Ask Me No Questions

Citation:

Budhos, Marina. 2006. Ask Me No Questions. New York: Atheneum for Young Readers.

ISBN 9781416949206

Summary:

Fourteen-year-old Nadira and her family immigrated to New York City from Bangladesh when Nadira was just seven. A few years before September 11, 2001, the family’s visas expire and because of the terrorist attack, the Muslim community is under close surveillance. A failed attempt for asylum in Canada lands Nadira’s father in prison and Nadira and her older sister, Aisha must find a way to convince authorities that their father is not a criminal.

Critical Analysis:

Ask Me No Questions is a poignant look into the life of a Bangladeshi immigrant living in New York City during the months following September 11, 2001. Written in first person, the story follows fourteen-year-old Nadira as she struggles to understand the prejudice that she faces as a Middle Eastern immigrant. Nadira is constantly at odds with why her family is being targeted and wants so badly to fit in and be able to call someplace her home: “You forget. You forget you don’t really exist here, that this isn’t your home” (p. 8).  The fact that Nadira must keep their legal status a secret is a terrible burden to place on any teenager, but a very real issue that many teens in Nadira’s situation face.  Nadira’s sister Aisha’s valedictorian speech is one of the most powerful moments of the novel. She decides to unveil the family’s secrets and bravely addresses the discrimination she faces as a Muslim in America after 9/11: “Overnight, we, the invisible people, became visible. We became dangerous. We became terrorists, people with bombs in our luggage, poison in our homes” (p. 151).

 

While Nadira and her sister, Aisha have spent a majority of their lives in America wearing t-shirts and eating McDonald’s, the older family members tend to continue traditional Bangladeshi customs. The men wear kurtas and the women wear saris and shalwar kameezes. Traditional Middle Eastern foods including chicken tandoori, pooris, and alu gobi are also mentioned on several occasions throughout the novel. Nadira’s family tends to be somewhat progressive. They never forget their heritage, but seem to have no problem assimilating with western culture: “The first time Aisha came home crying from grade school because the kids made fun of her head scarf, Ma said firmly, ‘Don’t wear it, then.’ Ma got a lot of flak from her friends for that…‘Let them peck like old chickens’, Abba (father) laughed. ‘We know who we are’ (p. 109).

Review Excerpt(s):

“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.” ~ Booklist, Starred Review, December 2005

“Nadira's need for acceptance by her family neatly parallels the family's desire for acceptance in their adopted country. A perceptive peek into the lives of foreigners on the fringe.”

~ Kirkus Reviews, December 2005

 

Connections:

 Other books by Marina Budhos:

Budhos, Marina. 2010. Tell Us We're Home. N.Y.: Simon & Schuster. ISBN 9781416903529

Budhos, Marina. 1999. Remix: Conversations with Immigrant Teenagers. New York: Henry Holt.

 ISBN 9781556356100

Classroom Activities: Check out Marina Budhos’s website and blog-

http://www.marinabudhos.com/

 

 

The Pirate of Kindergarten

Citation:

Lyon, George Ella. 2010. The Pirate of Kindergarten. Ill.  by Lynne Avril. New York: Atheneum for Young Readers.

ISBN 9781416950240

Summary:

Ginny doesn’t know why she runs into things or sees two of everything. A trip to the school nurse during a class vision screening confirms that Ginny has double vision. After a visit to the optometrist, Ginny is given special glasses and an eye patch to correct her double vision. With her new eye patch, she becomes a “Kindergarten Pirate” and can now see and do everything her classmates can like using scissors and reading. 

Critical Analysis:

The Pirate of Kindergarten is a touching look into a young girl’s disability and how her disability is handled. Ginny is an energetic kindergartener who loves reading and drawing, but her problem seeing double gets in the way of her learning. We see her struggle with getting teased, something many children with disabilities endure. Readers of all ages can relate to the emotions Ginny feels as she struggles to do the things she loves. The moment she learns of her disability during a classroom visit to the nurse is emotional as Ginny begins to cry. However her trip to see Dr. Clare goes smoothly and the fact that she needs special glasses and a patch to help her see is turned into a positive situation. As she becomes a "Kindergarten Pirate", her disorder is no longer a problem. Her confidence is revealed and the reader is able to take away the message that being a little different can be fun.

