Three years ago, I wrote a blog post detailing my journey with the book When We Was Fierce and in particular the journey with realizing that a book I had marveled at and called a must read was being critically reviewed by others. While at first I was embarrassed by my enthusiasm and not knowing better, in the blog post I wrote about the growth I had when I put away my own embarrassment and instead approached the moment as a learning opportunity, simply put; when I knew better, I could do better. It is a journey I have tried to continue on ever since.
Since that post, I have tried to be more in tune with critical reviews. I have tried to read new or old books that come my way with a broader lens trying to step out of my own lived experience to discover how others may view a book. How others may be potentially harmed by a book. How others may have world view shaped in a an inaccurate manner because of a book. While the voice in my head has gotten better at alerting me to potentially problematic texts, it is far from perfect and it is a journey I continue to be on.
I share this because this week I published my best books of the year so far list, a list I try to carefully put together in order to help others find books that may heighten their reading experiences. It is also a list for myself to look back upon as I celebrate the incredible works put out in the world that have deepened my own children’s’ reading lives as well as my teaching experience. This morning, I woke to a tweet sent to me by a colleague highlighting a potentially problematic book on the list.
My response: Thank you, I will definitely look into it. Which I did.
Dr. Laura M. Jimenez (@BookToss) had written a great post detailing problematic aspects of the book Stonewall: A Building, An Uprising, A Revolution by Rob Sanders and Jamey Christoph. This book was on my best of the year so far list and a book I had really enjoyed, even contemplating how I could use it as part of our upcoming historical research unit where we will write from the perspective of an object. While I had read the book and the voice inside my head had noticed how there didn’t seem to be a broad acknowledgement of the trans community, I had put aside my concern rather than followed up on it, despite having also read the book The Stonewall Riots: Coming Out in the Streets by Gayle E. Pitman that had explicitly discussed the broad community anger and how this went past the mostly gay men present in the inn on the first night of the riots. Dr. Jimenez discussed those concerns and then some in her blog post, and also received a reply from the author, Rob Sanders, which I really think you should read.
After reading the blog post, the concerns with the book were crystal clear so I pondered why I had I put aside my concerns? The answer? Because I really liked the book AND also because of my lack of knowledge. While I had a minor concern, I didn’t follow up on it and instead chose to highlight the book because I thought that it would be great for others to read. End of story.
And this is what I want to write a little bit about, because those two things, dismissing our concerns and not knowing better, are exactly why I think many, especially white, educators keep problematic books in classrooms and home collections year after year. I know the emotional attachment is what makes me sometimes try to mentally finagle a way to be okay with a book in our collection that may do potential harm. Even though I know better. Even though I end up not placing it in our library because I know better. But how often do we, and especially us white educators who live within the dominant lens, simply not know better? Or how often do we dismiss the criticisms because we somehow think that having the book will surely alert students to their own concerns and then be able to navigate potential problems within it?
But here’s the thing, if I, as a 39 -year old educator who has taught for nearly 12 years and reads hundreds of books, as well as reviews of books, and critical discussions of books every year cannot figure out on my own that a book is problematic, then how can I expect my students to do so?
Because they won’t, not unless we teach it, not unless we discuss our own mistakes when it comes to reading and highlighting problematic texts. This is why I use the book The Secret Project by Jonah and Jeanette Winters in my classroom. While I had the book at first because I loved it and had already read it aloud to my classroom, after I read Dr. Deb Reese’s post on the problems with it, I re-visited the book with students and we discussed why we had not ourselves caught these problems with the text and instead taken it at face-value. It led to a larger discussion on what else we miss when we don’t know more, or the blind spots we all walk around with and how to shrink them.
This is why we must do better when it comes to vetting our own collections and also being okay with admitting it out loud. I know that there are a lot of emotions attached to books and their creators. I know I don’t want to hurt other people when I distance myself from their work. I know that many educators, me included, like to think that I know enough to carefully select books that will not present problematic, inaccurate, or full on harmful stories to my students, but that is simply not right. Even though I have grown and gotten better, I have so much to learn still. I will, probably despite my best intentions, continue to embrace books that because of my own lens, my limited perspective, I cannot see the problems in until others point it out.
So what can we do when we realize either through our own investigation that a book is problematic or when someone else points out harmful representation or stories?
Say thank you when someone points it out. We cannot grow if we don’t know what we need to do better on. That is why recognizing when someone offers you an opportunity to grow and acknowledging it as an opportunity to grow rather than getting defensive is always the best way.
Get over our own feelings. Is it embarrassing to screw up? Absolutely. Would I rather do well? Sure. Do I learn from these interactions? Every time. However, when our response is one of incredulity or dismissal we are not really growing, we are certainly not focusing our energy on what we should be focusing on, which is the conversation surrounding the text or illustrations rather than our own feelings. (I am listening to White Fragility by Robin DiAngelo and this is part of what she discusses).
Read the criticism, seek to understand it, and ask questions. I always read or listen to what is being said and then try to find other voices who are discussing it as well. If I am not sure why something is being discussed the way it is, then I ask questions. That is why I love being connected to others because social media gives me a quick way to reach out.
Take action outwardly. Whether it is publicly acknowledging your screw up if you have recommended it, or spreading the word by amplifying the discussion happening, do your part. It is often isolating to be someone pointing out critical aspects so knowing that there are others who will back up your words and calls to action is powerful.
Transfer the knowledge. Teach this critical skill to students by also connecting them with book reviews blogs so that they can be adults who have access to information, so that they can notice their blind spots, and also try to see whether a book may be harmful or not. Make it a part of your already embedded curriculum units so that it is not a stand-alone lesson but instead one that is addressed in many different ways. After all, isn’t teaching critical analysis one of our main teaching goals?
Take actions personally. Remove the book altogether or use it to discuss blind spots like I have done with a few books, but do something, rather than just push it aside because “no one will know that you still have the book.” While that may be true, this is also an incredibly twisted way of looking at the process. While it feels very strange to throw books in the garbage, almost sacrilegious, yet sometimes, that is where certain books belong. Don’t just say you will do something, actually do it.
Try to do better in the future. While I definitely catch more problematic books before I recommend them than I have in the past; as evidenced by this post I still have a lot to learn. All of us do. But the good news is that through social media we can easily learn from others as long as we are willing.
So what did I end up doing with Stonewall the book that started this whole blog post? I removed it from my best books of the year so far list and with the encouragement of Dr. Jimenez wrote this blog post to make my thinking visible. While I love the missing parts of history that the book represents, I cannot use it as an actual representation of what happened that night, there is too much missing.
And that is where I start my summer vacation. Knowing that I have so much to still learn about others and from others. Not a bad way to start my summer as I try to grow as a person and as an educator. I now know better, so hopefully I can do better. Can’t we all?
One of the most common questions, I receive in regard to the Global Read Aloud is how, and whether, it integrates into a pre-existing literacy curriculum. Is this project merely a fun add-on or is there actual academic value in it that can be defended in case it needs to be?
While there would be little wrong with the program if it was “just” a fun add-on, the answer is that; yes, the Global Read Aloud has academic value, and not just for the students, but for the teachers themselves as well. So let’s break it down a bit.
Because the program centers around a read aloud, that means you have a mentor text. Many participants use the text as their central text while they work through lessons on story development and analysis. However, that is not all it is. The driving idea behind the project is to connect with others and the way that is accomplished is often through writing or speaking. This then adds another layer of meaning to the project because it allows us to center our teaching on not just text exploration and discussion, but idea creation and sharing with others. For the sake of ease, let’s dive into the Common Core Reading standards for a moment as most are covered through the GRA.
“Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.” Because the text is not only read aloud but also discussed with a worldwide audience, students are not only expected to understand the text but also be able to infer and formulate their opinions about the text in a way to effectively communicate with others.
“Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.” The whole notion of the read aloud is to understand the story, to predict what will happen, to discuss and share with others, and be able to hold the whole text in your mind while you continue to listen to the read aloud.
“Analyze how and why individuals, events, or ideas develop and interact over the course of a text.” Tracking the characters along with the story allows us to work on stamina, to work on long-term predictions, and to get to know the characters and story on a deeper level.
“Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.” In order to convey nuance, the read aloud often lends itself well to studying the craft of writing as seen through word choice and figurative meaning.
“Assess how point of view or purpose shapes the content and style of a text.” One of the main points of the GRA is to dive into perspective, this does not only include the perspective of the narrators but also how our own perspective and lens impacts our understanding and experience with the text.
“Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.” Because there are additional tools layered in with the Global Read Aloud, such as author videos, student presentations, and other content created by students around the world, this is a natural extension of the learning.
“Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.” I love having my students discuss with others what they believe will happen in the story, as well as what the characters should do in order to stay within character. Diving deep into a character and then being able to articulate and argue one’s opinion is a vital skill.
“Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.” I always add in other sources and use the Global Read Aloud as a springboard into inquiry. Because the books chosen are often set in unfamiliar places or center around unfamiliar events, students naturally have a lot of questions. This is why the resource sharing is an incredibly powerful tool of the GRA.
This is just discussing the reading component, but the beauty of the GRA is that it is so much more than “just” reading. Coupling it with the collaborative global aspect offers us the opportunity for students to work on writing, on speaking and listening, on the act of collaboration itself, as well as meaningful technology integration. It allows us to focus on building an understanding of others, of developing empathy and activism. This is at the center of what great 21st century learning looks like; providing authentic and meaningful ways to engage in a world wide dialogue around relevant topics.
And for the teachers involved, it allows for new tools to be introduced, new connections to be forged that will bolster their teaching, as well as a meaningful way to dive into literacy that will model what literacy experiences should look like.
But don’t just take my word on it. I asked educators who have done the GRA to share how they integrated the project into their curriculum and here is what they said.
My district encourages the SAMR model for technology integration. Using technology to share ideas and collaborate with students from other parts of the country/world is a task that falls under the highest level of the SAMR model.
I use FlipGrid as a way to respond to the text while assessing speaking and listening standards, come to discussions prepared and adding to the discussion. I also assess postcards for adding media to support text. In addition to literacy, GRA really fits into our S.S. theme of world regions and cultures.
GRA works across all levels, promotes excellent collaboration, learning styles, communication, technology integration and global connections. The teacher has the flexibility to incorporate using standards/skills that he/she sees fit. I’ve shared about it only positively.
Refugee was a huge addition to my 7/8 curriculum last fall, and I’d wager that it was an experience that would be at the top of the list for what kids will remember from my class. We use a workshop model, largely, and so the chapters would be built in as model texts for minilessons in reading and writing workshop. We’d do quickwrites about character development, inferences, vocabulary in context, to name a few . . . Most important to me, however, was just the chance to share a terrific story and know it was also happening in classrooms around the world – so powerful!
We were asked this year to use a read aloud to model fluency and what a reader is thinking while they read. Our 6th graders seem to think letting the words pass through the eyeballs without going to the brain is sufficient, and we are trying to change that perception. Two of us could attest to its effectiveness due to GRA. We did Refugee this year and it opened up all sorts of thinking and discussion.
At the end of Refugee, I had them create one pagers, and I met individually to discuss questions related to the book and standards. For instance, what was the theme, how do you know, how did it develop through the story. What was your favorite scene and why was it important to the whole story. Really just took a look at State standards and created questions. Then, we followed up with self-selected research topics related to the story.Also, brought in non-fiction pairings to add to depth of topics.
It’s the epitome of 21st century skills – the kids have to communicate and collaborate with others around the world; they think critically about meaningful issues that impact their peers; they come up with creative projects and responses. They’re also highly engaged with a great text.all great things!!
It lends itself SO well to standards and curriculum!! I teach 1-2 on a loop and did A Boy Called Bat and before that the BFG! Asks and answers questions for sure, technology (connecting with other classes), social studies and map skills (finding new friends on the map)….not to mention that they LOVE reading and get interested in authors and their other books!!!
I teach in South Africa and participated in GRA for the first time last year. It was the highlight of the year. Our school year starts in Jan and my present class have a countdown going for when they can start GRA. I integrated Refugee into all subjects I teach. The book became real and even more so with the global connections and sharing we made. 21st Century teaching is all about communication, collaboration and creative thinking. This is exactly what GRA does.
It is so important that students learn of different cultures in our ever changing world. We use the Lucy Calkin’s UOS for our literacy block. We read the book aloud as the read aloud time for the day and it reinforced the skills being taught in the workshop that dealt with social issues. We also hit so many listening and speaking goals by connecting through Flip Grid and Google Hangouts with a global audience for both. We learned about author’s trade through our weekly videos we watched made by the author. We wrote authentically with sharing our thoughts on Padlet and posting on social media under the guidance of our teachers and me the librarian. We gained knowledge and empathy for what people in other cultures across the world might experience through hyperdocs created by educators to be used to help us learn vocabulary and history about the culture of the people in the books we shared.
I’ve been able to integrate the picture books into the standards we’re teaching during that time. Since it’s so close to the beginning of the year, it’s your basic story elements.
And so, much like I have said before; why take the time to do the GRA? Global collaboration is necessary to show students that they are part of something bigger than them. That the world needs to be protected and that we need to care for all people. You can show them pictures of kids in other countries but why not have them speak to each other? Then the caring can begin.
To sign up for this year’s incredible project, go here. It kicks off September 30th!
Today marks my last school day with students and as we gathered many asked me what my favorite book of the year was. As you can see, I cannot just pick one. So here it is; all the books I have loved since January 1st. While most of these are out, some of these are only available for pre-orders. These books moved me, changed me, delighted me, and impacted the reading journey I am. Thank you to all of the creators.
One of the biggest changes within children’s publishing since I became a teacher and a parent has been the explosion of graphic novels onto the market. While comics have long been mainstream in the home, and many of us grew up devouring comics, the power of the graphic novel to excite readers and keep them reading is tangible. So much so that if you looked at my own classroom collection, you wouldn’t just see a bin or two but instead 16 of them and growing. It is a format that is growing significantly not just in my classroom, but also my home, with my kids crowding around every book delivery asking whether there is a graphic novel in there and fighting over it if there is. In fact, graphic novels are the biggest reason our oldest daughter believes she can actually read and be a reader.
Graphic novels are nothing new, the first one was published in 1842, but the way they have captured the imagination of readers everywhere is nothing less than amazing. And why not? Combining powerful illustrations with, at times, the sparse text is sure to keep many readers reading. And yet, one of the biggest push backs in reading also happens to surround graphic novels with many parents and educators lamenting their “easiness.” Within these missives lies a movement to then steer kids away from these “dessert” books and into “harder” reading, or outright banning the reading of graphic novels, telling kids that these books are just for fun, don’t count toward whatever set goal or points, or even confiscating them from kids seen reading them.
No wonder, our kids are confused when we tell them to read more but then tell them not that!
As parents, it is important that we do not become part of the groups of adults who dismiss the value of graphic novels, who effectively stop our own children from these meaningful reading experiences, all in the name of “harder” reading. We must also become advocates for these incredible books that are giving many children a way back into reading that wasn’t there before. And while fantastic organizations like the CBLDF – Comic Book Legal Defense Fund – have been heading the charge for many years, we know that knowledge is power and so I think it helps to also break down some of the ideas surrounding graphic novels and the stigma that is often attached to them.
So what do we know about graphic novels and their readability? Their enticing nature? And their place in not just our schools but also in our homes?
It is easy to see why many people, adults especially, would like to dismiss all graphic novels as being too easy to read, thus not challenging a reader enough. Many adults seem to be very stuck on what a challenging reading experience looks like; it must have this many pages, it must have dense wording, it must center around a deep topic, and the institutionally ingrained notion that it would be best if it were a “classic” book, so that the reader will not only have an exciting reading experience but an enriching one as well. And while there is the need for a balance within what we read, this idea of what is easy to a reader is something worth discussing.
While there are many nuances to what makes a book easy for someone, common traits are that the reader can easily access all of the information on the page, read and understand all of the words, visualize all of the story in order to fill in the gaps between story and reader, as well as follow the story and complete it within whatever timely manner would be sensible for that reader. An easy book, therefore, seems to be used interchangeably with what we expect a good fit book to be for all of our readers. So why is it that graphic novels as a whole are seen as easier than most chapter books?
The pictures or illustrations, of course, seem to be the most common answer.
Yet, in my own experience with my children and students, it is the pictures that actually add to the sophistication and difficulty of graphic novels because of the skills required to read the images. Think of it this way, when a reader is translating symbols into meaning such as what we do when we read, they are being asked to not only read the symbols but also decode it and create meaning behind the words, or translating those words into images. As a reader, they are then tasked with inferring and visualizing what is happening in the story in their own mind leading to a full understanding. In a graphic novel, readers are still expected to decode and understand all of the words, but at the same time as this complex process is happening, they are also asked to decode and interpret the images that go along with the words. And then they have to combine that through synthesis in their brain otherwise the book will make no sense. That is not an easy process. The visual complexity of many graphic novels convey a story that would take ages to convey, yet are being presented within one panel or page. It takes time to dive into a graphic novel, much as it does with a text-only book. To read more about what process the brain must go through when reading a graphic novel, read this blog post by Leslie Morrison
In fact, I have noticed throughout my years as a teacher that it is most often my readers who read very quickly who find graphic novels hard to read. They simply do not slow down enough to fully decode the images, mostly focusing on the words, and thus missing outright the subtleties that the images themselves provide, thus losing out on a deeper meaning. So while the illustrations may be what is enticing to the reader in the first place, the illustrations also add a layer of complexity onto the text that the words themselves would not have provided.
