Module 1: Introduction to Young Adults and Their Literature

Myers, W. D. (1999). Monster. HarperCollins. ISBN: 9780061975028

Myers, W. D. (n.d.). Walter Dean Myers - yonkers public schools. Yonkers Public School. Retrieved January 24, 2022, from https://www.yonkerspublicschools.org/cms/lib/NY01814060/Centricity/Domain/1643/Monster%20by%20Myers%20Walter%20Dean%20Complete%20Novel.pdf

Summary: Steve Harmon, 16 years old, did not really think he would end up in this situation. On trial, for murder. Twenty-five years to life if he's proven guilty, yikes. Everyone seems to think he indeed killed someone. Even his attorney doesn't believe he is genuinely innocent and calls him a monster. Before determining his fate, he writes a screenplay of his time inside prison based on his experience as a sense of comfort during a difficult situation. The trial goes on, witnesses, evidence, and statements fly across the room to get to the truth of the story. But one question remains within the corners of Steve's mind: Am I a monster?

 

 

Analysis: The characterization of Steve Harmon is a transformation from beginning to end in a classic coming of age story as he "grows up" in the toughest of circumstances- on trial for murder. He starts as a kid who believes that he is "innocent until proven guilty" and "justice for all" However, once he sees himself in the mirror inside the jail and does not recognize himself, he questions his humanity and morality along with his identity. It continues to be a recurring theme in the novel based on whether he is human or a monster. He even resorts to crying at night, hiding his vulnerability and humanity (sensitivity/compassion) from others. Myers brings this powerful message regarding the question of human or monster regarding Steve, to the point that the reader is questioning the same as him and if he is genuinely an innocent human or a spiteful monster.

 

This theme of identity connects to when Steve talks to his attorney (Kathy O'Brian), where she wants him to appear human to the jury, which goes back to his battle with his own identity from the prologue. Then, the prosecution (Sandra Petrocelli), who considers him a monster and not a person- the very question he was considering regarding himself if he is truly a monster; the very same name his attorney called him. 

 

Steve continuously asks if he is a human being or a monster. Steve remembers how another inmate read his screenplay and says he would tattoo the title 'Monster' on his forehead; Steve remarks that it is "like I already have it tattooed on mine." This line connects to his identity and goes as far as dehumanizing himself. Myers brings out this horrendous yet exquisite visual for readers to almost picture the word 'Monster' appearing on Steve's forehead. Steve feels as if he is labeled as something other than human, depicting how he is treated differently in court, with everyone looking at him in accusation- thinking he is a monster. Steve's question on identity is captivating and will connect well with young adult readers. 

 

To keep himself sane, Steve decided to write based on his experiences in jail as a film project and turn it into a movie. Steve's script turns the novel into a screenplay made for the theater to be played by the "actor" (the people in his life) and gives them actions as stage directions like a performance. Myers making the novel told as a dramatic script done in Steve's point of view as a screenplay gives off a detached emotion. 

 

Myers brings out the beauty of Steve's screenplay as his form of keeping his creativity in an environment that took away his individualism-further dehumanizing him and turning Steve into someone he no longer recognizes. The script is told from the third person, giving off the detachment from Steve creating a "movie" out of his situation during the narration. His narration contrasts the screenplay told in the first person to give the audience a personal invite into his life and the emotions he is going through during the trial. Some issues might include teaching students how to read a play and explaining elements of a drama. Overall, the young-adult drama genre suits this story perfectly with the stage directions with the added narrative of Steve's fear and loss of faith in the justice system is compelling and engaging for readers. 

 

 

Reviews and Awards:

 

Kirkus Reviews (1999): "The format of this taut and moving drama forcefully regulates the pacing; breathless, edge-of-the-seat courtroom scenes written entirely in dialogue alternate with thoughtful, introspective journal entries that offer a sense of Steve’s terror and confusion, and that deftly demonstrate Myers’s point: the road from innocence to trouble is comprised of small, almost invisible steps, each involving an experience in which a “positive moral decision” was not made."

