From “Romeo and Juliet” to “The Great Gatsby” and more, there are many different kinds of books that are staples in literature classes here at Lambert. They cover a wide range of topics and varieties, from stage plays to cult classics. Throughout each grade there is a set curriculum of books to read throughout the year, and some books may be popular among students while others haven’t clicked with some readers. But which of these books stand out the most throughout all of the grades, and what factors contribute to this?
With older students, especially seniors, their favorite books tend to resonate with a time of their life that was meaningful to them. Senior Sophia Caceres looks back fondly on the books that she has read, highlighting “Tuesdays with Morrie” by Mitch Albom as one of her favorites she read in 12th Advanced Composition.
“I wasn’t really expecting to like it because it was really short and I didn’t know much about it,” Caceres said. “It basically talks about life and how you can’t really take anything for granted.”
Other favorite books from seniors such as Caceres include “The Road” by Cormac McCarthy and “The Outsiders” by S.E Hinton, the latter being a middle school book but tackling similar themes of the gift of life. These themes become even more impactful as students reach their senior year, as they can look back at past life experiences and have a more thorough understanding and appreciation for them, especially once they get close to graduating.
However, not all students are as passionate about reading as others. So when they go to read a book for their class, they’re not as invested as they could be. As a result, not many students have a favorite book within the ones taught at school, because they see these books as obligations rather than new material to get invested in. 10th Honors Literature and Composition teacher Mrs. Langley highlights this concern, and wants to encourage her students to love the books that they read and make them as engaging as possible.
“It’s more like a bell curve,” she said. “The average at the beginning don’t care, but hopefully I’m changing that curve so they understand that they are allowed to like different parts of the books.”
A key factor of the opinions on these books are the projects associated with them. They are usually used to foster creativity and, according to Mrs. Langley, prevent students from just having to memorize the book and nothing else. However, some students may not like doing these projects, as they prefer more concrete styles of learning.
“From what I’ve seen recently this year, I like taking tests better because I annotate my books like crazy,” Caceres said. “I learn best when I’m highlighting, and then I remember it easier. But when I do projects, I have to make up stuff by myself.”
When it comes to reading for a literature class, a student’s favorite book depends on multiple factors. These can include their age, common themes, learning preferences and a general preference for reading. Despite this, there were still common titles being tossed around as favorites. These included “Fahrenheit 451” by Ray Bradbury, “The Road”, “Animal Farm” by George Orwell, and “Lord of the Flies” by William Golding. The fact that there are so many diverse opinions across Lambert just goes to show how different books can have a significant impact on someone’s life. A student may find a character or theme in a certain book that they can relate to, and love the book more as a result. Even if a book doesn’t resonate well with students at first, there is still a chance for it to be loved later in life, a sentiment shared by many of Mrs. Langley’s students. Every book just needs a time and a place for meaning to be found in it.
