TAKING SIDES

Soto, Gary. Taking Sides. Reissue ed. New York City: Harcourt Paperbacks, 2003. ISBN 0152046941

PLOT SUMMARY:
Lincoln, an 8th grade Latino American from the barrio, moves with his single mom to nearby Sycamore, where he moves from being the majority to the minority. They have moved there to escape the crime and run down neighborhood they lived in, but Lincoln has difficulty fitting into his new white, richer, neighborhood and school. Lincoln loves basketball and joins the team at his new school. However, his coach, Coach Yesutis, is tough on Lincoln and racist against Latinos. Lincoln is torn when his new team plays his old team as he doesn't quite fit in to either place now. Lincoln's old friends and teammates feel he has gone soft, and he is having difficulty fitting into the new team. Other relationships are introduced such as Lincoln's with his mom's white boyfriend, Roy, and his budding romance with fellow Latino, Monica.

CRITICAL ANALYSIS:
A glimpse into Latino heritage and the struggles faced in inner city barrios, Soto presents an accurate and insightful story that adolescents of all races will enjoy. Latinos will recognize themselves, whether they are from the barrio or not, and non Latinos will enjoy learning about a different heritage. The text is peppered with Spanish phrases, which unfortunately for non-Spanish speakers, is sometimes choppy. I didn't realize until I reached the ending of the story that a glossary showing the Spanish words and phrases is included. I would have found this helpful while reading the story. Throughout the story, sometimes the phrases are defined within the sentence which helps the understanding, while other times readers must turn to the glossary. When the words or phrase is translated within the text, the Spanish words come first and are italicized, and then followed by the English translation. For instance, "Mucho gusto en conocerte. Nice to meet you, Lincoln." In the cases where the words are translated within the text, they don't appear in the glossary. The words that aren't translated within the text are also italicized and then the reader can turn to the glossary for a translation.

The story and the characters are realistic, and it is easy to imagine the difficulties Lincoln is facing. His emotions are believable as he exhibits anger, embarrassment and frustration while trying to start a relationship with Monica, continue his friendship with his friend from the old area, Tony, not butt heads with the Coach, and fit into his new surroundings. Lincoln's mom is obviously trying to provide a safer and better upbringing for her son, but their trust is shattered when their new apartment is broken into. Lincoln is also trying to figure out his relationship with his mom's white boyfriend, while understanding why his own dad is no longer in the picture.

Soto presents an accurate depiction of Latino life, particularly in bigger cities (such as San Francisco where the story takes place). After the story, a chapter showing the sequel to the story, Pacific Crossing, is presented. In this initial chapter it is explained that Franklin and his mother move back to the old neighborhood after the school year (to a better section of the neighborhood). Readers will want to read the sequel to see how the characters further develop and learn more about why Lincoln and his mom decided Sycamore wasn't for them.

REVIEW EXCERPTS:

Horn Book Guide:
Background complications with his mother's new male friend add texture to a story of growing maturity set inside a sport. Awkward use of Spanish with English translations gets in the way of an otherwise good book.

Booklist:
Linc's cool appraisal of the differences and similarities between his two communities makes for interesting reading, but the book's universality springs from the essential realism of the boy's hopes, fears, and disquieting moments. While the use of Spanish words within the text (some translated in context, others requiring a flip back to the glossary) is a mixed blessing, the novel itself is well constructed, well written, and believable.

School Library Journal:
Readers will easily understand the boy's dilemma. The conflicts of old vs. new and Hispanic vs. white culture are clearly delineated. So is the fact that the differences are not as great as they first appear. Because of its subject matter and its clear, straightforward prose, the book will be especially good for reluctant readers.

Kirkus Review:
Soto creates a believable, compelling picture of the stress that racial prejudice places on minority children. He respects the intelligence of his readers, sparing dramatics and allowing them to read between the lines of his quiet yet powerful scenes and bringing the racial issue closer to home for a mainstream readership: the Mendozas are now suburban and middle class and could be anyone's neighbors.

Publisher's Weekly:
Once again, Soto ( Baseball in April ) masterfully conveys the Hispanic-American experience, and readers will respect Lincoln's values and good sportsmanship. Ultimately, the boy learns to adjust to a new situation and accept new challenges without compromising his individuality.

