Review of THE LIGHTNING THEIF first in the series Percy Jackson and the Olympians

Riordan, Rick. 2005. THE LIGHTNING THEIF. New York: Hyperion Books for Children. ISBN 0-786-85629-7

Having dyslexia and Attention Deficit Disorder isn’t exactly the description of your typical hero with super powers. However, Percy Jackson just happens to fit this description. With a god for a father and mortal as a mother, our hero is a demi-god. His character is scrutinized throughout the story by the other players: is he worthy of his position? Time and again, Percy’s bravery and intelligence are tested. His friends, Annabeth and Grover, accompany him on his quest. Each of the trio brings his or her own special qualities to the journey. Annabeth is smart and brave. Grover, a satyr, has an innate sense of direction and is a devoted friend. Together they seek Zeus’ lightning bolt and the thief who stole it. On the quest, tests similar to those experienced by Odysseus must be passed. Riordan makes continual references to Greek mythology and writes in third person, keeping the reader abreast of Percy’s thoughts. With battles including monsters and gods, this ‘good triumphs over evil’ book engages readers and maintains an energetic pace with not a dull moment.

Also in this entertaining series are THE SEA OF MONSTERS (#2); THE TITAN’S CURSE (#3); and, released on May 3, 2008, THE BATTLE OF THE LABYRINTH (#4).

This high fantasy novel—and the others in the series—are very highly recommended for readers grades 5-8.

Review of BABYMOUSE: QUEEN OF THE WORLD! and BABYMOUSE: OUR HERO

Holm, Jennifer L. 2005. BABYMOUSE: QUEEN OF THE WORLD! New York: Random House. ISBN 0-375-93229-1

Holm, Jennifer L. 2005. BABYMOUSE: OUR HERO. New York: Random House. ISBN 0-375-93230-5

Babymouse is a space explorer, a private eye, a soldier and a queen. Ok, maybe she’s just an ordinary mouse trying to make it in elementary school. Daydreaming is how Babymouse makes the best of rotten, “typical” situations. With the help of her faithful and supportive best friend, Wilson the Weasel, Babymouse makes it through the hard times and always realizes she’s lucky to be herself. In QUEEN OF THE WORLD!, Babymouse wants to be invited to the slumber party of the ever popular but rude, Felicia Furrypaws. When she discovers the slumber party isn’t as fun as she’d thought it would be, Babymouse goes to Wilson’s house with a humble apology and realizes it is with her best friend that she feels like a queen. In OUR HERO, Babymouse is forced to face her fear of dodgeball in gym class. Ultimately, she finds her inner strength when her friend is hit with the ball by Felicia Furrypaws. “That’s it,” she mutters as she slides across the floor, snatches up the last ball, and “fwacks” Felicia to score the winning shot. These Cinderella moments are typical in the Babymouse series. That’s part of what makes them fun to read. The playfulness is enhanced by frequent conversations between the narrator and Babymouse. Though at times confusing, the irregular format of the pages also gives the book a lively feel. In Babymouse, Jennifer Holm brings a girl-focused graphic novel series to collection development plans. In such a male-dominated genre, this is a wonderful path to travel.

This graphic novel is highly recommended for readers grades 2-5.

Review of AL CAPONE DOES MY SHIRTS

Choldenko, Gennifer. 2004. AL CAPONE DOES MY SHIRTS. New York: G.P. Putnam’s Sons. ISBN 0-399-23861-1

AL CAPONE DOES MY SHIRTS is a collection of journal entries by Matthew “Moose” Flanagan. Moose’s life is not unlike that of a typical seventh grader—except that his older sister is autistic, his father is an electrician/prison guard, and he lives on Alcatraz Island. The characters’ traits unfold through a combination of dialog, action, and narrative. The family moved to Alcatraz to take advantage of an educational opportunity for his sister. Though he deeply resents the move, Moose, a self-proclaimed good boy, always does what he’s supposed to do and “tries very hard not to get angry with his sister.” Moose’s desire to have a “normal” family and do the right thing permeates everything he does. The island and its buildings and characteristics are explicitly described. The year is both included in the journal entries as well as alluded to in the title and text. Contemporary references to Al Capone, joblessness, and inkwells support the story’s 1930s era. The dialog and narrative are natural and flow easily—not at all encumbered by an author’s need to clarify the time period or force feed historical tidbits. The historical era and setting add to this story’s uniqueness and appeal. Even if the reader does not have a developmentally disabled family member, the target audience will empathize with the protagonist’s struggle to fit in socially and be a positive force within his family.

Selected as a Newbery Honor Book in 2005, this historical fiction novel is highly recommended for readers grades 5-9.

