Hey Kiddo
Hey, Kiddo by Jarrett J. Krosoczka
Author Biography
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| Krosoczka at a book reading for children. |
Krosoczka at a book reading for children.Born in Massachusetts in 1977, Jarrett J. Krosoczka turned his innate ability to create art and stories into a best-selling career, having written twenty three books and graphic novels and become world renowned through his community outreach and educational TED Talks. In childhood, Krosoczka’s maternal grandparents were given custody of him due to his mother’s severe drug addiction, which later served to inspire the plot of one of his most emotional works, his memoir Hey, Kiddo. In addition to his writing career, Krosoczka created multiple scholarships, including the Joseph and Shirley Krosoczka Memorial Youth Scholarships for young, underprivileged art students, and does community work including upstarting programs such as the Platypus Police Reading Squad, a group that facilitates the inclusion of police officers reading books to students in schools. Krosoczka tells us through his works such as Hey, Kiddo that reading and art can be extremely important outlets for children who are going through tough times in their lives, especially students who come from underprivileged backgrounds. Krosockza as an author represents a new era of children’s and young adult literature that help to develop the ability to appreciate literature from the lens of a graphic novel or comic series that shares the same lessons and ideals as the previously thought of “normal” literature. The creation of his memoir became a labor of love for the author and illustrator, as he created and colored the over 320 page graphic novel himself, with no outside help from an assistant. It’s creation also forced Krosoczka to retrace the steps of his youth, looking through home movies, journals, pictures, and taking tours of his hometown to put himself back in the mindset he had when he was a 17 year old boy on the brink of adulthood. Krosockza’s work is so important for children and young adults, as it shows representation in an area that is often underrepresented and pushed aside in favor of showing the happiness of childhood as to prevent upsetting any readers.
More About the Author
Krosoczka's Self-Established Website (For Kids)
Hey, Kiddo Review
The author, Jarrett J. Krosoczka is a New York Times bestselling author and illustrator who has written and illustrated a myriad of graphic novels. His first published graphic novel was released when he was 23, and since then he has published more than 30 novels. With his success, he has founded the Joseph and Shirley Krosoczka Memorial Youth Scholarships to help underprivileged children in his hometown of Worcester, Massachusetts who cannot afford art classes. The frame of his graphic novel Hey, Kiddo centers around family problems for young adults. Specifically, it focuses on how family problems have a negative impact on a kid’s mental health. The graphic novel, Hey, Kiddo by Jarrett Krosoczka is a strong example of young adult mental health book because of the progressive character development that occurs when the main character learns how to deal with his mental health by having an outlet to release his pain through art and with the support of other positive influences. In this personal story, Krosoczka divulges how from a young age, he has coped with the pain of finding out his mother is a heroin addict and how his absent father wants to present when it feels as if it is too late. Additionally, he exhibits how he is forced to deal with the usual struggles of an adolescent such as adjusting to high school, break-ups, and feeling misunderstood. With the help of his grandparents and his passion of creating art, he shares his coming-of-age story of learning that although you’re not in control of your circumstances, you can learn from them and not let that hinder your future successes. He uses the motif of his nightmares to demonstrate the psychological effects of his past that continue to repeatedly haunt him because he has not dealt with it by talking about it with someone. The monsters in the field symbolize the uncertainty of his emotions because the uncertainty of not knowing how to deal with the pain takes over his thoughts and emotions by him not knowing what to do. The color scheme of black, gray, white and burnt orange portray the grayness that continued to permeate throughout his life because of the past he chose to leave lingering. He adds the splash of burnt orange to represent the hope and optimism that stays within him which is due to his grandparents and his artworks whereas most of the gray, black, and white colors that are prominent in his life represent the brokenness within his family. The artwork in the graphic novel are not as detailed and are illustrated as simplistic which is parallel to the way where he wishes to have a simplistic, normal life by avoiding the details of his past. Yet, when he includes specific notes and letters from his family members, he ensures that it either looks realistic and detailed or it is the actual notes he got, which reveals that although he wants to blur out the messy moments of his life, he brings the letters he got into his graphic novel to show how it is an integral part of what shaped his identity. Similarly, he includes various artworks from his past to demonstrate how art is a key part of who he is as well; thus, his past and his art have greatly impacted his life by allowing him to find himself.
Instructional Links
In this TED Talk, Krosoczka explains the premise of Hey, Kiddo while showcasing artifacts from his childhood. He includes childhood art that is not featured in the graphic novel, and as he explores these elements of his past, he explains his growth as an artist in great detail.
