Richardson, Justin and Peter Parnell. 2005. AND TANGO MAKES THREE. Ill. by Henry Cole. New York, NY: Simon and Schuster Books for Young Readers.
ISBN 0689878451
*Plot Summary
Silo and Roy, two male penguins who live in the New York City Zoo, hatch an egg and become parents to Tango.
*Critical Analysis
In AND TANGO MAKES THREE, Richardson and Parnell portray a family of penguins who live in the NYC Zoo. The main characters in this picture book are portrayed realistically through the third-person narration. The authors draw parallels between the families who visit the zoo, the other animal families living in the zoo, and the penguin family of three who star in this book. Readers come to understand how Roy and Silo become a couple and how Tango eventually joins their family. Adding to the narration are the full color illustrations; the penguin family can be seen living in its home in the zoo. The presence of a penguin family with two fathers is a marker of gay literature.
The plot of the book follows the actual events that occurred at the zoo. It follows logically as the Silo and Roy become a couple, desire to have an egg like all the other families, and eventually hatch an egg with the help of the zookeeper Mr. Gramzay. The illustrations do well in moving the plot along. Some pages feature one illustration covering a double-page spread; however, many others portray smaller events and the passage of time. For example, one series of pictures shows Roy and Silo taking turns sitting on a rock waiting for it to hatch. The pictures are effective in complimenting the events of the story without taking away from the narration.
The setting of the book is important and well-developed. The New York City Zoo is described as the place in the city that is “best of all.” Inside the zoo, the penguin families are only one of many different kinds of families. Another important aspect of the setting is that the resolution of the book includes the happy reactions of zoo visitors as they see the penguin family swimming together. Finally, the zoo setting is important to the story because Mr. Gramzay one of the zookeepers puts the abandoned egg in the nest of Roy and Silo. Illustrator Henry Cole successfully sets the scene of the busy city with the zoo full of animals including the happy penguin family. His paintings, which feature soothing colors, add to overall tranquil, happy setting of the zoo.
Themes of AND TANGO MAKES THREE include family, nature, and recognizing similarities and differences. The style of the book is straight-forward yet detailed. Richardson and Parnell capture the beauty and simplicity of the story and stay true to the events at the NYC Zoo. The text on the pages is often placed near appropriate illustrations, which adds to the effective partnership between pictures and words. The authors also use simple, short sentences in several instances to build tension, create rhythm, and use repetitive patterns. For example, Roy and Silo “bowed to each other,” “walked together,” “sang to each other,” and “swam together.” The end of the book features an authors’ note regarding the true story of Roy and Silo. This adds to the authenticity and charm of the story.
The illustrations are an essential part of the effectiveness of the book. The zoo, the visitors, and the animals are all portrayed in a serene tone which adds to the overall theme of family the book portrays. Also, just as the placement of words upon the pages adds variety and action to the plot, so does the placement of the illustrations. For example, readers will see a series of twelve pictures on one page showing Silo and Roy’s egg slowly beginning to open. In addition to the use of smaller illustrations, Cole also does well in setting the mood with full page spreads, like the one the end of the book portraying a loving family “snuggling together…like all the families in the big city around them…”
*Response
I enjoyed reading the story of Silo, Roy, and Tango. I liked how the authors tell the story of the penguins and draw upon the themes of family in a gentle and graceful manner. The illustrations are also great.
*Review Excerpts
“Further facts about the episode conclude, but it's naive to expect this will be read only as a zoo anecdote. However, those who share this with children will find themselves returning to it again and again--not for the entree it might offer to matters of human sexuality, but for the two irresistible birds at its center and for the celebration of patient, loving fathers who ‘knew just what to do.’"
Booklist *Starred Review*
“Attractive watercolor illustrations complement the text and playfully show the penguin couple making a nest, trying to hatch a rock, and raising their family together. Overall this is a straightforward story without being overtly about homosexuality, but rather focusing on the familial relationship of Roy and Silo and acceptance of others' differences.”
Library Media Connection
“This joyful story about the meaning of family is a must for any library.”
School Library Journal
*Connections
-Discuss the idea of family. What makes a family? How are families different and the same in the book?
-Conduct research regarding penguin eggs and penguin babies.
-Write a journal entry. Tell about your family members.
Sunday, August 9, 2009
Rules
Lord, Cynthia. 2006. RULES. New York, NY: Scholastic, Inc.
ISBN 043944382
*Plot Summary
Twelve-year old Catherine spends her summer dealing with her family, meeting new people, and learning about herself.