Review of THE MIDWIFE’S APPRENTICE

Cushman, Karen. 1995. THE MIDWIFE’S APPRENTICE. New York: Clarion Books. ISBN 0-395-69229-6

Wanting only food and the warmth provided by a dung heap, Brat’s expectations of life are utterly basic. Karen Cushman takes this character and grows her into a young woman with a name and aspirations of “a full belly, a contented heart, and a place in this world.” The local midwife plucks Brat from a dung heap to serve as her helper. Though initially she is seen as stupid and capable of only the most basic tasks, she grows into an apprentice with a name, Alyce. As Alyce learns she herself is capable and deserving of love, a parallel development is illustrated through her treatment of a stray cat—feeding it, saving it, naming it and loving it. Her innate compassion is the reason she is eventually seen as a valuable person. A local bully, a resident scholar, birthing women, and a young boy each experience Alyce’s kindness. In return, Alyce realizes her worth through their eyes and begins to believe in herself. This story of self determination, is set in a small village during the middle ages. Descriptions of things such as stamped dirt floors and washing linens in the stream allow the reader visualize what life was like. Descriptions of smells and sounds such as a dung heap and crying babies add to the reader’s picture of the era. Without overwhelming the story, Cushman utilizes vernacular common to the day such as “mayhap” and syntax such as “I be no angel” to reflect the times. Rich discussion about the differences and similarities between the middle ages and contemporary life could focus on the trades described in THE MIDWIFE’S APPRENTICE. Contemporary versions of midwives, inn keepers, millers and shepards could be compared to those in the story.

This piece of historical fiction earned the Newbery Medal in 1996 and is highly recommended for readers grades 4-8.

Review of LIZZIE BRIGHT AND THE BUCKMINSTER BOY

Schmidt, Gary D. 2004. LIZZIE BRIGHT AND THE BUCKMINSTER BOY. New York: Clarion Books. ISBN 0-618-43929-3

In 1912, Phippsburg, Maine is replete with silvery maples, pine trees, outhouses, dirt roads, and church-goers. The citizens of Phippsburg also have their fair share of racism. Turner Buckminster discovers this head on. After spending a great day with a new friend, he is accused of consorting with a “Negress.” In fact, his new friend Lizzie Bright is the only person in the community with whom Turner feels comfortable. Even when Lizzie is not around, Turner imagines conversations with her. Schmidt creates multidimensional characters using both action and dialog. Turner is a quiet and determined young man. Though he appears to be timid, he manages well-placed quips on the town’s most intimidating characters. Lizzie’s bold spirit and down-to-earth perspective are evident. Though she is a young black girl, Lizzie walks into a white woman’s home and she freely tells Turner he needs “to get his head on straight.” The spinster, Mrs. Cobb, seems to be mean and racist, but turns out to be not so easily labeled. The plot, that of a new minister and his family moving from Boston to a small town, could be seen as typical. Also typical is the fact that the son doesn’t relate well to his new community. However, the interracial relationship and some characters’ willingness to stand up in 1912 for what is right set this book apart. Though timeless, the conflicts and triumphs in this story clearly occur in another era. Phrases such as “Golly Moses,” mention of horse drawn wagons, and the lack of amenities remind the reader this piece of fiction is historical rather than contemporary. By combining frequent dialog and first person narrative, Schmidt creates an intimacy between the reader and LIZZIE BRIGHT AND THE BUCKMINSTER BOY. Through Lizzie’s self assurance and Turner’s relentless quest for justice glimmers of hope shine through in this tragic story .

Having garnered the distinction of both a Newbery Honor Book as well as a Michael L. Printz Honor Book, this tragic historical fiction novel is highly recommended for readers grades 5-8.

Review of JOEY PIGZA SWALLOWED THE KEY

Gantos, Jack. 1998. JOEY PIGZA SWALLOWED THE KEY. New York: Farrar, Straus and Giroux. ISBN 0-374-33664-4

First in a series of four books, JOEY PIGZA SWALLOWED THE KEY is a telling and, at times, heartbreaking story of a fifth grader’s life with Attention Deficit/Hyperactivity Disorder. Gantos thrusts readers into the mind of Joey as he disrupts class, swallows a key, climbs the rafters of a barn, and worse. Adult readers will find themselves asking, “is that really what he’s thinking?” Gantos pushes the realism envelope as many of Joey’s situations teeter on the brink of implausibility. His support system, however, is helpful yet fallible and quite realistic. As Joey makes his way from one mishap to another and lands himself in the “big special-ed center,” the plot is consistently engaging and logical. The writing style creates a sense of non-stop thought and action by streaming together multiple phrases using “and” and “but.” These run on sentences give the reader a sense of what it is like inside a brain with ADHD. The setting is relatively nonspecific. The story takes place in a district with the resources to accommodate children like Joey. Joey’s story would be unlikely—or more tragic—were it to take place in a small school district with fewer resources.

This edgy piece of contemporary realistic fiction is recommended for mature readers grades 5-8 and adults seeking a new perspective on the subject of ADHD.

