National Hispanic Heritage Month: Spotlight on Pam Muñoz Ryan

Posted on by cindylrodriguez

To celebrate National Hispanic Heritage Month, I am highlighting an Hispanic author of young adult literature each week. At the end of the month, I will post a list of titles for those of you interested in reading YA novels written by Hispanic authors. I will continue to
chip away at the long list and post about them during the year because–hey, Hispanics should be celebrated year round! :.)

Here’s a link with more information about National Hispanic Heritage Month:

http://hispanicheritagemonth.gov/

And here’s a link for Latina Book Club, a site by Maria Ferrer dedicated to promoting Hispanic authors and literacy.

http://www.latinabookclub.com/

And, today’s YA author in the spotlight is PAM MUÑOZ RYAN. Enjoy!

AUTHOR: (information comes from the author’s website www.pammunozryan.com): Pam Muñoz Ryan  has written over thirty books for young people, from picture books for the very young to young adult novels, including the award winning ESPERANZA RISING, BECOMING NAOMI LEÓN, RIDING FREEDOM, PAINT THE WIND, and THE DREAMER. She is the National Education Association´s Author recipient of the Civil and Human Rights Award, the Virginia Hamilton Award for Multicultural Literature, and is twice the recipient of the Willa Cather Literary Award for writing. She was born and raised in Bakersfield, California, (formerly Pam Bell), received her bachelor’s and master’s degrees at San Diego State University, and now lives in North San Diego County with her family.

YA NOVEL: ESPERANZA RISING.

Esperanza Rising

FROM THE BOOK JACKET: Esperanza believed her life would be wonderful forever. She would always live on her family’s ranch in Mexico. She would always have fancy dresses and a beautiful home filled with servants. Papa and Abuelita would always be with her. But a sudden tragedy shatters her world and forces Esperanza and Mama to flee to California, where they settle in a camp for Mexican migrant workers. Esperanza isn’t ready for the hard labor, financial struggles brought on by the Great Depression, and lack of acceptance she now faces. When Mama gets sick, and a strike for better working conditions threatens to uproot their new life, Esperanza must find a way to rise above her difficult circumstances–because Mama’s life and her own depend on it.

MY TWO CENTS: This novel was on my to-read list for a long time. The teachers at my former school read it with their 6th graders, and I had heard a lot about it, but I never got around to reading it myself. I’m glad I finally did. I listened to the audio version of the novel, which can sometimes make or break my experience. The reader was great, and the story was both beautifully written and touching. Muñoz Ryan’s writing has a lyrical quality and her characters are likeable and memorable. The story of Esperanza’s family losing everything and needing to start over was skillfully blended with the historical setting, the Great Depression. Esperanza’s relationship with her mother, her love of the land–a seed planted by her father–and the lovely portrayal of Mexican culture were all high points for me.

LINKS for more information:

Find ESPERANZA RISING on Amazon.com and Goodreads.

 

NEXT UP: The long list of YA novels written by Hispanic authors.

My First Guest Post

Posted on by cindylrodriguez

Check out the link below for my first guest post! Maria Ferrer is behind the Latina Book Club, which promotes Hispanic authors and literacy in general. She asked me to write about how and why I celebrate National Hispanic Heritage Month. She’s had some great posts/contributions from accomplished Latinos/as and writers who have already been published, so I was humbled and excited to contribute to her site.

www.latinabookclub.com

National Hispanic Heritage Month: Spotlight on Gary Soto

Posted on by cindylrodriguez

To celebrate National Hispanic Heritage Month, I am highlighting an Hispanic author of young adult literature each week. At the end of the month, I will post a list of titles for those of you interested in reading YA novels written by Hispanic authors. I will continue to
chip away at the long list and post about them during the year because–hey, Hispanics should be celebrated year round! :.)

Here’s a link with more information about National Hispanic Heritage Month:

http://hispanicheritagemonth.gov/

And here’s a link for Latina Book Club, a site by Maria Ferrer dedicated to promoting Hispanic authors and literacy.

http://www.latinabookclub.com/

And, today’s YA author in the spotlight is GARY SOTO. Enjoy!

