WONDER STRUCK

By Brian Selznick

Image Credit: www.scholastic.com

1. Bibliographic

Selznick, Brian. WONDER STRUCK: A NOVEL IN WORDS AND PICTURES. New York: Scholastic, 2011. Print. ISBN 9780545027892

2. Plot Summary

WONDER STRUCK contains two stories in one where the stories eventually come together. Ben is a young boy who has lost his mother and is deaf in one ear. After being struck by lightning, he becomes fully deaf and travels to New York City looking for his father that he has never meet. Rose's story is told through pictures. She is also fully deaf and runs from home looking for her mother who is a popular actress. Both characters are tied to the Museum of Natural History 50 years apart.

3. Critical Analysis

WONDER STRUCK contains many themes including deafness, death of a loved one, and a search for their true identity. Ben does not know sign language and his character has to cope with trying to read lips which he is unsuccessful with. After the two characters meet, Ben asks Rose if she will teach him sign language which shows a character that is learning to deal with his disability.

In Rose's story that happened 50 years ago, we see a young girl who is suppose to be learning how to read lips but refuses. Instead she cuts the pages out of the book and turns them into buildings. When she runs away from home, she runs to her brother Walter who is working in the museum where Ben stays 50 years later. Walter finds a school for deaf children so Rose is no longer faced with isolation. Both characters in the story show a character that is willing to learning and cope with their disability.

The illustrations are done in pencil and mostly reflect Rose's story until the end where these two characters meet. The illustrations are full page and show much detail including the numerous paper building that Rose makes. Many readers may not understand that this book contains two stories and may be confused at first.

Selznick included acknowledgments and selected bibliographies where children can research more about Gunflint Lake, deafness, and museums. Even though the book is over 650 pages, it was a quick read due to the get deal of pictures. Many children will be imitated due to thickness of the book. Once they realize that it contains pictures, children will find it an enjoyable book about deafness.

4. Review Excepts

~Texas Bluebonnet Award Nominee 2012-2013

~BOOKLIST (8/2011): "Although the book is hefty, at more than 600 pages, the pace is nevertheless brisk, and the kid-appealing mystery propels the story. With appreciative nods to museums, libraries, and E. L.

Konigsburg, Wonderstruck is a gift for the eye, mind, and heart."

~SCHOOL LIBRARY JOURNAL (8/2011): "The way that the stories of Ben and Rose echo one another, and then finally connect, is a thing of wonder to behold. The dual text/illustration format is not a gimmick when used to tell the right stories; the combination provides an emotional experience that neither the words nor the illustrations could achieve on their own."

5. Connection

~Students could create a list of items they would place in their memory boxes like Ben.

OCTOBER MOURNING

By Leslea Newman

Image Credit: www.goodreads.com

1. Bibliographic

Newman, Lesléa. OCTOBER MOURNING: A SONG FOR MATTHEW SHEPARD. Somerville, MA: Candlewick, 2012. Print. ISBN 9780763658076

2. Plot Summary

This novel in verse is written about the death of Matthew Shepard who was a gay college student. Matthew was tricked into riding with two other young men. These men took Matthew out to a desolate place and beat him with the handle of their gun. Matthew was tied to a fence and left to die. Eighteen hours later a bike rider discovers him. 

3. Critical Analysis
OCTOBER MOURNING is a novel written in verse from different points of view including the fence (before and after the event), stars, a doe, a student, a bartender, and a mother. This novel in verse includes haiku, rhymed couplets, an alphabet poem, and many more.

The author includes an introduction, afterword, notes, explanation of poetic forms, and resources. In the introduction we learn that the author was going to the University of Wyoming in Laramie to be the keynote speaker during the Gay Awareness Week. This was also the college that Matthew Shepard was attending. In the afterword, the author tells that she tried to imagine the last hours of his life and  how his story has been with her since her visit to the University of Wyoming. In the notes we learn that each person's point of view was taking from various sources including the New York Times and several press releases.

This novel in verse was a quick read and that included much emotion. In the poem titled THE DOE "I saw a beaten up broken down bent over bruised battered busted boy." Many of the poems include sorrowful emotion especially from THE FENCE and A CHORUS OF PARENTS. The author also uses her imagination to create Matthew's thoughts and feelings before he lost consciousness.

4. Review Excepts

~2013 Stonewall Honor Book

~BOOKLIST: "Written with love, anger, regret, and other profound emotions, this is a truly important book that deserves the widest readership, not only among independent readers but among students in a classroom setting, as well. Most importantly, the book will introduce Matthew Shepard to a generation too young to remember the tragic circumstances of his death."

5. Connections

~Other books by Leslea Newman include
STILL LIFE WITH BUDDY
MOMMY, MAMA, AND ME
DADDY, PAPA, AND ME

HABIBI

By Naomi Shihab Nye

Image Credit: www.goodreads.com

1. Bibliographic
Nye, Naomi Shihab. HABIBI. New York: Simon Pulse, 1999. Print. ISBN 0689825234

2. Plot Summary
Liyana, who is fourteen years old and lives in Missouri, is told that her family is moving to Jerusalem the home country of her father. Liyanna has a hard time adjusting to living in this new culture and embracing her new family members including her grandmother, Sitti.  Liyanna finally accepts that the family will not be moving back to the states and decides that she must learn from her Sitti and the culture around her.

