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Category Archives: Student Projects

Have you asked students what they need? It is not too late

I am great at taking notes. I am lousy at looking back at them (a lot like my students).

But my student teacher is done with his semester, and am back reading and writing with my students each day. We’ve done a little AP exam crunch — our exam is today — and we are all ready for that test to be over. I’ve got 14.5 days before the summer bell rings, and my students leave me. Fifteen days to solidify my students’ identities as readers and writers, not just students reading and writing for an English class.

It’s been a hard row with this group. This group, especially my brightest students who let grades motivate their every move. There’s a disconnect the size of the Mississippi when it comes to showing evidence of learning and whining about grades.

Maybe I notice it more because I haven’t been with them every class period for the past six weeks. But something’s got to give.

So I opened up my notebooks and read notes from the class Penny Kittle taught at the University of New Hampshire Literacy Institute in 2014. Don Murray leaped from the page:

“If you understand your own process, you stop fighting against it.”

“We have to respect the student, not for his product, but for the search for truth in which he is engaged.”

“If you don’t leave a conference wanting to write more, there’s a problem with the feedback.”

“We work with language in action. We share with our students the continual excitement of choosing one word instead of another, in choosing a true word.”

“Mule-like stubbornness is essential for every writer.”

“One teacher in one year can change a child’s view on reading.”

All reminders of what I love about teaching writers and what I hope for all my students. And I’ve got 14.5 days before the summer bell rings, and my students leave me.

Recently, I read a great post by Tricia Ebaria titled “One Important Thing I Can Learn from Students.” This part resonates:

Rather than join the chorus of end-of-the-year countdowns, instead of giving in to fatigue (or cynicism), what if we reframed our thinking and asked ourselves: What’s the one important thing I can still do with my students? After all, it’s never too late to do work that is meaningful and important to our students and to the world.

Or how about this question: What’s the one important thing I can still learn about my students? studentswriting

So today I asked two questions to help me focus on students’ needs, and to help students focus on our need to keep learning:

1. Have your grown as a reader and a writer this year? And we talked about if the answer is no then we’ve both failed.

2. What’s one thing you still want, or need, to learn regarding reading and writing before your senior year and beyond? And students wrote their responses at their tables.

Some responses gave me pause. Others made me crazy. Many gave me hope that we still have time so every student can answer question one with a resounding YES.

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“Because we’ve really done nothing in class this year” is my first thought, right? But I have to wonder: Why does this students still feel this way?

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I’m celebrating the word PLAY.

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Hmmm. 

We have to be willing to be vulnerable. We have to be willing to ask our students what they need from us as their teachers. If we don’t, we may miss the point of teaching them all together.

I learned valuable things about my students and how they feel about their growth. This lesson is enlightening and humbling. And frightening.

I am almost out of time.

So we started in our writer’s notebooks. Updating our currently reading lists and talking about the books we’ve read, we’ve started, abandoned, and we’ve finished. We updated our challenge cards and checked our progress.

I book talked Goodbye Days by Jeff Zentner, my new favorite (I wrote about it here), and American Street by Ibi Zoboi, and let students know I had a fourth copy of The Hate U Give by Angie Thomas. All books I’d read when Joseph was teaching and was dying to share with kids. Students eagerly reached for them, even tussling over Zentner’s book. (TBH I shudder just a bit when I think about not getting these new books back with it being so close to the end of the year.)

Next, I showed them an idea for their end-of-year writing — a pretty monumental task for teens already dreaming of days out of the classroom. But I think I sold them on how it can answer my question #2.

Multi-genre. Thank you, Tom Romano, and Shana for showing me how a marvelous multi-genre project can light a fire within my writers and let them showcase their interest, their talents, and the learning they’ve acquired this year.

We looked at samples. We talked about topics and research and genres. We talked about how the topics we choose can potentially help us learn the things we still need and want to learn.

We got excited about writing. I think some even got excited about learning.

So with 14.5 days left in the school year, we committed to a pretty intensive end-of-year plan.

I have a mule-like stubbornness when it comes to teaching readers and writers. Certainly some of that will wear off on my students, and maybe someday they’ll look back on their notes and their writing from their junior year in high school and recognize they’ve learned and grown in their “search for truth” as a writer.

How are you utilizing your end-of-year time? Please share in the comments.