In this interview, Jarrett J. Krosoczka details his rocky relationship with his birth mother, his bittersweet relationship with his grandparents, and his decision to write for children and young adults.
This interview covers the author’s background, the importance of art in healing, and how family is not only defined by blood.
This informational breakdown of heroin and heroin use from Drugrehab.com explains what heroin is, why it is abused, and how it affects the addict. This website also provides information about help and recovery.
This short video published by Wait 21 shows how addiction chemically alters the brain through dopamine released in high doses, ultimately causing the brain to value the substance as more important than food, water, and other basic needs.
Fowler’s TED Talk explores the damaging effects of addiction on the family. In her discussion, she affirms the legitimacy of addiction as a medical disease while recognizing its long lasting, destructive effects on family members.
This website explores how art therapy benefits those who suffer from a wide variety of mental health disorders, including trauma and its lasting effects. Rtor.org defines art therapy and discusses its many healing properties.
This article by Kelly Connelly discusses how and why graphic novels are important for young readers. She concludes that this mixed media format improves comprehension, develops vocabulary, engages and motivates, assists second language learners, and ultimately improves traditional literacy.
Instruction Plan (For Teachers)
Standards
Reading:
Key Ideas and Details
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Craft and Structure
5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Reading:
Key Ideas and Details
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Craft and Structure
5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Integration of Knowledge and Ideas
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Range of Reading and Level of Text Complexity
10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing:
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Range of Reading and Level of Text Complexity
10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing:
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Speaking and Listening Standards:
1. Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
1. Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Instruction Plan
Monday: Chapters One and Two
Intro Activity: KWL Chart. Have students fill out three things that the students might already know about mental health and substance abuse, and three things they would like to know.
Main Activity: Round-table discussion questions. Students will be in one large group with teacher facilitating discussion.
- Why do you think this book is written as a graphic novel?
- What are the major topics discussed so far in the novel?
- How would you describe Jarrett’s childhood in three words?
- What do the faces of the characters in the novel tell us about their emotions?
- What do you think of Jarrett’s nightmares? What do you think this is going to foreshadow?
- Pick a character from the story so far. What is one decision this character made that you would change and how?
- At this point in the story, do you trust Leslie?
- If you could say one thing to Jarrett at this point in the novel, what would you say to him?
Closing Activity: KWL Chart. Have students write down three things that they learned and share with a partner to encourage further thought.
Homework: Read chapters 3 and 4 of Hey, Kiddo and make note of four images in the novel. Write 2-3 sentences interpreting the image. Why does Krosoczka draw the comics this way? What do the different people, objects, buildings, etc. that you see say about the emotions of the scene?
Tuesday: Chapters Three and Four
Intro Activity: Reading check and introduction to art therapy.
Begin with a review of Monday’s discussion—what happened? What did we learn?
Segway into the importance of recording/sorting out our lives through art. Does anyone take pictures of, write about, or draw scenes from their own life? Does anyone journal?
Ask the class what significant events happen to Jarrett at this age? What does Jarrett go through, and what does he learn? Ask them to list a few examples
Main Activity: Create your own comic strip.
- Ask the class to get out a piece of paper
- The students will be asked to write and/or draw a tiny comic strip about one experience they had in their childhood, mirroring Jarrett’s narrative this section
- Underneath, they will write what the main theme or main takeaway from this experience was
- After this, they will share their story with a partner and discuss the possible themes, takeaways, and life lessons found in their partner’s comic strip
- Lastly, we will open this discussion up to the whole class and ask how this activity relates to Jarrett’s story in these chapters. Why might Jarrett feel the need to record these stories, especially since the subject matter is so dark? What does he want to say?
Closing Activity: The teacher will summarize the activity by explaining in her own words the importance of recording/sharing one’s own life through art. Then, she will ask the group to remember that each moment has meaning in this novel and every novel.
Homework: Read Chapters 5 & 6 and make a small family tree for your immediate family members.
Wednesday: Chapters Five and Six
Intro Activity: Quick reading check.
- Have students write a concise two sentence summary of what stood out to the students within the chapters.
- Have them share among themselves and have the students in each group select one summary and share with the class (5-10 mins).
- Set up key vocab terms from Hey, Kiddo for family topic.
- Guide conversation to topics of family and self-growth.
- Have them bring out their family trees and discuss several types of families, have students share together their family trees. Discuss the ideology behind a “canon” family.
Main Activity: Family and self-growth yarn activity.