3. Critical Analysis
In HABIBI we are introduced to a young teenage girl who is being moved to the other side of the world where everyone speaks a different language or two and the way of life is completely different from the United States. In Jerusalem, Liyana faces learning the different ways of the Arab and Jewish cultures. She is also faced with violence between the two cultures that has been present for many years. The violence is not something most of the characters encounter, but the reader is aware that the violence is always in the environment.

Cultural markers in the book include numerous references to food, clothing, customs, and historical landmarks. These landmarks noted in the story include the tomb of Jesus, the garden of Gethsemane, and many other landmarks from Biblical times. Many of the food referred to include hummus, ghanouj, and aromatic lentil soup. Food that is found in America is also referenced such as a pineapple upside-down cake and numerous spies including parsley. We also learn that Thanksgiving is not celebrate in that part of the world. Liyanna speaks mostly in English. Later in the story she uses more Arabic words such as "Ana tayyib - I'm fine. Wa alaykum essalaam - and upon you peace. Shway - a little bit."

Many of the characters seem to have rich personalities. Liyanna and Rafik are both described as being Arab-Americans who look more like their father with olive skin and Arab eyes. Sitti, lives in a rural village where she still has the old style oven and refuses to embrace the modern appliances. After soldiers go to Sitti's house looking for a relative, we learn that Sitti has in-door plumbing including a bathroom.

After some research, I found that this story was based on the author's own experience of moving from the states to Jerusalem at the age of fourteen. I would recommend this story to students in upper elementary and intermediate. I would especially recommend this to children who are of the Arab-American descent and their classmates. Students may find that the story moves along slowly while the reader is waiting for something to take place to move the plot along.


4. Review Excepts & Awards
ALA Best Book for Young Adults

ALA Notable Children's Book

Jane Addams Book Award

New York Public Library Book for the Teen Age

American Bookseller"Pick of the Lists"

Judy Lopez Memorial Award for Children's Literature

Texas Institute of Letters Best Book for Young Readers

~SCHOOL LIBRARY JOURNAL  (9/1997): "Though the story begins at a leisurely pace, readers will be engaged by the characters, the romance, and the foreshadowed danger. 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."


5. Connections
~Students could research more about Jerusalem and how the culture has changed over time.

~Other books by Naomi Shihab Nye include
FUEL POEMS
YELLOW GLOVE
HUGGING THE JUKEBOX

THE HUNGRIEST BOY IN THE WORLD

By Lensey Namioka Illustrated by Aki Sogabe

Image Credit: www.lensey.com

1. Bibliographic

Namioka, Lensey, and Aki Sogabe. The Hungriest Boy in the World. New York: Holiday House, 2001. Print. ISBN 9780823415427

2. Plot Summary
Jiro is a young Japanese boy who puts everything into his mouth including the Hunger Monster. Jiro begins to eat everything and his parents call in the family doctor, village priest, and a medium to figure out why Jiro is eating everything including a fish net and his blanket. With the help of a puppet and a puppeteer, they lure the Hunger Monster out of Jiro. The Hunger Monster gets swept out the door.

3. Critical Analysis
THE HUNGRIEST BOY IN THE WORLD appears to be an old folktale but the author does not include this information if the story is indeed a folktale. Jiro is the main character of the story who is always hungry due to the Hunger Monster and takes every ones food. We also see a family that cares for their son and would do anything to cure him. Many children will find this story humorous due to Jiro eating his blanket, fish nets, seaweed, and fish guts.

There are many culture markers present in this story. These cultural markers include food, customs, doctors making house visits, and fisherman as an occupation. Many of the names include Jiro, Taro, and Awaji which are names we would find in the Japanese culture. The readers is also introduced to the bowing custom to show respect and thankfulness. "Jiro's father bowed back. 'Our food is poor, but we are honored by your presence. Please don't hold back.'"

The illustrations are full page with bright colors and many details including food and objects that Jiro is eating. The skin color is light brown and the clothing is traditional Japanese. We also see tables low to the ground, pallets on the floor, and the style of houses found in Japanese.

Due to the story line and bright illustrations, I would recommend this story for a read aloud. Many children would enjoy hearing a story about the Hunger Monster.

4. Review Excepts
~SCHOOL LIBRARY JOURNAL (4/2001): "The story is told economically but with wit and humor. Sogabe's illustrations, created using cut paper over rice paper that has been colored by airbrush or watercolor, complement the text with their elegant simplicity."

~BOOKLIST (4/2001): "The silly, farcical story is spiced with images kids will love (Jiro eats "a bucket of fish guts,"for example), and Namioka adds to the story's texture with family dynamics every kid can relate to. Sogabe's striking, cut-paper-and-paint illustrations extend the comedy with full-page pictures of round-cheeked Jiro that kids can spot at a distance. A good choice for reading aloud."