Amy Rasmussen lives in north Texas and teaches AP English Language and English 3 at Lewisville High School. She loves talking books, daughters’ weddings (two this year), and grandbabies. Facilitating PD for other teachers making the move into a workshop pedagogy delights her. Amy adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus: “Love one another.” Imagine a world if we all aim higher. Follow Amy on Twitter @amyrass.

 

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None of the Above: A Bubble-Free Final Exam

Remember Scantrons tests? The filling in of bubbles at semester’s end in order to prove your worth as a scholar? Many of my anxiety-cloaked memories of high school involve those hideous little forms, a No. 2 pencil, and hours spent hurriedly filling in bubbles to demonstrate my multiple choice understanding of the world.

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Once upon a time, I took this type of test. Early in my career, I gave them. Currently, I hate them. Or rather, as this is a company name I certainly wouldn’t dream of defaming, I hate the concept of a test format that negates creativity, deep thinking, or conveyance of personal connection to learning. While admittedly easy to grade, I don’t recall the last multiple choice test that left me satisfied with the assessment in any way.

Now, before I get myself in hot water, both with Scantron and my fellow teachers, there are realities associated with multiple choice testing that are inescapable, and if we want students to be prepared for the high stakes testing they will certainly encounter as a means to pass AP tests, seek admission to college, and succeed on many college campuses, then we must do our part in preparing students for this type of assessment and thinking. Applied Practice tests, for example, challenge students to dig into a passage and deeply analyze the author’s craft and style. That skill development and demonstration is a wonderful tool.

However, this post is about the opportunities presented to us as educators as we look to the end of a grading term and search for ways to have students think critically about their cumulative learning, their growth as readers and writers, and the

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Bailey’s reading insight.

connections they’ve made throughout our time together that will move them forward as educated citizens.

Many of these thoughts started well before my work with workshop when several years ago, our administrative team organized a committee to discuss our practices around final exams. Scheduling, format, exemptions, and weighting were all on the table. My biggest takeaway from those reflections?

I wanted my final exams to be reflective of student thought, synthesis, growth, and accomplishment to this point. In other words, I didn’t want any part of our “final” exam to be final in any way except that it would happen to be our last assessment together.

In other words, a final exam should showcase rather than stifle.

It should be an opportunity.

In years past, a multiple choice test showed a student’s regurgitated knowledge of the texts we had read and the literary movements we had studied. A written portion challeneged skills in supporting claims, sometimes providing text evidence, and timed writing.

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Amelia’s reading takeaway.

Again, these are valid and necessary skills to prepare students for future academic endeavors. Personally, however, I have grown to believe that if a paper isn’t going to receive some feedback, it’s power and purpose are lessened, or even negated.

 

We want students to grow as readers and writers throughout the year. This should include their final assessment opportunities as well.

exam 1With that in mind, my colleagues and I have worked hard over the years to provide more authentic assessment opportunities for students to demonstrate their growth during final exams.

Portfolios have replaced timed papers. Graded discussions have replaced short answer questions. Reflective speeches, projects, and writing have replaced bubble tests. And, with the advent of workshop, choice reading reflection has become my go-to.

In January, the teachers in my Honors English 10 collaborative group, organized an opportunity for our students to share the insights gleaned from an entire semester of choice reading. I was so excited by the project that I added some additional symbolic and reflective elements to it and used it with my AP Language students as well.

Students reflect on the texts

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A reflection from Josh.

they have read throughout the course of the term, select meaningful passages from that reading (many had been marking key quotes in their notebooks throughout the year), and give a talk about how the reading changed, moved, and/or developed their thinking with the support of visual cues and quotes to provide context for their ideas.

Illustrations of such deep thought include:

  • Abby learned that “we all struggle, but it’s how we handle those struggles that truly defines our character.” 
  • Errin suggested that “our world is only as vast as our perspectives allow it to be.” 
  • Tahseen claimed that “books help me solve the problems in my life.” 
  • Bailey, in his infinite wisdom buoyed by the most sincere character, pled with the class to not “let ignorance blind you. Knowing ignorance is necessary to keep creating and learning.”
  •  Rachel said we must “know yourself and use that knowledge to go out and know the world.” 

