Rainbow Tulip

BIBLIOGRAPHY

Mora, Pat. 1999. Rainbow Tulip. Ill. by Elizabeth Sayles. New York: Viking. ISBN 0670872911

PLOT SUMMARY

Stella is a Mexican-American girl who feels torn between two worlds.

CRITICAL ANALYSIS

Pat Mora is well-known for delivering culturally accurate stories and Rainbow Tulip does not deviate from this standard.  Stella, known as Estelita at home, is a young girl who feels different than the other children in her class.  Stella looks different than the other children and speaks a different language at home.  Her mother dresses differently than the other students’ mothers.  As the school May parade celebration approaches, Estelita/Stella embraces these differences.  Throughout this story, Mora celebrates diversity and presents the theme that being different can be a good thing.

Although this is a beautiful story and all readers will be able to appreciate it, young immigrant girls will be able to identify with the main character, Estelita/Stella, the most.  This group will understand the feeling of being surrounded by one culture at home, and another in public.  Although Estelita/Stella is proud of her different rainbow costume, she feels “quiet as a snail inside.”  This feeling especially will be familiar to many readers. 

Mora sprinkles Spanish phrases throughout this story.  Most of the words will familiar to readers, such as mamá or sí.  Words that may be unfamiliar, like abrazo, are translated within the text.  As Mora describes Estelita’s parents, her descriptions make them seem very reserved.  Estelit’s mother wears dark, traditional clothing.  Mora writes:

“My mother does not wear colors that sing and dance. My mother likes to wear black, brown, gray, sometimes light blue.  My mother is quiet like her colors.”

Estelita/Stella expresses embarrassment that her mother does not speak English or dress like the other mothers.  Estelita/Stella wishes that her mother “looked like the other mothers with their makeup and short dresses.” 

The oil-pastel illustrations in this story are soft and bright.  Sayles expresses emotion through her illustrations by depicting different postures and facial expressions.  Sayles has also created culturally accurate illustrations by using appropriate skin tones and hair colors.

At the end of this story, Mora has included a brief author’s note.  In this note, she reveals that Rainbow Tulip is based on her mother’s experiences in a May parade in El Paso, Texas during the 1920s.  Mora also expresses the importance of celebrating family heritage within her comments.

Rainbow Tulip is suggested for students in grades 3-6.  Although they may not understand some of the deeper implications of this story, younger readers will enjoy this story and accompanying illustrations.

REVIEW EXCERPT(S)

Booklist: “What many immigrant kids will enjoy is the bicultural experience. The scenarios in words and soft-toned pictures show the warm, loving family and also the fun and success at school. At first, the child is ashamed of her quiet, old-fashioned mother, but her parents keep a piece of Mexico at home, and Estelita/Stella comes to value her dual heritage, even though it is hard to be different.”

Library Journal: “Based on a story from the author's mother's childhood, and perfectly extended by soft, warm pastel drawings framed in white, this tale of family love and support crosses cultural boundaries and may remind youngsters of times when their families made all the difference.”

Kirkus Review: “Sayles's softly colored illustrations, by turns wistful and vibrant, capture the times and the tone as a young child finds her place in her parents' new country.”

CONNECTIONS

The following picture books from Pat Mora offer similar cultural themes:

Pat Mora. A Birthday Basket for Tía. ISBN 0689813287

Pat Mora. Pablo’s Tree. ISBN 0027674010

Before We Were Free

BIBLIOGRAPHY

Alvarez, Julia. 2002. Before We Were Free. New York: Alfred A. Knopf. ISBN 0375915443

PLOT SUMMARY

Told from the perspective of twelve year old Anita, Before We Were Free is the story of Anita’s experiences under the Trujillo regime.

CRITICAL ANALYSIS

In 1969, many things are happening in the Dominican Republic that young Anita de la Torre cannot explain.  Her family members are disappearing and Anita knows she is not being told the entire story.  Gradually, Anita discovers more information that leads her to believe that her family is involved in a secret plot to overthrow General Trujillo. 

