1. BIBLIOGRAPHY
Green, John and David Levithan. 2010. Will Grayson, Will Grayson. New York: Dutton Books. ISBN 9780525421580.
2. PLOT SUMMARY
Two teenaged boys, both named Will Grayson, happen to meet under most unusual circumstances one night in Chicago. One Will is the studious misfit whose only friend is Tiny Cooper who just happens to be not so tiny and very much gay. The other Will is another social misfit who is battling his inner struggles and finds solace only when he meets someone who helps him discover that being himself is not such a bad person to be after all.
3. CRITICAL ANALYSIS
If taken solely at face value, this storyline would not only seem improbable but also a bit absurd. However, Green and Levithan have such a command of storytelling and a style of writing that make this book a moving yet hilarious depiction of teenage life. They certainly take on the subject of homosexuality headfirst with one Will Grayson falling in love with the other Will Grayson’s best friend, Tiny Cooper. Tiny Cooper adds humorous relief throughout the book without coming off as “stereotypically gay.” In fact, the book was referred to me by a gay friend who absolutely loved it. The characterization is authentic throughout. The alternating chapters are defined by a change in style making it easy for the reader to follow each Will Grayson throughout the story.
The authors have a way of portraying all of the characters in a realistic, honest teenage light. Every reader can find something with which to identify whether it be taking an unpopular stand, coming to terms with romantic issues, problems with parents, being betrayed by friends, or fears about the future. The best part is that the book is not preachy but gets the message of acceptance across in an entertaining and engaging way.
Because of the use of strong language and some sexual situations this book would be appropriate only at the high school level.
4. REVIEW EXCERPTS
VOYA review: “What results is a wonderfully campy, sweet, romantic gesture in the spectacular style that readers have come to expect from these two YA masters. Although not entirely unfamiliar—or precisely because of it—Will Grayson will find a fast and adoring audience.”
KLIATT review: “…complete with honest language, interesting characters, and a heartfelt, gritty edge, this quirky yet down-to-earth collaboration by two master YA storytellers will keep readers turning pages.”
5. CONNECTIONS
This book brings up so many issues relevant to high school life that it leads perfectly into a discussion about the importance of acceptance and how to deal with everyday issues.
Other books about teenage homosexuality for young readers can be found on Alex Sanchez’s website. http://www.alexsanchez.com/gay_teen_books.htm
Saturday, August 7, 2010
Review: THANK YOU, MR. FALKER by Patricia Polacco
1. BIBLIOGRAPHY
Polacco, Patricia. 1998. Thank You, Mr. Falker. New York: Philomel Books. ISBN 0399231668.
2. PLOT SUMMARY
Patricia Polacco uses this story to pay tribute to her fifth grade teacher, Mr. Felker, who finally identified her dyslexia and helped her learn to read. The little girl in the book goes through many trying times as she experiences the death of her beloved grandparents and moving across the country, but nothing compares to the daily torture of not only failing at reading but also being ridiculed by her classmates.
3. CRITICAL ANALYSIS
Any child who has ever had to overcome difficulties at school will relate to Trisha’s feelings as she tries her best but cannot seem to master the skill of reading. Polacco brings attention to the very personal and lonely battle many children with dyslexia face. Throughout the years, none of her teachers were able to diagnose her disability which makes sense because the story is set in the early 1950s. One thing that is universal is the ridicule Trisha faces from the students in her class both in Michigan and in her new home in California. Fortunately for Trisha, Mr. Falker is able to change her life and open new doors for her through books.
The illustrations are drawn in true Patricia Polacco style. There is attention to detail in the faces of the characters which help the reader make a personal connection. We can share in her pain but also in the pride she feels as she triumphs over her disability.
4. REVIEW EXCERPTS
PUBLISHER’S WEEKLY review: “Young readers struggling with learning difficulties will identify with Trisha's situation and find reassurance in her success. Polacco's gouache-and-pencil compositions deftly capture the emotional stages frustration, pain, elation of Trisha's journey.”
SCHOOL LIBRARY JOURNAL review: “Without belaboring the point, the author clearly shows the ways that children internalize critical comments made by others and suffer for their differences. This touching story is accompanied by illustrations in Polacco's signature style. Youngsters, as well as adults, may find themselves choked up at the emotions so eloquently described in words and pictures.”
5. CONNECTIONS
As a daily journal entry, students should reflect on a time when they had to overcome a difficult situation including the feelings they experienced not only during the struggle but also how it felt to finally experience success.
For more information about the life of Patricia Polacco, visit her website at: http://www.patriciapolacco.com/ which is filled with pages of information about her life, her books, and other fun stuff.
Polacco, Patricia. 1998. Thank You, Mr. Falker. New York: Philomel Books. ISBN 0399231668.
2. PLOT SUMMARY
Patricia Polacco uses this story to pay tribute to her fifth grade teacher, Mr. Felker, who finally identified her dyslexia and helped her learn to read. The little girl in the book goes through many trying times as she experiences the death of her beloved grandparents and moving across the country, but nothing compares to the daily torture of not only failing at reading but also being ridiculed by her classmates.
3. CRITICAL ANALYSIS
Any child who has ever had to overcome difficulties at school will relate to Trisha’s feelings as she tries her best but cannot seem to master the skill of reading. Polacco brings attention to the very personal and lonely battle many children with dyslexia face. Throughout the years, none of her teachers were able to diagnose her disability which makes sense because the story is set in the early 1950s. One thing that is universal is the ridicule Trisha faces from the students in her class both in Michigan and in her new home in California. Fortunately for Trisha, Mr. Falker is able to change her life and open new doors for her through books.
The illustrations are drawn in true Patricia Polacco style. There is attention to detail in the faces of the characters which help the reader make a personal connection. We can share in her pain but also in the pride she feels as she triumphs over her disability.
4. REVIEW EXCERPTS
PUBLISHER’S WEEKLY review: “Young readers struggling with learning difficulties will identify with Trisha's situation and find reassurance in her success. Polacco's gouache-and-pencil compositions deftly capture the emotional stages frustration, pain, elation of Trisha's journey.”
SCHOOL LIBRARY JOURNAL review: “Without belaboring the point, the author clearly shows the ways that children internalize critical comments made by others and suffer for their differences. This touching story is accompanied by illustrations in Polacco's signature style. Youngsters, as well as adults, may find themselves choked up at the emotions so eloquently described in words and pictures.”
5. CONNECTIONS
As a daily journal entry, students should reflect on a time when they had to overcome a difficult situation including the feelings they experienced not only during the struggle but also how it felt to finally experience success.
For more information about the life of Patricia Polacco, visit her website at: http://www.patriciapolacco.com/ which is filled with pages of information about her life, her books, and other fun stuff.
Review: ASK ME NO QUESTIONS by Marina Budhos
1. BIBLIOGRAPHY
Budhos, Marina. 2006. Ask Me No Questions. New York: Atheneum Books for Young Readers. ISBN 1416903518.
2. PLOT SUMMARY
Young Nadira and her family are fleeing to the Canadian border to start a new life. They had always thought of the United States as home but since the INS are tracking down and deporting illegal aliens with haste since the 9/11 attacks, her family who are from Bangladesh must seek asylum in Canada. Unfortunately, their world is turned upside down when they are sent away and Nadira’s father is taken into custody. Now it is up to Nadira and her older sister to figure out how to save their father and remain in the home they’ve come to love.
3. CRITICAL ANALYSIS
Through this story of a Bangladesh family’s struggle to stay in the United States, Budhos sheds light on the prejudices faced by immigrant families. She gives some insight into how the detainees are mistreated and the families are ignored. Many political issues are brought into question through these events and others such as the lawyers who prey on desperate immigrants promising them help then leaving them helpless. Intertwined with the social problems is the story of a loving family who encounter some of the same difficulties as other families such as the sibling rivalry between Nadira and Aisha.
Nadira and her sister learn from a young age that in order to maintain their family’s secret, they must keep a low profile. As her Abba told them “The most important thing… was not to stick out.” This is reflective of the lives of actual immigrant children who know they must not make trouble and disappear among the crowds. Even students who are not immigrants would benefit from reading this book because Budhos’s story captures the reader and her style of writing helps the reader connect to Nadira. The other characters in the book are not as well developed; however the connection to the main character is enough to create an interesting, heartfelt story.
4. REVIEW EXCERPTS
VOYA review: “Budhos's descriptive writing style helps the story seem more realistic. Nadira's conflicting emotions are portrayed in such a way that even though teens might not identify with her situation, they can easily relate to her feelings. The topics addressed in this book are very relevant in today's society, and teens will quickly be able to make real world connections.”
KLIATT review: “This is a powerful story, especially for those YAs who know something themselves about the immigration situation. Budhos doesn't make heroes of the illegal immigrants, but she illuminates the reasons why families stay here, and she focuses on the children who have grown up in America but who are threatened with deportation because of the mistakes of their parents.”
5. CONNECTIONS
A great nonfiction companion to Ask Me No Questions is Ann Bausum’s Denied, Detained, Deported: Stories From the Dark Side of American Immigration (ISBN 1426303327). It contains three profiles of immigrants who were treated unfairly followed by further discussions about current immigration issues.
The topic of immigration opens up a multitude of discussion questions. Students should be encouraged to openly talk about their opinions and research to find out more about the realities of immigration.
Budhos, Marina. 2006. Ask Me No Questions. New York: Atheneum Books for Young Readers. ISBN 1416903518.
2. PLOT SUMMARY
Young Nadira and her family are fleeing to the Canadian border to start a new life. They had always thought of the United States as home but since the INS are tracking down and deporting illegal aliens with haste since the 9/11 attacks, her family who are from Bangladesh must seek asylum in Canada. Unfortunately, their world is turned upside down when they are sent away and Nadira’s father is taken into custody. Now it is up to Nadira and her older sister to figure out how to save their father and remain in the home they’ve come to love.
3. CRITICAL ANALYSIS
Through this story of a Bangladesh family’s struggle to stay in the United States, Budhos sheds light on the prejudices faced by immigrant families. She gives some insight into how the detainees are mistreated and the families are ignored. Many political issues are brought into question through these events and others such as the lawyers who prey on desperate immigrants promising them help then leaving them helpless. Intertwined with the social problems is the story of a loving family who encounter some of the same difficulties as other families such as the sibling rivalry between Nadira and Aisha.
Nadira and her sister learn from a young age that in order to maintain their family’s secret, they must keep a low profile. As her Abba told them “The most important thing… was not to stick out.” This is reflective of the lives of actual immigrant children who know they must not make trouble and disappear among the crowds. Even students who are not immigrants would benefit from reading this book because Budhos’s story captures the reader and her style of writing helps the reader connect to Nadira. The other characters in the book are not as well developed; however the connection to the main character is enough to create an interesting, heartfelt story.
4. REVIEW EXCERPTS
VOYA review: “Budhos's descriptive writing style helps the story seem more realistic. Nadira's conflicting emotions are portrayed in such a way that even though teens might not identify with her situation, they can easily relate to her feelings. The topics addressed in this book are very relevant in today's society, and teens will quickly be able to make real world connections.”
KLIATT review: “This is a powerful story, especially for those YAs who know something themselves about the immigration situation. Budhos doesn't make heroes of the illegal immigrants, but she illuminates the reasons why families stay here, and she focuses on the children who have grown up in America but who are threatened with deportation because of the mistakes of their parents.”