Review of SO B. IT

Weeks, Sarah. 2004. SO B. IT. New York: Laura Geringer Books. ISBN 0-06-623622-3

Bluebonnet award nominee SO B. IT offers believable characters going through real crises. Heidi, a strong-willed 12-year old girl, takes a trip across the country to discover her identity. Author Sarah Weeks’ commitment to realism is evident. Though strong-willed, Heidi does not forge boldly into the unknown, rather she steps out with timid determination. Through a likely series of events, Heidi’s uncertainty comes and goes in waves. Her bouts of strength and resolve come from her connection to her care-giver, Bernadette. Though she is not with Bernadette, frequent phone calls from the road serve as a lifeline for Heidi. Together they work to accomplish Heidi’s goal: discovering the meaning of “soof.” Weeks uses Heidi’s voice to tell the story. On her sojourn, Heidi makes lists of her observations, such as “What I know about mama” and “What I know about lying.” These lists give the reader a snapshot of Heidi’s thoughts and growth. The setting of SO B. IT is critical to the functionality of the story. The combination of Nevada, with legalized gambling, and Heidi’s lucky streak, provides a financial means to support Heidi’s journey. Also, being a young girl in America both facilitates as well as adds conflict to the plot. Though the Unites States is a fairly open and free society, there are rules about young people traveling alone. This scenario would be less plausible in a culture which is more restrictive, in particular toward females. The “tween” years are a time during which many search for their identity. This theme is sure to strike home for the target audience. SO B. IT also perceptively explores the lives and families of those with mental disabilities.

This contemporary realistic fiction is recommended for readers grades 5-8.

Review of LUGALBANDA: THE BOY WHO GOT CAUGHT UP IN A WAR

Henderson, Kathy. Jane Ray (Ill.) 2006. LUGALBANDA: THE BOY WHO GOT CAUGHT UP IN A WAR. Cambridge, MA: Candlewick Press. ISBN 0-763-62782-8

In this 2007 Aesop award winning book, Kathy Henderson brings to light a piece of history from a part of the world about which Americans are so much in the dark. The story of Lugalbanda is an “epic tale from ancient Iraq.” Each of the characters is imbued with qualities which makes him believable. Henderson ensures that readers will be sympathetic to Lugalbanda, his brothers and the king by showing their human sides. Lugalbanda’s brothers, each a commander in the army, “bowed down with grief” as they were forced to leave their young brother behind. Lugalbanda showed his humility and intelligence as he won over the ferocious Anzu bird by caring for its chick. Even the king, through Henderson’s careful word choice, proved to be compassionate by ultimately putting the safe return of his army above the possible spoils of war. Ray’s illustrations add as much to the story as the text. When Lugalbanda was ill, his eyes were colorless and all seven brothers’ cried by his side. The Lullubu Mountains were as barren as the text describes. Both author and illustrator attempt to authentically represent the culture in which this story takes place. Geographic locations, maps, skin tone, hair color, eye shape—all are indicative of the area now known as Iraq. (Although the seven brothers appear to be septuplets!) The text includes an informative prologue and end notes which give the reader a 5000-year old history lesson. The origin of Lugalbanda is a fascinating story in itself.

LUGALBANDA is appropriate as a multi-sitting read aloud or for individual reading and is highly recommended for readers ages 8 years and older.

Mildred L. Batchelder Award

"This award, established in [Mildred L. Batchelder's] honor in 1966, is a citation awarded to an American publisher for a children's book considered to be the most outstanding of those books originally published in a foreign language in a foreign country, and subsequently translated into English and published in the United States." (ALA website)

For a list of current and past award and honor books, click the link below.

http://www.ala.org/ala/alsc/awardsscholarships/literaryawds/batchelderaward/batchelderaward.htm

Review of SAMIR AND YONATAN

Carmi, Daniella. 2000. SAMIR AND YONATAN. New York, NY: Scholastic Press. ISBN 9-780-4391-3504-7

PLOT SUMMARY
In this 2001 Batchelder Award winner, a young Palestinian boy must go to the Jewish hospital for surgery. Samir has shattered his knee and only through a connection with his mother’s employer is he able to get a “special permit for an operation at the Jews’ hospital.” Though he dreads going to the hospital, Samir has experiences unlike any he has had in his village. A fellow patient, Yonatan, teaches Samir about space and they develop a friendship which will impact Samir for the rest of his life.

CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS)
SAMIR AND YONATAN begins as a story about the Palestinian-Israeli conflict. A boy from the occupied West Bank, Samir fears Jews and blames them for his brother’s death. However, Samir takes a journey—not just a physical journey to the hospital, but also an emotional journey to a place of understanding, tolerance, and acceptance. Carmi uses setting and characterization to craft these journeys.

The setting varies in SAMIR AND YONATAN. Samir spends much of the book in a children’s ward in the Jewish hospital. This hospital is clean and quiet. Samir notes he would be able to concentrate better at school were it equally as quiet. This calm, bright atmosphere is juxtaposed with Samir’s village. As he lays in his hospital bed, Samir recalls the blackouts, curfew, hunger, and poverty of his home. Despite the difficulties, the familiarity comforts him, “If there’s a curfew I won’t…have to travel with Mom to the Jews’ hospital.”

Carmi’s use of characterization successfully shows Samir’s growth and acceptance of the people around him. He begins to draw connections between the people at the Jews’ hospital and his family and friends back home. This evolution can be seen in how Samir refers to the other characters. For example, a maternal figure in the story, his nurse is initially referred to as “the fat nurse.” Later, she is called Nurse Vardina. Finally, Samir refers to her simply as Vardina. Throughout the course of the story, Yonatan, an Israeli boy, becomes Samir’s friend. Often Samir does not understand Yonatan. However, the two develop a connection which has more to do with being boys than with the war-torn time in which they live.

