his room and have sex with him. She feels very ashamed. Mr. Derby’s new wife is pregnant and gives birth to a baby that is black. She reveals that she is in love with her slave. Amari and Polly try to help her cover it up, but Mr. Derby finds out and shoots Noah, the slave, and the new born baby. He also sells Polly, Amari, and Tidbit into slavery. They escape with the help of a doctor and walk and walk, trying to survive. They finally reach, Fort Mose, a Spanish territory where there is no slavery. They are welcomed when they finally arrive, and Amari discovers she is pregnant with Clay’s baby. Amari embraces her freedom and the hope of new possibility in the new land. Themes/Essential Questions/Hooks: ! Freedom, human rights, cruelty, women’s rights, slavery ! How does the legacy of slavery affect us today? How much would you risk to be free? ! “She also heard laughter above. No one in the hidden, dark area beneath the ship laughed. All were silent with fear.” (p. 44) Extensions: ! http://library.thinkquest.org/CR0213580/fortmose1.html (Information on Fort Mose) ! http://www.juneteenth.com/middlep.htm (Slide show of the middle passage) ! Roots- Movie about slavery during a later time period in US history *Content Considerations: Rape, violence, extreme brutality

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Jazmin’s Notebook, Nikki Grimes Guided Reading Level: Z Lexile: 980L AR Level: 5.8 Our Reading Level: UVW*

Our Age & Grade Recommendation: 10 years+, 5th grade or above Genre: Realistic Fiction

Characters: Jazmin Shelly: Narrator CeCe: Jazmin’s sister Mom: Jazmin’s mother who is in a mental institution Dad: Jazmin’s father who was killed in an automobile accident Sophie: Jazmin’s friend Destinee: Jazmin’s friend Summary: Jazmin has lived a tough life. Her parents divorced and her father was killed in a car accident. Jazmin’s mother suffers from depression and, throughout her childhood, Jazmin has fallen victim to its effects. Due to her mother’s state, Jazmin was shuffled between homes. Often she would have to live with her sister, CeCe, when her mother proved incapable of raising her properly. Finally, Jazmin chose to leave her mother’s and live with CeCe permanently. Her mother is currently checked into a mental institution and Jazmin refuses to visit but, in the end, she does. Jazmin finds relief in her pencil and paper. She has aspirations to become a writer and tells her story through a mix of narratives and poetry. Themes/Essential Questions/Hooks: ! Divorce, loss, substance abuse ! Is there a right or wrong way to respond to a parent you feel has let you down? ! “I tried writing Mom last night, but it was no use. What am I supposed to say? I miss you? I’ve been missing her half my life. Hope you’re feeling better? Half of me hopes she does, but the other half keeps thinking, Serves you right, choosing booze over CeCe and me.” (p. 65) Extensions: ! Something Beautiful By Sharon Dennis Wyeth *Content Considerations: Alcohol, death

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Monster, Walter Dean Myers Guided Reading: Z Lexile: 670L AR Level: 5.1 Our Reading Level: UVW*

Our Age & Grade Recommendation: 13 years+, 8th grade or above Genre: Realistic Fiction