Young readers, especially girls, will be able to relate to Anita.  Before We Were Free is told in first-person and Anita is a likeable character.  Readers will be able to understand Anita’s feelings of frustration when her family does not tell her the entire story.  In addition to Anita’s dramatic experiences under the Trujillo regime, Anita experiences things that any girl does, like having a crush on a boy, fighting with her sister, and starting her period. 

The importance of family and freedom are prominently featured throughout this story.  The de la Torre family is willing to do almost anything for each other.  The family must remain courageous through everything they face.

In addition to Dominican culture, readers will learn a bit about Haitian culture through the character of Anita’s maid, Chucha.  Chucha adds more intrigue to the story and is almost able to see the future. 

Spanish phrases are sparsely scattered throughout this story.  Physical descriptions include the mention of dark hair (p. 59).  When Anita and her sister, Lucinda, talk their American neighbor into having a quinceañera celebration, readers will learn about how important this celebration is in Hispanic culture. 

Before We Were Free focuses on life under the Trujillo regime.  This story is so interesting that it will prompt readers to learn more about Dominican history.  Alvarez explains the history just enough to leave readers wanting to know more. 

At the end of the story, Alvarez includes a brief author’s note that details her personal experiences under the Trujillo regime.  This addition makes this work of fiction more significant.

                                                                                                                                                      

REVIEW EXCERPT(S)

Horn Book Guide: “This is a compelling account of a girl growing up too quickly while coming to terms with the cost of freedom.”

School Library Journal. “Readers will be convinced by the voice of this Spanish-speaking teenager who tells her story entirely in the present tense. Like Anita's brother Mundín, readers will bite their nails as the story moves to its inexorable conclusion.”

Publisher’s Weekly: “Alvarez conveys the hopeful ending with as much passion as suffuses the tragedies that precede it. A stirring work of art.”

CONNECTIONS

Readers interested in Anita’s experience might enjoy the following stories that also have young protagonists who are growing up under dictatorships:

Lyll Becerra de Jenkins. The Honorable Prison. ISBN 0525672389

Beverley Naidoo. The Other Side of Truth. ISBN 0064410021

Jesse

BIBLIOGRAPHY

Soto, Gary. 1994. Jesse. San Diego: Harcourt Brace & Company. ISBN 9780152403296

PLOT SUMMARY

During his senior year in high school, Jesse leaves home to attend community college and live with his older brother, Abel.  The two brothers experience economic hardship and struggle to find their place in the community.

CRITICAL ANALYSIS

This story takes place during the Vietnam War.  Although Jesse is too young to be drafted at the beginning of the story, the threat of the war is always in the background.  It will be helpful for readers to have background knowledge of the war, but it isn’t necessary.  The Chicano movement in California is also heavily featured throughout this story.  Knowledge of this movement will be helpful as well.  The story will be less meaningful for readers who are unfamiliar with César Chávez or Dolores Huerta.  There are several political references throughout the book and a working knowledge of these concepts will be useful.  Soto expertly addresses these issues in addition to the poverty that Jesse and Abel, like other migrant workers, faced.  Although this story is a work of fiction, Soto clearly explains an important time in Chicano history.

Because this protagonist in this story is male, male readers may identify more with this story than female readers.  Despite the difference in time periods, Jesse is a relevant character to young readers today.  Many of my students have experienced hardships similar to those experienced by Jesse in this story and will easily be able to relate to Jesse.  The history of the poor, Latino, migrant worker is not a story often written.  Jesse fills a gap and is a valuable story.

Jesse takes place in southern California.  The setting is important because there was a large Latino population in the area during the 1960s and1970s.  In addition, migrant workers played an important role in the agricultural economy of California.  Poverty is the most prevalent theme of this story, but other themes include the themes of prejudice, tolerance, and the importance of family. 

