NEW - Review Submission Page for Teachers!

Hey, teachers! We would LOVE for you to submit reviews, and we're hoping this will make it pretty easy for you to share your thoughts about the great YA books you read and teach. Soon, we will be adding a page for students to do the same, and after that a page for everyone else.

For now, though, there's only the page for teachers. If you're a student, parent, or other reader of YA Lit and would like to submit a review, please send us an email, and we'll send you what you need.

Review: THE HUNGER GAMES (Book 1 of the trilogy) | Suzanne Collins

TITLE: The Hunger Games

AUTHOR: Suzanne Collins

PUBLISHER: Scholastic, Inc.

DATE OF PUBLICATION: 2008

PAGES: 374

GRADE LEVEL(S): 7-8

RELEVANT CURRICULA: English Language Arts

CLASSROOM USES: Class reading, Literature Circles

BRIDGE TEXTS: The Giver, What Is The What?, Fahrenheit 451

NB: This review is based on the text of Book 1 of The Hunger Games Trilogy. Later reviews will cover the remainder of the series.

Adolescence is marked by struggling to find the line between right and wrong, between making choices and following directions. Every day of his life, every middle school students feels that his free will has been undermined, that he has suffered some injustice. It is the condition of being an adolescent.

What student hasn’t felt trapped—either at home, at school, or both? What student hasn’t felt that she has been wrongly vilified due to some arbitrary decision made by an authority figure? What student hasn’t attempted to elude the watchful eye of a parent, teacher, or administrator, hasn’t broken some rule in order to achieve something that she knows just has to be done. And what student hasn’t felt, at one time or another, that she has been pitted against her peers for no good reason? 

The Hunger Games attacks all of these adolescent struggles in a fast-paced story that teaches strong lessons, but never feels didactic.

The story is set in an almost post-Apocalyptic version of North America called Panem, in which the main role of government is to suppress any sort of uprising of the micro-communities under its control. Each “District” is self-contained, except for once a year, when one boy and one girl from each locality are sent to the capital for a televised fight to the death. The “tributes,” as they are called, are to serve as reminders of the complete control that the central government has over its citizens.

Katniss Everdeen—the book’s heroine and narrator—has fought to survive for most of her life, but never on the level that she will when she is sent as a tribute in the Hunger Games. She faces the very same issues that every student faces in their own lives—feeling trapped, victimized, forced to break the rules—but on a scale they can only imagine.

Parents have protested the inclusion of the Hunger Games Trilogy as required reading in their children’s school’s curricula, and there are legitimate questions to be raised about the content. The Hunger Games does not portray adults—particularly those in positions of authority—in a favorable light. Events of the book are sometimes violent, and almost always hard to fathom.

Ultimately, however, The Hunger Games provides teachers and parents to broach difficult issues. Moral issues abound in this novel, but even for those who want schools to avoid as much as possible the teaching of moral issues, this book cannot be ignored. Students will relate to Katniss and her plight, and The Hunger Games is a wonderful tool to get students to think about big questions. Keep it out of schools, and—don’t look now, but—you’ll be putting the same kind of restraints against students and teachers as the rule-makers in Panem’s capital city put on their districts.

Re: Teaching Poetry in Middle and High School

Here are a couple of poem-novels I've loved and used in classrooms, probably best for 5th or 6th grade, but also could be all be used creatively with older students in a two- or three-lesson mini-unit.

• Love That Dog, by Sharon Creech
• Locomotion, by Jacqueline Woodson
• Make Lemonade, by Virginia Euwer Wolff

The poetry is extremely teachable, and the stories are extremely compelling.

Dialog: Poets and Teachers on Teaching Poetry in Middle and High School

Here's a wonderful exchange--beginning with an email from a high school English teacher--on the poet John Gallaher's blog. Questions/discussion topics include:

• elements of poetry that should be included in middle and high school classrooms; 
• successful poetry lessons/activities from middle/high school classrooms; and
•  how to get beyond the need to decode poetry in order for teachers to teach it and students to appreciate it.

It's an important pedagogical issue, and a there is a fascinating discussion about it unfolding in the comments section of the post. To my mind, the most essential elements of poetry to teach in secondary schools are word play and word choice. 

