Sees Behind Trees

1. BIBLIOGRAPHY
Dorris, Michael. 1996. SEES BEHIND TREES. New York: Hyperion. ISBN 0786822155

2. PLOT SUMMARY
Sees Behind Trees is a coming-of-age story about a young Native American boy, Walnut, who must prove his readiness to move from boyhood to manhood by completing a skills test that requires shooting a bow and arrow. If Walnut passes the test, he will then earn his adult name. Walnut becomes frustrated because his poor vision hinders him from accurately shooting. Walnut’s uncle figures out the problem and relays it to his mom. Walnut’s mom then begins to work with him on seeing things without his eyes open. When the skills test begins all the boys are given a special test that requires them to see with their eyes shut. Walnut passes his test and is given his adult name “Sees Behind Trees.” Sees Behind Trees’ skills are put to the test when he goes on a journey with Gray Fire, who wants to find the “Land of Water”, which he found when he was little. During their journey Sees Behind Trees and Gray Fire come across strangers which are the first time Sees Behind Trees have ever seen any. The strangers offer them pieces of jerky and tea. After a little while the couple brings out a baby to show Sees Behind Trees and Gray Fire. The couple then invites them to stay the night. The next morning they set off on their journey. They finally reach their destination only to lose Gray Fire to death. When Sees Behind Trees begins the journey back alone he goes back to the stranger’s camp only to find it has been burned and the couple has been taken. Sees Behind Trees does find the couple’s baby and takes her and finds his way back home.

3. CRITICAL ANALYSIS
Michael Dorris has written Sees Behind Trees as a coming-of-age story that is in chronological order with several memory flashbacks sprinkled throughout. This story is written through the eyes and voice of Sees Behind Trees. The plot centers around Sees Behind Trees poor vision and the gift to use his senses to help Gray Fire find his “Land of Water,” which he has never been able to go back to. There are several underlying themes including, you can take your weakness and turn it into strength and overcoming problems are a big part of life. This story is intertwined with cultural markers all throughout. These markes include; when the boys of the tribe become men when they turn twelve by taking a skills test, their years are counted by the passing of the moons, when they pass the skills test they are given an adult name which signifies their ability such as Gray Fire and Brings’ the Deer; clothes and tools that were used by Native Americans such as, “I pulled a deerskin robe closer around my chest,” (48) and “I packed some flint, shell knife, a strong coiled rope of grapevine.” He hesitated. “Ashes from the cooking fire,” he added gruffly. “ To remind you where you live.”(50), There is also the mention of using medicine which Native Americans used to heal, an example is when Gray Fire explained how Otter wrapped his damaged foot in poultice (soft, moist mass of cloth, bread, meal, herbs applied hot as a medicament to the body) made of leaves. (43) Another cultural marker described Gray Fire with, “black hair was streaked with white and his face was brown and round as a chestnut. With so many cultural markers it helps to give authenticity to the story that will help readers to connect to the emotions that are presented and the knowledge that, it doesn’t matter what culture or century you grow up in, growing up has the same basic elements.

4. REVIEW EXCERPT(S)
Publisher’s Weekly: “The authenticity of the characterizations and setting will ease readers toward acceptance of the quasi-mystical adventure that crowns the story. It's a thrilling read, with the pleasures compounding at every turn of the page.”
School Library Journal: “There's a timeless quality to this 15th-century adventure that will be meaningful and immediate for young people today.”

Kirkus Review: “The exquisitely crafted language remains so simple it can be enjoyed by middle-graders, while the brevity and adventure promise wide readership among less-skilled teenage readers.”

5. CONNECTION
Borris, Michael. MORNING GIRL. ISBN 9780786813582
Borris, Michael. GUEST. ISBN 9780786813568
Borris, Michael. THE WINDOW. ISBN 9780786813179

Skeleton Man

1. BIBLIOGRAPHY
Bruchac, Joseph. 2001. SKELETON MAN. New York: HarperCollins. ISBN 0060290765

2. PLOT SUMMARY
Skeleton Man is about Molly who wakes up one morning to find her parents have disappeared. Social Services steps in and takes her only to release her to a great-uncle that she has never met or heard about. When Molly moves in with her uncle he locks her bedroom door at night. Molly begins having dreams about the Skeleton Man, which comes from and Old Mohawk tale that her father use to tell. These dreams seem to be warning Molly that she is in danger but in order to help herself she must understand what they mean.

