Review: IN OUR MOTHERS' HOUSE by Patricia Polacco

Polacco, Patricia. 2009. In our mothers’ house. New York: Philomel Books. ISBN 9780399250767.

PLOT SUMMARY:
A woman describes the lively childhood she spent growing up with two loving mothers, adopted siblings, a festive extended family, and friendly neighbors.

CRITICAL ANALYSIS:
Although the author seems to aim at creating a joyful atmosphere, she overshoots her goal; the story comes off a little too sappy sweet. In every memory, the family is completely cheerful and loving. The only intrusion into their idyllic happiness is a homophobic neighbor who verbally attacks them at a neighborhood party. Although it would be wonderful if families could achieve a perfect state of harmony, I have yet to meet a single family who accomplishes that goal. Including some memories of sibling rivalry or teen rebellion would have given this book a feeling of authenticity that it lacks. The illustrations reflect the text’s exuberant spirit. The constant laughing expressions and waving hands feels a little overdone, particularly when contrasted with the horrified expressions on the page describing the neighbors attack.

The topic of same-sex parents is handled in a straight-forward, but appropriately innocent manner. The narrator describes her two mothers and their relationship just as casually as one would describe a typical mother-father relationship: “Our mothers were so different from each other that all of us often wondered how they found each other at all.” Although the book’s message (that a family with same-sex parents can be happy and accepted) is delivered a little heavily, it is still a cheerful book that will entertain readers.

REVIEWS:
School Library Journal: Is this an idealized vision of a how a gay couple can be accepted by their family and community? Absolutely. But the story serves as a model of inclusiveness for children who have same-sex parents, as well as for children who may have questions about a "different" family in their neighborhood. A lovely book that can help youngsters better understand their world.

CONNECTIONS:
Children and their parents who are interested finding more picture books that include same-sex couples may enjoy:
Uncle Bobby’s Wedding by Sarah S. Brannen
And Tango Makes Three by Justin Richardson
A Tale of Two Daddies by Vanita Oelschlager
Daddy, Papa, and Me by Leslea Newman

Review: KAMI AND THE YAKS by Andrea Stenn Stryer

Stryer, Andrea Stenn. 2007. Kami and the yaks. Ill. by Bert Dodson. Palo Alto, CA: Bay Otter Press. ISBN 9780977896103.

PLOT SUMMARY:
When the yaks that Kami’s Sherpa family relies on to earn a living go missing, Kami determinedly searches for them. When he finally finds them and discovers that one is trapped, he makes his way through a hail storm alert his father.

CRITICAL ANALYSIS:
The watercolor illustrations by Bert Dodson are expressive and detailed. The colors used closely follow the story’s mood. The first half of the book, when Kami searches for the yaks and struggles through the hail storm, is illustrated with cool, blue tones. In those pages, Kami’s red garment is the only source of warm colors. When Kami reaches his family and guides them to the yaks, the sky lightens and warm colors are introduced into the paintings.

Kami’s inability to hear is not introduced right away in the book. A few pages in, the author lets the reader know that he is deaf. This detail about Kami is handled authentically through the book. Stryer makes sure to describe the observations that Kami makes through sight, smell, and feeling, rather than sound. For example, when the storm hits, Stryer describes the sizzling smell of the flashing lightning as well as the vibrations that Kami feels from the thunder. When Kami tries to tell his father about the trapped yak, Stryer briefly explains to the reader that “because he never heard words, Kami was not able to speak.” Although Kami and his family do not seem to use a formal version of sign language, Kami is able to communicate through gestures.

Although Stryer does provide brief background information about Sherpas in an author’s note at the end of the book, it would have been interesting to learn more about the boy who inspired the book.

REVIEWS:
School Library Journal: Although Kami's disability plays an important role in the story, the author focuses on his strength. Readers will find inspiration in his abilities, his resourcefulness, and his courage. Dark, yet vivid watercolors extend the text, as both awaken the senses to the sights, sounds, and feel of the icy cold mountains' austere beauty. This story opens the doors to new worlds and gives readers a character to admire.

CONNECTIONS:
According to Stryer’s website, hers is the only Western children’s book about the Sherpa in Nepal. A quick internet search proves this claim to be nearly true. However, in 2009, Olga Cossi published the book Pemba Sherpa about a young Sherpa girl who wants to be a guide.

Review: ASK ME NO QUESTIONS by Marina Budhos

Budhos, Marina. 2006. Ask me no questions. New York: Ginee Seo Books. ISBN: 9781416903512

PLOT SUMMARY:
Nadira and her family are illegal immigrants from Bangladesh. Although they have spent years in the United States, working to build successful lives, in the aftermath following September 11, they fear deportation. When they make a desperate attempt to find asylum in Canada, they are turned away at the border and Nadira’s father is arrested. Nadira and her sister, Aisha, are forced stay with their uncle’s family and return to school while they work to find a way to free their father and avoid losing the lives they have built in the U.S.