5. CONNECTIONS
A great nonfiction companion to Ask Me No Questions is Ann Bausum’s Denied, Detained, Deported: Stories From the Dark Side of American Immigration (ISBN 1426303327). It contains three profiles of immigrants who were treated unfairly followed by further discussions about current immigration issues.
The topic of immigration opens up a multitude of discussion questions. Students should be encouraged to openly talk about their opinions and research to find out more about the realities of immigration.
Saturday, July 31, 2010
Review: THE YEAR OF THE DOG by Grace Lin
1. BIBLIOGRAPHY
Lin, Grace. 2006. The Year of the Dog. New York: Little, Brown and Company. ISBN 0316060003.
2. PLOT SUMMARY
This story gives us a glimpse into a year in the life of Pacy, a Taiwanese-American young girl. The book follows Pacy through the Year of the Dog as she meets a new friend, deals with her feelings about boys, and tries to discover who she is and who she wants to be.
3. CRITICAL ANALYSIS
The main crux of the story is one that will interest and enlighten young readers. Pacy confronts the same difficulties as any young girl; however, she also faces the challenge of being the only Taiwanese American girl in her school, that is, until a new girl comes along. Lin masterfully introduces Melody through the confusion of the cafeteria worker who mistakenly thinks Pacy must have already been through the line. This incident illuminates how Pacy must feel being the only Asian American at her school and explains why she felt an instant bond with Melody.
Throughout the telling of Pacy’s year, Lin shares many authentic traditions with the reader. When they are part of the main storyline they usually come across genuinely and flow with the story. Even the added stories help to explain more about the Taiwanese customs such as when Pacy tells how her name changed from Pacy to Grace; however there were instances where these additional side stories take away from the flow and become more of a distraction which interrupted what is an otherwise engaging story. One such example is her story and Uncle Shin eating the cake which served no purpose since it did not add any cultural insight and failed to develop the story any further.
An added feature which does help maintain interest and also maintain true to this being a story written from the point of view of an elementary school girl is the drawings interspersed throughout the text. They give a subtle reminder to the reader about the age of the narrator with which young readers will connect. An especially charming one is the drawing of the row of Taiwanese grandmothers waiting on the bench outside the school.
4. REVIEW EXCERPTS
BOOKLIST review: “Lin does a remarkable job capturing the soul and the spirit of books like those of Hayward or Maud Hart Lovelace, reimagining them through the lens of her own story, and transforming their special qualities into something new for today's young readers.”
SCHOOL LIBRARY JOURNAL review: “A lighthearted coming-of-age novel with a cultural twist. Readers follow Grace, an American girl of Taiwanese heritage, through the course of one year–The Year of the Dog–as she struggles to integrate her two cultures.”
5. CONNECTIONS
In this book, Lin shares some of the beliefs related to the Year of the Dog. Students would be interested in finding out more about the Chinese years and what each one means.
Grace Lin has a wonderfully fun website that offers lesson suggestions, activities, and background information. It is a great resource for teachers and librarians and also offers fun things for kids to do. http://www.gracelin.com/index.php
Lin, Grace. 2006. The Year of the Dog. New York: Little, Brown and Company. ISBN 0316060003.
2. PLOT SUMMARY
This story gives us a glimpse into a year in the life of Pacy, a Taiwanese-American young girl. The book follows Pacy through the Year of the Dog as she meets a new friend, deals with her feelings about boys, and tries to discover who she is and who she wants to be.
3. CRITICAL ANALYSIS
The main crux of the story is one that will interest and enlighten young readers. Pacy confronts the same difficulties as any young girl; however, she also faces the challenge of being the only Taiwanese American girl in her school, that is, until a new girl comes along. Lin masterfully introduces Melody through the confusion of the cafeteria worker who mistakenly thinks Pacy must have already been through the line. This incident illuminates how Pacy must feel being the only Asian American at her school and explains why she felt an instant bond with Melody.
Throughout the telling of Pacy’s year, Lin shares many authentic traditions with the reader. When they are part of the main storyline they usually come across genuinely and flow with the story. Even the added stories help to explain more about the Taiwanese customs such as when Pacy tells how her name changed from Pacy to Grace; however there were instances where these additional side stories take away from the flow and become more of a distraction which interrupted what is an otherwise engaging story. One such example is her story and Uncle Shin eating the cake which served no purpose since it did not add any cultural insight and failed to develop the story any further.
An added feature which does help maintain interest and also maintain true to this being a story written from the point of view of an elementary school girl is the drawings interspersed throughout the text. They give a subtle reminder to the reader about the age of the narrator with which young readers will connect. An especially charming one is the drawing of the row of Taiwanese grandmothers waiting on the bench outside the school.
4. REVIEW EXCERPTS
BOOKLIST review: “Lin does a remarkable job capturing the soul and the spirit of books like those of Hayward or Maud Hart Lovelace, reimagining them through the lens of her own story, and transforming their special qualities into something new for today's young readers.”
SCHOOL LIBRARY JOURNAL review: “A lighthearted coming-of-age novel with a cultural twist. Readers follow Grace, an American girl of Taiwanese heritage, through the course of one year–The Year of the Dog–as she struggles to integrate her two cultures.”
5. CONNECTIONS
In this book, Lin shares some of the beliefs related to the Year of the Dog. Students would be interested in finding out more about the Chinese years and what each one means.
Grace Lin has a wonderfully fun website that offers lesson suggestions, activities, and background information. It is a great resource for teachers and librarians and also offers fun things for kids to do. http://www.gracelin.com/index.php
Review: TEA WITH MILK by Allen Say
1. BIBLIOGRAPHY
Say, Allen.1999. Tea with Milk. Boston: Houghton Mifflin. ISBN 0395904951.
2. PLOT SUMMARY
Allen Say recounts his mother’s story of being a young Japanese woman who was raised in the United States but then forced to move back to Japan just after graduating from high school. She is faced with new cultural challenges and the conflict between old world traditions and her own dreams of becoming an independent woman.
3. CRITICAL ANALYSIS
This sweet story is written in such soft language that it cannot help but touch the reader’s heart. May’s struggles with having to learn the traditional ways of a “proper” Japanese lady and her own desire to go to college and live in a city are similar to many coming of age issues except that May must battle against her parents’ wishes in order to make her dreams come true. It is through this struggle that the Japanese traditions are revealed to the reader. When May must not only learn to arrange flowers and make tea properly but also meet with a matchmaker to choose her husband, we learn about the expectations placed on young Japanese women.
Each page of text is accompanied by a full-page illustration showing May as she transitions from one event in her life to the next. The softness of each painting adds to the already touching narrative. The facial expressions help the reader connect to May’s story because they capture her personality perfectly, from the dismay and discouragement she feels early in the story to the determination and pride that accompany her accomplishments in the last half of the book.
4. REVIEW EXCERPTS
PUBLISHER’S WEEKLY review: “Whether the subject is food ("no more pancakes or omelets, fried chicken or spaghetti" in Japan) or the deeper issues of ostracism (her fellow students call Masako "gaijin" a foreigner) and gender expectations, Say provides gentle insights into human nature as well as East-West cultural differences... Through choice words and scrupulously choreographed paintings, Say's story communicates both the heart's yearning for individuality and freedom and how love and friendship can bridge cultural chasms.”
SCHOOL LIBRARY JOURNAL review: “The pages are filled with detailed drawings featuring Japanese architecture and clothing, and because of the artist's mastery at drawing figures, the people come to life as authentic and sympathetic characters. This is a thoughtful and poignant book that will appeal to a wide range of readers, particularly our nation's many immigrants who grapple with some of the same challenges as May and Joseph, including feeling at home in a place that is not their own.”
5. CONNECTIONS
This book is filled with many customs related to the expectation of young Japanese women. Students should be encouraged to learn more about these traditions and compare them to what is expected of young American girls.
Pair the reading of this book with Grandfather’s Journey also a family story written by Allen Say.
Say, Allen.1999. Tea with Milk. Boston: Houghton Mifflin. ISBN 0395904951.
2. PLOT SUMMARY
Allen Say recounts his mother’s story of being a young Japanese woman who was raised in the United States but then forced to move back to Japan just after graduating from high school. She is faced with new cultural challenges and the conflict between old world traditions and her own dreams of becoming an independent woman.
3. CRITICAL ANALYSIS
This sweet story is written in such soft language that it cannot help but touch the reader’s heart. May’s struggles with having to learn the traditional ways of a “proper” Japanese lady and her own desire to go to college and live in a city are similar to many coming of age issues except that May must battle against her parents’ wishes in order to make her dreams come true. It is through this struggle that the Japanese traditions are revealed to the reader. When May must not only learn to arrange flowers and make tea properly but also meet with a matchmaker to choose her husband, we learn about the expectations placed on young Japanese women.
Each page of text is accompanied by a full-page illustration showing May as she transitions from one event in her life to the next. The softness of each painting adds to the already touching narrative. The facial expressions help the reader connect to May’s story because they capture her personality perfectly, from the dismay and discouragement she feels early in the story to the determination and pride that accompany her accomplishments in the last half of the book.
4. REVIEW EXCERPTS
PUBLISHER’S WEEKLY review: “Whether the subject is food ("no more pancakes or omelets, fried chicken or spaghetti" in Japan) or the deeper issues of ostracism (her fellow students call Masako "gaijin" a foreigner) and gender expectations, Say provides gentle insights into human nature as well as East-West cultural differences... Through choice words and scrupulously choreographed paintings, Say's story communicates both the heart's yearning for individuality and freedom and how love and friendship can bridge cultural chasms.”
SCHOOL LIBRARY JOURNAL review: “The pages are filled with detailed drawings featuring Japanese architecture and clothing, and because of the artist's mastery at drawing figures, the people come to life as authentic and sympathetic characters. This is a thoughtful and poignant book that will appeal to a wide range of readers, particularly our nation's many immigrants who grapple with some of the same challenges as May and Joseph, including feeling at home in a place that is not their own.”
5. CONNECTIONS
This book is filled with many customs related to the expectation of young Japanese women. Students should be encouraged to learn more about these traditions and compare them to what is expected of young American girls.
Pair the reading of this book with Grandfather’s Journey also a family story written by Allen Say.
Review: TAP DANCING ON THE ROOF by Linda Sue Park
1. BIBLIOGRAPHY
Park, Linda Sue. 2007. Tap Dancing on the Roof: Sijo (Poems). Ill. by Istvan Banyai. New York: Clarion Books. ISBN 0618234837.
2. PLOT SUMMARY
Tap Dancing on the Roof is a concise collection of poems written in the Korean form of sijo. The topics range from school subjects to holidays to nature. Park also includes background information and tips for writing sijo poems.
3. CRITICAL ANALYSIS
This delightful collection of sijo poetry is sure to interest readers of any age. There are subjects which are associated with childhood such as dealing with peer criticisms in “Art Class” or reading under the covers in “Bedtime Snacks” but also those which are more universal in theme such as bird watching in “From the Window” or the changing seasons in “Overnight” and “Important Announcement.” The randomness of the subjects does not detract from the overall effect of the book, in fact, it adds to the universal appeal. Park creates an experience which can be shared by a varied audience.
The quirky illustrations by Banyai add to the overall appeal of the book. He has a talent for capturing the essence of each poem and illustrating it in such an intelligently creative way. Each picture has whimsical details that could be easily missed if one does not take the time to enjoy them.
