The Miraculous Journey of Edward Tulane

        The Miraculous Journey of Edward Tulane by Kate DiCamillo takes readers, young and older alike, to an emotional place that really invites the reader to evaluate themselves. Edward Tulane is a bunny rabbit made of China that is very selfish. He is lost from his owner, Abilene, and sent on a journey that lasts for what seems like a lifetime, and has him questioning his own personality. "Perhaps, he thought, it is not too late, after all, for me to be saved" (DiCamillo, 2006). It is a fantasy prose chapter book, with 27 illustrations (one before each chapter begins) conducted by Bagram Ibatoulinne. The Miraculous Journey of Edward Tulane is labeled as fantasy because Edward, a stuffed bunny rabbit, can talk. Not everyone can hear him, but he has emotions much like anyone else. For fantasy genres, the text must have a logical setting, well defined plot, and "strong characterization" (Galda, Cullinan & Sipe, 2011). The illustrations for fantasy should include drawings that exaggerate reality and reflect the settings and plot. DiCamillo and Ibatoulinne blended their work together very well to create representational art to depict a natural setting. "Representational art [style] consists of literal, realistic depictions of characters, objects, and events" (Galda, Cullinan & Sipe, 2011). Aside from Edward's ability to communicate to those with the ability to hear him this book is otherwise very believable, so the illustrations enhance the text by showing the reader a realistic picture of what the characters look like. Figure 6.1 on page 209 in our text provides more detailed insight as what the book should do for readers:

•  The Miraculous Journey of Edward Tulane meets the criteria for excellence in narrative fiction (as previously discussed)
• The world of  fantasy in The Miraculous Journey of Edward Tulane is believable
• The plots are logical
• Characters are believable and empathetic
• Clear structure is elegant writing
• Meaningful theme, which in the case of  The Miraculous Journey of Edward Tulane is love    

     The illustrations have several literary elements of their own. The media is pencil and pen with no color shown throughout the entire book. The shape is representational and the soft textures show readers just how delicate Edward truly is, and how is physique changes over time. The illustrations make the book so much better, as we are given a chance to actually see what the different characters and settings look like, so readers can match what he or she had imagined.
    Though it is not necessarily a multicultural book, The Miraculous Journey of Edward Tulane won The Boston Globe-Horn Book award in 2006 for fiction, and is recognized on page 400 in Appendix A. Personally, I loved this book. I had a very hard time not reading it in one sitting. DiCamillo teaches a valuable lesson is love, being loved, and letting oneself love others.  It is a great book that I even asked my husband to read simply because the warm message is just that inviting. One particular character, and I won't spoil which one, just really touched my heart. I even got emotional when I read her story. I would certainly offer this as an option for my elementary students, approx. aged 8-12, to read for a project.
      I could ask my students to do several activities relating to The Miraculous Journey of Edward Tulane. One would be to draw Edward from the description given in the text. The drawing should be as detailed as possible, with accuracy. Also, using the illustrations provided in the book are not acceptable to view. This must be drawn completely from the descriptions given in the text. Another activity is writing a paper every so often as students read through the book. During the process of reading these 27 chapters, I would ask students to write a one page paper every three chapters. I would expect this to be done every two weeks. The biweekly report should include the answers to these questions:

1. What is your favorite part of the book so far? This can include things that you read before that just still may be your favorite part.
2. How do you feel about Edward? Have you ever felt like him, or does he remind you of anyone you know?
3. Which character/setting from Edward's journey do you like the most and why?
4. Which do you like the least and why? 

References

        DiCamillo, K. (2006). The Miraculous Journey of Edward Tulane. (1st Edition ed.). Somerville, MA: Candlewick
       Galda, L., Cullinan, B. E., & Sipe, L. R. (2011). Literature and the Child. (7th ed., pp. 24 - 400). Belmont: Wadsworth Pub Co.   

