![]() While this book might be a good choice for many, it was not a good fit for me. I was not a fan of the author’s writing style and the multiple grammatical errors within the text. I also felt there was just too much going on with this book. There was the main plotline which I found interesting. Louisa was sent to a mental asylum and doesn’t know why and has to figure a way out, but then the author kept adding in subplots - Louisa’s brother and his issues in London, Grace and her fiancé, Beatrice and her baby, and then finally the fact that Louisa discovers she is attracted to women. It all began to feel like a soap opera with just a hodgepodge of storylines. Because of all of the aforementioned items, I would not recommend this book to students because I think I could locate a book that would offer a better representation of LGBQT+ feelings and thoughts that my students could actually relate to. There are a few scenes in the book where Louisa struggles to feel like she belongs and with her choices that some of my students might see as a mirror unto their own personal feelings, but on the whole, I do not see this being a book that many of my students would enjoy or that they would feel represented by. Perhaps the way Louisa was treated could open a door to discuss women’s rights and changes that have occurred over the years. The only thing I felt was a window in this book was the window into how women may have been treated in Victorian England. The author’s note at the end of the book mentions that the book was written in response to information about how women were incarcerated in mental institutions. I wish Eagland would have extended this in the story and made this the major focus of the book. Focusing on the historical fiction angle and saving the LGBTQ+ portion for a different story, would have allowed the author to effectively present both ideas because as the book is written, the LGBTQ+ portion of the story is not explored or extended to the full extent. Approximate Reading Level: 8th-12th grades (some sexual and LGBTQ+ themes)
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![]() In The Year of the Rat by Grace Lin, Lin tells the story of Pacy who is an elementary aged girl who is trying to figure out where she fits. In Chapter 3, page 16, I was struck by Pacy’s thoughts, “…It was so hard to explain these things. Sometimes, I felt like I was more than one person. At home, everyone called me Pacy, my Chinese name; and at school, everyone called me Grace, my American name.” She goes on to explain that some people consider her to actually be Taiwanese because her parents are from Taiwan, and she was not sure which person she is supposed to be. As someone who has never encountered these feelings myself, it gave me a window into what many of my ESL students and immigrants to other countries must feel often. They feel as if they are straddling two worlds and two cultures and are not quite sure who to be when. I think this would be exceptionally difficult for a young person who is growing up and dealing with all of the hormones and feelings adolescent brings with it. I am certain many of my students will see their personal struggles mirrored in Pacy’s struggle to find herself and will be able to relate to her. Not only has Lin authentically represented the turmoil a young immigrant may feel, she also has included many facets of Chinese culture throughout the short novel. The book is full if Chinese culture, traditions, and legends. The reader learns about the Chinese Zodiac and why the rat is the first animal represented, as well as, traditional food items and what is served a different celebrations. Through Pacy’s parent’s stories, the reader is also given some “first person” accounting of how difficult it is to be “fresh off the boat”. The book includes Lin’s fun black and white illustrations to add more character and whimsy to the story as well. I would definitely share this book and series with my students as it offers a peek into the Chinese culture for those who are unfamiliar and it will lend some insight and comfort to students who are from a culture that is not in the majority. Approximate Reading Level: 3rd-6th grades ![]() Allen Say’s book Grandfather’s Journey is a beautiful tribute to his grandfather’s life. Through the lyrical writing and the beautiful illustrations, the reader is taken on a journey through time as Grandfather yearns for a place to belong. Grandfather’s longing is evident through the pages and illustrations, and the reader can feel his desire to see new places and experience new adventures, but the reader also gets the feeling that Grandfather does not necessarily feel comfortable in his own skin and where he belongs. He wears “European clothes for the first time” as he begins his journey to America. While in America, Grandfather meets new people and sees many beautiful sights, but it isn’t until he reaches California that he falls in love with his surroundings. After finding California, Grandfather returns to Japan and marries his love and brings her back to California where they have daughters, but as the daughters grow, Grandfather begins to reflect back on his childhood in Japan and feel a bit homesick. This homesickness is something I imagine immigrants feel quite often, and it is something that students from other countries will be able to relate to as it may mirror their own feelings. This story and the intense longing I felt while reading it helped me understand the turmoil many immigrants must go through – longing for two homes. Once Grandfather’s daughters have grown, they decide to move back to Japan where the daughters marry and begin families, but once again, Grandfather begins to miss the mountains and beaches of California. He remembers the beauty and adventures he had seen. Unfortunately war began and Grandfather was not