Although the poems and illustrations themselves are not created to educate the reader on the traditions and culture of Korea, the poetic form itself is Korean. The beginning “About Sijo” and ending author’s note provide the reader with some insight into the Korean culture and how sijo fits into that culture.
4. REVIEW EXCERPTS
CHILDREN’S LITERATURE review: “Park meets the challenge of the traditional Korean poetic form of sijo in more than two dozen carefully and cleverly fashioned verses. For those tired of haiku, these are a real treat… The line drawings that accompany each sijo have touches of color but their charm is in the depicted action with no settings needed.”
SHEN’S BOOKS review: “… the poems are charming, and the twist at the end of each one makes them great fun to read. Of course, Istvan Banyai's illustrations are always wonderful in that quirky way, and their simplicity fits the style of the poems perfectly.”
5. CONNECTIONS
As with most poetry books, this is a great read aloud which appeals to a wide range of audiences. I was amazed when my sixteen year-old read it to my four year-old and they both really enjoyed it. It’s not very often I find a book that they both want to read over and over.
After being introduced to the sijo poems, students should use the tips at the end of the book to help them try their hand at writing them. Because it is short and structured, students will embrace the opportunity especially if they are encouraged to also illustrate their creation.
Park, Linda Sue. 2007. Tap Dancing on the Roof: Sijo (Poems). Ill. by Istvan Banyai. New York: Clarion Books. ISBN 0618234837.
2. PLOT SUMMARY
Tap Dancing on the Roof is a concise collection of poems written in the Korean form of sijo. The topics range from school subjects to holidays to nature. Park also includes background information and tips for writing sijo poems.
3. CRITICAL ANALYSIS
This delightful collection of sijo poetry is sure to interest readers of any age. There are subjects which are associated with childhood such as dealing with peer criticisms in “Art Class” or reading under the covers in “Bedtime Snacks” but also those which are more universal in theme such as bird watching in “From the Window” or the changing seasons in “Overnight” and “Important Announcement.” The randomness of the subjects does not detract from the overall effect of the book, in fact, it adds to the universal appeal. Park creates an experience which can be shared by a varied audience.
The quirky illustrations by Banyai add to the overall appeal of the book. He has a talent for capturing the essence of each poem and illustrating it in such an intelligently creative way. Each picture has whimsical details that could be easily missed if one does not take the time to enjoy them.
Although the poems and illustrations themselves are not created to educate the reader on the traditions and culture of Korea, the poetic form itself is Korean. The beginning “About Sijo” and ending author’s note provide the reader with some insight into the Korean culture and how sijo fits into that culture.
4. REVIEW EXCERPTS
CHILDREN’S LITERATURE review: “Park meets the challenge of the traditional Korean poetic form of sijo in more than two dozen carefully and cleverly fashioned verses. For those tired of haiku, these are a real treat… The line drawings that accompany each sijo have touches of color but their charm is in the depicted action with no settings needed.”
SHEN’S BOOKS review: “… the poems are charming, and the twist at the end of each one makes them great fun to read. Of course, Istvan Banyai's illustrations are always wonderful in that quirky way, and their simplicity fits the style of the poems perfectly.”
5. CONNECTIONS
As with most poetry books, this is a great read aloud which appeals to a wide range of audiences. I was amazed when my sixteen year-old read it to my four year-old and they both really enjoyed it. It’s not very often I find a book that they both want to read over and over.
After being introduced to the sijo poems, students should use the tips at the end of the book to help them try their hand at writing them. Because it is short and structured, students will embrace the opportunity especially if they are encouraged to also illustrate their creation.
Monday, July 19, 2010
Review: GRANDMOTHER'S PIGEON by Louise Erdrich
1. BIBLIOGRAPHY
Erdrich, Louise. 1996. Grandmother’s Pigeon. Ill. by Jim LaMarche. New York: Hyperion Books for Children. ISBN 078682137X.
2. PLOT SUMMARY
Narrated by a young girl, the story of a nest of eggs left behind by her grandmother which mysteriously hatch into long-extinct carrier pigeons centers on a respect for nature. The young girl and her family have to decide whether to allow further scientific research to be conducted on the birds or to let them free. When she and her brother make the decision and act upon it, not everyone is pleased with their actions. But when they receive a message from their long-absent grandmother, they know they’ve made the right decision.
3. CRITICAL ANALYSIS
This whimsical story of a strong, wise grandmother who leaves her family to take a trip to Greenland on the back of a porpoise is sure to delight young readers. Although it does start out fantastical, the story soon turns more meaningful when the family discovers the nest of eggs in Grandmother’s room. Even though the hatching of carrier pigeons is not realistic, Erdrich conveys the message of caring for and respecting nature through the way the family delicately nurtures the young birds and finally decides that their happiness outweighs scientific study. The surprise message from Grandmother at the end serves to solidify the link between the Grandmother and the animal world.
LaMarche’s beautifully soft depictions throughout the book add to the warmth of this enlightening story. The color and tones of the skin are recognizable as Native American; however there are no traces of stereotypical depictions in any of the drawings. The innocence in the children’s faces is made evident through their expressions. In fact, the detailed expressions on the faces of all the characters truly add personalization and connectedness to the story. The details on every page are amazing down to the bird feathers extending from the pocket of the ornithologist. The large illustrations and wonderful language make this a perfect read aloud.
4. REVIEW EXCERPTS
BOOKLIST review: “Besides the sense of the unexpected that permeates every page is the freshness of the language. The sentence structure is elegant, and since one quality of elegance is simplicity, the writing is never over children's heads. That same spirit is found in the acrylic and colored-pencil artwork that always seems to find its focus in the faces of the children yet mixes everyday bits and pieces with the elusive air of enchantment. Like the pigeons, this is a rare bird--a book that evokes wonder, in both its meanings.”
SCHOOL LIBRARY JOURNAL review: “Full-page, large, realistic paintings define and complement the text. LaMarche's pictures of the woman's bedroom are chock-full of cherished clutter; and the children are drawn with a deftness that suggests that the illustrator knows them from the inside out. This book is a small gem, a bit of a puzzle, and a delight to pore over and ponder.”
5. CONNECTIONS
Children should research to find out more about the story of the carrier pigeon and their extinction. Relate it to current issues regarding endangered species.
Have students discuss the nationality of the characters in the book? It is not blatantly obvious from the story and pictures although some cues are given. After the discussion, tell the students that the family is of Native American heritage and have them look for clues that would support this. Discuss stereotypes and how modern Native Americans do not fit the stereotypes often associated with them.
Erdrich, Louise. 1996. Grandmother’s Pigeon. Ill. by Jim LaMarche. New York: Hyperion Books for Children. ISBN 078682137X.
2. PLOT SUMMARY
Narrated by a young girl, the story of a nest of eggs left behind by her grandmother which mysteriously hatch into long-extinct carrier pigeons centers on a respect for nature. The young girl and her family have to decide whether to allow further scientific research to be conducted on the birds or to let them free. When she and her brother make the decision and act upon it, not everyone is pleased with their actions. But when they receive a message from their long-absent grandmother, they know they’ve made the right decision.
3. CRITICAL ANALYSIS
This whimsical story of a strong, wise grandmother who leaves her family to take a trip to Greenland on the back of a porpoise is sure to delight young readers. Although it does start out fantastical, the story soon turns more meaningful when the family discovers the nest of eggs in Grandmother’s room. Even though the hatching of carrier pigeons is not realistic, Erdrich conveys the message of caring for and respecting nature through the way the family delicately nurtures the young birds and finally decides that their happiness outweighs scientific study. The surprise message from Grandmother at the end serves to solidify the link between the Grandmother and the animal world.
LaMarche’s beautifully soft depictions throughout the book add to the warmth of this enlightening story. The color and tones of the skin are recognizable as Native American; however there are no traces of stereotypical depictions in any of the drawings. The innocence in the children’s faces is made evident through their expressions. In fact, the detailed expressions on the faces of all the characters truly add personalization and connectedness to the story. The details on every page are amazing down to the bird feathers extending from the pocket of the ornithologist. The large illustrations and wonderful language make this a perfect read aloud.
4. REVIEW EXCERPTS
BOOKLIST review: “Besides the sense of the unexpected that permeates every page is the freshness of the language. The sentence structure is elegant, and since one quality of elegance is simplicity, the writing is never over children's heads. That same spirit is found in the acrylic and colored-pencil artwork that always seems to find its focus in the faces of the children yet mixes everyday bits and pieces with the elusive air of enchantment. Like the pigeons, this is a rare bird--a book that evokes wonder, in both its meanings.”
SCHOOL LIBRARY JOURNAL review: “Full-page, large, realistic paintings define and complement the text. LaMarche's pictures of the woman's bedroom are chock-full of cherished clutter; and the children are drawn with a deftness that suggests that the illustrator knows them from the inside out. This book is a small gem, a bit of a puzzle, and a delight to pore over and ponder.”
5. CONNECTIONS
Children should research to find out more about the story of the carrier pigeon and their extinction. Relate it to current issues regarding endangered species.
Have students discuss the nationality of the characters in the book? It is not blatantly obvious from the story and pictures although some cues are given. After the discussion, tell the students that the family is of Native American heritage and have them look for clues that would support this. Discuss stereotypes and how modern Native Americans do not fit the stereotypes often associated with them.
Review: THE JOURNAL OF JESSE SMOKE: A CHEROKEE BOY by Joseph Bruchac
1. BIBLIOGRAPHY
Bruchac, Joseph. 2001. The Journal of Jesse Smoke: A Cherokee Boy. New York: Scholastic, Inc. ISBN 0439121973.
2. PLOT SUMMARY
The Journal of Jesse Smoke is the story of the 1838-1839 Cherokee emigration known as the “Trail of Tears.” In this retelling, a sixteen year-old Cherokee boy shares his experiences from the time leading up to the forced emigration, their months trapped in a stockade camp, through his family’s travels to the new lands in the west. The story is one of hardship, death, and bravery as the bands of wagons travel across over 800 miles of wilderness.
3. CRITICAL ANALYSIS
This book gives one young boy’s experiences during the times leading up to the forced emigration of the Cherokee people. The story of the “Trail of Tears” is in itself sorrowful and remarkable. Bruchac’s version as told through the journal of Jesse Smoke provides the reader with an inside view of the events. Jesse tells of the death of his father at the hands of white men and yet how he still holds to the Cherokee promise to harm no human. The love and commitment he feels toward his family is evident in his decision to remain with his mother and sisters instead of continuing his education and his constant concern for them throughout the ordeal of the emigration.
Many historical events are illustrated throughout the journal entries. Although not terribly informative, they do spark the reader’s interest and inspire further inquiry. There is a Historical Note at the end in which Bruchac does gives some further information regarding the “Trial of Tears.” There are also some photographs and drawings included to help provide a visual for the time period. Perhaps most useful to younger readers is the map of the routes traveled by the Cherokees on this long journey to their new land.
4. REVIEW EXCERPTS
VOYA review: “Jesse thoughtfully presents issues from multiple viewpoints, but when recording the emigration and its factual brutality, his descriptions are sparse and short, which unfortunately mutes the Long Walk's historical and emotional significance.
CHILDREN’S LITERATURE review: “The author spent years talking with the Cherokee people, researching their history and even walking The Trail of Tears. Real people and real events are included as well as historical notes and authentic pictures. It is a worthy addition to any collection.”