One can argue that the illustrations mean that the reader no longer has to visualize the story on their own, yet when asking my readers of graphic novels to describe scenes it is clear that many of them go beyond the page in their understanding of what a scene looks like and once again are “filling in the gaps” between the page and themselves, inferring beyond the story and adding the nuances we would expect any reader to add.
And sure, some of my kids rush through graphic novels so quickly that I know as their mom that they did not engage in close reading of the pages and illustrations, similar to what happens when a reader skims through the pages of a non-illustrated book just to find out what happens next. However, here there is one distinction in the habit of many readers of graphic novels; while they may read the graphic novel quickly on the first try, what often happens then is the re-reads of the same graphic novel as they pore over the pages more closely once they have navigated the story once. This process is one that only adds value as their understanding deepens with each re-read.
Yet the words “It’s too easy” continue to haunt our graphic novel committed readers. And as a parent, I do understand the hesitation and perhaps even fear that because your child is not doing the hard work of visualizing a story independently, and not practicing these skills without images attached to them, that they are somehow developing less than a child that doesn’t get to read graphic novels or stays clear of them. But here is the thing; those skills are being practiced, it just might not be within their independent reading choice. If you look at a broad swath of a child’s reading day in school, most of the text they are given is image-free. They are asked to navigate complex texts within literacy classes, science classes, and social studies. They are asked to pull out the meaning from texts that are often above their comprehension and background level and working on the skills to sustain attention. What schools have started to add more of is actual visual literacy as dictated by the Common Core and other education reform initiatives. The same skills being honed within visual literacy, or the reading of everything that surrounds the words (color, layout, texture et al) can and should be transferred to reading regular text. With the onslaught of images within our day, being able to critically analyze them is a vital component of comprehension of our world.
Another aspect of the “too easy” notion is that kids will only want to read “easy” books if that is all they are allowed to read. For this argument, I encourage us, adults, to look back at our own reading journeys and visualize the books that have shaped us. If we do this we should notice not a smooth diagonal line where each book increased in complexity but rather stages and stops on a reading journey that has probably been bumpy yet still helped us grow. How many of us still read the same books we read as children because that is all we care to read – well, if you are an educator this may be you, but still, the books I gravitated toward as a child don’t hold the same value or intrigue as they did when I was younger. When I was ready, I moved on to something else, and this is exactly what research also shows us: That graphic novel reading will not lead to less challenging reading, but instead to more challenging as kids mature and naturally gravitate toward harder texts whether illustrated or not. As Krashen, Lee, and Lao say in their book Comprehensible and Compelling: The Causes and Effects of Free Voluntary Reading, “Children in a print-rich environment in which they are free to select their own reading do not stay with easy books. They not only read more as they mature, but they also select, on their own, books that are harder to read and have more complicated plots.”
So what is it we mean by easy? I think that the word we are looking for instead is enticing. That graphic novels offer readers of many skills different points to enter into a text through. That the abundance of images offers readers a way to anchor their thinking and sink deeper into a text that they might not have been able to access in a regular text-only form. That readers with or without reading difficulties can find success within graphic novels, not just in a comprehension aspect, but also in a reading identity aspect. They can be readers that love reading. They can be readers who feel at home within the pages of a book, for some this may be for the first time ever.
This is why we need to review our own adult reactions when it comes to a child who embraces graphic novels. Rather than worry that somehow the reading experience they are engaged in is somehow less-than, we should be jumping in with both feet, finding more graphic novels for them to explore and also reading some ourselves. After all, as parents and caregivers, we often have an immense sense of power when it comes to what our children deem proper reading. Why not show our children just how much these books matter? Why not change the conversation?
This is the fourth year that my students have gathered what they deem the very best books that they read this year and shared their recommendations with the world. As always we have favorites that seem to pop up every year, but this year we also had a lot of new titles join the mix.
As always, I loved seeing what made the cut because I simply could not do the work I do without the help of these incredible books. Some of these are fine for all 7th graders, some are more mature, I am including them all so that you can make your own decision. All parents are informed of the range of books that are present in our classroom library so that students can choose something that speaks to them. Not all of these books are in my library but are books that the students have found and read independently.
It was interesting to see just how many of these books I myself had read and book-talked, as well as how many have been favorites two or more years in a row. There were also many of these books that were book-talked by more than one student such as Until Friday Night, Yummy, Scythe, and the Mortal Instruments. Yet this also seemed to be the year where students continued to read about stories that they may not be familiar with themselves, however, despite my book talks, there are still certain gaps in what our students are loving. I hope you find their recommendations helpful. This year, they created a slide to speak about their choice. Scroll down to see the list.
Other things I noticed were:
The most requested book was Long Way down by Jason Reynolds, followed closely byUntil Friday Night by Abbi Glines and Scythe by Neal Shusterman.
High school drama books that had a romantic twist were in heavy rotation.
So were free verse books and graphic novels.
Social justice books continue to carry a deep impact and are passed from hand to hand
Eleven-year old Roger is trying to make sense of his classmate Robert “Yummy” Sandifer’s death, but first he has to make sense of Yummy’s life. Yummy could be as tough as a pit bull sometimes. Other times he was as sweet as the sugary treats he loved to eat. Was Yummy some sort of monster, or just another kid? As Roger searches for the truth, he finds more and more questions. How did Yummy end up in so much trouble? Did he really kill someone? And why do all the answers seem to lead back to a gang-the same gang to which Roger’s older brother belongs?
In the year 2044, reality is an ugly place. The only time teenage Wade Watts really feels alive is when he’s jacked into the virtual utopia known as the OASIS. Wade’s devoted his life to studying the puzzles hidden within this world’s digital confines—puzzles that are based on their creator’s obsession with the pop culture of decades past and that promise massive power and fortune to whoever can unlock them.
But when Wade stumbles upon the first clue, he finds himself beset by players willing to kill to take this ultimate prize. The race is on, and if Wade’s going to survive, he’ll have to win—and confront the real world he’s always been so desperate to escape.
For the millions who log in every day, Warcross isn’t just a game—it’s a way of life. The obsession started ten years ago and its fan base now spans the globe, some eager to escape from reality and others hoping to make a profit. Struggling to make ends meet, teenage hacker Emika Chen works as a bounty hunter, tracking down Warcross players who bet on the game illegally. But the bounty-hunting world is a competitive one, and survival has not been easy. To make some quick cash, Emika takes a risk and hacks into the opening game of the international Warcross Championships—only to accidentally glitch herself into the action and become an overnight sensation.
Convinced she’s going to be arrested, Emika is shocked when instead she gets a call from the game’s creator, the elusive young billionaire Hideo Tanaka, with an irresistible offer. He needs a spy on the inside of this year’s tournament in order to uncover a security problem . . . and he wants Emika for the job. With no time to lose, Emika’s whisked off to Tokyo and thrust into a world of fame and fortune that she’s only dreamed of. But soon her investigation uncovers a sinister plot, with major consequences for the entire Warcross empire.
A cannon. A strap. A piece. A biscuit. A burner. A heater. A chopper. A gat. A hammer A tool for RULE
Or, you can call it a gun. That’s what fifteen-year-old Will has shoved in the back waistband of his jeans. See, his brother Shawn was just murdered. And Will knows the rules. No crying. No snitching. Revenge. That’s where Will’s now heading, with that gun shoved in the back waistband of his jeans, the gun that was his brother’s gun. He gets on the elevator, seventh floor, stoked. He knows who he’s after. Or does he? As the elevator stops on the sixth floor, on comes Buck. Buck, Will finds out, is who gave Shawn the gun before Will took the gun. Buck tells Will to check that the gun is even loaded. And that’s when Will sees that one bullet is missing. And the only one who could have fired Shawn’s gun was Shawn. Huh. Will didn’t know that Shawn had ever actually USED his gun. Bigger huh. BUCK IS DEAD. But Buck’s in the elevator? Just as Will’s trying to think this through, the door to the next floor opens. A teenage girl gets on, waves away the smoke from Dead Buck’s cigarette. Will doesn’t know her, but she knew him. Knew. When they were eight. And stray bullets had cut through the playground, and Will had tried to cover her, but she was hit anyway, and so what she wants to know, on that fifth floor elevator stop, is, what if Will, Will with the gun shoved in the back waistband of his jeans, MISSES.