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Some student samples from Amelia and Josh

As the time for final exam planning in at hand once again, here is a link to the project. Use it as a springboard for your own great reflective projects and encourage kids to once again see the value of the choice reading they have completed this year.

How have your finals evolved? What will your students be doing to wrap up the year? Please share in the comments. 


Lisa Dennis teaches English and leads a department of incredible English educators at Franklin High School near Milwaukee. She fondly remembers dabbing chapstick on her Scantron to try and fool the machine. This was during her rebellious streak, which lasted about four days. Follow Lisa on Twitter @LDennibaum 

I really like grading papers

I have something to tell you, and you’re not going to like it:

 

I enjoy grading papers.

 

I do.

 

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I learned about Miranda Sings from paper grading.

When I grade papers, I learn about the world.  I ask questions I never thought I’d ask.  I become more informed.  Grading papers, when it is going well, is like reading a really, really, really long newspaper.

 

Some of the things I’ve learned from student papers:

 

  1. Superstar quarterback Tom Brady wasn’t a top draft pick back in the day.
  2. The NFL has a lot of strange rules and has an even stranger escalating fine scale for the strange rules.  
  3. In some states there’s a different minimum wage depending on whether you receive tips or not.
  4. The Denver Broncos have a home field advantage because they are used to breathing in that Mile-High air.
  5. The Jets had a miserable season and we’re still pointing fingers all over the place as to who is to blame.
  6. Disney Channel shows are NOT what they used to be.
  7. It will be difficult, but not entirely impossible, for Donald Trump to build a wall against the Mexican border.
  8. Caffeine has some health benefits.
  9. There are child YouTube celebrities.

 

It’s fun to grade papers when students know they have something they want to share.  Getting students to that point, however, requires some heavy lifting.

 

 

  • I model and post my brainstorms.  If I am asking 100 students to come up with new ideas, I have to come up with some fresh ideas, too.  I share my brainstorming at the beginning of a unit and continue to post and share brainstorms throughout the unit, and students who feel stuck take to or modify my original ideas.  This is not unlike the editorial meeting where the editors toss out a variety of ideas and writers pick up the assignment.
  • I try to develop a “yes” culture that empowers risk-taking.  My students are age-young and experience-young.  They don’t know that there are culturally hip, feminist publications like Teen Vogue or analytical commentary pieces like those in Vulture.  They don’t know that The Economist blends news pieces and opinion pieces.  Or that published writers often figure out what they want to write as they write it.  I have a lot of teaching to do around the words “Yes,”  “Try it!” and “Other writers already do something like this.”
  • I meet writers slightly above eye-level.   As teachers, writers, and readers, I think it’s partly our responsibility to share knowledge and resources with our students.  If they wrote about cell phone addiction last year (and they all did, they all do), then this year I have to talk to you about privacy and apps on your phone.  If you’re reading the MARCH graphic novel series, I have to tell you about the time a Harvard professor was arrested for trying to break into his own home.  When they ask me “Is that real?” “Did that really happen?” I know I’ve struck writer’s notebook gold.

 

 

How do you help students brainstorm new topics so that you aren’t reading the same paper hundreds of times over?

 

Amy Estersohn is a middle school English teacher in New York.  She defers to her students’ judgment on good YouTubers.  She tweets at @HMX_MSE

10 Things Worth Sharing Right Now

I love the little ripple of a thrill that runs through to my fingertips when I find something that I want to share with my students. That borderline codependent excitement that comes with wanting to share a book, an article, a statistic…immediately.

“They NEED to see this,” I think, fumbling around on my phone to figure out how and where to save it.

“They NEED to read this,” I say to my husband, as I make him pause his own life to listen to yet another passage of my latest read.

“They NEED to know about this,” I mutter, linking wildly to our syllabus (just another in a long line of moments where I’m grateful that life happens and we share it in class).

So today, I’m taking a page from one of my newest obsessions, the newsletter put together weekly by the brilliant, inspiring, and wildly creative, Austin Kleon. Each week, delivered to your inbox, arrives a list of “10 things [he thinks are] worth sharing.” Simple. Intriguing. Very, very useful in the classroom.

I’m honestly not sure how I stumbled on this one, but in the month since subscribing, I’ve used three of his images to inspire quick writes, and book talked (loosely) the newsletter itself, suggesting to students that they should subscribe in order to broaden their horizons to current happenings, inspiring visuals, and commentary on books, shows, and cultural phenomenon. In other words, link up to something that delivers items to keep you reading texts other than social media updates (“Made a sandwich guys…bet you’re all jelly. Get it? Jealous, but jelly instead.? God, I am such a genius”).