AUTHOR: (information comes from the author’s website www.garysoto.com): Gary Soto, born April 12, 1952, was raised in Fresno, California. His poetry collection for adults, New and Selected Poems, was a 1995 finalist for both the Los Angeles Times Book Award and the National Book Award. He has received fellowships from the National Endowment for the Arts and the Guggenheim Foundation. In 1997, because of his advocacy for reading, he was featured as NBC’s Person-of-the-Week. In 1999, he received the Literature Award from the Hispanic Heritage Foundation, the Author-Illustrator Civil Rights Award from the National Education Association, and the PEN Center West Book Award for Petty Crimes. A prolific writer, Soto has authored picture books, middle grade novels, short stories, poetry for younger readers, YA novels, and books for adults and high school students. Other titles include: ACCIDENTAL LOVE, THE AFTERLIFE, TAKING SIDES, and BASEBALL IN APRIL AND OTHER STORIES.

YA NOVEL: BURIED ONIONS.

Buried Onions

FROM THE BOOK JACKET: All of my life everyone was pulling away from me—Father, my mom, Jesús, school friends, and homies who disappeared in three lines of the obituary column. I could have cried under the heat of Fresno, but it wouldn’t have mattered. My tears would have evaporated before anyone saw my sadness.

Fresno, California, is such a sorrowful place that nineteen-year-old Eddie imagines there must be onions buried underground, their vapors drawing tears from the residents above. Eddie is trying hard to stay out of trouble and make a decent living, but he’s not finding it easy—especially with his aunt urging him to avenge his cousin’s murder. Will Eddie get caught up in the violence he despises? Or can he escape this land of buried onions?

An ALA Best Book for Young Adults

An ALA Quick Pick for Reluctant Young Adult Readers

A New York Public Library Book for the Teen Age

MY TWO CENTS: Soto’s talent as a poet with a keen eye for detail and skill for beautiful description is always evident. The buried onion image runs throughout the novel, as Eddie navigates life in a community plagued by gang violence and few real options for a brighter future. Soto writes: ”For me, there wasn’t much to do except eat and sleep, watch out for drive-bys, and pace myself through life. I had dropped out of City College, where I was taking classes in air-conditioning. I quit not long after my cousin, mi primo, Jesús got killed.” Eddie struggles to work honestly and ultimately has to decide whether to stay in Fresno or get out by joining the military. While this is a sad tale on many levels, there is hope in Eddie, who refuses to give in or give up.

LINKS for more information:

Find BURIED ONIONS on Amazon.com and Goodreads.

NEXT UP: ESPERANZA RISING by Pam Muñoz Ryan

National Hispanic Heritage Month: Spotlight on Caridad Ferrer

Posted on by cindylrodriguez

To celebrate National Hispanic Heritage Month, I am highlighting an Hispanic author of young adult literature each week. At the end of the month, I will post a list of titles for those of you interested in reading YA novels written by Hispanic authors. I will continue to
chip away at the long list and post about them during the year because–hey, Hispanics should be celebrated year round! :.)

Here’s a link with more information about National Hispanic Heritage Month:

http://hispanicheritagemonth.gov/

And here’s a link for Latina Book Club, a site by Maria Ferrer dedicated to promoting Hispanic authors and literacy.

http://www.latinabookclub.com/

And, today’s YA author in the spotlight is CARIDAD FERRER. Enjoy!

AUTHOR: (this information is from the author’s website www.caridadferrer.com and her author page on amazon.com) Barbara Caridad Ferrer is a first generation, bilingual Cuban-American, born in Manhattan and raised in Miami. Her young adult debut, ADÍOS TO MY OLD LIFE won the Romance Writers of America’s 2007 RITA for Best Contemporary Single Title Romance. It was also named to ALA’s 2009 Popular Paperbacks for Young Adults list. Publisher’s Weekly said this about her second YA novel, IT’S NOT ABOUT THE ACCENT: “…this twisting book amply rewards readers.” She has also contributed to the anthology FIFTEEN CANDLES: 15 TALES OF TAFFETA, HAIRSPRAY, DRUNK UNCLES, AND OTHER QUINCEAÑERA STORIES and is a regular contributor to Romancing the Blog (www.romancingtheblog.com).