CRITICAL ANALYSIS:
Although the book’s plot is interesting and suspenseful, I felt that Nadira largely remains a stranger to the reader. Usually, stories told in the first person feel extremely personal. The reader is invited to experience every thought and feeling of the narrator. You come away feeling like you know that character like a friend. Nadira is more like a casual acquaintance. She never reveals who she is. By the end of the novel, all that I know about her is that she loves her family, is scared of being deported, and feels inferior to her sister. Budhos doesn’t provide any details about what Nadira is passionate about, how she spends her time, or what her personality is like on a day to day basis. There are some small instances in the book when you get a hint at her individuality, such as when she meets a college student and realizes that college is not just for overachievers like her sister. However, moments like this are cut short. Just when the reader is getting more insight into her character, Nadira realizes it’s time to pick up her sister.

Although Budhos does not reveal much about her protagonist, she does depict a variety of personalities, reactions, and attitudes in her other characters. Although most of the book’s main characters share similar experiences as Muslims living illegally in the U.S., they do not share the same reactions to their current situations. This diversity is described both before and after the effects of 9/11. Nadira’s mother shies away from leaving her home and generally spends her days learning English from cooking shows. Nadira’s aunt, on the other hand, eagerly defies her husband to pursue a job outside the home. The unifying behavior that Nadira shares with her family is their endeavors to blend in and avoid questions.

REVIEWS:
School Library Journal: “The author explains their situation well, but the effect is more informational than fiction. Nadira and Aisha are clearly drawn characters, but they don't quite come alive, and their Bangladeshi-American background is more a backdrop than a way of life. Still, this is an important facet of the American immigrant experience, worthy of wider attention.”

Booklist: “The teen voice is wonderfully immediate, revealing Nadira's mixed-up feelings as well as the diversity in her family and in the Muslim community. There's also a real drama that builds to a tense climax.”

CONNECTIONS:
This book provides an alternate perspective of the effects of the September 11th attacks than most Americans are used to hearing. Recommend this book to teens learning about 9/11 and the impact on the treatment of Muslims in the United States.

Review: WHERE THE MOUNTAIN MEETS THE MOON by Grace Lin

Lin, Grace. 2009. Where the mountain meets the moon. New York: Little, Brown and Company. ISBN 9780316114271.

PLOT SUMMARY:
Minli is a young Chinese girl who lives in a poor farming community with a discontented mother and a father who loves stories. Despite the economical hardship that her family faces, Minli remains happy and lively because of her love for her father’s stories. Eventually, however, her mother’s dissatisfaction with their lot prompts Minli to pursue fortune for her family by seeking the advice of the “Old Man of the Moon.” Her quest leads her to talking fish, a faithful dragon, and a slew of kind and helpful strangers. Through her journey, Minli learns the secret to changing her family’s fortune.

CRITICAL ANALYSIS:
This is a wonderful book. It may or may not be one that I read repeatedly throughout my life (too early to tell), but it will be one that sticks in my mind. The story, characters, illustrations, and design of the book are beautiful and memorable. The vibrant full-color illustrations are enchantingly peculiar. The bold colors and skewed perspective of the illustration depicting the Magistrate finishing the dragon painting (p. 56) reminded me of Van Gogh’s The Night Café. The scarcity of the full-page illustrations (only 8 in the 279 page book) makes each one a treat.

The smaller, single color illustrations used at the start of each chapter as part of the book’s overall design helps set the tone. Although the entire book has the feeling of a folk tale, the stories told within the book are set apart by a simple change in typeface and by individual titles for each story (“The Story of the Goldfish Man”). Kudos to the book designer, Alison Impey. In my opinion, she made this book into a work of art.

Getting back to the story, Lin’s characters are distinctive and charming. Accomplishing that task seems especially impressive after considering that nearly everyone who helps Minli on her journey is good, cheerful, and contented. One would think that the characters would eventually start to blend together and become bland. However, each is unique. Some are wise and reflective, some are relaxed and starry-eyed, and others are naïve and mischievous. One character, the magistrate, is condemned as the villain of the story. His defeat comes suddenly and completely. The mother spends the first half of the book as a crabby, complaining nag. However, she is given the chance to realize her mistakes and gain forgiveness from her husband and daughter. Although I generally find it annoying when a book concludes with an idyllic ending, the fairy tale mood of this book makes it completely acceptable that the good characters are all rewarded and the bad one is punished.

In an author’s note at the end of the book, Lin tells the reader, “By the age of eleven, I had fully disregarded my Asian heritage.” Fortunately for her future readers, she found a renewed interest that heritage through Chinese folktales and fairy tales. Where the Mountain Meets the Moon is a culmination of Lin’s reimagining and expanding of those folktales. Adding authenticity to Lin’s work is the list of books that inspired this novel.

There are some aspects of the book that reflect her “Asian-American sensibilities,” such as in Minli’s name. On the Seven Impossible Things Before Breakfast blog (7/22/09), Lin relates the difficulty she choosing a name, mentioning that most Chinese names for girls emphasize beauty and passivity. However, even in this search for a name that suited her spirited heroine, she rejected the impulse to go against tradition. She originally considered the name “Cai,” meaning colorful, but decided against it because it is not a traditional Chinese girl name.

REVIEWS:
School Library Journal: “The author's writing is elegant, and her full-color illustrations are stunning. Minli's determination to help her family, as well as the grief her parents feel at her absence, is compelling and thoroughly human.”