Soto includes cultural markers throughout Jesse.  Soto has expertly woven them into the story and they absolutely authenticate and add to the story.  The most obvious cultural marker is the addition of Spanish phrases throughout the story.  The meanings of the phrases are obvious in the context of the story and non-Spanish speaking readers will understand them.  The addition of these Spanish phrases accurately depicts how common it is for bilingual people to switch between languages.  Additionally, many of the words are slang (such as gavachos), and are indicative of a lower socioeconomic class, such as the characters in Jesse.  Many of the foods mentioned in the story are traditionally Hispanic.  For example, Jesse and Abel’s mother often makes them tortillas throughout the story and Jesse is eating mole on p 57.  Other non-Hispanic foods are mentioned using their Spanish name. such as huevos.  Although most descriptions of clothing are traditionally American (bell-bottoms, turtlenecks, etc.), Soto’s descriptions of Jesse’s friend Raul include traditionally Mexican clothing, such as huaraches and a serape.  Raul is involved with the Chicano movement so more traditional clothing fits his character well.  The absence of this traditional Mexican clothing for the other characters shows that not all Mexicans are constantly wearing serapes. 

Jesse is a beautifully written story.  Although the absence of hope was an accurate sentiment for many people similar to Jesse, I found the ending to be sad.  After connecting with a character, it was disappointing to realize that Jesse was unlikely to better his situation.  This feeling, however, makes the reader realize how many people are stuck in similar situations, with little opportunity to improve.

REVIEW EXCERPT(S)

Horn Book: “Soto captures Jesse's tentative forays into adulthood and depicts the lives of Mexican Americans in southern California during the Vietnam War era's cultural and political turbulence. A moving, engrossing novel that has strands of both humor and despair.”

Kirkus Review: “The mere depiction of this teen's life, and his attempts to better himself, are a far greater indictment of racism and class distinction than any finger-pointing sermon could be. A satisfying and enlightening story.”

School Library Journal: “Readers looking for a finely written, contemplative narrative will appreciate this work.”

CONNECTIONS

The following coming of age stories will appeal to readers who enjoyed Jesse:

Sandra Cisneros. The House on Mango Street. ISBN 0679734775

Gary Soto. Buried Onions. ISBN 0152062653

Copper Sun

BIBLIOGRAPHY

Draper, Sharon M. 2006. Copper Sun. New York: Simon Pulse. ISBN 9781416953487

PLOT SUMMARY

Copper Sun tells the story of a young African girl, Amari, who is ripped from her homeland and sold into slavery.  Her life is changed instantly when slave traders invade her village.  After an atrocious trip across the ocean, Amari arrives in the Carolinas where she is sold to Mr. Derby as a gift for his sixteen year-old son.  Copper Sun details her experience as a slave and her later escape from slavery.

CRITICAL ANALYSIS

There have been many historical fiction novels that explore slave life in the early United States.  Few, however, detail the emotions of capture and subsequent enslavement as well as Sharon Draper’s Copper Sun.  The story begins with the main character, Amari, in Africa.  Readers will understand what life was like for her before she was captured.  Draper quickly describes how strong Amari’s love was for her family, which makes the loss of them even more devastating.  Throughout the story, Draper is able to expertly explain the horrors of slavery while maintaining an age appropriate frankness.

As a reader, I enjoyed the contrast between the two main characters, Amari and Polly.  On the surface, it appears that they have few things in common.  Throughout the story, they realize just how much in common they do have.  The history of indentured servants is frequently minimized in the retelling of our nation’s history.  The character of Polly gives a face to this situation and children will learn that white people also experienced a form of enslavement.  Amari and Polly are both about fifteen years old.  As a result of their young ages, readers will be able to relate to the girls’ experiences.

Draper excels at creating a clear setting for this novel.  The story takes place in several different locations, but Africa, the slave ship and the Derby plantation are the most memorable settings.  Of these three places, Draper described the conditions on the slave ship the best.  The conditions were undeniably crowded and harsh, but readers will have a good understanding of just how horrific the conditions were.  After explaining how the men were stacked up like logs, Draper describes how disgusting the ship was:

“The men on the bottom were splattered with the blood of the men who had been beaten, as well as the vomit and urine and feces that the men chained above them had no choice to eliminate where they lay” (43).

