Sometimes, Only an Allegory Will Do: Book Review of The Measure

 

The Measure by Nikki Erlick

Description

The Measure by Nikki Erlick has an extraordinary premise: one morning every person in the world over the age of twenty-two receives a box with a string inside that represents the length of their life. Once everyone understands the significance of the box, some people choose not to open theirs, but many let curiosity get the better of themselves and decide to find out how much time they have left. To the horror of some, they discover that they have “short strings,” meaning they will die young. As the world decides how to respond to this new information, there are also individuals who seek to capitalize off of the newfound vulnerability of society.

The Measure has an ensemble cast, told from the point of view of several characters in a few different orbits. Nina and Maura, a couple who has been together for two years, seem to be the link between most of the characters. They choose to open their boxes together and then must contend with the heartbreak of their uneven strings.

The Measure is my book club's pick for October. Of the books we have read so far this year, it is my second favorite, second only to The Ten Thousand Doors of January.

Would I teach this book? 

Short answer: yes. Longer answer is in considering how I might use it. The Measure can be read as an allegory for not just prejudice, but also for privilege. Everyone gets a string that they have done nothing to merit. While longer strings do suggest the propensity to live a better life, the people who receive them do so arbitrarily, not because they have been more giving or more successful. Likewise, those that have received a shorter string have done nothing to deserve less time on this earth. Just as no person has done anything to deserve the circumstances they are born into, whether that means for their benefit or their detriment, those circumstances are often used to judge people or are ignored when considering a person’s ability to succeed or fail. Similarly to how privilege and belonging to a marginalized group are discussed, string length becomes politically divisive.

As in most allegories, as string length is something that does not exist, for some, they will have an easier time understanding how what we are born with and born into can impact our chances and therefore choices, and even more so when society creates unjust limitations.

That being said, while I have not taught a novel in a composition class, I know that some courses do kick off the semester with one. The Measure would be an interesting way to begin a political discourse and to examine the way that people discuss privilege, prejudice, and politics. Especially since The Measure does not begin and end on allegory, but instead creates a full and emotionally engaging novel, the discussion of plot could significantly contribute to engagement. It sounds like Erlick could offer a potentially effective way to introduce students to their status as academic interlocutors.

If you have taught or taken a composition class that used a novel or other full-length book, I would love to hear from you about your experience.

 

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Beware of Aswang: Book Review of Marikit and the Ocean of Stars

 

Marikit and the Ocean of Stars by Caris Avendaño Cruz

Gratitude

Thank you to the Montgomery County Public Library for making Marikit and the Ocean of Stars readily available for public use. 

Description

In Marikit and the Ocean of Stars by Caris Avendeño Cruz, Marikit’s birthday wish is to have a blue fairy dress—more beautiful than the wealthy girl’s yellow fairy dress—so beautiful no one would ever pick on her for her shabby clothes again.

And why shouldn’t she have such a beautiful dress? Her mother is the best seamstress, everyone agrees. When she asks her mother for the dress, she also points out that her recent birthdays have been sad affairs. Since the deaths of her father and brother while they were fishing, there have been many unhappy times for Marikit and her mother.

All of Marikit’s hoping and dreaming could not prepare her for the dress her mother makes—nor could it prepare her for the adventure ahead. Nothing could have prepared Marikit for that—not for the new friends, enemies, and lands she will see. And certainly not for the ways she’ll be tested.

Would I teach this book? 

Marikit and the Ocean of Stars has adventures, fairies, and a wide range of imaginary creatures from Filipino folklore. There is excitement and danger and a wide cast of characters. The supporting cast outshines Marikit, who, while she is described as brave and does exhibit some bravery, does not have as much depth of personality as other characters.

The book is a bit below the reading level for middle school, so I would probably not choose it to teach, but it would be good for a classroom library, to include a variety of reading levels. If I taught elementary, I would consider it for a fourth grade class, where it would be more compatible. I could also see the possibility of including it in a literature class on contemporary folklore, as it does include Filipino mythological creatures in inventive ways.

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It's All about Perception: Book Review of Can You See Me?

 

Can You See Me? by Libby Scott and Rebecca Westcott

Description

Can You See Me by Libby Scott and Rebecca Westcott is the story of Tally, a girl entering sixth grade who has autism spectrum disorder. Tally has many concerns about going into sixth grade, which is in a different school building than fifth grade. She is afraid of getting lost, she is afraid of older kids giving swirlies, and when she learns that her friend likes Luke, the boy who bullied her through the lower grades, she has the added fear that she will be around him more often.