Characters: Steve Harmon: narrator/director and author of play, on trial for accomplice in murder of Mr. Nesbitt Mr. Nesbitt: owner of convenience store, robbed and murdered with own gun Sandra Petrocelli: prosecutor in murder trial Kathy O'Brien: defense attorney James King: also on trial for murder of Mr. Nesbitt Asa Briggs: lead defense counsel for James King Richard "Bobo" Evans: In jail for another crime but was also involved in murder of Mr. Nesbitt, made deal to testify for an early prison release Osvaldo Cruz: discloses Harmon and King as accomplices in murder to make deal with Assistant Attorney to get out of jail Lorelle Henry: Witness, went to store to get cough medicine for grandchild Jose Delgado: Found Mr. Nesbitt's body Summary: Sixteen-year-old Steve Harmon is in jail and on trail as an accomplice in the murder of Mr. Nesbitt, a convenience store owner who was attacked and killed with his own gun. Steve, an aspiring film artist, tells the events of the trial as though he is fashioning the script for a movie of the event. He includes scenes in jail, in the courtroom, and flashbacks of childhood events leading up to the day of the crime. Scattered amongst the movie scenes are Steve's journal entries that disclose his emotions regarding the events. At the end, the jury finds King guilty and Harmon is found not guilty. Themes/Essential Questions/Hooks: ! Friendship, trust, gangs, consequence, prison ! How should one’s degree of involvement in a crime correspond to his or her punishment? Does partaking in a crime at all, no matter the degree, make you guilty of the crime? How do you feel about our justice system? Does it seem fair? ! “This is not a movie about bars and locked doors. It is about being alone when you are not really along and about being scared all the time.” (p. 3) Extensions: ! http://www.youtube.com/watch?v=oe5XHOwmTWk&feature=related (trailer of “Monster” movie clip) *Content Considerations: Violence, mention of rape, murder, prison, guns

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

!!!!!!!!!!!!!!!!!!!!!We

Beat the Street, Sharon M. Draper

Guided Reading Level: Not Rated Lexile: 860 AR Level: 5.8 Our Reading Level: UVW*

Our Age & Grade Recommendation: 12 years+, 7th grade or above Genre: Nonfiction/ Biography

Characters: Rameck Hunt: One of the 3 doctors; reputation for getting trouble in school Sampson Davis: One of the 3 doctors; also got in trouble in school George Jenkins: One of the 3 doctors; always liked school Dr. Thomas: George’s dentist; George first realized he wanted to be a dentist in Dr. Thomas’s office Miss Scott: Rameck’s acting teacher; believed in his acting abilities Miss Viola Johnson: George’s 3rd grade teacher; taught Shakespeare; positive influence on George Reggie: Taught Kung Fu to Sampson

Summary: This powerful story is about three young men who grow up in “street-tough” Newark, New Jersey. The story is told by following the lives of these three young men from elementary school through medical school. Each chapter focuses on one of the boys. The story begins with Sampson. Sampson is first fascinated by the idea of becoming a doctor when he went to the emergency room after dropping a concrete slab on his foot while trying to fix some park benches with his brother. He got into some trouble as an elementary school student. For example, one time he and his friend, Noody, tried to steal icees from Jack’s convenience store. Jack, the owner, caught them. He took them behind the store and scared them with his mean dog. He told them to never come back, or he would hand them over to the vicious dog. Another time, Sampson was tricked by his friend Eddie into stealing a carpet-cleaning machine. He really thought the machine belonged to Eddie until the police pulled up next to him while he was carrying the stolen machine down the street. He was arrested for shop lifting. Sampson was also offered drugs at a friend’s birthday celebration, but he turned them down. Rameck was very smart, but he often got in trouble for fighting in school. He was also an excellent actor. One time he convinced his grandmother to give him over $100 so that he could have pictures made. He was convinced that he needed these pictures for his acting career. She eventually agreed but told him that she didn’t trust his mother, so she demanded that he keep the money a secret until he got to school. When he got home, his mother was upset because the electricity had been turned off since she hadn’t paid the bill. She guilted Rameck into giving her any money he had. She spent it on drugs. Another time, Rameck and his friends beat up another group of boys. This led to a chase, and the other boys shot at Rameck and his friends. Still another time, Rameck apologized sincerely and was given a 2nd chance even after spraying silly string in a teacher’s face just to get a laugh from his friends. He was suspended indefinitely, but the teacher encouraged the administrators to accept him back to the school. George loved school, and he knew he wanted to be a dentist after a trip to the dentist’s office to get braces. The three boys became close in highschool, and they happened upon a presentation while skipping class one day. The presentation was about Seton Hall University, which is a selective University that is dedicated to training more minority students to enter medicine. The boys decided that they might be able to do it, if they committed to doing it together. They made a pact that they would stick together and become doctors. Even after that commitment, Rameck spent 4 days in jail after beating up a drug addict with some friends. Sampson also spent time in jail for armed robbery after stealing money from some young drug dealers. He was almost tried as an adult, which could have meant a 10 year sentence. They were all accepted into the program, and they attended a summer program for further preparation. One of the instructors, Carla, was especially influential. She was tough on the boys, but she was also very supportive. All three of them struggled to get used to the college atmosphere and to get used to being surrounded by so many white people. They eventually started an organization to reach out to other kids by sharing their story. Rameck and George entertained the idea of dropping out of med school to pursue a career as rap artists, but they realized how uncertain that career can be. Toward the end of med school Rameck was arrested. He was pulled over for no reason, and he was arrested for having a small fishing knife in his glove compartment. He spent the night in jail, and he was extremely upset that this might keep him from going to residency. The charges were dropped because the prosecutors lost the knife. Now George is a dentist. Sampson is an emergency-medicine physician, and Rameck is a professor and director of an outpatient clinic.