The most drastic evolution is in Samir’s relationship with Tzahi. Tzahi is a rambunctious patient who runs around and boasts that his brother is a paratrooper. When given candies by his brother, Tzahi taunts the other children by eating them one by one and not sharing. He rarely looks at Samir, much less does he address him. Throughout the story, Samir’s view of Tzahi as “the other”—to be feared and mistrusted—evolves to a feeling of camaraderie. In the end, each boy accepts the other as a friend as together they share one last mischievous event before Samir is discharged from the hospital.

Carmi includes many cultural terms throughout the book. Originally published in Hebrew, the use of vocabulary such as pasha, dinars, kinnar, and narghile is to be expected. Inclusion of these words in the English translation keeps the cultural references in the forefront of the reader’s mind. A glossary defining non-English words is provided at the end of the book.

While this story is clearly set in Israel, the character growth could be generalized to cultural conflicts around the globe. Seeing groups as “the other” rather than inhabitants of the same planet allows fear and mistrust to fester. By living with each other, the children at the hospital discovered the common ground on which they stood. The frailty of human life is illustrated through the different ailments suffered by the patients in SAMIR AND YONATAN. Carmi’s facility for storytelling reveals that neither group is immune to this frailty nor are the children alone or forgotten in their suffering.

REVIEW EXCERPTS
Publisher’s Weekly notes, “A Palestinian boy comes to terms with his younger brother's death by an Israeli soldier in this slow-paced but affecting novel originally published in Hebrew in 1994.” (April 2002)
“The bitter suffering of a Palestinian family is at the center of this moving novel, eloquently translated from the Hebrew. ... {This is a} moving drama of individual kids who become friends and help each other through pain when they get a chance to know each other.” (Booklist, 2000)

Reviews obtained from Follett Library Resources and accessed at:
http://www.flr.follett.com/search?SID=c211074453f514ff63ced2a0fe154f24
and Book Review Digest Plus (an HW Wilson database).

CONNECTIONS
Other Batchelder Award Winners:
Delacorte Press for The Pull of the Ocean written by Jean-Claude Mourlevat and translated from the French by Y. Maudet. (2007)
Arthur A. Levine Books for An Innocent Soldier written by Josef Holub and translated from the German by Michael Hofmann (2006)
Delacorte Press/Random House Children's Books, for The Shadows of Ghadames by Joëlle Stolz, translated from the French by Catherine Temerson. (2005)

Children’s books on Israel & Judaism:
Waldman, Neil. 2003. The never-ending greenness : we made Israel bloom. Honesdale, PA : Boyds Mills Press. ISBN 978-1-59078-064-0
Oberman, Sheldon. 2005. The always prayer shawl. Honesdale, PA : Boyds Mills Press. ISBN 978-1-59078-332-0
Krensky, Stephen and Greg Harlin (Ill.). 2006. Hanukkah at Valley Forge. New York: Dutton Children’s Books. ISBN 0-525-47738-1

Review of THE MAGIC PAINTBRUSH

Yep, Lawrence. 2000. THE MAGIC PAINTBRUSH. New York, NY: Harper Collins. ISBN 9-780-0602-8199-1

PLOT SUMMARY
When Steve’s parents die, he must go to live with his only remaining relative, his grandfather. Steve isn’t sure of which he is more afraid—his grandfather or new neighborhood, Chinatown. Now, the one thing that gives Steve happiness is in jeopardy. Steve loves to paint. But, his brush is old and frayed and his grandfather cannot afford a new one. In a surprising twist, Steve’s grumpy grandfather gives him a paintbrush which is imbued with magical powers. Through this gift, Steve, his grandfather and those around them learn new things about living in Chinatown and what it truly means to be happy.

CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS)
THE MAGIC PAINTBRUSH uses a common theme as his vehicle for this story about a Chinese-American boy and his grandfather. Through the use of plot, setting, and characterization Lawrence Yep writes a tale in which unexpected—and sometimes unbelievable—events occur as a means of binding this family together and helping them find happiness.

The theme in THE MAGIC PAINT BRUSH is a common one. A boy loses his parents and, therefore, must go to live with a relative whom he does not know. However, this frequently-used theme takes a turn when the grandfather gives Steve a magic brush. Everything he paints becomes real. None of the characters; neither Steve, his grandfather, nor his Uncle Fong are happy with their lives. With this paintbrush they learn to be content with their lives rather than resentful. At first, the magic is predictable and helpful. As the story progresses, the journeys they take with the paintbrush become surreal. This step into the bizarre detracts from the message of the story and the reader’s ability to suspend disbelief.

Yep’s use of characterization is this story’s best quality. Steve is an eight-year-old boy who feels he alone is grieving his parents’ death. His grandfather not only doesn’t seem to mourn their death, he apparently dislikes Steve and resents having to care for him. Steve recalls that his grandfather “never spoke to [him] except to scold him” (p. 2). However, when Steve comes home late from school, the grandfather’s worry surprises him. “You were worried about me?” (p. 7). Slowly, Steve and his grandfather realize they have much in common and differ mainly in the expression of their emotions. This difference is not only generational, but also cultural. Steve was born in the United States while his grandfather was born in China and became a “Chinatowner.”

