HABIBI

HABIBI

by Naomi Shihab Nye

Image credit: www.simonandschuster.com

1. Bibliography

Nye, Naomi Shihab. 2007. Habibi. New York: Simon and Schuster Books for Young Readers. ISBN 978-0-689-80149-5

2. Plot Summary

This story begins with 14-year-old Liyana as a teenager in St. Louis, Missouri.  After Liyana has just had her first kiss, her father announces that he is uprooting the family and returning to his homeland of Jerusalem.  Liyana, her brother, and her American mother are apprehensive about the move to a new country.  The family packs their things and nervously flies across the world to become immersed in Poppy's culture and meet the relatives they have never known.  Shortly after their arrival, they meet a throng of relatives including Poppy's mother, Sitti.  The Abbouds slowly settle in to a new home and the pace of life in Jerusalem.  During the week, Liyana and Rafik attend school and visit Sitti's village on the weekends.  Liyana often explores on her own visiting the shops and she meets Omer, a Jewish boy in a ceramics shop.  They begin a flirtatious relationship.  Liyana learns more about the conflicts that often arise between the Palestinians and the Jews, although she does not fully understand their differences.  Finally, Liyana begins to feel more at home in Jerusalem and does not long to return to America anymore.

3. Critical Analysis

This fascinating novel follows the Abboud family's transition from living in St. Louis to their new home in Jerusalem.  The plot is unique as there are many immigrant stories of families moving to the United States, but this one features an Arab-American family as newcomers in a Middle Eastern country.  Written from the insider viewpoint of Naomi Shihab Nye, herself a Palestinian-American, this story will resonate with readers looking to delve into the intricacies of the Palestinian culture.  The country of Israel seen through the eyes of Liyana is interesting and vibrant as she is immersed in a culture she has never known before.  There are numerous colorful characters including Liyana's fun-loving younger brother, Rafik, her physician father, Poppy, her industrious, old-world grandmother, Sitti and Omer, her Jewish crush.

This story is a celebration of cultural differences between the rich culture of Jerusalem and Liyana's American sensibilities.  The first cultural difference Liyana notices is the mannerisms of her Palestinian family members.  They greet her with kisses, tightly-squeezed hugs, and cheek-pinching, and an overwhelming amount of affection she and her brother are not used to.  Liyana and Rafik were not prepared to hear high-pitched trilling from Sitti with their aunts clapping along.  Next, Liyana describes the clothing that the village women wear such as "long dresses with thick fabrics" stitched brightly with embroidery, gold bangles, and long scarves over their hair.  The older men wear a checkered keffiyeh draped over their head.

Liyana also describes many of the foods that are enjoyed in Israel such as yogurt, hummus, baba ganoush with pita bread, dates, and mint tea.  She notes the American foods that are difficult to find such as mayonnaise, lima beans, and lemon meringue pie.  Liyana could hardly bear the butcher shop where patrons can choose a live chicken to be slaughtered on the spot.  At school, Liyana attends the kindergarten class to work on her Arabic language skills.  She tries to use the few phrases she knows, but still must have her father translate when listening to Sitti's stories.  Arabic phrases are intertwined throughout the text such as "shukraan", the word for "thank you".  The names throughout the story are distinctly Arab or Jewish, such as Rafik, Khaled, and Omer.

Liyana disagrees with some of the cultural differences, such as the fact that public displays of affection are strictly forbidden in Arab culture.  In many ways, Liyana is a contemporary American teenager, but as she is placed in a highly conflicted area of the world, the long history of the Palestinians and the Jews is slowly revealed to her through events that happen to her family.  This is apparent when Sitti's home is attacked by Israeli soldiers and they damage her bathroom while searching for one of her sons.  Then, Liyana is outraged when Poppy is jailed for a night for trying to render aid to a refugee that lives in the nearby camp.  This story is an excellent example of Arab-American young adult literature and reveals much about the culture of Israel through the trials of a strong female protagonist.

4. Review Excerpts and Awards

BOOKLIST (September 1997) "[Nye] writes from a unique perspective, as the American newcomer/observer and as the displaced Palestinian in occupied territory.  The story is steeped in detail about the place and cultures: food, geography, history, shopping, school, languages, religions, etc. Just when you think it is obtrusive to have essays and journal entries thrust into the story, you get caught up in the ideas and the direct simplicity with which Nye speaks."

SCHOOL LIBRARY JOURNAL (September 1997) "Poetically imaged and leavened with humor, the story renders layered and complex history understandable through character and incident. Habibi succeeds in making the hope for peace compellingly personal and concrete ...as long as individual citizens like Liyana's grandmother Sitti can say, 'I never lost my peace inside.'"

• ALA Notable Books for Children, 1998
• Dorothy Canfield Fisher Children's Book Award Nominee, 1999
• Georgia Children's Book Award Nominee, 2000
• Jane Addams Children's Book Award, 1998
• Judy Lopez Memorial Award, 1998

5. Connections

• Habibi is the perfect companion story for a social studies lesson on the conflict between the Palestinians and the Jews in Israel.  Students could locate both St. Louis and Jerusalem on a map.

• Readers that enjoy Habibi might also want to read Sitti's Secrets, a picture book by Naomi Shihab Nye or another one of her immigrant stories, The Turtle of Oman. 

GEORGE

George

By Alex Gino

Image credit: www.alexgino.com

1. Bibliography

Gino, Alex. 2015. George. New York: Scholastic Press. ISBN 978-0-545-81254-2

2. Plot Summary

This is the story of George, who appears to be a boy to the world, his family and his friends, but feels more like Melissa inside.  The story begins as George is reading magazines for teen girls that she must hide in the back of her closet.  At school, George learns that the class will be putting on the school play Charlotte's Web.  George longs to be Charlotte, but the role is only available to girls.  George's best friend Kelly gets the part of Charlotte, but together they devise a plan to let George show everyone who she truly is.  

3. Critical Analysis

George is a timely and unique novel for middle grades readers.  It tells the story of a transgender 10-year-old boy and the trials she goes through in an attempt let her true self shine.  Through Alex Gino's candid words and insider perspective, the reader feels empathy for George and her struggle with gender identity.  Although gender identity is a major theme of this novel, it is also an enjoyable and highly readable tale of genuine friendship.  

This book has numerous cultural markers that characterize this book as an example of LGBTQ children's fiction. First, George finds solace in teen girls' magazines.  She finds magazines in dumpsters around town and these become her most prized possessions.  She feels like she "would fit right in" to the scenes in the magazines.  This is the reader's first clue that George does not envision herself as a 10-year-old boy.  The second cultural marker is that the narrator refers to George throughout the novel with feminine pronouns.  For the reader, the use of these pronouns cements George's gender identity as a girl from the beginning.  Another cultural marker is that she gets bullied by Rick and Jeff in her class.  Bullying is a common occurrence for LGBTQ individuals and it is no different for George.  They begin by giggling in class, but later the bullying escalates into Jeff punching George in the school yard.  