And so it goes, the whole long way down, as the elevator stops on each floor, and at each stop someone connected to his brother gets on to give Will a piece to a bigger story than the one he thinks he knows. A story that might never know an END…if WILL gets off that elevator.
Sloane knows better than to cry in front of anyone. With suicide now an international epidemic, one outburst could land her in The Program, the only proven course of treatment. Sloane’s parents have already lost one child; Sloane knows they’ll do anything to keep her alive. She also knows that everyone who’s been through The Program returns as a blank slate. Because their depression is gone—but so are their memories.
Under constant surveillance at home and at school, Sloane puts on a brave face and keeps her feelings buried as deep as she can. The only person Sloane can be herself with is James. He’s promised to keep them both safe and out of treatment, and Sloane knows their love is strong enough to withstand anything. But despite the promises they made to each other, it’s getting harder to hide the truth. They are both growing weaker. Depression is setting in.
World War II is raging. Michael O’Shaunessey, originally from Ireland, now lives in Nazi Germany with his parents. Like the other boys in his school, Michael is a member of the Hitler Youth.But Michael has a secret. He and his parents are spies.Michael despises everything the Nazis stand for. But he joins in the Hitler Youth’s horrific games and book burnings, playing the part so he can gain insider knowledge.When Michael learns about Projekt 1065, a secret Nazi war mission, things get even more complicated. He must prove his loyalty to the Hitler Youth at all costs — even if it means risking everything he cares about.Including… his own life.
A world with no hunger, no disease, no war, no misery: humanity has conquered all those things, and has even conquered death. Now Scythes are the only ones who can end life—and they are commanded to do so, in order to keep the size of the population under control.
Citra and Rowan are chosen to apprentice to a scythe—a role that neither wants. These teens must master the “art” of taking life, knowing that the consequence of failure could mean losing their own.
Alex Douglas always wanted to be a hero. But nothing heroic ever happened to Alex. Nothing, that is, until his eleventh birthday. When Alex rescues a stray dog as a birthday gift to himself, he doesn’t think his life can get much better. Radar, his new dog, pretty much feels the same way. But this day has bigger things in store for both of them.
This is a story about bullies and heroes. About tragedy and hope. About enemies with two legs and friends with four, and pesky little sisters and cranky old men, and an unexpected lesson in kindness delivered with a slice of pizza. This is Eleven: the journey of a boy turning eleven on 9/11.
From Amazon:You can’t stop the future. You can’t rewind the past. The only way to learn the secret . . . is to press play.
Clay Jensen returns home from school to find a strange package with his name on it lying on his porch. Inside he discovers several cassette tapes recorded by Hannah Baker—his classmate and crush—who committed suicide two weeks earlier. Hannah’s voice tells him that there are thirteen reasons why she decided to end her life. Clay is one of them. If he listens, he’ll find out why.
Clay spends the night crisscrossing his town with Hannah as his guide. He becomes a firsthand witness to Hannah’s pain, and as he follows Hannah’s recorded words throughout his town, what he discovers changes his life forever.
To everyone who knows him, West Ashby has always been that guy: the cocky, popular, way-too-handsome-for-his-own-good football god who led Lawton High to the state championships. But while West may be Big Man on Campus on the outside, on the inside he’s battling the grief that comes with watching his father slowly die of cancer.
Two years ago, Maggie Carleton’s life fell apart when her father murdered her mother. And after she told the police what happened, she stopped speaking and hasn’t spoken since. Even the move to Lawton, Alabama, couldn’t draw Maggie back out. So she stayed quiet, keeping her sorrow and her fractured heart hidden away.
As West’s pain becomes too much to handle, he knows he needs to talk to someone about his father—so in the dark shadows of a post-game party, he opens up to the one girl who he knows won’t tell anyone else.
West expected that talking about his dad would bring some relief, or at least a flood of emotions he couldn’t control. But he never expected the quiet new girl to reply, to reveal a pain even deeper than his own—or for them to form a connection so strong that he couldn’t ever let her go…
Timothy is on probation. It’s a strange word—something that happens to other kids, to delinquents, not to kids like him. And yet, he is under house arrest for the next year. He must check in weekly with a probation officer and a therapist, and keep a journal for an entire year. And mostly, he has to stay out of trouble. But when he must take drastic measures to help his struggling family, staying out of trouble proves more difficult than Timothy ever thought it would be.
When fifteen-year-old Clary Fray heads out to the Pandemonium Club in New York City, she hardly expects to witness a murder—much less a murder committed by three teenagers covered with strange tattoos and brandishing bizarre weapons. Then the body disappears into thin air. It’s hard to call the police when the murderers are invisible to everyone else and when there is nothing—not even a smear of blood—to show that a boy has died. Or was he a boy?
This is Clary’s first meeting with the Shadowhunters, warriors dedicated to ridding the earth of demons. It’s also her first encounter with Jace, a Shadowhunter who looks a little like an angel and acts a lot like a jerk. Within twenty-four hours Clary is pulled into Jace’s world with a vengeance, when her mother disappears and Clary herself is attacked by a demon. But why would demons be interested in ordinary mundanes like Clary and her mother? And how did Clary suddenly get the Sight? The Shadowhunters would like to know…
“No one gets something for nothing. We all should know better.”
Teenagers at Wisconsin’s Nottawa High School are drawn deeper into a social networking site that promises to grant their every need . . . regardless of the consequences. Soon the site turns sinister, with simple pranks escalating to malicious crimes. The body count rises.
I guess I always felt even if the world came to an end, McDonald’s still would be open.
High school sophomore Miranda’s disbelief turns to fear in a split second when an asteroid knocks the moon closer to Earth, like “one marble hits another.” The result is catastrophic. How can her family prepare for the future when worldwide tsunamis are wiping out the coasts, earthquakes are rocking the continents, and volcanic ash is blocking out the sun?
As August turns dark and wintery in northeastern Pennsylvania, Miranda, her two brothers, and their mother retreat to the unexpected safe haven of their sunroom, where they subsist on stockpiled food and limited water in the warmth of a wood-burning stove.
How do you give a eulogy when you can’t think of one good thing to say? A poignant, funny, and candid look at grief, family secrets, difficult people, and learning to look behind the facade.
As if being stuffed into last year’s dress pants at his cousin’s wake weren’t uncomfortable enough, thirteen-year-old Jimmy has just learned from his mother that he has to say a few words at the funeral the next day. Why him? What could he possibly say about his cousin, who ruined everything they did? He can’t recall one birthday party, family gathering, or school event with Patrick that didn’t result in injury or destruction. As Jimmy attempts to navigate the odd social norms of the wake, he draws on humor, heartfelt concern, and a good deal of angst while racking his brain and his memory for a decent and meaningful memory to share. But it’s not until faced with a microphone that the realization finally hits him: it’s not the words that are spoken that matter the most, but those that are truly heard.
Kate and Tam meet, and both of their worlds tip sideways. At first, Tam figures Kate is your stereotypical cheerleader; Kate sees Tam as another tall jock. And the more they keep running into each other, the more they surprise each other. Beneath Kate’s sleek ponytail and perfect façade, Tam sees a goofy, sensitive, lonely girl. And Tam’s so much more than a volleyball player, Kate realizes: She’s everything Kate wishes she could be. It’s complicated. Except it’s not. When Kate and Tam meet, they fall in like. It’s as simple as that. But not everybody sees it that way. This novel in verse about two girls discovering their feelings for each other is a universal story of finding a way to be comfortable in your own skin.
No one ever said life was easy. But Ponyboy is pretty sure that he’s got things figured out. He knows that he can count on his brothers, Darry and Sodapop. And he knows that he can count on his friends—true friends who would do anything for him, like Johnny and Two-Bit. But not on much else besides trouble with the Socs, a vicious gang of rich kids whose idea of a good time is beating up on “greasers” like Ponyboy. At least he knows what to expect—until the night someone takes things too far.
It is The Campus. Secretly created under the administration of President Jack Ryan, its sole purpose is to eliminate terrorists and those who protect them. Officially, it has no connection to the American government—a necessity in a time when those in power consider themselves above such arcane ideals as loyalty, justice, and right or wrong.
Now covert intelligence expert Jack Ryan Jr. and his compatriots at The Campus—joined by black ops warriors John Clark and “Ding” Chavez—have come up against their greatest foe: a sadistic killer known as the Emir. Mastermind of countless horrific attacks, the Emir has eluded capture by every law enforcement agency in the world. But his greatest devastation is yet to be unleashed as he plans a monumental strike at the heart of America.