The setting gives glimpses of several places: Chinatown in San Francisco, a peach orchard in Dragon Back village in China, and Chinatown’s “moon.” Each of these places is distinctly different and shows a different side of Chinese-American culture portrayed in THE MAGIC PAINTBRUSH. To Steve, Chinatown is a scary, foreign neighborhood of dark doorways, dingy apartment buildings and narrow alleyways. Dragon Back, Uncle Fong’s hometown, is a light, airy village surrounded by a fragrant orchard. Dragon Back’s irrigation system, called a water chain, alludes to the time and place which they are visiting. Lastly, a cassia tree, an enchanted rabbit and a small pagoda style building represent the Chinatown moon: a mythical place from the Chinatown story, The Lady on the Moon.

The plot, characters, and setting in THE MAGIC PAINTBRUSH provide a taste of Chinese-American culture, especially as it is in San Francisco’s Chinatown. While the plot twists are somewhat strange, Yep’s characters and use of varied settings give the reader a plethora of details which allow insight to this ancient yet dynamic culture.

REVIEW EXCERPTS
“Ancient popular Chinese myths as well as some more recent urban Chinese legends are woven into this story of modern America. . . . Written at an easy level, this is a great story for the elementary grades” (Multicultural Review)
“Steve learns about his grandfather's past, about Chinese legends, and about life as a "Chinatowner." Through simple yet sensitive dialogue, the author weaves a tale of alienation turning into affection, and of good prevailing over meanness.” (School Library Journal)
“Set in San Francisco's Chinatown, this novel mixes elements of fantasy and fairy tale as an eight-year-old boy gets a paintbrush that transforms his dreary life. "Snappy dialogue, realistic characters and plenty of wise humor keep the pages turning,” (Publisher’s Weekly)

Reviews obtained from Follett Library Resources and accessed at:
http://www.flr.follett.com/search?SID=c211074453f514ff63ced2a0fe154f24
and from Book Review Digest Plus database, courtesy of Texas Woman’s University Library.

CONNECTIONS
Other books by Lawrence Yep:
THE DRAGON PRINCE: A CHINESE BEAUTY & THE BEAST TALE. ISBN 978-0-06-443518-5
COCKROACH COOTIES. ISBN 978-0-7868-1338-4
THE CASE OF THE GOBLIN PEARLS. ISBN 978-0-06-440552-2

Other picture books and young adult novels about Chinese Americans:
Yamate, Sandra S. 2000. CHAR SIU BAO BOY. NY: Polychrome. ISBN 978-1-879965-19-5
Roth, Susan L. 2001. HAPPY BIRTHDAY, MR. KANG. National Geographic Society. ISBN 978-0-7922-7723-1
Yin. 2001. COOLIES. NY: Philomel Books. ISBN 978-0-399-23227-5
Yin. 2006. BROTHERS. NY: Philomel Books. ISBN 978-0-399-23406-4

Review of TONING THE SWEEP

Johnson, Angela. 1993. TONING THE SWEEP. New York, NY: Orchard Books. ISBN 978-0-531-086261

PLOT SUMMARY
Emmie and her mother are going to the desert to collect Ola, Emmie’s grandmother. Unlike her annual summer visits to Ola’s house, this time Emmie is helping her move to Cleveland to live with them. Before they leave, Emmie sets out to gather memories for Ola by videotaping her friends and neighbors. Not only does she learn how much her grandmother is loved, but also why her own mother is sometimes so sad and angry. In this slow-moving novel, a young girl helps her mother and grandmother through a process of healing and closure. Author Angela Johnson attempts to reveal how emotional hurt runs as deeply as that of physical ailments in TONING THE SWEEP.

CRITICAL ANALYSIS
TONING THE SWEEP is the story of a 14-year old African-American girl who travels to her grandmother’s house with her mother. The girl, Emmie, has visited Ola, her grandmother, every summer since she was two. This visit, however, is different. Through the use of language, characterization and setting, Angela Johnson writes a story which allows the reader to watch a family deal with life-threatening disease and the loss of loved ones through a uniquely African-American lens.

As the characters talk to one another, their relationships as well as their culture are exposed. “Girl, you’d better put that hat on…” (p. 8). “I hope you never get to see hate, baby” (p. 33). The characters’ concern and love for one another comes through in their dialog. Further, terms of endearment such as baby, girl, honey, and sister are terms often used in African-American culture. Other phrases which connote generational as much as ethnic culture are used throughout the novel. As Emmie practices using the video camera she admits, “guess I’ll get it when I chill a little” (p. 19).

While ethnicity is never an overt topic in TONING THE SWEEP, characterization provides hints throughout the story. The main character, Emmie, has a variety of characteristics. Her grandmother affirms she is a “smart ass”—a typical teenage trait. However, Emmie admits to not having a clue about how to be cool. She thinks to herself that most of her friends wouldn’t admit to liking their grandmothers as she does. Ola is an irreverent and bold character. At one point in the story she tells Emmie, “Hair should be kept at home—not loaned out to people who want to put strange objects and creams in it…when you know your pets will be scared of you when you get back to the house” (p. 44). This statement can be attributed to Ola’s lack of vanity. However, it may also be a rejection of the phenomenon of Black people buying into the White definition of beauty. Ola surrounds herself with good friends such as the aunts. The aunts are described in the story as wild and free. They tell stories, braid hair, and roll on the floor laughing. With Johnson’s description, it is easy to draw a mental picture of these senior African-American sisters.