Next, George's idea to audition to be Charlotte in the school play is rejected by his teacher.  She has specific ideas about gender and roles in the school play and insists that only girls are allowed to tryout for Charlotte.  Even though George has memorized all of Charlotte's lines, the teacher gives the part to Kelly.  George has a strong will to let her true self be known.  When George and Kelly discuss the plan to switch places in the school play, Kelly abruptly asks, "Do you want your mom to know you're a girl?" and George replies with an emphatic "Yes."   George's mom is apprehensive about her son's gender identity.  Even though George is sure about it, his mother is not.  After George's rousing performance as Charlotte, her mother curtly responds, "Well, that was unexpected."  Families of LGBTQ individuals often have mixed reactions when their loved one comes out for the first time, as is the case with George's mother.  

Another cultural marker is the presence of allies in the story.  Principal Maldonado is seldom seen in the story, but always appears as an ally.  After the play, she quietly reminds George, "my door is always open".  Kelly is George's best friend and accepts her just the way she is without hesitation.  At the end of the story, Kelly encourages George to borrow her clothes and go to the zoo dressed as Melissa.  George remembers the outing as a part of "the best week of her life".

4. Review Excerpts & Awards

BOOKLIST (August 2015) "George is an appealing, thoroughly believable character, and her best friend Kelly adds humor and zest to this gentle story.  Gino does an excellent job introducing factual information into the narrative without impinging upon the accessible and appealing story."

SCHOOL LIBRARY JOURNAL (November 2015) "This is a brave and necessary choice for the school library. Not only does this book fill a niche that is much needed, but it is an amazing story of friendship and a tribute to how we should be living our lives: authentically."

• Stonewall Award Winner, 2016
• Lambda Literary Award Winner - LGBT Children's/Young Adult, 2016
• California Book Awards, Gold, 2016
• Children's Choice Book Awards, Debut Author, 2016
• E. B. White Read-Aloud Award - Middle Reader Honor Book, 2016
• Goodreads Choice Award for Middle Grade & Children's Literature, 2016
• Dorothy Canfield Fisher Children's Book Award, Nominee, 2017
• Cybils Awards, Nominee, 2015

5. Connections

• Students that enjoyed George might also want to read Rules by Cynthia Lord, The Thing About Georgie by Lisa Graff or Wonder by R. J. Palacios.  Though none of these stories specifically address transgender children, they are all stories with a character that faces challenges.
• Reading this book in a middle grades classroom would bring up many topics for discussion such as what it means to be transgender, bullying, acceptance of others' differences, etc.

THE PIRATE OF KINDERGARTEN

THE PIRATE OF KINDERGARTEN
by George Ella Lyon
Illustrated by Lynne Avril

Image credit: www.simonandschuster.com

1. Bibliography

Lyon, George Ella. 2010. The Pirate of Kindergarten. Ill. by Lynne Avril. New York: Atheneum Books for Young Readers. ISBN 978-1-4169-5024-0

2. Plot Summary

Ginny is a kindergartner suffering from double vision.  At school, she sees two of everything including chairs, people, and words on a page.  Ginny is determined to read, so she closes one eye and squints. In math, the "numbers hopped around like popcorn" and she had difficulty cutting out shapes with scissors.  She sometimes gets frustrated while doing her work.  Then, a school vision screening caught the problem and the school nurse explains to Ginny that "most people see only one".  After a visit to the eye doctor, Ginny would have to wear a patch on her eye to correct the problem.  With the patch in place, she calls herself a "kindergarten pirate" as she is now able to do her favorite activities with ease.

3. Critical Analysis

This story introduces a character with a vision disability in an approachable and easy to grasp manner.  Young children would be engaged with the short text and expressive illustrations.  This story does not make the reader feel sorry for Ginny, but it does show her having difficulties in school.  The story is honest as it shows other kids laughing at Ginny at the way she read, she reacts by "tighten[ing] her mind" and reading softer.  During the school vision screening, the nurse figures out Ginny's problem, but does not act alarmed or embarrass her.  Ginny's trip to the eye doctor would reassure children who are nervous about such a visit.  Ginny matter-of-factly explains her eye exam stating, "It didn't hurt, but it made her a little dizzy." At the end of the story, her new eye patch is given a positive spin as she "became a Kindergarten Pirate", and she is able to "read and read".

Avril's colorful pastel, acrylic and colored pencil illustrations perfectly portray a lively kindergarten classroom and then a friendly eye doctor's office.  Some illustrations depict Ginny's view of the world with double sets of chairs and double text on the pages of her books.  These illustrations are an effective way to show children what some people experience that have a vision problem without making fun of them.  

There are several cultural markers present in The Pirate of Kindergarten. In the beginning of the story, Ginny is not aware that she has any sort of disability.  She thinks that way that her eyes work is the same for everyone.  This feeling could be true for young children that have various disabilities.  Ginny also displays her frustration with her skills that are not equal to her peers' when she "got so mad, she stuck the scissors in the paste".  Readers would be able to understand that sometimes a disability can cause a person to act out from their frustration.  The empathy that her teacher, Ms. Cleo, displays throughout the story is an example of an appropriate attitude toward a person with a disability.  This book could be an effective read aloud for young children to initiate discussion about how to treat others that see, hear, move or learn differently.

4. Review Excerpts & Awards

BOOKLIST (May 2010) "Based on Lyon's own experience, the sensitively written story radiates empathy and good humor. Even children who have not experienced Ginny's problem will understand her occasional frustration and find it intriguing that one person can literally see the world differently from another."

SCHOOL LIBRARY JOURNAL (June 2010) "Lyon's short, descriptive sentences set up the situation deftly, and Avril's astute chalk, pencil, and acrylic drawings of 'two of everything' provide a vivid window into Ginny's pre-treatment world."

• Schneider Family Book Award, 2011
• Volunteer State Book Award Nominee, 2013

5. Connections

• Similar titles about children with vision-related disabilities are My Travelin' Eye by Jenny Sue Kostecki-Shaw and The Patch by Justina Chen.
• This award-winning book could be used to begin a classroom discussion about treating others with respect, how people have differences, and how to treat others with differences.
• Teachers or librarians could access a short list of kid-friendly questions answered by the author, George Ella Lyon here.

TEA WITH MILK

TEA WITH MILK

by Allen Say

Image credit: www.scholastic.com

1. Bibliography

Say, Allen. 1999. Tea with Milk. Boston: Houghton Mifflin Company.  ISBN 0-395-90495-1

2. Plot Summary

This is a story about a young Japanese-American woman who grew up in San Francisco.  After she graduates high school, her parents become homesick and decide to return to Japan.  In Japan, Masako is unhappy and often feels like an outsider.  Instead of going to college, she must attend high school in Japan to begin to learn the language.  After her parents use a matchmaker to try to set her up with a banker from a good family, Masako is fed up with their traditional ways.  She decides to strike out on her own and get a job in the city of Osaka.  She begins working as an elevator operator in a department store, but she quickly advances by using her English skills to help foreign visitors shop in the store.  While at work, she meets Joseph, an equally worldly match who also enjoys his tea with milk and sugar.  They get married and decide to live in Japan. At the end of the story, the reader find out that the couple is the author's parents.