3. CRITICAL ANALYSIS
In this fictional tale, Molly is the heroine and protagonist of the story. Molly’s uncle is the antagonist. Both characters are well developed enough that the readers experiences the emotions that Molly express and the eerie feelings that surround her uncle. Although this is a fictional tale and has a supernatural touch to it is grounded in reality therefore giving the tale an element of probability.
There are several Native American markers that can be found throughout the tale. The first is Molly’s explanation of the Mohawk’s Skeleton Man story told by her father whom she believes is coming true after her parents disappear and she moves in with her uncle. Another marker is when Molly dreams and explains them as “aware dreams,” where she is wearing deerskin and moccasins. Bruchac makes it evident to the readers that Molly has been influenced by Native American teachings when he writes that Molly’s father tells her to “trust your dreams….That’s our old way, our Mohawk way. The way of our ancestors.” (48) and “Something my dad said comes back to me, some of the Mohawk warrior wisdom he was always teaching me. It doesn’t matter if you are the hunted or the hunter. Sometimes the most important thing you can do in a tough situation is to keep quiet, breathe slowly, and think.”
Bruchac gives hints about Molly’s Native American appearance by describing her with thick eyebrows that almost meet in the middle and ink-black hair that grows thick. (30) There are also a few black and white pictures that can be found throughout the tale that portray Molly with dark hair and braided. Although the pictures do not enhance the text, it is nice to see pictures that depict what Molly and the Skeleton man look like.
Skeleton Man is definitely a chilling and suspenseful tale that will keep readers on edge.

4. REVIEW EXCERPT(S)
Publisher Weekly: "The mix of traditional and contemporary cultural references adds to the haunting appeal, and the quick pace and suspense will likely hold the interest of young readers.”

Kirkus Review: “Bruchac adds believable details, vigorously cranks up the suspense, and pits a deliciously ghastly creature who likes to play with his food against a resourceful young heroine who draws both on courage and cultural tradition to come out on top. A natural for under-the-blanket reading.”

School Library Journal: “In the classic horror tradition, Bruchac offers a timely tale that will make hearts beat and brows sweat, and it has the bonus of a resourceful heroine to put the world right again”.-
5. CONNECTION
Bruchac, Joseph. THE RETURN OF SKELETON MAN. ISBN 9780060580926
Bruchac, Joseph. BEARWALKER. ISBN 9780061123092
Bruchac, Joseph. WABI: A HERO’S TALE. ISBN 9780142409473

Accidental Love

1. BIBLIOGRAPHY
Soto, Gary. 2006. ACCIDENTAL LOVE. Orlando, Florida: Harcourt Books. ISBN 9780152061135

2. PLOT SUMMARY
Accidental Love is about Marisa Rodriguez, a 14 year old Latino girl who is known for a hot temper and bad grades. When Marisa gets in a fight with Roberto, her best friend’s boyfriend, Rene who is Roberto’s math tutor breaks it up. During the brawl, Marisa accidentally picks up Rene’s cell phone. When Marisa and Rene exchange cell phones and instant attraction becomes evident. Marisa transfers to Rene’s school where their relationship continues to grow and together they decide to work on their fitness, Marisa losing weight and Rene lifting weights. As they continue to date, Rene’s mother finds out and forbids him from seeing Marisa. When Rene doesn’t stop seeing Marisa, his mother informs the school that Marisa does not live in the district and is using her aunt’s address. Marisa is forced to return to her old school where she is treated as an outsider. Marisa suggests to Rene that he talk to his dad about his mom’s domineering and mean attitude toward him. When his dad finds bruises and scratches on Rene, he suggests that he move in with him. This move places Rene in Marisa’s old school district and helps to reunite them once again.

