Response to “Cathedral” by David Macaulay

APA Reference:  Macaulay, D. (1973). Cathedral: The Story of Its Construction. Boston, MA: Houghton Mifflin. Genre: Informational Narrative / Illustrated Nonfiction Usage: Ages 9–12, Grades 4–7

Personal Response Reading Cathedral reminded me how effective it is to teach through stories. David Macaulay’s writing and drawings turn a complex architectural process (constructing a cathedral) into a human-centered journey. Instead of listing construction terms or isolated engineering facts, the book invites readers to follow a fictional town as it plans, designs, and builds a beautiful cathedral over decades. I imagine this book being especially useful in a future classroom, showing students that history and STEM are not separate, but woven together through culture, creativity, and community. As a future teacher, I appreciate how this book teaches content through narrative—a much more natural way for children to learn than memorizing disconnected facts. It also makes me reflect on how we often segment science and engineering education away from the social and human stories behind them. When reading this book with students, I might ask: “What kind of knowledge did workers need to build this?” or “What do you think motivated the town to keep going even after setbacks?” Critique Plot: While not a traditional narrative, the book traces the multi-decade process of constructing a fictional French cathedral, showing each phase of planning, problem-solving, and craftsmanship. The structure gives readers a sense of time, challenge, and achievement. Setting: The book is set in a fictional 13th-century French town, grounded in real medieval practices and environments. Macaulay’s architectural illustrations bring the setting to life. Theme: Central themes include human ingenuity, perseverance, and collaboration. The book highlights how communities worked together over generations to achieve something lasting. Style: Macaulay’s clean, detailed illustrations are paired with clear, informative text. The tone is serious yet accessible, making complex ideas understandable without oversimplifying. Point of View: The book uses an omniscient, explanatory perspective that brings readers into the broader historical and technical process while maintaining engagement through narrative structure. Lesson Sketch Proposed Lesson Title: Building Big Ideas: Exploring History and Engineering through "Cathedral" Relevant 5th Grade CA Common Core Standard: RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text. Objective (ABCD Format): After reading selections from Cathedral, students will be able to describe how different roles (types of workers) and events contributed to the building process, using specific examples from text and illustrations. Standard-Aligned Lesson Activity: Students will create a visual timeline that shows the construction phases of the cathedral, labeling roles such as architect, mason, laborer, and carpenter. In pairs, they will identify key problems and innovations from the text, then share their findings in a group discussion. Discussion Questions: What kinds of skills were needed to build the cathedral? How does the author show that building something this big takes more than one generation? What modern buildings or projects do you think are similar today? Outside Resources: https://ca.pbslearningmedia.org/resource/notre-dame-fire-newshour/notre-dame-fire-newshour/ – PBS resource on the Notre Dame Cathedral fire as extension or engagement piece https://www.architecture.org/learn/  – Chicago Architecture Center learning materials for classrooms https://www.makcenter.org/ – MAK Center for Art and Architecture in Los Angeles, offering exhibits, public programs, and educational resources on architecture

Response to “The Absolutely True Story of a Part-time Indian” by Sherman Alexie

APA Reference:  Alexie, S. (2007). The Absolutely True Diary of a Part-Time Indian (Illustrated by E. Forney). New York, NY: Little, Brown Books for Young Readers. Genre: Contemporary Realistic Fiction, YA Usage: Ages 12+, Grades 7 and up

Personal Response Sherman Alexie’s Part-Time Indian resonated with me deeply. As a minoritized Latino man who often moved between cultural spaces, I connected with Junior’s struggle of navigating two different worlds. His story reminded me of the balancing act required to belong in multiple communities without losing yourself. Junior’s humor, even in painful moments, felt authentic and courageous. His journey to stay true to both his roots and his dreams spoke to my own experiences growing up. If reading with students, I’d ask: “What does it mean to stay true to yourself in unfamiliar spaces?” or “How does humor help us deal with hard things?” Critique Plot: Junior leaves his reservation school to attend an all-white high school, facing challenges and discovering strength along the way. The story feels emotionally honest and engaging. Setting: The reservation and Reardan school highlight the contrast in Junior’s life and the social divide he navigates. Theme: Identity, poverty, racism, and resilience are central themes. The story encourages readers to reflect on belonging and self-discovery. Style: Told with humor and heart in Junior’s voice, the narrative blends words and illustrations to deepen the emotional impact. Point of View: The first-person perspective brings readers close to Junior’s thoughts and emotions, building empathy and understanding. Lesson Sketch Proposed Lesson Title: Finding Your Voice Across Two Worlds Relevant 5th Grade CA Common Core Standard: RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. Objective (ABCD Format): After reading selected excerpts from The Absolutely True Diary of a Part-Time Indian, students will be able to compare how Junior’s experiences differ between the reservation and Reardan, using at least two text-based examples. Standard-Aligned Lesson Activity: Students will create a two-column journal entry comparing life on the reservation with life at Reardan, including physical setting, relationships, and expectations. Students will draw or write about how Junior feels in each environment and what strategies he uses to cope and grow. Discussion Questions: What are the biggest differences between Junior’s life on the reservation and at Reardan? How does Junior use humor to deal with pain? What does Junior learn about friendship and loyalty? Outside Resources: https://school.teachingbooks.net/tb.cgi?tid=10212 – Author interviews and teaching resources for the book https://www.pbs.org/video/who-can-identify-as-a-native-american-piezvq/ – Who can Identify as Native American? https://www.learningforjustice.org/celebrate-native-american-heritage – A resource for celebrating Native American heritage

Response to “El Deafo” by Cece Bell

APA Reference:  Bell, C. (2014). El Deafo. New York, NY: Amulet Books. Genre: Graphic Memoir, Middle Grade Usage: Ages 8–12, Grades 3–6