ever able to return to California, but Allen Say, his grandson made the journey himself. I am not sure children will be able to understand the layers of this book and how the desires can be passed down generations, but many of them will be able to relate to not ever quite feeling like they fit in and missing family or friends they have had to leave behind. This book gives the reader a wonderful window into the desires and feelings immigrants live with on a daily basis, and the illustrations are amazing and help to deepen the meaning. This is a book I would use with older students as well as younger. It could be used to introduce a discussion or as a tie to a novel with a similar theme. Approximate Reading Level: 1st-4th grades ![]() The Golden Sandal: A Middle Eastern Cinderella Story by Rebecca Hickox and illustrated by Will Hillenbrand gives a somewhat abridged version of the classic Cinderella tale while weaving in elements of Middle Eastern culture and heritage. The story is set in Iraq with the protagonist Maha. While there are some very similar parallels between classic Cinderella and the Middle Eastern version, there are enough differences to make Hickox tale stand alone. Instead of a fairy godmother, Maha has a red fish who she saves from being eaten and in return for her kindness, the fish helps her when she is in need. This portion of the story felt like an amalgamation of the German foktale of The Fisherman and his Wife and Aesop’s tale of The Lion and the Mouse although I am not sure the similarities are intentional. I just immediately thought of these stories as I read this tale, and it made me realize how many fables, fairy tales, and folk tales have been altered and adjusted a bit over time for different cultures. In The Golden Sandal, the readers are given a window into Middle Eastern culture when a daughter of a town merchant is to be married and the women prepare to gather to paint henna on the hands and arms of the bride to be. Through Maha’s desire to attend, the reader learns that this is an important time for women to gather and for mothers to meet perspective brides for their sons. Although the reader can tell from the illustrations that the story is probably set in somewhat ancient or older time, Middle Eastern culture shines through in the character’s garb such as the robes/gowns worn by the women, Tariq’s head turban, and the golden slipper itself and in the mention of foods like dates. It is interesting to see how many cultural adaptations of Cinderella have been made, and I research and found that the Cinderella tale we are familiar with in Western culture is also not original; it seems that the earliest tale dates back to Ancient Greece. It is curious to me that this is a tale that some many cultures seem to relate to or find relevancy with. I do know that I grew up hearing the fairy tale Cinderella and watching several movie adaptations, and I remember feeling somewhat vindicated as the sweet and dutiful Cinderella beats out the miserly and hateful stepmother and even becomes a princess at the end of the story. I am glad that little children around the world in different lands have these similar “Cinderella” stories that can relate to and see themselves and their culture mirrored back at them. Approximate Reading Level: 2nd-4th grades ![]() Watched by Marina Budhos was a difficult read for me. It opened a window to a world that I did not really know existed. After 9/11, I was aware of difficulties and Islamaphobia that many Muslims faced (and still face), but I guess I did not realize the intensity and how tough it must have been to be Muslim in America especially at this time in history. I did not love Budhos’s writing style or really connect with the protagonist Naeem, but I could not put the book down. It was like staring at a train wreck. I did not want to see what happened, but I needed to know. The one underlying point that Budhos makes clear in this novel is how the Muslim population felt “watched” and how that affected their lives and interactions with each other. It did not seem that the characters could really trust anyone because they were hyperaware that neighbors had been planted to “watch” them and report suspicious behavior. In the novel Naeem struggles with first being sort of proud that his handlers entrusted him with this important job. He felt that he was doing something to protect his community, and he enjoyed the money he received. But, as he got deeper into the program, and was in the midst of surveilling his friend, Ibraham, he began to feel differently. Naeem begins to empathize with Ibraham and see that he feels lost and isolated and does not know what to do. This internal struggle between what Naeem was seeing and how the police instigated and enticed Ibraham into admitting he is “planning” something is what really struck me. It made me realize how lost and isolated these young men must feel. Like many teenagers, they are struggling to find their place in the world, but they are also being pressured by their families to be “good Muslims”, they are feeling watched at all times, and then they become very susceptible to extremists and/or other outside forces that try to offer them a “better life”. Although, I hope none of my students have encountered a situation similar to Naeem’s, I do think the majority of teenagers could relate to Naeem and his struggles to find his place in the world and to make his family proud. I would be interested to see if my Muslim students see any of their lives mirrored in Naeem’s, and if they too have ever felt “watched”. I would hope they have not, but I imagine some of them probably have. I plan on adding this book to my recommended list for students to read. Approximate Reading Level: 6th-8th grades ![]() I absolutely adored this book for children, and although the intended audience is ages