5. CONNECTIONS
A study of the “Trail of Tears” should accompany the reading of this book. The book hints to so many historically significant events that students need to research further to gain a deeper understanding of the happenings surrounding this unfortunate event in the history of the United States.
Other Native American stories by Joseph Bruchac:
Bruchac, Joseph. Squanto’s Journey: The Story of the First Thanksgiving. Ill. by Greg Shed. ISBN 1616810777.
Bruchac, Joseph. Code Talker: A Novel about the Navajo Marines of World War Two. ISBN 0142405965.
Bruchac, Joseph. Children of the Longhouse. ISBN 0140385045.
Bruchac, Joseph. Thirteen Moons on Turtle’s Back: A Native American Year of Moons. Ill. by Thomas Locker. ISBN 0698115848.
Bruchac, Joseph. Eagle Song. ISBN 0141301694.
Bruchac, Joseph. 2001. The Journal of Jesse Smoke: A Cherokee Boy. New York: Scholastic, Inc. ISBN 0439121973.
2. PLOT SUMMARY
The Journal of Jesse Smoke is the story of the 1838-1839 Cherokee emigration known as the “Trail of Tears.” In this retelling, a sixteen year-old Cherokee boy shares his experiences from the time leading up to the forced emigration, their months trapped in a stockade camp, through his family’s travels to the new lands in the west. The story is one of hardship, death, and bravery as the bands of wagons travel across over 800 miles of wilderness.
3. CRITICAL ANALYSIS
This book gives one young boy’s experiences during the times leading up to the forced emigration of the Cherokee people. The story of the “Trail of Tears” is in itself sorrowful and remarkable. Bruchac’s version as told through the journal of Jesse Smoke provides the reader with an inside view of the events. Jesse tells of the death of his father at the hands of white men and yet how he still holds to the Cherokee promise to harm no human. The love and commitment he feels toward his family is evident in his decision to remain with his mother and sisters instead of continuing his education and his constant concern for them throughout the ordeal of the emigration.
Many historical events are illustrated throughout the journal entries. Although not terribly informative, they do spark the reader’s interest and inspire further inquiry. There is a Historical Note at the end in which Bruchac does gives some further information regarding the “Trial of Tears.” There are also some photographs and drawings included to help provide a visual for the time period. Perhaps most useful to younger readers is the map of the routes traveled by the Cherokees on this long journey to their new land.
4. REVIEW EXCERPTS
VOYA review: “Jesse thoughtfully presents issues from multiple viewpoints, but when recording the emigration and its factual brutality, his descriptions are sparse and short, which unfortunately mutes the Long Walk's historical and emotional significance.
CHILDREN’S LITERATURE review: “The author spent years talking with the Cherokee people, researching their history and even walking The Trail of Tears. Real people and real events are included as well as historical notes and authentic pictures. It is a worthy addition to any collection.”
5. CONNECTIONS
A study of the “Trail of Tears” should accompany the reading of this book. The book hints to so many historically significant events that students need to research further to gain a deeper understanding of the happenings surrounding this unfortunate event in the history of the United States.
Other Native American stories by Joseph Bruchac:
Bruchac, Joseph. Squanto’s Journey: The Story of the First Thanksgiving. Ill. by Greg Shed. ISBN 1616810777.
Bruchac, Joseph. Code Talker: A Novel about the Navajo Marines of World War Two. ISBN 0142405965.
Bruchac, Joseph. Children of the Longhouse. ISBN 0140385045.
Bruchac, Joseph. Thirteen Moons on Turtle’s Back: A Native American Year of Moons. Ill. by Thomas Locker. ISBN 0698115848.
Bruchac, Joseph. Eagle Song. ISBN 0141301694.
Review: RAIN IS NOT MY INDIAN NAME by Cynthia Leitich Smith
1. BIBLIOGRAPHY
Smith, Cynthia Leitich. 2001. Rain is not my Indian Name. New York: Harper Collins Publishers. ISBN 0688173977.
2. PLOT SUMMARY
As if being a teenager isn’t hard enough, Cassidy Rain also has to deal with being one of the few people in her small town with a Native American background. Even worse, her young life has been turned upside down by the death of two of the people closest to her - her mother and her best friend. She is faced with the decision of staying true to her heritage by attending her aunt’s Indian camp or following her own will as an aspiring photographer. Maybe she can find a way to do both.
3. CRITICAL ANALYSIS
This book takes hold of the reader from the very beginning. The story of a young girl falling in love with her childhood best friend and hoping for that first kiss is interrupted by his sudden death on her birthday. Throughout the rest of the story, Smith does a wonderful job of expressing the emotional turmoil felt by Cassidy as she tries to deal with Galen’s death and the accusatory looks and remarks made by his mother and others in the community. The journal entries at the beginning of each chapter help personalize this journey for the reader.
This book has a universal appeal although the main character does deal with issues directly related to having a Native American background. Dealing with family problems such as death and a rarely-present father and the dilemmas involved with growing up in a small town where privacy is nearly impossible to maintain will attract all readers. Native American readers will also be pulled in by Smith’s portrayal of a young Native American girl dealing with issues directly related to being Native American in a predominately white small town. Smith includes issues specific to the Native American culture. For example, Cassidy notes her dislike for the “Little Indians” song and being asked “How much Indian are you?” She also notes that when she wanted to report on a Native American woman for a class project, the only books she found at the local library were about Sacajewea and Pocahontas so she ended up choosing someone else instead. Cassidy also informed Flash that he should ask permission of those attending the camp before using their stories which also reflects on traditional Native American culture in that a person’s stories are held sacred.
4. REVIEW EXCERPTS
MULTICULTURAL REVIEW: “This is a young adult novel with heart. The characters are real. Smith deftly tackles such dominant society icons and artifacts as football mascots, fake dreamcatchers, Elvis, Anime, Pez, cigar-store Indians and Barbie, and places them in a contemporary Indian cultural context alongside fried bolgna sandwitches, two-steps, and star quilts. There is Indian Humor that not everyone is going to "get" ...no vision quests and no mixed-blood identity crises..." by Beverly Slapin of Oyate
SCHOOL LIBRARY JOURNAL review: “There is a surprising amount of humor in this tender novel. It is one of the best portrayals around of kids whose heritage is mixed but still very important in their lives. It's Rain's story and she cannot be reduced to simple labels. A wonderful novel of a present-day teen and her 'patch-work tribe.'"
5. CONNECTIONS
Students could make a decision-making chart to evaluate the pros and cons of Cassidy’s decision whether or not to attend Indian Camp. After completing the chart, each student will decide whether to attend camp or not and justify that decision using support from the chart and the book.
The dream catcher is a very popular item from the Native American culture which has been commercialized extensively. Students should research the significance of the dream catcher to educate themselves on what elements make up an authentic, traditional dream catcher and its purpose and meaning within the culture including the tribal groups with which they are associated.
Smith, Cynthia Leitich. 2001. Rain is not my Indian Name. New York: Harper Collins Publishers. ISBN 0688173977.
2. PLOT SUMMARY
As if being a teenager isn’t hard enough, Cassidy Rain also has to deal with being one of the few people in her small town with a Native American background. Even worse, her young life has been turned upside down by the death of two of the people closest to her - her mother and her best friend. She is faced with the decision of staying true to her heritage by attending her aunt’s Indian camp or following her own will as an aspiring photographer. Maybe she can find a way to do both.
3. CRITICAL ANALYSIS
This book takes hold of the reader from the very beginning. The story of a young girl falling in love with her childhood best friend and hoping for that first kiss is interrupted by his sudden death on her birthday. Throughout the rest of the story, Smith does a wonderful job of expressing the emotional turmoil felt by Cassidy as she tries to deal with Galen’s death and the accusatory looks and remarks made by his mother and others in the community. The journal entries at the beginning of each chapter help personalize this journey for the reader.
This book has a universal appeal although the main character does deal with issues directly related to having a Native American background. Dealing with family problems such as death and a rarely-present father and the dilemmas involved with growing up in a small town where privacy is nearly impossible to maintain will attract all readers. Native American readers will also be pulled in by Smith’s portrayal of a young Native American girl dealing with issues directly related to being Native American in a predominately white small town. Smith includes issues specific to the Native American culture. For example, Cassidy notes her dislike for the “Little Indians” song and being asked “How much Indian are you?” She also notes that when she wanted to report on a Native American woman for a class project, the only books she found at the local library were about Sacajewea and Pocahontas so she ended up choosing someone else instead. Cassidy also informed Flash that he should ask permission of those attending the camp before using their stories which also reflects on traditional Native American culture in that a person’s stories are held sacred.
4. REVIEW EXCERPTS
MULTICULTURAL REVIEW: “This is a young adult novel with heart. The characters are real. Smith deftly tackles such dominant society icons and artifacts as football mascots, fake dreamcatchers, Elvis, Anime, Pez, cigar-store Indians and Barbie, and places them in a contemporary Indian cultural context alongside fried bolgna sandwitches, two-steps, and star quilts. There is Indian Humor that not everyone is going to "get" ...no vision quests and no mixed-blood identity crises..." by Beverly Slapin of Oyate
SCHOOL LIBRARY JOURNAL review: “There is a surprising amount of humor in this tender novel. It is one of the best portrayals around of kids whose heritage is mixed but still very important in their lives. It's Rain's story and she cannot be reduced to simple labels. A wonderful novel of a present-day teen and her 'patch-work tribe.'"
5. CONNECTIONS
Students could make a decision-making chart to evaluate the pros and cons of Cassidy’s decision whether or not to attend Indian Camp. After completing the chart, each student will decide whether to attend camp or not and justify that decision using support from the chart and the book.
The dream catcher is a very popular item from the Native American culture which has been commercialized extensively. Students should research the significance of the dream catcher to educate themselves on what elements make up an authentic, traditional dream catcher and its purpose and meaning within the culture including the tribal groups with which they are associated.
Saturday, July 10, 2010
Review: NEIGHBORHOOD ODES by Gary Soto
1. BIBLIOGRAPHY
Soto, Gary. 1992. Neighborhood Odes. Ill. by David Diaz. San Diego: Harcourt Brace Jovanovich. ISBN 0152568794.
2. PLOT SUMMARY
Neighborhood Odes is a collection of poems about life in a Mexican-American neighborhood. The poems offer a child’s view into the activities and family relationships evident in the neighborhood.
3. CRITICAL ANALYSIS
Through this collection of poems, the reader is transported to childhood in a tight-knit community thriving with activity. Many of the poems focus on the importance of family relationships through the descriptions of everyday events in which families bond such as making tortillas, attending a wedding, sharing books at the library, and hitting the piñata at a birthday celebration. One will also note the special relationship between brothers in “Ode to Fireworks” in which two mischievous brothers argue and fight but end up watching the fireworks together in the end and “Ode to Pomegranates” in which the two Garcia brothers sneak into their neighbor’s yard to pick pomegranates off her tree.
Through Soto’s masterful use of words, the reader experiences these and other joys of childhood which not only appeal to a Hispanic audience but also have universal appeal.
His use of Spanish in the poems adds color and flavor to the experience. The words are carefully interspersed throughout and although they are not translated in the text, most meanings can be determined using the context. Those that are less common can be defined by using the glossary provided at the end of the book.
Diaz’s black and white silhouetted illustrations are whimsical and add an appropriate visual which enhances the poetry without taking away from the poem itself. In fact, I found myself so involved in the words that I had to go back to look at the picture after finishing the poem. The illustrations provided an additional depth to the story being told in the poem.