Lynne Avril’s illustrations work perfectly with Lyon’s narrative. The illustrations are cartoon-like with characters outlined distinctly in uneven colored pencil lines. Vibrant watercolors and mixed media bring color to each character and Ginny’s double vision is represented accurately with duplicate letters, numbers and symbols. Character expressions are simple and clear; particularly Ginny’s many faces as she goes through numerous emotions. Avril's "Kindergarten Pirate" illustration is perhaps the most rewarding as the reader gets to see Ginny enjoying her time at school and using her disability as a means to play and have fun while using scissors, climbing on the playground, and reading. Another powerful illustration takes place during the climactic point of the book when Ginny is told about her disability. Avril represents Ginny’s sadness through a bright blue page with a single teardrop surrounding the text. This particular illustration might not be full of detail, but the emotions it conjures are meaningful and real.

Review Excerpt(s):

“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.”

~ Booklist, May 2010

“This small episode, taken from the author's own experience, is much more than bibliotherapy, even though it covers Ginny's remedial eye patch (hence the title). In single or double vision, Ginny simply glows.”

~ Kirkus Reviews, Starred Review, June 2010 

Connections:

More books about amblyopia:

Headley, Justina Chen. 2006. The Patch. Ill. by Mitch Vane. Watertown, MA: Charlesbridge.

ISBN 9781580891707

Kobliner, Beth and Shaw, Jacob. 2013. Jacob's Eye Patch. Ill. by Jules Feiffer.  New York: Simon and Schuster.

ISBN 9781476737324

Classroom Activities: Here is a great printable guide full of activities for The Pirate of Kindergarten including vocabulary scaffolding, before and after discussion questions and art projects:

http://www.rif.org/documents/us/The-Pirate-of-Kindergarten-ALL.pdf

Aristotle and Dante Discover the Secrets of the Universe

Citation:

Sáenz, Benjamin Alire. 2012. Aristotle and Dante Discover the Secrets of the Universe. New York: Simon & Schuster BFYR.

ISBN 9781442408920

Summary:

15-year-old Aristotle Mendoza has so many questions. He doesn’t understand why his father is so distant, why his family won’t acknowledge his brother, or why his own existence is even necessary. When Ari meets Dante, his world seems to change. He begins to see things in a different light and he finds the courage to open up to his parents and ask the hard questions that for so long went unanswered. Dante becomes someone Ari depends on and Ari eventually realizes his relationship with Dante is so much more than just a casual friendship.

 

Critical Analysis: 

Author Benjamin Alire Sáenz’s novel Aristotle and Dante Discover the Secrets of the Universe, delves into the psyche of fifteen-year-old Ari both delicately and honestly. Ari’s negative reactions toward himself and life in general are believable and the first person account makes the overall experience much more vivid and real.  Ari’s self-perception is apparently low through numerous comments and negative thoughts; however these seem to lessen once Dante enters his life: “I was mostly invisible. I think I liked it that way. And then Dante came along” (p. 23). The reader sees Ari’s slow transformation from a character unhappy with himself and his family life, to someone with much more confidence. He is able to break down barriers between his parents and discover happiness through a relationship with Dante.

 

The parental figures are perhaps the most refreshing element within the novel. Dante’s family in particular are very close and Ari is quick to pick up on this fact: “It made me smile, the way they got along, the easy and affectionate way they talked to each other as if love between a father and a son was simple and uncomplicated” (p. 26). Dante and Ari love their parents and there is no evidence of judgment towards the boys from either family. The fact that both Dante and Ari’s parents are present in each of their lives, allows for a very optimistic outcome. Both Ari and Dante’s parents accept them for who they are and it is encouraging that there is no conflict concerning Ari and Dante’s relationship.