 

Publishers Weekly: "Myers (Scorpions; Somewhere in the Darkness) masterfully conveys the complexity of Steve's character by presenting numerous angles of his personality...Even after the verdict is delivered he is not able to make sense of who he is: the final image of him filming himself as he gazes into a mirror, searching for his identity…"

 

Michael L. Printz Award Winner

 

Coretta Scott King Award Honor

 

National Book Award Finalist 

 

Connections: *Excellent for teaching elements of a drama or coming-of-age story

*You might need to teach about Harlem and the violence that happens in that area for readers to understand Steve’s background

*You would need to conduct a lesson on controversial topics such as murder, prison violence, sexual assault, and crime. 

*This is a good opportunity for readers to create a book trailer or do a class play to show their understanding of the novel 

Related books:

Stone, N. Dear Martin. ISBN: 9781101939529

Acevedo, E. The Poet X. ISBN:  9780062662811

Reynolds, J. All American Boys. ISBN: 9781481463348

 

 

 Chee, T. (2020). We Are Not Free. Clarion Books.

Chee, T. (n.d.). We are not free: Page 1 of 275. books vooks - read novels free online. Retrieved January 25, 2022, from https://booksvooks.com/nonscrolablepdf/we-are-not-free-pdf-traci-chee.html?page=1

 

Summary: 1942. Pearl Harbor had been attacked. Japanese-American citizens seen with suspicion-being looked at as an enemy. As a result, over 100,000 people were forced out of their homes and into camps. This compelling narrative story is based on the thrilling experiences of fourteen teenagers from San Francisco, Japantown. Their outlook of life through the despair within the camps attempts to maintain their hope to stay alive while facing racism and the unspeakable horrors of the camps. Each character shares their point of view, expressing their losses and how they grow under captivity within the camps. Their independent voices will speak out over the challenges they face as they hope for their way out-and their lives change forever. 

Analysis: The novel intertwines different perspectives of fourteen other characters, which can seem quite overwhelming for the reader to consider. Luckily, Chee separates each point of view by the name and age of the characters. Chee beautifully intertwines each perspective of the characters, expressing their sorrow and hope despite their different personalities.     The story had stayed consistent with the first person point of view to see into each person's eyes, giving the audience a sense of intimacy and getting to know the characters personally because it felt like they became your friend. A couple of times, the point of view changes slightly but does not disrupt too much from the story. The author wonderfully did the tone; the character felt alive and accented their voices to make them unique. They had distinct personalities and emotions from the circumstances they experienced, which made the story very engaging and did not make the audience feel overwhelmed by many characters.     Readers begin with fourteen-year-old Minnow, warned by his oldest brother to take the bus, "no loitering around." Minnow discusses how it's only been three months since the attack on Pearl Harbor, and people in Japantown are treated as if they're enemies- with suspicion and strict guidelines such as an eight pm curfew time. Minnow already points out that "I shouldn't be out like this. Because it's dangerous to be hanging around with a face like mine, three months into the war." He already recognizes how people like him are outcasted, treated differently from others, and facing hatred from others based on the attack at Pearl Harbor.

    He faces discrimination due to his race and begins to question his cultural identity based on when he says, "I know the answer, and I hate the answer: because we're Japs, enemy aliens. Because we look like us." Minnow expresses the disbelief that the government took everything he has ever known from him due to racism which spirals down to his loss of rights. Other characters express the racism and loss of rights as they're forced into the camps. Like Shig states, "that's how it is these days. You hesitate, and your neighbors have vanished. You look away, and your friends have been stolen from you. You blink, and you're gone." Shig relates to the loss, bitterness, and anger from going through this horrible situation and even losing oneself within the camps. Other characters talk about the injustices they face due to racism and the torture they see inside the incarceration camps. Still, they continue to build resilience against the horrors and look for hope to get out of the dire situations they are in. This novel incredibly matches the historical fiction genre with documents and photographs included within the story to provide background and help the reader understand the setting. The end of the novel has additional information resources regarding this particular period (World War 2) in American history. It includes a lot of diverse characters, eight boys and six girls; Japanese, Japanese American, an African American character, and a gay one. One possible issue could be trying to keep up with fourteen different points of view that the reader might get a lot of time to get familiar with.