CONNECTIONS:

* Read other books by Gary Soto. Soto has written picture books, books for young adults, books for adults, and poetry. Find as many books by Soto as possible. Does he always include his Latino heritage in his writing? Have students visit Gary Soto's website, www.garysoto.com.

* Many Spanish phrases are included in the story, such as Es medio tonto (He's sort of foolish), and con safos (a taunt, as in "What are you going to do about it?"). Have students look up other phrases and translate into Spanish. Use babelfish (www.babelfish.yahoo.com) or a similar site.

* Question students of Latino descent and ask them if they have experienced racism or similar issues to Linoln and his family. Ask students of other backgrounds if they have experienced similar issues. Compare stories.

CULTURE 3 LATINO(A) LIT

MAX FOUND TWO STICKS

Pinkney, Brian. Max Found Two Sticks (Stories to Go!). New York: Aladdin, 2005. ISBN 1-4169-0310-0.

PLOT SUMMARY:
A young African American boy sits on the front stoop of his building and uses two found sticks to beat on various common objects in a drumlike fashion. As his relatives and friends question what he is doing, he answers by banging out rhythms on hat boxes, soda bottles and trash cans. Max's rhythmic beating is in tune with what is going on around him such as the church bells ringing and the sound of the train his father is a conductor on. The story culminates when a real marching band happens by and one of the player tosses Max real drumsticks.

CRITICAL ANALYSIS:

While no overly obvious African American themes are present in this book, Brian Pinkney manages to convey the true feeling and spirit of a young African American boy, his surroundings, and the music that moves him. Each of the characters in the story is African American, and they are portrayed without bias or stereotypes. The father is working, the grandfather is cleaning the windows. Though Max doesn't feel like talking, he is able to show his thoughts and feelings through his music. The story takes on a more rich quality with Max showcasing his thoughts through music, rather than with language.

Each person that Max interacts with embodies the African American culture without being didactic. His twin sisters wear hats, his friends drink soda from bottles, and the Urban neighborhood looks like any bigger city that African Americans might dwell in. The illustrations are melodious as well. Pinkney uses oil paint and gouache on scratchboard, and the effect embodies Max, his family and those around him. You can just about hear the music while reading the book. For adults, it is easy to be brought back to an easier time in our childhood, and younger readers might imagine the simplicity of daydreaming or making their own music. Readers also learn that sometimes words aren't necessary-- there are other ways to get our points across.

REVIEW EXCERPTS:
A Reading Rainbow Book

Horn Book Guide:
Superb illustrations convey the details of urban life and capture the inherent quality of restlessness in Max's activities as well as the sense of renewal he achieves through making music.

School Library Journal:
The snappy text reverberates with the rhythmic song of the city, and Pinkney's swirling, scratchboard-oil paintings have a music of their own. This is an effective depiction of the way in which self-expression takes on momentum, as Max's quiet introspection turns into an exuberant celebration of the world around him.

Publisher's Weekly:
The fluid lines of his distinctive scratchboard illustrations fairly swirl with energy, visually translating Max's joy in creating rhythm and sound (Pinkney is well suited to the task, having been a drummer since the age of eight). A serendipitous ending finds the drummer from a passing marching band tossing a spare set of real drumsticks to the delighted Max.

Kirkus Review:
Pinkney's scratchboard illustrations, designed with a sure hand and overlaid with rich, subtle shades of sky blue, leaf green, and brick applied in free, painterly strokes, are superb; they vividly convey the imagination and vitality of this budding young musician. A perfect marriage of idea and art.

CONNECTIONS:

* Read other books by Brian Pinkney. His wife, Andrea Davis Pinkney, is also an African American writer. Read books by her as well. Do all of their books portray African American characters? Are there any non African American characters in any of their stories? If so, do they interract? If so, how?

* Max made music with sticks and household objects. See what objects you can make music with in your classroom. Notice how different objects make different sounds. The book uses onomonopeia to show the different sounds objects will make. Take glass bottles or jars and see what different sounds they make. Add varying amounts of water to them and see how the music is changed.

* Ask students if they can think of other ways to get their points across without words. Brainstorm ideas and try out a few.