CONNECTIONS:
Incorporate this book into a school-age storytime by reading one of the tales told within the book. Each one stands up well on its own, but is short enough to hold kids’ attention. This can be used in a general folktale-themed storytime or in a program dedicated to Asian literature.

Review: ERIKA-SAN by Allen Say

Say, Allen. 2009. Erika-San. Boston: Houghton Mifflin. ISBN: 9780618889334.

PLOT SUMMARY:
Inspired by an old print of a small house that she saw as a child in her grandmother’s house, Erika spends her life learning Japanese. After graduating from college, she travels to Japan to take a position as a teacher. She travels from Tokyo, to a small city, to a quiet, isolated settlement. Here, she finally finds the home she has been searching for.

CRITICAL ANALYSIS:
In a review by School Library Journal, Erika-San is described as a “charming fairy tale with a contemporary, feminist twist,” complete with a quest, three challenges and a prince. Although I would not have picked up on this comparison on my own, I agree with it. A sweet and unexpected love story concludes this book about a woman searching for her heart’s desire. Although the story has a leisurely pace, the reader is pulled along by Erika’s determination to pursue her goals. You can’t help but smile at her enthusiasm: “Sayonara, everybody -- I’ve got a teaching job in Tokyo!”

Aside from her enthusiasm, Erika’s sincere interest in Japan is another endearing trait. She does not stop at superficial curiosity. She dedicates her studies to learning the language so that she can someday live in Japan. One thing that I found odd, however, is that despite her clear infatuation with Japan, she doesn’t seem to have taken much time learning about the country itself. She is completely shocked and overwhelmed by the crowds of people in Tokyo. She sees a bullet train and thinks, “Now I’m in a space station.” It appears that her research about the country stopped with the picture books her grandmother read her as little girl. However, once she is confronted by the fact that the cottage she has envisioned living in her entire life is not actually a home, but a teahouse, she embraces the new knowledge. Her decision to learn the tea ceremony, rather than mourn the loss of her castle in the sky, makes amends for her previous ignorance.

The realism of Say’s watercolor illustrations combined with the white space surrounding each image gives the impression that the reader is flipping through a scrapbook documenting true events, rather than reading a picture book. Each character depicted, American or Japanese, is given distinctive features that set them apart. Although the students that Erika teaches dress in identical uniforms, they are each given unique hairstyles, features, and expressions.

REVIEWS:
School Library Journal: “Say's soft-colored paintings, detailed but not busy, contain just the right amount of nuance to build the story. He nicely contrasts the busyness of the cities with the verdant landscapes of the country, casting a happy-ever-after glow to the tale.”

CONNECTIONS:
Suggest this book to kids who are interested in other countries and cultures, particularly Asian cultures. For additional reading, suggest nonfiction books and DVDs about other countries. For kids particularly interested in Japan, point them to the Kids Web Japan website, http://web-japan.org. It provides information about life in Japan, language lessons, and games.

Review: NOTHING BUT THE TRUTH (AND A FEW WHITE LIES) by Justina Chen Headley

Headley, Justina Chen. 2006. Nothing but the truth (and a few white lies). New York: Little, Brown and Company. ISBN 0316011282.

PLOT SUMMARY:
As a half white, half Asian teen, Patty Ho feels completely out of place in her life. She doesn’t live up to her Taiwanese mother’s strict standards and is the victim of harassment by racist classmates. Although she is prepared to have a miserable time at the math camp her mother sends her to for the summer, it’s at camp that Patty begins to find confidence and embrace her multi-faceted self.

CRITICAL ANALYSIS:
In Nothing But the Truth (and a Few White Lies), Headley contrasts an animated and casual writing style with intense emotions and experiences. The story is told in first person from Patty’s perspective. Although her observations of the world around her mark her as witty and intelligent, Patty views herself as perpetually awkward and out of place because of her mixed race. Her experiences back up her feelings of isolation. A classmate hurls derogatory remarks and spits on her, while her long-time crush sits idly by. Even her best friend shows a complete disregard for Patty’s Taiwanese culture: “Omigod, what weird Chinesey thing is your mom doing to you now?” As the reader, I never felt like Patty’s low self-esteem was completely illogical. With encounters like that, what average teenage girl wouldn’t start to feel ashamed of who they are? By entering a new environment with a diverse group of people, she realizes that nobody ever fits wholly into one perfect mold. She finds confidence in who she is and embraces her many “Asian, white, closet math geek, runner, friend, daughter, girl-in-lust-with-Stu” selves.

The only flaw that I found with the plot is that Patty’s transformation feels too sudden. As someone who experienced through similar high school experiences of isolation and embarrassment (down to humiliating motherly public lectures), it seems unlikely to me that Patty would undergo such a quick a shift in personality and behavior.