  1. Austin Kleon’s Weekly Newsletter
    Kleon reflects on a central image each week, along with linking to intriguing articles, a poem of the week, ear candy audio, eye candy visuals, and other noteworthy insights from across the vast expanse of the internet. If someone comes up to you and says, “Hey, did you see…?” chances are Kleon will have it linked on his list for the week.
  2. The Power of Exemplars
    A few weeks back, I was bemoaning to my fellow Three Teachers Ladies, how disappointed I was in a recent project my sophomores had completed. My vision for a poster that brilliantly illustrated their insights on their latest reading, was met with large sheets of paper with haphazard cutouts of text, crudely taped across the page, accompanied by printed book covers in black and white, and the occasional hurried pencil addition to the project (last minute insight for forgotten components). Needless to say, I was frustrated AND without any way to hold students accountable for the quality of the visual they submitted (not the central point, for sure, but a consideration certainly). Take pride in your product, and all that, had fallen short. In my irritation, I searched in vain for something in the Common Core that might suggest students consider carefully how they convey their ideas.

    Then, I took a deep breath. I realized I had what I needed, I just hadn’t used it. See below the power of exemplars. My AP students were completing their community visuals (which I wrote about last year in a reflection on the use of essential questions), and I had no rubric for this work either. However, the power of suggestion, in showing them some of the brilliant work from the year before, was more than enough. They knew the expectation, saw what I thought was praiseworthy when it comes to presenting their insights, and we enjoyed some brilliant symbolism in the presentation of these visuals. Amen.
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  3. Musical Genius
    One of my groups took a creative leap for their community unit visual and put together a musical. Franklin’s production of Joseph and the Amazing Technicolor Dreamcoat opened this past weekend. Several members of the cast in my first period class asked if they could complete the project in a slightly different way. Their project would still include analysis, present their ideas to the class, and involve audience feedback after the presentation, but…there would be singing.

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    Francesca, Joe, and Parker

    Since I always joke with my kids about presenting their ideas through interpretative dance, this musical idea intrigued me. Their mini musical included several skits that detailed life within the community of a musical cast/crew. Watching students sing their way through a summative, I was reminded that my vision for a project is rarely as broad and brilliant as what students can come up with on their own. My exemplar pool had just expanded in verse.
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  4. Bag o’ Books
    Remember to beg for books. Want to build that classroom library? Get down on your knees and remind your students of how good it feels to give back…to you.Maija recommend the book Dangerous Minds a few weeks back. When a fellow student was at the bookshelf looking for it the other day, I asked Maija if she’d be willing to bring it so, AJ could borrow it. I even turned on a sweet smile and said, “If you don’t need it anymore, I’d be happy to take it off your hands.”

    The book was outside my door the next day, in a bag with a sweet note and several other books. Score.

  5. Amy Poehler on Writing
    I’m training for a half marathon. Without audiobooks, I might not make it. Seriously. I need to get lost in a story to pound out the miles. So, when I started 10 miles on Sunday and realized my Overdrive audiobook had expired, I had to quick download something new. Ugh.Enter, Amy Poehler’s Yes, PleaseI smiled for nine miles (it takes awhile to download when you’re actively running down the street). Poehler’s voice is sincere, relatable, and funny as all get out. Easy to book talk.

    Here’s the golden ticket: The Preface. I heard it and knew I needed to play it for my students. Poehler writes with undeniable voice about writing. She says of her text and the writing process that she “had no business agreeing to write this book” and wrote it “ugly and in pieces,” because “everyone lies about writing…they lie about how easy it is or how hard it was.” She says, and students really related to the idea, that “writing is hard and boring and occasionally great, but usually not.” In reflection afterward, students also noted her use of stream of consciousness, aside, and self deprecating banter to tell her story, not just inform her audience about what the book would be about. Classes agreed that they could really get behind her idea that, “Great people do things before they are ready.” Amen, Ms. Poehler. Let’s all put pen to paper.