On the trail of the Emir, Jack Ryan Jr. will find himself following in his legendary father’s footsteps on a manhunt that will take him and his allies across the globe, into the shadowy arenas of political gamesmanship, and back onto U.S. soil in a race to prevent the possible fall of the West…
After her family is killed by corrupt warlord Aric Athair and his bloodthirsty army of Bullets, Caledonia Styx is left to chart her own course on the dangerous and deadly seas. She captains her ship, the Mors Navis, with a crew of girls and women just like her, who have lost their families and homes because of Aric and his men. The crew has one mission: stay alive, and take down Aric’s armed and armored fleet.
But when Caledonia’s best friend and second-in-command barely survives an attack thanks to help from a Bullet looking to defect, Caledonia finds herself questioning whether to let him join their crew. Is this boy the key to taking down Aric Athair once and for all…or will he threaten everything the women of the Mors Navis have worked for?
Xiomara Batista feels unheard and unable to hide in her Harlem neighborhood. Ever since her body grew into curves, she has learned to let her fists and her fierceness do the talking.
But Xiomara has plenty she wants to say, and she pours all her frustration and passion onto the pages of a leather notebook, reciting the words to herself like prayers—especially after she catches feelings for a boy in her bio class named Aman, who her family can never know about.
With Mami’s determination to force her daughter to obey the laws of the church, Xiomara understands that her thoughts are best kept to herself. So when she is invited to join her school’s slam poetry club, she doesn’t know how she could ever attend without her mami finding out. But she still can’t stop thinking about performing her poems.
Because in the face of a world that may not want to hear her, Xiomara refuses to be silent.
The Garretts are everything the Reeds are not. Loud, numerous, messy, affectionate. And every day from her balcony perch, seventeen-year-old Samantha Reed wishes she was one of them . . . until one summer evening, Jase Garrett climbs her terrace and changes everything. As the two fall fiercely in love, Jase’s family makes Samantha one of their own. Then in an instant, the bottom drops out of her world and she is suddenly faced with an impossible decision. Which perfect family will save her? Or is it time she saved herself?
What really happened to Charlie? It’s the question that John can’t seem to shake, along with the nightmares of Charlie’s seeming death and miraculous reappearance. John just wants to forget the whole terrifying saga of Freddy Fazbear’s Pizza, but the past isn’t so easily buried.Meanwhile, there’s a new animatronic pizzeria opening in Hurricane, along with a new rash of kidnappings that feel all too familiar. Bound together by their childhood loss, John reluctantly teams up with Jessica, Marla, and Carlton to solve the case and find the missing children. Along the way, they’ll unravel the twisted mystery of what really happened to Charlie, and the haunting legacy of her father’s creations.
Only the living can make the world better. Live and make it better.Twelve-year-old Jerome is shot by a police officer who mistakes his toy gun for a real threat. As a ghost, he observes the devastation that’s been unleashed on his family and community in the wake of what they see as an unjust and brutal killing. Soon Jerome meets another ghost: Emmett Till, a boy from a very different time but similar circumstances. Emmett helps Jerome process what has happened, on a journey towards recognizing how historical racism may have led to the events that ended his life. Jerome also meets Sarah, the daughter of the police officer, who grapples with her father’s actions.
Bono met his wife in high school, Park says. So did Jerry Lee Lewis, Eleanor answers. I’m not kidding, he says. You should be, she says, we’re 16. What about Romeo and Juliet? Shallow, confused, then dead. I love you, Park says. Wherefore art thou, Eleanor answers. I’m not kidding, he says. You should be.
Set over the course of one school year in 1986, this is the story of two star-crossed misfits-smart enough to know that first love almost never lasts, but brave and desperate enough to try. When Eleanor meets Park, you’ll remember your own first love-and just how hard it pulled you under.
But for Grace, an only child who was adopted at birth, discovering that she is a middle child is a different ride altogether. After putting her own baby up for adoption, she goes looking for her biological family, including—
Maya, her loudmouthed younger bio sister, who has a lot to say about their newfound family ties. Having grown up the snarky brunette in a house full of chipper redheads, she’s quick to search for traces of herself among these not-quite-strangers. And when her adopted family’s long-buried problems begin to explode to the surface, Maya can’t help but wonder where exactly it is that she belongs.
And Joaquin, their stoic older bio brother, who has no interest in bonding over their shared biological mother. After seventeen years in the foster care system, he’s learned that there are no heroes, and secrets and fears are best kept close to the vest, where they can’t hurt anyone but him.
Frey and Rafi are inseparable . . . two edges of the same knife. But only one of them is ever seen in public.
Frey is Rafi’s twin sister-and her body double. Their powerful father has many enemies, and the world has grown dangerous as the old order falls apart. So while Rafi was raised to be the perfect daughter, Frey has been taught to kill. Her only purpose is to protect her sister, to sacrifice herself for Rafi if she must.
When her father sends Frey in Rafi’s place as collateral in a precarious deal, she becomes the perfect impostor. But Col, the son of a rival leader, is getting close enough to spot the killer inside her . . . .
For sixteen-year-old Dan Crawford, the New Hampshire College Prep program is the chance of a lifetime. Except that when Dan arrives, he finds that the usual summer housing has been closed, forcing students to stay in the crumbling Brookline Dorm—formerly a psychiatric hospital. As Dan and his new friends Abby and Jordan start exploring Brookline’s twisty halls and hidden basement, they uncover disturbing secrets about what really went on here . . . secrets that link Dan and his friends to the asylum’s dark past. Because Brookline was no ordinary mental hospital, and there are some secrets that refuse to stay buried.
Long ago, a village made a bargain with the devil: to ensure their prosperity, when the Slaughter Moon rises, the village must sacrifice a young man into the depths of the Devil’s Forest.
Only this year, the Slaughter Moon has risen early.
Bound by duty, secrets, and the love they share for one another, Mairwen, a spirited witch; Rhun, the expected saint; and Arthur, a restless outcast, will each have a role to play as the devil demands a body to fill the bargain. But the devil these friends find is not the one they expect, and the lies they uncover will turn their town—and their hearts—inside out.
Ketterdam: a bustling hub of international trade where anything can be had for the right price―and no one knows that better than criminal prodigy Kaz Brekker. Kaz is offered a chance at a deadly heist that could make him rich beyond his wildest dreams. But he can’t pull it off alone. . . .
A convict with a thirst for revenge.
A sharpshooter who can’t walk away from a wager.
A runaway with a privileged past.
A spy known as the Wraith.
A Heartrender using her magic to survive the slums.
A thief with a gift for unlikely escapes.
Six dangerous outcasts. One impossible heist. Kaz’s crew is the only thing that might stand between the world and destruction―if they don’t kill each other first.
Prince Sebastian is looking for a bride―or rather, his parents are looking for one for him. Sebastian is too busy hiding his secret life from everyone. At night he puts on daring dresses and takes Paris by storm as the fabulous Lady Crystallia―the hottest fashion icon in the world capital of fashion!
Sebastian’s secret weapon (and best friend) is the brilliant dressmaker Frances―one of only two people who know the truth: sometimes this boy wears dresses. But Frances dreams of greatness, and being someone’s secret weapon means being a secret. Forever. How long can Frances defer her dreams to protect a friend? Jen Wang weaves an exuberantly romantic tale of identity, young love, art, and family. A fairy tale for any age, The Prince and the Dressmaker will steal your heart.
Isabella Swan’s move to Forks, a small, perpetually rainy town in Washington, could have been the most boring move she ever made. But once she meets the mysterious and alluring Edward Cullen, Isabella’s life takes a thrilling and terrifying turn.
Up until now, Edward has managed to keep his vampire identity a secret in the small community he lives in, but now nobody is safe, especially Isabella, the person Edward holds most dear. The lovers find themselves balanced precariously on the point of a knife-between desire and danger.
In kindergarten, Jarrett Krosoczka’s teacher asks him to draw his family, with a mommy and a daddy. But Jarrett’s family is much more complicated than that. His mom is an addict, in and out of rehab, and in and out of Jarrett’s life. His father is a mystery — Jarrett doesn’t know where to find him, or even what his name is. Jarrett lives with his grandparents — two very loud, very loving, very opinionated people who had thought they were through with raising children until Jarrett came along.
Jarrett goes through his childhood trying to make his non-normal life as normal as possible, finding a way to express himself through drawing even as so little is being said to him about what’s going on. Only as a teenager can Jarrett begin to piece together the truth of his family, reckoning with his mother and tracking down his father.
Can an undercover nerd become a superstar agent? Ben Ripley sure hopes so—and his life may depend on it!