*Critical Analysis
Cynthia Lord’s first novel, RULES, includes memorable, well-developed characters. Catherine, the protagonist, is an artist twelve-year old girl who is excited about summer vacation - swimming in the nearby pond and getting to know her new next door neighbor Kristi. Catherine also spends a great deal of time helping her mother take care of her younger brother, David, who is autistic. In Catherine, Lord has created a realistic, interesting character. Catherine shows understanding for her brother and is aware of his differences and difficulties. She even makes rules for him to follow because “David doesn’t learn by watching other people, so I have to teach him everything.” On the other hand, she is not perfect in her dealings with her brother; she sometimes loses patience and even wishes he could take a pill to so he could “wake up one morning without autism, like someone waking from a long coma.”
Another example the multi-dimensional characters in RULES is Jason, a patient at the clinic where David attends occupational therapy twice a week. Jason is a teenager who is confined to a wheelchair and uses a communication book instead of speaking. Although Jason’s disabilities are a major part of his character, Lord shows him as a dynamic character with interests, ideas, dreams and frustrations. David likes music and does not enjoy working with his speech therapist, “STUPID. SPEECH. WOMAN.” Readers learn a great deal about both Catherine and Jason by their interactions with one another. Markers of inclusive literature include one of David’s speech habits which is to use lines from FROG AND TOAD instead of his own words when communicating. Also, Jason must communicate through cards and uses a wheelchair.
In addition to well-developed characters, RULES also has an original, true to life plot. The plot revolves around Catherine and her relationships with her family and friends. As the novel progresses so do the relationships between Catherine and her new friends – Jason and Kristi. The action of the plot moves along logically with an eventual climax and resolution that are realistic. Catherine’s brother still has autism, Jason is still bound to his wheelchair, and some people are still not accepting of them; however, these events echo the realistic tone of the novel. Markers of inclusive literature are also present in the plot. The friendship between Jason and Catherine begins with her designing word cards for his communication book. Also, part of the problem in the book revolves around Catherine’s feelings about sharing her friendship with Jason.
The setting of the novel is contemporary Maine. This is important to the story because Catherine is artistic and often notices the colors and scenes of her surroundings – the beach, pond, seagulls. The more specific setting of the clinic is also very important to the plot. Jason and Catherine begin their friendship at the clinic, but eventually, the relationship goes outside this setting to the parking lot, the beach, Jason’s house, and beyond. This change in setting is effective in moving the plot and showing the growth of the characters. That much of the novel takes place at the clinic where Jason receives speech therapy and David attends occupational therapy is an inclusive literature marker.
Themes of the novel include friendship, family, fitting in, and respecting differences. The characters, plot, and setting all help to develop the themes naturally. The style of the novel is dictated by the first-person narration of Catherine. This narration is balanced well with the dialogue of the novel. Another element of style is the author’s use of rules; throughout the book, David’s rules title each chapter. Also, Catherine recites rules throughout the book; the font for the rules gives a hand-written appearance. The mood of the novel is often serious, but a casual tone and moments of humor are also present. Finally, Lord uses figurative language in the novel as well.
*Response
This book is a wonderful story that I think many young readers would enjoy. I will definitely recommend it in the library. I think it would also make a great book for a novel study or literature circle.
*Review Excerpts
"Lord has candidly captured the delicate dynamics in a family that revolves around a child's disability. Set in coastal Maine, this sensitive story is about being different, feeling different, and finding acceptance. A lovely, warm read, and a great discussion starter."
School Library Journal
"A rewarding story that may well inspire readers to think about others' points of view."
Publishers Weekly
"Catherine is an appealing and believable character, acutely self-conscious and torn between her love for her brother and her resentment of his special needs. Middle-grade readers will recognize her longing for acceptance and be intrigued by this exploration of dealing with differences."
Kirkus Review
*Connections
-Conduct research on autism.
-Write a journal entry. Do you think the way Catherine treats Jason is fair? Why or why not?
-Catherine tries to show Jason how it feels to run. Using words, explain running. Write a short paragraph using your best descriptive language.
-How is your family similar to Catherine’s? How is it different?
ISBN 043944382
*Plot Summary
Twelve-year old Catherine spends her summer dealing with her family, meeting new people, and learning about herself.
*Critical Analysis
Cynthia Lord’s first novel, RULES, includes memorable, well-developed characters. Catherine, the protagonist, is an artist twelve-year old girl who is excited about summer vacation - swimming in the nearby pond and getting to know her new next door neighbor Kristi. Catherine also spends a great deal of time helping her mother take care of her younger brother, David, who is autistic. In Catherine, Lord has created a realistic, interesting character. Catherine shows understanding for her brother and is aware of his differences and difficulties. She even makes rules for him to follow because “David doesn’t learn by watching other people, so I have to teach him everything.” On the other hand, she is not perfect in her dealings with her brother; she sometimes loses patience and even wishes he could take a pill to so he could “wake up one morning without autism, like someone waking from a long coma.”