• Word Play: There are so many poems from so many eras that demonstrate just how much fun the English language can be. From Catullus to Shakespeare to William Carlos Williams to Billy Collins, poetry can teach students to enjoy words in a way that no other use of the English language can.
• Word Choice: The words in a poem do more work than the words in any other subset of literature. Diction is, of course, critical to all good writing, but the importance that each word carries its weight is especially evident when seen in the context of a poem's structure and rhythm.

A side benefit of focusing on these aspects of poetry is that this kind of approach gives us another way into the poem. Job one does not have to be to decode the poem, but in exploring the way the words work and play together, some meaning is more likely to come organically from it.

For anyone interested in finding lesson plans for poetry for all grade levels and content areas, I highly recommend the Louisiana Poetry Project (for which I periodically contribute lesson plans). As the name suggests, the organization is focused on poets and poetry from Louisiana, but of course the poems are relevant anywhere. There is a poem and at least one lesson plan for every school day of the year, and some of the plans could be adapted to fit other poems as well. It's a great place to start if you want help and ideas for teaching poetry.

And don't forget to check out the exchange on Gallaher's blog, and to share your thoughts both here and there!

HT: Thanks to The Rumpus for publicizing the question.

Review: WHEN YOU REACH ME | Rebecca Stead

TITLE: When You Reach Me
AUTHOR: Rebecca Stead
PUBLISHER: Wally Lamb Books
DATE OF PUBLICATION: 2009
PAGES: 208
GRADE LEVEL(S): 5-7
RELEVANT CURRICULA: English
CLASSROOM USES: Required reading, Summer/Independent reading, Literature Circles
BRIDGE TEXTS: A Wrinkle In Time


The first time I wrote anything--in fact, the only time I wrote anything--about When You Reach Me, I could hardly think of words to do the book justice. I quoted from commentary from Nancy Pearl on NPR (which was how I first learned about the book), and then wrote:

When You Reach Me is a wonderful descendant of Madeline L'Engle's A Wrinkle In Time; it never once even comes close to imitation, or cheap knock-offery.  No, it's the classiest of descendants--it's an evolution.

One of the most beautiful aspects of fantasy is how completely it takes the reader from her/his own world into that of the novel. What better way for students to learn first-hand of the magic of literature than by being transported to the planet Uriel? Or to Narnia? Or Middle-earth? Or Oz?


But Stead's novel takes place in New York City. (No doubt, NYC can be magical and unreal, but it's no outer space...) Miranda, Stead's protagonist, is a relatively normal girl, living in a relatively normal world, with the everyday drama that inhabits the world of every 11 year-old. 


The fantastical elements of When You Reach Me are subtler than magic or space travel. Stead's fantasy world is more mysterious than magical, as Miranda receives unexplained notes about events yet-to-happen in her life. Miranda is understandably skeptical; this could as easily be a prank as it is magic, and neither Miranda nor the reader has to take a huge leap of faith to feel that life is carrying on more or less as usual.


This fantasy-based-in-realism approach is sheer brilliance. By staying firmly rooted in real-world places and problems, Stead's novel will appeal to students who may already possess a bit of world-weary reluctance to get fully sucked into a novel. Any reader unwilling to blast into outer space will slowly but surely get sucked in by the bully on the block or the struggles of growing up with a single parent. But magic will just seep in, slowly but surely--and before long, When You Reach Me will make readers out of kids today in the same way that A Wrinkle In Time made readers of them in 1962.

Review: LITTLE BROTHER | Cory Doctorow

TITLE: Little Brother
AUTHOR: Cory Doctorow
PUBLISHER: Tor (Tom Doherty Associates, LLC)
DATE OF PUBLICATION: 2008
PAGES: 365
GRADE LEVEL(S): 9-10
RELEVANT CURRICULA: English, American History, Contemporary Affairs, Ethics
CLASSROOM USES: Required reading, Summer/Independent reading, Literature Circles
BRIDGE TEXTS: 1984, Fahrenheit 451, The 9/11 Commission Report

Why do we ban books in our schools and libraries? To protect our students, right? They are young and impressionable, and we must protect their fragile minds. So we block off books that contain profanity, references to sex, or drugs and alcohol, or subversive ideas.