YA NOVEL: WHEN THE STARS GO BLUE, a contemporary retelling of Bizet’s CARMEN.

When the Stars Go Blue: A Novel

FROM THE BOOK JACKET: Dance is Soledad Reyes’s life. About to graduate from Miami’s Biscayne High School for the Performing Arts, she plans on spending her last summer at home teaching in dance studio, saving money, and eventually auditioning for dance companies. That is, until fate intervenes in the form of a fellow student Jonathan Crandall, who has what sounds like an outrageous proposition: Forget teaching. Instead, why not spend the summer performing in the intense environment of the competitive drum and bugle corps? The corps is going to be performing Carmen, and the opportunity to portray the character of the sultry gypsy proves too tempting for Soledad to pass up, as well as the opportunity to spend more time with Jonathan, who intrigues her in a way no boy ever has.

But in an uncanny echo of the story they perform every evening, an unexpected competitor for Soledad’s affections appears. One explosive encounter later, Soledad finds not only her relationship with Jonathan threatened but her entire future as a professional dancer in jeopardy.

MY TWO CENTS: While reading this, I could easily see how Ferrer won a Romance Writer’s award. The relationship between Soledad and Jonathan is hot, hot, hot. The romance grows complicated when another cutie, Taz, enters the story and Jonathan becomes increasingly jealous and possessive of Soledad. The story’s tragic turn leaves Soledad’s heart and body broken, but rest assured, the ending is happy and oh so sweet. Ferrer’s writing also shows some love for Miami, music, dance, and drum and bugle corps, with rich descriptions of each throughout the novel.

LINKS for more information:

Find WHEN THE STARS GO BLUE on Amazon.com and Goodreads.

NEXT UP: BURIED ONIONS by Gary Soto

National Hispanic Heritage Month: Spotlight on Victor Martinez

Posted on by cindylrodriguez

Today marks the start of National Hispanic Heritage Month, which runs from September 15-October 15. To celebrate, I set up a book display in my classroom and invited my colleagues to read an Hispanic author this month. So far, no takers, but my school librarian did vow to order more books my Hispanic authors, which was great.

I also plan to highlight Hispanic authors of young adult literature. The list to choose from was long and my time to read is always limited. I didn’t get to as many as I had hoped, but at the end of the month, I will post a list of titles for those of you interested in reading YA novels written by Hispanic authors. I will continue to chip away at the long list and post about them during the year because–hey, Hispanics should be celebrated year round! :.)

Here’s a link with more information about National Hispanic Heritage Month:

http://hispanicheritagemonth.gov/

And here’s a link for Latina Book Club, a site by Maria Ferrer dedicated to promoting Hispanic authors and literacy.

http://www.latinabookclub.com/

And, today’s YA author in the spotlight is VICTOR MARTINEZ. Enjoy!

AUTHOR: (Most of this information came from the HarperCollins website) Victor Martinez, a Mexican-American poet and author, was born and raised in Fresno, California, the fourth in a family of twelve children. He attended California State University at Fresno and Stanford University, and has worked as a field laborer, welder, truck driver, firefighter, teacher, and office clerk. His poems, short stories, and essays have appeared in journals and anthologies. A week before he was nominated for the National Book Award, he read his poetry in public. Six people showed up. Three were his friends. After he won, he was interviewed by national media and his novel made its way into high school curriculums. The $10,000 prize was more than he had made the previous year. Martinez died on Feb. 18, 2011 a few days before his 57th birthday.