Cultural markers are used abundantly throughout the book, more than in any other book I have read this semester. The frequent mentions of cultural details seem appropriate to the story because Patty herself is so hyper-aware of her ethnicity. Although she is half-white, since Patty is raised by a single mother, her home life is rooted in Taiwanese culture. She is constantly at odds with her simultaneous desires to meet her mother’s high expectations and to avoid the Asian stereotypes of the “model minority.” She intentionally tries to bomb her math camp application. She resents the only other Asian girl in her class, Annie, for fulfilling the stereotype of a good Asian student by excelling in school. It’s a relief when she begins to realizing that being good in math doesn’t mean she’s a geek or that she’s perpetuating the model minority stereotype. She stops putting so much importance on how she thinks others see her, and focuses instead on how she views herself.

REVIEWS:
Booklist: “Headley lays on the empowering revelations with a trowel, and the stream of comic riffs, some of which miss the mark, slow this debut novel's pace. But Patty's contemporary, immediate thoughts about finding direction and relating to family have universal resonance, while her specific struggles will speak directly to biracial teens.”

CONNECTIONS:
This book is a good recommendation for teen girls. After they finish this book, recommend these other books about contemporary life as an Asian American teen or tween:
Girl Overboard by Justina Chen Headley
Stop Me If You’ve Heard This One by David Yoo
Project Mulberry by Linda Sue Park
Seeing Emily by Joyce Lee Wong

Review: A BOY CALLED SLOW by Joseph Bruchac

Bruchac, Joseph. 1994. A boy called Slow. Ill. by Rocco Baviera. New York: Philomel Books. ISBN 0399226923.

PLOT SUMMARY:
Bruchac tells the story of how a Lakota boy named Slow became the man known as Sitting Bull through his bravery and determination.

CRITICAL ANALYSIS:
The meaning and earning of a name is the driving force behind this tale. Bruchac emphasizes that theme throughout the book. Although the idea that Slow must somehow earn a new name may seem unusual to many readers, the author effectively impresses the importance of this tradition. Other cultural markers found within the text include the occasional inclusion of Lakota words. Most of these words are followed by literal translations. Although this might seem redundant if I was familiar with the language, as it is, I found the translations to be helpful. They did not distract me from the story at all. Another sign of cultural authenticity is that the author is careful to identify the individual groups of American Indians found in the story. Slow is identified not only as part of the Lakota Sioux, but also as part of the Hunkpapa band.

The dark, textured illustrations by Baviera created a somber mood throughout the story. While the paintings are beautiful and rich, they did not always seem to support the mood of the text. For example, while the text is describing the joy of Slow’s parents at his birth, the accompanying illustration is dominated by a muddy yellow sky. In addition, on that particular spread, the black text overlaid on the yellow sky is difficult to read. However, for the most part, the solemn and expressive illustrations support the impression of Slow’s steady, determined character.

REVIEWS:
Student Library Journal: “The illustrations, oils that are rich and somber, convey details of traditional Lakota life, from the warm, close interiors of the family home to a pre-dawn assembly of warriors about to raid their Crow neighbors. The text creates an equally subtle portrayal of Plains Indian life. Many stereotypes of Native American culture are gently corrected, as when the author acknowledges that "women are the heart of the nation."

CONNECTIONS:

This book can be read aloud to students when learning about Sitting Bull. Learning about the childhood of this historical figure will excite students’ interest and perhaps encourage them to do their own research.

Review: WHAT'S THE MOST BEAUTIFUL THING YOU KNOW ABOUT HORSES? by Richard Van Camp

Van Camp, Richard. 1998. What’s the most beautiful thing you know about horses? Ill. by George Littlechild. San Francisco: Children’s Book Press. ISBN 0892391545.

PLOT SUMMARY:
In this colorfully illustrated picture book, the young narrator spends a freezing cold day quizzing his family and friends on what they think is the most beautiful thing about horses.

CRITICAL ANALYSIS:
The unsophisticated wonderings of the text created by Van Camp is paired nicely with the childlike illustrations by Littlechild. The narrator cheerfully explains why he is very familiar and comfortable with dogs, but finds horses to be a completely foreign and unknown creature. Although the illustrations never depict the narrator, the excitement of the text enables the reader to easily imagine the energetic, inquisitive child hounding his (or her) family with questions. What the vibrantly colored illustrations accomplish is to show the reader what the narrator envisions while pondering the mysterious horses.

Several cultural markers which lend a sense of authenticity can be found in this book. A few words in the Cree and Dogrib languages make their way into the story. The narrator notes that in both languages, the words for “horse” translate to “big dog.” One interesting cultural aspect of the book is found in the introduction when the narrator states, “I am half Indian and I am half white. The good news about all this is I could be the cowboy or the Indian when we used to play Guns.” The accompanying illustration depicts a man split in half as a cowboy and an Indian. It makes one wonder if he would have felt restricted to only playing the Indian if he was not half-white and vice versa.

REVIEWS:
School Library Journal: “The author engages in a remarkable free flow of musings, questions, and answers. His startling narrative style, lively pace, offbeat sense of humor, and refreshing stance give readers a lot to think about… In Littlechild's vibrant, surrealistic illustrations, horses vibrate and prance off the pages, dogs bay or lounge at the center of attention, and distorted figures eye readers. Brash, bold hues enliven the special aspects of each figure, while narrow bands of color along one side contrast with the central image.

CONNECTIONS:
The colorful illustrations and lighthearted text would make this a good choice to include in a preschool story time, especially when paired with other horse-themed books.