three-six, I believe it could definitely be used with older students as well. The story is told through short and repetitive phrasing such as “Fry bread is food” and “Fry bread is history” as it takes the reader through the sounds, sights, taste, and tradition of fry bread. And while the writing is catchy and informative, it is the illustrations that sell this book. Juana Martinez-Neal does an amazing job of illustrating characters of all ages interacting and enjoying the fry bread. The faces in the illustrations depict Native Americans and friends of varying ages, sizes, colors, and with hair of different textures and colors; the illustrations definitely provide a mirror for students to see themselves reflected within the story. All of the faces look to be enjoying the tradition of making fry bread and interacting with each other. The reader can feel the joy radiate from the illustrator’s colorful pictures, and the readers are given a small window into the tradition and importance of fry bread to the Native American culture. While the story is light-hearted and touching, it also includes some deeper messages such as how fry bread became part of the Native American diet because of being forced from their native lands by the United States government. Maillard also gives voice to many of the Native American tribes by including them within the story itself and then listing the names of many Indigenous communities and nations within the U.S. on the book’s end pages. Fry Bread is a great balance of information and entertainment with beautifully illustrated characters and scenes that children will enjoy. The author also includes an author’s note with his own recipe for fry bread so students can make it with their families. Approximate Reading Level: K-2nd grade ![]() I have missed feelings about Code Talker: A Novel about the Navajo Marines of World War Two by Joseph Bruchac. I am not a fan of Bruchac’s writing style, although I did find the storyline interesting. The book and characters overall just did not draw me into the story as I had hoped; it read more like a memoir than a novel, and I would have like more descriptive imagery and character development because overall the story just felt flat to me. That being said, it was interesting to learn a bit about the Navajo Code Talkers. While reading the novel, I used some of the questions within the “code book” shared in Abington-Pitre’s Selecting Appropriate Native American Children’s Literature, and I found some conflicting messages. While I do think Code Talker, is an acceptable piece of literature to share with students, there is a mix of stereotyping and derogatory language towards Native Americas, alongside, discussion of cultural authenticity. For example, the Marines, often referred to the Navajo Marines as “chief” and the teachers within the school looked down upon the Navajo students as inferior and unable to achieve as well as their white counterparts. This is balanced by the fact that the narrator, Ned, is very competent and achieves at a high level in school as well as during his time as a Marine. He, and the other Navajo Marines, are shown to persevere despite the stereotypes and obstacles they encounter. In fact, the Navajo were the ones to develop and implement the Code Talker program which is one of the pivotal achievements in winning World War Two. The reader also learns a bit about the Navajo culture such as their family values and religion through Ned’s discussions and reflections. Perhaps the conflicting treatment of the Navajo is something mirrored in students’ lives since most of us can relate to be viewed and treated positively and negatively in different situations. Although I did feel, Bruchac balanced out the negative perspective and stereotypes of the Navajo within the novel, I felt as if the Japanese were shown as the villains and were not given any real redeeming characteristics. While this might provide a window into how Americans and those fighting the war against the Japanese felt during the time period, I am not sure a book can truly be considered diverse if it praises one minority group while vilifying another. I would have liked to have seen a little internal conflict or reflection about how the Japanese were treated from the main characters. I do not know enough about World War Two and the Navajo Code Talkers initiative to know whether all of the information provided in the novel is accurate; although, it comes across as being valid and as with any text, I would encourage further research and study to validate the information. As a whole, I would recommend Code Talker to students because I feel like it is an interesting story that might further engage students in learning about the Navajo Code Talker program and provide them a window into what it may have been like to be involved in World War Two from the perspective of a Navajo soldier. Approximate Reading Level: 6th-9th grades ![]() I quite enjoyed the story The Beautiful Lady: Our Lady of Guadalupe by Pat Mora and illustrated by Steve Johnson and Lou Fancher because I have never heard the story of the Lady of Guadalupe and found it interesting and insightful. I particularly enjoyed that the author included an author’s note at the end of the story to give a little bit more information into the story for readers who might want to gain a more detailed understanding of the tale. In the author’s note, the reader learns that the origin of the story dates back to 1531 and that the Lady of Guadalupe is the “best-known manifestation of Mary in the Americas.” The story was engaging and introduced the reader to the story through the yearly tradition of Grandma Lupita telling the story of the Lady of Guadalupe to her grandchildren, Rose and Terry. Readers are given a window into a pleasant family tradition that is rooted in Latino culture. Mora uses