Another example the multi-dimensional characters in RULES is Jason, a patient at the clinic where David attends occupational therapy twice a week. Jason is a teenager who is confined to a wheelchair and uses a communication book instead of speaking. Although Jason’s disabilities are a major part of his character, Lord shows him as a dynamic character with interests, ideas, dreams and frustrations. David likes music and does not enjoy working with his speech therapist, “STUPID. SPEECH. WOMAN.” Readers learn a great deal about both Catherine and Jason by their interactions with one another. Markers of inclusive literature include one of David’s speech habits which is to use lines from FROG AND TOAD instead of his own words when communicating. Also, Jason must communicate through cards and uses a wheelchair.
In addition to well-developed characters, RULES also has an original, true to life plot. The plot revolves around Catherine and her relationships with her family and friends. As the novel progresses so do the relationships between Catherine and her new friends – Jason and Kristi. The action of the plot moves along logically with an eventual climax and resolution that are realistic. Catherine’s brother still has autism, Jason is still bound to his wheelchair, and some people are still not accepting of them; however, these events echo the realistic tone of the novel. Markers of inclusive literature are also present in the plot. The friendship between Jason and Catherine begins with her designing word cards for his communication book. Also, part of the problem in the book revolves around Catherine’s feelings about sharing her friendship with Jason.
The setting of the novel is contemporary Maine. This is important to the story because Catherine is artistic and often notices the colors and scenes of her surroundings – the beach, pond, seagulls. The more specific setting of the clinic is also very important to the plot. Jason and Catherine begin their friendship at the clinic, but eventually, the relationship goes outside this setting to the parking lot, the beach, Jason’s house, and beyond. This change in setting is effective in moving the plot and showing the growth of the characters. That much of the novel takes place at the clinic where Jason receives speech therapy and David attends occupational therapy is an inclusive literature marker.
Themes of the novel include friendship, family, fitting in, and respecting differences. The characters, plot, and setting all help to develop the themes naturally. The style of the novel is dictated by the first-person narration of Catherine. This narration is balanced well with the dialogue of the novel. Another element of style is the author’s use of rules; throughout the book, David’s rules title each chapter. Also, Catherine recites rules throughout the book; the font for the rules gives a hand-written appearance. The mood of the novel is often serious, but a casual tone and moments of humor are also present. Finally, Lord uses figurative language in the novel as well.
*Response
This book is a wonderful story that I think many young readers would enjoy. I will definitely recommend it in the library. I think it would also make a great book for a novel study or literature circle.
*Review Excerpts
"Lord has candidly captured the delicate dynamics in a family that revolves around a child's disability. Set in coastal Maine, this sensitive story is about being different, feeling different, and finding acceptance. A lovely, warm read, and a great discussion starter."
School Library Journal
"A rewarding story that may well inspire readers to think about others' points of view."
Publishers Weekly
"Catherine is an appealing and believable character, acutely self-conscious and torn between her love for her brother and her resentment of his special needs. Middle-grade readers will recognize her longing for acceptance and be intrigued by this exploration of dealing with differences."
Kirkus Review
*Connections
-Conduct research on autism.
-Write a journal entry. Do you think the way Catherine treats Jason is fair? Why or why not?
-Catherine tries to show Jason how it feels to run. Using words, explain running. Write a short paragraph using your best descriptive language.
-How is your family similar to Catherine’s? How is it different?
Does My Head Look Big in This?
Abdel-Fattah, Randa. 2005. DOES MY HEAD LOOK BIG IN THIS? New York, NY: Orchard Books.
ISBN 0439919470
*Plot Summary
When high school student Amal chooses to wear a traditional hijab, she learns a great deal about her friends, her faith, and herself.
*Critical Analysis
Randa Abdel-Fattah’s novel DOES MY HEAD LOOK BIG IN THIS? features Amal, a believable narrator with a clear voice. Throughout the book, Amal deals with many issues which will make her relatable to teens: appearance, peer pressure, parents, the cool crowd, and the pressures of school. To add to this, Amal who is an Australian-Muslim-Palestinian has chosen to become a “full timer” and wear the hijab , or head scarf, whenever she’s in the presence of males who are not immediate family. As the novel progresses, Amal’s interactions with her friends, family, and even strangers show her internal growth and changes. Although Amal changes, her words and actions stay true to her character throughout.
