Snapshot:
OK. So I read Aaron's review first, and now I feel stymied, because as I was reading I thought I should be thinking about how similar or dissimilar to Romeo and Juliet it was, whether the meter and rhyme scheme fit (in the chapters where that's the voice), and what the style was in the other chapters. Since Aaron has done that work for me, I will simply add that there is some rap conversation as well, during the conversations in which the protagonist, Damien, spars with his "street" counterpart, Sledge. What I liked about this book was its ruminations on what "street" means, and the fact that it is very difficult for a young black man in Harlem, no matter how smart, and no matter how coddled and cajoled into a path of success by all around him, to reject all that "street" can mean, passion included. At the same time, through the character of Junice, Damien's love (/lust/infatuation?) interest, it attempts, I believe, to de-romanticize "street." Junice's life is just hard, and she has no illusions about that. At the same time, she is WISE, and so there's a paradox here: While undercutting the romanticization of "street," she reinforces another of our stereotypes of it. But enough. Suffice it to say that I am very impressed by Walter Dean Myers' incredible productivity and range.
Hook:
Harlem with a splash of Shakespeare.
Challenges:
The book was hard to get into, even for a reader like me. In my mind, the language -- for all its dynamic experimentation with form -- will certainly get in the way of many young readers' enjoying the text. Although its characters and conflicts have a reality to them, the text is not realism, and this might pose problems for less adventurous readers. Voice shifts with few cues would also be a challenge. I would not recommend it to ELLs or other students who struggle in reading.
Student in mind:
A romantic, a reader. A Shaina, who writes poetry on her own and could use some coaching in form.
Conference notes:
I'd consider this as a whole class text in a standard ELA class, particularly as a companion to Romeo and Juliet. If read independently, my questions would target the student's 1)basic comprehension, given the sometimes difficult language and the formal and voice shifts from chapter to chapter, and 2) the relationship of the language in a given chapter to what is being narrated.
Level:
Hard to rate. I think it's as much a question of inclination to read something that one will have to do a bit of work to understand as it is of vocabulary or poetic form. That is to say, to enjoy the book, one must think (for example, about connections between the different speakers in different chapters), and one must be ready to let different style of language with which one may or may not be familiar wash over one. So definitely high school, for independent reading for strong readers, as a class text for more reluctant ones. Not ELLs.