TONING THE SWEEP

Johnson, Angela. Toning The Sweep . New York: Scholastic Paperbacks, 1994. ISBN 0-590-48142-8

PLOT SUMMARY:
When Emmie's grandmama Ola gets sick from cancer, she and her mother travel to the California desert to help pack up her grandma's life and bring her back to live with them. As they help Ola pack up her life, old emotions are brought up, old wounds resurface, and the family must come together in an attempt to help Ola come to grips with her illness. Emmie documents friends and family's memories of Ola on a camcorder to document for her. Ola decides she doesn't want chemotherapy as she can't bear to lose her hair, Emmie and her mom must accept Ola's decision to return with them to die.

CRITICAL ANALYSIS:

Many relationships are addressed in this gentle, sweeping, poetic novel. Delving under the superficial top coat, Emmie, her mom, and her grandmother Ola try to understand their past conflicts, and attempt to get past them. While Emily is the primary narrator of the story, Ola and Mama's memories and stories are interwoven throughout. Emily's desert friend David is helpful and supportive of Emily as she comes to grips with leaving the desert and the symbolism that brings with it-- that her grandmother will soon be leaving as well. Past pains are brought up as we find that Ola's husband had been shot in 1964 Alabama, and Mama was the one who discovered him. When Ola's husband died, they immediately left Alabama for the California desert and Mama had never really forgiven Ola.

The past racism that Ola and her husband experienced is a central theme. Ola's husband had saved for many years for a convertible, and when he bought it, he was berated for being uppity. The car was the object that caused the lynching, but the undercurrent of racism still existed. Ola had kept the car, and while in the desert, Emmy learns to drive it. She sneaks the car out a couple of nights, enjoying the warm desert nights, and trying to come to terms with love, loss, family, and belonging. The car, Ola's cat, her friends, and the desert represent everything in Ola's life, and she is being forced to leave it all behind.

The term "toning the sweep" is significant to the story. In Emmy's southern roots, the relatives believe that when they know someone is going to die, they would get a hammer and hit a sweep (a kind of plow) to let everyone know. They believed you had to ring it right after they died in order to get the dead person's soul up to heaven. Otherwise, the soul was thought to become restless and just lay there. Mama called Ola a restless soul for leaving Alabama, yet Ola called Mama a restless soul for moving and holding many different jobs. Emmy and Mama drive out into the desert with some of granddaddy's belongings to "tone the sweep", so his soul can rest in peace, and they can return with Ola and help her live out her last days.

The language in the novel is soft and gentle, and the way the story flows back and forth from the present to the past brings out all of the past hurts and helps them to heal. Much of the text has an African American feel, especially when Ola's friends and relatives reminisce about their memories of Ola. The book feels as if a story unfolds as we find out more about why relationships of the past have suffered. The book ends with the three women leaving the desert, each having grown and changed in their thoughts of each other.

REVIEW EXCERPTS:

Winner of the Coretta Scott King Award

Horn Book Guide:
Johnson's remarkable narrative uses different perspectives, but what is most memorable is the skill with which she moves between times past and times present without sacrificing her main story line or diluting the emotional impact.

Publisher's Weekly:
Traits that might have come across as quirky instead seem well integrated as Johnson delicately and gradually unfolds the past events that fostered such inner strength--events including the lynching of Ola's husband in 1964 Alabama. Depicting a heroine who learns to balance the most urgent feelings of love and loss, Johnson herself balances powerful themes with poise and skill.

Booklist:
The juxtapositions of past memories and the present in this powerfully moving book are as fluid as a dancer's movements. A celebratory dance of life, reflecting the ending of childhood and the beginning of womanhood and selfhood, the story is about African American history, the pain of it (Grandaddy had been lynched and Mama had found him) as well as the joy (with a camcorder, Emily tapes Ola and her many friends sharing and laughing). With ingenuity and grace, Johnson captures the innocence, the vulnerability, and the love of human interaction as well as the melancholy, the self-discovery, and the introspection of adolescence.

Kirkus Review:
Johnson leaves much to understatement, trusting readers to delve between the lines. Emily's narration is interrupted--by Mama, by Ola--in resonant testaments of love; such introspection gives the fleeting days an added poignancy. Place this brave and wonderful piece of storytelling with the best of YA fiction.

CONNECTIONS:

* Have students learn about racism in 1964 Alabama. See if you can find out how many African Americans would have had a car then, and how others might have reacted to it.

* Split the class into three groups, with one group signifying Ola, one Mama, and one Emmy. Have each group write in a journal or blog the feelings or emotions that they feel their character experienced. Look at emotions at the beginning of the story and compare to those later in the story to look at growth or changes. Then have each group compare their writings and see if there is any overlap.