In addition to Amal, Abdel-Fattah has created several other multi-dimensional characters in the novel. Amal’s parents have high expectations for their daughter yet are diplomatic and fair in their dealings with her. Amal shares close relationships with her parents. Mrs. Vasellis is Amal’s neighbor who appears to be just a cranky old woman; however, as the novel progresses, Amal finds her to be different than she ever expected. Finally, Amal’s friend Leila is an excellent and ambitious student who Amal feels is being limited by her mother’s expectations. Among the many characters this novel includes, the interactions and conversations are interesting and plausible. Several cultural markers are also present. The religion of Islam is represented. Amal and her mother both wear the hijab although other Muslim women in the book choose not to do so. Food, religious practices, language, and skin color are also true to the culture. Abdel-Fattah is also sure to show variety with the Muslim culture. For example, Amal’s aunt and uncle go out of their way to “assimilate” with the Australian lifestyle.
Like the characters, the plot is also believable. Much of the plot revolves around Amal’s relationships as she moves through the second semester of eleventh grade. Although her choice to wear the hijab is at the center of the action, there are several other storylines which are part of the plot. Even with many characters and a few different conflicts, the plotline is logical and follows Amal’s experiences in chronological order. The climax and resolution are hopeful. Amal feels as a sense of hope as she looks to her future with her network of friends and family. Cultural markers regarding the plot include Amal’s choice to wear the hijab which dictates much of the plot. Also, Amal’s beliefs which are guided by her belief in Islam also drive much of the plot.
The novel is set in a modern-day Australian suburb. Amal attends a prestigious, private school in which shw is the first to wear a hijab. Amal’s school has a social structure which revolves around “how much your dad earns, how many cars you have, whether your money’s ‘old.’” This setting is also very important to the storyline as Amal sorts through her feelings about wearing the hijab in this environment and deals with the reactions of her principal, teachers, and classmates. Events such as the first anniversary of the September 11 tragedy and the bombing in the Bali nightclub also add to the setting. As a Muslim, Amal must deal with the way others view during these times as well as deal with her own grief and sadness.
There are many themes in this novel including faith, friendship, family, dealing with prejudice, and understanding others. The themes are ones that many readers, particularly teens, will find they can relate to. The style of the novel is natural and conversational. Amal tells her story with humor, candor, and the outlook of a teen. The balance of narration and dialogue is effective. Although the mood is humorous, the novel includes many serious subjects as well. However, Amal as narrator never takes herself too seriously and the novel itself is never overly sentimental.
*Response
I found this novel to be so engaging that I didn't wanted to put it down. The author, Randa Abdel-Fattah, was so effective in creating an authentic voice for her teenage protagonist and narrator. I would definitely recommend this book to young adult readers, especially girls. Although it is a great story that is written expertly, it also delivers a message that will spark interesting and important conversations among readers.
*Review Excerpts
"Without heavy preaching, the issues of faith and culture are part of the story, from fasting at Ramadan to refusing sex before marriage. More than the usual story of the immigrant teen’s conflict with her traditional parents, the funny, touching contemporary narrative will grab teens everywhere."
Booklist *Starred Review*
"Using a winning mix of humor and sensitivity, Abdel-Fattah ably demonstrates that her heroine is, at heart, a teen like any other. This debut should speak to anyone who has felt like an outsider for any reason."
Publishers Weekly
"While the novel deals with a number of serious issues, it is extremely funny and entertaining, and never preachy or forced. The details of Amal's family and social life are spot-on, and the book is wonderful at showing the diversity within Muslim communities and in explaining why so many women choose to wear the hijab. Amal is an appealing and believable character. She trades verbal jibes with another girl, she is impetuous and even arrogant at times, and she makes some serious errors of judgment. And by the end of the story, she and readers come to realize that 'Putting on the hijab isn't the end of the journey. It's just the beginning of it.'"
School Library Journal
*Connections
-Write a journal entry. How would this novel be different if Amal had been allowed to attend the public school she wished to attend instead of McLeans?
-Conduct research on some of the traditions and religious practices featured in the book: Ramadan, wearing the hijab, prayers, etc.
-Write an epilogue to the novel. What happens next?
-Write a dialogue paper for one the characters in the book. (Have an imaginary conversation with one of the characters in the book.)
ISBN 0439919470
*Plot Summary
When high school student Amal chooses to wear a traditional hijab, she learns a great deal about her friends, her faith, and herself.