The conditions were undeniably crowded and harsh, but readers will have a good understanding of exactly how horrific the conditions were. 

The themes of endurance and hope are constants in this story.  Despite all of the hardships that Amari and Polly face, they remain determined to better their situation.  During the voyage to the Carolinas, Amari forms a relationship with an older woman, Afi.  Afi encourages her to stay hopeful and these thoughts remain with Amari during her enslavement.  Later, Amari and Polly are mentored by a slave woman, Teenie.  Teenie encourages Amari to remember her past saying “Long as you remember, chile, it ain’t never gone” (109).

Copper Sun is written from the perspective of both Amari and Polly.  This contrast allows for readers to better understand the prejudices on both sides.  This stylistic element increases the impact that Copper Sun will have on readers. 

Cultural markers are included throughout this story and it would be impossible to mention all of them.  Draper explains the role of women in Amari’s village of Ziavi, writing that “Tomorrow the women would dye the yarn, and when it was ready, her father, a master weaver, would create the strips of treasured fabric on his loom” (4).  Later, Draper emphasizes how important music and storytelling are to the culture.  After Amari is sold and begins living on the Derby plantation, Draper explains how ingrained racism was in society.  Throughout the story, she includes dialogue between whites that shows how slaves were viewed.  For example, Clay Derby says, “Slavery just makes good sense to me.  Anyway, our slaves are better off here than in some jungle eating bugs and slugs like savages” (143-144). 

The complexity of the relationships between the two races comes to a climax with the relationship between Mrs. Derby and her slave, Noah.  Although this particular situation may be difficult to read, Draper captures just how multifaceted the relationships between owners and slave could be.  Another difficult scene to read was the one where Tidbit was used as alligator bait.  As a mother, this scene was powerful to me because I could imagine my child in that situation.  Younger readers will be able to relate to how scary that would be and understand how vicious some slave owners were capable of being.   

At the end of the story, Draper includes an Afterword, extensive bibliography, and discussion questions.  These elements add to the authenticity of the story and it is obvious that Draper conducted years of research.  Although this story is historically accurate, its content is difficult and rape is mentioned repeatedly.  Most reviews recommend Copper Sun for grades 8 and up.

By creating a likeable character like Amari, Draper is able to put a face on this experience and make it more personal.  As a result, this story makes the history of slavery more horrifying to readers than it may be if they were reading a nonfiction account of the slave trade.  This is a powerful and engaging story that I highly recommend.  After connecting with the characters, I was sad when the story ended.  Copper Sun would be an excellent foundation for a series.  It would be interesting to discover what happened to the characters and future generations.

REVIEW EXCERPT(S)

School Library Journal: “This action-packed, multifaceted, character-rich story describes the shocking realities of the slave trade and plantation life while portraying the perseverance, resourcefulness, and triumph of the human spirit.”

Booklist: “Draper builds the explosive tension to the last chapter, and the sheer power of the story, balanced between the overwhelmingly brutal facts of slavery and Amari's ferocious survivor's spirit, will leave readers breathless, even as they consider the story's larger questions about the infinite costs of slavery and how to reconcile history.”

CONNECTIONS

The following award-winning novels about slavery might appeal to readers who enjoyed Copper Sun:

Mary E. Lyons. Letters From a Slave Girl: The Story of Harriet Jacobs. ISBN 9780689800153

Gary Paulsen. Nightjohn. ISBN 9780440219361

 

Black Cowboy, Wild Horses: A True Story

BIBLIOGRAPHY

Lester, Julius. 1998. Black Cowboy, Wild Horses: A True Story. Ill. by Jerry Pinkney. New York: Dial Books for Young Readers. ISBN 0903717873

PLOT SUMMARY

Bob Lemmons is a black cowboy who tracks wild mustangs and captures them.  Black Cowboy, Wild Horses focuses on Lemmons’ attempts to corral a particular herd of mustangs.  Before overtaking the herd, Lemmons must first join the herd before challenging the stallion.  Black Cowboy, Wild Horses is based on a true story, but Lester does not overwhelm to reader with historical facts. 

