AM U LE T BOO KS TE AC H I NG G U I D E

OVERVIEW
Alex is a baseball player. A great one. His papi is pushing him to go pro, but Alex maybe wants to be a poet. Not that
Papi would understand or allow that.

Isa is a dancer. She’d love to go pro, if only her Havana-born mom weren’t dead set against it . . . just like she’s dead set
against her daughter falling for a Latino. And Isa’s privileged private-school life—with her dad losing his job and her
older brother struggling with mental illness—is falling apart. Not that she’d ever tell that to Alex.

Fate—and the New York City subway—bring Alex and Isa together. Is it enough to keep them together when they need
each other most?

VOCABULARY
The characters in the book are bilingual. They grow up speaking two languages: Spanish and English. The novel
realistically portrays multiculturalism in a cosmopolitan city like New York. It may be helpful to identify and discuss
relevant vocabulary and use digital tools, such as Google Translate (translate.google.com) or WordReference
(wordreference.com), to listen to the native pronunciation of words in Standard Spanish. However, it should be noted
that the characters in the book speak in a Caribbean Spanish dialect. They pronounce words differently depending on the
region where their parents came from. It’s worth discussing any differences Spanish-speaking students notice between the
dialog in the book and how they might say something.

Below are some words that offer insights on the linguistic breadth of the novel:
Montro (Monstruo) – Literally means monster; a term No te debo nada – I don’t owe you anything
used to describe friends similar to dude No te preocupes – Don’t worry!
To ‘ta frío (Esto/Todo está frío) – Everything is cold or Toletazo – A punch; used in reference to hitting someone
this is cold Veldad (Verdad) – The truth
¡Guay! – Cool Pa’rriba (Para arriba) – Expression
Ay…lo besó – Oh, she kissed him ¿Qué te pasó? – What happened to you?
Oye – Literally means listen, but it often means “Hey!” ¿Cómo tu ‘ta? (¿Cómo tú estás?) – How are you?
Coño – Swear word Oye Pana – “Hey, bud!”
¡Tu ‘ta loco! (Tú estás loco) – You’re crazy Chuleta – Porkchop
‘Pérate (Espérate) – Wait a minute Dame un segundito – Give me a second
Chévere – Cool Moreno – term used for brown-skinned Hispanic people

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 AMULET BOOKS TEACHING GUIDE

BEFORE READING 3. Browse the New York City subway transit map:
new.mta.info/map/5256. Identify the stops where
Use the prompts below to engage students in online
Alex and Isa meet. Think about how the different
research and discussions prior to reading This Train is
areas of Manhattan and surrounding boroughs are
Being Held. Teachers will help facilitate conversation and
defined by class and racial differences.
record questions on an online bulletin board, such as
Google Classroom (edu.google.com), Canvas CCSS.ELA-Literacy.W.9-10.2; 11-12.3

(instructure.com/canvas), or BlackBoard
(blackboard.com). DURING READING
Ask students to keep an interactive notebook to record
Before starting some discussions of the book, teachers
thoughts, feelings, questions, and concerns while reading
should talk about the importance of Black Lives Matter
This Train is Being Held. Use these prompts to facilitate
and police brutality at the high school level. BLM at
discussion and critical analysis of the text.
School (blacklivesmatteratschool.com) is a great resource
for teachers and students alike. The materials included in 1. Write entries for every character that is introduced in
this website are divided by grade and age. The book the novel such as Isa, Alex, their family members, and
includes issues of race and class, which border on fear of friends. How do you think their stories will unfold
the police. It is imperative that educators teach lessons throughout the novel?
about structural racism, intersectional Black and Brown CCSS.ELA-Literacy.RL.8.3, 9-10.3, 11-12.3
identities, and anti-racism. Additional resources are
included at the end of this guide. As teachers, we have the 2. On page 29, Alex is reading Pablo Neruda’s collection
obligation to teach our students to be anti-racist and to of poems, One Hundred Love Sonnets (Cien sonetos de
fight against the ubiquity of white supremacy. amor). Read Love Sonnet XI: phys.unm.edu/~tw/fas/
yits/archive/neruda_lovesonnet11.html. Underline the
1. Isa, the main character, speaks Cuban Spanish from parts included in the novel and write down how they
her mother’s side, while Alex speaks Dominican fit within the context of the poem. Research different
Spanish that he inherited from his parents. Each types of sonnets. Keeping in mind that this sonnet is a
dialect has its own distinct features, but they do share translation from Spanish, consider the type of sonnet
some similarities. Listen to these recording of pop Neruda’s Love Sonnet XI is. What do you think Alex
culture celebrities speaking Spanish: means when he says, “Neruda’s words are music and
Dominican American rapper Cardi B color”?
youtube.com/watch?v=7eHXg0BnB4g CCSS.ELA-Literacy.W.9-10.10, 11-12.10