3. CRITICAL ANALYSIS
Gary Soto has written Accidental Love with young people in mind. This is a sensitive yet humorous love story that brings both emotion and teenage issues into the forefront. It deals with issues that include popularity, obesity, abuse, and relationships. The characters that are presented in this story are both realistic and credible which will help readers relate to the problems that they face throughout the story. However, Marisa’s character seems to be the one that matures and grows the most. You see this when she struggles with her anger outburst and tries to control them. In the end she seems like she has succeeded in her endeavors to keep her temper at hand.
Some cultural markers include the closeness that is portrayed when the aunt allows Marisa to use her address so that she can attend the Magnet school and she sleeps over several times a week. There are Spanish words that are sprinkled throughout the text that gives authenticity to the text such as mentiroso(liar), cholo (gangsters), and pendejo(dummy) with a glossary at the back of the book to help the reader understand. There are also foods that are connected to the Latino/Hispanic culture used such as enchiladas, refried beans, rice and churno’s(Mexican doughnuts).
The author lets the reader know that Rene’s mother takes a stereotypical view on Marisa and views her as a gangster girl because she lives in the wrong neighborhood.
The underlying theme of the story and the lesson that Marisa learns is that, as long as you are happy and like yourself it doesn’t really matter what anyone else thinks.

4. REVIEW EXCERPT(S)

Publisher’s Weekly: “The teens' struggles shine through with simplicity and authenticity. Soto fluidly incorporates Spanish words into the dialogue (and ends with a glossary). He successfully bridges gender and cultural issues that affect teens, while pinpointing details that portray life in California's Central Valley.”

School Library Journal: “However, it's hard not to like spunky Marisa and appreciate the fresh point of view she brings to what otherwise might be a typical teen romance.”

Booklist: “With humor and insight, he creates memorable, likable characters in Marisa and Rene, who find support and love by valuing authenticity and sweetness over cool.”

5. CONNECTIONS
Soto, Gary. BASEBALL IN APRIL AND OTHER STORIES. ISBN 9780152025670
Soto, Gary. BURIED ONIONS. ISBN 9780152062651
Soto, Gary. THE AFTERLIFE. ISBN 0152047743

Tomas' and the Library Lady

1. BIBLIOGRAPHY
Mora, Pat. 1997. Ill by Raul Colon. New York: Random House Inc. ISBN 0679804013

2. PLOT SUMMARY
Tomas’ and the Library Lady is about Tomas, a young boy whose family are migrant workers traveling from Texas to Iowa each year during summer to work on farms. As Tomas’s family works in the fields, he helps with chores and helps bring water to them. When Tomas’ isn’t working, he spends his time playing games with a ball his mom has made from and old teddy bear and listens to his grandfather, PaPa Grande, tell stories. Tomas’ PaPa Grande encourages him to go to the library so he can come back and tell him more stories. As Tomas’ is looking in the library, the librarian invites him into the library to get a drink of water. While he is there the librarian brings him books to read. By the end of the day the librarian checks two books out to him and he takes them home to share with his family. Tomas’ continues to visit the library throughout the summer. By the end of summer, Tomas’ gives the librarian a farewell gift and in return she gives him a book of his own.

3. CRITICAL ANALYSIS
This book is based on Tomas’ Rivera’s life as a Mexican American boy and growing up in a migrant family. Mora gives the readers an insight of what it was to live as a migrant farm worker. Tomas’ family is not wealthy. The story begins with Tomas’ on their way to Iowa to work on a farm. They are traveling in an “old car” that has no air condition because Tomas’ tells his mom, “If I had a glass of cold water, I would drink it in large gulps. I would suck the ice. I would pour the last drops of water on my face.” When the family arrives in Iowa, his family shares a small house with other workers and Tomas’ must sleep on a cot. Tomas’ family works in the fields picking corn while Tomas’ and his brother fetch water for them and other workers. Sometimes Tomas’s and his brother play ball that their mother made from an old teddy bear. Tomas’ family would also go to the town dump and look for pieces of iron to sell while Tomas’ looked for books.
Mora’s use of names such as Tomas’ and Enrique are examples of cultural markers. When Tomas’ talks to his mother, father and grandfather, he addresses them as Mama’, Papa’, and Papa’ Grande which are a part of the culture. Throughout the story, Mora uses Spanish dialect to bring more authenticity to the text and translations after each phrase and word to help readers understand their meanings by using words like, “Buenas noches,” meaning “good night,” “En un tiempo pasado” meaning “once upon a time,” and “Que’ tigre tan grande!” meaning, “what a big tiger.”
The underlying theme seems to be strong family ties. Tomas’ family travels from Texas to Iowa working together, playing, going through the dump to find things to sell, listening to stories, and encouraging Tomas’ to explore the library and the books it offers and sharing those stories.
Raul Colon is the illustrator and his has done a wonderful job depicting the 1940 era. He has added cultural marker by giving Tomas’ and his family skin tones of light brown. The colors that Colon has chosen to use give the reader a sense of warmth and contentment. The illustrations show a family that is united and a boy who has the freedom to have adventures while reading books. Both the text and illustrations complement each other to provide the readers with a story that is enjoyable to read and encourages the enjoyment of reading and shows the impact that it can have on one’s life.