CRITICAL ANALYSIS

Bob Lemmons was a former slave whose mustang tracking skills were legendary.  Besides the brief mention of other cowboys, Lemmons is the only human character in this story.  The rest of the characters are the horses.  Lester refrains from assigning anthropomorphic characteristics to the horses which allows the story to remain realistic.  Throughout the story, Lester is able to convey how deep the bond is between Lemmons and his horse, Warrior.  The two are able to communicate easily without the use of words.

Although this story is factual and not a tall tale, the style in which it is written gives it the feeling of a tall tale.  Metaphors are used extensively.  A review from School Library Journal states that “Lester's overuse of metaphor is … a drawback.”  I strongly disagree with this review.  I found the language of the story to be a perfect match for the magnificence of the mustangs.

The figurative language matches well with the beautiful illustrations that Pinkney has created.  Disappointingly, the story is presented in opaque text boxes that obstruct some of Pinkney’s illustrations.  The story’s artwork was created using pencil, gouache, and watercolor on paper.  While I enjoyed the story, the illustrations stole the show.  The illustrations are indicative of Pinkney’s style and are absolutely beautiful.  Pinkney is able to capture movement and emotion with his art.  On some pages, the clouds are in the shape of horses running.  This is not done in a whimsical way and it adds to the beauty of the story.

Pinkney accurately presents Lemmons as a black man in the illustrations.  Other than the brief mention of his status as a former slave and his inability to read, the story does not focus on the color of his skin.  Lester and Pinkney both include insightful notes at the end of the story.  Pinkney states that “one out of three cowboys was black or Mexican.”   These notes add to the historical accuracy and significance of this story.

This story may be too long for very young readers, but older children (especially boys) will enjoy both the story and the illustrations.  Because this story is based on fact, it would be a wonderful addition to a lesson on the Wild West.

REVIEW EXCERPT(S)

Booklist: “Pinkney's earth-colored gouache and watercolor paintings add the look of the Texas plains to Lester's account and capture the energy of the horses as they gallop across sweeping, double-page spreads. Lester and Pinkney's manifest love and respect for the West and cowboys of color, whose contributions have been too long overlooked, distinguish their latest collaboration.”

Kirkus Review: “The text is ably matched by Pinkney's big, dappled watercolor scenes of open prairie and muscular, galloping horses. Lemmons may not have the name recognition of Nat Love or Bill Pickett, but his exploits were no less spectacular.”

Publisher’s Weekly: “Lester studs his seamless prose with powerful descriptions, such as when a hawk is "suspended on cold threads of unseen winds," or the mustangs sweep toward the corral as "a dark surge of flesh flashing across the plains like black lightning." The fluid brushwork of Pinkney's watercolors seem tailor-made for the flow of muscle, mane and tail of wild mustangs galloping across the prairie. Notable for the light it sheds on a fascinating slice of Americana, this book is essential for anyone interested in the Wild West.”

CONNECTIONS

 

These related books might interest young readers:

Andrea Davis Pinkney. Bill Pickett: Rodeo-Ridin’ Cowboy. ISBN 0152021035

 

Lillian Schlissel. Black Frontiers: A History of African American Heroes in the Old West. ISBN 9780689833151


 

If You Come Softly

BIBLIOGRAPHY

Woodson, Jacqueline. 1998. If You Come Softly. New York: Speak. ISBN 9780399231124

PLOT SUMMARY

Teenagers Miah and Ellie fall in love at an elite private school, but face criticism because Miah is black and Ellie is Jewish. 

CRITICAL ANALYSIS

The plot of If You Come Softly revolves around the relationship between Ellie and Miah.  The story begins when Miah accidentally knocks into Ellie.  The two are instantly enamored with each other.  Ellie and Miah are less concerned with each other’s race than those surrounding them.  They quickly fall in love.  The ending of this story was shocking to me, but upon reflection, it was heavily foreshadowed.