When people have an understanding of Tally’s experience of the world, it makes life a lot easier–but most people don’t understand, and even if they do, they are not always able or willing to make accommodations for her. But, as Tally writes in the journal, what makes her different can also be a superpower.

Reading about Tally’s experience was emotionally challenging, as the way it is written makes it clear that when people see Tally’s responses to things she is asked to do, they perceive that she is being difficult, rebellious, or even throwing a fit. But Tally has pathological demand avoidance (PDA) which makes following direct instructions impossible for her. People can word instructions for her less directly, such as suggestions or choices, and this makes it possible for her to comply. Otherwise, she must squish her brain in different directions, such as waiting before getting started or completing the task slowly. Sometimes, however, she is unable to do this, and she might respond by yelling or with another action that looks like refusal, but is actually her trying to cope with the intense anxiety PDA brings on. From the point of view of her parents or sister, who cannot experience what happens to her, it seems as though leaving the house can be nearly impossible. Carefully wording everything that is said to her would take practice, patience, and lots of empathy.

One of my favorite parts of the book is the relationship that Tally builds with a teacher that begins as an amusing misunderstanding but develops into an important ally at school. It is helpful to see how both Tally and the teacher navigate communication.

Would I Teach This Book?

Can You See Me is co-written by Libby Scott and Rebecca Westcott. Rebecca Westcott is an educator who has published several books and Libby Scott is a younger author for whom Can You See Me? was her first book. She was still a child at the time she cowrote it with Westcott. Scott lent her experiences of having autism spectrum disorder to writing the book. The descriptions in the book feel true, and in the sections that serve as Tally’s journal tell us, the book does give an idea of what having autism spectrum disorder is like for one person.

I checked out Can You See Me? from the Wheaton Library in order to see if it would be a good choice for my classroom library, and I think that it would be. We read Rules by Cynthia Lord, and while the experience of the main character is that of a girl of a similar age whose brother has autism spectrum disorder, the experience of the brother and his character development are lacking, so Can You See Me? would be a good companion. In the future, I might also consider teaching it. It was published in 2021, and there is merit to offering both current books and those that have lasted a few decades. I am curious about the sequel, Do You Know Me?, and would consider reading it.

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Friday's Child Is Loving and Giving: Book Review of Daughters of Shandong

 

Daughters of Shandong by Eve J. Chung


Daughters of Shandong by Eve J Chung was a book club pick. It is historical fiction set during the Communist uprising in China. The book is difficult to read due to the violence and dire circumstances that Hai, her mother, and her sister must endure; but is definitely worth reading. 

Description

When the Ang family gets word that the Communist army will soon be in Zucheng and that it will not be safe for land owners, Hai’s father leaves with her grandparents, aunt, uncle, and cousins, with only Hai, her mother, and her two younger sisters staying in the house. When Hai’s mother asks her husband and his family to take the girls and leave her behind, the mother in law refuses, saying that they would only be a burden to slow them down. With this one callous choice, the mother and girls are set on a terrifying journey where safety and caring for basic needs are always in question.

Perhaps the greatest trauma is when Hai is made to suffer the consequences of the Ang family’s long history of owning land and working the villagers too hard and with too little income. The irony of the situation is not lost on Hai, who has no rights and would not inheritance because she is a female. In fact, she has been left behind because she, as a girl, is of no practical use to her family.

As Hai moves with her mother and sisters through China, mostly on foot, and with no reliable sustenance or place to live, she learns to survive in whatever way that she can–eating from the garbage, helping her mother make match boxes, and trying to build her own business ventures. The message from her family is very clear: women are less than second class citizens, they are possessions that mean little beyond domestic work and birthing boys. Though, painfully, Hai sees other fathers who care deeply for their wives and daughters, and will take any risk to get back to them. 

As Hai and her closest sister, Di, both struggle to live, Hai stays close to her mother, loyal and supporting her and her sisters. Di looks out for herself first, keeping her earnings and findings largely to herself. She does not feel the same pull of filial piety that guides Hai, who supports her mother even when she does not agree or is angry with her.

Amidst the extreme difficulties of life on their own, Hai finds some comfort in her ability to make choices instead of being ruled over by her grandmother. She cannot help but feel heartbroken over being left behind by her father, but she is also not eager to return to his home.

Would I teach this book? 

The Daughters of Shandong seems to be well-researched and describes a path that many Chinese people travelled during that time period. Hai is a strong character who is likeable and seems able to overcome an overwhelming helplessness  that pervades her life. The prose itself does not sparkle, but the story almost makes up for what it lacks in the narration. For these reasons, it seems like a book that I would consider teaching.