Themes/Essential Questions/Hooks: ! Hard work, commitment, overcoming obstacles, friendship ! Why is it important to find or create a network of support? What does it take to be one who overcomes obstacles? ! “He was interrupted just then by a scream from the room. Sampson’s mother, who thought the judge was sentencing her son to two years in jail, cried out, ‘Your Honor, take me instead!’” (p. 118) “Drug dealers and buyers were so commonplace that the boys had learned to ignore them and play games in their shadow.” (p. 30)

Extensions: ! Book talk: http://www.youtube.com/watch?v=P3rmY29aXLQ

*Content Considerations: guns/shooting, theft, assault, mention of rape, drugs and drug dealers, jail

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Fist, Stick, Knife, Gun: A Personal History of Violence in America, Geoffrey Canada Guided Reading Level: Not Rated Lexile: 1020L AR Level: 7.2 Our Reading Level: Y/Z*

Our Age & Grade Recommendation: 12 years+, 7th grade or above Genre: Memoir

Characters: The main character is Geoff at various points in his life. Today, Geoffrey Canada is the president and CEP of Harlem Children Zone, a school and non-profit community organization in New York. Summary: This book is a compilation of memoirs and a retrospective on Geoffrey Canada’s life. He details stories from his own childhood growing up in the Bronx with stories of his work as an educator in Harlem as an adult. All of the stories are discussing the theme of violence. He paints vivid anecdotes of the times in his life when he was forced to use violence himself, or when he was working with children who were exposed to this culture of violence. In the book he argues the following controversial premises: Children often fight because their parents tell them to; it can be difficult to be “smart” in a low-income African American community; Adults and communities are unable to keep children safe. Themes/Essential Questions/Hooks: ! Violence, guns, growing up, community responsibility ! Is it ever okay for a parent to demand that their child stand up for themselves physically? What messages are you given at school/home about when violence is necessary? Are there times when it pays off to act a certain way at school and another way at home? What have you learned about how to protect yourself? What do you do when adults can’t keep you safe? ! “While others might know I was in the ‘smart’ class, they also knew I didn’t act like it.” (p. 54) There is no doubt in my mind that if I’d had access to a gun, I would have been prepared to use it that day…” (p. 151-152) Extensions: ! Amazingly inspiring video with quotes and interviews to support the message of the book: http://www.youtube.com/watch?v=5d7rVA9SZ7E ! 60 Minutes interview with Geoffrey Canada, http://www.youtube.com/watch?v=zQ6tQtvxjuk *Content Considerations: Violence, profanity, guns, knifes, gangs.

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program!