3. Critical Analysis

Tea with Milk can be added to the collection of excellent multicultural children's literature written from the insider perspective of Allen Say.  Say draws on his own life experience of living in both the Japanese and American cultures.  This story centers around the experience of his mother who began her life in America, but later lived in Japan.  Because of Masako's upbringing in America, she feels and looks like a foreigner in her parent's homeland.  Even though Masako's heritage is Japanese, she quickly realizes she is not interested in "flower arranging, calligraphy, and the tea ceremony".  Masako disappoints her parents when she does not enter into an arranged marriage and gets a job in the city.  Her parents' traditional Japanese values are set against Masako's American way of life showing that the bridging of two cultures rarely comes without conflict. 

In the beginning of the story, Say's watercolor portraits are sparse with muted colors; they convey the loneliness that Masako feels in Japan.  The illustrations become brighter and full of life when Masako dons her red dress from America and finds happiness with Joseph.  Say perfectly depicts the setting in his watercolors. Except for the first painting which takes place in America, each picture shows the uniqueness of Japan.  The special tools used in the tea ceremony, the details of her kimono, Japanese writing on the signs and the gilded halls of the department store combine to create an authentic setting. 

There are Asian-American cultural markers present throughout this book.  The physical appearance and traditional dress of the characters in the illustrations accurately depict the Japanese culture.  The main character Masako, or May as she is called in America, is shown wearing both a kimono and western-style clothing.  There are a variety of skin tones and facial features showing both Japanese and Caucasian people.  Masako is an outgoing and independent character that does not adhere to tradition or support stereotypes of Asian Americans.  Children of many backgrounds could be exposed to the culture of Japanese Americans through this realistic fiction text. Children that have immigrated to another country will be able to identify with Masako's struggle to fit in when she moves to Japan.

4. Review Excerpts and Awards

SCHOOL LIBRARY JOURNAL (May 1999) "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." 

PUBLISHERS WEEKLY (March 1999) "[Say's] exquisite, spare portraits convey emotions that lie close to the surface and flow easily from page to reader: with views of Masako's slumping posture and mask-like face as she dons her first kimono, or alone in the schoolyard, it's easy to sense her dejection.  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."

• ALA Notable Books for Children, 1999
• Children's Literature Choice List, 2000
• Publishers Weekly Best Books of the Year, 1999
• School Library Journal Best Books of the Year, 1999

5. Connections

• Interested readers could read the other stories about Allen Say's family members including Grandfather's Journey and Tree of Cranes.  
• After reading this book, a fun activity would be to have tea party in which students could taste the plain, green tea of May's youth and her favorite tea with milk and sugar that she enjoyed at friends' houses. 

THE NAME JAR

THE NAME JAR

Image credit: www.scholastic.com

1. Bibliography

Choi, Yangsook. 2001. The Name Jar. New York: Dell Dragonfly Books. ISBN 0-375-90613-4

2. Plot Summary

Young Unhei has just moved to America from Korea. On the school bus she realizes that the American students cannot pronounce her name easily and they tease her about her Korean name.  In her new classroom, she does not introduce herself, but she tells the students she will choose a name by the following week. At home, she tells her mother she will be choosing an American name.  Her mother explains how special her name is and that she went to a name master in Korea for it.  The next day at school, there is a jar on Unhei's desk and the students fill it up with suggested name ideas. Unhei carefully reads and considers each one.  By the end of the story, she decides that she likes her Korean name best and teaches her classmates to correctly pronounce Unhei.  

3. Critical Analysis

The Name Jar is an immigration story centered around young Unhei's experience as she starts school in an American school.  She must make an important decision about whether she will quickly begin to assimilate into American culture by choosing a name like "Amanda" or "Laura".  Unhei considers how her name will affect her own identity in her new culture.  She learns from her mother that her Korean name carries meaning and was carefully chosen by a name master.  To add an even stronger connection to her name, the gift her grandmother gives her as she leaves Korea is a wooden name stamp.  Unhei values this gift and carries it in her pocket. Ultimately, Unhei explains to the class "I realized that I liked my name best, so I chose it again. Korean names mean something. Unhei means grace." 

Choi's brightly colored oil paintings show Unhei in a contemporary, urban setting.  There is a variety to the layout of the illustrations that make each one interesting.  From the close up of Unhei's face seen through the transparent name jar to the bold red ink of her name stamp as she shows it to her new friend Joey, each illustration helps the reader clearly understand the context of the story. Choi adds some elements to the illustrations that add to the cultural authenticity of this book.  There is Korean writing on several pages like in the signage at Kim's Market, on wall hangings in her home, and on the letter from her grandmother.  

This story contains many cultural markers that portray Unhei's Korean heritage, even though she has recently moved to America.  In this modern story, Unhei and her family wear western-style clothing with their straight, black hair.  At home, Unhei and her mother use chopsticks and a Korean-style steamer for their food. Her mother buys traditional Korean foods at the store such as cabbage to make kimchi and seaweed for soup. Unhei's mother comments on the fact that they will continue to eat their favorite Korean foods in America. At school, Unhei's classmates have a range of skin tones and diverse hair colors and textures.  At the end of the story, the reader is exposed to a bit of Korean language as Joey refers to himself as "Chinku", meaning friend in Korean.  Many immigrant children from all cultures will be able to relate to Unhei's name dilemma and how she must carefully consider giving up such an important part of her identity.  Reading this story will promote empathy among readers as they internalize the way Unhei felt when the children were teasing her and incorrectly pronouncing her name.  This story could be read to children of many ages as it will spark discussion regarding respecting others and their cultural differences. 

4. Review Excerpts and Awards

KIRKUS REVIEWS (June 2001) "Choi draws from her own experience, interweaving several issues into this touching account and delicately addressing the challenges of assimilation.  The paintings are done in creamy, earth-tone oils and augment the story nicely."

HORN BOOK MAGAZINE (Spring 2002) "The sensitively told story is illustrated with warm paintings that portray Unhei's multicultural urban neighborhood and school."

• Arizona Young Readers' Award Nominee, 2005
• Arkansas Diamond Primary Book Award Nominee, 2003-2004
• California Young Reader Medal Nominee, 2004
• Delaware Diamonds Nominee, 2003-2004
• Emphasis on Reading Nominee, 2003
• Flicker Tale Children's Book Award Nominee, 2003-2004
• Sharing Cultures: Asian American Children's Authors, 2001
• Special Interest Group of the International Reading Association, 2002
• Teachers' Choices, 2002
• Utah Children's Book Awards Nominee, 2003

5. Connections

• In The Name Jar, Unhei's name stamp from her grandmother is very special to her.  Have students make their own name stamp by gluing foam letters to a wooden block.
• Students that make a connection to this story could also read My Name is Yoon by Helen Recorvits.  Both stories explore the idea of immigrating to America and adapting to cultural differences. 