Ben Ripley may only be in middle school, but he’s already pegged his dream job: C.I.A. or bust. Unfortunately for him, his personality doesn’t exactly scream “secret agent.” In fact, Ben is so awkward, he can barely get to school and back without a mishap. Because of his innate nerdiness, Ben is not surprised when he is recruited for a magnet school with a focus on science—but he’s entirely shocked to discover that the school is actually a front for a junior C.I.A. academy. Could the C.I.A. really want him?
Actually, no. There’s been a case of mistaken identity—but that doesn’t stop Ben from trying to morph into a supercool undercover agent, the kind that always gets the girl. And through a series of hilarious misadventures, Ben realizes he might actually be a halfway decent spy…if he can survive all the attempts being made on his life!
It was a dark and stormy night; Meg Murry, her small brother Charles Wallace, and her mother had come down to the kitchen for a midnight snack when they were upset by the arrival of a most disturbing stranger.
“Wild nights are my glory,” the unearthly stranger told them. “I just got caught in a downdraft and blown off course. Let me sit down for a moment, and then I’ll be on my way. Speaking of ways, by the way, there is such a thing as a tesseract.”
A tesseract (in case the reader doesn’t know) is a wrinkle in time. To tell more would rob the reader of the enjoyment of Miss L’Engle’s unusual book. A Wrinkle in Time, winner of the Newbery Medal in 1963, is the story of the adventures in space and time of Meg, Charles Wallace, and Calvin O’Keefe (athlete, student, and one of the most popular boys in high school). They are in search of Meg’s father, a scientist who disappeared while engaged in secret work for the government on the tesseract problem.
The two-time Newbery Honor winner Gary D. Schmidt delivers the shattering story of Joseph, a father at thirteen, who has never seen his daughter, Jupiter. After spending time in a juvenile facility, he’s placed with a foster family on a farm in rural Maine. Here Joseph, damaged and withdrawn, meets twelve-year-old Jack, who narrates the account of the troubled, passionate teen who wants to find his baby at any cost. In this riveting novel, two boys discover the true meaning of family and the sacrifices it requires.
Aven Green loves to tell people that she lost her arms in an alligator wrestling match, or a wildfire in Tanzania, but the truth is she was born without them. And when her parents take a job running Stagecoach Pass, a rundown western theme park in Arizona, Aven moves with them across the country knowing that she’ll have to answer the question over and over again.
Her new life takes an unexpected turn when she bonds with Connor, a classmate who also feels isolated because of his own disability, and they discover a room at Stagecoach Pass that holds bigger secrets than Aven ever could have imagined. It’s hard to solve a mystery, help a friend, and face your worst fears. But Aven’s about to discover she can do it all . . . even without arms.
My disease is as rare as it is famous. Basically, I’m allergic to the world.I don’t leave my house, have not left my house in seventeen years. The only people I ever see are my mom and my nurse, Carla.
But then one day, a moving truck arrives next door. I look out my window, and I see him. He’s tall, lean and wearing all black—black T-shirt, black jeans, black sneakers, and a black knit cap that covers his hair completely. He catches me looking and stares at me. I stare right back. His name is Olly.
Maybe we can’t predict the future, but we can predict some things. For example, I am certainly going to fall in love with Olly. It’s almost certainly going to be a disaster.
With four hundred miles of dangerous Colorado wilderness separating one brave dog from her beloved person, Bella sets off on a seemingly impossible and completely unforgettable adventure home.
A Dog’s Way Home is a beautifully told, charming tale that explores the unbreakable bond between us and those we love. This is a fantastic and exhilarating journey of the heart that brilliantly speaks to the incredible power of love and resilience of spirit that tie us together.
When sixteen-year-old Tariq Johnson dies from two gunshot wounds, his community is thrown into an uproar. Tariq was black. The shooter, Jack Franklin, is white.
In the aftermath of Tariq’s death, everyone has something to say, but no two accounts of the events line up. Day by day, new twists further obscure the truth.
Tariq’s friends, family, and community struggle to make sense of the tragedy, and to cope with the hole left behind when a life is cut short. In their own words, they grapple for a way to say with certainty: This is how it went down.
Since their mother’s death, Carter and Sadie have become near strangers. While Sadie has lived with her grandparents in London, her brother has traveled the world with their father, the brilliant Egyptologist, Dr. Julius Kane.
One night, Dr. Kane brings the siblings together for a “research experiment” at the British Museum, where he hopes to set things right for his family. Instead, he unleashes the Egyptian god Set, who banishes him to oblivion and forces the children to flee for their lives.
Soon, Sadie and Carter discover that the gods of Egypt are waking, and the worst of them–Set–has his sights on the Kanes. To stop him, the siblings embark on a dangerous journey across the globe–a quest that brings them ever closer to the truth about their family, and their links to a secret order that has existed since the time of the pharaohs.
The power of the atom was harnessed in a top-secret government compound in Los Alamos, New Mexico, by a group of brilliant scientists led by the enigmatic wunderkind J. Robert Oppenheimer. Focused from the start on the monumentally difficult task of building an atomic weapon, these men and women soon began to wrestle with the moral implications of actually succeeding. When they detonated the first bomb at a test site code-named Trinity, they recognized that they had irreversibly thrust the world into a new and terrifying age.
When Autumn Collins finds herself accidentally locked in the library for an entire weekend, she doesn’t think things could get any worse. But that’s before she realizes that Dax Miller is locked in with her.
Autumn doesn’t know much about Dax except that he’s trouble. Between the rumors about the fight he was in (and that brief stint in juvie that followed it) and his reputation as a loner, he’s not exactly the ideal person to be stuck with. Still, she just keeps reminding herself that it is only a matter of time before Jeff, her almost-boyfriend, realizes he left her in the library and comes to rescue her.
Only he doesn’t come. No one does.
Instead it becomes clear that Autumn is going to have to spend the next couple of days living off vending-machine food and making conversation with a boy who clearly wants nothing to do with her. Except there is more to Dax than meets the eye.
As he and Autumn at first grudgingly, and then not so grudgingly, open up to each other, Autumn is struck by their surprising connection. But can their feelings for each other survive once the weekend is over and Autumn’s old life, and old love interest, threaten to pull her from Dax’s side?
Milo has two great moms, but he’s never known what it’s like to have a dad. When Milo’s doctor suggests asking his biological father to undergo genetic testing to shed some light on Milo’s extreme allergies, he realizes this is a golden opportunity to find the man he’s always wondered about.
Hollis’s mom Leigh hasn’t been the same since her other mom, Pam, passed away seven years ago. But suddenly, Leigh seems happy―giddy, even―by the thought of reconnecting with Hollis’s half-brother Milo. Hollis and Milo were conceived using the same sperm donor. They met once, years ago, before Pam died.
Now Milo has reached out to Hollis to help him find their donor. Along the way, they locate three other donor siblings, and they discover the true meaning of the other F-word: family.
One touch is all it takes. One touch, and Juliette Ferrars can leave a fully grown man gasping for air. One touch, and she can kill.
No one knows why Juliette has such incredible power. It feels like a curse, a burden that one person alone could never bear. But The Reestablishment sees it as a gift, sees her as an opportunity. An opportunity for a deadly weapon.
Juliette has never fought for herself before. But when she’s reunited with the one person who ever cared about her, she finds a strength she never knew she had.
A new life. A new school. A new bully. That’s what Darrell Mercer faces when he and his mother move from Philadelphia to California. After spending months living in fear, Darrell is faced with a big decision. He can either keep on running from this bully or find some way to fight back.
Haunted by the memory of her boyfriend’s death, Frankie Devereux lives her life by one dangerous rule: nothing matters. But she crosses the line with a reckless choice that forces her to move in with her dad―an overprotective cop―and transfer to a new school. When Frankie meets Marco, a tough street racer who is risking everything for his family, things get complicated.
He wasn’t always the bad boy.
Everyone says Marco Leone is trouble. But at Frankie’s new school, where fistfights in the halls don’t faze anyone and illegal street racing is more popular than football, Marco is also the fastest (and hottest) guy around. As their attraction grows, Frankie can’t seem to stay away from him―until she discovers Marco’s dangerous secret.
Magnus Chase has always been a troubled kid. Since his mother’s mysterious death, he’s lived alone on the streets of Boston, surviving by his wits, keeping one step ahead of the police and the truant officers.
One day, he’s tracked down by an uncle he barely knows-a man his mother claimed was dangerous. Uncle Randolph tells him an impossible secret: Magnus is the son of a Norse god.
The Viking myths are true. The gods of Asgard are preparing for war. Trolls, giants and worse monsters are stirring for doomsday. To prevent Ragnarok, Magnus must search the Nine Worlds for a weapon that has been lost for thousands of years.
When an attack by fire giants forces him to choose between his own safety and the lives of hundreds of innocents, Magnus makes a fatal decision.
Sometimes, the only way to start a new life is to die . . .