4. REVIEW EXCERPTS
PUBLISHER’S WEEKLY review: “The tight clumps of language reproduce the quality of rapid and playful conversation. Affectionate without being overly sentimental, the collection provides a good introduction to contemporary poetry as well as a fine homage to a Chicano community. Diaz's woodcuts complement the poems perfectly: the silhouettes are fanciful and dynamic but do not draw attention from the words on the page.”
SCHOOL LIBRARY JOURNAL review: “The rewards of well-chosen words that create vivid, sensitive images await readers of this collection of poems. Through Soto's keen eyes, they see, and will be convinced, that there is poetry in everything… Each selection is an expression of joy and wonder at life's daily pleasures and mysteries.”
5. CONNECTIONS
Students should make a list of what defines their neighborhood. Then choose a few things that they feel are important to their experiences in their neighborhood and write a poem or several to express their feelings about their neighborhood.
For the poems in the book that were not illustrated, students could provide their own illustrations using the same silhouette style as David Diaz.
Soto, Gary. 1992. Neighborhood Odes. Ill. by David Diaz. San Diego: Harcourt Brace Jovanovich. ISBN 0152568794.
2. PLOT SUMMARY
Neighborhood Odes is a collection of poems about life in a Mexican-American neighborhood. The poems offer a child’s view into the activities and family relationships evident in the neighborhood.
3. CRITICAL ANALYSIS
Through this collection of poems, the reader is transported to childhood in a tight-knit community thriving with activity. Many of the poems focus on the importance of family relationships through the descriptions of everyday events in which families bond such as making tortillas, attending a wedding, sharing books at the library, and hitting the piñata at a birthday celebration. One will also note the special relationship between brothers in “Ode to Fireworks” in which two mischievous brothers argue and fight but end up watching the fireworks together in the end and “Ode to Pomegranates” in which the two Garcia brothers sneak into their neighbor’s yard to pick pomegranates off her tree.
Through Soto’s masterful use of words, the reader experiences these and other joys of childhood which not only appeal to a Hispanic audience but also have universal appeal.
His use of Spanish in the poems adds color and flavor to the experience. The words are carefully interspersed throughout and although they are not translated in the text, most meanings can be determined using the context. Those that are less common can be defined by using the glossary provided at the end of the book.
Diaz’s black and white silhouetted illustrations are whimsical and add an appropriate visual which enhances the poetry without taking away from the poem itself. In fact, I found myself so involved in the words that I had to go back to look at the picture after finishing the poem. The illustrations provided an additional depth to the story being told in the poem.
4. REVIEW EXCERPTS
PUBLISHER’S WEEKLY review: “The tight clumps of language reproduce the quality of rapid and playful conversation. Affectionate without being overly sentimental, the collection provides a good introduction to contemporary poetry as well as a fine homage to a Chicano community. Diaz's woodcuts complement the poems perfectly: the silhouettes are fanciful and dynamic but do not draw attention from the words on the page.”
SCHOOL LIBRARY JOURNAL review: “The rewards of well-chosen words that create vivid, sensitive images await readers of this collection of poems. Through Soto's keen eyes, they see, and will be convinced, that there is poetry in everything… Each selection is an expression of joy and wonder at life's daily pleasures and mysteries.”
5. CONNECTIONS
Students should make a list of what defines their neighborhood. Then choose a few things that they feel are important to their experiences in their neighborhood and write a poem or several to express their feelings about their neighborhood.
For the poems in the book that were not illustrated, students could provide their own illustrations using the same silhouette style as David Diaz.
Review: PARROT IN THE OVEN: MI VIDA by Victor Martinez
1. BIBLIOGRAPHY
Martinez, Victor. 1996. Parrot in the Oven: Mi vida. New York: Joanna Cotler Books. ISBN 0060267046.
2. PLOT SUMMARY
Parrot in the Oven tells the story of a Hispanic teenaged boy, Manuel, growing up in the projects. The book shares events from his life such as the death of his grandmother, his troubled alcoholic father’s tirades, and his initiation into gang life. In the end, Manny is confronted with the choice between the feeling of belonging the gang offers and the personal beliefs he has held to for so long.
3. CRITICAL ANALYSIS
Martinez has a definite talent for writing evidenced in his use of descriptive, flowing language. For example, in this description of Manny’s reaction to hearing two girls calling his name; “It touched down softly on my heart and opened a tiny slit that spilled sweet and aching all around inside me.” Martinez captures the essence of a young boy dealing with the emotional strife of discovering girls. However, the book as a whole reads as a series of unconnected events. There is no real character development or clear setting revealed. I found myself going back to look for clues as to where and when these events were taking place. The book begins with a focus on Manny’s brother and his relationship with him but then leaves him there without much mention of him again until the last part of the book when he is referred to occasionally but mostly as a reference to Manny as Bernardo’s brother. Other unrelated events throughout the book made it particularly hard to read at times.
Although the book is difficult to get into, it does present some realistic life situations faced by young people living in the projects. Martinez touches on the motivations behind why a teenager would be attracted to gang life by building on Manny’s failure to really belong anywhere including in his own home. He also provides vivid descriptions of Manny’s home life and how his overbearing, alcoholic father kills the hopes and dreams of the other members of the household. Martinez’s portrayal of the Hispanic characters rings true especially when dealing with attitudes and racial relations.
4. REVIEW EXCERPTS
BOOKLIST review: “The novel, written in a fluid, poetic language, resembles a series of vignettes more than one connected story; and this structure not only leaves the character development of Manuel and his family uneven but also generates a disjointedness that is occasionally confusing. There is also a general lack of basic information, such as the exact setting of the story and the ages of Manuel and his siblings, that may make the characters and their environment difficult for readers to visualize. However, the stories themselves, from Manuel's sister's miscarriage to his initiation into a gang to his grandmother's death, are not easily forgotten, and the book is worth purchasing for its authentic portrayal of a Hispanic teen's experiences.”
SCHOOL LIBRARY JOURNAL review: “Martinez writes with clear insight into the Chicano culture. His narrative is poetic, at times almost delicate, in depicting the joys, sorrows, and traumas of the Hernandez family. This novel will appeal to YAs in general and especially to Mexican-American readers.”
5. CONNECTIONS
After reading this book, a debate about issues faced by teens could follow focusing on why teens are drawn to gang membership and specifically why Manny felt the need to join a gang.
Given the fact that many Hispanic reviewers have commented that they felt connected to this book as a depiction of their own experiences, what does that tell non-Hispanic readers about the Hispanic culture? Would Hispanic students feel this is a current, accurate view of what it means to grow up in a Hispanic family or is this particular to growing up in the projects?
Martinez, Victor. 1996. Parrot in the Oven: Mi vida. New York: Joanna Cotler Books. ISBN 0060267046.
2. PLOT SUMMARY
Parrot in the Oven tells the story of a Hispanic teenaged boy, Manuel, growing up in the projects. The book shares events from his life such as the death of his grandmother, his troubled alcoholic father’s tirades, and his initiation into gang life. In the end, Manny is confronted with the choice between the feeling of belonging the gang offers and the personal beliefs he has held to for so long.
3. CRITICAL ANALYSIS
Martinez has a definite talent for writing evidenced in his use of descriptive, flowing language. For example, in this description of Manny’s reaction to hearing two girls calling his name; “It touched down softly on my heart and opened a tiny slit that spilled sweet and aching all around inside me.” Martinez captures the essence of a young boy dealing with the emotional strife of discovering girls. However, the book as a whole reads as a series of unconnected events. There is no real character development or clear setting revealed. I found myself going back to look for clues as to where and when these events were taking place. The book begins with a focus on Manny’s brother and his relationship with him but then leaves him there without much mention of him again until the last part of the book when he is referred to occasionally but mostly as a reference to Manny as Bernardo’s brother. Other unrelated events throughout the book made it particularly hard to read at times.
Although the book is difficult to get into, it does present some realistic life situations faced by young people living in the projects. Martinez touches on the motivations behind why a teenager would be attracted to gang life by building on Manny’s failure to really belong anywhere including in his own home. He also provides vivid descriptions of Manny’s home life and how his overbearing, alcoholic father kills the hopes and dreams of the other members of the household. Martinez’s portrayal of the Hispanic characters rings true especially when dealing with attitudes and racial relations.
4. REVIEW EXCERPTS
BOOKLIST review: “The novel, written in a fluid, poetic language, resembles a series of vignettes more than one connected story; and this structure not only leaves the character development of Manuel and his family uneven but also generates a disjointedness that is occasionally confusing. There is also a general lack of basic information, such as the exact setting of the story and the ages of Manuel and his siblings, that may make the characters and their environment difficult for readers to visualize. However, the stories themselves, from Manuel's sister's miscarriage to his initiation into a gang to his grandmother's death, are not easily forgotten, and the book is worth purchasing for its authentic portrayal of a Hispanic teen's experiences.”
SCHOOL LIBRARY JOURNAL review: “Martinez writes with clear insight into the Chicano culture. His narrative is poetic, at times almost delicate, in depicting the joys, sorrows, and traumas of the Hernandez family. This novel will appeal to YAs in general and especially to Mexican-American readers.”
5. CONNECTIONS
After reading this book, a debate about issues faced by teens could follow focusing on why teens are drawn to gang membership and specifically why Manny felt the need to join a gang.
Given the fact that many Hispanic reviewers have commented that they felt connected to this book as a depiction of their own experiences, what does that tell non-Hispanic readers about the Hispanic culture? Would Hispanic students feel this is a current, accurate view of what it means to grow up in a Hispanic family or is this particular to growing up in the projects?
Review: TOMÁS AND THE LIBRARY LADY by Pat Mora
1. BIBLIOGRAPHY
Mora, Pat. 1997. Tomás and the Library Lady. Ill. by Raul Colón. New York: Alfred A. Knopf. ISBN 0679904018.
2. PLOT SUMMARY
Mora tells the fictionalized story of a summer in the life of Dr. Tomás Rivera, former chancellor of the University of California at Riverside, who grew up in a migrant family. During one summer trip in which his family worked for a farmer picking corn, Tomás befriended the local librarian and began his lifelong love of reading.
3. CRITICAL ANALYSIS
Pat Mora tells the endearing story of a young boy and his family who travel to Iowa for the summer to pick corn. Through the stories his grandfather tells, the boy develops of love of stories and is encouraged by his grandfather to visit the local library. Through the vivid descriptions, the reader can feel Tomás’ reluctance and trepidation as he approaches the doors of the library for the first time. Mora further reveals to the reader the special bond the librarian and Tomás build over the summer when she introduces him to the worlds that reading can open up. Although they are sparsely evident and literally translated, the Spanish words in the story reflect Tomás’ efforts to teach Spanish to the librarian. This helps to add depth to the relationship between Tomás and the “library lady.”
Colón’s soft illustrations depict the delightful relationship that Tomás and the librarian share through their love of reading. The illustrations of Tomás in his “book world” demonstrate how this young boy gets lost in his reading from riding on the backs of dinosaurs to riding a horse across the hot, dry desert. The pictures of Tomás and his family authentically show their ethnicity without stereotyping their features. The grandfather’s full, white mustache and the olive tones of all of the family members are genuinely Hispanic. In fact, while reading this book to my four-year, he took one look at the picture of the grandfather and exclaimed, “Tio Pancho” because of the resemblance shown between the picture and his uncle. (I think it was the mustache.)