THE YEAR OF THE DOG

THE YEAR OF THE DOG

by Grace Lin

Image credit: www.gracelin.com

1. Bibliography

Lin, Grace. 2006. The Year of the Dog. New York: Little, Brown and Company.  ISBN 0-316-06000-3

2. Plot Summary

This is the story of a young Taiwanese-American girl named Pacy.  It is a new year in the Chinese zodiac and Pacy learns that the Year of the Dog is a time for making friends and finding yourself.  At school, Pacy meets Melody, a new girl who is also Taiwanese-American.  They become best friends always together "like two chopsticks".  Pacy has made a new friend but continues to wonder how she will find herself.  Pacy and Melody enter the science fair, but Pacy quickly decides she is not cut out for science.  She also auditions for Dorothy in the school play, but gets the part of munchkin.  By the end of the year, Pacy participates in a book project by writing and illustrating a story.  When the school year is over, Pacy is excited to go to a convention for Taiwanese-Americans with her and Melody's families. She meets some mean girls there that call her a "twinkie" because she does not speak Taiwanese. By the end of the book, a new school year has started and the principal announces that Pacy won fourth place in the book project.  She decides she will be writer when she grows up. 

3. Critical Analysis

Although Grace Lin has already written picture books, The Year of the Dog is her debut novel.  Her multicultural voice is refreshing and authentic as she draws from her own childhood and intertwines clever anecdotes into the story.  Throughout the book, Lin adds simple, cartoon-like line drawings that look like Pacy has drawn them herself.  The delightful illustrations and fast-paced plot make this story approachable for a middle-grades reader. Pacy is a well-developed character surrounded by her close-knit family and friends.  This story encompasses a year in Pacy's life and details the experiences of a Taiwanese-American girl living in upstate New York.

The Year of the Dog is a great example of Asian-Pacific American literature as it is filled with cultural markers. The book begins with exclamations in Chinese as Pacy's family members are calling to wish the family, "Gong xi-gong xi!" for the new year.  Pacy begins asking about the Chinese zodiac, as her family is celebrating the Year of the Dog.  The Asian-American culture is also portrayed in the descriptions of the foods that Pacy's family shares, including dumplings, steamed buns, and fresh lychees, among others.  They visit a special grocery store in New York City to stock up on their favorite Taiwanese ingredients.  Lin includes specific cultural details such as the mandarin-collared, embroidered dresses the three sisters wear to welcome the arrival of a baby cousin. In the story, Pacy's family blends Taiwanese and American traditions during holidays, such as having a Thanksgiving meal with a turkey surrounded by Chinese dishes.   

Not only does Lin provide cultural information by including details about language, food, dress, and celebrations, but she also describes experiences that Pacy has interacting with others as an Asian-American.  In the school cafeteria, she is almost denied a lunch because she looks similar to another Asian girl that has already been through the line.  At the auditions for the school play, a peer tells Pacy, "You can't be Dorothy...Dorothy's not Chinese."  Readers will get a glimpse at what life is like for a child who looks Asian in a mostly white community.

At school, the trials that Pacy faces are universal in nature and most kids would relate to them.  She enters the science fair, tries out for the school play and participates in a writing contest.  She experiences successes and failures, but takes it all in stride.  Pacy also enjoys celebrations with her family, makes new friends, and attends a convention for Taiwanese-Americans.  Readers will connect with her experiences and root for Pacy to "find herself" in The Year of the Dog.  

4. Review Excerpts and Awards

HORN BOOK MAGAZINE (March 2006) "With a light touch, Lin offers both authentic Taiwanese-American and universal childhood experiences, told from a genuine child perspective.  The story, interwoven with several family anecdotes, is entertaining and often illuminating." 

PUBLISHERS WEEKLY (January 2006) "Lin creates an endearing protagonist, realistically dealing with universal emotions and situations."

• ALA Notable Books for Children, 2006
• Asian Pacific American Librarian Association Honor, 2006
• Booklist Editors' Choice for Middle Readers, 2006
• Cooperative Children's Book Center Choice, 2007
• Kirkus Best Early Chapter Books, 2006

5. Connections

• Teachers or librarians could access the activities on Grace Lin's website that include making a New Year banner like the one the Lin family hangs on their front door, studying Chinese horoscopes, and drawing a dog like the one Pacy draws in the story.
• Readers that enjoy the story of Pacy in The Year of the Dog could also read the companion novels The Year of the Rat and Dumpling Days, in which Pacy's family travels to Taiwan.

THE ABSOLUTELY TRUE DIARY OF A PART-TIME INDIAN

 THE ABSOLUTELY TRUE DIARY OF A PART-TIME INDIAN

by Sherman Alexie

Image credit: www.hachettebookgroup.com

1. Bibliography

Alexie, Sherman. 2007. The Absolutely True Diary of a Part-Time Indian. New York: Little, Brown & Company. ISBN 978-0-316-01368-0

2. Plot Summary

This is the story of Arnold "Junior" Spirit as he navigates the perils of being a teenager while living on the Spokane Indian reservation.  Junior was born with a variety of health issues, including hydrocephaly, which result in his unusual appearance.  His appearance causes him to be the favorite target for bullies on the reservation.  His saving grace is his best friend Rowdy, who acts as Junior's protector and sticks up for him.    When Junior gets frustrated with his situation and lashes out at school, his eccentric geometry teacher steps in and challenges Junior to leave the reservation and become a success.  This sets Junior into action and he decides to transfer from the run-down reservation school to the high school in the all-white farm town that is 22 miles away.  There, he starts out as an outcast, but manages to befriend the school nerd, Gordy, get a popular girlfriend, and make the varsity basketball team.  Just when things are going well for Junior, his home life begins to crumble as his grandmother passes away and then his sister, as well.  Although he has loving parents, his father's alcoholism and his family's poverty are a constant struggle.  

3. Critical Analysis

This story is a compelling and honest coming of age tale with an interesting perspective.  There are already numerous stories that depict Native Americans as a relic from the past, but this one shows Native Americans in a contemporary setting.  It does not show the reservation as a refuge or gloss over the struggles the people face in today's society.  In fact, this story tackles many of the stereotypes head on and dispels some of the misconceptions about life on a Native American reservation.  Through the point of view of Junior and the cast of interesting characters in his life, a young reader would delve right in to this story of a difficult adolescence.

The cultural markers are plentiful as Junior describes what life is like on the reservation.  He has even more cultural observations after he transfers to an white high school across town.  On the reservation, the schools are inadequate, poverty is rampant, and alcoholism is commonplace.  Junior experiences all of this firsthand, but finds solace in humor and his cartoon drawings.  At the school in Reardan, the students are scholarly, have money, and do not regularly get in fistfights.  Junior learns that they are very suspicious of him and that they call him derogatory names since he is a "reservation Indian".   

4. Review Excerpts and Awards
SCHOOL LIBRARY JOURNAL (December 2011) "Alexie draws us into this semi-autobiographical story of poverty, alcoholism, and the dignity of upholding ancient traditions with poignantly witty prose and well-paced compelling and culturally authentic narration deserving of the 2009 Odyssey Award."

HORN BOOK MAGAZINE (September 2007) "Junior's spirit, though, is unquenchable, and his style inimitable, not least in the take-no-prisoners cartoons he draws (as expertly depicted by comics artist Forney) from his bicultural experience. 

