Roll With It

Bibliography

Sumner, J. (2019). Roll with it. Atheneum Books for Young Readers. 

Plot Summary

Ellie moves with her mother from Tennessee to Oklahoma in order to help care for her grandfather who has dementia. Not only will she have to adjust to being the new girl, but she’ll have to be the new girl in a wheelchair with cerebral palsy. But after finding close friends, she might have to figure out a way to convince her mom to stay. 

Critical Analysis

Ellie refuses to let her cerebral palsy (CP) define her. Yes, she uses a wheelchair but that isn’t who she is. She’s an aspiring young baker with a killer mini-golf game. But back in Tennessee, she didn’t have any close friends and an aide was required to be with her to help her use the restroom and get around. When her grandfather’s dementia begins negatively affecting life for her grandfather, her mother decides that when they go for the winter holidays, they will stay to help out until summer. This provides a new start for Ellie, one she’s nervous about but looking forward to nonetheless. 

There are three types of cerebral palsy described in the novel. Rita is an extreme case of CP - “She had CP and some other stuff too - she drooled and wore a bib and couldn’t talk much. But she seemed to understand what was going on. She would follow us with her eye on the playground from her motorized wheelchair in the shade” (pg 159). Emma Claire “...only has a limp, and can still play soccer. I tell her she’s got a ‘touch of CP’ and I’ve got the whole bucketful” (pg. 7). Ellie seems to be in the middle where she doesn’t have motor movement in her legs and at the beginning of the book is declared seizure free. 

Ellie puts on a brave face when it comes to her CP. She wants to be independent and is angry when her mother agrees to allow her to have an aide at her new school. However, the school is equipped to support Ellie’s needs, so after the first day, she is no longer required to have that aide. Her true emotions come to the surface when her mother begins looking into finding a care facility for her grandfather. “‘Is that what you’ll do to me, then, if I get to be too much for you to handle? Do you have a file of ‘homes’ for me, too?’ There. I’ve said it. The thing I’ve never even let myself wonder until now, because Mom would never do that. Except I never thought she’d put Grandpa in a home, and here we are” (pg 157-158).

Her friendship with aspiring singer, dancer, actor Coralee and analytical Bert give Ellie a chance to belong. She finds a deep friendship with the two other kids. The move turns out to be one of the best things to happen to her despite how inaccessible the school is described to be for her. 

Review Excerpt(s)

“An honest, emotionally rich take on disability, family, and growing up.” —Kirkus Reviews 

“A heartfelt and humorous glimpse into the life of a girl with cerebral palsy who is determined to make her mark on a world that often perceives her as limited because of her disability. . . . The challenges faced by youth like Ellie are underrepresented in children’s literature; highly recommended for middle grade collections.” -- School Library Journal

“Ellie takes on life head first, and her first-person, present-tense narrative reveals a feisty, dynamic character surrounded by well-rounded characters just as appealing as she is. The plot moves swiftly, and it's refreshing that the story's focus is less on Ellie's disability and more on her gradual ability to learn how to ‘roll with’ the situations that life throws one's way.” -- Booklist

Connections 

-Activities

• Ellie writes letters to chefs in her spare time as a way to reflect on her baking and life. Write your own letter to whoever inspires you. 

• P.E. classes can demonstrate different physical therapy exercise, possibly even using some described in the book. 

• Provide background on cerebral palsy and how it affects everyone differently. 

• Accessibility is an issue for Ellie at her new school. Handicap parking is taken up by non-handicap people, the teachers are unprepared to adjust their classrooms for her and it’s a tight fit when desks are shoved to make room for her. Learn about ways a school could be more accessible for those in wheelchairs or with cerebral palsy. Then go around your own campus to see how well equipped the school is. If there is more than one floor, is there an elevator? If stairs go up to the school entrance, is there a ramp? Are there handicap bathrooms? 

• Use the discussion questions provided by the author on her website to help steer conversation in the classroom. 

• Read alikes: 

• The Chance to Fly by Ali Stroker and Stacy Davidowitz which is about a Broadway musical obsessed girl, Nat, who happens to be in a wheelchair and moves to a new town. 

• Out of My Mind by Sharon M. Draper which is about a girl with an extreme case of cerebral palsy joining her school quiz team after receiving assistive technology that allows her to communicate with others.

George

 

Bibliography

Gino, A. (2015). George. Scholastic
. 

Plot Summary

When George’s teacher announces that the class play will be Charlotte’s Web, she knows that the part of Charlotte is meant for her. But everyone sees George as a boy. How can she let those closest to her know her truth?