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We Do It with Love: Book Review of Teaching with Love and Logic

 

Teaching with Love and Logic: Taking Control of the Classroom by Jim Fay

Description

Teaching with Love and Logic by Jim Fay and Charles Fay, Ph.D. was the professional development (PD) reading for my school this summer. Last summer, I attended Responsive Classroom training. Several years ago, in a different school, we had a PD day on another classroom management system. Though I cannot remember what it was called, I found that several things did not square with how I interact with students. For example, when a student was off task, you were supposed to just point at the board so that they could see what they were supposed to be doing and not answer any of their questions. Other things I found helpful–such as giving students a chance to review the instructions on their own instead of answering questions immediately after they have been let loose to do their work.

At the heart of Teaching with Love and Logic in the Classroom is managing interactions with students. First, to let them know that you are paying attention to them, then to set boundaries for behavior in the classroom, and finally to make sure that students have a chance to find solutions for any mistakes they make.

Basically, Teaching with Love and Logic in the Classroom posits that difficult students should be approached first with being told that the teacher observes something about them, such as an interest. Over time, the teacher comments on observations, and eventually the student will begin to change their behavior, since they have been recognized. There is also a focus on restorative justice, and when a student disrupts the learning of other students, they should do an act of restorative justice. Further, the onus for making changes should be on the student and not the teacher.

The primary difference I noticed between Teaching with Love and Logic and Responsive Classroom is that Teaching with Love and Logic focuses on building relationships while Responsive Classroom focuses on building routines and systems within the classroom. There is a lot of overlap between the two and there are many good strategies that teachers can use from both books.

Would I teach this book? 

Teaching with Love and Logic does offer many good strategies for teachers to use. The writing of the book, however, can be a bit hokey at times. The interactions between teachers and students, for example, do not sound like real children. And there are a few moments when teachers say things to the students that I find especially grating. For example, when a student is not doing what they are supposed to be doing, a teacher asks, “Do you hate me?” This seems like an odd thing to say to a student, even as a joke. A child’s behavior may be in part a response to a teacher, but one of the most important things to remember as a teacher is not to take their behavior personally. While I teach middle school students, they are still children, and they are often unable to articulate their emotions. Suggesting that their behavior has some sort of personal origin, even as a joke, does not feel comfortable to me. The focus of learning is not on the teacher, but on the student. While I care deeply about my students, I do not focus on how they feel about me, nor do I want it to come up as a topic of conversation.

While there are many helpful suggestions in Teaching with Love and Logic, in the scenario that I was teaching a classroom management class, I believe I would likely choose a different book.

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Kiss the Sky: Book Review of Skyward

 

Skyward by Brandon Sanderson

Description

In Brandon Sanderson’s Skyward, seventeen-year-old Spensa lives with the burden of her father’s legacy: he is remembered as a coward and a traitor, because he turned back from an important fight against the enemy Krall. In order to prevent other pilots from defecting, his plane was shot down as an object lesson. His name became synonymous with being a coward, which meant that Spensa had to live with the ridicule of her father every day. She knew, in her heart, that her father was not a coward, and she knew that she would prove herself as a pilot.

Now that Spensa is finally of age to take the test the test that will determine her career, she is eager to discover where she will be placed and she is even more determined to become a pilot. But Spensa has no idea how many impediments will be in her path.

Would I teach this book? 

Skyward could comfortably fit into the dystopian fiction unit that I teach in seventh grade. Spensa lives her life trapped on a planet where her people crashed and they are now unable to leave, so they spend all of their energy and resources fighting the enemy Krall. While humans have managed to build a civilization, it is short on anything that does not pertain directly to survival.

Spensa fits into the description of the hero for the hero’s journey and the plot also fits nicely into the hero’s journey. The government and society have many rules governing who is allowed to do what, including tight expectations for behavior based on social standing. Through his cast of characters, Sanderson deals nicely with showing the difficulties of young adults standing at both ends of the socioeconomic axis.

I did not find Skyward to be the same level of excitement as Hunger Games, but I am still curious about what happens in the rest of the series. If I had a student who had read all of the other books that are being offered, I might consider Skyward, but it would not be my first suggestion.