Review Excerpt(s):

“This moves at a slower pace than many YA novels, but patient readers, and those struggling with their own sexuality, may find it to be a thought-provoking read.” ~ Booklist, January 2012

“Meticulous pacing and finely nuanced characters underpin the author's gift for affecting prose that illuminates the struggles within relationships." ~ Kirkus Reviews, Starred Review, May 2012

 

         Connections:         

Other books by Benjamin Alire Saenz:

 

Sáenz, Benjamin Alire. 2010. He Forgot to Say Goodbye. New York: Simon & Schuster.

ISBN 9781416994343

Sáenz, Benjamin Alire. 2009. Last Night I Sang to the Monster: A Novel. El Paso, TX: Cinco Puntos.

ISBN 9781935955092

The Year of the Dog

Citation:

Lin, Grace. 2006. The Year of the Dog: A Novel. New York: Little, Brown.

ISBN 9780316060028

Summary:

The year of the dog is the year in which one will find true friendship and oneself.  Pacy hopes that this is her year. But as the year progresses, her enthusiasm fades and she struggles to find her true calling. There are times she begins to think that the year of the dog might not be so lucky for her after all.  Along the way, Pacy must learn to overcome her insecurities and embrace her life as a Taiwanese American.

Critical Analysis:

Grace Lin has created a refreshing, honest read with her first novel, The Year of the Dog. Told in first-person, the novel follows a young girl named Pacy (Grace is her American name) and explores her struggle to find her true identity. Pacy is Taiwanese American, but sometimes refers to herself as Chinese. Lin provides a thorough explanation as to why she does this within her final Author’s Note. As a Taiwanese American, she often finds herself confused with how to balance her family traditions with American life. She often feels awkward and doesn’t seem to fit in completely with either group; “It’s not fair. To Americans, I’m too Chinese, and to Chinese people, I’m too American. So which one am I supposed to be?” (p. 105). The Year of the Dog is an upbeat read that most young girls, particularly Asian American girls, will be able to find an immediate connection to after just a few pages.

 The inclusion of small, simple pictures representing the main characters sketches of her experiences are fun and provide the reader with a charming extra glimpse into Pacy's mind. So many cultural markers are present throughout the novel. Food and celebrations are very important and the descriptions of food are extensive. For example, the explanation of the Chinese New Year dinner is considerable and culturally accurate: “There was a whole fried fish – crispy and brown, meat dumplings fried golden, vegetables shining with oil, steamed buns that looked like puffy clouds, shrimp in a milky sauce, and pork colored a brilliant ruby pink” (p. 2). Celebrations including the red egg party for baby Albert and Chinese (Lunar) New Year help make the book both authentic and educational for those unfamiliar with these Taiwanese customs. Lin also includes helpful family stories told by Grace’s parents. They do a great job connecting experiences of their childhood in Taiwan to Grace’s experiences and make effective parallels between American life and Taiwanese life.

Review Excerpt(s):

“This comfortable first-person story will be a treat for Asian-American girls looking to see themselves in their reading, but also for any reader who enjoys stories of friendship and family life.”

~ Kirkus Reviews, December 2005

“Lin does a remarkable job capturing the soul and the spirit of books like those of Hayward or Maud Hart Lovelace, reimagining them through the lens of her own story, and transforming their special qualities into something new for today's young readers.”

~ Booklist, Starred Review, January 2006

Connections:

Other “Pacy Lin Novels”:

Lin, Grace. 2008. The Year of the Rat: A Novel. New York: Little, Brown.

ISBN 9780316033619 

Lin, Grace. 2012. Dumpling Days: A Novel. New York: Little, Brown.

ISBN 9780316125895 

Classroom Activities: There are several great ideas to use in the classroom that work well with The Year of the Dog on Grace Lin’s official website. There are lesson examples which include memoir writing and Chinese Horoscopes and a craft activity explaining how to make a New Year banner:

http://www.gracelin.com/content.php?page=book_yeardog&display=activities

The Firekeeper's Son

Citation:

Park, Linda Sue. 2003. The Firekeeper's Son. Ill. by Julie Downing. New York: Clarion.

