Margin Notes

THE GETAWAY LIST BY EMMA LORD

Oct
21

If you’re looking for a heartwarming, feel-good read that’s perfect for both high school students and teachers, The Getaway List by Emma Lord is a must-pick! From the author of Tweet Cute, You Have a Match, and Begin Again, Emma lords delivers another great YA novel with relatable characters and touching exploration of friendship, growth, and self-discovery. This novel captures the messy yet beautiful process of going out on your own and figuring out who you are.

The story follows two best friends, Riley and Tom, as they tackle an adventurous bucket list (Getaway List) the summer after senior year. Adventuring through NYC, they face the excitement and anxiety of approaching adulthood while balancing their evolving identities and relationships. Emma Lord’s signature wit and relatable writing bring these characters to life, making readers reflect on their own friendships, dreams, and the choices that define us.

For high school teachers, The Getaway List provides excellent opportunities for classroom discussions on themes like identity, friendship and the importance of self-reflection. The book also touches on complex family dynamics and expectations, making it a great resource for talking about empathy and resilience with students.

The Getaway List delivers a delightful blend of humor, heart, and insight. This coming-of-age narrative is heartwarming and celebrates all the ups and downs of being a teenager on your own for the first time. This is one that deserves a place on any high-school classroom & library shelf!

THE REAPPEARANCE OF RACHEL PRICE BY HOLLY JACKSON

Oct
14

If you loved the mystery and secrets of the A Good Girl’s Guide to Murder series, then you need to pick up The Reappearance of Rachel Price. Author, Holly Jackson, delivers another gripping, twist-filled mystery perfect for high school readers who are fans of thrillers and true-crime, as well as teachers seeking an engaging text that encourages critical thinking and discussions about crime, justice, and truth.

The Reappearance of Rachel Price will immediately draw you in with its premise: Rachel Price disappeared years ago with no trace, leaving her daughter Bea on the side of the road in their car. Sixteen years later Rachel reappears with a story that’s not adding up. However, as Bea grows more suspicious of her mom’s story and Rachel’s narrative begins to unravel, it becomes clear that there are dark secrets buried beneath the surface—secrets that some are desperate to keep hidden. Holly Jackson masterfully weaves suspense, keeping you guessing as lies and twists pile up.

If you’re searching for an engaging book to recommend or add to your classroom library, The Reappearance of Rachel Price is a great choice. It offers not only a suspense-filled narrative but also opportunities for meaningful discussions on trust, trauma, and the extent we will believe the truth. The novel’s suspense will captivate even reluctant readers, making it ideal for all of your students. Its themes of memory, deception, and trauma offer rich material for discussion and analysis. As well as the fast-paced, gripping story makes it ideal for independent reading or as part of a mystery-themed unit.

The Reappearance of Rachel Price is a compelling novel that will captivate high school readers and spark meaningful conversations in the classroom. Holly Jackson’s talent for building suspense and creating complex characters ensures this is a must-read for fans of mystery and psychological thrillers.

TRY THIS TOMORROW: SWIFTIE SCAVENGER HUNT – POETRY MEETS POP MUSIC

Jun
05

Looking for a fun way to engage your students and make poetry instruction relatable? This one is for you! Whether you teach middle or high-school, this activity using Kristie Frederick-Daughterty’s Invisible Strings: 113 Poets respond to the songs of Taylor Swift, is certain to capture the attention of your audience. To learn more about this book that is loaded with mentor texts and classroom opportunities, you can read the recommendation here.

Here’s an activity right from the book recommendation that you might want to try tomorrow!

Choose 2–3 poems from Invisible Strings: 113 Poets Respond to the Songs of Taylor Swift. Make sure they don’t list the specific song inspiration (or cover it up if needed). Print or display the poems for students.

Preview:
Give students a quick context and let them know that these poems were written by real poets who were inspired by Taylor Swift songs. Their job is to be a literary detective and figure out which song inspired each one.

Close Reading & Clues:
In pairs or small groups, have students read the first poem and highlight lines or phrases they think are clues. This could come from things like emotional tone, specific imagery, possible lyrics echoes, or themes (e.g., heartbreak, revenge, nostalgia). Have students label & annotate the poem to help guide their thinking & reasoning.

As a group, get them to compile their evidence and guess the Taylor Swift song & back it up! They must use evidence from both the poem and the original lyrics (if available) to support their guess.

Then reveal!
Share guesses and reveal the actual song (all of the answers can be found here).