Review: RAIN IS NOT MY INDIAN NAME by Cynthia Leitich Smith

Smith, Cynthia Leitich. 2001. Rain is not my Indian name. New York: Harper Collins Publishers. ISBN 0688173977.

PLOT SUMMARY:
After years of friendship, fourteen-year-old Rain Berghoff decides that she has developed romantic feelings for her best friend, Galen. Tragically, on the same night that Rain discovers that Galen reciprocates her feelings, he is killed in an accident. Months later, Rain has cut herself off her friends and struggles to accept the loss of her friend. Despite her family’s urging, she refuses to take part in the Indian Camp run by her Aunt Georgia. However, by accepting the job of photographing the camp for the local newspaper, she finds herself becoming involved in the camp and joining in the fight to keep it’s funding. Gradually, Rain also comes to terms with Galen’s death and allows herself to rejoin life.

CRITICAL ANALYSIS:
In this book, Leitich offers a realistic portrayal of a grieving teenage girl who happens to be part American Indian. Although the focus of the story remains the process of recovering from the loss of her best friend and first love, the author also emphasizes how Rain’s heritage influences her life. Her heritage is brought to attention most obviously by her interaction with her aunt’s Indian Camp, but also through Rain’s commentary on her life. She describes the questions she frequently intercepts about her mixed heritage: “How much Indian are you?” She observes the difference it makes when those questions are asked by other Native people “because they show respect for the tribal affiliation, for [her] family.”

The mention of Rain’s American Indian heritage never appears to be forced into the text. The reader is not made to feel like he or she is being taught about Native American culture. Instead, the reader learns about what life is like for this one girl.

REVIEWS:
School Library Journal: “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.”

CONNECTIONS:
Students who enjoyed the multicultural perspective presented in this book, may also enjoy reading these other contemporary novels:
The Absolutely True Diary of a Part-time Indian by Sherman Alexie
Indian Shoes by Cynthia Leitich Smith

Between the Deep Blue Sea and Me by Lurline Wailana McGregor

Review: CANTO FAMILIAR by Gary Soto

Soto. Gary. 1995. Canto Familiar. Ill. by Annika Nelson. San Diego: Harcourt Brace & Company. ISBN 0152000674.

PLOT SUMMARY:
In this collection of free-verse poems, Gary Soto describes everyday situations from Mexican-American (or sometimes just plain American) life. Brightly colored woodblock print illustrations by Annika Nelson accompany several poems throughout the book.

CRITICAL ANALYSIS:
In Canto Familiar, Soto light-heartedly captures the simple emotions and sensations of daily life. The tone is immediately set in the first poem, “Papi’s Menudo.” Although my own father’s menudo-eating was usually limited to restaurants, rather than our home, I was filled with a sense of nostalgia by phrases like: “He sprinkles his menudo with onion and rubs oregano between his lucky palms.”

While many of the poems focus on themes of Mexican-American life, some describe situations that nearly any child could relate to. In “Winter Cold,” a girl toughs out chilly weather, puddles, and a cold so that she can join the other girls in class in beating the boys in a geography competition. Kids (and adults) can empathize with the girl’s steely determination to win.

Although Soto uses Spanish language sporadically throughout the book, he does not provide translations, even in the form of a glossary. Most of the words would be easy for non-Spanish speakers to understand (ex. bebé), but some may provide more of a challenge (“Las estrellas danzan en mis paredes”).

Nelson’s illustrations are scattered throughout the book. Although the bright images do help to break up the text, they don’t add much expression to the poems. I’ll admit, however, that this opinion is probably influenced by my dislike of block printing. Also, the color illustrations found in the hardback edition of the book is preferable to the black and white illustrations of the newer paperback edition.

REVIEWS:
School Library Journal: “Who could imagine that such joyous rhythm could be found in the familiar moments of life, such as washing dishes or spotting a teacher in the market? In this companion volume to Neighborhood Odes (Harcourt, 1992), Soto not only imagines the musical beat, but also captures the energy and transposes it into poetic songs.”

CONNECTIONS:
Kids who enjoy Canto Familiar should also try the companion book by Gary Soto, Neighborhood Odes.

Review: YUM! MMMM! ¡QUE RICO! by Pat Mora

Mora, Pat. 2007. Yum! MmMm! ¡Qué rico! America’s sproutings. Ill. By Raphael López. New York: Lee & Low Books. ISBN 9781584302711.

PLOT SUMMARY:
Pat Mora uses haiku to describe foods native to America. Each haiku is accompanied by vibrant illustrations and a short description of each food.

CRITICAL ANALYSIS:
This book seems to have a perfect balance of information, charm, and fun. Although this form of poetry usually brings back unpleasant memories of 7th grade English class, in this instance, I found Mora’s haiku to be both amusing and beautiful. The imagery of the haiku is skillfully matched by López’s acrylic illustrations. The lively paintings exactly match the sights, sounds, and smells described in the haiku. I was amazed at how López was able to depict the simple joy of a rich piece of chocolate (“Fudge, cake, pie, cookies. Brown magic melts on your tongue. Happy, your eyes dance.”)