In If You Come Softly, Woodson has created characters that all readers will be able to identify with.  Ellie and Miah are like any teenagers, worried about their classes and trying to navigate relationships.  Although Ellie and Miah have lifestyles that may be foreign to some readers (they are both wealthy, for example) at their core, they are like any other teenagers. 

If You Come Softly takes place in New York City.  Miah is from Brooklyn and Ellie is from the Upper East Side.  They attend private school together in Washington Heights.  Although the setting is urban, both teens come from upper-class families.  Adding another level of description to the story, Woodson frequently describes the sounds of each scene.  For example, Woodson writes, “And in the distance, he heard the vague sound of a basketball, someone bouncing it slowly, some young kid somewhere, learning how to handle the ball, how to keep it near him” (118).

The themes of diversity and racism are explored throughout the book.  As Ellie and Miah’s relationship evolves, the pair encounters a lot of racism from observers.  There are countless examples throughout the book.  After falling for Miah, Ellie begins to reflect with new insight on past experiences of racial bias:

“Once Anne and I were walking through Central Park when this black guy started running toward us.  I frowned, remembering how Anne had screamed, and grabbed me.  When the guy got up close, we realized he was a jogger, not a mugger or anything, and Anne had turned red with embarrassment.”

Because of experiences like the one above, Ellie starts to wonder -- is her family racist?  Is she?

This story is told from the perspective of both Ellie and Miah, alternating between chapters.  Ellie’s chapters are written in the first person and Miah’s are in third person.  Woodson seamlessly transitions between perspectives and the change does not impact the flow of the story at all.

Woodson defies stereotypes by creating a black male character that is wealthy.  Miah’s father is a film producer and his mother is a famous author.  The differences between Ellie and Miah are solely based on the color of their skin.  Class differences do not come into play, which is refreshing.  Woodson addresses minority dialect when she writes: “He hated when white guys tried to sound black” (62).  Miah is smart and educated and Woodson does an excellent job of presenting him in a positive light.  Woodson presents a lot of the racism throughout the book in a subtle way.  For example, Miah’s new school automatically places him in remedial classes (75-76).  He is able to joke about it, but the reader will wonder whether he is just making light of a difficult situation.

With If You Come Softly, Woodson has created a powerful story that will leave readers reeling.  Readers will be thinking about this story, its characters, and its message long after they have finished reading it.

REVIEW EXCERPT(S)

School Library Journal: “This fine author once again shows her gift for penning a novel that will ring true with young adults as it makes subtle comments on social situations.”

Publisher’s Weekly: “Knowing from the beginning that tragedy lies just around the corner doesn't soften the sharp impact of this wrenching book.”

CONNECTIONS

These are other award-winning titles by Jacqueline Woodson:

Jacqueline Woodson. Hush. ISBN 9780606282807

Jacqueline Woodson. Miracle’s Boys. ISBN 9780142415537 

Koala Lou

BIBLIOGRAPHY

Fox, Mem. 1988. Koala Lou. Ill. by Pamela Lofts. San Diego: Voyager Books. ISBN 0152000763

PLOT SUMMARY

In this picture book, Australian author Mem Fox tells the story of a young koala, Koala Lou, who is on a quest to affirm her mother’s love.

CRITICAL ANALYSIS

Although the main character of this story is a koala, children will be able to relate to her.  The emotions that Koala Lou feels after the addition of siblings will be familiar to children who have younger brothers or sisters.  Koala Lou is young and her age and experiences will be similar to those of the target audience of this book.

The plot of this story is simple, yet meaningful.  Koala Lou seeks attention from her mother who has been concentrating her efforts on Koala Lou’s younger siblings.  Koala Lou has always been told that she was loved, but since the addition of new family members, her mother has not been as forthcoming with praise.  Koala Lou enters the Bush Olympics and hopes that by winning, her mother’s attention will once again be focused on her.  Koala Lou’s performance at the Bush Olympics does not go as she had hoped, but the ending of the story clearly resolves Koala Lou’s feelings.