After angering his father Zeus, the god Apollo is cast down from Olympus. Weak and disoriented, he lands in New York City as a regular teenage boy. Now, without his godly powers, the four-thousand-year-old deity must learn to survive in the modern world until he can somehow find a way to regain Zeus’s favor.
But Apollo has many enemies-gods, monsters, and mortals who would love to see the former Olympian permanently destroyed. Apollo needs help, and he can think of only one place to go . . . an enclave of modern demigods known as Camp Half-Blood.
Link must defeat evil at every turn in his perilous quest to help Princess Zelda!
Once upon a time, wizards tried to conquer the Sacred Realm of Hyrule. The Spirits of Light sealed the wizards’ power within the Shadow Crystal and banished them to the Twilight Realm beyond the Mirror of Twilight. Now, an evil menace is trying to find Midna, Princess of the Twilight Realm, and the fragments of the Shadow Crystal to gain the power to rule over both the Twilight Realm and the World of Light.
Link once trained in swordsmanship, hoping to protect the world of Hyrule. After a fateful meeting, he sought out the anonymity and peace of life in a small village. But danger and adventure always find heroes to set things right, and when the dark minions of the King of Shadows threaten his new home, Link answers the call!
Of course I want to be like them. They’re beautiful as blades forged in some divine fire. They will live forever.
And Cardan is even more beautiful than the rest. I hate him more than all the others. I hate him so much that sometimes when I look at him, I can hardly breathe.
I hate him more than all the others. I hate him so much that sometimes when I look at him, I can hardly breathe.
Jude was seven years old when her parents were murdered and she and her two sisters were stolen away to live in the treacherous High Court of Faerie. Ten years later, Jude wants nothing more than to belong there, despite her mortality. But many of the fey despise humans. Especially Prince Cardan, the youngest and wickedest son of the High King. To win a place at the Court, she must defy him–and face the consequences. In doing so, she becomes embroiled in palace intrigues and deceptions, discovering her own capacity for bloodshed. But as civil war threatens to drown the Courts of Faerie in violence, Jude will need to risk her life in a dangerous alliance to save her sisters, and Faerie itself.
Sixteen-year-old Bri wants to be one of the greatest rappers of all time. Or at least win her first battle. As the daughter of an underground hip hop legend who died right before he hit big, Bri’s got massive shoes to fill.
But it’s hard to get your come up when you’re labeled a hoodlum at school, and your fridge at home is empty after your mom loses her job. So Bri pours her anger and frustration into her first song, which goes viral…for all the wrong reasons.
Bri soon finds herself at the center of a controversy, portrayed by the media as more menace than MC. But with an eviction notice staring her family down, Bri doesn’t just want to make it—she has to. Even if it means becoming the very thing the public has made her out to be.
Insightful, unflinching, and full of heart, On the Come Up is an ode to hip hop from one of the most influential literary voices of a generation. It is the story of fighting for your dreams, even as the odds are stacked against you; and about how, especially for young black people, freedom of speech isn’t always free.
Now that high school is over, Ari is dying to move to the big city with his ultra-hip band―if he can just persuade his dad to let him quit his job at their struggling family bakery. Though he loved working there as a kid, Ari cannot fathom a life wasting away over rising dough and hot ovens. But while interviewing candidates for his replacement, Ari meets Hector, an easygoing guy who loves baking as much as Ari wants to escape it. As they become closer over batches of bread, love is ready to bloom . . . that is, if Ari doesn’t ruin everything.
From Amanda Lovelace, a poetry collection in four parts: the princess, the damsel, the queen, and you. The first three sections piece together the life of the author while the final section serves as a note to the reader. This moving book explores love, loss, grief, healing, empowerment, and inspiration.
Rafe is a normal teenager from Boulder, Colorado. He plays soccer. He’s won skiing prizes. He likes to write.
And, oh yeah, he’s gay. He’s been out since 8th grade, and he isn’t teased, and he goes to other high schools and talks about tolerance and stuff. And while that’s important, all Rafe really wants is to just be a regular guy. Not that GAY guy. To have it be a part of who he is, but not the headline, every single time.
So when he transfers to an all-boys’ boarding school in New England, he decides to keep his sexuality a secret — not so much going back in the closet as starting over with a clean slate. But then he sees a classmate breaking down. He meets a teacher who challenges him to write his story. And most of all, he falls in love with Ben… who doesn’t even know that love is possible.
They sound like bad guys, they look like bad guys . . . and they even smell like bad guys. But Mr. Wolf, Mr. Piranha, Mr. Snake, and Mr. Shark are about to change all of that…
Mr. Wolf has a daring plan for the Bad Guys’ first good mission. They are going to break two hundred dogs out of the Maximum Security City Dog Pound. Will Operation Dog Pound go smoothly? Will the Bad Guys become the Good Guys? And will Mr. Snake please stop swallowing Mr. Piranha?!
Pay close attention and you might solve this. On Monday afternoon, five students at Bayview High walk into detention. Bronwyn, the brain, is Yale-bound and never breaks a rule. Addy, the beauty, is the picture-perfect homecoming princess. Nate, the criminal, is already on probation for dealing. Cooper, the athlete, is the all-star baseball pitcher. AndSimon, the outcast, is the creator of Bayview High’s notorious gossip app.
Only, Simon never makes it out of that classroom. Before the end of detention Simon’s dead. And according to investigators, his death wasn’t an accident. On Monday, he died. But on Tuesday, he’d planned to post juicy reveals about all four of his high-profile classmates, which makes all four of them suspects in his murder. Or are they the perfect patsies for a killer who’s still on the loose?
Everyone has secrets, right? What really matters is how far you would go to protect them.
“With a bolt of lightning on my kicks . . .The court is SIZZLING. My sweat is DRIZZLING. Stop all that quivering. Cuz tonight I’m delivering,” announces dread-locked, 12-year old Josh Bell. He and his twin brother Jordan are awesome on the court. But Josh has more than basketball in his blood, he’s got mad beats, too, that tell his family’s story in verse, in this fast and furious middle grade novel of family and brotherhood from Kwame Alexander.
Josh and Jordan must come to grips with growing up on and off the court to realize breaking the rules comes at a terrible price, as their story’s heart-stopping climax proves a game-changer for the entire family.
Some choices change everything. Scarlett chose to run. And the consequences will be deadly.
Stolen from her family as a young girl, Scarlett was lucky enough to eventually escape her captor. Now a teen, she’s starting a summer job at an amusement park. There are cute boys, new friends, and the chance to finally have a normal life.Her first day on the job, Scarlett is shocked to discover that a girl from the park has gone missing. Old memories come rushing back. And now as she meets her new coworkers, one of the girls seems strangely familiar. When Scarlett chose to run all those years ago, what did she set into motion? And when push comes to shove, how far will she go to uncover the truth . . . before it’s too late?
A few other books that have been heavily checked out in our library this year:
Justyce McAllister is a good kid, an honor student, and always there to help a friend—but none of that matters to the police officer who just put him in handcuffs. Despite leaving his rough neighborhood behind, he can’t escape the scorn of his former peers or the ridicule of his new classmates.
Justyce looks to the teachings of Dr. Martin Luther King Jr. for answers. But do they hold up anymore? He starts a journal to Dr. King to find out.
Then comes the day Justyce goes driving with his best friend, Manny, windows rolled down, music turned up—way up, sparking the fury of a white off-duty cop beside them. Words fly. Shots are fired. Justyce and Manny are caught in the crosshairs. In the media fallout, it’s Justyce who is under attack.
Stella Grant likes to be in control—even though her totally out of control lungs have sent her in and out of the hospital most of her life. At this point, what Stella needs to control most is keeping herself away from anyone or anything that might pass along an infection and jeopardize the possibility of a lung transplant. Six feet apart. No exceptions.
The only thing Will Newman wants to be in control of is getting out of this hospital. He couldn’t care less about his treatments, or a fancy new clinical drug trial. Soon, he’ll turn eighteen and then he’ll be able to unplug all these machines and actually go see the world, not just its hospitals.
Will’s exactly what Stella needs to stay away from. If he so much as breathes on Stella she could lose her spot on the transplant list. Either one of them could die. The only way to stay alive is to stay apart. But suddenly six feet doesn’t feel like safety. It feels like punishment.
What if they could steal back just a little bit of the space their broken lungs have stolen from them? Would five feet apart really be so dangerous if it stops their hearts from breaking too?
Sixteen-year-old Starr Carter moves between two worlds: the poor neighborhood where she lives and the fancy suburban prep school she attends. The uneasy balance between these worlds is shattered when Starr witnesses the fatal shooting of her childhood best friend Khalil at the hands of a police officer. Khalil was unarmed.