Cuban American actress Eva Mendes 3. Isa apologizes to Alex for having crossed a line. She
youtube.com/watch?v=GjOlphHWjVU says on page 36, “Listen, I’m sorry about that night.
What I did, that wasn’t cool. I shouldn’t have, you
Compare and contrast some of the differences you know, touched you. Not without asking permission.”
might notice. Research the history of Cuba and the The novel opens up the question of consent. What do
Dominican Republic, and learn more about the you think about the importance of consent? How were
Caribbean Hispanic population. the events leading to this apology structured in the
CCSS.ELA-Literacy.RL.9-10.6 novel?
CCSS.ELA-Literacy.W.9-10.3, 11-12.3
2. In any work of literature, readers will encounter new
vocabulary. Isa is a ballet dancer while Alex is a baseball
player. What might be some technical terms that you
might not know? Write down any unfamiliar words or
phrases in your notebook to later discuss in class.
CCSS.ELA-Literacy.RL.8.1;9-10.4;11-12.4

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4. When Alex and Isa meet once again on Thursday, 10. Listen to the first movement of the Russian composer
November 24, Alex expresses fear when he sees a Sergei Rachmaninoff’s Piano Concerto no. 2 op. 18:
police officer examining everyone in the subway. youtube.com/watch?v=rEGOihjqO9w. How does
Write down specific evidence from the book that listening to the music help to contextualize Chrissy’s
demonstrates Alex’s true fear of the police and how comment from page 75, “Do you know he can span
it develops throughout the novel. eleven keys? That’s only one less than Rachmaninoff,
CCSS.ELA-Literacy.W.9-10.1, 11-12.1 who had possibly the biggest hands of any composer.”
Ballet is a highly technical form of dance that was
5. On page 42, Isa’s brother Merrit discloses that his developed into a concert dance form in Russia and
ex-girlfriend is dating a Korean American boy named France. Compare the live performance of
Connor Rhee. Isa thinks to herself, “Please be OK.” Rachmaninoff’s concert to the live recording of the
What do you think this means at this moment? What Mariinsky ballet: youtube.com/watch?v=NldECS
do you think will happen later in the novel? f33Rg. What is the importance of these different
CCSS.ELA-Literacy.W.9-10.5, 11-12.5 dance forms? What does it tell us about art, beauty
and entertainment within the context of the novel?
6. “You said most schools in the city are on the Upper
CCSS.ELA-Literacy.W.9-10.7
East Side. Most private schools are. There are public
schools all over the city (page 55),” Alex tells Isa. 11. On page 80, the reader gets a glimpse at Alex’s
What does this say about their class difference? poetry. Closely read his poetry the same way you read
How does it speak to Isa’s privilege and how unaware Neruda’s poem. What are some of the defining
she is of it? aspects of his poems? Do they rhyme? Are they solely
CCSS.ELA-Literacy.W.11-12.2 written in English? Search for the definition of a
free-verse poem and discuss whether or not Alex’s
7. Alex is concerned that Isa’s mother is Cuban, and his poem corresponds with that definition.
friends note, “How is this blondie a Cubana? (page
CCSS.ELA-Literacy.W.9-10.7, 11-12.4
63).” This passage highlights the difference between
race and ethnicity. Research these terms and think 12. Isa’s brother Merrit struggles with a condition called
about how they come into play in the novel. bipolar disorder. The diagnoses for this mental health
CCSS.ELA-Literacy.W.9-10.2, 11-12.2 condition varies. How did the author foreshadow the
diagnosis at the beginning of the book? How does Isa
8. On page 65, Isa tells Alex, “They could have gotten out deal with her brother’s condition?
of Cuba earlier.” What is the importance of “getting
CCSS.ELA-Literacy.W.9-10.5, 11-12.5
out of Cuba”? Research Cuban history during the Fidel
Castro regime and find the context for this quote. 13. Compare Alex’s poems from pages 95, 177, and 217
CCSS.ELA-Literacy.W.9-10.1, 11-12.1 to what is being specifically structured in the plot of
the story. What is the significance of each poem
9. Food is such an important part of Hispanic culture, depending on what is happening in his life?
especially within each national group. On page 65, the
CCSS.ELA-Literacy.W.9-10.5, 9-10.7; 11-12.5
main characters discuss their thoughts on tostones
and flan. Research these two different types of food 14. As you know, the book contains many references to
and think about some family dishes that are important ballet, classical music, baseball, and literature. Watch
to you and your family’s cultural background. Write this scene from The Nutcracker: youtube.com/
down any other unfamiliar culinary details that the watch?v=SlI9GxIlurc. Think about the importance
characters in the novel discuss. of this artistic medium in Isa’s life. How does it
CCSS.ELA-Literacy.W.9-10.3, 11-12.3 compare to Alex’s interest in poetry?
CCSS.ELA-Literacy.W.9-10.7