Most, although not all, of the foods depicted were originally found in South or Central America. Mora emphasized Latino culture by incorporating some Spanish words in a few poems, as well as in the title. The translations of these few words are provided on the t.p. verso page. The illustrations represent the variety of physical characteristics of Latinos. Some are fair, some are dark. A variety of settings is also shown, depending on the origins of the food being described.

REVIEWS:
Student Library Journal: “The sense of whimsy is further underscored in López's colorful acrylic on wood-panel illustrations. Artful compositions and brilliant complementary colors bear out the book's multicultural themes.”

CONNECTIONS:

Pair this book with other “food” themed books for storytime. Some book options are The Very Hungry Caterpillar by Eric Carle, I Will Never Not Ever Eat a Tomato by Lauren Child, and Chato’s Kitchen by Gary Soto.

Review: ESPERANZA RISING by Pam Muñoz Ryan

Ryan, Pam Muñoz. 2000. Esperanza rising. New York: Scholastic Press. ISBN 0439120411.

PLOT SUMMARY:
A tragic series of events forces thirteen-year-old Esperanza Ortega and her mother to flee the privileged life they have always known in Mexico. They travel to the United States to work as laborers on a farm in California during the Great Depression. As Esperanza experiences the physical and emotional hardships of her new life, she matures and learns to appreciate the peaks and valleys of life.

CRITICAL ANALYSIS:
Although there were a few elements within this book that distracted me from truly becoming immersed in the story, Esperanza Rising was overall an entertaining and enlightening read. The Ryan’s Esperanza is likeable in the way that Jane Austen’s Emma is likeable. As the reader, you know that some of her thinking is wrong, but her good intentions outweigh her faults. As a result of her station in life, Esperanza is prideful. Without intending any offense, she looks down on people who she does not consider equals. However, her good heart reassures the reader that, in the end, she will overcome any prejudice and conceit.

One failing of the book is the method of translation for the Spanish words and phrases used throughout the book. Nearly all of the Spanish words used followed by literal translations. Although some of these translations flow naturally (“He calls you mi reina! Will you tell me about your life as a queen?"), most seem repetitive and unnecessary to readers with some familiarity with Spanish. While the use of some Spanish throughout the story does add to the setting and theme, contextual translations, along with a glossary, would have worked better in this book.

Ryan uses physical descriptions of her characters to illuminate the differences between the social classes in Mexico. In comparing her similarity to her mother, Esperanza surveys her “black hair, wavy and thick… dark lashes and fair, creamy skin.” Hortensia, a servant and friend to the Ortega family, is described as “a Zapotec Indian from Oaxaca, with a short, solid figure and blue-black hair in a braid down her back.” Hortensia’s son, Miguel spells out the situation to Esperanza: “Have you never noticed? ...Those with Spanish blood, who have the fairest complexions in the land, are the wealthiest.” This is contrasted with the Esperanza’s situation in California, where all of the Mexican immigrants and Mexican-Americans are equally discriminated against.

REVIEWS:
School Library Journal: “Set against the multiethnic, labor-organizing era of the Depression, the story of Esperanza remaking herself is satisfyingly complete, including dire illness and a difficult romance. Except for the evil uncles, all of the characters are rounded, their motives genuine, with class issues honestly portrayed.”

CONNECTIONS:
When learning about the Great Depression or reading The Grapes of Wrath, teachers can incorporate this book into the lesson to provide a different cultural perspective.

Review: GAME by Walter Dean Myers

Myers, Walter Dean. 2008. Game. New York: Harper Teen. ISBN 9780060582944.

PLOT SUMMARY:
In first-person perspective, Drew Lawson describes his struggles to succeed on and off the basketball court. Drew sees basketball as his chance to make it big and stay out of a life of crime and trouble. His plans become uncertain, however, when the coach starts focusing his attention on a new white player on the team.

CRITICAL ANALYSIS:
The language used throughout this book was a struggle for me. The combination of slang and basketball terms used during game sequences was enough to completely befuddle me. However, the plot was interesting enough to hold my attention and keep me reading. After a while, I learned to accept that I may never understand what it meant to “keep him off the boards,” but that I could still follow and enjoy the story.

The relationship that stood out the most in this story was that between Drew and his sister Jocelyn. Their scenes together are filled with a sense of camaraderie and humor. His mother is another important character in his life. She is protective and loving. Drew expresses his fear that he could lose his way and end up wasting his life on the streets, but it is easy to see that his family provides him with a place of security that even basketball won’t guarantee him.

REVIEWS:
School Library Journal: “Myers explores his themes with a veteran writer’s skill. Passages that could have read as heavy-handed messages come across, instead, as the authentic thoughts of a strong, likable, African American teen whose anxieties, sharp insights, and belief in his own abilities will captivate readers of all backgrounds.”

CONNECTIONS:
Other basketball-themed books by the same author include The Outside Shot, Hoops, and Slam!

Review: THE FIRST PART LAST by Angela Johnson

Johnson, Angela. 2003. The First Part Last. New York: Simon & Schuster. ISBN 0689849222.