4. REVIEW EXCERPT(s)

Booklist: “Ages 4^-8. Based on a true incident in the life of the famous writer Tomas Rivera, the son of migrant workers, this picture book captures an elemental American experience: the uprooted child who finds a home in the library.”

Kirkus Review: “A charming, true story about the encounter between the boy who would become chancellor at the University of California at Riverside and a librarian in Iowa.”

5. CONNECTION
Mora, Pat. CONFETTI: POEMS PARA NINOS/POEMS FOR CHILDREN. ISBN 9781584302704
Mora, Pat. THE BAKERY LADY/ LA SENORA DE LA PANADERIA’. ISBN 978155885340
Mora, Pat. YUM! MMMM! QUE RICOL: AMERICAS SPROUTINGS. ISBN 9781584302711

Esperanza Rising

1. BIBLIOGRAPHY
Ryan, Pam Munoz. 2000. ESPERANZA RISING. New York: Scholastics. ISBN 0439120411

2. PLOT SUMMARY
Esperanza Rising is about a young girl living in Mexico in the 1920’s. Her family is very wealthy and live on Rancho de las Rosas, a vineyard that has been owned by the family for generations. During this time Mexico is recovering from the revolution that had taken place 10 years prior. Throughout the land there is still malice between the rich landowners and the peasants. Everyone is looking forward the end of the harvest celebration when Esperanza’s father doesn’t return from working in the fields. The ranch foreman and his son are sent out to look for him. When Esperanza’s father is found dead, her uncle proposes marriage to her mother but she refuses. After the refusal, their house is burnt down and Esperanza’s mother realizes they must escape across the border where Esperanza finds that her life will be forever changed. Where once she was waited on, she now is faced to work on a farm, deal with her mother’s illness, face a workers strike and deal with ridicule from others. Through all the hardships that Esperanza faces by the end she learns what is important to her and how to live independtly.

3. CRITICAL ANALYSIS
Esperanza Rising was nominated for the 2003 Bluebonnet Award and the 2003 Pura Belpre Award. It is based on Pam Munoz Ryan’s grandmother’s life. This novel portrays a story about Mexican immigration to California in the 1930’s and the competition for jobs from families moving away from Oklahoma due to the Dust Bowl and those who had lost their jobs because of the depression. Ryan presents many aspects that immigration dealt with which included, deportment and fighting for equal pay and better living conditions. There are some cultural markers throughout the passages which help to give authenticity to the story. These include descriptions of some of the migrants, “plump with a round face and a complexion that was fairer than Esperanza’s,” “delicate and frail with big brown eyes, long braids and skinny legs.”
The comparison of Esperanza’s mom’s hair, “her mother’s beautiful black hair which she dept pinned up as the wife of a landowners in Mexico and then lets it hang down long as the migrant worker. Migrants were picked up from the train in a pickup where the younger ones traveled in the back. The clothes Esperanza and her mom wore in Mexico were of wealth compared to the ill fitting clothes they wore upon arrival to the migrant camp. Other cultural references deal with Mexican customs such as the foods eaten, ceremonies and fiestas.
Throughout the story there are words and phrases written in Spanish and then translated into English so that all readers can understand the text. Each chapter also is written in large Spanish words for the fruits of the harvest and below they are translated in English.
The underlying theme of the story encompasses that through the fall of wealth, Esperanza discovers the importance of loyalty, faith, family and friends and that with courage and with every challenge good does come through.

