IMPROVING & BALANCING MY CLASSROOM LIBRARY by __Sara Farriba________

What are TEN high-quality books that would address the gaps and imbalances you found in your
analysis of your 15 Classroom Library Favorites?
(DO NOT include books presented by Dr. Beck during this course.)
Be sure to complete all the elements of the analysis and include a thumbnail of the book cover.
Please HIGHLIGHT specific facts about a book that help improve and balance your Classroom
Library.

1.
Book Analysis Form

Marcus Vega Doesn’t Speak Spanish

Publication Date & August 21, 2018- English

Language
Genre Realistic Fiction
Author Ethnicity/Race Pablo Cartaya- Cuban American/Hispanic
(Illustrator Class/SES Lower middle class- Middle Class
?) Sex/Gender Male/Masculine
Authenticity Pablo has a lot in common with Marcus. Marcus struggles to find
(match w/ his identity as a non-Spanish speaking Hispanic boy in the
Protagonist?) United States. Cartaya expressed similar struggles as a younger
boy. However, while Cartaya’s family remained in tact and largely
supportive of him, Marcus lives with his single mother and has to
support his family as well as keep up with his schooling.
Protagonis Ethnicity/Race Marcus Vega- Puerto Rican/Hispanic
t Class/SES Poor-Lower Middle Class
Sex/Gender Male/Masculine
Family Marcus lives with his mother and his younger brothers. His dad
Structure left when Marcus was very young so Marcus has assumed the
role of “man of the house” and tries hard to balance school with
supporting his family.
Justification w/ a Quote?
Over the course of the six years that I’ve worked at Calhoun
Middle School, one of the biggest complaints I’ve heard from
my Hispanic male students is that they often feel judged for
being culturally different to the majority of students who are
white. Many feel stereotyped as being a part of a gang or that
they’re always up to no good when they really are just trying to
do their best like everyone else. I think Marcus Vega would be
a relatable character for my Hispanic students because he
seems to also struggle with the idea of being Hispanic in the
United States. One of my goals was to include more literature
for Hispanics by Hispanics because according to Wolf in
chapter 1 “keeping children at the forefront of your text
selection will make their engagement in literature even deeper,
especially when the texts allow them to enter into
conversations about the sociocultural world around them”
(2003). I feel that this book accomplishes both of those goals
and would engage some of my hardest to reach students by
appealing to them on a personal level.

2.
Book Analysis Form

Stars Beneath Our Feet

Publication Date & September 19, 2017- English
Language
Genre Realistic Fiction
Author Ethnicity/Race David Barclay Moore
(Illustrator Class/SES Middle to Upper Middle Class
?) Sex/Gender Male/Masculine
Authenticity Lolly and Moore are both African American males. However, the
(match w/ bulk of this novel, set in Harlem, focuses around gang life in a
Protagonist?) large inner city. Moore was raised in Missouri and, while he
certainly struggled with racism, did not share the same type of
childhood as Lolly.
Protagonis Ethnicity/Race Lolly Rachpaul- African American
t Class/SES Poor-Lower Middle Class
Sex/Gender Male/Masculine
Family Lolly lives with his mother who is in a lesbian relationship. He
Structure had an older brother but he was killed in a gang-related

Justification w/ a Quote?
shooting. Lolly feels pressured to join the same gang that
ultimately brought about his brother’s death.
16% of my school’s population identifies as African American or
black. Most of the books that have black protagonists center
around female characters and are written by female authors.
This book centers around a young boy who is dealing with
being black. Although these themes and topics might be
disturbing, specifically the gang related shooting and
subsequent death of the protagonist’s brother, this book can
help students explore topics of race, racism, wealth disparity,
etc. In a controlled and respectful environment, students can
discuss these topics and ideas as well as their feelings about
them. It’s an opportunity to “provide a safe way to explore
ideas” in this story (Wolf, Chapter 6).