YA NOVEL: PARROT IN THE OVEN: MI VIDA

Parrot in the Oven: Mi vidaThis was Martinez’s debut novel and only YA title. He won the 1996 National Book Award for Young People’s Literature and the Pura Belpre´Award. The novel was also listed on the Boston Globe-Horn Book Fanfare Honor List and Publisher’s Weekly Best Book of 1996.

FROM THE BOOK JACKET: “Dad believed people were like money. You could be a thousand-dollar person or a hundred-dollar person–even a ten-, five-, or one-dollar person. Below that, everybody was just nickels and dimes. To my dad, we were pennies.”

Fourteen-year-old Manny Hernandez wants to be more than just a penny. He wants to be a vato firme, the kind of guy people respect. But that’s not easy when your father is abusive, your brother can’t hold a job, and your mother scrubs the house as if she can wash her troubles away. In Manny’s neighborhood, the way to get respect is to be in a gang. But Manny’s not sure that joining a gang is the solution. Because, after all, it’s his life–and he wants to be the one to decide what happens to it.

MY TWO CENTS: Martinez’s novel is written as a series of related vignettes, rather than in a traditional narrative arc, and his talent as a poet often shines through. Here’s an example:

“When I neared the pharmacy, the sun was knifing a big blue hand through the ghosts of fog, sweeping them away like cobwebs. The maple trees on that street were dreary and weeping moisture, their stripped bark dusted with a glassy talcum of mist. But that, too, was melting. And when the wind came, little sneezes of drizzle sprayed my face.”

The novel’s format and style received some criticism from readers on Goodreads, but I liked both aspects. Manny’s voice is consistently poetic, so I accepted these beautifully written passages as part of the main character’s thought process, even though he is only 14. At times, while reading YA novels, I stop and think, ”No teen-ager I know has ever used that word or would ever say that.” But in this case, I didn’t question the narrator’s observations. The writing pulled me in; I believed it was Manny’s voice. As for the vignettes, they were related and chronological for those needing to connect the plot’s dots.

LINKS for more information:

Find PARROT IN THE OVEN: MI VIDA on Amazon.com and Goodreads.

http://missionlocal.org/2011/02/remembering-award-winning-author-victor-martinez/

http://www.libraryjournal.com/slj/home/889629-312/author_poet_victor_martinez_dies.html.csp

http://www.latimes.com/news/obituaries/la-me-victor-martinez-20110303,0,5838556.story

NEXT UP: WHEN THE STARS GO BLUE by Caridad Ferrer

When Teens Speak Up To Help Others

Posted on by cindylrodriguez

Last week was National Suicide Prevention Week. I’m not sure how many schools were able to plan activities for students. The hectic nature of the start of a school year probably didn’t allow much beyond instructing teachers and students of the new, tougher bullying law in Connecticut. Bullying has led to suicide for some students, so the connection may have been made there.

Also last week, my students decided to read THIRTEEN REASONS WHY by Jay Asher, a bestselling young adult novel about a high school junior who commits suicide and then leaves audiotapes explaining why.

According to the CDC, suicide is the third leading cause of death for youth between 10 and 24, resulting in about 4,400 youth deaths per year. Also: 15% of  U.S. high school students ”reported seriously considering suicide, 11% reported creating a plan, and 7% reporting trying to take their own life in the 12 months preceding the survey. Each year, about 149,000 youth between the ages of 10 and 24 receive medical care for self-inflicted injuries at Emergency Departments across the U.S.”

But I don’t want to spend the rest of this post writing about bullies in and out of a child’s home and what happens when things go wrong. I want to write about when things go well and a student does not become a statistic.

I want to tell you about the freshman who came to my classroom last year, first thing in the morning, to tell me he was concerned about a friend. She wrote him some disturbing texts the night before. She wasn’t in school that morning. We walked to guidance immediately and, there, they worked to determine if she was safe.

I want to tell you about the junior who was sitting in ISS. A girl borrowed a pencil from her, then broke it, ripped off the metal part, and used it to cut herself. The junior called me and asked if I could retrieve her from ISS so that she could work with me on her English paper. When I took her out of ISS, she broke down, telling me the English paper was a lie, but she had to get out of ISS to tell someone. Counselors and social workers moved into action to help both girls.