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15. The moment when Isa doesn’t meet Alex at the AFTER READING
66th Street station is similar to the Shakespeare play,
Research
Romeo and Juliet, where Romeo does not realize that
Juliet is still alive. What does this turn in the The novel mentions different Latin artists such as Celia
narrative tells us about the construction of the novel Cruz and Aventura as well as different music genres.
as a whole? What does this misunderstanding Conduct some research on the origins of salsa and
represent? bachata and provide specific historical context to each
genre. Have students write a report based on their
CCSS.ELA-Literacy.W.9-10.5, 9-10.7; 11-12.4, 11-12.5, 11-12.7
research and provide evidence from the book when these
16. Robi saves the poems that Alex had thrown away. He artists are mentioned.
says, “I saved it for you. In case you want it back. You CCSS.ELA-Literacy.W.8.1;9-10.1, 11-12.1
know, when you wrote? You looked happy. I think
maybe happier even than when you play (page 212).” Comparative Work
What do you think motivated Robi to do this? How The novel was heavily inspired by the Broadway musical,
does this action help Alex in the future? West Side Story, which was initially inspired by William
CCSS.ELA-Literacy.W.9-10.3, 11-12.3 Shakespeare’s famous play about star-crossed lovers,
Romeo and Juliet. Compare the following quote from
17. Reread pages 220 and 221 and provide textual Act II, Scene II of Shakespeare’s play to pages 125-128 of
evidence that hinted at Merrit’s condition. What This Train is Being Held:
does Isa mean when she says, “I never needed to ask
him. I already knew the answer. I was just afraid he JULIET: ‘Tis but thy name that is my enemy.
would tell me the truth”? Thou art thyself, though not a Montague.
CCSS.ELA-Literacy.W.9-10.1, 11-12.1 What’s Montague? It is nor hand, nor foot,
Nor arm, nor face, nor any other part
18. Alex and Isa go through a very traumatic and
Belonging to a man. O, be some other name!
eye-opening experience near the end of the book.
What’s in a name? That which we call a rose
What are some of the descriptors used in the novel?
How do they enhance and escalate the scene? By any other name would smell as sweet.
CCSS.ELA-Literacy.W.9-10.4, 11-12.4 How do both of these passages relate to one another?
How does Juliet mark the differences between her and
19. Once you’ve reached the conclusion of the book,
Romeo? Explain how Isa does not understand Alex’s
think about the different plot points that led to that
preoccupation regarding his skin color to her family.
very moment. The novel, unlike Shakespeare’s
What universal message does this tell us about families?
tragedy, ends on an uplifting note despite the arduous
CCSS.ELA-Literacy.W.8.7, 9-10.9, 11-12.7
moments that the couple faces. How does a comedy
compare to a tragedy? How would you categorize this
Contemporary Research
novel in terms of genre?
Listen to WBEZ Chicago’s story Having ‘The Talk’:
CCSS.ELA-Literacy.W.9-10.4; 9-10.5; 11-12.4 11-12.5
Expert Guidance On Preparing Kids For Police Interactions:
npr.org/local/309/2019/08/27/754459083/having-the-
talk-expert-guidance-on-preparing-kids-for-police-inter-
actions. Compare what the experts on the podcast say
and the way Alex interacts with police, using quotes and
passages from the book.