3.
Book Analysis Form

Ivy Aberdeen’s Letter

Publication Date & March 6, 2018- English
Language
Genre Realistic Fiction
Author Ethnicity/Race Ashley Herring Blake
(Illustrator Class/SES Middle Class
?) Sex/Gender Female/Feminine
Authenticity Sexuality mismatch- Blake is straight while Ivy is gay.
(match w/
Protagonist?)
Protagonis Ethnicity/Race Ivy Aberdeen- White
t Class/SES Middle Class
Sex/Gender Female/Feminine
Family Ivy Aberdeen is a 12 year old girl who has been questioning her
Structure sexuality. Her parents are still together but have recently had
twin boys who take up most of their time and attention. Ivy’s
 struggles intensify when a tornado destroys her house and a
notebook goes missing that could expose Ivy as a lesbian before
she is ready.
Justification w/ a Quote? This novel is important to include in my classroom library for my
LGBTQ students. Every year, I see more and more students who
are struggling with their gender identity and/or their sexual
identity. Middle School is already hard enough without being
LGBTQ in a small, conservative Southern town. This book
centers around a girl who is struggling to come to terms with
her sexuality just like many of my students. Many reviews of
this book by members of the LGBTQ community hinted that
this novel would have helped them when they were young and
beginning to question things. I think this would also help
expose students who don’t identify as LGBTQ to these
problems and the difficulty of coming to terms with being
LGBTQ at such a young age. In our area, being homosexual or
transgender is not widely accepted. Instead, it’s simply
tolerated. Books like these would do a great deal of good for all
young people, if only to expose them to a different way of
thinking about a topic that rarely has a chance to be discussed
in public in our town. I think this would cause a slight uproar
with some of our parents because many would be upset about
including LGBTQ books in the classroom library. However, I
agree with Paul C. Gorski and Katy Swalwell in their article
“Equity Literacy for All” when they said that “by integrating
issues of equity into the content at young ages, we help all
student develop the skills and language they need to explore
complex and controversial issues in a community of people
who may disagree about what’s going on or what should be
done about it” (2015, p. 38). Students need to be able to see
LGBTQ issues and topics from differing perspectives in order to
be able to ultimately accept and celebrate them.

4.
Book Analysis Form

Zenobia July
Publication Date & May 21, 2019- English
Language
Genre Realistic Fiction
Author Ethnicity/Race Lisa Bunker
(Illustrator Class/SES Middle Class
?) Sex/Gender Female/Feminine
Authenticity Lisa and Zenobia, despite one being born female and the other
(match w/ being born male, have a lot in common. Lisa is not trans but is a
Protagonist?) lesbian and struggled with her sexuality, much like Zenobia
does in the novel, when she was growing up.
Protagonis Ethnicity/Race Zenobia July- White
t Class/SES Middle Class
Sex/Gender Male to Female/ Feminine
Family Zenobia lives with her two loving aunts who are lesbians after
Structure her mother and father both passed away. Her mother died of
illness while her father died in a hunting accident that may
have been suicide. Zenobia was born male but has always felt
like she was a girl and her aunts accept her for who she is even
if most of her school peers and community members do not.
Justification w/ a Quote? Similar to the novel above, “Zenobia July” deals with LGBTQ
themes. The main protagonist was born male but presents
female. I think this would be a great classroom library addition
for students who might be questioning their own gender
identity or even just feeling like they don’t fit in. In chapter 5 of
“Interpreting Literature with Children” by Shelby A. Wolf,
“talking about gender with children can sometimes make a
difference in their lives” (2003). Even if the student isn’t
struggling with LGBTQ issues, many could still be struggling
with gender conformity and wanting to live a nontraditional
life rather than conform to gender stereotypes. We have had
one fully transitioned transgender student in the last decade at
our school, however, the number of possibly trans students has
been steadily increasing. Many are just beginning to feel
comfortable experimenting with going by a different name or
asking to change their pronouns in class. I think books like
these could help these students feel like they aren’t being
ridiculous, that there are others like them, and that they
deserve to go through these things in order to completely
figure things out. Similarly, exposure to transgender topics,
issues, and viewpoints can only help normalize these things to
students who might otherwise shun, ridicule, or criticize them.
Many critics of this novel say that it is appropriate for middle
and elementary ages students, despite the controversial
subject, because the topic is introduced sensitively and without
a lot of details that might make some uncomfortable. It seems
like it would be a great beginning novel to this specific topic.
5.
Book Analysis Form

