Reading Recommendation Slide 4: Black History Month

Four fab Black-authored texts which educate and entertain in equal measure for this week.

I pop these recommendation slides up while I take KS4 and 5 registers (if I had yr9 classes, I’d use them there too) and allow students to read the info and decide whether they want to find any of these books. It’s a key one of my attempts to widen their reading and help them find books they might enjoy as there are certainly plenty of those out there, and the curriculum doesn’t always make it easy for us to present students with a pleasurable reading experience.

This week’s theme is Black History Month, since that starts next weekend.

Download the slide here:

4 – Black History Month

Last week’s was cathartic reads. Some links will be thematic, some topical, some more English-y. Please do let me know if you have ideas/suggestions/requests for future possible links.

If you’d like a little more info on these books (including their value for BHM), there are brief reviews for The Hate U Give, The Curious Tale of the Lady Caraboo and Orangeboy in this week’s main blog post.

If you haven’t already seen it, I have longer posts on A Change Is Gonna Come, as that’s been my Book Of The Month for September. There’s an introductory post explaining why Stripes commissioned this fabulous Black, Asian and Minority Ethnic-authored anthology at the start of the month, along with some brief classroom ideas on the topic of representation. Then, later in the month, I posted more of a review along with a set of AQA Eng Lang GCSE paper 1 questions on the opening of one of the stories. I’ll be using The Hate U Give as October’s Book of the Month and following a similar pattern, with classroom ideas for A Level Eng Lang and another GCSE paper 1 q.

Recommendations for Black History Month (KS3 to 5)

There will  be a reading recs slide for Black History Month too, but here are some brief reviews for some great BHM books to share with/recommend to classes. Obviously A Change Is Gonna Come also fits into this category, as it does so much to balance representation, and some of the stories could really be used to teach BAME experience (Yasmin Rahman’s and Nikesh Shukla’s are about contemporary BAME experience in the UK while Mary Bello’s and Ayisha Malek’s are also contemporary but with different geographical focuses).

The Hate U Give by Angie Thomas (spoiler alert: this is next month’s Book Of The Month in honour of Black History Month) is an amazing YA contemporary novel inspired by the Black Lives Matter movement. It follows the experiences of Starr, who is with her friend when he is shot by police and has to negotiate the moral minefield that follows. Everything is complicated by the fact that she lives in a black neighbourhood and attends a largely white school. This book is going to be a major Hollywood film and is seriously well written. It teaches loads about contemporary Black experience in the US without a single note of didacticism or bitterness. I’d recommend this for year 9 up.

Orangeboy by Patrice Lawrence is a contemporary UKYA novel which is great for reflecting common Black teen experience in the UK. Marlon is 16 and struggling with various things, mostly exacerbated by his social situation. I loved this book for its texture and realism and the sense of ‘oh no, Marlon’ but at the same time, knowing he lacked much choice. It’s great for showing the ‘mind-forged manacles’ that still exist for many (sorry, guess what I’ve just been teaching!!). I’ve also just read Patrice Lawrence’s second book and it’s also fab – both novels also heavily feature music as being important to the characters, which I appreciate as music is central to so many teens’ lives and identities. I’d recommend this for year 9 and up.

The Curious Tale of the Lady Caraboo by Catherine Johnson is a glorious UKYA historical novel based on real events. It tells of a young woman who reinvents herself as an exotic princess after trauma. The novel is a fab demonstration of colonial attitudes in early nineteenth century Britain, with many people keen to embrace Caraboo’s act and to study her ways. Catherine Johnson’s attention to detail in her historical research is fantastic and her characters are an absolute delight. Many students will enjoy this book, but in terms of appreciating its messages for BHM, it’s more suitable for older students. Students from KS3 could read it but I think those in KS4 and 5 are more likely to understand the depiction of imperialist attitudes.

Look out for my The Hate U Give posts during October for Black History Month, especially an extract q for GCSE practice which will enable us to introduce the text into the classroom. It’s a real gift of a book to put in front of young people and I’ve no doubt that bringing an extract in for such a lesson will prompt some to go out and read the whole and expand their understanding of contemporary race issues in the US (and worldwide).