Books with African American Characters Ordered by

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

Title After Tupac and D Foster Amy Hodgepodge All Mixed Up (Series) Bang! Between Madison and Palmetto (Trilogy) Broken Bike Boy and the Queen of 33rd Street, The Bronx Masquerade Bud, Not Buddy Chess Rumble Copper Sun David Mortimore Baxter the Truth! (Series) Drita My Homegirl Drive-By Durango Street First Part Last Fist Stick Knife Gun Good-bye Gracie? The English Roses (Series) Handbook for Boys If You Come Softly J.T. Jacket, The Jazmin's Notebook Junebug Keena Ford and the Field Trip Mix Up (Series) Locomotion Make Way for Dyamonde Daniel Malcolm X Miami Sees it Through (Series) Money Hungry Monster

Title

Accelerated Our Guided Reading Lexile Reader Level Author Woodson, Jaqueline Y 750L 4.7 S* Wayans, Kim NR NR 3.9 N Flake, Sharon G. NR 590L 3.6 Q/R* Woodson, Jaqueline NR 660L 3.9 Q/R* Flake, Sharon G. NR 590L 3.5 P Grimes, Nikki Z+ 670L 4.5 S/T* U 950L 5 T/U Curtis, Christopher Paul Neri, G. NR NR 3.5 P/Q* Draper, Sharon M. NR 820L 5.2 U/V* Tayleur, Karen P 500L 3.5 P Lombard, Jenny T 690L 3.9 R/S Ewing, Lynne W 560L 3.6 P/Q* Bonham, Frank NR 640L 4.6 S/T* Johnson, Angela Z+ 790L 4.7 RST* Canada, Geoffrey NR 1020L 7.2 Y/Z* Madonna NR NR 4.8 Q Myers, Walter Dean W 740L 4.9 T* Woodson, Jaqueline Y 570L 4 R/S* Wagner, Jane NR 730L 4.6 Q* Clements, Andrew R 640L 4.1 Q Grimes, Nikki Z 980L 5.8 UVW* Mead, Alice S 570L 3.5 P/Q* Thompson, Melissa NR 740L 4.4 M Woodson, Jaqueline V NR 4.7 R/S* Grimes, Nikki NR NR 3.7 N Adoff, Arnold NR 630L 4.6 OPQ* McKissack, Patricia & Frederick NR NA 3.3 M Flake, Sharon G. V 650L 4.2 RST* Myers, Walter Dean Z 670L 5.1 UVW*

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program

Books with African American Characters Ordered by 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49

Nightjohn Nikki & Deja (Series) Road to Paris, The Sassy (Series) Scorpions Sidewalk Story Skin I’m In, The Slam Snitch (Orca Soundings Collection) Somewhere in the Darkness Stories Julian Tells, The Sugar Plum Ballerina: Toeshoe Trouble (Series) Summer of Secrets (Bluford Series) Tears of a Tiger Trivia Queen, 3rd Grade Supreme (Ruby Series) Watsons Go to Birmingham, The We Beat the Street Willimena Rules! How to Face Up to the Class Bully (Series) Yellow Bird and Me (163rd Street Trilogy) You Don’t Even Know Me: Stories and Poems About Boys

Title

Paulsen, Gary English, Karen Grimes, Nikki Draper, Sharon M. Myers, Walter Dean Mathis, Sharon Bell Flake, Sharon G. Myers, Walter Dean McClintock, Norah Myers, Walter Dean Cameron, Ann Goldberg, Whoopi Langan, Paul Draper, Sharon M. Barnes, Derrick Curtis, Christopher Paul Draper, Sharon M. Wesley, Valerie Wilson Hansen, Joyce Flake, Sharon G.

Created by Carrie Darrah, Jane Friend, and Meg Lally Teachers College Literacy Specialist Program

W NR NR NR Z S W W T X N NR Z Z N U NR NR NR NR

770L 670L 700L 630L 610L 510L 670L 750L 550L 640L 530L 650L 710L 700L 630L 1000L 860L 610L 620L NR

3.8 3.9 4.3 3.8 3.7 3.3 4.1 4.5 3.7 4.4 2.9 3.9 4.6 4.3 3.9 5 5.8 3.8 4 3.6

T* N R* O/P R/S* O S* S/T* Q* T* N Q R* T* N U UVW* N Q/R Q/R*