The Dreamer

Publication Date & April 1, 2010-English

Language
Genre Realistic Fiction and Poetry
Author Ethnicity/Race Pam Munoz Ryan- Mexican American/Mixed
(Illustrator Class/SES Middle Class
?) Sex/Gender Female/Feminine
Authenticity Male female mismatch. While the author is a woman who is of
(match w/ mixed white and Mexican heritage, the protagonist, Neftali is a
Protagonist?) fully Chilean male. They do share the feeling of not belonging
when they were children and young teens.
Protagonis Ethnicity/Race Neftali- Chilean/Hispanic
t Class/SES Lower-Middle Class
Sex/Gender Male/Masculine
Family Neftali (based on Pablo Neruda) is a young boy who has a
Structure difficult home life. His father is overbearing and borderline
abusive which causes Neftali to act differently than he would
like. On the inside, he is creative, artistic, sensitive, and poetic.
He struggles to live up to his father’s expectations while trying
to stay true to himself.
Justification w/ a Quote? 24% of my school district’s population is Hispanic. Throughout
this course, the idea of showing minority populations
successful member of similar cultural backgrounds has been
stressed. I think Nobel Prize winner Pablo Neruda is a great role
model for kids. Hispanic students, especially boys, often feel
judged and pressured in to fulfilling stereotypical roles within
their community. Neftali, who is Neruda in this story, shows
that there are alternative paths to a livelihood and happiness.

6.
Book Analysis Form

Stef Soto, Taco Queen

Publication Date & January 17, 2017- English
Language
Genre Realistic Fiction
Author Ethnicity/Race Jennifer Torres- Hispanic
(Illustrator Class/SES Lower middle class- Middle Class
?) Sex/Gender Female/Feminine
Authenticity Torres and Stef have quite a lot in common. Both are the
(match w/ daughters of immigrants and grew up surrounded by a rich
Protagonist?) Hispanic culture. Both had supportive and loving parents who
did the best they could to raise these first generation
Hispanic-American girls so that they could grow up to be
intelligent and successful.
Protagonis Ethnicity/Race Estefania Soto- Hispanic
t Class/SES Lower Middle Class-Middle Class
Sex/Gender Female/Feminine
Family Stef is the daughter of two immigrants who have moved to the
Structure United States to find a better life. Stef struggles with her
Hispanic heritage and the fact that her family’s chosen
occupation, running a Taco food truck, make her immigrant
and Hispanic status so obvious to the other kids.
Justification w/ a Quote? I think many of my student would identify with Stef. Stef is a
Hispanic girl and the daughter of two immigrants. My school
system has a large Hispanic population and many of my
students are first generation Americans struggling to balance
the two cultures. Stef shows similar struggles and eventually
comes to embrace her Hispanic identity even though it was
once the source of a lot of embarrassment. This book could
show our Hispanic population that they have nothing to be
embarrassed about and that their culture is worthy of being
embraced and celebrated.

7.
Book Analysis Form

Ghost
Publication Date & August 30, 2016- English
Language
Genre Realistic Fiction
Author Ethnicity/Race Jason Reynolds- African American
(Illustrator Class/SES Lower Middle Class
?) Sex/Gender Male/Masculine
Authenticity Jason Reynolds has a lot in common with his protagonist, Castle.
(match w/ Both are black, were raised in lower income neighborhoods by
Protagonist?) single mothers and struggled during their early childhoods and
teen years. However, while Castle uses sports as his coping
mechanism, Jason Reynolds turned to reading and writing.
Protagonis Ethnicity/Race Castle Crenshaw- African America
t Class/SES Lower Middle Class
Sex/Gender Male/Masculine
Family Castle “Ghost” Crenshaw lives with his mother. They are
Structure struggling financially but the mother is trying to become a
nurse to help better their lives. Castle’s father is no longer in the
picture after he tried and failed to murder both Castle and his
mother. Castle uses track as a way to cope with his trauma.
Justification w/ a Quote? Calhoun City Schools places a huge significance on sports.
Calhoun has a large low socio-economic population and many
of the students from poorer families has found success in
athletics. The boys in my classes generally enjoy reading about
sports too. I think this story about “Ghost” would be an amazing
way to show my male students, lower socio-economic students,
and minority students that sports can be a way out of a lot of
problems.

I also think students with “broken” families would benefit from

reading about a boy who also comes from this kind of
background. This book reminded me of the mention of “The
Boy in the Striped Pyjamas” in chapter 6 of “Interpreting
Literature with Children.” Like that novel, I feel “Ghost” is a part
of the “growing body of writing for children that acknowledges
the extent to which the young may be victims and witnesses,
and in some cases, perpetrators of atrocities.” Ghost was both a
 victim and a witness to a terrible event. It affected him to the
point that he almost completely gives up until he finds a way to
channel the anger and pain in to something worthwhile and
rewarding. I think this is a really powerful message that could
help a secretly struggling student look for their own way to
channel their negative feelings.