• National Book Award, 2007
• Boston Globe-Horn Book Award, 2008
• Publishers Weekly Best Children's Book Award, 2007
• School Library Journal Best Books of the Year, 2007

5. Connections

• There are many possible reader's response questions that could pair well with this story such as "Compare yourself to Arnold Spirit, Jr.  What do you have in common? What differences do you have?" or "Tell how Junior changes as a character throughout the story."

CROSSING BOK CHITTO: A CHOCTAW TALE OF FRIENDSHIP AND FREEDOM

CROSSING BOK CHITTO: A CHOCTAW TALE OF FRIENDSHIP AND FREEDOM

by Tim Tingle
Illustrated by Jeanne Rorex Bridges

Image credit: www.cincopuntos.com

1. Bibliography

Tingle, Tim. Crossing Bok Chitto. Ill. by Jeanne Rorex Bridges. El Paso, TX: Cinco Puntos Press. ISBN 978-0-938317-77-7

2. Plot Summary 

One morning, a Choctaw girl, Martha Tom, is asked by her mother to gather a basket full of blackberries.  She cannot find the berries, so she decides to use the stone path that goes across the Bok Chitto.  The Bok Chitto is the river that snakes through Mississippi, but it also separates the Choctaw land from the plantation where slaves are working.  Martha Tom eventually finds blackberries on the other side of the river, but she gets lost and ends up in the middle of a slave church service in the woods.  A kind African American man finds her and has his son, Little Mo, help her back to the river.  At the river, Martha Tom shows Little Mo the secret stone path she uses to cross the river.  On that day, the two children begin a lasting friendship.  When Little Mo's mother finds out she has been sold and will be separated from her family forever, Little Mo decides to lead his family to the stone path in the river.  The Choctaw people come out to help them cross safely and Little Mo's family makes it across the Bok Chitto to freedom, led by Martha Tom who appears to be an angel walking on water.

3. Critical Analysis

This moving story of friendship and courage is a convergence of two cultural groups, the Native American and African American.  An interaction between these two groups is not often seen in children's literature which makes this book especially interesting.  Martha Tom and Little Mo begin the story as unruly children, but, by the end of the story, they show wit and bravery to help Little Mo's family escape toward freedom.  The fast-paced plot paired with the bold portraits of the characters is perfect for a classroom read-aloud.  

Bridges's somber paintings with muted earth-tones bring gravity to the events in the story, while still being visually appealing.  The details in Bridges's illustrations accurately portray differences in each culture.  The various skin tones, facial features, and hairstyles depict Native American, African American and white people in a unique way.  The illustrations show the Native American women wearing "white cotton dresses", which the reader learns is a ceremonial garment in their culture.     

The cultural markers abound in this text as the two cultures are placed side by side.  Even the sounds of the cultures are celebrated in this story.  When Martha Tom hears the voices of the "forbidden slave church", she "had never heard music like this before, but it touched her deeply".  Little Mo is similarly affected by the "old wedding song" of the Choctaw people.  Although the Bok Chitto is meant to serve as a physical barrier dividing the people of two cultures,  in this story, it only brings the two groups together.

4. Review Excerpts and Awards

BOOKLIST (April 2006) "Sophisticated endnotes about Choctaw history and storytelling traditions don't clarify whether Tingle's tale is original or retold, but this oversight won't affect the story's powerful impact on young readers."

PUBLISHERS WEEKLY (March 2006) "Bridges creates mural-like paintings with a rock-solid spirituality and stripped-down sensibility, the ideal match for the down-to-earth cadences and poetic drama of the text.  Many of the illustrations serve essentially as portraits, and they're utterly mesmerizing-strong, solid figures gaze squarely out of the frame, beseeching readers to listen, empathize, and wonder."

• American Indian Youth Literature Award, 2008
• American Library Association Notable Children's Book, 2007
• Jane Addams Peace Award Honor Book
• Oklahoma Book Award for Best Children's Book, 2007
• Oklahoma Book Award for Best Illustrations, 2007
• Paterson Prize for Books for Young People, 2007
• Skipping Stones Honor Book, 2007
• Texas Bluebonnet Master List, 2008-2009

5. Connections

• Students that enjoyed this interesting story might read Tim Tingle's other stories of Native American life, such as Saltypie or When Turtle Grew Feathers.
• This story could be paired with a story about the Underground Railroad, so that students could compare the many ways that slaves made their way to freedom against great odds.

SQUANTO'S JOURNEY: THE STORY OF THE FIRST THANKSGIVING

SQUANTO'S JOURNEY: THE STORY OF THE FIRST THANKSGIVING

by Joseph Bruchac

 Illustrated by Greg Shed

Image credit: www.amazon.com

1. Bibliography

Bruchac, Joseph. 2000. Squanto's Journey: The Story of the First Thanksgiving. Ill. by Greg Shed. Orlando: Voyager Books.  ISBN 978-0-15-201817-7

2. Plot Summary 

This is the story of Squanto, told from his own point of view.  He hails from the Patuxet people or "People of the Falls".  He begins by explaining how he was tricked by an Englishman and taken to Spain as a captive.  In Spain, he was sold into slavery, but was set free by a clergyman and escaped to England.  In England, Squanto worked hard to learn English and, eventually, went back to America on a ship.  He returned home to find most of his people wiped out by illness.  Squanto worked with the elders from different groups of Native Americans as a "guide and interpreter" for the English.  He taught the English many survival skills, such as how to grow crops, hunt, and fish.  The story ends with Squanto giving thanks together with the Englishmen.  They have a feast to share in the bounty of the harvest.    

3. Critical Analysis

Squanto's Journey provides details about Squanto's early life and a recount of the First Thanksgiving told from the perspective of a Native American.  The reader is able to see that the familiar feast was not had without great struggle.  Squanto had been captured, enslaved, lost his family, and still survives despite the hardships he had endured.  It is apparent that the Englishmen and Native Americans did not immediately form a bond, but it took many meetings and careful diplomacy from both sides.  Readers will be interested to learn about the journey of a famous Native American in this historically accurate version of the First Thanksgiving.

This story is rich with cultural markers beginning with the clothing seen throughout the story.  The pilgrims are dressed in well-worn clothes in drab colors.  The Native Americans wear a variety of clothing items including fur shawls, tall boots, woven belts, and bead necklaces.  Shed's gouache illustrations have a weathered quality that seems fitting for the historical events in this story.  Shed carefully depicts a variety of garments and accessories, as well as facial features and hairstyles.  The Wampanoag men are not adorned with the typical headdresses full of feathers, but a few feathers hanging in their hair earned in battle.  Even the food depicted in a double-page spread appears to be rustic and authentic with muted, warm colors.  

Through these cultural markers, this book could dispel some misinformation that readers have heard regarding this part of American history. In the Author's Note, Tingle explains that Squanto's story is "an incredible saga of both survival and acceptance" which is why he is such an intriguing historical figure.  Squanto was able to bridge the broad chasm between the Native American and English cultures and "live successfully" in both worlds.  This book is a must-read for children studying the origins of the Thanksgiving holiday.