PLOT SUMMARY:
In this short novel, a sixteen-year-old African-American boy describes a portion of his life as a single father. The chapters alternate between “Then” and “Now.” The “Then” chapters describe Bobby’s life during the pregnancy of his girlfriend, Nia. The “Now” chapters delve into the exhaustion he feels while caring for his infant daughter, Feather.

CRITICAL ANALYSIS:
In The First Part Last, Johnson deals with themes of family obligations, single parenthood, and love. All three themes are tied in closely. The realities of fatherhood are not sugarcoated at all. Bobby is tired, stressed, and scared. The varying reactions of Bobby’s mother and Nia’s parents are interesting to examine. Bobby’s mother purposefully distances herself as a way of forcing Bobby to ascend to his new role as a parent. Nia’s parents, on the other hand, become distant as a way of to cope with pain.

Johnson uses physical descriptions of characters sparingly throughout the book as is needed to give depth to someone’s personality. When describing characters, she focuses on details such as stature, skin tone, and manner. For example, when describing K-Boy, Johnson writes: “He’s mahogany and tall, and can’t walk down the street without everybody staring at him. He’s beautiful, but acts like he doesn’t know it.”

The entire story has a sense of tension to it. You can’t help noticing the glaring difference between the Then and Now chapters. In the latter, Nia is very obviously missing. Waiting to discover the reason for her absence held my complete attention to the end.

REVIEWS:
Booklist: “But from the first page, readers feel the physical reality of Bobby's new world: what it's like to hold Feather on his stomach, smell her skin, touch her clenched fists, feel her shiver, and kiss the top of her curly head. Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again.”

School Library Journal: “Brief, poetic, and absolutely riveting, this gem of a novel tells the story of a young father struggling to raise an infant.”

CONNECTIONS:
With shows like Secret Life of the American Teenager and Sixteen and Pregnant popping up on TV, this book’s subject matter is sure to catch the attention of teen readers. Teens might also try reading Hanging On To Max by Margaret Bechard or Dancing Naked by Shelley Hrdlitschka.

Review: BLACK COWBOY, WILD HORSES by Julius Lester & Jerry Pinkney

Lester, Julius. 1998. Black Cowboy, Wild Horses: A True Story. Ill. By Jerry Pinkney. New York: Dial Books. ISBN 0803717873.

PLOT SUMMARY:
This beautiful picture book describes Bob Lemmons’ journey to corral a herd of wild mustangs. Along with his horse, Warrior, Bob tracks the mustangs, gradually becoming one of the herd, before challenging the mustang stallion for leadership. When Bob and Warrior successfully win the battle, they lead the mustangs back across the plains into the corral.

CRITICAL ANALYSIS:
Lester makes liberal use of figurative language throughout the text. Although a review from School Library Journal claims that “overuse of metaphor is… a drawback,” I thought that the language was well-used. Lines such as “the rain came as hard and stinging as remorse” gave the story feelings of drama and emotion. The use of metaphor was mirrored in the Pinkney’s illustrations of mustang-shaped clouds. The impressionist watercolors are full of action and vitality. The dramatic perspectives Pinkney employs give the landscape a feeling of grandeur and scale.

Only a brief mention is made about Bob’s past life as a slave. Although the fact that Bob cannot read is mentioned, the subject is not treated with pity or shame. Rather, the focus is on Bob’s almost mystical ability to track the mustangs and his feeling of unity with the herd. The illustrations of Bob are realistic and expressive. The title page shows a straight-forward portrait of the cowboy, staring candidly at the viewer. He looks younger and more vulnerable than in any other images. Although the focus of the illustrations in the rest of the book is on action and movement, here Pinkney focuses on Bob’s features.

The book closes with brief notes from the Lester and Pinkney discussing the background for the creation of this book. Both were inspired by an interest in the role that African American cowboys played in the “Wild West.”

REVIEWS:
School Library Journal: “Lester and Pinkney's stated aims were to recast their childhood love of cowboys and the Old West with more recent historical research into the contributions of men of color, both black and Hispanic. They have done that, and achieved something else as well: youngsters will reflect on the relationships between humans and other animals."

CONNECTIONS:
This book could be used as the focus of a storytime on the Wild West. Although it is too long to hold the attention of small children, older kids would be riveted by the book’s beautiful language and illustrations and by the action-packed story. Pack a spare tissue, though. The short passage about a young colt is sure to cause at least one kid to sniff.

Review: THE PULL OF THE OCEAN by Jean-Claude Mourlevat

Mourlevat, Jean-Claude. 2006. The Pull of the Ocean. New York: Delacorte Press. ISBN 0385733488.

PLOT SUMMARY
In The Pull of the Ocean, French author Jean-Claude Mourlevat presents a modern retelling of the folktale of Tom Thumb (a.k.a. Le Petit Poucet, Hop-o’-My-Thumb, or Little Thumbling). Tiny, silent Yann Doutreleau is the youngest of seven brothers. He leads his brothers away from their home and their abusive father on a dangerous journey to the sea.

CRITICAL ANALYSIS
The story of the Doutreleau’s journey is told from various perspectives, including his parents, brothers, and strangers that he encounters on the way. Mourlevat manages to give each character his or her own distinctive voice.

The story’s setting in France is established through characters’ names and occasional mention of various locations. Without those mentions, I do not know that I would have been able to place the book’s setting.