The dry, seemingly infertile setting of the desert is juxtaposed with the thriving, fertile personalities which inhabit it. While Ola initially wonders what she will be able to grow in “the dry,” it is clear she has nurtured many lush relationships. These relationships helped her to survive losing her husband and growing apart from her daughter. Despite her loses, Ola’s warm and easy relationship with her granddaughter flourishes like kudzu vine in this barren setting.

The language, characterization and setting in TONING THE SWEEP contribute to the plot and cultural relevance of the story. As the characters interact with the setting and one another, the reader senses the familial bonds and culture which Johnson has set forth.

REVIEW EXCERPTS
“Johnson's spare, beautifully written first novel—a thematic extension of Tell Me a Story, Mama (1989)—portrays a crucial turning point for African-American women from three generations.” (Kirkus Reviews)
“PW, in a starred review, praised this “thoughtfully nuanced and penetrating” novel about three generations of women from an African American family who must cope with a beloved grandmother's illness.” (Publisher’s Weekly)
Coretta Scott King Award, 1994

Reviews obtained from Follett Library Resources and accessed at:
http://www.flr.follett.com/main?SID=b8eed00e8fcf7b8bd35cecbbffabda05

CONNECTIONS
Other books by Angela Johnson:
Bird, ISBN 978-0-14-240544-4
The Other Side: Shorter poems, ISBN 978-0-531-07167-0
The First Part Last, ISBN 978-0-689-84923-7
Heaven, ISBN 978-0-689-82229-2

Books by Jacqueline Woodson:
Behind You, ISBN 978-0-14-240390-7
Between Madison and Palmetto, ISBN 978-0-399-23757-7
Locomotion, ISBN 978-0-14-240149-1

Review of MONSTER

Myers, Walter Dean. 1999. MONSTER. New York, NY: Harper Collins. ISBN 978-0-06-028078-9

PLOT SUMMARY
Sixteen-year old Steve Harmon is on trial for murder. His part in the crime is said to be that of making sure the coast is clear. Steve didn’t pull the trigger. He didn’t actually do anything, did he? Steve’s life is explored through his thoughts, memories, and conversations. Told from a movie director’s perspective, Steve provides his side of the story. Sparse flash-backs give clues as to what actually happened. However, the reader must decide if the story told is the truth or a movie version of an innocent boy wrongly accused.

CRITICAL ANALYSIS
MONSTER explores the cultures of Harlem and prison. The two settings take turns creating the world in which Steve Harmon lives. While the majority of the voices and characters in the story are likely to be African Americans, ethnicity is not always clear. Walter Dean Myers delves into the cultures of Harlem and prison through the use of language, characterization and setting.

The story begins with a young man in prison. He is frightened by those with whom he shares his cell and those with whom he must interact. He is disgusted by the smells and lack of privacy. In his attempt to deal with his fears, Steve resorts to writing a screenplay about his experiences. “If I didn’t think of the movie I would go crazy. All they talk about in here is hurting people….I hate, hate, hate this place” (p. 45). Prisoners blame their situation on “the man.” They threaten to hurt each other; beating up those who show weakness. In Myers depiction of the Manhattan Detention Center, prison guards are unwilling or unable to stop the violence. In the courthouse guards taunt defendants and defendants taunt each other—thus extending the culture of prison beyond its walls. Nothing in Steve’s past has prepared him or his family for this experience with prison. On visiting day, his father admits, “it just never came to me that you’d ever be in any kind of trouble…” (p. 112).

Harlem, a historically black neighborhood and Steve’s home, is the setting of his flashbacks. Steve is a good student who excels in film class. His father is a college graduate. By all accounts, Steve should be a good kid. Good kids can become associated with a criminal without becoming one, can’t they? Steve associates with young men who see stealing and gang membership as a way of life. While he never overtly accepts these behaviors, neither does he reject them. Through the community members, readers see the neighborhood’s culture including an acceptance of crime. When asked if he was shocked by a murder, one resident replied, “I ain’t shocked. People getting killed and everything and it ain’t right but I ain’t shocked none” (p. 121). The characters are rounded out through language. Use of the word ain’t peppered throughout the dialogue and well-placed examples of Black New York vernacular add to the flavor of Harlem’s culture without confusing the reader.

Myers’ young adult novel, MONSTER, offers a perspective on the culture of prison life as well as the lives of Harlem residents. While these two cultures are certainly not inextricably linked, the reader must see Steve’s life in Harlem in order to fully understand the impact prison has on him and how he got there. Perhaps it is the community’s resignation to senseless murder that places Steve in harm’s way. Perhaps his place of residence—with its poverty and unemployment—places him on the path toward a life of crime. After all, he did not go looking for trouble. In her closing argument, the prosecution declares “if he had chosen priests and Boy Scouts as his companions, I’m sure we wouldn’t be here today” (p. 261). Indeed, would any of us?

