In this literature unit, students work in book groups to read and discuss realistic fiction that incorporates themes related to mental health.

SUBJECT:	English language arts Social studies Research skills
GRADE LEVELS:	7-8
POSSIBLE PARTNERS:	English language arts teachers
LEARNING OBJECTIVES:	Learners will build their awareness of mental health issues through reading and discussing realistic fiction Learners will summarize and react to the realistic fiction through the creation of book trailers
MATERIALS NEEDED:	Multiple copies of books that feature characters dealing with mental health struggles. These may include: Free Verse by Sarah Dooley Challenger Deep by Neal Shusterman Turtles All the Way Down by John Green Paperweight by Meg Haston This Song Will Save Your Life by Leila Sales Lily and Dunkin by Donna Gephart Access to recording equipment (computer, table, phone, etc.) and basic video editing software.
TIME NEEDED:	Two weeks
STANDARDS ADDRESSED:	AASL National School Library Standards II.C.2. Contributing to discussions in which multiple viewpoints on a topic are expressed. Common Core State Standards CCSS.ELA-LITERACY.RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Instructional Procedure

Day 1: Activating Prior Knowledge

Introduce the unit by asking students to make a private list of issues that they or someone they are close to are presently struggling with in their lives. Emphasize that this list will not be shared, but that its intention is to help them start thinking about difficulties that adolescents often face.

As a class, make a list of mental health issues that students have heard or read about. Engage students in a discussion around these issues—what do they already know? What questions they have?

Explain to students that in the next class period they will meet in the library to hear about realistic fiction books that incorporate mental health components and select one that they will then read in a book group.

Day 2: Book Talks and Selections

In the library, give students a brief overview of realistic fiction, then book talk the selections from which the students will choose. After this, students will browse the multiple copies available before making their selections of which reading group to join.

Days 3-14: Reading and Discussion Groups

Set the reading groups up for success by providing discussion scaffolding and talking points and helping them set group reading goals for each day.

Meet regularly with the student book groups throughout their time reading and discussing. Every three days students should complete an exit slip that asks:

• What is happening with the story at this point?
• What do you predict may happen next?
• In what ways is the group discussion succeeding or not?

As groups finish the books, guide them to create a video or PowerPoint book trailer that discusses their books and their reactions to them. Common Sense Education has a helpful lesson plan for creating iMovie Book Trailers at https://www.commonsense.org/education/lesson-plans/imovie-book-trailers.

Differentiation

Provide a range of book reading levels and audiobook options for students who would benefit from them.

Assessment

Use a rubric to evaluate the book trailers for a group grade. For individual assessment, students can write a reflection essay, discussing how the book influenced their thinking on the mental health issue it addressed and whether or not the book gave them a reason to take action on teen mental health issues awareness.

Additional Resources

Richmond, Kia Jane. Mental Illness in Young Adult Literature: Exploring Real Struggles through Fictional Characters. Libraries Unlimited, 2019.