* Discuss the term "toning the sweep" and see what students feel about it. Do they believe in ghosts or think that souls can be restless?

* Read a biography of Angela Johnson. See if you see any similarities between her life and those in the book. When was she born? What racism did she experience?

* Discuss racism with students. Ask them if they think it is still prevalent in today's society? In what ways?

* Emmy used a camcorder to record the stories of families and friends. Use a camcorder (flip cam) and have students interview each other. Have them tell stories about each other if possible and then watch the outcomes.

BAD NEWS FOR OUTLAWS

Nelson, Vaunda Micheaux. Bad News for Outlaws: The Remarkable Life of Bass Reeves, Deputy U. S. Marshal. Minneapolis: Carolrhoda Books, 2009. ISBN 978-0-8225-6764-6.

PLOT SUMMARY:
The biography of Bass Reeves, Deputy U.S. Marshal, who was born into slavery in 1838. After escaping from his owner, Reeves went to Indian Territory and lived among the Indians. In 1875, Judge Isaac C. Parker arrived in Indian territory, intent on bringing law to it. The judge hired Reeves to be a deputy marshal, and he quickly became expert and adept at capturing the wanted outlaws. Feared, hated, and respected, during Reeves' thirty-two year career, he captured more than three thousand men and women-- blacks, whites and Indians. He even arrested his own son after he killed his wife in an argument. Bass Reeves was never injured in the line of duty, and he only killed fourteen men.

CRITICAL ANALYSIS:

The book opens with Bass Reeves being shot at by outlaw Jim Webb, and Reeves taking him down. Out of respect, Webb gave Reeves his revolver. The second painting is remarkable. Bass Reeves is holding his revolver, looking as if he is pointing it at you-- the reader. While the brushstrokes are wide, the detailing in the painting brings it to life-- Reeves has one eye shut, the shadowing on his face is realistic, and the barrel of the gun is enlarged to show closeness.

The vernacular in the story adds to the authenticity of the time. The western words are defined in a glossary in the back of the book for readers unfamiliar with any of the words. The book is laid out in time periods-- first Reeves' slave days to show readers where he came from. Second, his free period after the Civil War ended, when he worked and raised a family while living in Indian territory. The biggest period of his life, Reeves was a Deputy U.S. Marshal, and most of the book revolves around this period. The story reads like a tall tale as it is hard to believe one man could catch so many outlaws single-handedly, which makes the story even more fascinating to read. The illustrations enhance the story, showing Reeves on the trail, camping out while searching for outlaws, and describing many of the ways Reeves caught the outlaws, such as disguising himself as a cowboy, a tramp, and even putting his horse in disguise. The colors in the illustrations also enhance the story, as dark and light tones of faces and backgrounds illuminate the different races. The cultural depictions of each character seem authentic, and no bias or stereotyping is present. When Oklahoma became a state in 1907, Reeves's life as a deputy U.S. Marshal ended as the Indian Territory also ceased to exist. Even though he was almost 70 by now and walking with a cane, he became a police officer, and during his two years on the force, there were no crimes occurring in his patrol area!

The author (Vaunda Micheaux Nelson) and the illustrator, R. Gregory Christie, are both prior recipients of the Coretta Scott King Awards (Honor Awards). Together they have partnered to bring an amazing, true story to life. This one should be shared freely as students will love the history, and the way in which the story reads.

REVIEW EXCERPTS:
Winner of the Coretta Scott King Award

Publisher's Weekly:
With lively language and anecdotes, Nelson (Juneteenth ) chronicles the life of African-American lawman Bass Reeves in a biography that elevates him to folk hero. It's an arresting portrait of a man who rose from escaped slave in Indian Territory (now Oklahoma) to become a federal marshal who made thousands of arrests, including his own son, but killed only 14 men.

School Library Journal:
Reeves is an unsung hero of the American West whose honesty and sense of duty are an inspiration to all. In a frontier brimming with treachery and lawlessness, this African-Christie's memorable paintings convey Reeves's determination and caring, while rugged brushstrokes form the frontier terrain. Youngsters will find much to admire here.