The Diamond of Darkhold: The Fourth Book of Ember

     Even though it is the fourth and most recent of its series, The Diamond of Darkhold written by Jeanne DuPrau in 2008, is still a great book.  It is a science fiction chapter book for older elementary students or early middle school aged children, around 10-14 age range. 27 chapters entrance readers as they follow Lina and Doon yet again on their journey after an attack on the town of Ember. They find a book with instructions that soon unravel a tale of adventure that only the mind can create. 
      Even though The Diamond of Darkhold is not a multicultural book, it does invent a world in which almost anything is possible. "'Because I want perfect vision, of course,' said Trogg. 'Not that there's anything wrong with my vision. But with the right pair of glasses, you can see for miles. Sometimes you can see in the dark'" (DuPreau, 2008). My husband is a science fiction fanatic. Our entire attic is filled with boxes that are loaded with different books, all of them science fiction.The boxes seem like they just go on forever. We estimate there are over 500 books in our attic. We haven't put them on shelves yet because our house would be mostly bookshelf and only a little bit of wall from which to hang pictures of our family, so we decided to store them until we can find a place for them. I tell this little story because this Book of Ember series never made it to the attic. My husband, even though they are children's books, picked up the first one and insisted they be kept where he can read them again and again. I understand where he is coming from, because before each new book comes out I like to reread the entire series so I'm completely caught up-to-date before the new addition. The Diamond of Darkhold is very engaging and keeps readers on the edge of their seat as they travel journey along with Doon, Lina, and other characters they meet along the way.
    Figure 6.1 on page 209 in our text lists a few criteria in which science fiction is expected to meet.

• The Diamond of Darkhold meets the criteria for excellence in narrative fiction
• "The fantasy world is detailed and believable within the context of the story
•  The story events are imaginative, yet logically consistent and logical behavior
• The writing is rich, and the structures are clear
• The themes are meaningful, causing readers to think about life" (Galda, Cullinan & Sipe, 2011).

             Page 24 also has some insight as to what science fiction books should do: The text should be "speculative extrapolation of scientific possibility vivid and logical" and have "strong characterization" (Galda, Cullinan & Sipe, 2011). All of the above requirements have been met within The Diamond of Darkhold.
       Since this is a chapter book, I would ask my students to do small assignments as we read the book throughout the semester. For example, I would ask them to do a book report every 6 chapters, which I would expect to be read within three weeks. I could also ask the older students to create a blog about their personal responses to the book as they read along. The blog would have to include the answers to questions like:

1.  Which character do you most relate to and why? Who do you relate to the least and why?
2.  In chapter 21, why does Doon and Lina collapse?
3. Did you read the books written before The Diamond of Darkhold in the Book of Ember series? If so, how has the setting changed? If you didn't read them, how do you think the land was before the attack?

References

      DuPreau, J. (2008). The Diamond of Darkhold: The Fourth Book of Ember. (1st ed.). New York, NY: Yearling.
     Galda, L., Cullinan, B. E., & Sipe, L. R. (2011). Literature and the Child. (7th ed., pp. 24 - 257). Belmont: Wadsworth Pub Co.    

Show Way

      After just having posted about the poems by Langston Hughes, I wanted to follow it with another post of empowering story of an African American family who also endured hardships. Show Way by Jacqueline Woodson and illustrated by Hudson Talbot in 2005 is a story that tells a story about slavery, yet keeps it very informational and makes sure not to place blame or show animosity. This tale is historical fiction that accurately describes life in America for families with slavery ancestory, and moves through time recapping what has happened around America from then until now.
     I think this is a great book to read to students aged approx. seven years of age. This is an important piece of our history that should certainly be taught, albeit carefully. This book depicts a lively story with honesty yet humility, which is appropriate for children. "And in the daytime when there was some few minutes for a slave to rest a bit, Big Mama taught Soonie's great-grandma to sew colored thread into stars and moons and roads that slave children grew up and followed late in the night, a piece of quilt and the true moon leading them" (Woodson, 2005). 
     Show Way is a prose picturebook that moves through time but is still a piece of historical fiction. Per the requirements given on page 257 in Figure 8.1 in our text, Show Way is very precise:

• The events and attitudes in Show Way are consistent with historical evidence and appropriate to the time period. We know through documents are primary artifacts like diaries that slaves would gather together to do activities like quilting, dancing (which was made illegal) and other things. So it is accurate that slaves would come together to make a quilt. It symbolizes unity.
• Social issues in Show Way are presented honestly, without condoning to racism and sexism. Slavery is never an easy topic to discuss. As an American, I am ashamed of my country for treating other humans the way they were. But, people also make mistakes, and to relay this information without coming across as racist or biased can be difficult, but the author does this very well. The color of the slaves is never mentioned within the text, just shown throughout the illustrations. This is a very respectful manner to go about educating students on such a sensitive topic.

The literary quality must also meet requirements. These include: 

•  Meeting "the criteria for all good narratives" (Galda, Cullinan & Sipe, 2011), which is certainly true for this book
•  Show Way has an integral setting that arouses the time periods with historical and geographical evidence. As I mentioned earlier, this story is based off factual times, and we know today that the things that took place in this book actually happened in real life during those times.
• The language patterns of Show Way are authentic to the time and place, yet still remain a pattern of characterization. This is absolutely true. For example, towards the beginning of the book, the language is more accurate to the times of slavery by using syntax such as "But Mathis May stayed on, grew tall and straight-boned, jumped broom with another slave" (Woodson, 2005), but towards the end of the book the text depicts a more modern sense of language. "And when I was seven, I didn't have to work in a field or walk in any freedom lines" (Woodson, 2005).
• Characterization is strong
•  Plot is authentic
• Theme describes historical issues

       Page 56 in our text also provides a rubric for picturebook genres. Even though it is historically accurate, Show Way is fiction. Therefore:

•  "Characters are  dynamic and dimensional as well as fanciful ...
• The story is set in the real world of ... an imagined world of the future.
•  The events of the story are plausible and logical in the real world of ... a future world" (Galda, Cullinan & Sipe, 2011).

All of these are met in both the text and illustrations.    
       In my classroom, I would ask my young students to draw me a picture of their ancestors. For example, if a student were Asian American, they could draw their family in Asia and so on. I would also ask them to bring in a piece of media relating to their background, be it a song they sing or play on a CD, an article of clothing that maybe has been passed down through generations, or even an old family portrait of the students' ancestors themselves (with the promise that I and only I would handle it, and with care!). We could even turn this idea into a Heritage Theme Day, where we all celebrate the culture of our ancestors! 
   My reader response questions would be:

1. What type of quilts do the characters in the story make?
2. What time of day do they work on the quilt together?
3. Could Soonie find the good or bad in a lot of things? Which do you find?
4. Every time a  baby is born in this story, the phrase "Loved that baby up so. Yes, they loved that baby up" (Woodson, 2005) is said. Why do you think that is?

References

     Galda, L., Cullinan, B. E., & Sipe, L. R. (2011). Literature and the Child. (7th ed., pp. 24 - 257). Belmont: Wadsworth Pub Co.
     Woodson, J. (2005). Show way. (1st ed.). New York: Putnam Juvenile.

Poetry for Young People: Langston Hughes

        Langston Hughes is a famous poet who has written many things throughout his lifetime. Having been half black and half white, he felt as though he never truly fit in, even during the Civil Rights Movement, and it shows throughout his many works. Poetry for Young People: Langston Hughes is a compilation book of his works edited by David Roessel and Arnold Rampersad and illustrated by Benny Andrews in 2006. These poems are mostly about his life, and they are also mostly about growing up as a black child. These poems are appropriate for students aged approximately 6-10. I know this age range is very wide, but some poems are better for younger children while the others are ideal for older elementary students. 
       I think that this book is a great piece of American history that should be shared with each student. I wasn't aware of his writings until I was in college seeking my AA when I was assigned to read "Harlem Nights", which forever touched my heart. His words are very strikingly honest and informative and really make the reader internalize themselves as a person. Langston Hughes will forever be rememebered as a man of many words and heartbreak, but he will forever live on through his poems.
       Page 24 of our text describes poetry text as being "condensed, evocative language" and the illustrations that "interpret beyond literal meaning" (Galda, Cullinan & Sipe, 2011). Take just one of Hughes' poems: "Merry-Go Round". 
"... On the bus we're on the back - 
But there ain't no back 
To a merry-go round! 
Where's the horse  
For a kid that's black?" (Hughes, Rampersad & Roessel, 2008).
 Just this one excerpt from part of a poem already meets these requirements. Again on page 144 Figure 4.1 states:

"Individual poems demonstrate

•  Content is interesting to and understandable by intended readers
• Language is innovative, with careful word choices and use of poetic devices to enhance meaning
• Forn or structure helps readers understand more about the poetic subject or mood. 

 Analogies demonstrate

•  Purposeful selection of quality poetry
• Arrangement that is logical
• Inclusiveness of a range of poetry" (Galda, Cullinan & Sipe, 2011).

  The illustrations from "Merry-Go Round" portray a lonely colored boy longing to ride a merry-go round, which does describe the literal meaning but past that, you see the merry-go round is empty, and Hughes' words give me the feeling that his heart is empty and aches as well, and this picture can be interpreted as such. It does to me, anyway! The content speaks to readers, and the pictures brings tears to my eyes. Through Hughes' effective use of language and structure that enhances the meaning, I am placed in a time in which life was not equal for all, and those that were treated poorly were oftentimes extremely abused, and no one should ever have to endure life like that. Hughes' writings, the editing by Ranpersad and Roessel, and the illustrations by Andrews work together in a manner that sends the reader on an emotional journey through time, accurately describing the hardships of African Americans.
      February is Black History Month, and Langston Hughes is a great author who's poetry accurately describe life in the 1960's for black children. I could ask students to interview their grandparents or great-grandparents if possible, to see what life was like for them during this period of time. For younger students, I could ask them to answer aloud why they think equality is so important, and they could answer in groups. Another great idea for students would be for them to write a fictional story in which the main character is another ethnicity, and the plot would have to incorporate the difficulties they may experience. This exercise could open their eyes to a world of diversity, helping them realize how important equality really is. My response questions for older elementary students would be:

1. Choose one poem and describe it. How does it make you feel?
2. Choose another poem and compare it to the first one you chose. How are they alike? How are they similar? 
3. Off the two poems you chose, which  do you like better? Why?
4. These poems were written many years ago when times were different. Do you think people endure similar feelings of segregation today? Why or why not? 
   

References

       Galda, L., Cullinan, B. E., & Sipe, L. R. (2011). Literature and the Child. (7th ed., pp. 24 - 146). Belmont: Wadsworth Pub Co.
      Hughes, L., Rampersad, A., & Roessel, D. E. (2008). Poetry For Young People: Langston Hughes. (1 ed.). New York, NY: Sterling.
 

Manuela's Gift

Manuela's Gift by Kristyn Estes and illustrated by Claire B. Cotts is a great multicultural book about a young woman, Manuela, and her family. They have very little money, and it's hard times for them. Manuela's birthday is soon, and she is very worried that she will receive no gifts, but she soon realizes that her family is what matters. Even though Manuela's Gift was written in 1999, it still pertains to families today and will continue to do so for generations.

Manuela's Gift is a contemporary realistic fiction picturebook. I have written about more of these than I haven't, so I think it's pretty safe to say that these styles of books with realistic illustrations are my favorite children's book. I just love literal adaptation, especially when it involves diverse people and families. I think it paints a more accurate picture for children and allows them to connect better with the realistic fictional story. This coming of age book specifies in family relationships. "There have always been books in which each family member stays in culturally assigned roles" (Galda, Cullinan & Sipe, 2011). This pertains to Manuela's Gift because throughout the book the author describes how Mama will be in the kitchen making tortilla shells, or Abuela will be knitting in her chair, or how Papa works all day. "Manuela, Mama, and Abuela worked in the early morning quiet until the screen door slammed and Papa came inside" (Estes, 1999). On page 235 of our text, Figure 7.1 states that contemporary realistic fiction must:

• The story exemplifies characteristics of excellence in narrative fiction
• A vivid, realistic setting should support the events of the story
• The characteristics are credible and nonstereotypical
• The main characters are multidimensional, and they change and develop over time
• The problems are believable and are solved in realistic, culturally grounded ways
• The intended age group can understand that plot structure
• There is a theme that is applicable to readers' lives, and it is intrinsic to the story
• The dialogue and thoughts of the characters sound natural, with dialect and diction that do not overwhelm the reader

Page 234 also describes the literary elements. The setting is realistic, in a traditional Spanish home with extended family. The characterizations are also accurate to both the culture and individuals as well. The plot, having little to no money, is also believable, as America just dug most of itself out of a major recession, and millions of people were affected by it (myself included!), which connects us to the characters. The theme, as I stated, is both coming of age and family relationships. The style is very much Latino, yet still remains non-stereotypical and nonjudgmental. The illustrations are realistic art style, and page 127 in our text states that fiction picturebok illustrations must: "expand on the story appropriately and do not merely duplicate what is described in the text. Layout and design are visually appealing" (Galda, Cullinan & Sipe, 2011). Together the text and illustrations create a very nice blend of family warmth and love and the struggle to make ends meet. 

 Manuela's Gift is derived for students aged approx. 8-10 years of age. I would ask my students to write a paper about their family traditions, at least 1 page in length, APA writing style. I could also ask my students to bring in artifacts from their heritage, like an arrowhead for example. We could also draw with students' preferred media one image to represent Manuela and her family. My reader response questions would be:

1. Do you or anyone you know live in a traditional Spanish household? What about another heritage? How does that impact your life?
2. Have you ever or do you now live with extended family? Was it different than when they did not live with you? If you've never experienced this, what is your family like?
3. How did Manuela feel at the end of the book? Have you ever felt this way about your family?
4. At one point, Manuela daydreams that the piñata transforms into a horse. Describe a situation in which you wished that something around you would carry you away.

Personally, I feel this book is a great way to exemplify love of those around you. Family is very important, and without them, life would seem close to meaningless. I read this to my toddler (as best I could) and for the time he listened, albeit short amount, he really loved the drawings as he pointed to one of the characters and said "Mimi!" with glee. I can only assume with good intuition that he was reminded of my mother when he saw Abuela in the kitchen on that particular page. If it is a hit with my son, I'm sure my future students will love it!

References

        Estes, K. (1999). Manuela's gift. (1st ed.). San Fransisco, CA: Chronicle Books. 

       Galda, L., Cullinan, B. E., & Sipe, L. R. (2011). Literature and the Child. (7th ed., pp. 206-228). Belmont: Wadsworth Pub Co.

The Wall (Not Pink Floyd's)

The Wall: Growing Up Behind the Iron Curtain by Peter Sís is a biographical picture book written in 2007 about the mid-Europe's lifestyle at the beginning of the Cold War (okay, maybe it is related to Pink Floyd's writings!) and moves through time effortlessly. The book is about a little boy whose home is in Prague, and he loves art. "At first he drew shapes. Then he drew people" (Sís, 2007). This book walks us through time in different countries as we visually see history being retold. The Wall is culturally diverse, and teaches readers what happened in that side of the world throughout the eyes of a boy that most people can relate to.

Our text describes The Wall as a memoir, but I feel that this book is just as much about history as it is the boy in the story, so I have included both sets of guidelines. On page 24 of our text book, nonfiction books are to have "clarity, accuracy, and stimulating writing" and the illustrations "clarifies and extends facts and concepts" and "artful designs". The Wall: Growing Up Behind the Iron Curtain definitely meets all of these standards. Also, for biographies, text must have "authentic, vivid representation" and illustrations must be "authentic images of life segments". While I am uncertain of Sís' life, I cannot conclude that these have been met. On page 306, figure 10.1 provides more insight as to what we should be finding in nonfiction books:

Accuracy

• Facts are current and complete. When appropriate there is a balance of fact and theory, with differing viewpoints represented.
• The scope is appropriate to both the intended audience and the subject.
• The author's expertise and resources are apparent.