Spanish words throughout the story as Grandma Lupita and her grandchildren are speaking which lends to the authenticity of the story as well. Readers can make connections between the family traditions shared in the story and their own family traditions. Johnson and Fancher’s illustrations are beautiful and follow the course of the story with pictures of Grandma Lupita and her grandchildren in the kitchen and viewing the statue of the Lady of Guadalupe as well as the journey that Diego makes as he attempts to get a church erected for the Lady. Although the tale itself is engaging, the addition of the colorful and intricate illustrations draws the reader further into the storyline. Overall, Our Beautiful Lady captures the tradition surrounding the Latino tale of the Lady of Guadalupe and presents it in a contemporary fashion that students can engage with and understand. Approximate Reading Level: 1st-3rd grades ![]() The Skirt is a short chapter book targeted at elementary students, and it does a good job of introducing the characters and the main conflict they face. The story follows a traditional story arc with the conflict being resolved at the end. Through the story, Soto weaves Mexican culture with the introduction of the folklorico skirt and its meaning to Miata and her mother. Soto also incorporates some Spanish words and phrases throughout the story which lends some authenticity to the text and serves as a great window into the lives of a traditional Mexican-American family. Students who do not understand Spanish can infer the meaning based on the context and will see another language interwoven into their text. As the story progresses, the reader learns the importance of family by seeing how the Ramirez family eats together and how they interact and speak with each other. The Ramirez family is portrayed as a typical American family whose father loves baseball, but also a family with its roots still grounded in Mexican tradition and culture as is shown through their use of Spanish language and their love of tradition such as the folklorico skirt that has been passed down to Miata. Students of all backgrounds will be able to relate to the family and see some of their own traditions and family values reflected in the story. The illustrations in the book are somewhat scant and are in black and white, but they add to the storyline and allow readers to get a picture of Miata and her family. I believe they will help readers who may not be familiar with the Mexican culture, get an idea of what a folklorico skirt looks like so they can better understand the story as whole. The illustrations also help to authenticate the story by adding details such as Mexican American artwork and furnishings in the house. As a whole, I believe Soto and Velasquez are able to capture an interesting story while also sharing some Mexican heritage with their readers. Most readers will be able to relate to the idea of losing something precious to them and working hard to get it back. Approximate Reading Level: 3rd-6th grades ![]() The Poet X has been in my reading queue for quite a while, but I just have not gotten around to reading it. And honestly, now that I have read it, I am not sure what to think. I personally enjoyed the book and feel like my female students would be able to relate to many portions of it, but it is pretty gritty and sexual in places with some difficult themes that would make recommending it and teaching it a little dicey in some school districts. While I am sure it would serve as a window for many of my students to view the experiences young girls often face, I am not sure it is a window a lot of my parents would like their students peering through. Although the book is fictional it reads like an autobiography in verse; the author, Acevedo is Dominican and grew up in New York City which correlates to the main character Xiomara. As I read, I wondered how much of the book was potentially inspired by Acevedo’s own life and experiences. Many of poems center around Xiomara’s feelings towards her body and how men react to her body. She seems to constantly be dealing with having to tell men to stop touching her or commenting on her body which honestly made me angry as I read the book. Xiomara, and no teenager or woman, should have to deal with unwanted sexual advances. Being a teenager and dealing with your body’s changes is difficult enough without adding in the advances Xiomara deals with throughout the book. I am sure teenage girls will see many of their thoughts and feelings mirrored in Xiomara’s and feel a since of kinship with her. Xiomara also grapples at home with her religious mother, twin brother who begins to realize he is homosexual, and a father who is not very present. Xiomara handles her home struggles through writing poetry and leaning on her best friend, Caridad. The mom in the story seems a bit cliché’ to me. She was sent to the U.S. to marry her husband, and left behind her country and desire to be a nun. Her husband was a philanderer and so the mom is basically not happy except for the birth of the “miracle” twins who essentially saved the family unit. Since the mom did not get to become a nun, she is very heavy-handed in her treatment with Xiomara and how Xiomara should act as a female. Xiomara is given very little freedom and is expected not to date until she is finished with college. Although, I did enjoy the book, I would caution parents to review the content before having their children read it simply because of the sexual nature of many of the poems. It would be a good book for mothers to read with their high school-aged daughters to facilitate discussions about some of the things and feelings Xiomara contends with. Approximate Reading Level - 8th and 9th (but I would put the content level at high school) |
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