Personal Response El Deafo captured my attention immediately because it gives readers an honest window into the lived experience of navigating the world with a hearing difference. The experience of being marginalized. Cece Bell shares her story with humor and heart, using the superhero alter-ego "El Deafo" to process her feelings of standing out. As a Latino man who also grew up feeling different in school spaces where my language, family, or identity set me apart, I found myself relating to Cece's desire to fit in without losing herself. One of the most powerful moments for me was when Cece discovers that what she thought was a limitation actually gives her a unique strength as she is able to hear what no one else can through her Phonic Ear. This reminded me of the unique perspectives I carry and can offer the world, from my own cultural and personal experiences, even when they felt like barriers growing up. If I were reading this with students, I might ask, "Have you ever felt like you had a 'superpower' because of something that made you different?" or "What does it mean to be a true friend to someone who feels left out?" Critique Plot: The book follows Cece as she navigates school, friendships, and self-acceptance after losing her hearing. The plot is episodic but meaningful, showing both challenges and triumphs in relatable ways. Setting: Set in Cece's school and neighborhood in the 1970s, the setting feels authentic and accessible. The social situations Cece faces are timeless and resonate with readers today. Theme: Themes include disability awareness, friendship, fitting in, and self-acceptance. The book encourages readers to value what makes them unique and to see others with empathy. Style: The graphic novel format, with cartoon-style illustrations of rabbit characters, makes complex emotions accessible to young readers. The humor and visual storytelling add depth without overwhelming the reader. Point of View: Told from Cece's first-person perspective, the story allows readers to experience her internal dialogue and emotions. This helps build empathy and understanding. Lesson Sketch Proposed Lesson Title: Celebrating What Makes Us Unique: Lessons from "El Deafo" Relevant 5th Grade CA Common Core Standard: RL.5.6: Describe how a narrator's or speaker's point of view influences how events are described.  Objective (ABCD Format): After reading selected chapters from El Deafo, students will be able to explain how Cece's point of view influences the way the story is told, using two examples from the text or illustrations. Standard-Aligned Lesson Activity: Students will create "Super Me" posters that highlight something about themselves that felt like a weakness but turned out to be a strength. They will write a short paragraph explaining how their perspective shapes their experiences, just like Cece's point of view shapes the story. Discussion Questions: How does Cece's point of view help us understand what it feels like to be different? What does "El Deafo" symbolize for Cece? What are some ways we can be more understanding of people with different abilities? Outside Resources: https://school.teachingbooks.net/tb.cgi?tid=40736 – Author interviews and teaching resources for El Deafo https://www.nad.org/resources/ – National Association of the Deaf resources and educational materials  Disability Equality in Education – "We Are All Superheroes" Unit: A unit plan that uses El Deafo to explore empathy and inclusion

Response to “The Best Man,” by Richard Peck

APA Reference:  Peck, R. (2016). The Best Man. New York, NY: Dial Books for Young Readers. Genre: Realistic Fiction, Middle Grade Novel Usage: Ages 10–13, Grades 5–8

Personal Response As a gay man, I found Archer's story touching, especially in how naturally it treated same-sex love and marriage as part of the fabric of everyday life. Peck doesn’t sensationalize the wedding at the heart of the story. Instead, he shows it through Archer's honest, often humorous voice as he comes to understand the people around him. I connected with the way strong male role models are portrayed, not as perfect or traditional, but as caring, authentic, and different from one another. What stood out to me was how gently but clearly the story invited readers to reflect on masculinity. Archer’s journey includes mentors like his uncle and teacher who model strength through kindness, intellect, and integrity. If I were reading this with students, I might ask them, "What makes someone a good role model?" or "What are some ways Archer learns about who he wants to become?" Critique Plot: The story follows Archer from first to sixth grade, reflecting on key moments that shape his understanding of adulthood, relationships, and identity. The plot is episodic, cohesive, and centers on the relationships that matter most to Archer. Setting: The suburban Chicago setting is relatable and realistic. School, home, and community spaces feel familiar, helping readers stay grounded in the narrative while exploring complex ideas. Theme: Major themes include identity, family, friendship, mentorship, and acceptance. The book offers a unique perspective on what it means to grow up surrounded by love and support, even when life is confusing. Style: Peck’s writing is witty, sharp, and clean. Archer's first-person narration is honest and engaging, with moments of vulnerability and humor that keep you emotionally invested. Point of View: Told from Archer's perspective, the narration feels reflective and authentic. It lets you grow with him and understand his gradual realizations about himself and others. Lesson Sketch Proposed Lesson Title: Mentorship and Identity in "The Best Man" Relevant 5th Grade CA Common Core Standard: RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. Objective (ABCD Format): After reading selected chapters from The Best Man, students will be able to compare and contrast two male role models in Archer’s life, with specific evidence from the text to support their observations. Standard-Aligned Lesson Activity: Students will use a Venn diagram to compare Archer’s uncle and his teacher Mr. McLeod. In small groups, they will identify traits, actions, and lessons learned from each. Groups will present their findings and discuss how these characters helped Archer grow. Discussion Questions: What does Archer admire about the men in his life? How does Archer change over time, and who helps him grow? What do you think makes someone a strong role model? Outside Resources: https://school.teachingbooks.net/tb.cgi?tid=50667 – Author interviews and teaching resources for The Best Man https://www.lgbtqreads.com/middle-grade/ – List of additional inclusive middle grade lgbtq books and discussion ideas  https://www.commonsensemedia.org/book-reviews/the-best-man  – Parent’s Guide review and classroom relevance overview