Reading Recommendation Slide 3: Cathartic Reads

Here’s a new slide for this week. I just leave these up while I take KS4 and 5 registers (if I had yr9 classes, I’d use them there too) and allow students to read the info and decide whether they want to find any of these books. It’s another of my attempts to widen their reading and help them find books they might enjoy as there are certainly plenty of those out there, and the curriculum doesn’t always make it easy for us to present students with a pleasurable reading experience.

This week’s theme is catharsis.

Download the slide here:

For catharsis

Last week’s was comedy. Some links will be thematic, some topical, some more English-y. Please do let me know if you have ideas/suggestions/requests for future possible links.

A Change Is Gonna Come Review and GCSE Resources (Book of the Month In-Depth)

Age range: YA (12+)

Themes: as this is an anthology, these are really varied, but include: love, sexuality, racism, islamophobia, bereavement, refugees, OCD, friendship, punishment, fantasy, time travel, fairness, identity.

Narrative style and genre: again, varied by the story/poem – pretty much the full possible range is covered, with first and third person perspectives, present and past tense and genres from realism to fantasy; history through contemporary to near-future dystopian.

The anthology is a showcase of crisp, entertaining writing for young people in a range of styles by today’s top writers from a wide range of backgrounds. It’s great to see the range of ways in which the theme of ‘change’ has been interpreted, some with a political slant, others much more fantastical. For example:

  • Tanya Byrne’s story Hackney Moon is a gorgeous lesbian love story with an omniscient, God-like narrator. If you could read the whole story with a class, you could enjoy discussing the narrator’s character and function.
  • Catherine Johnson’s story Astounding Talent! Unequalled Performances! is a historical story of circus folk dealing with the death of their leader, with a historical note explaining her sources. Again, plenty of opportunity to discuss how writers work with source material there.
  • Yasmin Rahman’s Fortune Favours the Bold is the story of a teenage Muslim girl with anxiety getting through the day after a terrorist attack. This story offers plenty of moral discussion opportunities.
  • Patrice Lawrence’s story The Clean Sweep is a dystopian tale set in a version of Brighton where young offenders have been sent to be watched by the rest of the country/world as they are washed away (or possibly saved by a vote). Reading this story would allow useful exploration of structure, as the plot points and turning points come thick and fast.
  • Aisha Bushby’s Marionette Girl is a diary-style, incredibly detailed journal of a girl with OCD who reaches a turning point in her illness. Lots of chance for empathy-based discussions here, and perhaps to focus on the language we use around mental health and why it’s inappropriate to label behaviours/people ‘OCD/depression’ etc when those labels belong to debilitating conditions.

Obviously, on the whole I am 100% behind this book. As a project to increase representation, it is sorely needed, but it is so much more than that. It wouldn’t work if the stories in it weren’t good and they are GREAT.

 


Here is a set of GCSE-style questions on one of the story openings. These are based on AQA, as it’s what I have experience of, and I’m using Eng Lang Paper 1 as that’s the most sensible.

Use the first section of The Clean Sweep (to the second paragraph on p. 148: ‘…could hate us even more’) as the full extract.

1. Read again the first two paragraphs. List four things about the boys’ plan.  (4 marks)

2. Look in detail at paragraphs two and three. How does the writer use language here to describe Emo and Daphne?

  • You could include the writer’s choice of:
  • words and phrases
  • language features and techniques
  • sentence forms  (8 marks)

3. You now need to think about the whole of the source. This text is the opening to a story. How has the writer structured it to interest you as a reader?

  • You could write about:
  • What the writer focuses your attention on at the beginning
  • how and why the writer changes this focus as the source develops
  • any other structural features that interest you  (8 marks)

4. Focus this part of your answer on the second part of the source, from paragraph 5 to the end.

A student, having read this part, said: “The writer really shows the characters’ desperation in this extract. It comes through in everything from the description of the setting to the narrative voice.’