Finally, Reflect & Discuss:

    • What clues were strongest? What made you confident in your song choice? Did anything make you second guess it?
    • Did multiple groups choose the same song?
    • How did the poet reinterpret or respond to the song’s meaning?

INVISIBLE STRINGS: 113 POETS RESPOND TO THE SONGS OF TAYLOR SWIFT BY KRISTIE FREDERICK-DAUGHERTY

Jun
03

Calling all Swiftie teachers! Invisible Strings is a brilliant, engaging poetry anthology that brings together 113 different poets who each respond to the music of Taylor Swift. These poets all allude to the songs they were assigned, without using direct lyrics or titles, making it a fun puzzle that requires close reading to try and solve the mysteries of which poem is related to which song!

Whether you’re a die-hard fan of Taylor Swift or just someone who appreciates powerful writing and musical influence, this collection offers something truly special for your classroom. This book has a plethora of different ways it can support relevant learning & engagement in your literacy classroom. As Frederick-Daugherty states in her introduction, “Swift has taught her fans to read lyrics carefully, attending to syntax, symbol, and sound, just as poets learn to read literature.” (2024). Using these poems, we too, can hone these skills with our students using Taylor Swift’s musical genius, and these insightful poems.

Why you will love it for your classroom:

  • Literary Analysis Meets Pop Culture: Use the poems as mentor texts to explore intertextuality, metaphor, tone, and theme. Students can analyze how each poet was inspired by a particular Swift song and then compare it to the original lyrics, making it an instant mentor text goldmine!
  • Creative Writing Inspo: Encourage students to write their own response poems to their favorite songs, Taylor’s or otherwise. It’s a fun way to connect music and poetry in a way that feels personal, and relevant.
  • Swiftie Scavenger Hunt: Since each song inspiration is not actually revealed in the book, Taylor Swift fans will love the challenge of decoding the easter eggs to figure out the inspiration. Each poem is a puzzle that you can use to challenge your students. This adds a fun and interactive element that builds engagement and encourages close reading and listening skills. If your students aren’t die-hard Swifties, you can pick out which poems correspond with her most popular songs using the cheat sheet linked at the end, to ensure that students will be able to make connections with the easter eggs.
  • Discussion-Ready Themes: From heartbreak to empowerment, friendship to fame, this collection covers a wide range of emotions and experiences, perfect for classroom discussion and quickwrite prompts.

Whether you’re teaching middle schoolers looking for creative expression or high school students ready to dive into deeper literary connections, Invisible Strings offers a great entry point. For those of you who need to have the answers (myself included) to see if you got them right, Penguin Random House & Kristie Frederick-Daugherty did publish the list of songs that inspired each poem. You can find that list here. Use it to help you pick poems that correspond with songs that you know your students will have heard before or use it as a scaffold and give them the song right off the bat, so that they can make connections if they aren’t huge Swifties. This collection really is the perfect way to show students that poetry isn’t stuck in the past. It shows them that it’s alive, current, and set to a beat they already know & love.

TRY THIS TOMORROW: USING MENTOR TEXTS FOR GENRE STUDY & AUTHOR BIOS

May
22

As we ask students to increase autonomy with mentor texts throughout the year, a great place to have them start is in their self-selected independent reading, looking at author bios.  Here is a great post written for Margin Notes by Chanelle Coates that outlines how to introduce author bios to students and get them thinking about how they can use these to represent themselves. By reflecting on the school year and looking at all of the representing students have done through their time with you, you will be amazed by the moves they have made as authors. In A Teacher’s Guide to Mentor Texts, Allison Marchetti & Rebekah O’Dell start Chapter 5 “Learning About Genre” with an activity that I think can connect students back to the writing they did over the course of the school year and that allows them to read-like-writers. Students can study and create their own author bios, just like the ones they have seen in their books that they have chosen to read all year. Marchetti & O’Dell introduce the idea like this:

“Genre Study is where we put all of our reading-like-a-writer skills together. When we read like writers for genre, we read across a set of mentor texts and notice many categories of writerly moves including ideas (what writers generally write about in that genre) and also craft and structure (how they write about it). But genre study is important for another reason. When students leave their formal education, they will still encounter writing tasks they’re not quite sure how to approach… So what will they do? Gather a few examples of that kind of writing – that genre – and study them of course!” (Marchetti and O’Dell, 77).

