​Most importantly, this anthology focuses on teens and the real struggles they face–struggles that most adults want to pretend don’t exist. Donovan says in her introduction that this anthology is both youth-centered and inclusive and affirming. Including pieces focused on everything from suicide to the loss of parents to the pressure put on young people to the experience of immigrants, the authors of this text present readers with a raw and real view of the teenage experience. Readers of all backgrounds are sure to see themselves in one or more of these pieces and get a glimpse of the experiences of others as well.

​Celebrating books published in 2023, now finishing its fifth award cycle, the Whippoorwill Award continues to recognize quality rural literature for young people. Each year, the award committee selects books that portray and honor the complex experiences of rural culture and communities. The award serves to help highlight the diversity of rurality, so rural readers, teachers, librarians, and community members can find books that connect with their experiences of rurality.
 
As noted in Chea Parton’s YA Wednesday post in November, the structure of the award has shifted to include This shift included: (a) the selection of a long list; (b) the selection of a narrow list of honor books; and (c) the selection of one winner as the recipient of the Whippoorwill Book Award. In this blog post, we would like to highlight the intersections of indigeneity and rurality in this year’s honor-winning and long-listed books. 

In discussions of the books submitted for this award cycle, committee members deliberated on how and whether submitted and winning books complexify, deepen, and nuance our understanding of rural identity and the relationships between rural identity, indigeneity, stewardship, and rural experiences. We are reminded of Cadow’s (2023) words from Gather, this year’s Whippoorwill Award-winning book, 

​Indeed, in gathering the narratives and experiences captured in the recognized titles, the committee acknowledges the continued “increase in the number of submissions featuring multiple marginalized rural representations and identities” (Parton et al., 2023). Further, we appreciate how these books celebrate indigeneity, connectedness, and belonging as central themes. The stories gathered across this year’s celebrated books speak to these themes through intersectional rural identities and experiences, including a variety of Indigenous cultures, LGBTQIA2S+ identities, or familial/community relationships. Several of this year’s celebrated books feature a variety of Indigenous cultures, including stories about Missing and Murdered Indigenous Women (MMIW), and explore the ways in- and out-migration impact perceptions of rural identity construction. 

​This year’s honor winners and long-listers highlight powerful intersections between Indigenous identities and rural identities. Of the winners, honorees, and long-listed books, five books have an Indigenous focus and protagonists. What is interesting about the perspectives of these stories is that each centers different perspectives on Indigenous identities and their intersections with rural identities. 

In Fire from the Sky, the characters are Sámi, the Indigenous culture of Sweden. Through this story, we learn about the impact of heritage and family ties through the lens of indigeneity. Community connections and supports, key aspects many in rural communities feel, intersect with Ante’s life steeped in Sámi tradition. With his deep connections to his family’s reindeer herding business and the traditions that tie him to the land, this novel highlights the intersectionality of international indigeneity and rurality. Rez Ball tells the story of Tre, who lives on the Red Lake Indian Reservation and plays basketball for the Rez team. Tre’s story of his life on the rez and attending a rez school highlights the intersection of reservation life, rurality, and indigeneity. Tre’s experience delicately explores the tension between deep ties to the community and a desire to experience life outside of that community. In The Storyteller, Ziggy and his sister Moon, who are members of the Cherokee tribe, lost their mother at a young age; however Ziggy believes his mother is still alive. Using Cherokee storytelling techniques, Ziggy and Moon go on an adventure to find their mother and have experiences connected to Indigenous mythos. Through these experiences, the intersections of storytelling, indigeneity, and the strength of family are highlighted. 