  6. langchat#17
    I recently started following the brilliant Elizabeth Matheny on Twitter. Her AP insights and resources have helped fuel my work recently and her AP Language slow chat last week was a great opportunity to have my kids practicing analysis with students across the country. I’m thinking of several things to extend this activity:
    – Have students organize a slow chat for peers
    – Get students to live tweet peer feedback during speeches or discussion
    – See #7 below
  7. Tweeting Authors
    I tweeted Angie Thomas to tell her that her book The Hate You Give is stunning and I’d be getting into the hands of as many students as possible.She liked my tweet.Fangirl moment.img_1024
    Have your students reach out to authors. They often reach back.
  8. Creativity Visual
    I love what this suggests to students about the power they possess.
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  9. Get it to the Big (or small) Screen
    My students often buy into the idea that great books are made into (sometimes great) movies. The Underground Railroad is being made into a series with the director from Moonlight. Having just finished this intriguing read myself, I book talked the text this week and shared the movie plans.
  10. Quick Write – Psychopath
    This came across my Facebook feed the other day, and I tossed it on my PowerPoint. As is the way in educator, my students surprised in noticing it, and we ended up doing a quick, quick write about changing social norms. AP Language test prep comes in many , many forms.
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    What would make your list of 10 things we need to see and share this week? Add your ideas in the comments below! 

Lisa Dennis teaches English and leads a department of English educating gods and goddesses at Franklin High School near Milwaukee. She loves lists, especially lists with links to beautiful thoughts and ideas. Follow Lisa on Twitter @LDennibaum 

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Writing Heals. Writing Assignments Do Not

Last week I learned a valuable truth:  Even when we think they are not listening, sometimes students get it.

Let me back up.

The week before last I attended a department meeting where our district ELA coordinator shared the National Writing Project’s Case for Good Instruction, information I learned at my National Writing Project Summer Institute in ’09. It details the differences between When Writing is Assigned and When Writing is Taught. The discussion around me was interesting and peppered with excuses. I left wondering how teachers would answer these questions if they were on a quiz. How would you?

In your ELA class, do students:

  • have opportunities to create topics that matter to them?
  • understand audience and purpose for papers because they are specifically identified in assignments?
  • see you spending time teaching writing skills and strategies?
  • get writing models, assignments, and strategies to guide each of the different writing tasks?
  • reflect on significant growth — or lack of it — in specific writing skills?
  • hear words of encouragement cheering them on to revise, edit, and improve — and to correct drafts and then resubmit?
  • think about what they write through brainstorming, free writing, role-playing, discussion, or other prewriting activities?
  • celebrate what they, and you, write and make efforts to display and publish it?

I think the biggest excuse we give for leaning on assignments rather than acting on instruction is TIME.

“I can’t let students choose topics because they don’t know what to choose.”

“I can’t teach this novel if it takes so long to write a paper.”

“I can’t do my research paper if I give them time to resubmit. It already takes so long to grade the finished product.”

Maybe you are right. Maybe we have to give up things that we think are best practices for things that are better practices.

Student choice in writing topics is better practice.

Writing instruction with effective models, strategies, time to talk, and time to write are better practices.

Helping students revise, edit, and improve their writing during the writing process with a keen sense of audience and purpose are better practices.

conferringwithjulyssaOur students need time. They need our time. They need our attention and our careful consideration about the things that matter to them. We may have to let some things go in order to give our students what they need.

We learn valuable truths when we do. Last week my students performed (or presented) their poetic arguments. We spent weeks choosing topics, watching video performances, analyzing lyrics for structure and craft, thinking, drafting, talking, revising, studying models, reading each other’s writing, giving feedback, practicing mini-lessons on concrete details and using abstract language to create jaw-dropping imagery.

We were a community of writers, united in a task uniquely our own.

And that is the difference between When Writing is Assigned and When Writing is Taught.

During all that time, I didn’t think Stephanie was listening. She sat at her table, barely talking, sometimes writing, always sad. Then right before Christmas break I sat down and we talked. She showed me her draft, and it scared me. I knew she’d been depressed — her grandmother died at the beginning of the year, and the light left Stephanie’s eyes. I listened to her share her sorrow, her anxiety, the weight of her world , and I gave her my cell phone number with the promise she would call if her boots got too heavy. Thankfully, they didn’t.