5. Connections

~Students could write a continuing story of what happened to the Hunger Monster after his left Jiro.

TEA WITH MILK

By Allen Say

Image Credit: www.barnesandnoble.com

1. Bibliographic

Say, Allen. Tea with Milk. Boston: Houghton Mifflin, 1999. Print. ISBN 0395904951

2. Plot Summary

May was a young girl who grew up in California with her family. Her family became homesick for Japan and decided to move back when May graduated from high school. In Japan, May had to attend more school and was an outsider to others. May left home and found a job in Osaka where she worked at a department store working with customers who speak English. There she meet Joseph and they became friends.

3. Critical Analysis

TEA WITH MILK by Allen Say is historically based. This is a story about Allen Say's mother and how she struggled as a Japanese woman in Japan and how she met his father. With each page, the readers will be anxious to see what will happen next in the story. This story has a meaning that many young children may not understand. May learns that she can make a home for herself in any country including Japan. "May, home isn't a place or a building that's ready-made and waiting for you, in America or anywhere else."

Cultural markers present include the reference to kimonos that women wear in Japan and sitting for long periods of time. We also learn that May was expected to arrange flowers and write in calligraphy. "Gaijin" which means foreigner was used several times in the story. The meaning of the word could be found in the following sentence.  May also refers to food that is no longer available to her including pancakes, fried chicken, and spaghetti.

The illustrations are full page with print on the facing page. The illustrations do a wonderful job of showing May's emotions. At the beginning we she her as a happy child in front of her home and the American flag. We also see the angry emotions on her face when she is back in Japan. The illustrations resemble photos with delicate detail and color.

4. Review Excepts

~PUBLISHERS WEEKLY (3/1999): "His 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."

~SCHOOL LIBRARY JOURNAL (5/1999): "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."

5. Connections

~Research more about the history of tea with milk and enjoy a serving of tea with milk

~Students can interview older generations in their family that may have moved to a different state or country with emphasis on how they adapted. 

THE YEAR OF THE DOG

by Grace Lin

Image Credit: www.bookpage.com

1. Bibliographic

Lin, Grace. The Year of the Dog: A Novel. New York: Little, Brown, 2006. Print. ISBN 0316060003

2. Plot Summary

Grace is a Taiwanese/Chinese American who is celebrating "the Year of the Dog." Grace, as known as Pacy, knows that this means a year of good luck. Grace becomes friends with Melody who is also a Taiwanese/Chinese American and these two friends share many things in common including life in America, school, and friendships.

3. Critical Analysis
In THE YEAR OF THE DOG, the main character of the story is Grace who is growing up in America. Many of the people at her school see her as Chinese and she doesn't seem to fit in with Americans. The Chinese see her as too American and therefore she is faced with trying to find where she belongs. We also see reference to FIVE CHINESE BROTHERS when Grace and her friend Melody go to the library and ask for a Chinese book. "Those aren't real Chinese people, though...Your brother doesn't have a ponytail." With this event the reader is told that not all Chinese people look the same. Grace and Melody become good friends and find that each one of them is different and valuable. Grace finally understands that she is accepted in America when she gets an applause for a munchkin part in the Wizard of Oz play and when the book she writes about a Chinese American girl get fourth place in a contest. 

There were many culture markers present in the story including Grace's mom telling of past events that happened to her when she was growing up in China. We also learn of various food that is eaten by Chinese people including tofu, rice pudding, and fired dumplings. The reader is introduced to a "Red Egg" party to welcome the new baby of the family. When Grace's mom tells her stories of growing up in Chinese, we learn about the school inspector, women binding their feet, how her mother had to learn to adjust to living in America. A few Chinese words were in the text and the meaning of the words could be found a sentence or two later in the text. 

Illustrations in the book included various drawings by the main character of the story. The drawings were all back and white, but included details to help the readers see how fried dumplings look, their thanksgiving dinner, and how to color an egg red.  

This is a wonderful story for any child who is having a hard time fitting in with others. I would recommend the book to children in 3rd to 5th grade and advanced second graders. I would also like to read the sequel THE YEAR OF THE RAT.

4. Reviews Experts
~KIRKUS REVIEW (12/2005): "Elementary school readers will enjoy the familiar details of school life and the less familiar but deliciously described Chinese holiday meals. Interspersed with the happenings of daily life are her mother's stories of Pacy's grandparents' lives and her own struggles as a new immigrant. Occasional black-and-white drawings by the author enliven the text. 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."

~PUBLISHERS WEEKLY (1/2006): "The well-structured story, divided into 29 brief chapters, introduces traditional customs (e.g., Hong Bao are special red envelopes with money in them, given as New Year's presents), culture and cuisine, and includes several apropos "flashback" anecdotes, mainly from Pacy's mother. The book's inviting design suggests a journal, and features childlike spot illustrations and a typeface with a hand-lettered quality. Girls everywhere, but especially those in the Asian-American community, will find much to embrace here." 

5. Connections

~Students could research more about Chinese celebrations including "The Year of the Dog"

~Read the sequel THE YEAR OF THE RAT