Extending our understanding of indigeneity and the rural experience, Ari Tison’s Saints of the Household provides the perspective of two Bribri (indigenous Costa Rican) brothers living in rural Minnesota. Jay and Max struggle with family, generational trauma, racial tensions, and learning about their Bribri heritage. Told through the point of view of both brothers, they learn that it is their Indigenous roots that will help them find a way forward into adulthood. Finally, in Those Pink Mountain Nights, Jen Ferguson blends the important conversations of MMIW, indigeneity, and the impact of large corporations and local institutions. Taking place in rural Canada in a First Nations community, Berlin fights to save her local pizza parlor from being taken over by a corporate chain and prevent her community from being negatively impacted. At the same time, her coworker and friend Cam is trying to find out what happened to his cousin Kiki. In this story, we learn about the power of local support in First Nations communities and the power of friendship in fighting for what you care about. 

As we celebrate the intersections of indigeneity and the rural experience from the 2024 Whippoorwill Award Year, we look to how these stories and identities can reach readers who will welcome them and those for whom these intersections invite them into new worlds.

WHO: Young adult avid readers (once labeled “struggling” readers)
WHAT: Voraciously reading and talking books
WHEN: 2009-2011
WHERE: Portable located at the east side of school in the back 40  (once erroneously labeled “Dummy Ally” but now affectionately known as a “Home” away from home)
WHY: They were given choice and a teacher who would read and write with them daily
HOW: Parents worked with the teacher to decide which books were best for their teens

Yes, we need to talk about it.

​How do we get our youth reading voraciously?  I promise you, I have the secret formula. GREAT BOOKS + TEACHER WHO READS AND WRITES WITH STUDENTS+ PARENTS/GUARDIANS WHO ENCOURAGE READING (bonus points for reading and talking books with your kids). This results in great communication, open minds, empathy, critical thinking, and (more than likely) better grades.

I am an outlier in academia. I was past middle age when I obtained my PhD and learned about the research behind the “magic” of reading, but I spent 17 glorious years working with our youth, and saw this unparalleled magic happen before my eyes. I am here to tell you, when you talk about books with kids, our youth are the most interesting, insightful, and quite knowledgeable  humans on the planet.  

If you have read any of my reviews, you know I am a voracious reader of middle and YA literature, and I know because of this, I am a better person for it. Research has proven what the power of reading does for us. Even though I was the one to start sharing the “magic” in the way of book talks and authentic relationship building, it was the youth that led me to what they loved to read. Many of my experiences can be found in past reviews in both Bickmore Wednesday Posts and Weekend Picks. But today, I am writing about one author who was introduced to me by my students: Gayle Forman, author extraordinaire. The entire list of her books are on the linked site, but I highly suggest buying them at a local independent bookstore like Bodacious Bookstore in my town (go treat yourself to a hot coffee and smell the unrivaled smell of the books!).
 
These teens from my classes (2009-2011) continue to be readers. And they have stayed (pun intended) with her since her first novel in 2009, If I Stay.  I could not keep it on my shelf.  I had to purchase multiple copies, and they are still high up on the list of most read in my university classroom. The last year I taught  high school, the excitement was palpable in my trailer when the sequel arrived: Where She Went was just as much of a hot commodity. I have remained a part of the lives of these readers (even being godmother to one young man’s daughter). And what do I love most? They still text me about their readings. Gayle’s writing followed them into their twenties and now, as they have rounded the corner, into their thirties.  

​I love hearing students discuss the themes in Forman’s books: Students of all ages find the characters relatable and love discussing the importance of relationships found threaded throughout Gayle’s books. Many of my high school students had already experienced great loss in their lives, and it was always insightful for me to hear them discuss how the characters would move forward in life and learn what type of person would exit from the brutal aftermath of a crisis.  I heard students talk about the importance of friends in their  lives and how their friends could and did shape them as well as guide them in making difficult choices. My only wish is that every adult could be a fly on the wall of a similar classroom and hear what our youth have to say! They are savvy consumers of books and conduct amazing group discussions without adults messing with their book magic. 