Using this in your class:

By first studying some examples of author bios as a class, you can notice and note the moves the author’s make in their bios. Ask students to pay attention to the commonalties between the bios, especially noticing things like length, content, tone, and structure. Here are some examples!

Have students look at the bios in their own independent reading books, or from a selection of classroom library books and continue adding to things they have in common with the other examples they have seen.

Using their writer’s notebooks have students try to list things they could include in their own bios.

Let students try writing their own, using the texts they have studied as mentors.

Once students have completed their author bios, attach them to their compilations of writing from throughout the year, or post them around the room/school/anywhere you feature their writing and celebrate the group of authors you have supported in your classroom all year!

BOOK RECOMMENDATION: OUT OF WONDER BY KWAME ALEXANDER

Apr
22

Are you looking for a book that will inspire both you and your students to fall in love with poetry this April? Kwame Alexander’s Out of Wonder: Poems Celebrating Poets and Poetry is a vibrant, creative resource that belongs in every teacher’s library. This beautiful collection, co-written with Chris Colderley and Marjory Wentworth and illustrated by Ekua Holmes, is not just a celebration of poetry—it’s a gateway to helping students connect with language, creativity, and the art of expression. Not to mention, it is the dream text for teaching looking to teach poetry through mentor texts!

Out of Wonder features original poems that pay homage to famous poets such as Pablo Neruda, Langston Hughes, and Mary Oliver. It’s an excellent way to introduce students to a variety of poetic voices and styles and it shows students how they can use mentor texts to help create their own unique piece of writing. The book is separated into three parts, one that emulates the use of famous poets’ styles, the next about emulating themes & feelings, the last about responding to the poets with our own work. Just check out how he introduces these things in a way you can take and instantly put in your lesson!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This book is the perfect way to show students how we can use mentor texts in many ways and is chocked full of examples that the authors demonstrate for us! It is accessible for grades 4 & up and for subjects beyond just literacy, as you could use this book to discuss the lives and works of the celebrated poets and the historical and cultural contexts they represent. Out of Wonder isn’t just a book to read—it’s a tool for teaching, creating, and celebrating the beauty of poetry. Add it to your shelf & your poetry lessons and watch your students’ love for the genre grow!

TRY THIS TOMORROW: AUTHOR STUDY ALPHABETS

Mar
27

As I was scrolling through Twitter (X?) one night recently, I came across a post shared by Rebekah O’Dell from Casey Hackett about a Dickensian Alphabet she recently saw. She mentioned how it would be a great mentor text for students to try on their own. I was immediately drawn in to this idea as a companion to the books that students may be reading, but also as a companion to any author studies that you may be doing in your classes throughout the year.

The idea is simple, you take the author that you are currently reading or studying and create an alphabet of related vocabulary to represent that author and their works. You add illustrations, maybe some context, and suddenly you have an entire grid representing an author and their work. This not only supports vocabulary learning, but also helps to consolidate our understanding of text and make decisions about what is important to represent themes, characters, settings etc. Students are actively seeking out vocabulary, connections, and annotating from their text as they work through this activity. Here are two examples of these Author Study Alphabets:

 

Whether students work on this as a group during an author study, or you have students create their own based on their independent reading selections, there is sure to be some great connections and conversations had about the texts students are engaging with. If you decide to try this with your class, we would love to see what students come up with!

The original post with this idea is linked here. Casey Hackett on X: “Could be a #MentorText for students to create their own based on what or who they are reading.” / X (twitter.com)

CRAFT STUDIO: FANTASY FOOTBALLERS START ‘EM/SIT ‘EM

Dec
12

If you are like me and are far into the trenches of your fantasy sports league and have searched the internet high and low to figure out how you are going to accomplish a win every week (and hopefully going to survive until playoffs), you may have stumbled across The Fantasy Footballers podcast, and listened to the advice of the guys through their Start ‘Em/Sit ‘Em segment.

Every week, the hosts give their opinions on which players are must starts for your lineup, and which are ones better left to your bench. This always includes a quick ranking, some stats, the team they are going against and some explanation of why they feel a certain way about these players and their weekly matchups. This got me thinking about this routine and all the ways we can use it to help our students enact the ELA contexts and concepts, and support skill descriptors in Interactions, Reading, & Representations.

Here’s my thinking!