To what extent do you agree?

In your response, you could:

  • write about your own impressions of the characters’ desperation
  • evaluate how the writer has created these impressions
  • support your opinions with references to the text.    (20 marks)

I do hope somebody out there uses this. Please do let me know!

Event Report: A Change Is Gonna Come in Birmingham

I was fortunate enough to attend a panel event celebrating my Book of the Month, A Change Is Gonna Come, yesterday evening. It took place in Birmingham Waterstones, and we were treated to discussions from two of the authors, Patrice Lawrence and debut Yasmin Rahman, chaired by superstar blogger Mariam Khan (@helloiammariam).

Much of the discussion was around the need for this book, the spaces for BAME voices in publishing and representation issues more broadly. I thought I’d share with you some of the top comments I noted:

  • There are more BAME writers in this one volume than are being published in YA in the UK this year. Ouch.
  • Both authors spoke about wanting to contribute to a breadth of representation, to help young people be able to find themselves in books. Patrice Lawrence specifically talked about being a child who was never like the heroine in books (‘girls described as beautiful never had my skin colour, nose shape or lips like me’) and was saddened by Yasmin’s agreement, as she is much younger (‘Still? This is why we need this book.’)
  • Both authors also agreed that there is pressure on BAME writers in particular to be seen as representing their whole ethnicity when they write, whereas that pressure does not seem to apply to white writers, so whatever a Jamaican heritage writer does for example would be seen as therefore reflective of Jamaican writers, rather than purely themselves. There was some discussion about this also being true in the world in general: that you are expected to reflect the community in how you behave/dress/generally comport yourself, so this naturally also carries across to writing.
  • It was very clear that this collection is not just ‘for’ BAME readers. Obviously, there is a desire to reach readers of different heritages who may not have been able to find themselves in books before, but it is also important that white readers are able to read outside of themselves (ourselves), which we haven’t had enough opportunity to do in the past. I would add that this is a really important aspect for empathy and understanding. It’s really hard for people to see past themselves when they are only ever presented with images like themselves.
  • I was struck by Patrice Lawrence’s generosity and humility when asked about her feelings on winning the YA Book Prize and the YA category of the Waterstones Children’s Book Prize with her debut novel Orangeboy (which is fab, by the way). She talked about how pleased she was that the award proved that there was an appetite and a market for BAME stories and that it might encourage publishers to be bolder in publishing them. She had talked earlier about how hard it had been to get the book published, with only one editor at one publishing house being willing to take a chance on it.
  • Both writers, and Mariam as chair were very complimentary to Stripes the publisher for their work on this project. It represents the start of a real commitment to increasing BAME representation in YA for them. They took on a (paid) editorial mentee to work on the collection (who has since gained an editorial role in another publishing house), who is credited in the book. They have since advertised for an editor of BAME background and are currently (through September) open to submissions from BAME writers, so this wasn’t a one-shot, trend-hopping thing for them.

It was a great event and if you have anything similar near you, or have the opportunity to book a #ChangeBook school event, grab it with both hands. Contact Charlie at Stripes’ Marketing/Publicity for more info.

Reading Recommendation Slide 2: Comedic Reads

Here’s a new slide for this week. I just leave these up while I take the register and allow students to read the info and decide whether they want to find any of these books. It’s another of my attempts to widen their reading and help them find books they might enjoy as there are certainly plenty of those out there, and the curriculum doesn’t always make it easy for us to present students with a pleasurable reading experience.

This week’s theme is comedy.

Download the slide here:

Comedy

Last week’s was books for fans of Lemony Snicket. Some links will be thematic, some topical, some more English-y. Please do let me know if you have ideas/suggestions/requests for future possible links.