4. Review Excerpts

HORN BOOK GUIDE (April 2001) "Squanto's tale is told with respect and dignity, without glossing over the more difficult aspects of his life or the relationships between the native inhabitants and the colonists." 

SCHOOL LIBRARY JOURNAL (November 2000) "Shed's full-page gouache illustrations are beautifully executed in golden, autumnal tones. There is a richness of detail in the pictures that echoes the passion for historical accuracy in costume and interior-and-exterior dwellings."

5. Connections

• This story could be compared and contrasted to another version of the First Thanksgiving, so that students could examine the differences in a story told from the Pilgrims' versus the Native American point of view.
• If students enjoyed this book, then they could read other titles from Joseph Bruchac's large collection of Native American stories such as Thirteen Moons on a Turtle's Back: A Native American Year of Moons.

Esperanza Rising

ESPERANZA RISING

by Pam Munoz Ryan

Image credit: http://www.pammunozryan.com

1. Bibliography

Ryan, Pam Munoz. 2000. Esperanza Rising. New York: Scholastic. ISBN 9780439120425

2. Plot Summary

Set during the Great Depression, Esperanza begins her life as a privileged young girl in Mexico growing up on a large ranch with servants and surrounded by a loving family.  When her father suddenly dies, Esperanza and her mother have no choice but to abandon what is left of their burned-down home and flee to California.  They leave Aguascalientes in secret with a family of ranch workers and begin their lives as agricultural laborers.  Esperanza is less than pleased to live in a camp with hundreds of other workers in cramped quarters, where she is expected to do chores and look after younger children each day.  When her mother falls ill with Valley Fever, Esperanza realizes she must  rise to the occasion and begin working to try to bring her Abuelita to California.  Esperanza works hard and saves her wages, until finally her family's former ranch hand Miguel surprises her by bringing Abuelita to the camp.

3. Critical Analysis

In this coming of age story steeped in adversity, the reader gets a taste of the difficult struggle it is to be an immigrant in the United States. As Esperanza must leave her homeland, her friends, and her Abuelita behind, she gets thrown into the reality of working for little wages and living in uncomfortable conditions.  With well-rounded characters and a strong protagonist in Esperanza, this story hooks the reader until the end. Esperanza begins to learn about the injustices of the world as an undocumented worker from Mexico.  As a worker, she witnesses laborers on strike fighting for higher wages and must continually work hard to keep her job packing fruits and vegetables.  Esperanza is forced to grow up quickly and focus on survival in her difficult situation.

The cultural markers are plentiful in this text as it is a story of a Mexican family immigrating to the United States.  From the close-knit relationship of the families to the celebrations that are described, such as the "jamaicas" on Saturday nights in the camps, the Latino culture is clearly depicted.  In the camp, the food enjoyed is distinctly Latino as the women prepare homemade tortillas, large pots of beans, and chorizo with eggs.  Esperanza is motivated to work to help bring her grandmother to California as they are very close, which is often seen in the Latino culture. Ryan is known for seamlessly interweaving the Spanish language throughout her texts to accurately portray the Latino characters, while also exposing the reader to a few Spanish words.  Through this story, the reader will be able to get a glimpse of what life is like as an immigrant new to the United States during the Great Depression while becoming engrossed in a heartfelt tale.

4. Review Excerpts and Awards

BOOKLIST (December 2000) "Set during the Great Depression, the story weaves cultural economic, and political unrest into Esperanza's poignant tale of growing up: she witnesses strikes, government sweeps, and deep injustice while finding strength and love in her family and romance with a childhood friend."

PUBLISHERS WEEKLY (October 2000) "Ryan fluidly juxtaposes world events ...with one family's will to survive - while introducing readers to Spanish words and Mexican customs."

Jane Addams Children's Book AwardPura Belpre Medal 

The Willa Cather Award 

ALA Top Ten Best Books for Young Adults

5. Connections

• After reading Esperanza Rising, students could perform the Reader's Theater found here written by Pam Munoz Ryan.
• Students could also listen to Pam Munoz Ryan discuss the story at www.teachingbooks.net.  In this 3 minute audio clip, Ryan shares the backstory of writing Esperanza Rising.

The Skirt

THE SKIRT

by Gary Soto

Image credit: www.penguinrandomhouse.com

1. Bibliography

Soto, Gary. 1992. The Skirt. New York: Delacorte Press. ISBN 9780385306652

2. Plot Summary

Miata is riding home from school, but she leaves her folklorico skirt on the bus.  The skirt is special because it was her mother's and she plans to wear it at her performance this weekend.  Anxious and distraught, she gets home and hopes her best friend Ana will get the skirt off the bus. Ana does not get the skirt, but Miata devises a plan.  The following morning, Miata convinces Ana to go with her to sneak into the bus lot and look for the skirt.  They eventually get the skirt off of the bus, but then Miata's father shows up to repair one of the buses.  Miata and Ana must hide and finally make a run for it with the help of a boy from school, Rodolfo.  Miata goes through a lot of heartache to get the skirt back, but the morning of the performance, her mother gives her a brand new folklorico skirt.  Miata is excited about the new skirt, but decides to wear the old one underneath it during the performance to honor her mother.

3. Critical Analysis

This approachable realistic fiction novel is perfect for students that are just beginning to independently read chapter books.  The main character Miata is charming and spunky.  The plot is easy to follow and moves along quickly. Readers will identify with Miata who often loses things and doesn't want to tell her parents about the skirt for fear of getting in trouble.  There is just the right amount of suspense when Miata goes to retrieve her skirt from the bus and a clear resolution at the end when she performs her dance in the new skirt. 

Like other titles in Soto's repertoire, this story has some cultural elements, but the plot and characters are still relatable to many readers.  The main character's troubles could happen to any child.  This story depicts Latino life in California as the family has recently moved from Los Angeles to the San Joaquin Valley.  The cultural element in this story that stands out is the strong sense of family and their connection to the traditional dance folklorico.  It is obvious that Miata's parents are very proud that she will be performing folklorico.  Miata is proud of her culture as well, which the reader can see because she took her skirt to school to "show off" and continues the traditional style of dance her mother once performed.  Soto intertwines some Spanish words throughout the text to lend authenticity to the text, but the reader can easily use context clues to understand these words.  Throughout this novel, there is an undertone of Latino culture without feeling heavy handed.      

4. Review Excerpts and Awards

SCHOOL LIBRARY JOURNAL (September 1992) "A fine read-aloud and discussion starter, this story blends cultural differences with human similarities to create both interest and understanding."

PUBLISHERS WEEKLY (August 1992) "Readers will be introduced to a few words, foods and customs that may be new to them, but will also relate to Miata's true-to-life, universal experiences and relationships."

Texas Bluebonnet Winner 1994

5. Connections

• To help students understand the cultural elements in this story, show a video clip of Ballet Folklorico on YouTube.com.  Even students with Hispanic heritage may be unfamiliar with this traditional style of dance and a video will make the story come to life.
• A reader's response question after reading The Skirt could be: Do you think Miata should have told her parents the truth or was what she did okay?
• Students that enjoyed The Skirt might also want to read other Gary Soto books that portray Latino life and culture such as, Baseball in April or Local News.