REVIEW EXCERPTS
“Balancing courtroom drama and a sordid jailhouse setting with flashbacks to the crime, Myers adeptly allows each character to speak for him or herself, leaving readers to judge for themselves the truthfulness of the defendants, witnesses, lawyers, and, most compellingly, Steve himself.” (Horn Book)
“Myers combines an innovative format, complex moral issues, and an intriguingly sympathetic but flawed protagonist in this cautionary tale of a 16-year-old on trial for felony murder.” (BookList)
Coretta Scott King Award, 2000
National Book Award Finalist, 1999
Michael L. Printz Award, 2000

Reviews obtained from Follett Library Resources and accessed at:
http://www.flr.follett.com/main?SID=b8eed00e8fcf7b8bd35cecbbffabda05

CONNECTIONS
Other books by Walter Dean Myers:
Bad Boy, ISBN 978-0-06-447288-3
The Beast, ISBN 978-0-439-36842-1
The Glory Field, ISBN 978-0-590-45898-6
Malcolm X: A fire burning brightly, ISBN 978-0-06-027708-6
Slam!, ISBN 978-0-590-48668-2
Street Love, ISBN 978-0-06-028080-2

Review of PARVANA’S JOURNEY

Ellis, Deborah. 2002. PARVANA’S JOURNEY. Toronto, Ontario: Groundwood Books. ISBN 0888995148

PLOT SUMMARY
After burying her father, 13-year old Parvana continues her journey in search of her mother and siblings. In war-torn Afghanistan it isn’t safe to walk around—much less if you are a girl. Parvana wears her hair short and passes as a boy so she can continue her search in the relative safety reserved only for males in this country. Along the way, Parvana is joined by new ‘family members:’ a baby brother, an older brother and a sister. Together, they wander Afghanistan in search of food, water, shelter from bombs and their families. PARVANA’S JOURNEY reveals the wretched situation of the people of Afghanistan during the 1990s and the relentless hope held by its children whom “we force to be braver than they should have to be” (Ellis, 5).

CRITICAL ANALYSIS
PARAVANA’S JOURNEY takes the reader on a trip across Afghanistan with a 13-year old girl. Afghanistan and the Muslim culture, specifically under Taliban domination, is depicted through a variety of literary methods. Ellis uses language, characterization and setting to portray the society and culture of Parvana’s world.

Ellis’ use of language adds flavor to the text through both description and dialog. The characters’ names such as Parvana, Shauzia and Asif allude to a middle-eastern setting. The story is peppered with non-English terms like burqa, toshak and shalwar kameez. While these terms are not defined in the text of the story, context is often all the reader needs to understand the general meaning of unfamiliar words. For some culture-specific terms, Ellis provides a definition in a glossary at the end of the book.

Dialog, both internal and external, is another cultural indicator in PARAVANA’S JOURNEY. The main character, Parvana, acknowledges to herself she has “given up trying to understand why the Taliban hated women” (p.12). The children speak to each other of things such as tanks, bombing planes and empty bellies. They build shelter with plastic sheeting and pick up grains of rice to be eaten raw when there is no other food. While this type of danger and poverty can and does occur in many places around the world, it offers a view of the grim situation in which many Afghan children find themselves.

The characters in Ellis’ novel offer further insight into Afghan society. Parvana and her family are of a progressive, less traditional ilk. Parvana’s father taught her poetry, astronomy, math and English. Her mother is an organizer, helping families work together and teaching children in the camps. She also writes articles for women’s magazines which are forbidden in Afghanistan. Asif, Parvana’s new ‘brother,’ seems to have traditional male attitudes toward females. He frequently berates Parvana calling her stupid and weak. However, he is atypically patient and tender with baby Hassan. Though there are many opportunities for Asif to leave, he chooses to stay with Parvana and Hassan, as he puts it, “Just to annoy [her]” (p.193). This caveat is Asif’s attempt to save face. It shows his internal struggle between the traditional view of female inferiority and the need for family and community.

The setting, too, reveals the cultural background of PARVANA’S JOURNEY. There are descriptions of green valleys, hills and deserts. There are also descriptions of land mine fields, villages reduced to rubble and camps for Internally Displaced Persons. Thus, a picture is painted of a once beautiful country now decimated by the ravages of war.

Ellis’ young adult novel, PARVANA’S JOURNEY, offers a perspective on the lives of children in war torn Afghanistan. With no one to take care of them, Parvana, Asif and Hassan must care for themselves. Thus, readers watch the children attempt to rebuild their lives and become a family under the most adverse of circumstances.

REVIEW EXCERPTS
“In this highly readable sequel to The Breadwinner, it's wartime in Afghanistan, and thirteen-year-old Parvana must disguise herself as a boy as protection against the Taliban. After she sets off to find her mother and siblings, she forms a makeshift family with a baby and a contrary boy with one leg. Ellis deftly integrates engrossing characterizations with the harsh daily realities of war.” (Horn Book)
“A bittersweet ending offers some hope for Parvana and her family, but readers are left with a horrifyingly realistic picture of the effect of war on children. While the reading is not difficult, the grim content cries out for discussion. An unforgettable read.” (School Library Journal)

Reviews obtained from Follett Library Resources and accessed at:
http://www.flr.follett.com/search?SID=c211074453f514ff63ced2a0fe154f24

CONNECTIONS
Other books in this trilogy by Deborah Ellis:
Ellis, Deborah. The BREADWINNER. ISBN 978-0-88899-419-6
Ellis, Deborah. MUD CITY. ISBN 978-0-88899-518-6