Three Ways to Sneak ‘Reading for Pleasure’ Recommendations into GCSE English Classes

This is a re-post of one of the few teaching-themed blogs I’d featured before the recent overhaul, so if you get a sense of deja-vu when reading, it’s not you, it’s me 🙂


I think (hope?) many of us can agree that GCSE set text lists do not inherently encourage students to become readers. By exposing young teenagers to  books deemed ‘classics’ or ‘great’ and requiring detailed analysis, we often in fact risk putting them off reading. This is, unfortunately, especially true for those not from a reading background whose only exposure to books is in school and who are left with the impression that the set texts they are given is what all books are like.

It is important, therefore, to try to share with pupils good examples of recently-published, engaging fiction for Young Adults (YA novels or Teen Fiction – although these are not interchangeable labels; teen is generally a little ‘younger’ and less likely to feature romance or tackle gritty issues). Here are some suggestions for ways that this can be achieved without going too far off-piste – especially if your school doesn’t have a school-wide initiative like Drop Everything And Read time.

  1. Use YA novel extracts when teaching writing skills. I know we often reach for the classics here, but especially now that this skill is tested in an exam and not as a CA, the boards are no longer looking for pre-1950s-style (and currently unpublishable) purple prose. More modern exemplars are likely to be useful to students.
  2. Offer extracts from YA novels as early practice texts for reading skills before moving on to the more demanding types of texts set by the boards (e.g. the 20th century lit set by AQA).
  3. Share recommendations, possibly supported by extracts, or simply blurbs and covers on slides (see my Sunday posts: here‘s last week’s) for topical reads or good reads linked to students’ interests (including the canny use of TV shows and films as genre guides – here‘s my sizable list from the summer). This makes a nice plenary as a ‘how do these link to the lesson?’ or an end of half term task: choose one or two to look out for and read over half term (it’s always worth promoting libraries – kids don’t have to BUY books to read them…).

On Twitter I occasionally share #ReadingTeacher recommendations, which I hope are of use and interest to other secondary teachers. I use recently published YA and occasionally MG novels, and link them to: curriculum possibilities such as teaching particular writing/analysis skills; broader curriculum issues such as SMSC/the four ‘R’s of Learning Power; themed months/days such as Black History Month or World Mental Health Day; students’ interests/TV/film to allow easy recommendations. I generally use books I’ve personally read (although I may occasionally rec something based on reliable intel 🙂 ), but they won’t always have already been reviewed on here/GoodReads.

If you don’t yet follow me on Twitter, I’m @BethKemp (and I talk mostly books, but also dogs, so be warned!)

Introducing Reading Recommendations as a Register/Settling Task: Slide no. 1: for Fans of Lemony Snicket

I’m going to be sharing a slide here every Sunday. These are slides I use at the beginning of lessons while I’m taking the register – I simply display them for students to look at and take note of anything they fancy reading. I’ll occasionally comment on/discuss the titles or the reason I’ve chosen this week’s topics, but over time students get used to the idea and I found last year that some started asking me for particular genres or topics. Some of these will be grouped by topic and may be topical (e.g. for Black History Month or International Women’s Day), while others will be clustered around more English-focused ideas (such as multiple narrators). Note that I’ve been using these with KS4 and 5 (I haven’t taught KS3 for a while until this year, but I do intend to show them to KS3 classes too).

This week’s selection is for students who have enjoyed A Series of Unfortunate Events, whether that’s the book series, or the recent brilliant Netflix show. They are all therefore somewhat dark and quirky.

For fans of Lemony Snicket – download the file here

I hope these slides will be of use to some of you.

Introducing September’s Book of the Month: YA BAME Anthology A Change is Gonna Come

This book is a superb introduction to a range of BAME writers working in the UK today. In this collection, they all tackle the theme of ‘change’ in short stories and poems for a Young Adult audience. The collection features many well-known authors such as Catherine Johnson, Patrice Lawrence and Nikesh Shukla, but the publishers also held open submission slots for previously unpublished and and unagented writers and the collection thus introduces new voices: Mary Bello, Aisha Bushby, Yasmin Rahman and Phoebe Roy. The project demonstrates a serious attempt to tackle the issue of BAME representation in YA writing, and since its publication, the publisher has also announced other proactive measures to increase opportunities for writers in this under-represented area.