I am one of 100 teachers in my building. I’m sure we all have similar stories.

Bullies are out of control, and the number of students who hurt themselves as a result of bullying is astounding. But, this post is about the students who do the right thing. They step up and help others in need. They tell people to back off. They tell an adult when they think something serious is about to happen. They are responsible and brave when it’s not easy to be either.

I look forward to reading THIRTEEN REASONS WHY with my students. A major theme is a line stated by Hannah Baker, the girl who commits suicide. She says, “No one knows for certain how much impact they have on the lives of other people. Oftentimes, we have no clue. Yet we push it just the same.”

I hope this sinks in as my students read the novel. The good news is some of them already know the impact they have on the lives of others. Some of them have already proven they will not stand by and do nothing. Instead of “pushing it,” they will “push back.” Anti-bullies. They’re out there. Perhaps we need more of them, but let’s not overlook the ones that already exist. To them, I say thank you. I’m sure you have had a positive impact on the lives of other people.

Writing In Someone Else’s Shoes

Posted on by cindylrodriguez

Like countless others, I read THE HELP by Kathryn Stockett. I listened to the audiobook, actually, because I spend more time in my car than curled up on the couch with a book. I have not seen the movie, yet, but I know that it’s been selling out theaters. At the same time, it’s been getting serious criticism. I’m fine with the critics who want to blast Stockett’s style or how the book or movie failed in their eyes. What’s bothersome to me, though, is when people refuse to read the book or see the movie because Stockett is a white author who created black characters.

Something similar happens on Goodreads and Amazon, where people give one-star reviews and rail against the book, and then somewhere in the review, the writer makes it obvious that he hasn’t actually read the book or did not finish reading the book. The reviewer, then, really has a problem with the author or the subject matter.

We all have personal preferences. My mother hates science fiction and vampires, other than Edward, of course. My dad, on the other hand, loves sci-fi, and hates watching Oscar-nominated drama. So be it. But, when people make decisions based on an author’s race or another identifying factor, I find it harder to accept.

Beyond THE HELP, this issue interests me because writing outside of one’s race, gender, religion, sexuality, etc. has been addressed in several of the blogs I read about writing and YA fiction. The general consensus on these blogs has been, yes, of course you can write outside your own identity with authenticity as long as you do your homework and be respectful. I agree, and there were lots of examples of authors who have done this successfully.

To complement these posts, other blogs have lamented the fact that the characters in YA fiction are overwhelmingly white. One cool blog actually analyzed the covers of books and found that most were graced by beautiful white girls. Again, the comments were that writers should include more characters of color with diverse backgrounds and experiences. At the same time, I have read blogs that call for more writers of color to be published. This could help to increase the number of diverse characters in fiction.

In general, they are all collectively saying: the publishing world needs more diverse characters from all authors.

And yet, there’s the Stockett controversy. From a review by Alynda Wheat: “I have friends who refuse to see The Help (or read Kathryn Stockett’s 2009 bestseller of the same name)…What galls many of us black folks is that Stockett is white, writing in the voices of black women.” Ms. Wheat, for the record, liked the movie.

So, on the one hand, I’m reading blogs that say, yes, we love diversity, go for it, even if you are not of that group. On the other hand, we have people basically saying, “Don’t you dare.” To make matters more complex, even writers of color have been criticized for portraying stereotypes within their own cultures.

Ultimately, I am curious about these issues because in my work in progress, the main character is a boy, his best friend is a Puerto Rican girl, his spirit guide is Native American, and another character is black. As I’m writing, I’m finding that my teens act and speak similarly, because my experience as a teacher is that most teens act and speak similarly. Some moments will be influenced by their gender, religion, or race, but so far I’m discovering that my writing is not about “being X, Y, or Z.” My characters are people who happen to be those things. Yes, they are defined in certain ways by their races, religions, ethnicities, or sexual identities, but these are not the central issues.