Organization

• Ideas are clearly developed, presented in a logical sequence, and in an understandable and appropriate fashion.
• The author indicates interrelationships between facts and between facts and theories

Design

• The format of the book is attractive and reader-friendly, with appropriate illustrations that are strategically placed.
• Illustrations illuminate the facts and concepts

Style

• The writing is interesting, revealing the author's enthusiasm about the subject
• The terminology is appropriate. The writer uses rich language that stimulates a reader's curiosity

Absolutely all of these requirements are met through The Wall. This book is engaging, informative, non-biased, and recaps that what happened throughout history in Mid-Europe. "Through text and brilliant illustrations, Sís presents a moving portrait of one boy's struggle for freedom as well as his artistic freedom of expression, which represent the Czech nation itself"  (Galda, Cullinan & Sipe, 2011). The literary devices also enhance the book's attractiveness. The setting and plot are vivid, accurate, and unbiased. This message is allowing children to understand that while these things were happening over the years, so many positive things happened as well. "But out of the dark came a glimmer of hope. The Beach Boys arrived. America to the rescue! [June 17, 1969. The Prague concert takes place in Lucerna Hall]" (Sís, 2007). The style is factual, providing only true information to readers. The theme, I believe, overall, is positivity can overcome any battle. The illustrations are accurate yet appealing to children, drawing in their close attention.

With this book, I could ask my students in the 4th, 5th, or 6th grade to draw what they think it was like under Communist rule in the early 20th century. What would their lives have been like? I could also ask them to perhaps relate the boy in the story to our lives now, because America has been at war for over ten years, so a lot of children have never lived in a peaceful America. Even though our streets are not being threatened by Communist or other dictatorship rule, families all across the nation are still being affected by the war. We could also inspire the students to do something for the troops, like accumulate enough items in the class to perhaps send a care package. All of these ideas could be done once my class reads The Wall.

My reader response questions would be:

1. We read that the author was under complete control of the Soviets. Have you, someone you know, or someone you read about that has experienced life like this? How did these experiences influence your outlook on life?
2. "The author states that some of his friends and family who live in what is now the Czech Republic are not happy with the image of their country as detailed in The Wall. Are there any events in the history of the United States that you would not want others in the world to know about" (Free Library of Philadelphia, 2012)?
3. Since this book talks so much about government control, is there anything you feel that the government is too in control of in America? Why or why not?
4. The Wall used a lot of the color red when portraying life under Soviet rule. "What color(s) and objects do you associate with your day to day life in the United States" (Free Library of Philadelphia, 2012)?

Personally I chose this book because I feel that it was an accurate yet fun way to attract readers' attention. Having previously studied Europe's history in the early to late 20th century, I hoped that The Wall was actually about this topic when I read it in a list in our text. As I researched it, I was immediately drawn and went to the library that day. I had to read it. Since this is on a sensitive subject, albeit important, I would confer with my fellow educators and administrators before reading this aloud to my students, but I would hope that they would find it appropriate, as the author remains nonjudgmental and unbiased.

References

           Free Library of Philadelphia. (2012, November 08). Discussion Questions For The Wall by Peter Sis. Retrieved from http://libwww.freelibrary.org/onebook/obop10/Discussion_questions_for_The_Wall.pdf 

           Galda, L., Cullinan, B. E., & Sipe, L. R. (2011). Literature and the Child. (7th ed., pp. 206-228). Belmont: Wadsworth Pub Co. 

            Sís, P. (2007). The Wall: Growing Up Behind the Iron Curtain. (1st ed.). China: Farrar, Straus and Giroux (BYR).