Every one of my students who presented their poems sparkled with pride as they faced their classmates, even the ones whose knees knocked in fear. They wrote from their hearts about issues that matter to them personally. They wrote the most important arguments about mistaken perceptionholding grudges, self-hate and self-love, parental control and uncontrolled parents, lying and how we’re programmed to labelBlack Lives Matter and dying white privilege. They wrote about better education and the stress of getting educated, absent fathers, loving fathers, and parentless children and alcoholics who should have put down that drink at 21.

They wrote about sticking together.

And they wrote about self-destruction and depression and monsters. So many of them wore grooves in the floor with the spikes that hold them in place until the sadness drags them down under. They broke my heart.

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Writing to heal is better practice.

Please enjoy Stephanie’s poem. She calls it “Smile.”

 

Many students chose video presentations over live performances. I published several this morning on the 3TT Facebook page. Take a look.

Please share your thoughts on teaching writing. Leave a comment.

 

 

Amy Rasmussen lives in north Texas and teaches AP English Language and English 3 to the Fighting Farmers at Lewisville High School. She adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus Christ: “Love one another.” Imagine a world if we all love higher and harder than we think we can. Follow Amy on Twitter @amyrass.

 

Top 10 Books That Will Drastically Change Your Mood

img_1534I don’t know about the weather where you live, but it has been raining cats and dogs for a week here in West Virginia.  Baby Ruth and I are dying to go out for a walk, a coffee, a Target run–anything!!–but the rain is keeping us indoors and we’re feeling rather glum.

Luckily, I have a solution–reading.  It can transport us to other worlds, brighten our days, and alter our moods for the better.  Her little bookshelf is full of great titles by Shel Silverstein, Eric Carle, and other children’s greats, and mine is full of great titles like the ones my awesome student Giulia recommends below.

Giulia made a Top 10 List of books to drastically change your mood when reflecting on her semester’s reading last winter.  She realized that no matter what she was embroiled in–school, work, friends–these ten books could rip her away from reality and change her mood.  So if you’re looking for something to sweep you away, check out Giulia’s list below…and make sure you have these titles in your classroom library!

Giulia’s Top 10 Books That Will Drastically Change Your Mood

71VBpx0qsmLThe Glass Castle by Jeannette Walls

This is one of the few non-fiction books I’ve read. I was more interested in this non-fiction book because the events that took place in The Glass Castle were completely insane so it seemed more like a fiction book. I think this is why I was more intrigued. This girl went through the majority of her life with the most ridiculous parents. They traveled America and went on all these adventurers that most people would consider insane. One part of the book that really stuck out to me was when this girl was little, she was boiling hot dogs on the stove, BY HERSELF, and something happened where the boiling water spilled down the front of her body and she had third degree burn and scars for the rest of her life.

The Book Thief by Markus Zusak

This is one of the rare books where I’ve seen the movie first then read the book, and come to find out that the book was way way way better than the movie. Both the movie and the book made me cry like a baby, but the book was more interesting, obviously. The book is based around a little girl who is growing up in Germany during the Holocaust. She begins to find that she is fascinated with books and does anything she can to get as many books as she can. Her family also faces the fears of hiding a Jew in their basement. Everything that happens in this book seems so fragile to me because I basically get to see this little girl grow up and face the world.

The Sky is Everywhere by Jandy Nelson

This book was recommended to me by a friend and usually I like to discover good books on my own, but I decided to read it. It was a nice love story mixed with humor. I love when authors do that. This girl is in high school and her older sister just died so she’s living with her crazy grandma and uncle. She and her sister’s dead boyfriend begin to fall for each other, but they both know it’s a big no no. They finally start to come back to reality and realize that they aren’t actually falling for each other, they are just trying to find comfort in one another. Throughout the entire book, this girl is STRUGGLING to find her way out of a hole she fell in when her older sister died. It’s touching and humorous and I loved every single bit of it.

sun_375wI’ll Give You the Sun by Jandy Nelson

This book and the previous book both have the same author, Jandy Nelson. I’m assuming Jandy either grew up with a rather odd family or she has a rather odd imagination because both the families in each of these books are not your typically family. This is one of the first books I’ve read where one of the main characters is gay. It was definitely interesting, but not weird at all. The two main characters are a set of twins, both struggling with the divorce of their parents. One child is a boy and the other is a girl. Basically, they are both trying to get into this really nice art school, but the boy is trying harder than the girl. Throughout their childhood they are super close, like best friends, but as they grow older, there are a couple specific events that happen that tear them apart. This book, while wildly outrageous, was fun to read. It may seem confusing and slow at the beginning, to the point where you might contemplate finishing it, but it was totally worth finishing.