Booklist:
Nelson and Christie know the proper way to open a western with a showdown. An exciting subject captured with narrative panache and visual swagger, Bass Reeves stands to finally gain his share of adulation from kids drawn to the rough-and-tumble Old West.

CONNECTIONS:
* At the end of the book, there is a glossary of the western words used in the book. Words such as chuck wagon, desperado, and vittles are defined. Have students find other western words either online or in other books, and add them to the glossary. Students could also make a glossary of other unfamiliar words they might encounter in their readings-- such as a glossary of Southern words.

* There is also a timeline after the story chronicling the years of Bass Reeves' life. Have students research their state's history with slavery. Which side of the Civil War was your state on? Were there Indians in your state? If so, were there deputy US Marshals like Bass Reeves.

* The U.S. Marshal Service has a website; http://www.usmarshals.gov/usmsforkids/index.html
This site gives a history of U.S. Marshals. Have students research the history. Are there still U.S. Marshals today? If so, what does their job entail today?

* Lawless Belle Starr, nicknamed "Bandit Queen", feared Bass Reeves so much she turned herself in for the first and only time. Research Belle Starr and her history.

CULTURE 2 AFRICAN AMERICAN LITERATURE

THE SHADOWS OF GHADAMES

Stolz, Joelle. The Shadows of Ghadames. New York: Yearling, 2006. ISBN 0-440-41949-2.

PLOT SUMMARY:
Almost twelve-year-old, Malika, lives in Libya at the end of the nineteenth century. As Malika approaches marriageable age, she struggles to understand the traditional Muslim customs that are expected of her. In her culture, women do not leave their homes to be seen in public; they cover themselves almost entirely, have virtually no contact with men except for their husbands, and socialize only with other women on the rooftops of their buildings. Her father has a second wife, Bilkisu, who has a son, Jasim. Malika is jealous of Jasim who gets to go out in public, learns how to read, and will soon explore the world with her merchant father. When a mysterious, wounded stranger appears while Malika's father is traveling, the women in Malika's family hide him and nurse him back to health. Malika's more traditional mother, worries about the exposure to this gentleman, and the risk he exposes her family to. Malika and the man, Abdelkarim, form an unlikely friendship, and he teaches her to read. In turn, she teaches him much he doesn't know about women's traditions, and he expands her mind to the world outside of her home.

CRITICAL ANALYSIS:
Originally titled, Les Ombres de Ghadames, this title is translated from French by Catherine Temerson.
Winner of the Batchelder Award

This is a beautiful tale from a world far away for most of us. It may be hard for Westernized readers to imagine the strict rules, complete separation of men and women, and the insistence upon women's modesty. While readers may initially think this story would never take place in today's society, there is an interesting Author's note at the end informing readers that residents have been in modern housing built by the government for only the last twenty years. These modern houses have brought about changes in customs such as allowing girls to go to school, and having males and females mingle more freely.

Each character in the story is well developed, with the main character, Malika, being one that children will like to learn about. They may not be able to relate to her circumstances, but they will see that as she is growing up, she is facing confusion regarding the expectations her family and her culture puts upon her. The fact that Malika's mother and her father's other wife, Bilkisu, have very different beliefs shows readers that while people of particular customs or religions may seem the same, in fact, they are different. Bilkisu is more modern and progressive than Malika's mother. Even though Malika's father isn't physically present for most of the book, his presence and hold over Malika is always there. Children will also identify with the sibling rivalry present between Malika and her brother.

The novel is seamless in its translation. The vocabulary and flow of the novel make it harmonious to read, and the reader can easily visualize the houses, the rooftops, the clothing, and Malika's lessons in reading. Each character is depicted fully and described in great detail, making the reader feel as if they are experiencing this different time and place.

REVIEW EXCERPTS:

HORN BOOK GUIDE:
This French import tells an engaging story of changing visions of people and places.

HORN BOOK MAGAZINE:
Stolz gives prideful Abdelkarim real dimensionality; while he recuperates from his wounds, he teaches the eager Malika to read, forgetting that she is "just a girl" destined soon to marry and lose even the privileges of childhood. In this novel translated from the French, the wealth of cultural detail is sometimes distracting, and the author is too obvious in her selection of a gift for Malika from her father: a telescope, to see beyond. But then Stolz's whole story, which is steeped in the syncretic Islam of Ghadames, revolves around changing visions of people and places.