ISBN 9780547237695

Summary:

In Korea during the eighteenth century, Sang-hee’s father has the task of lighting the fire on the nearest mountain to signal peace to the king. If the fire is not lit, the king will understand there is an enemy threat and will in turn send soldiers to Sang-hee’s village to help. When Sang-hee’s father injures his ankle on his way to light the fire, Sang-hee must light the flame.

Critical Analysis: 

While the characters in Linda Sue Park’s The Firekeeper’s Son are fictional, the historical fires are not. Set in eighteenth century Korea, The Firekeeper’s Son is a story based upon a historically accurate tradition with authentic cultural markers throughout the text and illustrations. Park’s descriptions are detailed and expressive, particularly when she uses similes (ex. “Our part of Korea is like a dragon with many humps.” p. 9). A helpful Author’s Note is included at the conclusion of the story which furthers the credibility of the story and allows the reader to make important connections to this interesting element of Korean history.

Artist, Julie Downing illustrates this tale beautifully. Her watercolors are vivid and eloquent with accurate character portrayals and the panoramic landscapes are impressive. Clothing is accurate to the time period and culture, for example Sang-lee’s father is wearing a straw satgat in several illustrations and Sang-lee is depicted wearing a traditional tunic. Facial features are detailed and accurate and there is an obvious attention to detail in hair color and styles as they relate to Korean culture. The illustrations detailing the flames of the bonfire and its embers contrast well with the dark blue coloring of the night and vibrant orange and yellow embers seem to glow among the surrounding hues.

 

Review Excerpt(s):

“Downing's handsome, watercolor-and-pastel double-page pictures personalize the history, showing realistic close-ups of the child, who plays soldiers and dreams of the excitement of battle.”

 ~ Booklist, February 2004

“Children will be intrigued by this early form of wireless communication, caught up in the riveting dilemma, and satisfied by the resolution.”

~School Library Journal

Connections:

Other books by Linda Sue Park:

Park, Linda Sue. 1999. Seesaw Girl. Ill. by Jean Tseng and Mou-Sien Tseng. New York: Clarion.

ISBN 9780547248882

Park, Linda Sue. 2001. A Single Shard. New York: Clarion ISBN 9780547534268

Classroom Activity: Pair The Firekeeper’s Son with a lesson on similes. Read the story out loud with students or try the audio version (like this one: http://www.amazon.com/The-Firekeepers-Son-Norm-Lee/dp/1402599196). Help students identify the various similes found throughout the story. A couple examples to use:

“Gleaming bright as…as a soldier’s sword.” (p. 26)

“Our part of Korea is like a dragon with many humps.” (p. 9)

 

The Boy in the Garden

Citation

Say, Allen. 2010. The Boy in the Garden. Boston: Houghton Mifflin for Children.

ISBN 9780547214108

Summary:

While visiting Mr. Ozu’s garden, Jiro spots a crane statue and recalls the story of The Grateful Crane his mother often told him. After falling asleep, he begins to dream about the story and suddenly becomes a part of the tale.

Critical Analysis:

Allen Say beautifully tells and illustrates the book, The Boy in the Garden. Before the story begins, readers are introduced to the Japanese fairy tale The Grateful Crane; a fairy tale that serves as a basis for the main story. This is very helpful to those unfamiliar with the traditional tale. The main character, Jiro, is a sweet child with a gentle heart and vivid imagination. Japanese characters are authentically portrayed through illustrations, as well as text. For example, the text includes accurate Japanese names and mentions the traditional Japanese garment, the kimono.

The illustrations are perhaps one of the most impressive aspects of the book. Say’s watercolors are vibrant and detailed. Each has a serene quality with soft tones and delicate lines. Japanese characters are represented realistically through soft tan skin colors and life-like facial features. The Japanese architecture is impressively illustrated and represented, from the gentle curving roof of Mr. Ozu’s house to the vertical sliding panels (fusuma) of the teahouse.  The lush bonsai trees scattered throughout Mr. Ozu’s garden are another credible addition. A favorite illustration is the introduction of the mysterious woman complete with a stunning green scarf, flowing white kimono, and blue oil-paper umbrella.