Everyday by David Levithan

I just recently read this book so it is fairly fresh in my mind. I was crazy about this book in the beginning, like I thought this was my favorite book of all time, and then it ended. It was maybe one of the worst endings I’ve ever read, but besides the ending, this book was ridiculously amazing. There were some things that were never answered, but then I keep thinking of how awesome the beginning of the book was and all I can do is fantasize about it. There is a boy and he is currently sixteen, and he wakes up in a different body every day. But there’s a catch. He only wakes up in sixteen-year-olds’ bodies, and it only happens in Maryland. It’s a little more complicated than that, but that’s the gist of it. On top of all that, he begins to fall for this girl that he only meets one day. He then continues to spend the rest of his “life” trying to find the girl he fell in love with all while trying not to harm any of the bodies that he inhibits. Crazy book, but ridiculously intriguing.

5152478Wintergirls by Laurie Halse Anderson

This book actually disgusted me in so many ways, but it was sooo good. These two girls have been best friends for a while, then one of them dies. Before the one girl dies, they make a pact to be skinner than the other… gross. The girl that’s still alive is literally insane. She starts hearing/seeing her dead friend. This girl continues to be as skinny as humanely possible. At one point I think her weight was a little less than 90 pounds, which is extremely poor for your health. She’s just having a hard time dealing with her friend’s death, so she is trying to feel better about herself by working out and eating basically nothing to reach her desired weight. The ending seemed a little rushed, but the rest of the book made up for it. I’ve never, in my life, read a book that seemed so realistic like this before. I didn’t know people like these girls actually existed or that it was so extreme.

Ugly Love by Colleen Hoover

I began to start reading books by Colleen Hoover because I wanted to take a break from some of the harsher books I’d been reading, so any of Colleen’s books are a nice book to read if you want to chill. The majority of them are all romance books, but not the cheesy kind. The main character is a girl who just moved into an apartment with her brother because she has a new job and is attending college at the same time, so she needed some help. Come to find out, her brother’s friend is insanely good-looking, so she is attracted to him immediately. There is something that this boy is hiding from her, but every time she tries to pry it from him, he immediately closes up. Warning: there is an EXTREMELY heart-breaking part in this book where I cried for a good ten minutes before continuing on with the rest of the book. The best part is that the movie is coming out in 2016 and I didn’t even know there was supposed to be a movie! So I’ve already made plans to go see it and determine if it will be as good as the book.

Dark Places by Gillian Flynn

I read this book shortly after I read Gone Girl, and this book was an intense, short read. I have always been intrigued with the most profuse, disgusting, murderous books I can find, and this book definitely hit that level. This family is based on a girl whose family was murdered when she was a little girl. Everyone in her family is dead except for her, her brother, and her deranged father. She lives by herself because her father fell off the face of the earth and her brother is in prison for supposedly murdering the rest of her family. Ever since she was young, this girl was told to believe that her brother was responsible for the murder of her family, but as she grows older, she begins to wonder whether or not her brother was actually capable of something so insidious. She starts to dig deeper into the history of the murder and discovers the real murderer, along with her family’s mysterious past. This book was simultaneously disgusting and captivating and I love how Gillian Flynn writes.

Gone_Girl_(Flynn_novel)Gone Girl by Gillian Flynn

Everything I’ve ever read up until the point of reading Gone Girl didn’t matter to me (until I continued reading other books). This book was that good. I mean I’ve never read any type of thriller like this before in my life and I will never forget this book. It wasn’t the shortest book, but I finished it in two days, and that’s quick for me. The book is centered around this man whose wife goes missing and of course, he is the main suspect. He begins to find clues to lead him to his wife’s whereabouts, which become more gruesome as the “scavenger hunt” goes on. I REFUSE to watch the movie because I know nothing can beat the book. It was excruciatingly hard for me to set this book down. While some of the book was rather sexually descriptive and intense, I still loved it. The ending made me mad, but a good kind of mad.