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “Tomas Rivera, who at his death in 1984 was the Chancellor of the University of California at Riverside, grew up in a migrant family. Here, Mora tells the fictionalized story of one summer in his childhood during which his love of books and reading is fostered by a librarian in Iowa, who takes him under her wing while his family works the harvest.”
BOOKLIST review: “Colon's beautiful scratchboard illustrations, in his textured, glowingly colored, rhythmic style, capture the warmth and the dreams that the boy finds in the world of books. The pictures are upbeat; little stress is shown; even in the fields, the kids could be playing kick ball or listening to stories. Perhaps the most moving picture is that of the child outside the library door, his face pressed against the pane. In contrast is the peaceful space he finds inside, where he is free to imagine dinosaurs and wild adventure.”
5. CONNECTIONS
After researching about the lives of migrant workers, students can place themselves into the role of a child who belongs to a family of migrant workers. Then students will keep a “journal” of their travels.
Teachers and librarians could use this book to illustrate how a librarian can be more than just a person who checks out books. Librarians can help them find books that will speak to them and take them to places they have never been.
Mora, Pat. 1997. Tomás and the Library Lady. Ill. by Raul Colón. New York: Alfred A. Knopf. ISBN 0679904018.
2. PLOT SUMMARY
Mora tells the fictionalized story of a summer in the life of Dr. Tomás Rivera, former chancellor of the University of California at Riverside, who grew up in a migrant family. During one summer trip in which his family worked for a farmer picking corn, Tomás befriended the local librarian and began his lifelong love of reading.
3. CRITICAL ANALYSIS
Pat Mora tells the endearing story of a young boy and his family who travel to Iowa for the summer to pick corn. Through the stories his grandfather tells, the boy develops of love of stories and is encouraged by his grandfather to visit the local library. Through the vivid descriptions, the reader can feel Tomás’ reluctance and trepidation as he approaches the doors of the library for the first time. Mora further reveals to the reader the special bond the librarian and Tomás build over the summer when she introduces him to the worlds that reading can open up. Although they are sparsely evident and literally translated, the Spanish words in the story reflect Tomás’ efforts to teach Spanish to the librarian. This helps to add depth to the relationship between Tomás and the “library lady.”
Colón’s soft illustrations depict the delightful relationship that Tomás and the librarian share through their love of reading. The illustrations of Tomás in his “book world” demonstrate how this young boy gets lost in his reading from riding on the backs of dinosaurs to riding a horse across the hot, dry desert. The pictures of Tomás and his family authentically show their ethnicity without stereotyping their features. The grandfather’s full, white mustache and the olive tones of all of the family members are genuinely Hispanic. In fact, while reading this book to my four-year, he took one look at the picture of the grandfather and exclaimed, “Tio Pancho” because of the resemblance shown between the picture and his uncle. (I think it was the mustache.)
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “Tomas Rivera, who at his death in 1984 was the Chancellor of the University of California at Riverside, grew up in a migrant family. Here, Mora tells the fictionalized story of one summer in his childhood during which his love of books and reading is fostered by a librarian in Iowa, who takes him under her wing while his family works the harvest.”
BOOKLIST review: “Colon's beautiful scratchboard illustrations, in his textured, glowingly colored, rhythmic style, capture the warmth and the dreams that the boy finds in the world of books. The pictures are upbeat; little stress is shown; even in the fields, the kids could be playing kick ball or listening to stories. Perhaps the most moving picture is that of the child outside the library door, his face pressed against the pane. In contrast is the peaceful space he finds inside, where he is free to imagine dinosaurs and wild adventure.”
5. CONNECTIONS
After researching about the lives of migrant workers, students can place themselves into the role of a child who belongs to a family of migrant workers. Then students will keep a “journal” of their travels.
Teachers and librarians could use this book to illustrate how a librarian can be more than just a person who checks out books. Librarians can help them find books that will speak to them and take them to places they have never been.
Friday, June 25, 2010
Review: JOHN HENRY by Julius Lester
1. BIBLIOGRAPHY
Lester, Julius. 1994. John Henry. Ill. by Jerry Pinkney. New York: Dial Books. ISBN 0590539361.
2. PLOT SUMMARY
As detailed in the introduction, Lester retells the story of the folk hero, John Henry, using various versions of the song as well as his own recollections of the story. Lester takes us from the birth of this extraordinary man through his adventures and leads all the way to his burial at the White House lawn.
3. CRITICAL ANALYSIS
Lester’s use of figurative language make this version of the John Henry folk tale a perfect read aloud especially since it is told in a storytelling format. His use of metaphors and similes are evident throughout the story, such as his description of Ferret-Faced Freddy’s voice as sounding “like bat wings on tombstones.” He also uses many other literary devices to help make the story flow and capture the reader/listener.
The watercolor illustrations by Jerry Pinkney add depth to an already superior telling of a classic folktale. The style in which they are painted almost make them jump off the page. The strength of John Henry is made evident through the details Pinkney includes in his illustrations of the hero; his cheekbones are pronounced, the muscles in his arms are prominent in many of the pictures, and his enormous size is portrayed by the way in which he is drawn on each page. He pays special attention to ensuring the physical details of the African American characters are consistent and authentic. Overall, a wonderfully illustrated book!
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “The paintings' muted earth tones add a realistic touch to the text, bringing this John Henry alive. When viewed from a distance, however, figures and details sometimes blend together, making the book better suited to independent reading that group sharing. It will appeal to an older audience than Ezra Jack Keats's John Henry (Knopf, 1987) and is a fine addition to any folklore collection.”
PUBLISHER’S WEEKLY review: “This carefully crafted updating begs to be read aloud for its rich, rhythmic storytelling flow, and the suitably oversize illustrations amplify the text. As only one example, the animal witnesses of his birth reappear throughout, most notably to watch John Henry's funeral train pass by. This may not supplant more traditional retellings, such as Terry Small's The Legend of John Henry, but it is a triumph of collaboration from the creators of the noted Uncle Remus retellings.”
5. CONNECTIONS
John Henry is just one of many African American folktales. It would definitely fit into any tall tale/folktale unit.
This book would work right into a lesson about figurative language. It is filled with examples of literacy devices such as metaphors, similes, alliteration, personification, exaggeration and many others.
Lester, Julius. 1994. John Henry. Ill. by Jerry Pinkney. New York: Dial Books. ISBN 0590539361.
2. PLOT SUMMARY
As detailed in the introduction, Lester retells the story of the folk hero, John Henry, using various versions of the song as well as his own recollections of the story. Lester takes us from the birth of this extraordinary man through his adventures and leads all the way to his burial at the White House lawn.
3. CRITICAL ANALYSIS
Lester’s use of figurative language make this version of the John Henry folk tale a perfect read aloud especially since it is told in a storytelling format. His use of metaphors and similes are evident throughout the story, such as his description of Ferret-Faced Freddy’s voice as sounding “like bat wings on tombstones.” He also uses many other literary devices to help make the story flow and capture the reader/listener.
The watercolor illustrations by Jerry Pinkney add depth to an already superior telling of a classic folktale. The style in which they are painted almost make them jump off the page. The strength of John Henry is made evident through the details Pinkney includes in his illustrations of the hero; his cheekbones are pronounced, the muscles in his arms are prominent in many of the pictures, and his enormous size is portrayed by the way in which he is drawn on each page. He pays special attention to ensuring the physical details of the African American characters are consistent and authentic. Overall, a wonderfully illustrated book!
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “The paintings' muted earth tones add a realistic touch to the text, bringing this John Henry alive. When viewed from a distance, however, figures and details sometimes blend together, making the book better suited to independent reading that group sharing. It will appeal to an older audience than Ezra Jack Keats's John Henry (Knopf, 1987) and is a fine addition to any folklore collection.”
PUBLISHER’S WEEKLY review: “This carefully crafted updating begs to be read aloud for its rich, rhythmic storytelling flow, and the suitably oversize illustrations amplify the text. As only one example, the animal witnesses of his birth reappear throughout, most notably to watch John Henry's funeral train pass by. This may not supplant more traditional retellings, such as Terry Small's The Legend of John Henry, but it is a triumph of collaboration from the creators of the noted Uncle Remus retellings.”
5. CONNECTIONS
John Henry is just one of many African American folktales. It would definitely fit into any tall tale/folktale unit.
This book would work right into a lesson about figurative language. It is filled with examples of literacy devices such as metaphors, similes, alliteration, personification, exaggeration and many others.
Review: UPTOWN by Bryan Collier
1. BIBLIOGRAPHY
Collier, Bryan. 2000. Uptown. New York: Henry Holt and Company. ISBN 080507399X.
2. PLOT SUMMARY
Collier shares the experiences of Harlem through the eyes of a young boy. He takes the reader on a journey through the neighborhoods detailing the everyday sights and sounds from the Apollo theater to playing basketball at the Ruckers.
3. CRITICAL ANALYSIS
Through his playful use of words and his very engaging pictures, Collier grabs the reader and pulls him/her into life in Harlem. The colorful illustrations in a cut and paste style offer the reader much to look at on each page. The illustrations, though quite busy with the mixtures of textures and shading, offer a glimpse into the life of the young boy who takes us through the story. Even the type and color of the font help catch the eye of the reader.
By way of Collier’s descriptions of the places and people in Harlem, the reader experiences what makes it a special place and gains an understanding of why the boy is so proud to call it home. By including such regional details as the “weekend shopping on 125th Street,” listening to jazz and the Boys Choir of Harlem, eating chicken and waffles, and visiting the Van Der Zee studio, Collier takes the reader to the streets and introduces us to the sights and sounds of this energy-filled community.
4. REVIEW EXCERPTS
KIRKUS review: “Collier debuts with a set of dazzling paint-and-photo collages paired to a child's tribute to his Harlem neighborhood... This complex, many-layered vibe is made almost tangible by the kaleidoscopic illustrations.”
PUBLISHER’S WEEKLY review: “The artwork creates an inviting visual riff with a pastiche of watercolor portraits, fabric scraps, photographs, wallpaper snippets and newsprint; and both text and art capture a child's sense of perspective and imagination (Collier represents brownstones that the boy thinks "look like they're made of chocolate" with photos of Cadbury bars that double as architectural detail). "Uptown is home," says the narrator, concluding on a note of affection and pride for his neighborhood that informs every page.”
5. CONNECTIONS
This book will introduce young readers to life in an urban African American neighborhood. An awesome extension to this book would be a book share using a webcam in which students share what their impressions of life in Harlem are after reading the book with a class in Harlem. Students could then ask further questions about what it is like to grow up in Harlem. It would be great if the students in Harlem read a book about Texas and asked the students in Texas about life here. The students could share back and forth about their cultures and even address common stereotypes.
Other books with African American characters or themes that have won the Ezra Jack Keats award:
Harrington, Janice. Going North. Ill. by Jerome Lagarrigue. ISBN: 0374326819.
Wiles, Deborah. Freedom Summer. Ill. by Jerome Lagarrigue. ISBN: 068987829X.
Rodman, Mary Ann. My Best Friend. Ill. E. B. Lewis. ISBN: 0142408069.
Collier, Bryan. 2000. Uptown. New York: Henry Holt and Company. ISBN 080507399X.
2. PLOT SUMMARY
Collier shares the experiences of Harlem through the eyes of a young boy. He takes the reader on a journey through the neighborhoods detailing the everyday sights and sounds from the Apollo theater to playing basketball at the Ruckers.