8.
Book Analysis Form

The Skin I’m In

Publication Date & January 1, 2000- English

Language
Genre Realistic Fiction
Author Ethnicity/Race Sharon Flake- African American
(Illustrator Class/SES Lower Middle Class
?) Sex/Gender Female/ Feminine
Authenticity Flake seems to have a lot in common with her protagonist,
(match w/ Maleeka. Both come from lower socio-economic backgrounds
Protagonist?) with struggling families who are simply trying to make ends meet
and both are black. However, Flake had both parents and
siblings which provided a great support system for her
throughout her life. Flake’s family also seems to be slightly better
off than Maleeka’s in terms of being able to support themselves.
Maleeka and her mother struggle in just about every way
imaginable and it is just the two of them so she does not have as
good of a support system.
Protagonis Ethnicity/Race Maleeka Madison- African American
t Class/SES Poor- Lower Middle Class
Sex/Gender Female/Feminine
Family Maleeka does not have a father and does not seem to have ever
Structure known him. She lives with her mother in a poor neighborhood.
Maleeka is described as “destitute” and struggles with her racial
identity.
Justification w/ a Quote?
Even though this book centers around an African American
female, I think a lot of my minority population would benefit
from reading about Maleeka and her ability to eventually
embrace her dark skin. Gorski and Swalwell show that in order
for a curriculum to be intentionally and meaningfully
multicultural, teachers must include books and readings that
highlight “principles of equity and social justice” (2015, p. 36).
Maleeka does not feel equal to those around her because she
has such dark skin. Throughout the novel she struggles with
her feelings about her race in connection with her appearance
and the way others treat her as a result of both of those pieces
of her identity in addition to her low socio-economic status.

9.
Book Analysis Form

The Hate U Give

Publication Date & February 28, 2020- English
Language
Genre Realistic Fiction
Author Ethnicity/Race Angie Thomas- African American
(Illustrator Class/SES Poor-Lower Middle Class
?) Sex/Gender Female/Feminine
Authenticity Angie Thomas has a lot in common with her protagonist, Starr
(match w/ Carter. Both came from lower socio-economic backgrounds
Protagonist?) and lived in a predominantly black neighborhood. Both
witnessed a fatal shooting and struggled to understand the idea
of racial violence.
Protagonis Ethnicity/Race Starr Carter- African America
t Class/SES Poor-Lower middle class
Sex/Gender Female/Feminine
Family Starr’s family is extremely close knit and supportive of one
Structure another. They struggle with poverty and racism in their
community and in their country as a whole.
Justification w/ a Quote? Racial topics are hard for students to talk about. With the recent
election, it has become abundantly clear that students who
don’t “live it” can’t really understand “it”. Books like “The Hate
U Give” can help students face the realities of what it means to
 be poor and/or black in the United States. I think that this novel
would help students “distinguish between what they want to
do, what they can do, and what they should do” if they were in
the shoes of the protagonist or a person like her (Wolf, Chapter
6). This is a higher level text than the others I’ve included on
my list. Many thing that it’s too mature for middle school but I
think, in the right setting and with the appropriate level of
guidance, middle school students could greatly benefit from
reading and discussing the ideas in this story.

10.
Book Analysis Form

The Length of String

Publication Date & May 1, 2018 - English
Language
Genre Realistic Fiction
Author Ethnicity/Race Ellissa Brent Weissman- Jewish/White
(Illustrator Class/SES Middle-Upper Middle Class
?) Sex/Gender Female/Feminine Straight
Authenticity Race mismatch- Weissman is white and Imani is black. Weissman
(match w/ was also not adopted while Imani was adopted. However, both
Protagonist?) were raised in a Jewish neighborhood in large city (Weissman
in New York and Imani in Baltimore) and received an education
in this type of community. Both share a love of their Jewish
faith, learning, and reading.
Protagonis Ethnicity/Race Imani- Jewish/Black
t Class/SES Middle- Upper Middle Class
Sex/Gender Female/ Feminine Straight
Family Imani is a black girl who was adopted by a white Jewish family.
Structure She has had a good childhood but has struggled to fit in with
the people around her because she looks different.
Justification w/ a Quote? I liked this book because it shows a different perspective on
being black in American compared with the others I’ve
included in my list. Rather than centering around a broken
family or gang related activities, this book centers around a
black girl who has a great home life and is not at all involved in
or around any gang activity. It would help cultivate a “robust
understanding about how people are treated by one another
and by institutions, in addition to a general appreciation of
diversity” (Gorski and Swalwell, 2015, p. 36). I think my middle
school aged students would benefit from seeing that the
struggle with race or not fitting in can transcend the
stereotypical scenarios that many novels often include.