    The upside is that the individual characters felt authentic and genuine; it's also showing a rather ugly side of American history that is seemingly forgotten but needs addressing in the curriculum and history courses. It might be a bitter pill to swallow for those who had family members who went through a similar circumstance, including racial slurs. Overall, the novel was fascinating and tragic in that this young character went through a time of injustice, but their resilience is something to cheer about and hope for their future.

Reviews and awards:

Kirkus Reviews (2020): "Written from the 14 young people’s intertwining points of view, each character fills in a segment of time between 1942 and 1945. The styles vary, including both first- and second-person narration as well as verse and letters. Each voice is powerful, evoking raw emotions of fear, anger, resentment, uncertainty, grief, pride, and love. Historical photographs and documents enhance the text. An unforgettable must-read. (author’s note, further reading, image credits) (Historical fiction. 13-18)."

Horn Book (2020): "Various graphic elements connect the story to its historical period (drawings, photographs, maps, postcards, telegrams, and newspaper articles), while the author’s note grounds it in Chee’s extensive research and family experience."

Publishers Weekly: "The individual tales are well crafted and emotionally compelling, and they resolve into an elegant arc. Ambitious in scope and complexity, this is an essential contribution to the understanding of the wide-ranging experiences impacting people of Japanese ancestry in the U.S. during WWII. Ages 12–up."

National Award for Young People's Literature Finalist

Michael L. Printz Award Honor

Walter Dean Myers Award Honor

Connections: *You would need to explain the events of WW2, Japanese incarceration camps, 442nd Regimental Combat Team, 100th Infantry Battalion, and the 1399 Engineer Construction Battalion to build background knowledge for students

*This title is excellent for teaching point of view and characterization 

*This title is great for readers who might want to learn about other racial groups who faced inequality, like historical fiction, have Japanese ancestry or want titles related to World War 2

*You might have to teach about sensitive topics that contain torture, war, physical assault, strong language, racial slurs, and character death

Related books:

Takei, G. They Called Us Enemy. ISBN: 9781603094504

Gratz, A. Grenade. ISBN: 9781338245691

Otsuka, J. When the Emperor Was Divine. ISBN: 9780345807274

Reynolds, J. (2017). Long Way Down . Simon and Schuster.

Summary: Fifteen-year-old Will reveals how his brother Shawn got killed. He talks about how he was with a friend when Shawn got shot. The rules of the streets say that he must never snitch, but he wants his revenge. In a blind fury, Will locates the tool he needs to pull off his plan- a gun. Will believes that a member of the Dark Suns gang murdered his brother, so he wants to find them to avenge his brother. On his way to get his revenge, ghosts connected to his brother share their stories and try to convince him not to use the gun. Will listens to their tales while unraveling the truths behind Shawn's death. Is Will going to use his gun? Is revenge honestly the answer to Shawn's murder? 

 

Analysis: The descriptive writing for Long Way Down for the particular story written in poetic verse is different than the assumed prose narrative. The poems are not too long and captivate the audience with the free verse flow. It goes out of the typical rhyme scheme; the free verse brings a vivid picture of a young boy voicing the injustice of finding out that his brother Shawn died. "The sadness is just so hard to explain." which reflects William's grief over Shawn's death; the sadness he is feeling is so incredible that he could not even begin to describe it. 

Readers will be left breathless at Reynolds' description of unexplainable grief that hits you so hard that it's unbearable and hard to believe, which can help readers connect to William's despair and relates to it if they have lost a loved one. Reynolds' use of language out the feeling of sadness that Will internally feels as he watches his mom and Shawn's girlfriend cry over his brother. "I FELT LIKE CRYING, which felt like another person trapped behind my face tiny fists punching the backs of my eyes feet kicking my throat at the spot where the swallow starts." The imagery in this particular line was perfect to describe the emotions of sadness and loss that take over Will. 