I’m not intentionally shying away from these issues. My WIP just isn’t developing in a way that requires me to go there. Maybe someday I will. Maybe I’ll be driven to write about my family or being Latina. Maybe I’ll dare to write deeply about another group. If anything, the success and criticism that has showered Stockett proves that writing about race, and especially in someone else’s shoes, es muy complicado, even in 2011.

Losing My Nerve

Posted on by cindylrodriguez

Bawk. Bawk.

Is the Big Red Chicken from Dora the Explorer guest writing today?

No.

That sounds represent me at my first ever writing critique group.

I was a big chicken. Uma galinha grande, my mom would say. Un pollo grande, my dad would say. Yes, I can be called a coward in three languages. Impressive, I know.

Truth is, I’m probably being a little hard on myself, but here’s what happened:

I decided to join the Society for Children’s Book Writers and Illustrators because I had heard great things about the organization, which has events during the year and offers local writing groups. I wanted to join a critique group for a couple of reasons. My primary reason was to meet and work with other writers. Writing is a solitary act. It’s just me and the laptop. My faithful dog might be snuggled by my side, which is nice, but he’s not great at giving feedback.

Rusty literally supporting my writing

My friends who read for me, on the other hand, are great at giving feedback, but they have busy lives. I sometimes feel guilty adding my writing to their lists of things to do. For example, my longtime friend Matt Eagan and his wife Sarah just had a baby girl yesterday. Welcome Grace Mary Eagan!! I’m not about to ask Matt to read for me at such an important time for his family.

With a critique group, I could attend and know that for a couple of hours once a month, a group of people are ready and willing to read and offer suggestions. That they are strangers is a plus since my parents will praise anything I produce. That’s nice for the ego, but I do need real constructive criticism as I write.

So, I attended my first group on Tuesday, July 19 in Hamden, CT. The second to arrive, I signed in and waited. A dozen people came. After introductions, the coordinator said we would share in the order in which we arrived. He was first to arrive and didn’t have anything to read. So, I was up.

Bawk!!

As much as I wanted to join a group, I wasn’t sure how this would go. I had heard stories, good and bad, about critique sessions. One person I know said he was kicked out of his group. Then, he said he kicked himself out. Either way, that didn’t sound good. I know that when I get published (positive thinking in effect here) I will likely get some rake-me-over-the-coals reviews. Even international best sellers and award winners get those nasty one-star critiques on Amazon and Goodreads. I get that. I would have to deal with that.

But in the moment, there in the Hamden senior center, I chickened out. It’s not that I’m not able to handle criticism. As a former journalist, I was edited daily and often had to rewrite articles multiple times. I have pretty tough skin. I think being the new girl had more to do with it. It’s like going to a party where you don’t know anyone. As soon as you walk in the door, they throw a spotlight on you and ask you to show off your best dance move. The music is blaring and everyone has stopped to watch. I’ve got some moves–at least I did back in the day–and still, I would definitely stand frozen like a deer caught in headlights.

So, I decided to pass. I wanted to observe the group dynamics first and see if I would be comfortable sharing in the future. Turns out, I had nothing to worry about. The group was positive and supportive. Those who read received helpful advice and I felt comfortable jumping in and offering some suggestions, too. My plan now is to visit some other local groups to see which one is the best fit for me. Then I plan to attend meetings on a regular basis to build connections with some fellow writers and get the feedback I need.

Next time, I won’t be such a big chicken.

Why Authors Write–According to Certain 10th Graders

Posted on by cindylrodriguez

Understanding an author’s purpose—why writers write—is one of the many things students are taught in middle school and high school. The CAPT, taken in 10thgrade, has lots of questions related to author’s purpose. So, instead of asking students to identify the metaphor in paragraph 2, the test may ask, “Why did the author include this metaphor in paragraph 2?”