One of my students in my history/English methods course came to me with one of Gayle’s new books. After she gobbled up all of Forman’s books, she landed on a middle grades treasure entitled  Not Nothing. I had it in my pile at home, but once again author Donna Gephardt (one of my best book dealers and another phenomenal author) posted it, so I knew I had to read it and moved it to the top of the pile. One word for you:  WOW. This past semester, there were only 9 students in the class (which is a shame, as we are slowly hemorrhaging teachers, but that is a whole other blog post). The young university student came into class waving the book around and telling the entire class we must read it. So what happened? All 9 of them read it. Why? Well, besides Gayle being an incredible writer, hearing a peer say, “You must read this” is a powerful tool for inspiring reading. It just takes one book to set the ball in motion. That is how our youth roll!

​Josie, on the other hand, is ready for his long life to be over. He has suffered horrible atrocities in his life, including living in a ghetto during World War II and escaping from a concentration camp. He refuses to speak since his arrival at Shady Glen.  That is…until Alex shows up at his door to deliver his food.  Through these two characters’ daily visits, Alex learns about Olka, Josie’s true love, and the two form an unlikely but life changing bond. Through Josie’s  story, Alex learns what it means to “Rise to the Occasion” and truly face and acknowledge the seriousness of  his past mistakes.  

I read so much that I am not one for reading a book a second time due to all the books that await me and the little time I have left!. Only a select few have been read a second time. Not Nothing is one I will read again, and I will surely read my highlighted portions, as this book left me with a sense of hope, a reminder about the importance of strong relationship building with our youth, and a firm reminder of a pivotal historical event that can be prevented when we stand together as one. There is no greater way to avoid atrocities like World War II than to read about this period in history and discuss the ramifications. Gayle knows this and has created a magical book at a relevant time in society.

A last note: Gayle Forman includes one of the best author’s notes I have ever read. She clearly and passionately writes to us about her seven-year journey writing this treasure of a book. She shares her story and experiences resulting from World War II and shares how she used the true love story from WWII of Jerzy Bielecki and Cyla Cybulska, a young interfaith couple, and how this story influenced her writing of Not Nothing. I was left in tears for what was lost during this period in history, but Gayle Forman, in her unique Gayle Forman way, left me more determined than ever to continue to share the important stories of the past with our youth. Stories are what can transform us as people and transform our world to a more beautiful, peaceful place.   

The most effective way to help students build empathy and understanding is through relevant and authentic activities and discussion techniques in which they analyze characters, plot, setting, and the author’s craft while building connections to the real world and how they can emulate Andre’s activism and courage.

What do you think of when you hear the phrase “middle grade fiction”?

Maybe you remember something you read in upper elementary or middle school during a pivotal developmental time. Perhaps you think of something that gave voice to your emotional self, like Are You There God? It’s Me Margaret by Judy Blume, The Lion, the Witch and the Wardrobe by C.S. Lewis, or Charlotte’s Web by E.B. White.

Not unlike YAL, the “middle grade” genre can create strong impressions on readers with the use of authentic voice, emotion, and relatable protagonists.* This group of texts is intended for ages 8-12 years old, or approximately 3rd through 7th grade, however, I have noticed that older students might find MG texts more accessible than YAL for a number of reasons, including relatable themes, a generally shorter length, and a simpler syntax.

Two years ago I was in the high school classroom. The demand for several middle grade texts from the student body convinced the librarian, Tonya Colvin, to find a way to add them to the collection, even though they were not intended for a high-school readership. In our ESL classroom, we had a small choice library of 3 tall bookcases containing books that spanned all ages and reading levels. The middle grade books were among the most popular. According to students, this was because they enjoyed stories focused on friendship and family relationships. The multiple representations of adolescence in MG texts is appealing, and their format makes them more accessible to readers in the language learning process.
​
Currently, I direct the literacy program in the School of Education at Aquinas College. The courses are meant to prepare preservice teachers to teach reading, writing, and thinking skills across content areas. When we get to the “Upper Elementary Literacy” course, we look for texts that check multiple boxes, that bridge elementary and middle grades, build on foundational skills like fluency and comprehension, and foster an enduring love of reading. The following posts reveal the books these soon-to-be teachers found in their search, and everything that middle grade fiction is capable of.
 