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Theme Letter Writing

The thematic elements of the novel contain an abundance Merrit, Isa’s brother, is institutionalized due to a harmful
of information on personal issues. As students read, interaction between different medications that he
maintain a good discussion by asking them to answer purposely took. Write a letter of support to Merrit
open-ended questions with textual evidence. Guide these detailing all the wonderful things about him based on
conversations responsibly by teaching students about textual evidence.
white privilege, police brutality, and racism in the United
States. The conversation should be centered around When discussing mental health issues with students,
anti-racist ideas. Please read and utilize the resources please make sure to provide resources such as The National
listed at the end of the teaching guide. Institute of Mental Health (nimh.nih.gov) and the
National Alliance on Mental Health (nami.org) as well as
Privilege and Class hotlines such as:
From the beginning of the story, Alex clearly understands
• Text HOME to 741741 for 24/7 anonymous,
the differences in socio-economic status between Isa’s
free counseling
family and his own. What are some ways in which the
novel approaches the subject of privilege and class? • Call Trevor Lifeline (thetrevorproject.org),
Provide some clear examples from the novel where Alex 1-866-488-7386, a free and confidential lifeline
fears something that Isa is oblivious to. for LGBT youth
Race in Hispanic Culture • Suicide Prevention Lifeline
The novel showcases examples of the treatment of race in (suicidepreventionlifeline.org): 1-800-273-TALK
Hispanic culture from Isa’s mom and the way that Alex
feels around Isa’s family initially. What textual evidence Creative Writing
proves this? What are some arguments we could make The novel ends on a happy note. As you think about the
about the subject? differences between tragedies and comedies, write an
epilogue to the novel as a whole from the point of view of
Racial Injustice either Alex or Isa. Think about where their lives have led
Watch “A Conversation With My Black Son” from them and how they’ve overcome obstacles together.
The New York Times: youtube.com/watch?v=lXgfX
1y60Gw. On page 114, Alex poses the following
questions: “What would the cop think if Isa were stand-
ing with me? If she were holding my hand? Would he still
look at me the way he’s looking at me now?” Discuss how
Alex might navigate these hypothetical situations.

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ADDITIONAL RESOURCES
Articles
What is White Privilege Really? by Cory Collins from Teaching Tolerance
tolerance.org/magazine/fall-2018/what-is-white-privilege-really

Q&A: How to Talk to Kids about Black Lives Matter by Anya Kamenetz from NPR
npr.org/2020/06/04/868600478/q-a-how-to-talk-to-kids-about-george-floyd

A Hard Conversation for the Latino Community by Jorge Ramos from The New York Times
nytimes.com/2020/07/03/opinion/ramos-afro-latinos-racism.html

Colorism in the Latino Community by Jasmine Nelson from National Diversity Council
ndcnews.org/2018/08/29/colorism-in-the-latino-community

How to Discuss Mental Health in the Classroom from TCI

teachtci.com/how-to-discuss-mental-health-in-the-classroom

Website
Black Lives Matter at School Resources
blacklivesmatteratschool.com/resources.html

Video
Black Parents Explain How to Deal with the Police from Cut
youtube.com/watch?v=coryt8IZ-DE

Podcast
Latinos and Asians Grapple with Racism, Allyship Amid Ongoing Protests from
NPR: The Weekend Edition Sunday
npr.org/2020/06/14/876714190/latinos-and-asians-grapple-with-racism-allyship-amid-ongoing-protests

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 THIS TRAIN IS BEING HELD
Ismée Williams

PRAISE

“A nuanced and tenderly pitched story.”

— Elizabeth Acevedo, National Book Award
winner and New York Times bestselling author

“Ismée Williams has created an engaging urban

romance that tackles difficult subjects such as
mental health and racism, while celebrating
poetry, dance, baseball, and the complexities
of Latino families.”
— Margarita Engle, Newbery Honor-winning
author

“We root for these young lovers — the self-conscious

poet with the killer fastball and the shy ballerina
who would take a bullet for those she loves — as
they learn to let their guards down and be more
honest with each other, and with themselves. When
their story rolls into its final stop we’re sad the ride
ISBN 978-1-4197-3493-9 Ages 13 and up
is over but delighted we caught this train.”
— The New York Times

ABOUT THE AUTHOR

Ismée Williams is a pediatric cardiologist by day and an accomplished author by night. Her first book,
Water in May, received a starred review from Kirkus Reviews, praising it for being “full of spot-on cultural texture
and packing an emotional punch.” Visit her online at ismeewilliams.com.

This teaching guide was written by Patricia Ruiz-Rivera. Patricia has a doctoral degree in
Comparative Literature with a focus on Latin American and French culture, fiction, and
history. She is an avid reader who speaks five languages, loves golden retriever puppies, and
drinks copious amounts of coffee.