The setting of this story is the Australian bush.  Throughout the story, Fox identifies other animals from the bush. While the themes of the story obviously include the love between a mother and child and the conflict that arises when siblings enter a family, the theme is subtle and not overwhelming to young readers.  The story is a fun one and definitely an enjoyable read.

Throughout the story, Fox repeats the phrase, “Koala Lou, I DO love you!”  The rhythm of this phrase makes this story a good one to read aloud.  The text flows naturally.  Some pages have only one line of text while others have large paragraphs.  Despite this variance, the text flows naturally and the divisions increase the effectiveness of the story.

Illustrator Pamela Lofts used colored pencils to create the illustrations in Koala Lou.  The illustrations are colorful and vibrant.  Lofts is able to create a lot of texture in the pictures, most noticeably in the various animals’ fur.  Lofts has also used her illustrations to add humor to the story.  For example, Koala Lou wears sneakers while training for the Bush Olympics and many of the spectators are wearing hats.  These comical additions allow for the story to be fun and lighthearted.

The cultural markers in this story are more easily identified in the illustrations than in the text.  Throughout the book, the animals and plants illustrated subtly demonstrate the wildlife that might be found in an Australian bush.  The story about a love between mother and child will be relatable to readers of all cultures.  I enjoyed reading this story to my two-year old daughter.  On the first page, when Fox introduces us to Koala Lou, my daughter was quick to pronounce the koala “Cute!”  We both adored this story.

REVIEW EXCERPT(S)

Horn Book: “A first-rate choice for bedtime, story hour, or reading aloud.”

Kirkus Reviews: “Another winning import from one of Australia’s favorite authors.”

CONNECTIONS

Readers who enjoyed Koala Lou might also enjoy the following stories by Mem Fox:

Mem Fox. Possum Magic. ISBN 0152632247

Mem Fox. Time for Bed. ISBN 0152010661

The Lily Pond

BIBLIOGRAPHY

 

Thor, Annika. 2011. The Lily Pond. Trans. by Linda Schenk. New York: Delacorte Press. ISBN 9780385908382

PLOT SUMMARY

Near the beginning of World War II, Sweden offered asylum to Jewish children.  Stephie and her sister, Nellie, are sent to live in Sweden with foster families to escape the dangers of the war.

CRITICAL ANALYSIS

Young readers, especially girls, will easily relate to the main character of this story, Stephie.  Although Stephie faces hardships that may be foreign to many readers, such as being sent away to live with strangers, she also faces issues that will be familiar to many readers, such as a crush on a boy and feeling out of place in a new school.  Her bravery is admirable.  Stephie is definitely a believable protagonist and her youthful perspective is honest.

The plot of this story is set in the larger context of World War II.  The story is not sugar-coated, but is appropriate for younger readers.  While the target audience of this story is children ages 8 and up, I thoroughly enjoyed this story.  I think it was meaningful to me because I was able to see the larger picture of the story and the threat of concentration camps looming.  If younger readers are unable to do that, the story will still be significant.  Thor has presented a story that is both authentic to the time period and enlightening without adding too many unnecessary historical details.

Thor excels at creating a vivid setting for the reader to imagine.  I was easily able to imagine the different homes where Stephie lived and the island where her foster parents lived.  The details were not overwhelming and I only realized how descriptive Thor’s writing was after reflecting about the story after I completed reading it.

The importance of family is a theme that can be found throughout this story.  Stephie’s love for her family is apparent and she struggles, like most adolescents, with the fact that she is growing up.  In Stephie’s case, the absence of her family makes the transition to adulthood even more difficult. 

I am unfamiliar with Swedish culture, but Thor’s presentation was subtle, and informative.  Small details were woven throughout the book to inform the reader about Swedish culture.  For example, Stephie often ate fish while on the island with her foster family because her foster father was a fisherman.  Differences in religions are apparent throughout the story as well.  In addition to information about Swedish culture, Stephie also teaches the reader about the culture of Austrian Jews.

The Lily Pond is a companion to Mildred L. Batchelder Award Winner A Faraway Island.  The Lily Pond can definitely stand alone, but readers interested in this genre may wish to read A Faraway Island first.  The third installment (of four) is due later this year.