Sharp Objects by Gillian Flynn

I read this book after I read Dark Places and while I liked this book a little less, it was still amazing. I don’t know how Gillian Flynn comes up with all the insane, nasty events that occur in her books, but it’s all brilliant. This girl is a journalist and lives by herself, but she just heard about a good story to write about back in her hometown, where her deranged mother, father, and younger sister. So she travels back to her hometown and is temporarily living with her family. As she does some research about the murders in town, she starts to link them back to her family. This girl is also not the most stable, so she has a terrible habit of making her body a canvas, and by this I mean she is constantly carving words into her body with any sharp object she can find. While the girl may seem somewhat crazy, it is nothing compared to her mother. One part of the book sticks out to me where the girl was spying on her mother who was taking care of a friend’s baby. When her mom thought no one was looking, the mom bit the baby’s cheek hard enough to draw blood. Obviously, the mother is crazy as well, but everything ties in at the end. The ending is the best part.


What titles do you and your students love that drastically alter your mood?  Please share in the comments!

Books That Gave Me The Feels

I’m a big fan of all kinds of reading–sweep-me-away books, books that are dense and time-consuming, mysteries that puzzle me when I’m trying to fall asleep, books that break my heart, and more.

I think the teenage version of that whole entire category is “the feels.”

Books that are powerful, that grip us and force us to grapple with them, are what “the feels” are all about.  This is what I hope my students read for the rest of their days–far beyond the measly month or so they have left of high school.  I’m heartened by Emma’s recommendation list below–her blend of mystery, YA, and nonfiction that just rips at her heartstrings–because I know she’s already discovering books that give her the feels, and I hope she’ll continue doing so beyond our classroom.

img_1549-1Emma’s Top 10 List: Books That Gave Me The Feels

  1. Stolen by Lucy Christopher – 

This book is crazy good. It has the most twisted and unexpected plot line in the history of books. With kidnappers then romance it is just freaky good. It would keep basically any reader captivated. A mixture of romance and just plain old creepiness.

  1. Gone Girl by Gillian Flynn –

I love weird creepy things and this book is exactly that. It is an amazing mystery with a heart dropping twist that left me feeling sick to my stomach. If you are a disturbed human being like myself, this is a must read.

  1. 13 Reasons Why by Jay Asher –

The overall idea of this book is sort of hard to wrap your head around. Suicide is a sensitive subject and this book makes it very real, almost as if you are living through the events. It is an interesting way of telling the story.

  1.  The Hunger Games by Suzanne Collins –

Though cliché, this series is very good, and perfect for my list because it pulls out a lot of emotions. All the action and loss and real world situations that are incorporated make it a very good read.

  1. If I Stay by Gayle Forman –

very emotional book that weighs life and death. It is an interesting way of telling a romance story while keeping the reader on their toes the whole time for fear that it might end forever.51clOkezoKL._SX329_BO1,204,203,200_

  1. Sold by Patricia McCormick –

More than anything this book is written beautifully, but the story is also very touching. The real life of a poor girl who gets put in situations out of her control is truly touching. It is a very easy read but very worth is because it is so touching.

  1. The Lovely Bones by Alice Sebold –

This book is good because it is told from the point of view of Susie, a girl who was murdered. It’s a cool way of an outsider point of view to the family who is struggling with their daughter’s death.

  1. The Fault in Our Stars by John Green –

On the more romantic side of my feels, this book ripped my heart out, along with every female heart in America. Illnesses are no joke and this book displayed the worst of circumstances, losing the one you love. It was a difficult book to read without crying.300x300

  1. Mere Christianity by C.S. Lewis –

On the complete opposite spectrum of any book genre. This book gives my Spiritual feels a tug. This isn’t a story with mystery or romance, it is just real life, telling you straight up how it is and I don’t know about you, but I’m a mess and when that is brought to my attention, the emotions start flowing. Plus, C.S. Lewis is a beast.

  1. 50 Shades of Grey by E.L. James 

I’ll start by apologizing for adding this book to my list but I don’t read many books so I don’t really have a choice. But hey, if awkwardness doesn’t give you the feels, what does? I can say with certainty that this novel will make you feel some type of way. Whether it’s good or bad, that’s up to you to decide.

“Plus, C.S. Lewis is a beast.” Don’t you just love that?!

What books give you and your students the feels?  Share in the comments!

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