Unfortunately, The Rules stops the grief and turns it into anger and vengeance. Will talks about the three rules he was taught: don't cry, don't snitch, and take revenge if the person you love is killed. Will considers it as he looks into the drawer inside his shared room with Shawn, "A tool for RULE No. 3." Curiosity will bring readers to the edge of their seats at the idea that Willaim will take the gun in Shawn's dresser or not if he will partake in a revenge killing. 

Reynolds portrays the torn sides of Will: the side that needs to avenge his brother's death or not go through with the revenge killing. Quite similar experiences to A Christmas Carol where the main character gets visited by ghosts. 

 

Will gets haunted by people from his past, like Buck (his brother's mentor). Other ghosts are Dani (a childhood friend), Uncle Mark, Pop (Will and Shawn's dad), and Frick (a man who Shawn killed), that share their stories about the violence they went through and about the revenge killing they have seen and experienced. Reynolds does an incredible job expressing Will's perspective of seeing these ghosts- the disbelief and the lingering sadness of their deaths. It also reflects Will's consciousness on his beliefs if he should follow the rules since "The Rules are the rules." but he's unsure if he's going to follow through on his revenge "I don't know, I don't know, I don't know what to do.". Revealing his vulnerability and morality makes readers' hearts break at a young boy who violently lost his brother but is in a situation where he 'has to do what he has to do.' Will displays a wayward sense of loyalty and masculinity (since he has been told not to cry and avenge his brother's death)? Reynolds wonderfully writes Will's inner conflict within himself to follow The Rules because it was taught to him or end the cycle of violence by going back home to his grieving mother. 

 

The story leaves off with the words, "You coming?" towards Will, which is meant for the reader to interpret that Will went to exact his revenge or returned home. This can be an issue regarding the open ending since there's no additional information for the reader to know what decision Will make in the end. Still, it can be a great discussion for students to participate in their interpretation of Will's choice and create their ending based on the decision. An eye-opening story about the gang and gun violence that rule the streets with fear and an endless cycle of violence. It had a unique perspective that was captivating from beginning to end. 

 

The detailed individual stories of the various ghosts that visit Will will sway the reader back and forth on whether the revenge killing will be worth it or not. Will's decision goes off scale throughout the elevator ride down to reflect his 'coming-of-age' story and journey towards the ultimate choice he has to make. Overall, genuinely captivating and brings out the ugly yet absolute truth to gun violence. The ending left up to interpretation will be enjoyed by many readers for the long way down the elevator ride. 

 

Reviews and awards:

Kirkus Reviews (2017): "Reynolds masterfully weaves in textured glimpses of the supporting characters. Throughout, readers get a vivid picture of Will and the people in his life, all trying to cope with the circumstances of their environment while expressing the love, uncertainty, and hope that all humans share.This astonishing book will generate much needed discussion. (Verse fiction. 12-adult)." 

Publishers Weekly: "The story unfolds in the time it takes for the elevator to descend, and it ends with a two-word question that hits like a punch to the gut. Written entirely in spare verse, this is a tour de force from a writer who continues to demonstrate his skill as an exceptionally perceptive chronicler of what it means to be a black teen in America. Ages 12–up. Agent: Elena Giovinazzo, Pippin Properties."

Horn Book (2017): "The poetry is stark, fluently using line breaks and page-turns for dramatic effect; the last of these reveals the best closing line of a novel this season. Read alone (though best aloud), the novel is a high-stakes moral thriller; it’s also a perfect if daring choice for readers’ theater."

Michael L. Printz Award Honor

Coretta Scott King Award Winner

Newbery Award Winner

Connections: *You might have to teach about sensitive topics such as gang violence, gun violence, mentions of character death, and revenge killing. 

*You would need to explain readers what toxic masculinity is based on the examples in the book and explain how the character’s viewpoint of manhood in fundamentally flawed

*This title can show that revenge killing can become an endless cycle of violence and can teach readers to learn to express their grief

Related books: 

Polonsky, A. Gracefully Grayson. ISBN: 9781484723654

Stork, F.X. Disappeared. ISBN: 9781338312829

Gratz, A. Code of Honor. ISBN: 9780545695190