Yum! ¡Mmmm! ¡Que Rico! Americas' Sproutings

YUM! ¡MMM! ¡QUE RICO! AMERICAS' SPROUTINGS

by Pat Mora
Illustrated by Rafael Lopez

Image credit: www.patmora.com

1. Bibliography

Mora, Pat. 2007. Yum! ¡Mmmm! ¡Que Rico! Americas' Sproutings. Ill. by Rafael Lopez. New York: Lee and Low Books. ISBN 9781584302711

2. Plot Summary

From blueberries to tomatoes to pecans, there are many foods that are native to the Americas that are now enjoyed in dishes around the world.  In this poetry collection, these native foods are described in 14 haikus. Along with each haiku is a short paragraph explaining the origin of the food, its Spanish name, and a few more unique facts.  The haikus are a fun introduction to each food item such as the one about cranberries, "Marsh-floating hard bead / simmers then POPS! in hot pot / Scarlet fireworks".  Then, the reader can delve into a bit of history by reading the paragraph that explains more information about each food. 

3. Critical Analysis

This poetry collection could be read and enjoyed by students of many ages.  There are common foods that every child has tried such as corn and potaotes and a few exotic ones such as papaya and prickly pear.  The haiku style is brief, but descriptive and the accompanying paragraph is interesting without overwhelming the reader with facts.    

The illustrations add a great deal of interest to make this poetry collection stand out.  The vivid acrylic on wood panels are a lively and animated background for each poem.  From the dancing, trumpet-playing peanut butter sandwich to the fire-breathing Dad who just ate a chile, there is spectacular artistry on each double-page spread.  The people depicted have various skin tones and a variety of hairstyles as they hail from a variety of locales from Peru to Wisconsin. 

Yum! ¡Mmmm! ¡Que Rico! Americas' Sproutings is culturally relevant as it mentions many of the countries throughout South and Central America, in which these foods originated.  Mora carefully explains the Spanish name and credits the Latino (or Native American) people that first started preparing these foods.  For example, the "Aymara Indians of Bolivia developed more that two hundred varieties of potatoes" or "papaya... are believed to originated in southern Mexico and Central America".  Readers of all cultural backgrounds can learn something new from this book and enjoy the poetry.  Latino readers might have a deeper connection with some of the descriptions of foods that are traditionally prepared in their culture.     

4. Review Excerpts and Awards

BOOKLIST (December 2007) "This inventive stew of food haiku celebrates the indigenous foods of the Americas. Each of the 13 poems appears on a gloriously colorful double-page spread, accompanied by a sidebar that presents information about the origin of the food. From blueberries to prickly pears to corn, the acrylic-on-wood panel illustrations burst with vivid colors and stylized Mexican flair."

SCHOOL LIBRARY JOURNAL (September 2007) "Teachers will find this a welcome addition to their social studies units, but it should also win a broad general audience for its inventive, fun-filled approach to an ever-popular topic: food."

ALA Notable Books for Children 2008

Americas Award for Children's and Young Adult Literature Commended 2008

Bank Street Best Children's Books of the Year 2008

Great Lakes Great Books Nominee 2008-2009

Texas Bluebonnet Award Nominee 2008-2009

5. Connections

• Show students a video interview with the author, Pat Mora, on YouTube.com.
• Students could be challenged to write their own "food haiku" poems during a poetry unit.
• Use any of the ideas and activities on Pat Mora's website that include "plan a Yum! party with your colleagues or class" and "create an art piece (watercolor, collage, etc) incorporating the 14 foods in the book".

We Are the Ship: The Story of Negro League Baseball

WE ARE THE SHIP

Written and Illustrated by Kadir Nelson

1. Bibliography

Nelson, Kadir. 2008. We Are the Ship: The Story of Negro League Baseball. New York: Jump at the Sun/Hyperion Books for Children. ISBN 9780786808328

2. Plot Summary
This detailed account of African Americans' participation in baseball spans one hundred years from the early days in 1860s until the last days of the Negro Leagues in the 1960s.  In the early days, the African American players played in the Major Leagues, but they were targeted and sometimes injured by other players.  By 1887, African Americans were no longer allowed on the professional teams.  Eventually, Rube Foster created an organized "Negro National League" which had eight teams throughout the Midwest.  The League was successful but the players faced racism wherever they went, such as not being able to eat in restaurants or stay in most hotels.  These men persevered because "We were ballplayers.  There was nothing we would have rather spent our time doing."  The players played three to four games some days and spent many hours in cars or buses.

There were many star players in the Negro Leagues, but "its a shame the world didn't get to see them play".  Eventually, in 1945, Jackie Robinson signed with the Brooklyn Dodgers and this was the start of baseball becoming integrated.  Many more players from the Negro Leagues were signed to the majors and the Negro Leagues could no longer draw a crowd.  By 1960, all of the Negro Leagues had folded.

3. Critical Analysis
The conversational style of the narrator is approachable and entertaining, while being highly informative. Nelson's well-researched and detailed account of the Negro League Baseball shows the spirit of the players and their love of the game.  It is disheartening to learn that there were so many outstanding players that will not go down in the history books as stars of their game.  However, some of these stars are honored through Nelson's sincere writing.  

As much as the text is informative and well-written, Nelson's oil paintings are truly breathtaking.  Each player stands larger that life evoking the emotion of this historically significant account.  The fold-out spread that spans four pages depicting the "First Colored World Series" in 1924 brings the significance of this league to life depicting every player and coach from both teams in one illustration.  These oil paintings can actually cause a reader to long for a sunny afternoon watching a baseball game.

The major cultural marker present in We Are the Ship is the historical perspective of the Negro National League and its players. By learning how they were underpaid, treated unfairly, banned from the Major leagues, and faced prejudice when they traveled, the reader can begin to understand the struggles African Americans have faced.  The reader can also learn from this text that many African Americans relied on their intelligence or talent to overcome many injustices. With a foreword by Hank Aaron, more information in the Author's Note and a bibliography, a student of baseball history can gain a lot by poring over this text.

4. Review Excerpts and Awards

BOOKLIST (February 2008) "If the story is the pitch, it's the artwork that blasts the book into the stands.  Nelson often works from a straight-on vantage point, as if the players took time out of the action to peer at the viewer from history, eyes leveled and challenging, before turning back to the field of play.  With enormous blue skies and jam-packed grandstands backing them, these players look like the giants they are."

HORN BOOK GUIDE (June 2008) "That easygoing conversational storytelling is what Nelson achieves in this pitch-perfect history of Negro League baseball. His extensive research yields loads of attention-grabbing details."

5. Connections

• This is an excellent mentor text when studying the narrative nonfiction genre.
• Students that enjoyed We Are the Ship could also read Kadir Nelson's Heart and Soul: The Story of America and African Americans.
• An interested reader could use the facts and dates from the text to create a timeline of the Negro Leagues. 