REVIEW EXCERPTS
Mildred L. Batchelder Award, 2007

School Library Journal: “Poverty and hardship echo throughout this modern "Tom Thumb" story, but it is ultimately the spirit of brotherhood that is the highlight of this tale. It is a memorable novel that readers will find engaging and intellectually satisfying.”

CONNECTIONS
This book could be used as part of a program or lesson on modern retellings of folktales and fairy tales. Other modern versions include:

The Goose Girl by Shannon Hale
Ella Enchanted by Gail Carson Levine

Review: THE THIEF LORD by Cornelia Funke

Funke, Cornelia. 2002. The Thief Lord. United Kingdom: The Chicken House. ISBN 043940371.

PLOT SUMMARY
Cornelia Funke spins an exciting tale in The Thief Lord. Prosper and Bo are orphans on the run from their unwanted guardians in order to avoid being separated from each other. In Venice, they find themselves under the protection of the “Thief Lord,” along with three other runaways. The Thief Lord, a boy not much older than Prosper, claims to be a first-class criminal. However, the home that the runaways have managed to make for themselves is threatened by the Thief Lord’s secrets and by a detective hired to find the brothers.

CRITICAL ANALYSIS
This book is crowded. By that, I mean that is filled with a huge cast of characters, several important plots, and even a surprise supernatural twist. While one might fear that this would make the book difficult to follow, Funke actually manages to hold her reader’s attention throughout the story. It helps that her characters are so well developed and quirky. Ida Spavento doesn’t appear until page 172, but was so immediately appealing that I found myself fervently hoping that she would stick around for the rest of the book.

According to Funke’s website, the novel’s location was chosen because “Venice is an enchanted place, but it is also very real.” This allows her to tell a story that contains some supernatural elements and allows the children who read her book to see “that the real world can be just as enchanting as our beloved fantasy.”

Funke effectively draws her readers into the city of Venice. She does this primarily through her vivid descriptions of the setting. These descriptions are reinforced with the small pen and ink illustrations at the start and end of each chapter, depicting various settings or props. Another way that the author draws the reader into the setting is her inclusion of various Italian words and phrases throughout the story. A short glossary is included at the back of the book. I never felt confused or slowed down by any use of Italian in the book, but the glossary is a nice feature for readers who are interested in the exact meanings of the words used. Another interesting feature of the book is a map of Venice which helps readers track the characters as they travel throughout the city.

REVIEW EXCERPTS
Mildred L. Batchelder Award, 2003

School Library Journal: “Funke delineates her characters and the changing textures of their relationships with masterful subtlety, as well as sometimes-puckish humor. It's a compelling tale, rich in ingenious twists, with a setting and cast that will linger in readers' memories.”

CONNECTIONS
Readers who enjoyed The Thief Lord might also like these books filled with orphans, compelling characters, and enchanted atmospheres:

The Bad Beginning by Lemony Snicket
A Little Princess by Frances Hodgson Burnett
The Secret Garden by Frances Hodgson Burnett
The Graveyard Book by Neil Gaiman

REFERENCES
Funke, Cornelia. "The Thief Lord". http://www.corneliafunke.de/en/books/fantastic-stories/the-thief-lord/more-about-the-thief-lord.html

Review: TOUGH BORIS by Mem Fox

Fox, Mem. 1994. Tough Boris. Ill. by Kathryn Brown. Orlando: Harcourt Brace & Company. ISBN 0152896120.

PLOT SUMMARY
The text of Mem Fox’s Tough Boris begins by describing a stereotypically scruffy, scary pirate. As the story continues, Fox describes the pirate’s sorrow over the loss of his beloved pet parrot. The illustrations by Kathryn Brown tells the additional story of a young boy with a violin who sneaks aboard the pirate ship, is caught, and eventually returned to his home.

CRITICAL ANALYSIS
Fox and Brown do a marvelous job of simultaneously telling two stories within this one book. Although the text and illustrations would still be entertaining if viewed separately, the combination makes for a more interesting tale. The text is kept simple and repetitious (“He was tough. All pirates are tough… He was scruffy. All pirates are scruffy”). The sparse text makes the books poignant ending all the more touching. The concise text allows the reader to spend time examining the expressive watercolor illustrations of vicious pirates and beautiful shores.

REVIEW EXCERPTS
School Library Journal: “Tough Boris is a treasure. This easy-to-read picture book features a repetitive, engaging text; a very popular subject; and an interesting subplot played out in the colorful illustrations.”

Booklist: “This picture book is full of surprises, both in the simple text and in the dramatic underlying story the pictures tell… Unfortunately, the design is confusing; the boy appears on the imprint page but then remains hidden until the middle of the book; some kids may be puzzled about where he comes from. However, for those who look carefully, the wordless story is a poignant counterpoint to the swashbuckling adventure scenes.”

CONNECTIONS
Tough Boris is an excellent choice to read aloud in both group and individual settings. When reading this to my two-year-old nephew, I found that he was particularly interested in tracking the boy’s progress throughout the book. You can hear the author read Tough Boris on her website at http://www.memfox.com/mem-reads-aloud.