The Lily Pond was completely engrossing.  Although it was a quick read, it was the kind of story that I could not put down until it was finished.  Historical fiction is my favorite genre and The Lily Pond reminded me why.

REVIEW EXCERPT(S)

Booklist: “A compelling look at World War II–era Sweden, this distinguished Holocaust story will resonate.”

Horn Book: “Stephie’s story of adjustment to a new school and of a first crush is both specific and universal."

CONNECTIONS

                    

People interested in the experience of children during World War II might also be interested in these stories:

Eugene Yelchin. Breaking Stalin’s Nose. ISBN 0805092161

Anne C. Voorhoeve. My Family for the War. ISBN 0803733607

Son of a Gun

BIBLIOGRAPHY

De Graaf, Anne. 2012. Son of a Gun. Grand Rapids, MI: Eerdmans Books for Young Readers. ISBN 9780802854063

PLOT SUMMARY

Son of a Gun is the story of ten-year-old Nopi and her eight-year-old brother, Lucky, who are caught in the middle of a vicious civil war.

CRITICAL ANALYSIS

Nopi and Lucky are characters that children will be able to identify with.  Lucky likes to dance and play soccer which will be hobbies familiar to many readers.  Their love for each other and their parents will also be relatable for young readers.  The characters are endearing and readers will find themselves cheering for the children to overcome their hardships. 

The plot of this story begins as Nopi and Lucky are kidnapped from their school and forced to be child soldiers.  They are able to escape and reunite with their parents, but that seemingly happy ending is only the beginning of the tumultuous adolescence that the children will experience.  De Graaf provides enough details that readers unversed with the Liberian conflict will be able to follow the plot of this story.  The details, however, are not overwhelming. 

The setting of this story is described in detail.  I was easily able to visualize this story in my mind.  The theme of the importance of family is woven throughout this story.  Nopi and Lucky are constantly on a quest to protect each other, and later, to reunite.

Throughout this story, de Graaf proves repeatedly that she has the gift of being able to vividly describe something completely horrific without being too graphic for young readers.  I was continually amazed at de Graaf’s ability to keep the story appropriate for children.  Initially, my gut reaction was that a story of child soldiers would be inappropriate for children to read about.  De Graaf quickly proved me wrong. 

Adding to the authenticity of this story is more than twenty pages of notes at the end of the book.  This story was well-researched and based on actual stories.  Although this story is brief (only 89 pages), it was extremely powerful to me.  I once had an ex-child soldier (from the Ivory Coast) as a student and have taught a family of Liberian refugees throughout the years.  While this story allowed me to understand their experiences better, the fact that it was from Nopi and Lucky’s perspective increased the impact ten-fold.  I found myself crying almost constantly while reading this story.

De Graaf was also able to seamlessly include cultural markers within the pages of this story, and at an age-appropriate level.  She educates the reader on tribal differences, geography, and history.  Throughout the story, however, we are reminded that Nopi and Lucky are like any other children.  Their story, however, happens in the middle of a brutal war.

REVIEW EXCERPT(S)

Library Media Connection: “Based on interviews with children who were soldiers, this is an open look at something ugly, but the hope that Lucky and Nopi keep for a better life shines through. Information about life in Liberia, the civil war and the child soldiers, and drawings and poems by former soldiers are also included. It is a powerful read, and does not shield the reader from the horrors of war. The underlying message is that of hope for a better future, and the rebuilding of a country that was torn apart.”

Kirkus Reviews: “De Graaf bases her episodic, present-tense narratives on interviews with Liberian children and adds an informational appendix with photos that not only lays out Liberia's troubled history (up to 2006, when the original Dutch edition of the book was published) but also includes upbeat drawings and letters from young survivors.”

CONNECTIONS

Readers who found Son of a Gun interesting might also appreciate these related titles:

Francesco D'Adamo. Iqbal. ISBN 1416903291

Joseph Lemasolai Lekuton. Facing the Lion: Growing Up Maasai on the African Savanna. ISBN 0792272978