Feathers

FEATHERS
by Jaqueline Woodson

Image credit: www.scholastic.com

1. Bibliography

Woodson, Jacqueline. 2007. Feathers. New York: G. P. Putnam's Sons. ISBN 9780399239892

2. Plot Summary

This is the story of Frannie, a young girl in the sixth grade in the winter of 1971.  At school, Frannie is pondering a poem in which feathers represent hope.  As a kid from the "this side of the highway", Frannie doesn't think about hope very often.  When a new student joins her class and quickly receives the nickname "Jesus Boy" due to his long hair and white skin, the students become curious and some bully him.  Her religious best friend Samantha starts to believe he really could be Jesus, but Frannie is doubtful.

At home, Frannie worries about her mother who is pregnant again after having two miscarriages and losing a baby.  Frannie looks up to her handsome older brother and communicates with him through sign language, as he is hearing impaired.  While dealing with all of these issues, Frannie sparks an unlikely friendship with Jesus Boy and learns the truth about his parents.  When the bully Trevor confronts Jesus Boy, Frannie decides to help the mean Trevor up because she knows it is the right thing to do.  With the support of her loving family, Frannie finds that hope does exist as she says "I guess that's how hope is too--all light and and everywhere like that."  
                                           

3. Critical Analysis
This first-person narrative is quickly paced and seems to be a story of ordinary life on the surface.  However, Frannie's adolescent experiences breach the topics of race, class, religion, bullying and hearing-impaired individuals. Frannie is still a little girl in some ways, but in her sixth grade year she faces some difficult situations that show who she truly is.  She begins to understand how her deaf brother is treated by others as she explains his disability to his peers. The interaction between the sibling pair is genuine and a bright spot in the plot.  She also sees her mother's fear after having suffered from miscarriages.  In this short novel, Frannie faces adversity in many areas of her life, but remains a strong, female protagonist who is coming of age.    

The cultural markers abound in this story about a young African American girl who goes to a public school.  As her class turns against "Jesus Boy", the only white student in an African American school, Frannie begins to question the prejudice she sees in her peers.  The students continually wonder how a white student could have a black father, until Jesus Boy reveals he was adopted.  Frannie discusses her hairstyle choices, indicating that her mother will not let her wear an "Afro" until she is older, so she wears her hair "mostly in braids".  Another cultural marker is that religion and the Bible is mentioned throughout the story, with Frannie's Grandma exclaiming, "You don't want a piece of my Bible on your head, now, do you?"  Many of the cultural references are also linked to the 1970s time period, such as mentions of the Black Panthers, the Draft, and the Jackson 5.  

4. Review Excerpts and Awards
SCHOOL LIBRARY JOURNAL (April 2007) "With her usual talent for creating characters who confront, reflect, and grow into their own persons, Woodson creates in Frannie a strong protagonist who thinks for herself and recognizes the value and meaning of family. The story ends with hope and thoughtfulness while speaking to those adolescents who struggle with race, faith, and prejudice."

PUBLISHER'S WEEKLY (January 2007) "Set in 1971, Woodson's novel skillfully weaves in the music and events surrounding the rising opposition to the Vietnam Wat, giving this gentle, timeless story depth.  She raises important questions about God, racial segregation and issues surrounding the hearing-impaired with a light and thoughtful touch"

Newbery Honor Book, 2008

5. Connections

• In this story, Frannie ponders the the ways people find hope in their surroundings.  Students could reflect on how Frannie finds hope and brainstorm a list of things that give them hope in their own life.
• Read another title by Jacqueline Woodson and look for similar themes by comparing to Feathers.
• Create a character map to analyze how Frannie changes and evolves throughout the story by recording the important events that happened to her.

THE PATCHWORK QUILT

 THE PATCHWORK QUILT

by Valerie Flournoy

Illustrated by Jerry Pinkney

Image credit: www.penguinrandomhouse.com

1. Bibliography

Flournoy, Valerie. 1985. The Patchwork Quilt. Ill. by Jerry Pinkney. New York: Dial Books for Young Readers. ISBN 0803700989

2. Plot Summary

This story begins with young Tanya asking her grandmother about the fabric scraps she has gathered and cut into squares.  Tanya learns that her grandmother will be making a patchwork quilt.  Grandma carefully cuts patches from her grandson's pants, her granddaughter's Halloween costume and her daughter's Christmas dress as she explains to Tanya that "A quilt won't forget. It can tell your life story."  Throughout the year, Grandma and Mama work together on the quilt.  After Christmas, Grandma falls ill and Tanya begins to help her mother finish the quilt and even her brothers join in to cut out patches.  Finally, Tanya adds squares from her Grandma's old, worn quilt, because she felt one family member was missing from the new quilt.  By the time Grandma begins to feel better, it is time to put the finishing touches on the quilt and the family gives the beautiful quilt to Tanya.   

3. Critical Analysis

This story portrays the bond of family as a young girl and her grandmother begin to work together on a patchwork quilt, and eventually the whole family is participating.  The theme of family is often seen in African American literature and this story is no different.  It clearly depicts the closeness and support that this family provides for each other.  The family is unique as the Grandma lives in her daughter's home and is part of the immediate family.  She is involved in the lives of her grand children and teaches Tanya how to quilt, as well as the value of hard work. The importance of family is evident when Grandma is sick in bed, the family rallies around her until she is able to return to her "chair by the window".

Pinkney's illustrations, done in pencil, graphite, and watercolors, beautifully depict the warmth of the family.   The softness of the watercolors suit the story well without overwhelming the many tender moments shared between Grandma and her family members.  Pinkney uses varying shades of brown to show the diversity of skin tones among the African American characters.  Pinkney uses brighter hues to color the quilt itself; this is shown toward the end of the story when the whole family gathers around the quilt to admire its beauty and reflect on the memories it evokes.  Although the characters are clearly African American in the illustrations, the bond of the strong, inter generational family in this story would resonate with readers from a variety of backgrounds.    

4. Review Excerpts and Awards

CHILDREN'S LITERATURE COMPREHENSIVE DATABASE (1985) "Essential qualities of family--love, cooperation, diversity, and responsibility are woven through a tender story centered on the construction of a quilt."

BOOKBIRD REVIEWS (1985) "With subtle touches of individuality in dress, physical features and hairstyles and signs of comfortable domesticity, Pinkney has created a family that is believable and that exudes strength and unity through three generations."

Christopher Award, 1986
Coretta Scott King Book Award Winner, 1986

Ezra Jack Keats Book Award Winner, 1986

5. Connections

• The Patchwork Quilt presents the idea that each member of the family is important as they each have patches in the quilt.  This story could be read aloud in a classroom and the follow up discussion could be about classroom community.  Then, the students would participate in an activity to create a "quilt" with each child contributing a paper patch and tying the patches together with yarn.
• This story could be compared and contrasted with other "quilt stories", such as Patricia Polacco's The Keeping Quilt or Jacqueline Woodson's Show Way.  Is this quilt just as important? 
• This book could be used as a mentor text for a writing unit on personal narrative stories.