3. CRITICAL ANALYSIS
Through his playful use of words and his very engaging pictures, Collier grabs the reader and pulls him/her into life in Harlem. The colorful illustrations in a cut and paste style offer the reader much to look at on each page. The illustrations, though quite busy with the mixtures of textures and shading, offer a glimpse into the life of the young boy who takes us through the story. Even the type and color of the font help catch the eye of the reader.
By way of Collier’s descriptions of the places and people in Harlem, the reader experiences what makes it a special place and gains an understanding of why the boy is so proud to call it home. By including such regional details as the “weekend shopping on 125th Street,” listening to jazz and the Boys Choir of Harlem, eating chicken and waffles, and visiting the Van Der Zee studio, Collier takes the reader to the streets and introduces us to the sights and sounds of this energy-filled community.
4. REVIEW EXCERPTS
KIRKUS review: “Collier debuts with a set of dazzling paint-and-photo collages paired to a child's tribute to his Harlem neighborhood... This complex, many-layered vibe is made almost tangible by the kaleidoscopic illustrations.”
PUBLISHER’S WEEKLY review: “The artwork creates an inviting visual riff with a pastiche of watercolor portraits, fabric scraps, photographs, wallpaper snippets and newsprint; and both text and art capture a child's sense of perspective and imagination (Collier represents brownstones that the boy thinks "look like they're made of chocolate" with photos of Cadbury bars that double as architectural detail). "Uptown is home," says the narrator, concluding on a note of affection and pride for his neighborhood that informs every page.”
5. CONNECTIONS
This book will introduce young readers to life in an urban African American neighborhood. An awesome extension to this book would be a book share using a webcam in which students share what their impressions of life in Harlem are after reading the book with a class in Harlem. Students could then ask further questions about what it is like to grow up in Harlem. It would be great if the students in Harlem read a book about Texas and asked the students in Texas about life here. The students could share back and forth about their cultures and even address common stereotypes.
Other books with African American characters or themes that have won the Ezra Jack Keats award:
Harrington, Janice. Going North. Ill. by Jerome Lagarrigue. ISBN: 0374326819.
Wiles, Deborah. Freedom Summer. Ill. by Jerome Lagarrigue. ISBN: 068987829X.
Rodman, Mary Ann. My Best Friend. Ill. E. B. Lewis. ISBN: 0142408069.
Review: HEAVEN by Angela Johnson
1. BIBLIOGRAPHY
Johnson, Angela. 1998. Heaven. New York: Simon & Schuster. ISBN 0689822294.
2. PLOT SUMMARY
Marley, a fourteen year old African American girl who has always been surrounded by the love and comfort of her family faces a dilemma when she finds out her life is not what it seems. Marley has to face the fact that her life will never be the same and has to decide how she will deal with this new revelation
3. CRITICAL ANALYSIS
In Heaven, Angela Johnson recounts a story of family love and a teenager’s need to belong. She illustrates the loving bonds of family which are often evident in African American families. Marley’s struggle between the loyalty she feels for the parents who raised her and the betrayal she experiences when she finds out the truth about their identities is indicative of many of the emotional struggles with which many teens have to cope. The foreshadowing of the significance of the church fires adds a certain depth to the storyline. Furthermore, Johnson’s ability to meld together the stories of three diverse characters; Marley, Shoogy, and Bobby allow the reader to experience various types of relationships which are apparent in the African American culture. They are authentic to the setting which is a small Ohio town in the mid-1990s.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “In spare, often poetic prose reminiscent of Patricia MacLachlan's work, Johnson relates Marley's insightful quest into what makes a family... The various examples of ‘family’ Marley encounters make her question what's real, what's true, what makes sense, and if any of that really matters as much as the love she continues to feel for her parents in spite of their seeming betrayal. Johnson exhibits admirable stylistic control over Marley's struggle to understand a concept that is often impossible to understand or even to define.”
PUBLISHER’S WEEKLY review: “The author's poetic metaphors describe a child grasping desperately for a hold on her reality ("It was one of those nights that started to go down before the sun did," she says of the evening the fateful letter arrives). The melding of flashbacks and present-day story line may be confusing initially, but readers who follow Marley's winding path toward revelation will be well rewarded.”
5. CONNECTIONS
The main theme of Heaven makes a great discussion starter for young adults about how to deal with family secrets. Students could place themselves in Marley’s position and write/talk about how they would react to hearing such news.
Other books in the Heaven trilogy:
Johnson, Angela. The First Part Last. ISBN 1442403438.
Johnson, Angela. Sweet, Hereafter. ISBN 0689873859.
Johnson, Angela. 1998. Heaven. New York: Simon & Schuster. ISBN 0689822294.
2. PLOT SUMMARY
Marley, a fourteen year old African American girl who has always been surrounded by the love and comfort of her family faces a dilemma when she finds out her life is not what it seems. Marley has to face the fact that her life will never be the same and has to decide how she will deal with this new revelation
3. CRITICAL ANALYSIS
In Heaven, Angela Johnson recounts a story of family love and a teenager’s need to belong. She illustrates the loving bonds of family which are often evident in African American families. Marley’s struggle between the loyalty she feels for the parents who raised her and the betrayal she experiences when she finds out the truth about their identities is indicative of many of the emotional struggles with which many teens have to cope. The foreshadowing of the significance of the church fires adds a certain depth to the storyline. Furthermore, Johnson’s ability to meld together the stories of three diverse characters; Marley, Shoogy, and Bobby allow the reader to experience various types of relationships which are apparent in the African American culture. They are authentic to the setting which is a small Ohio town in the mid-1990s.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “In spare, often poetic prose reminiscent of Patricia MacLachlan's work, Johnson relates Marley's insightful quest into what makes a family... The various examples of ‘family’ Marley encounters make her question what's real, what's true, what makes sense, and if any of that really matters as much as the love she continues to feel for her parents in spite of their seeming betrayal. Johnson exhibits admirable stylistic control over Marley's struggle to understand a concept that is often impossible to understand or even to define.”
PUBLISHER’S WEEKLY review: “The author's poetic metaphors describe a child grasping desperately for a hold on her reality ("It was one of those nights that started to go down before the sun did," she says of the evening the fateful letter arrives). The melding of flashbacks and present-day story line may be confusing initially, but readers who follow Marley's winding path toward revelation will be well rewarded.”
5. CONNECTIONS
The main theme of Heaven makes a great discussion starter for young adults about how to deal with family secrets. Students could place themselves in Marley’s position and write/talk about how they would react to hearing such news.
Other books in the Heaven trilogy:
Johnson, Angela. The First Part Last. ISBN 1442403438.
Johnson, Angela. Sweet, Hereafter. ISBN 0689873859.
Saturday, June 19, 2010
Review: THE SHADOWS OF GHADAMES by Joëlle Stolz
1. BIBLIOGRAPHY
Stolz, Joëlle. 1999. The Shadows of Ghadames. New York: Delacorte Press. ISBN 0385901313.
2. PLOT SUMMARY
Stolz gives the reader a glimpse into Muslim life through the story of Malika, a twelve year old girl living in the city of Ghadames. Malika and her father’s two wives secretly hide an injured man in their rooftop storeroom. The everyday life of the Muslim women is portrayed through the telling of what happens during those days of nursing this strange man back to health; hopefully in time to help him escape before Malika’s father returns from his journey.
3. CRITICAL ANALYSIS
The Shadows of Ghadames not only tells the story of a young girl coming of age in Libya, but also recounts situations which are similar among various cultures, such as family relationships and the struggle for independence and individualism. Malika’s story is one that would be of particular interest to young girls in the Western culture because several of the customs are directly related to preteen girls. However, male readers will also be interested in the role of males in the Muslim culture shown through the eyes of Malika’s brother and father. The story also provides scenarios of treachery and courage through the story of the mysterious stranger who the women choose to help.
The descriptions of the rooftop lives of the Ghadames women give the reader a glimpse into this unfamiliar world. The reader also gains an understanding of how the women feel about these culturally defined roles through Malika’s father’s two wives. Meriem holds fast to these traditions, while Bilkisu is more daring and bends the rules a little suggesting change is soon to come. Stolz also provides cultural identifiers through her descriptions of the festivals, baths, and geography of the area.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “This quiet story is notable for the intimate picture of the traditional Muslim world that it conveys; unfortunately, not until the author's note at the end is the time period made evident. The imprecise use of language may make it difficult for readers to visualize this distant world and to understand the characters' motivations. Still, this novel would be useful in schools studying this part of the world.”
BOOKLIST review: “Stolz invigorates her tale with elegant prose and a deft portrayal of a girl verging on adolescence. The vivid backdrop is intoxicating, but the story's universal concerns will touch readers most: sibling jealously, confusion about adult customs, and a growing interest in a world beyond family.”
5. CONNECTIONS
Students should research modern and ancient customs of the Muslim people to gain a better understanding the world that Malika lived in and how it has changed over the years.
Using web resources such as www.al-bab.com/arab/language/lang.htm or http://i-cias.com/babel/arabic/01.htm, students can learn some of the basic words and even learn to write their own name in Arabic.
Stolz, Joëlle. 1999. The Shadows of Ghadames. New York: Delacorte Press. ISBN 0385901313.
2. PLOT SUMMARY
Stolz gives the reader a glimpse into Muslim life through the story of Malika, a twelve year old girl living in the city of Ghadames. Malika and her father’s two wives secretly hide an injured man in their rooftop storeroom. The everyday life of the Muslim women is portrayed through the telling of what happens during those days of nursing this strange man back to health; hopefully in time to help him escape before Malika’s father returns from his journey.
3. CRITICAL ANALYSIS
The Shadows of Ghadames not only tells the story of a young girl coming of age in Libya, but also recounts situations which are similar among various cultures, such as family relationships and the struggle for independence and individualism. Malika’s story is one that would be of particular interest to young girls in the Western culture because several of the customs are directly related to preteen girls. However, male readers will also be interested in the role of males in the Muslim culture shown through the eyes of Malika’s brother and father. The story also provides scenarios of treachery and courage through the story of the mysterious stranger who the women choose to help.
The descriptions of the rooftop lives of the Ghadames women give the reader a glimpse into this unfamiliar world. The reader also gains an understanding of how the women feel about these culturally defined roles through Malika’s father’s two wives. Meriem holds fast to these traditions, while Bilkisu is more daring and bends the rules a little suggesting change is soon to come. Stolz also provides cultural identifiers through her descriptions of the festivals, baths, and geography of the area.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “This quiet story is notable for the intimate picture of the traditional Muslim world that it conveys; unfortunately, not until the author's note at the end is the time period made evident. The imprecise use of language may make it difficult for readers to visualize this distant world and to understand the characters' motivations. Still, this novel would be useful in schools studying this part of the world.”
BOOKLIST review: “Stolz invigorates her tale with elegant prose and a deft portrayal of a girl verging on adolescence. The vivid backdrop is intoxicating, but the story's universal concerns will touch readers most: sibling jealously, confusion about adult customs, and a growing interest in a world beyond family.”
5. CONNECTIONS
Students should research modern and ancient customs of the Muslim people to gain a better understanding the world that Malika lived in and how it has changed over the years.
Using web resources such as www.al-bab.com/arab/language/lang.htm or http://i-cias.com/babel/arabic/01.htm, students can learn some of the basic words and even learn to write their own name in Arabic.