Happy reading!
*For more on the similarities and differences of MG and YA, please see this fantastic article by Krystle Appiah. 

​This post is written by future Elementary teachers Krista Fairchild (left), Avery Burk (middle), and Kennedy Guild (right). Krista enjoys spending her time reading romance books. Avery also likes to spend her time reading books, specifically in the romance genre and you can find Kennedy reading mystery books. 

The Secret Lake is engaging, promotes imagination and curiosity, and teaches empathy and understanding to students. This book is a great pick for 5th-6th graders looking for something fun and adventurous to read. 

​Plot
 
Tom (8) and Stella (11) are brother and sister. They recently moved from Hong Kong to London, and have yet to meet new friends. They spend their time playing outside in their neighborhood's garden. Harry, their neighbor's dog, is always missing. One day when Harry returned, they decided to follow his tracks. Upon following, Tom discovers a tunnel that led to a time portal, taking them back to the early 1900’s. The tunnel leads them to the beautiful secret lake. As they explore the lake and surrounding area, Stella and Tom meet a couple of lifelong friends, Jack and Emma. Tom and Stella go through many trials with their new friends. Throughout their adventure, they discover their actions can have lifelong effects on the future.

As we were reading, we were thinking of ways to integrate a writing assignment related to the novel. As a summative assessment, we came up with the writing prompt, “Choose a character from either the past or the present and write a letter to them from the perspective of yourself in 2024.” Using this prompt allows the students to be creative, personable, and use their critical thinking skills. They could relate their writing to the book, or apply their own thinking and ideas, within their own lives. 

​From Left to Right: Taylor Lamsma, Alyssa Larson, and Kenzie Jordan. All born and raised in Michigan. Currently, all 3 are attending Aquinas College in pursuit of a degree in Elementary Education. 

The One and Only Ivan, written by Katherine Applegate, is a heartwarming story about a silverback gorilla named Ivan living in captivity at a shopping mall. Ivan observes the world around him with his friends Stella, an elephant, and Bob, a stray dog. One day, a young elephant named Ruby is brought to the mall, and Ivan finds the courage to escape. At the same time, we hear about Ivans's story before he is in captivity. 

Introducing The One and Only Ivan to a Classroom
​
This book is a fiction book, meaning it is not true but there are some true stories in it. Ivan was a real gorilla who was caught in Africa. You can watch videos of his real-life experiences to introduce to students before or after reading The One and Only Ivan. The videos show Ivan's experiences at the Mall and how he was alone in his cage for over 20 years. Students can discuss how real-life experiences were similar to the book and how they are different using the links below.
Ivan the gorilla lived alone in a shopping mall for over 20 years (The Urban Gorilla)
Meet Ivan - A Gorilla's Story

Another way you can introduce this book to a classroom of students is by having students watch the 2020 movie adaption of The One and Only Ivan, which is available on Disney+. This way students can visually see the characters and themes in the book. The film focuses on Ivan's life in captivity, his life before and after captivity, and his bond with Ruby the elephant can set the tone before reading this novel. After showing the students the trailer or a scene from the movie, ask students what they think Ivan’s life is like or how he feels about living in captivity. Additionally, there are more books following the characters' lives, The One and Only Bob is the second book, then  The One and Only Ruby, and finally, the series ends with The One and Only Family.  

From left to right:  Jazmine Parada-Sosa, Alaria Spilotro, Ava Pasini. We are Aquinas College seniors pursuing our undergraduate elementary education certification in Grand Rapids, Michigan. We each have our own literature loves and are avid readers. Alaria enjoys reading Colleen Hoover's books, Jazmine enjoys searching through the library's picture book collection, and Ava is always exploring new authors.