Moves I notice the podcast making that connect to NB ELA Contexts & Concepts:

  • Supporting and defending
  • Communicating effectively and persuasively
  • Developing thematic and technical vocabulary
  • Referencing texts for verification
  • Writing to influence and inform
  • Conveying personal ideas, opinions, and commitments
  • Analyzing critically

Possibilities for students may include:

  • Choosing a topic important to them and contrasting/comparing elements of it based on their opinions. Ie). Books vs Movie Versions, Breeds of Dogs, Going to College or Getting a Job, TikTok or Instagram. Etc.
  • Express and support ideas and opinions with evidence.
  • Summarize and present content to communicate facts, ideas, and opinions.
  • Ensuring they are using subject specific language to convey their opinions.
  • Have them consider how their opinions may change in the future based on new information.

A THOUSAND HEARTBEATS BY KEIRA CASS

Oct
01

From the same author as The Selection series, A Thousand Heartbeats by Kiera Cass is a captivating story that combines romance, adventure, and thought-provoking themes. Set in a beautifully crafted world of royalty and rebellion, this novel explores the intertwining fates of two characters from very different walks of life—Annika, a princess, and Lennox, a soldier. These two characters set out on opposing missions to protect and serve their people, but when their paths cross, they can help but be drawn together.

Cass always does a great job of writing fantasy and romance in a way that is accessible and exciting for teenage readers, and still appropriate for their age group. This novel is no different and delves into complex themes like loyalty, identity, love, family and power struggles—perfect for analysis and engagement with students. Cass’s writing style is ideal for high school readers, even those who may be reluctant to pick up a book. Though this book is 500+ pages, the fantasy world building element is clear and easy to follow, and the plot moves quickly sure to engage all readers!

For students, A Thousand Heartbeats is more than just a love story. It’s an epic journey about finding one’s place in a world full of conflict, making it relatable for young readers navigating their own transitions into adulthood. Annika’s personal growth and Lennox’s moral dilemmas offer reflections on self-discovery and making tough choices—an experience many will be able to relate to. For teachers, the alternating viewpoints from each of the characters and the heroic journey they go on, will allow for deep thinking and deep discussions around narration, point-of-view and plot.

A Thousand Heartbeats is an excellent addition to a high school classroom library and is one I would recommend to any students looking for a fantasy or romance novel that is accessible and addicting! (Bonus points if they’ve read The Selection and loved it!)

TRY THIS TOMORROW: TEACHING VOCABULARY USING LYRICAL ANALYSIS & TAYLOR SWIFT’S THE TORTURED POETS DEPARTMENT

Sep
12

With the recent drop of The Tortured Poets Department, Taylor Swift’s lyrical genius is at an all-time high. As a resident and long-time Swiftie, many of my conversations have been around Taylor Swift and this newest album. But as I discussed all the lore surrounding Taylor, one thing kept repeatedly coming up – the vocabulary. In just one-week post-release, I have had many conversations in the group chat about what on earth “esoteric” means, or “precocious”, or “petulance” and how they add to the richness of the lyrics. Of course, as I listened, I did what any millennial with an iPhone would do when they don’t know a word, I googled them. However, this got me thinking about my students, and how I could explicitly teach vocabulary through lyrical analysis.  

Start by printing off or projecting your favourite lyrics and then listening to the song (please pre-listen as some are explicit. Clean versions are all available on YouTube or Spotify). Have students follow along with the song, while viewing the lyrics. For my example, I would use “LOML”, specifically the last chorus.  

 

“Oh, what a valiant roar 

What a bland goodbye 

The coward claimed he was a lion 

I’m combing through the braids of lies 

“I’ll never leave,” “Never mind” 

Our field of dreams engulfed in fire 

Your arson’s match, your somber eyes 

And I’ll still see it until I die 

You’re the loss of my life” 

 

Have students pick out vocabulary that they are unfamiliar with. First see if they can solve for meaning using context clue strategies. After you have allowed them to explore a little further, explicitly teach them the vocabulary words they have picked out. The ones I would have ready to use in this section would be “valiant”, “bland”, “engulfed”, “arson”, & “somber”, but you could always go wherever your students take you on this. Students could write notes using annotation strategies right beside the lyrics or create Frayer cards using these vocabulary terms in their notebooks, with the idea that they could then use as reminders and ideas for future uses of vocabulary in their writing.  

Once you have allowed students to make sense of the vocabulary in the song, have them relisten to the song to see how having a clear understanding of the vocabulary helps with their understanding of the song. This practice could be easily replicated with any of your favourite artists’ lyrics and is a sure way to engage your students who love music.