- Move the classroom to have space to gather together in the center of the classroom in a circle
- Using a ball of yarn, have the students discuss one the action of one family member that impacted either Jarrett, the story, or both (Can be from Chapter 5-6 or earlier chapters)
- Once a student is finished have the students toss the yarn ball to the next student while holding onto a piece of yarn themselves creating a web where everyone is holding a piece
Discussion Questions:
- What is Jarrett’s web? How are all these characters interlocked?
- How did they impact Jarrett's journey so far?
- How does this relate to you? How can this web be made applicable for other characters?
- Have some of the students let go of string, and some students to pull or slack on sections of the web
- Discuss what are the impacts of shifting the power dynamic in families? How is this seen in Hey, Kiddo? By who?
Closing Activity: Have students write their answers to the discussion on pre-made sheets. Have them access the book and reference to how these characters impacted Jarrett’s and write Keep in bold letters on the front. They will be using them later on in the week.
Thursday: Chapters Seven and Eight
Intro Activity: Reading recap.
- Students will discuss for the beginning 5 minutes of class with their partners the important themes and other key literary devices within the novel.
- Next, each pair will share one key idea or device they note as significant to thematic idea of mental health, family problems, and identity.
- Then, a few students will be selected to come up and share their “I am _____” identity assignment
- Each student will submit it as a writing portion as well as a graded assignment.
Main Activity: Coming-of-age speech about self-growth.
Students will prepare a 2-3 minute speech of a time when they had to learn to mature from an adversity in their life
Students will start the speech by saying, “My Jarrett Krosoczka ghost moment was…”
Goal: to demonstrate a defining moment in their life of a time when they learned to mature
Students will be demonstrating their public speaking skills and grammatical skills (by using transitions).
Closing Activity: Worksheet that has them describe in one word how they feel in each category.
Homework: Students will find 3 moments in the story that show character development for their assigned character.
Friday: Overview of Hey, Kiddo
Main Activity: Students will work in their groups on their assigned character. Half of the group will be working on a poster with the character’s most defining traits, quotes, and their “character journey.” Include a drawing in your interpretation of your character. The other half of the group will be working on writing a letter to Jarrett at the point of graduation from the point of view of their character and describe what you think they would tell him. Jarrett’s group will write a letter from Jarrett to himself describing how he is doing and feeling. The characters will be Jarrett, Leslie, Richard, Grandpa, Grandma, Pat, Jarrett’s art teacher Mark, and his sister Holly.
Closing Activity: Once all of the posters are completed, the students will set them up around the room along with their letters. Then, each group will walk around and learn about the other characters as if they are in an art gallery.
Bibliography
21, Wait. “Understanding Addiction as a Disease (Wait21).” YouTube, YouTube, 13 Sept. 2013, www.youtube.com/watch?v=-w8n9UOiBxE.
“Graphic Novels as a Tool to Improve Literacy: 5 Facts.” Healthy Teen Network, Healthy Teen Network, 15 Mar. 2019, www.healthyteennetwork.org/blog/graphic-novels-tool-improve-literacy-5-facts/.
“Heroin Addiction.” Drug Rehab, Drug Rehab, www.drugrehab.com/addiction/drugs/heroin/.
“Hey, Kiddo.” National Book Foundation, National Book Foundation, www.nationalbook.org/books/hey-kiddo/.
Krosoczka, Jarrett. “Biography.” StudioJJK, www.studiojjk.com/biography2.html.
Krosoczka, Jarrett. Hey Kiddo. Scholastic US, 2019.
Krosoczka, Jarrett J. “How a Boy Became an Artist.” TED, TEDTalk, www.ted.com/talks/jarrett_j_krosoczka_how_a_boy_became_an_artist?language=en.
Krosoczka, Jarrett. “Jarrett J. Krosoczka-Author & Illustrator.” Jarrett J. Krosoczka-Author & Illustrator, www.studiojjk.com/.
Mccormick, Patricia. “A Brave Graphic Memoir of a Childhood Shadowed by a Parent's Addiction.” The New York Times, The New York Times, 2 Oct. 2018, www.nytimes.com/2018/10/02/books/review/jarrett-j-krosoczka-hey-kiddo.html.
WGBY. “Author/Illustrator Jarrett Krosoczka on ‘Hey Kiddo’ | Connecting Point | Nov. 8, 2018.” YouTube, YouTube, 9 Nov. 2018, www.youtube.com/watch?v=ROXVe6dwvko.