BOOKLIST:
But Stolz invigorates her tale with elegant prose and a deft portrayal of a girl verging on adolescence. The vivid backdrop is intoxicating, but the story's universal concerns will touch readers most: sibling jealously, confusion about adult customs, and a growing interest in a world beyond family.

SCHOOL LIBRARY JOURNAL:
This quiet story is notable for the intimate picture of the traditional Muslim world that it conveys; unfortunately, not until the author's note at the end is the time period made evident. The imprecise use of language may make it difficult for readers to visualize this distant world and to understand the characters' motivations. Still, this novel would be useful in schools studying this part of the world.

CONNECTIONS:

* There are many unfamiliar words that students probably haven't been exposed to. This book would make a great read-a-loud. While reading, stop and write down words that are unfamiliar such as burnoose, and Jinn. Research what these words mean and use the computer (google images) to look at images as well.

* The women in the book have many bluish tattoos with significant meanings. Research to see if women of Muslim culture still have tattoos. Look at images of tattoos and their meanings.

* Aishatou comes from a nearby village to help heal the wounded man. She uses herbs and traditional healings, and is highly respected and feared upon the women. She also reads coffee grounds to predict. Look at the history of reading tea leaves or coffee grounds and try it with your students.

TEN LITTLE FINGERS AND TEN LITTLE TOES

Fox, Mem. Ten Little Fingers and Ten Little Toes. Ill. by Helen Oxenbury. 1 ed. New York: Harcourt Children's Books, 2008. ISBN 978-0-15-206057-2.

PLOT SUMMARY: Two babies are born on opposite parts of the world, yet though born across the world from each other, they are really so much alike. "And both of these babies, as everyone knows, had ten little fingers and ten little toes." The story builds by introducing a new couple of babies from opposite parts of the world, realizing they are very much alike, while the other babies watch on. The story culminates with a baby being born that celebrates motherhood and babies. While all of the babies look on, the mother relishes her babies ten little fingers and ten little toes, while she gives three little kisses on the tip of its nose.

CRITICAL ANALYSIS:

This beautiful collaboration from Mem Fox and Helen Oxenbury merries multiculturalism for the youngest readers. The author and illustrator themselves are international, with Fox Australian, and Oxenbury British. A series of couples of babies unfold on the pages, each being from a different culture or country. The rhythmic text sounds melodious and fits the illustrations perfectly. The babies are the illustrations, as they are set against the white backgrounds, with the mothers not visible to the reader. The illustrations are authentic with their details; each babies skin tones, hair, eye shape, and clothing is representative of the country they are representing. Even details such as shoes and patterns on the clothes help the reader to relish the multiculturalism represented.

While the text is simple, the message is beautifully and emotionally conveyed due to the matching of the babies to the text. The text repeats itself with each new set of babies, "And both of these babies, as everyone knows, had ten little fingers and ten little toes." As each set of babies is introduced, the babies from the prior pages look on innocently. As the story moves forward, the multicultural aspect is strengthened due to the fact that more babies of different cultures are looking on. The last baby of the story is resting on its mother's lap, and the mother celebrates the babies ten little fingers and ten little toes, and gives the baby three kisses on the tip of its nose. This last baby is naked, but even sans clothes, the babies culture shines through (this baby and mother are Caucasian).



REVIEW EXCERPTS:

SCHOOL LIBRARY JOURNAL:
Oxenbury's signature multicultural babies people the pages, gathering together and increasing by twos as each pair is introduced. They are distinctive in dress and personality and appear on primarily white backgrounds. Whether shared one-on-one or in storytimes, where the large trim size and big, clear images will carry perfectly, this selection is sure to be a hit.

BOOKLIST:
*Starred Review* A standout for its beautiful simplicity, this picture-book collaboration between Fox and Oxenbury aims a message of diversity and tolerance at very young children. Oxenbury's spare pencil-and-watercolor pictures, set against pure white pages, zero in on pudgy little hands and feet, offering many interactive opportunities for young viewers to point and count. Clusters of adorable multicultural babies from around the world toddle across the pages until just one child receives three kisses on the nose from her loving mom, a sweet gesture that parents will want to act out with their own children. A gentle, joyous offering.

PUBLISHER'S WEEKLY:
Put two titans of kids' books together for the first time, and what do you get (besides the urge to shout, “What took you so long?”)? The answer: an instant classic. Given their perfect cadences, the rhymes feel as if they always existed in our collective consciousness and were simply waiting to be written down.