When teaching author’s purpose, I start with these trusty reasons: to describe, to explain, to persuade, to entertain. These cover many types of writing: poetry, anything expository, advertisements, editorials, and narrative fiction.

On a test, of course, you have to give students some leeway and partial credit (at least I do) if they don’t remember them exactly, but they get the gist. For example, if the student lists “to get his point across” or “to convince others to agree with her,” I’ll take it.

Then, there are answers that make you think, scratch your head, or laugh out loud.

Question: Why does an author write? Think about the reasons we covered when talking about author’s purpose.

Answer #1: Free speech.

So, yes, we have freedom of speech and freedom of the press in the U.S. So, is this student saying an author writes because she can? Maybe. In some countries, journalists and other writers are killed because of their work. Had the student tried to convince me this is what he meant, I might have given him partial credit.

Answer #2: Their own amusement.

Love this one! When I first read this, I envisioned an author chucking aside a bad review, declaring, “I write to amuse myself. Reader be damned.” Then, I thought, this is true. I’m sure most, if not all, writers enjoy it. We write because we like to, so I guess that is for our own amusement.

Answer #3: To make money.

Yes, of course. Alas, according to all of the blogs I’ve been reading most authors will not get rich. Most will be like the musician who plays out for extra money but keeps his day job. Still, even this type of writer makes some money, so I would agree many of us write with the hope of earning some cash.

Answer #4: Bad to good or vis versu

????? I have no idea what’s going on here. No credit.

Answer #5: To help people fall asleep.

HA!! Love it!! Reading, especially at night after a long day, may lead to closed eyelids and well-deserved rest, but I doubt that was the author’s purpose. “I write so that I can put you to sleep.” Wait a minute…unless, of course, it’s a self-hypnosis type of book or a guided meditation audiobook. Hmmm….maybe this student has a point.

 

If you’re a writer, tell me, why do you write?

Thank You Patrick Carman

Posted on by cindylrodriguez

This past school year, I walked into a teaching position that’s relatively new for the high school. Because of this, the program and its curriculum are still developing. While this can be interesting and exciting  for a teacher, it can also be a little nerve-wracking. After all, my students were showing up every day expecting me to, well you know, have a plan. So, being the veteran teacher that I am, I figured, this is a reading class, let’s read. Brilliant, I know. But what to read? That was the big question.

I decided to let my students have a say, and after a full period of previewing books, they decided on SKELETON CREEK by Patrick Carman, a creepy ghost-story mystery that requires the reader to go online every few chapters to watch a video that complements the written story. For those of you old-school types who like to sit on the couch and read, sorry, you really do have to see the videos to understand the story. So, you’ll have to read on the couch with your smartphone nearby.

The video aspect of the story hooked my students from the start. It was different for them to see a book with a video component, and some of the videos were yell-and-jump scary, so they were sold.

Before I knew it, my students wanted to read. This is a big deal because all of my students are struggling and/or reluctant readers. They do not like to read. They do not read, unless they have to, and even then, they might not. Yet, once we started SKELETON CREEK, they often asked, “Are we going to read today?” as soon as they walked through the door. If we had something else to do first, like practice finding the main idea in a nonfiction passage, they would groan. When we did read, they flipped through the pages to see how far we needed to go until we reached the next video. I’ll admit, this bothered me a little at first, thinking they were only interested in the videos. But, we weren’t skipping anything to get there, so each video was like a carrot leading them through the words.

And when we finished the first book, guess what?

They wanted to read the next one.

Yes, I’m repeating it: They wanted to read the next one!

Did I mention my students don’t like to read? Well, these same non-readers often asked me, ”Can’t we just read the entire period?” Ah, sweet music to my ears.

And when we finished the second one, GHOST IN THE MACHINE, guess what? They wanted to read the third one, THE CROSSBONES, and then the fourth one, THE RAVEN, which I had to pre-order to make sure we got it and were able to read it before school ended.

For many of my students, reading has never been fun. This past year, they wanted to read. They enjoyed it. They looked forward to it.

And for that, I thank you, Patrick Carman.