Soon afterward, his death is a national headline. Some are calling him a thug, maybe even a drug dealer and a gangbanger. Protesters are taking to the streets in Khalil’s name. Some cops and the local drug lord try to intimidate Starr and her family. What everyone wants to know is: what really went down that night? And the only person alive who can answer that is Starr.
But what Starr does—or does not—say could upend her community. It could also endanger her life.
When Louise Wolfe’s first real boyfriend mocks and disrespects Native people in front of her, she breaks things off and dumps him over e-mail. It’s her senior year, anyway, and she’d rather spend her time with her family and friends and working on the school newspaper. The editors pair her up with Joey Kairouz, the ambitious new photojournalist, and in no time the paper’s staff find themselves with a major story to cover: the school musical director’s inclusive approach to casting The Wizard of Oz has been provoking backlash in their mostly white, middle-class Kansas town. From the newly formed Parents Against Revisionist Theater to anonymous threats, long-held prejudices are being laid bare and hostilities are spreading against teachers, parents, and students — especially the cast members at the center of the controversy, including Lou’s little brother, who’s playing the Tin Man. As tensions mount at school, so does a romance between Lou and Joey — but as she’s learned, “dating while Native” can be difficult. In trying to protect her own heart, will Lou break Joey’s?
One teenager in a skirt. One teenager with a lighter. One moment that changes both of their lives forever.
If it weren’t for the 57 bus, Sasha and Richard never would have met. Both were high school students from Oakland, California, one of the most diverse cities in the country, but they inhabited different worlds. Sasha, a white teen, lived in the middle-class foothills and attended a small private school. Richard, a black teen, lived in the crime-plagued flatlands and attended a large public one. Each day, their paths overlapped for a mere eight minutes. But one afternoon on the bus ride home from school, a single reckless act left Sasha severely burned, and Richard charged with two hate crimes and facing life imprisonment. The case garnered international attention, thrusting both teenagers into the spotlight.
Set in a horrifying near-future United States, seventeen-year-old Layla Amin and her parents are forced into an internment camp for Muslim American citizens. With the help of newly made friends also trapped within the internment camp, her boyfriend on the outside, and an unexpected alliance, Layla begins a journey to fight for freedom, leading a revolution against the internment camp’s Director and his guards.
“Speak up for yourself―we want to know what you have to say.” From the first moment of her freshman year at Merryweather High, Melinda knows this is a big fat lie, part of the nonsense of high school. She is friendless―an outcast―because she busted an end-of-summer party by calling the cops, so now nobody will talk to her, let alone listen to her. Through her work on an art project, she is finally able to face what really happened that night: She was raped by an upperclassman, a guy who still attends Merryweather and is still a threat to her.
You know those books staring at you from your to-be-read list or reading shelf sounded good at some point, but right now, they just seem like work. Yet, you know that you should be reading, especially if you are someone who teaches reading and so you grab one, read a few pages and pretty quickly lose interest. You grab another one, only to lose interest again. The story repeats until your phone pleasantly dings and you find yourself surfing mindlessly, doing everything but reading longer texts, feeling the guilt build up.
Or perhaps you finished the most incredible book and now every other book pales in comparison.
Or perhaps you started an amazing series where the first book was thrilling but now on the second, or third, or fourth, it just seems to be dragging on.
Or perhaps you see that book that is okay staring at you, but you just can’t seem to find the time to actually read it and as the days drag on so does your memory of what actually happened.
Whatever the case, if you have found yourself in one of these situations (or many of them as I have), you have found yourself in a reading slump.
Perhaps life has gotten in the way.
Perhaps your energy level is just not there.
Perhaps it just doesn’t seem like there are any great books out there.
Whatever the case may be, this slump is one that you can get out of, it just may take a few tries.
First things first; identify what is causing the slump. Is it work getting in the way? Is it lack of energy? Is it that you cannot seem to find another great book? Finding the cause can help you navigate out because it involves identifying your own habits. What is causing you to dread or want to skip out on reading? What is making it seem like a chore rather than something you enjoy? If you are not sure what caused it, fear not, you can still try any of these ideas.
Try a different genre. I often fall into reading slumps when I have been reading the same thing for too long and it all seems really formulaic. This is a great time to make sure you don’t pick up another book like the last few you have tried and try something else. So what have you not been reading?
Try a new genre. Now is also a great time to try a genre that you don’t often read. Perhaps it has been a while since you last read historical fiction, or sports books, or a book about mermaids (yup, totally me) so now would be a great time to try exactly that. Do some research for the “best” book within a certain genre of the past year so that you can see what you have been missing out on and give it an honest go.
Try a new format. Perhaps now would be a great time to pull out audio books for your commute. Go to the library, download Overdrive or Audible and stack up on new reads. I recommend stacking up on a bunch of new audio cd’s and just trying them out as you are driving. Also, graphic novels and novels in verse are a great tool to get out of a slump, when life seems a bit overwhelming, I love to pull out a stack of them because I feel accomplished in my reading when I can get through one or two. Sometimes we need to boost our own self esteem as readers too.
Try a professional development book. At times, I need something that engages my brain in a different way which is why I always have a stack of professional development books ready to read or simply books that will teach me something. The change in pace and what I am getting from it is helpful as I try to restart my reading and the bonus is that it leaves me inspired.
Read outside of your field. I just read the book Keep Going by Austin Kleon which is meant for artists and yet as an educator, I loved the book’s simple message of self care and preservation of creative strengths. Even though the book was not necessarily geared toward me in my life, it was still a meaningful read. Don’t let your own interests and limits narrow your choices.
Give it 20 minutes. When I don’t feel particularly inspired to read, I set a timer. If I read for 20 minutes then I can decide whether I want to read the book some more or let it go. While this doesn’t always pull me out of my slump, it does help me stay in the habit of reading and at least my to-be-read shelf gets smaller as I pick up new books to try.
Commit to something. Joining a book club, whether virtually or live, is a great way to get excited about books again, and once again, it doesn’t have to be for serious reasons. There is something super fun in coming together with other adults who are purposefully seeking out enjoyable reads.
Ask your students what you should read. I share my book slumps proudly with students and ask them for their best recommendations to get me out of the slump. I love how some of them get invested in trying to convince me that the book they are recommending is the best book to read, they also add a layer of accountability to keep me reading, even when I would rather watch The Office reruns.
I asked educators what other tips they had for this and boy was I not disappointed. Here are some of the many tips that I received, some that I will for sure be trying out myself. Thank you to everyone who responded.
Amanda Potts wrote, “Sometimes I return to an old fave, something where I can take a dip or a deep dive; or I switch genres, read along w/a student or my kids, allow myself to start book after book until I (inevitably) get hooked. Library holds => pressure to finish before they are due, that helps.”
Alice Faye Duncan wrote, “I visit museums. During the exploration, I will encounter intriguing and unknown (to me) artists that send me off on a trail of discovery. This is how I unearthed books about Romare Bearden, Alma Thomas, and Kerry James Marshall. Museums are my gateway drug to intoxicating books.”
Scott Fillner wrote, “What has worked for me before, is to go to a library and hang out in the picture books. Finding new treasures, reading old favorites, and thinking about people who could use these stories. #SlumpBuster”
L. Suzanne Shanks wrote, “Simply fun “Junk Food” books, especially audiobooks, to get the relaxation, escape & joy back. Also, reading when I am tired is pure frustration so the rare gift of reading when refreshed works for me.”
Ariel Jankord wrote, “Carrying a book with me everywhere I go is huge! Instead of whipping out my phone to pass the time, I pull out a book!”
Trish Richardson wrote, “I set a goal of reading the short list of the Canada Reads recommendations. Also, every time I wanted to reach for my phone to check Twitter, Instagram or Facebook I would make myself read for 15 minutes before. The books took over.”
Beth Shaum wrote, “Read a book WITH someone so you have someone to talk to about it. I enacted bookclubs with my 6th graders this year because they were NOT having silent reading, so I worked with their natural curiosity and chattiness.”
Dr. Shari Daniels wrote, “I use @donalynbooks strategies – set reachable small goals, carry a book with me everywhere I go, read in the edges of time to keep my head in the story. Often, for me, it’s getting my “reading brain” back.”
Jay Nickerson wrote, “For me, it’s often a matter of a comfort book, like a Jack Reacher, or licensed property. Other times, I grab what someone else is reading. Poetry collections, comics, short stories, magazines are all nice bridges between books.”
Jaymie Dieterle, “I usually pick up an old favorite and re-read – or I let the slump be. I do other things for a couple days – Tv, movies, etc – and then try again. I try to take the pressure off the slump and be okay with not reading for a couple days.”