*Critical Analysis
Randa Abdel-Fattah’s novel DOES MY HEAD LOOK BIG IN THIS? features Amal, a believable narrator with a clear voice. Throughout the book, Amal deals with many issues which will make her relatable to teens: appearance, peer pressure, parents, the cool crowd, and the pressures of school. To add to this, Amal who is an Australian-Muslim-Palestinian has chosen to become a “full timer” and wear the hijab , or head scarf, whenever she’s in the presence of males who are not immediate family. As the novel progresses, Amal’s interactions with her friends, family, and even strangers show her internal growth and changes. Although Amal changes, her words and actions stay true to her character throughout.
In addition to Amal, Abdel-Fattah has created several other multi-dimensional characters in the novel. Amal’s parents have high expectations for their daughter yet are diplomatic and fair in their dealings with her. Amal shares close relationships with her parents. Mrs. Vasellis is Amal’s neighbor who appears to be just a cranky old woman; however, as the novel progresses, Amal finds her to be different than she ever expected. Finally, Amal’s friend Leila is an excellent and ambitious student who Amal feels is being limited by her mother’s expectations. Among the many characters this novel includes, the interactions and conversations are interesting and plausible. Several cultural markers are also present. The religion of Islam is represented. Amal and her mother both wear the hijab although other Muslim women in the book choose not to do so. Food, religious practices, language, and skin color are also true to the culture. Abdel-Fattah is also sure to show variety with the Muslim culture. For example, Amal’s aunt and uncle go out of their way to “assimilate” with the Australian lifestyle.
Like the characters, the plot is also believable. Much of the plot revolves around Amal’s relationships as she moves through the second semester of eleventh grade. Although her choice to wear the hijab is at the center of the action, there are several other storylines which are part of the plot. Even with many characters and a few different conflicts, the plotline is logical and follows Amal’s experiences in chronological order. The climax and resolution are hopeful. Amal feels as a sense of hope as she looks to her future with her network of friends and family. Cultural markers regarding the plot include Amal’s choice to wear the hijab which dictates much of the plot. Also, Amal’s beliefs which are guided by her belief in Islam also drive much of the plot.
The novel is set in a modern-day Australian suburb. Amal attends a prestigious, private school in which shw is the first to wear a hijab. Amal’s school has a social structure which revolves around “how much your dad earns, how many cars you have, whether your money’s ‘old.’” This setting is also very important to the storyline as Amal sorts through her feelings about wearing the hijab in this environment and deals with the reactions of her principal, teachers, and classmates. Events such as the first anniversary of the September 11 tragedy and the bombing in the Bali nightclub also add to the setting. As a Muslim, Amal must deal with the way others view during these times as well as deal with her own grief and sadness.
There are many themes in this novel including faith, friendship, family, dealing with prejudice, and understanding others. The themes are ones that many readers, particularly teens, will find they can relate to. The style of the novel is natural and conversational. Amal tells her story with humor, candor, and the outlook of a teen. The balance of narration and dialogue is effective. Although the mood is humorous, the novel includes many serious subjects as well. However, Amal as narrator never takes herself too seriously and the novel itself is never overly sentimental.
*Response
I found this novel to be so engaging that I didn't wanted to put it down. The author, Randa Abdel-Fattah, was so effective in creating an authentic voice for her teenage protagonist and narrator. I would definitely recommend this book to young adult readers, especially girls. Although it is a great story that is written expertly, it also delivers a message that will spark interesting and important conversations among readers.
*Review Excerpts
"Without heavy preaching, the issues of faith and culture are part of the story, from fasting at Ramadan to refusing sex before marriage. More than the usual story of the immigrant teen’s conflict with her traditional parents, the funny, touching contemporary narrative will grab teens everywhere."
Booklist *Starred Review*
"Using a winning mix of humor and sensitivity, Abdel-Fattah ably demonstrates that her heroine is, at heart, a teen like any other. This debut should speak to anyone who has felt like an outsider for any reason."
Publishers Weekly
"While the novel deals with a number of serious issues, it is extremely funny and entertaining, and never preachy or forced. The details of Amal's family and social life are spot-on, and the book is wonderful at showing the diversity within Muslim communities and in explaining why so many women choose to wear the hijab. Amal is an appealing and believable character. She trades verbal jibes with another girl, she is impetuous and even arrogant at times, and she makes some serious errors of judgment. And by the end of the story, she and readers come to realize that 'Putting on the hijab isn't the end of the journey. It's just the beginning of it.'"
School Library Journal
*Connections
-Write a journal entry. How would this novel be different if Amal had been allowed to attend the public school she wished to attend instead of McLeans?
-Conduct research on some of the traditions and religious practices featured in the book: Ramadan, wearing the hijab, prayers, etc.
-Write an epilogue to the novel. What happens next?
-Write a dialogue paper for one the characters in the book. (Have an imaginary conversation with one of the characters in the book.)
Subscribe to:
Posts (Atom)