 

Review Excerpt(s):  

“This is a beautiful, moving, quietly mysterious read, ripe with possibilities for interpretation and contemplation.” ~ Kirkus, Starred Review, October 2010

 

“Say's artwork, with its clean, quiet scenes, always pleases, and the more perceptive child will take much away from this.” ~Booklist, September 2010

Connections:

Other books by Allen Say-

Say, Allen. 1999. Tea with Milk. Boston: Houghton Mifflin ISBN 9780547237473

Say, Allen. 1993. Grandfather's Journey. Boston: Houghton Mifflin ISBN 9780547076805

 

Crossing Bok Chitto

Citation:

Tingle, Tim. 2006. Crossing Bok Chitto: A Choctaw Tale of Friendship & Freedom. Ill. by Jeanne Rorex Bridges. El Paso, TX: Cinco Puntos.

ISBN 9780938317777

Summary: 

In the early 1800’s, the Bok Chitto river divided the Choctaw Nation and a series of plantations. A young Choctaw girl, Martha Tom, wanders across the river and discovers a congregation of slaves from the plantation having Sunday morning service. She befriends Little Mo and when his mother is sold to another plantation, Martha Tom and her Choctaw family lead Little Mo and his family to freedom.  

Critical Analysis: 

Crossing Bok Chitto is a touching and inspiring story rich in culture, not only of the Choctaw heritage, but the African American experience, as well. The story is told simply, yet has a powerful message of friendship, courage, and hope. The language is easy to follow for all ages and the inclusion of a native Choctaw wedding song, as well as a Choctaw translation of the classic hymn “I am bound for the Promised Land”, are authentic, interesting touches.  Since author Tim Tingle is a member of the Choctaw Nation of Oklahoma, there is definite sense of credibility in the creation of the book.  He includes several pages of factual information concerning Choctaw storytelling, a brief history of the Choctaw Nation, and short reasoning as to why the book was written and how the story has come to be; “Crossing Bok Chitto is an Indian book, written by Indian voices and painted by an Indian artist.”

 

The acrylics provided by Jeanne Rorex Bridges are realistic and moving. Characters are lifelike and it seems as if they almost stare out at the reader from the pages. Colors are muted, but detailed in clothing, backdrop, and facial expressions. Skin tones and hair are accurate to both the Choctaw and African American characters. Choctaw characters are represented in standard period dress consisting of long cotton dresses with aprons and moccasin shoes. The flowing white cotton dresses illustrated during the Choctaw wedding ceremony and the escape (depicted on the cover, as well) are beautifully simple and bright. Strangely, the river is barely noticeable in most pictures. Bridges represents this key element of the story with little color, thus giving many of the illustrations a murky quality.

 

Review Excerpt(s):

“…the artist has done a wonderful job of depicting all of the characters as individuals, with many of them looking out of the page right at readers.” ~ School Library Journal

 

“This book unites the spoken language of story with the visual language of paintings to pass on a story that tells something important about its people.” ~ The Lorgnette- Heart of Texas Reviews

 

Connections:

Other books by Tim Tingle:

Tingle, Tim. 2007. When Turtle Grew Feathers: A Folktale from the Choctaw Nation. Ill. by Stacey Schuett. Atlanta, GA: August House LittleFolk. ISBN 9780874837773 

Tingle, Tim. 2010. Saltypie: A Choctaw Journey from Darkness into Light. Ill. by Karen Clarkson. El Paso, TX: Cinco Puntos. ISBN 9781933693675

 

Classroom Activity: Teaching books.net has some great resources for introducing Crossing Bok Chitto including author interviews and audio files with pronunciation explanations, Tim Tingle’s website, and lesson plans.

http://www.teachingbooks.net/tb.cgi?tid=1600&a=1