Other novels about refugees:
Williams, Mary. BROTHERS IN HOPE: THE STORY OF THE LOST BOYS OF SUDAN. ISBN 978-1-58430-232-2
Lombard, Jenny. DRITA, MY HOMEGIRL. ISBN 978-0-399-24380-6

Review of THE KILLER'S TEARS

Bondoux, Anne-Laure. 2006. THE KILLER'S TEARS. New York, NY: Delacourte Press. ISBN 0385732937

PLOT SUMMARY
Paolo Poloverdo was not born on the day he came out of his mother's womb. Rather, he was born the day Angel Allegria entered his life. Paolo’s home, the southernmost tip of Chile, provided only the barest of essentials for its inhabitants. Ironically, it was Angel Allegria, a thief and a murderer, who brought wholeness to Paolo's life. However, it was not only Paolo who benefited from the relationship. Through his relationship with Paolo, Angel's life became whole and developed meaning. To Angel, running from the law had been a game. But now, being taken to jail meant abandoning Paolo--the one thing he could not bear to do. No one, not even Paolo and Angel, could fully understand their relationship. In the end, the journey taken through this inexplicable relationship enabled Paolo to bury Angel's sins and finally express love toward a family of his own.

CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS)
THE KILLER’S TEARS is more a commentary on the death penalty and on isolated, rural communities rather than Chilean society. Author Anne-Laure Bondoux paints a picture of a cruel outlaw—Angel Allegria—who is wanted for murder. Initially, it is difficult to feel much sympathy for him. However, by the end of the story, there is little doubt of Angel’s change of heart and worthiness of a second chance. The sense of isolation is complete through Bondoux’s vivid description of the Poloverdo farm. This homestead lacks electricity, running water and a nearby market--amenities most urban areas have. This physical isolation from the rest of society permeates the lives and emotional state of the Poloverdos. While it is this isolation which leaves Paolo impassive when his parents are murdered in their own home, this same isolation gives Angel a second chance at life.

The only Spanish language present in the English translation are names. These names are full of meaning. The main character, Paolo Poloverdo, is a boy who lives on a rocky coastal farm. His name, Poloverdo means strong, fertile foundation. Angel Allegria is a thief and murderer. His name means happy angel. Another character, Luis Secunda, is a young man who is trying to find his destiny. His surname, Secunda, means support or second. While these names may seem ironic, their meanings are borne out in the characterizations. For example, Paolo is the fertile foundation for Angel's salvation and ability to love. Similarly, Angel serves as Paolo's salvation. For it was through Angel's commitment to caring for Paolo that the boy learned to trust and love others. Finally, Luis acts as a support for both Paolo and Angel. While his initial support is in the form of teaching Paolo to write and read, for a time he supports the men financially.

The characters in THE KILLER'S TEARS could be from many places around the globe. Paolo lives on an isolated farm, living off the land. Angel is raised in a brutal inner-city environment where violence is a common solution to problems. Luis is a well-to-do son of a wine merchant who seeks to run away from his family's expectations. Finally, Ricardo Murga is a soon-to-be retired lumberjack and carpenter. This varied set of characters serves to universalize the emotions and messages relayed in the story by speaking to different types of readers.

The setting, too, is universal. Paolo's homestead; the isolated, windy farm, has a small but sturdy one-room house. Water is scarce and goats milk is less so. Nothing--not food, drink nor firewood--is abundant. The dingy bustling port town of Punta Arenas has mud streets and a market. The bank building has a water fountain, sweets and a carpet so soft Paolo “wanted to remove his shoes to feel the softness under his feet” (p. 53). Finally, the quiet and peaceful forest adds to the readers’ sense of the different types of environments which can be found within the country of Chile. Most readers will have experienced one of these settings either personally or vicariously. This diversity enhances the readers' ability to generalize and connect with the story.

Bondoux’s young adult novel, THE KILLER’S TEARS, offers a window into the lives of physically isolated and socially disconnected characters. She takes the reader on a journey with the characters—a journey which reconnects them with others and with themselves.

REVIEW EXCERPTS
A starred Horn Book review said, “In commanding, starkly poetic language, Bondoux shows how the two [Paolo and Angel] become emotionally dependent on each other and persuades readers that the murderer and his "son" belong together.”
Publisher’s Weekly notes, “if not for the mention of surveillance cameras in the town's bank, this tale could be set almost anytime.”
School Library Journal comments, “while the book's haunting, melancholy air will keep readers turning pages, the complex yet remote telling gives it the feel of South-American literature….”

Reviews obtained from Follett Library Resources and accessed at:
http://www.flr.follett.com/search?SID=c211074453f514ff63ced2a0fe154f24

CONNECTIONS
Other books for young adults about the death penalty:
Streissguth, Thomas. The death penalty: debating capital punishment. ISBN 978-0-7660-1688-0

Other Batchelder Award and Honor novels are:
Mourlevat, Jean-Claude. PULL OF THE OCEAN. ISBN 978-0-385-73348-9
De Mari, Silvana. THE LAST DRAGON. ISBN 978-0-7868-3636-9Holub, Josef. AN INNOCENT SOLDIER. ISBN 978-0-439-62771-9