So, let’s give Little Brother the test. Profanity? Check. Sex, drugs, alcohol? Check, check, check. Subversive ideas? Double check.

Doctorow’s main character and narrator is a 17 year-old high school student with a penchant for using technology to scare up excitement. He starts innocently enough, hacking his school-owned laptop so that he can IM friends during classes or putting rocks in his shoes to fool the gait-recognition technology in the school’s security cameras. When Marcus’s hacking exploits make him a terrorism suspect in the eyes of the Department of Homeland Security, his world changes in nearly every possible way. His friendships are pushed to the limit, he wonders why his parents can’t see his point of view, and he loses faith in his government as an advocate for the innocent and guarantor of freedom.

Most high school students will never be terror suspects, or even much more adept with computers than to load basic software and create powerpoint presentations for class projects. But they can all relate to friendships on the skids, feeling estranged from parents, or worrying that the system has somehow abandoned them. Students will relate to Marcus Yallow’s story.

While students will find an ally in Marcus, teachers will find an excellent vehicle for a variety of lessons and units. Coming of age. Loss of innocence. Personal privacy versus national security. To what extent does the government’s responsibility lie more in protecting its citizens’ constitutional rights, and to what extent are those rights expendable in the interest of public safety?

There is no end to fodder for discussion and debate in this novel; creative teachers will see opportunities for all manner of classroom activities and cross-curricular assignments. But before throwing this book into the syllabus, teachers are going to have to answer questions about the profanity, the sex, drugs, and alcohol, and (perhaps most of all) the subversive ideas. Doctorow’s position in this novel is not, shall we say, “fair and balanced.” Detractors will point to the book’s overt liberalism and anti-government sentiments. Any of these fears can be allayed easily enough with a well-written rationale and some ancillary reading material that presents a more conservative viewpoint.

The alternative is to leave this book out of classrooms and libraries altogether, to add it to another list of banned books. Over the years, we’ve banned William Chaucer, James Joyce, Walt Whitman, Henry David Thoreau, Mark Twain, William Shakespeare, and the Bible. Among such company, it could be a real honor for Doctorow were his book to be banned—but to keep this book from kids would be a real miscarriage of justice.

Welcome to TeachYALit.com - The YA Lit Review!

Greetings and welcome!

At the moment, this website is just a kernel of an idea. It's an offshoot of my current reading/writing/book review blog, which can be found here.

While I include YA Lit on my other blog, I wanted to create a different vehicle that would focus exclusively on young adult literature. I'd like this site to serve several different purposes:

• Be a resource for teachers/educators who want to find and share great ideas for books to include in classroom libraries, bridge texts to canonical literature, or any other lesson/unit plans that would benefit from the inclusion of great YA lit.
• Be a resource for students who devour books faster than the publishers can print them, can't find a book worth reading that feels real and relevant, or need suggestions for books to read for school projects, book reports, or just plain pleasure
• Be a resource for parents who want to read with their kids, steer their children towards some great books, or relive their own middle and high school glory days by reading books for teens.
• And, of course, I hope the format and content of this site proves to be useful and welcoming to anyone who has an interest in young adult literature.

The primary content for a while will focus on reviews and commentary on individual books, authors, or series. For now, this site is hosted by blogger, and it will likely stay that way for the early part of its life, while we let it evolve and adjust to the type/amount of traffic it generates. In the not-too-distant future, however, I anticipate migrating this to a larger and more flexible hosting service in order to add features and functionality. Possible additions include a wiki for lesson/unit planning, file storage for media and other ancillary materials, and user forums to promote more flexibility in organizing and contributing to discussions.

As a former teacher and administrator in both middle and high school settings, I have a huge collection of YA lit in my own personal library, so I have a pretty large backlog of books to review here. I'll start posting those immediately, but in the meantime, please comment with suggestions for books to include, lesson/unit topics, or anything else that seems relevant! Guest posts are most heartily welcome; if interested, you can email me here.