CONNECTIONS:

* When sharing the book with students, ask them to compare and contrast themselves to other classmates. If your class has students from many different ethnic backgrounds, encourage the students to compare eye shape and skin color. If students backgrounds are more homogenous, you can have them compare eye color and hair color. Have students create a graph or Venn diagram comparing and contrasting these differences/similiarities.

* Have students bring baby pictures of themselves to class. Look at the differences and similarities amongst the pictures, comparing clothing, toys, etc.

* Delve further into the book as a class. Try to determine the country or region each baby is from in the book and then pinpoint those areas on a map. Research backgrounds of those countries, in particular what babies are fed, whether they wear shoes, etc. See if students in your class are from the same regions as the babies in the story.

* Read other books about babies, both animal and human.

Babies Can't Eat Kimchee!. New York: Bloomsbury Usa Children's Books, 2006.

Frazee, Marla. Walk On!: A Guide for Babies of All Ages. New York: Harcourt Children's Books, 2006

Robert, Na'ima bint. Welcome to the World Baby in Kurdish and English (English and Kurdish Edition). London: Mantra Lingua, 2005.

BIG WOLF & LITTLE WOLF

Brun-Cosme, Nadine. Big Wolf and Little Wolf. Ill. by Olivier Tallec. New York: Enchanted Lion Books, 2009. ISBN 978-1-59270-084-4.

PLOT SUMMARY:
Big Wolf lives alone under a tree at the top of a hill. He is happy alone until one day Little Wolf shows up. At first Big Wolf doesn't like the company, but Little Wolf doesn't prove threatening, so the two start to co-exist. After sharing food and a blanket, Big Wolf is dismayed when Little Wolf disappears one day. Big Wolf realizes he misses his new friend, and when Little Wolf reappears, both wolves confess their loneliness without the other.

CRITICAL ANALYSIS:
This book was originally published in French under the title, grand loup & petit loup. Author, Nadine Brun-Cosme has published nearly 20 novels and picture books for children in France, while illustrator, Olivier Tallec has illustrated more than 50 children's books and is also an illustrator for magazines and newspapers. The translation of this book is flawless-- one would never know the book wasn't orginally published in English. The story itself is universal; children worldwide in any language will relate and enjoy the timeless tale of loneliness and friendship. Tallec's paintings express themselves with bold strokes and vibrant colors. Feelings and emotions are conveyed through the wolves' eyes looking shyly and steathily at each other. The size variance between the two wolves shows readers that opposites can attract, and that friends come in all sizes.

REVIEW EXCERPTS:

SCHOOL LIBRARY JOURNAL:
This translation has careful phrasing. Tallec's colorful illustrations play off the quiet dignity of the text, revealing emotion through the characters' stances and expressions, employing a sketchy painting style that brims with light.

BOOKLIST:
The matter-of-fact telling and Tallec's illustrations, spare of detail, saturated with brilliant color, keep this tale of absence and hearts grown fond from becoming saccharine. Emotions are conveyed through gestures and askance glances. This is a book that deserves a place on readers' shelves and in their hearts.

CONNECTIONS:

* Have students share stories of unlikely friendships. Perhaps they have an older or younger friend, or are now friends with someone they didn't like initially.

* While reading the book, have students describe the feelings and emotions they think the wolves are experiencing. Do Little Wolf and Big Wolf experience the same feelings, or different ones?

* Read other titles about friendship and unlikely animal friendships:

Hatkoff, Craig, Isabella Hatkoff, and Dr. Paula Kahumbu. Owen & Mzee: The True Story Of A Remarkable Friendship. New York: Scholastic Press, 2006.

Rodman, Mary Ann. My Best Friend. 2007. Reprint, New York City: Puffin, 2007.

Zelinsky, Emily(Author) ;, and Paul(Illustrator) Jenkins. Toy Dance Party: Being the Further Adventures of a Bossyboots Stingray, a Courageous Buffalo, and a Hopeful Round Someone Called Plastic. New York: Schwartz & Wade Books, 2008.

Module 1: Culture 1: International Literature

LS 5653: Multicultural Literature for Children and YA-- Summer 2010

The book reviews posted here will be created as assignments for a TWU course I am taking towards my Masters Degree in Library Science.