Review: BEING BEE by Catherine Bateson
1. BIBLIOGRAPHY
Bateson, Catherine. 2006. Being Bee. New York: Holiday House. ISBN 082342104X.
2. PLOT SUMMARY
Young Beatrice, Bee for short, is perfectly content with her life until her dad brings his girlfriend, Jazzi into their home. Bee, who shows her contempt in subtle (and sometimes not so subtle) ways throughout the story, refuses to accept Jazzi as part of the family. Through shared secrets and a little acceptance on both sides, Bee and Jazzi finally find a way to break through the walls and begin to get to know each other.
3. CRITICAL ANALYSIS
Although the story begins with some humor with the depiction of Jazzi crawling on the floor in her “shiny black tights” looking for the escaped guinea pig, the more serious issues facing Bee take the story to a decidedly more serious nature. Her problems with her friends at school provide all elementary readers with something with which they can relate. Many readers will also relate to Bee’s trials and emotional upheavals she deals with a new person in her father’s life. The notes from the guinea pigs, Lulu and Fifi, add charm to the story and help maintain interest in the storyline.
Being Bee tells a universal story of acceptance with which readers from any country can identify. There are some aspects of the story which obviously identify it as originating in a culture outside the United States; however, for the most part it is simply the story of a girl and how she deals with changes in her life.
Some glimpses into the Australian culture are provided through the multiple references to rituals of tea and scones. Furthermore, Bee uses the term “Mum” to refer to her deceased mother and her friends refer to Jazzi as Bee’s “stepmum.” Also in reference to housing, Jazzi lived in a “flat” and they painted the “lounge room” Natural Linen. These are not typical terms used in American culture. Finally, Harley talks about the “phone box” which he was stuck in when he ran away. Even though there are some subtle references to Australian life, there really were not enough to give the reader a very in-depth glimpse into everyday life in Australia. However, the book does have appeal as a charming story of a young girl and how she learns to acknowledge the changes in her life.
4. REVIEW EXCERPTS
CHIILDREN’S LITERATURE review: “The plot has a few missteps…But Bee has such a delightful narrative voice that readers are unlikely to complain. Moreover, the book design could not be more appealing, with a knockout cover and amusing miniature guinea pig photos adorning each chapter opening.”
KIRKUS review: “Once again, Bateson deftly describes family and friendship strains in ways that are both touching and humorous. Bee's resistance and the grown-ups' attempts to make things easy for her as well as nourish their own relationship are completely convincing.”
5. CONNECTIONS
When reading books by Bateson, students should be encouraged to learn more about the Australian culture especially the everyday lives of families.
Other books by Catherine Bateson:
Bateson, Catherine. Stranded in Boringsville. ISBN 082341969X.
Bateson, Catherine. The Boyfriend Rules of Good Behavior. ISBN 0823420264.
Bateson, Catherine. Millie and the Night Heron. ISBN 0702235261.
Bateson, Catherine. 2006. Being Bee. New York: Holiday House. ISBN 082342104X.
2. PLOT SUMMARY
Young Beatrice, Bee for short, is perfectly content with her life until her dad brings his girlfriend, Jazzi into their home. Bee, who shows her contempt in subtle (and sometimes not so subtle) ways throughout the story, refuses to accept Jazzi as part of the family. Through shared secrets and a little acceptance on both sides, Bee and Jazzi finally find a way to break through the walls and begin to get to know each other.
3. CRITICAL ANALYSIS
Although the story begins with some humor with the depiction of Jazzi crawling on the floor in her “shiny black tights” looking for the escaped guinea pig, the more serious issues facing Bee take the story to a decidedly more serious nature. Her problems with her friends at school provide all elementary readers with something with which they can relate. Many readers will also relate to Bee’s trials and emotional upheavals she deals with a new person in her father’s life. The notes from the guinea pigs, Lulu and Fifi, add charm to the story and help maintain interest in the storyline.
Being Bee tells a universal story of acceptance with which readers from any country can identify. There are some aspects of the story which obviously identify it as originating in a culture outside the United States; however, for the most part it is simply the story of a girl and how she deals with changes in her life.
Some glimpses into the Australian culture are provided through the multiple references to rituals of tea and scones. Furthermore, Bee uses the term “Mum” to refer to her deceased mother and her friends refer to Jazzi as Bee’s “stepmum.” Also in reference to housing, Jazzi lived in a “flat” and they painted the “lounge room” Natural Linen. These are not typical terms used in American culture. Finally, Harley talks about the “phone box” which he was stuck in when he ran away. Even though there are some subtle references to Australian life, there really were not enough to give the reader a very in-depth glimpse into everyday life in Australia. However, the book does have appeal as a charming story of a young girl and how she learns to acknowledge the changes in her life.
4. REVIEW EXCERPTS
CHIILDREN’S LITERATURE review: “The plot has a few missteps…But Bee has such a delightful narrative voice that readers are unlikely to complain. Moreover, the book design could not be more appealing, with a knockout cover and amusing miniature guinea pig photos adorning each chapter opening.”
KIRKUS review: “Once again, Bateson deftly describes family and friendship strains in ways that are both touching and humorous. Bee's resistance and the grown-ups' attempts to make things easy for her as well as nourish their own relationship are completely convincing.”
5. CONNECTIONS
When reading books by Bateson, students should be encouraged to learn more about the Australian culture especially the everyday lives of families.
Other books by Catherine Bateson:
Bateson, Catherine. Stranded in Boringsville. ISBN 082341969X.
Bateson, Catherine. The Boyfriend Rules of Good Behavior. ISBN 0823420264.
Bateson, Catherine. Millie and the Night Heron. ISBN 0702235261.
Thursday, June 17, 2010
Review: WHOEVER YOU ARE by Mem Fox
1. BIBLIOGRAPHY
Fox, Mem. 1997. Whoever You Are. Ill. by Leslie Staub. San Diego: Harcourt Brace & Co. ISBN 0152007873.
2. PLOT SUMMARY
A group of children are carried around the world by a spirit-like being dressed in a blue cloud-printed suit and hat with a yellow feather sticking out. On their journey they experience that although children around the world may look different and their homes may be different from their own, they all share similar emotions and are just alike on the inside.
3. CRITICAL ANALYSIS
In this enlightening story of tolerance and acceptance, a magical guide carries children of various ethnicities around the world in his arms to show them how children live in other parts of the world. Fox touches the heart when she tells how we all experience love and joy while at the same time, pain and bleeding are also shared by everyone. Children are taught that some things, like emotions, transcend skin color, language, and geographical differences. The repetitive verse will surely engage young readers while the themes of tolerance will speak to older children. Fox wisely encourages children to remember these lessons even after they are grown to reiterate that acceptance does not end with childhood.
The illustrations in Whoever You Are are colorful and eccentric enough to catch the interest of the child reader. Staub chose to frame each page with bejeweled gold edges giving the illustrations a decidedly foreign appeal. The depictions of the different cultures are basic enough to appeal to young children but still offer a genuine view into the various locales. The landscapes are vivid and detailed. She has drawn the eyes of each character bright and wide-open making them appear to be looking directly at the reader.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “Fox has composed a simple refrain to celebrate human connections in this lovely picture book. "Little one, whoever you are," she explains, there are children all over the world who may look different, live in different homes and different climates, go to different schools, and speak in different tongues but all children love, smile, laugh, and cry. Their joys, pain, and blood are the same.”
KIRKUS review: “The faces of the little ones in Staub's paintings are as appealing as dolls', and a beatific paternal figure in a sky-blue suit printed with clouds floats through the pages with a bevy of children in his arms. An essential book that acknowledges in the simplest of terms our common humanity.”
5. CONNECTIONS
Whoever You Are is a wonderful way to introduce young children to the many different cultures that make up our world. It can be used to begin any multicultural unit or just as a quick read to remind children that even though not everyone looks the same, they are all the same on the inside.
Other books that help teach tolerance:
Katz, Karen. The Colors of Us. ISBN: 0805071636.
Fox, Mem. Ten Little Fingers and Ten Little Toes. Ill. by Helen Oxenbury. ISBN: 015206057X.
Monk, Isabell. Hope. Ill. by Janice Lee Porter. ISBN: 1575057921.
Parr, Todd. The Peace Book. ISBN: 0316043494.
Fox, Mem. 1997. Whoever You Are. Ill. by Leslie Staub. San Diego: Harcourt Brace & Co. ISBN 0152007873.
2. PLOT SUMMARY
A group of children are carried around the world by a spirit-like being dressed in a blue cloud-printed suit and hat with a yellow feather sticking out. On their journey they experience that although children around the world may look different and their homes may be different from their own, they all share similar emotions and are just alike on the inside.
3. CRITICAL ANALYSIS
In this enlightening story of tolerance and acceptance, a magical guide carries children of various ethnicities around the world in his arms to show them how children live in other parts of the world. Fox touches the heart when she tells how we all experience love and joy while at the same time, pain and bleeding are also shared by everyone. Children are taught that some things, like emotions, transcend skin color, language, and geographical differences. The repetitive verse will surely engage young readers while the themes of tolerance will speak to older children. Fox wisely encourages children to remember these lessons even after they are grown to reiterate that acceptance does not end with childhood.
The illustrations in Whoever You Are are colorful and eccentric enough to catch the interest of the child reader. Staub chose to frame each page with bejeweled gold edges giving the illustrations a decidedly foreign appeal. The depictions of the different cultures are basic enough to appeal to young children but still offer a genuine view into the various locales. The landscapes are vivid and detailed. She has drawn the eyes of each character bright and wide-open making them appear to be looking directly at the reader.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “Fox has composed a simple refrain to celebrate human connections in this lovely picture book. "Little one, whoever you are," she explains, there are children all over the world who may look different, live in different homes and different climates, go to different schools, and speak in different tongues but all children love, smile, laugh, and cry. Their joys, pain, and blood are the same.”
KIRKUS review: “The faces of the little ones in Staub's paintings are as appealing as dolls', and a beatific paternal figure in a sky-blue suit printed with clouds floats through the pages with a bevy of children in his arms. An essential book that acknowledges in the simplest of terms our common humanity.”
5. CONNECTIONS
Whoever You Are is a wonderful way to introduce young children to the many different cultures that make up our world. It can be used to begin any multicultural unit or just as a quick read to remind children that even though not everyone looks the same, they are all the same on the inside.
Other books that help teach tolerance:
Katz, Karen. The Colors of Us. ISBN: 0805071636.
Fox, Mem. Ten Little Fingers and Ten Little Toes. Ill. by Helen Oxenbury. ISBN: 015206057X.
Monk, Isabell. Hope. Ill. by Janice Lee Porter. ISBN: 1575057921.
Parr, Todd. The Peace Book. ISBN: 0316043494.
Wednesday, June 9, 2010
Multicultural Literature for Children and Young Adults
And so begins my last semester at TWU.
I have to say this is a class I have been looking forward to taking. I thoroughly enjoyed Literature for Children and Young Adults and hope for the same from this class.
The reviews published in this blog are solely for the purpose of completing assignments for my course.
Nothing like the summertime for some quality reading!
I have to say this is a class I have been looking forward to taking. I thoroughly enjoyed Literature for Children and Young Adults and hope for the same from this class.
The reviews published in this blog are solely for the purpose of completing assignments for my course.
Nothing like the summertime for some quality reading!
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