The Schwa Was Here

     The Schwa Was Here by Neal Shusterman is a novel for adolescent children, ideal for approximately 5th to 7th grade students. It is a story of a young Italian teenager who meets an ordinary boy that most everyone just ignores. "Antsy and the Schwa use this 'Schwa effect' to make money by carrying out dares" (Shusterman, 2012) and that's where the trouble begins.
      I feel that this is, even though widely stretched, a contemporary realistic fiction. I can imagine two boys creating a grand scheme to make money. In fact, with as rambunctious as my toddler is, I can picture him creating a scenario similar to this one! On page 235 in our text, figure 7.1 provides a set of guidelines:

• The Schwa Was Here exemplifies characteristics of excellence in narrative fiction
• The Schwa Was Here has a vivid and realistic setting that enhances that events of the story
• The characters are credible and non-stereotypical
• The main characters are multidimensional, and they change and develop over time
• The problems are believable and are solved in realistic, culturally grounded ways
• The intended age group can understand the plot structure
• There is a theme that is applicable to readers' lives, and it is intrinsic to the story
• The Schwa Was Here's dialogue and thoughts of the characters sound natural, with dialect and diction that do not overwhelm the reader

All of these guidelines for contemporary realistic fiction are met within The Schwa Was Here. Also on page 24 our text states that contemporary realistic fiction has a well plausible story, "well defined conflict, and strong characterization". It is a novel, and I certainly feel that The Schwa Was Here is a peer relationships novel. " Books that explore peer relationships mirror many of the concerns that young readers have about their own lives" (Galda, Cullinan & Sipe, 2011). While I already assume that young boys get into scheming tricks, I also agree that teenagers of any age go through silly acts with their friends, and this book can help students connect with literature by reminding them of their friends.
     With this book I would ask my middle school aged students to write a paper on one of the silly things they get into with their friends. My guidelines as a middle school English teacher would be appropriate, expectations including proper grammar and syntax, appropriate story lines, APA format writing style, and at least 1 page. I don't feel that this is expecting too much from them, as they would be approximately around the ages of 11 to 12, so more responsibility will be expected from them in general. Another idea for classroom interaction would be to compare one of Shusterman's other books, like Unwind. Unwind is one of his most popular books, and if The Schwa Was Here is anything like it, I can certainly understand why. Unwind "tells the story of three teens struggling against their society ... in which unwanted teenagers undergo 'retroactive abortion' so that their body parts can be used for transplants" (Galda, Cullinan & Sipe, 2011). Even though this is a fantasy, I am already intrigued by just that short explanation. Once my students read both books, I can have them write another paper comparing and contrasting the two, and getting their personal opinion on the two.
My reader response questions would be:

1. When Schwa is first noticed, they conclude that four out of five people what?
2. What do you think is the best dare?
3. What are Schwa's and Antsy's real names?
4. How old was Schwa when his mother disappeared?
5. Who is Lexie?
6. Who do you most closely relate to and how? Have you ever felt as unnoticed as Schwa did?

      The Schwa Was Here is multicultural in that the main character is an Italian teenager, but that is not necessarily the point of the book. I love when multicultural books don't make that the point, because I feel that this allows the student to realize the culture is apart of the character, but that there is so much more to that person than just their background. The Schwa Was Here is a great book that deals with a lot of different issues, including the death of a parent. It can allow students to work through several emotions, and maybe even help those going through similar issues to cope with their loss. It teaches about friendship, which I also think is particularly important in books aimed at teenagers. I highly recommend this book to anyone that is or once was a teenager, because even older people can still enjoy it. I know I did!

References

 Galda, L., Cullinan, B. E., & Sipe, L. R. (2011). Literature and the Child. (7th ed. ed.). Belmont: Wadsworth Pub Co.
Shusterman, N. (2005). The Schwa Was Here. (1st ed.). New York, NY: Penguin Group.
Shusterman, N. (2012, November 05). The Schwa Was Here Summary. Retrieved from http://www.bookrags.com/The_Schwa_Was_Here/