Jack Will is a great friend to Auggie but is at the age where peer pressure becomes more intense. As a protector, Jack defends his friends and stands up for them. He shows self-accountability when he feels guilty when he knows he’s making the wrong decision and makes it right by his own choice. Jack’s relationship with Auggie is pure and not formed out of sympathy. Staying Auggie’s friend despite peer pressure developed a kind-hearted friendship and showed who Jack was as a person; he didn’t care what others thought of him by the end of the novel.

Why Wonder?
 
Wonder encompasses the bright and challenging sides of middle school that young learners must face. While reading, your students can find characters that they truly resonate with. Perhaps they feel isolated and different, like Auggie. Maybe they can relate to Jack, struggling with the desire to fit in. Some may even see themselves in other characters; the bully, the bystander, or the sibling. Wonder holds a mirror for students to see themselves through reading, providing students with an opportunity to gain perspective, confidence, integrity, and compassion.
 
Correlation with Common Core State Standards
 
We would like to highlight several standards that we think would match well with the narrative of Wonder.
● RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

• Wonder provides a point of view from six different narrators; Auggie, Jack, Via, Summer, Justin, and Miranda. The text is a useful source when covering how the narrator’s point of view affects how events are described.

● W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

• This standard can be taught using the range of narrators and characters that Wonder has to offer. Students may choose a character and write about an event that character experienced. Students may also make up an event and imagine how characters would react.

● W.6.3.d. Use precise words and phrases, relevant descriptive details, and sensory
language to convey experiences and events.

• By pulling descriptive phrases and words from the novel, students can describe parts of the text that are integral to the illustration of the story. This creates opportunity for vocabulary expansion and growth in descriptive capability.

​From left to right: Megan, Lydia, Paigelyn
Megan enjoys reading books that spark curiosity in students and is passionate about topics that help students discover more about the world around them. Lydia enjoys reading anything and everything, but most of all, she enjoys sharing this love with students. Paigelyn enjoys working with reluctant readers.

The story also teaches valuable life lessons on resilience, perseverance, and friendship. Percy’s wild adventures; whether battling monsters, solving complicated riddles, or navigating friendships, highlight the importance of taking risks, learning from mistakes, and never giving up. Even when faced with failure or expulsion, Percy’s ability to rise above any challenge thrown his way, make him a relatable and inspirational role model for young readers. 

​As a teacher looking to use The Lightning Thief in an interdisciplinary classroom, the book offers rich opportunities for connecting with subjects like Greek Mythology, Literacy, Social-Emotional Learning, and Learning Disabilities. It invites students into a world that feels familiar, yet infused with a touch of magic, making it an ideal text to foster both academic growth and personal social-emotional development. Beyond the book itself, The Lightning Thief serves as a gateway to engaging students in a lifelong love of reading. Riordan has created a universe that students can explore beyond the page; whether through the original movie adaptation or the more recent Disney+ TV series. These adaptations provide an excellent platform for developing students' critical thinking and analytical skills as they compare and contrast different versions of the story.

The Lightning Thief offers a unique blend of entertainment, educational value, and personal growth. By using Percy Jackson’s story, teachers can inspire students to embrace their differences, challenge the status quo, and view learning in  a more inclusive and dynamic way. The book’s themes of identity, friendship, and resilience are not only relevant for young readers but also provide teachers with powerful tools for engaging students in meaningful discussions. Whether read independently or as a class, The Lightning Thief is a story that resonates long after the last page is turned; reminding readers that, like Percy Jackson, everyone has the potential to be a hero in their own story.

Writing Prompts
 
Ask students to write a personal narrative about a time they faced a challenge or obstacle. How did they grow and learn from this experience? Why was it important for them to have this experience? How did it help their “character development”?
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- When was a time you had to step out of your comfort zone?
- Give a specific example of when you faced a difficult decision or challenge.
- What new things have you recently learned about yourself?