 

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If Than True Lovers Have Been Ever Crossed, It Stands as an Edict in Destiny: Book Review of Stargirl

 

Stargirl by Jerry Spinelli

Description

When I was younger, I was a Jerry Spinelli fan. My favorite of his books was Maniac Magee–a brilliant and emotional book about a boy who moves between two worlds but doesn’t seem to permanently belong to either of them. Stargirl, similarly, tells the story of a girl who doesn’t seem to know how to curl herself into the tight space of a high school student. Stargirl, like her name, is almost ethereal in her goodness and kindness, to the point that her utter concentration on the needs of others seems almost fake. It is almost as though, in her selflessness, she is trying to call attention to herself as a good person.

But let’s step back for a second. Stargirl is told from the point of view of Leo, another student at the high school, the kind of kid who does not like to be the center of attention and who actively seeks to blend in. As for Stargirl, on her first day of school, in front of the entire cafeteria, she walks up to a student and sings “Happy Birthday” while playing on her ukulele. For Leo, she is a great fascination–she is mysterious and flamboyant, the opposite of what he tries so hard to be. She wears clothes that seem to be from another century, sets up her desk like a table in every class, and eventually, she cheers at the football games, performing more dramatically than the cheerleaders, band, or even the football players themselves. She cheers for both teams, and she dances, and she calls attention to herself even more than the players. For this, Stargirl is noticed, and in certain ways, shown admiration. The home team was so terrible, there tended to be more people on the away team’s side than their own. After she began her elaborate performances, the stands were filled and the school and town were rallied.

Stargirl is so outside the norm of the rest of the students don’t really know what to think of her. In the midst of all the excitement and attention that she garners, Leo finds himself developing a crush on Stargirl and wondering if, perhaps, she might feel the same way about him.

Stargirl is the kind of book character we want to see more of--quirky, expressive, and willing to stand out. She has no desire to be popular and seems unaware of whether people like her--or not. She dresses as she likes and brings joy to everything she does. She enjoys acts of kindness, both those that are planned and unplanned, and those for which she receives credit and those for which she doesn't. She appreciates the world around her in a way that many people don't. 

The back of the book praises Stargirl as a "celebration of nonconformity,” but the depiction is much more complicated than that. It is difficult to discuss this book without spoilers, but in Stargirl standing out in such a flamboyant way is not shown as being easy or without consequences. And more complicated is Stargirl's relationship with Leo, who as much as he admires Stargirl, struggles with how much attention she calls to herself.  

Would I Teach This Book?

Would I teach Stargirl? If I were to teach this book to middle schoolers, I would want to have a tough conversation with my students about fitting in. Developmentally, in middle school, friends take on a much greater importance, and often the opinions of friends outranks that of others, including parents. The fear of not having friends or being excluded or teased is very strong, even more than at other points in a person’s life. Fear of not fitting in is a real and powerful thing.

It can be very difficult to express yourself when you are concerned about what others think of you. It is not uncommon for people to make an effort to dress similarly to others and not express unpopular likes and opinions. Of course, repressing yourself does not feel good and is not healthy. People should feel comfortable to be who they are and have the courage to say things that they think. They should choose their friends based on who shows them love and respect and a desire to see them at their best. Due to having little control over who they spend the majority of their day around and a still developing sense of self-esteem, adolescents do not always make the healthiest decisions about who to make friends with. 

Without all of the tools to express themselves, clothing is a big way that students tell the world who they are. For this reason, it’s even more important that they have the opportunity and feel comfortable to dress as they please. Should they wear a band uniform to school when they want to or a chicken suit? Should they be shouting soliloquies at the top of their lungs in the cafeteria? Is it worth it to fit in if you feel like you’re being fake? Is it worth it to stand out if people don’t like you? If they exclude you? 

Admirably, one of the questions that the book asks is how much being an “individual” is about behaving in ways that call attention to how different a person is and how eager they are to dress and behave in a way that positions them against the crowd and how much is simply being your authentic self. Is the authentic self so much outside of a norm created within a culture? Or is nonconformity created in an effort to stand out from the crowd? There is something to be said for creating a community, and for taking care of one another. There is something to be said for having some agreement for behavior and agreeing to rules. What would a school or a work place look like if everyone was not so concerned about unspoken social rules? 

The book also asks: Who are you if you spend all of your time watching the popular kids to know how to dress, what to like, and how to behave? Surely, there is something to be said for not forcing yourself to be a clone of everyone else, but there is also something to be said for understanding certain social behaviors and refraining from some behaviors.  

It is worth the discussion with students to read this book. It is short and at a level that most middle schoolers would be able to digest. In addition to a discussion of celebrating the individual vs. community acceptance, there is a lot to discuss in terms of character development. Under the right circumstances, I would teach this book.

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