The stories and poems cover a range of genres: contemporary, historical, fantasy, mythical and topics from personal loss to dramatic and fantastical transformations. (A fuller review detailing individual texts will follow later in the month.)

Lesson on representation issues and stealth-recommending the collection to students

Starter to highlight the gap in representation: how many Black, Asian or Minority Ethnic writers or characters from fiction can students come up with? In pairs, students could work separately on either characters or authors each, and then pair and share their ideas.


Non-fiction work: the collection features a thoughtful and thought-provoking foreword by Darren Chetty (@rapclassroom).  If you’re considering using this book in the classroom, or having copies in your classroom library, a lesson based on the foreword would be a constructive way to highlight the book to students. This text can be used to open up debate on representation and interventions such as this project. Students could be invited to discuss issues such as:

  • the eternal problem of minority writers being expected to record only the minority experience (e.g. gay lit reduced to ‘coming out’ stories)
  • the question of privileged writers writing from minority positions (but what about imagination?)
  • public perceptions of special collections such as this one
  • how/why increased and improved representation is important to minority or less privileged groups

Additional resource: a further text that could supplement this work is Tanya Byrne’s excellent article for the Guardian on the issue of BAME representation and resistance. (There are a couple of examples of strong language in this piece, so you may want to use caution with younger students). Again, this is a great text to open up debate, and it raises the issues particularly clearly. Students could be asked to trace Byrne’s arguments and/or look at how she gathers and presents her evidence in order to convince her audience. Tracking this through the piece via a flow diagram is a useful way of visualising it.


Creative approach: students could be asked to plan and perhaps also produce their own narrative on the theme of change. This may (or may not) be followed by a discussion of the stories and poems in the collection themselves.


I think if I had the space to use this anthology like a set text, I would teach from the foreword as discussed here, then set a creative writing challenge, then explore the stories. In reality, of course, it’s more likely that I’ll only be able to sneak in one extract as a means of ‘teasing’ the book and hopefully encouraging some students to read it. I think both non-fiction and lit-focused tasks have the chance to do that with different classes, depending on their interests.


A Change is Gonna Come is out now from Stripes, a division of Little Tiger Press. For a poster of the book for your classroom, contact @StripesBooks on Twitter (they did say I should tell people this!)

Changes to come around the Hearthfire

You may have noticed that quite a lot has changed around here. We’ve got a fresh new look and all the old content has been retired (except for author guest posts, which can still be found via the tab above).

I’m changing focus, in recognition of the fact that my most successful posts of late have been teaching-related and/or teacher-centred. With that in mind, I’ll be writing more fully as a teacher here – but still about books and reading more than anything else (I may manage to sneak the odd dog picture in, who knows…).

New Blog Features

The blog will now feature a chosen Book of the Month, which will have a detailed and in-depth review, and plenty of classroom ideas, spread across a couple of blog posts.

Recommendation posts will return as a regular feature, rather than trying to do more detailed reviews, and I’ll offer themed collections of books, grouped for example by topic or curriculum link with brief comments on what makes them worth your time and who they’re recommended for.

Essay posts will feature occasionally (once a month at most) on topics relating to reading, writing and English teaching.

Weekly reading recommendations in slide format will return  – one slide per week to show to classes to offer some recent fun reads to try to encourage reading for pleasure. As a taster for that, here’s my Summer Reading Recommendation list updated for this year.

Summer Reading Recommendations 2017

We gave this to yr10 students. It tries to make recommendations based on their taste in TV/film and their hobbies and interests, in the hope there would be something they would consider trying. Many of these titles will crop up on my slides over the next few months. I hope it’s a useful document to have in departments as a starting point for conversations. I found it invaluable on Parents’ evenings when parents would say ‘s/he doesn’t read’ – it gives you a reference, especially if you’ve got a computer in front of you and can look things up on Amazon and spark their interest that way.

I hope to see you around more often!