Critical Analysis

What an important novel for elementary and middle grade children struggling with their gender identity! The fact that this has been the most challenged book for the past three years proves a disservice to youths that are struggling with their gender identity. 

At the beginning of the novel, Melissa returns home and flips through her secret stash of fashion and other traditionally female style magazines. She imagines what it would be like to have a group of friends, wear a bikini, and tells people that her name is Melissa. 

Throughout the novel, Melissa keeps her thoughts and feelings to herself. Melissa is constantly bullied by Rick and Jeff. The entire world sees her as George, a 10 year old boy. The casting of Charlotte in Charlotte’s Web acts as a catalyst for her self-acceptance, and why she decides to tell her best friend Kelly later on in the plot. 

Melissa and Kelly practice their lines constantly. Melissa has them down so well, she doesn't even need the script at times. But when she tries out for Charlotte, she isn’t taken seriously. “‘You know I can’t very well cast you as Charlotte. I have too many girls who want the part. Besides, imagine how confused people would be.’” (pg. 70). When Kelly gets the lead role of Charlotte, the two hatch a plan that will allow Melissa to enjoy the spotlight just once. 

Acceptance is a rather large theme throughout the book. Melissa fears that her mother and older brother won’t accept her as she is. She’s afraid of how Kelly will react. But at some point, she gets the courage to tell her best friend that she’s a girl. And her reaction is not what Melissa was expecting! She accepts Melissa for who she is. 

A fight between Melissa and one of her bullies, Jeff, brings her to the principal’s office. On the wall behind the principal’s desk is a rainbow flag with a sign that says “SUPPORT SAFE SPACES FOR GAY, LESBIAN, BISEXUAL, AND TRANSGENDER YOUTH" (pg 125). At the sight of the term transgender, she wonders if she could find a safe space to speak with other girls like her. This small act of representation contributes to Melissa’s confidence to tell those closest to her. 

The fight and sign combined most likely contribute to Melissa telling her mother that she is a girl and not gay, as her mother suspects. Her mother laughs at the revelation and tells her, “...you’re only ten years old. You don’t know how you’ll feel in a years.’“ (129). This is a blow to Melissa who only wants her mother, one of the people she trusts most in the world, to see her and not George. 

One of the sweetest, most heartening scenes is when Melissa tells her older brother Scott. It takes a little bit of time for him to process the information. HIs reaction is that of understanding, even going as far to say that Melissa didn’t make a very good boy. “Scott snuck glances her way too, but where Mom’s eyes were filled with concern and confusion, Scott looked at George as if his sibling made sense to him for the first time. George had never been gladder to have an older brother” (142). 

Both Melissa’s mother and brother assume that Melissa is gay. It is much harder for her mother to accept the fact that she is a girl. What her mother needs is more time to process. Eventually, her mother tells Melissa that she thinks it would be good for them both to speak to someone, and that they will take baby steps with her transition. 

The final chapter of the book allows Melissa to be Melissa. She and Kelly plan her outfit for their day out with her uncle who only knows Melissa. She’s able to be herself out in the world. “A wave of warmth filled Melissa from deep in her belly and out to her fingers and toes. She put her arm around Kelly. Kelly held her camera at arm’s length and took pictures of the two girls’ grinning faces” (194). 

*Author Alex Gino has advised to refer to the main character as Melissa rather than her dead name despite the title of the novel being George. 

Review Excerpt(s)

Stonewall Book Award, Children’s (2016) 

California Book Award, Juvenile (Gold) (2015) 

"A required purchase for any collection that serves a middle grade population." -- School Library Journal

 "[A] sensitive, insightful portrayal of a transgender child coming to terms with gender identity." -- Booklist

Connections 

-Activities

• Explain what it means to be transgender to better help younger audiences understand what the main character is struggling with. 

• Discuss the concept of dead names. 

• Explain what it means to be an ally and who displays qualities of an ally for the main character. 

• Compare Melissa in the first chapter to the last chapter. How has her character changed from the first chapter when the world sees her as George to the final chapter where she is able to freely be herself. 

• Display is prominently during Banned Books Week as it has been the number banned book from 2018-2020. Begin a conversation about whether or not it should be challenged as much as it is. 

• Use it as a book club choice either in a GSA or faculty book club in an effort to better understand students that may be transgender or silently struggling. 

• Make a prediction about Melissa’s future now that the people closest to her are beginning to see her as Melissa. 

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