4. REVIEW EXCERPT(S)
School Library Journal: “Easy to booktalk, useful in classroom discussions, and accessible as pleasure reading, this well-written novel belongs in all collections.”

Booklist: “The symbolism is heavy-handed, as when Esperanza ominously pricks her finger on a rose thorne just before her father is killed. But Ryan writes movingly in clear, poetic language that children will sink into, and the books offer excellent opportunities for discussion and curriculum support.”
5. CONNECTION
Ryan, Munoz Pam. PAINT THE WIND. ISBN 9780439873628
Ryan, Munoz Pam. RIDING FREEDOM. ISBN 9780439087964
Ryan, Munoz Pam. OUR CALIFORNIA. ISBN 9781580891172

John Henry

1. BIBLIOGRAPHY
Lester, Julius. 1994. JOHN HENRY. Ill. by Jerry Pinkney. New York. Dial Books. ISBN 0803716060.

2. PLOT SUMMARY
John Henry is based on several versions of an African American folk tale. The story begins with John Henry’s birth in which all the animals from the forest come to observe. As a child he helps his dad build “a wing onto the house with an indoor swimming pool and one of them jacutizis”-and that’s before lunch. As John Henry gets older he grows to such an enormous size that his family’s home can no longer accommodate him. He sets out to meet other challenges that will allow him to use his strength and determination like, removing huge boulders without using dynamite and swinging his hammer so hard that he makes a rainbow around his shoulders. In his final competition, John Henry battles against a steam drill to cut through a mountain when he hammered so hard and so fast that his heart burst. Those who watched understood that “dying ain’t important… What matters is how well you do your living.”

3. CRITICAL ANALYSIS
John Henry was written by Julius Lester and illustrated by Jerry Pikney and was awarded the Caldecott Honor Book in 1990. The story begins with John Henry’s birth and continues as he becomes strong, fast, and fearless and eventually so enormous that he can no longer live in his family’s house. John Henry sets out to find his own destiny by working different jobs such as moving large boulders, and hammering through mountains. Lester uses imagery and personification to describe John Henry’s laugh, “ the sun got scared. It scurried from behind the moon’s skirts and went to bed, which is where it should’ve been anyways.” The language that is used is southern black dialect which is heard throughout which helps to bring accuracy to the time period that is presented. Jerry Pinkney enhances the text by using pencil, colored pencils and watercolors to illustrate John Henry’s character. Pinkney depicts the time period with accuracy through the clothing and hairstyles that are presented. He also uses different shades of light and dark colors to reflect the different skin tones. Though the underlying theme of magic is present in parts of the story, like most tall tales, the reader stays grounded in a setting that is of the “real world.” Even though no one really knows if John Henry was real or not, through Julius Lester and Jerry Pikney’s text and illustrations, readers will understand that he symbolizes the working man and his determination to do his best and that he is “larger than life.”

4. REVIEW EXCERPT(S)

Horn Book Guide: “The original legend of John Henry and how he beat the steam drill with his sledgehammer has been enhanced and enriched, in Lester's retelling, with wonderful contemporary details and poetic similes that add humor, beauty, and strength. Pinkney's evocative illustrations -- especially the landscapes, splotchy and impressionistic, yet very solid and vigorous -- are little short of magnificent.

School Library Journal: “Another winning collaboration from the master storyteller and gifted artist of Tales of Uncle Remus (Dial, 1987) fame. Based on several well-known versions of an African American folk ballad, Lester's tale is true to the essence of the steel-driving man; yet, it allows room for touches of whimsy and even includes some contemporary references that tie the hero to our own times.”


5. CONNECTION
Other Tall Tale Characters:

Kellog, Steven. PAUL BUNYAN. ISBN 9780688058005.
Gleeson, Brian. PECOS BILL. ISBN 9780887080814.
Lindbergh, Reeve. JOHNNY APPLESEED. ISBN 9780316526340.

Goin' Someplace Special

1. BIOGRAPHY
McKissack, C. Patricia. 2001. GOIN SOMEPLACE SPECIAL. New York: Atheneum Books for Young Readers. ISBN 0689818858

2. PLOT SUMMARY
Goin’ Someplace Special is about ‘Tricia Anna, an African American girl who is growing up in the 1950’s where segregation was a big part of life. Tricia Anna had a special place that she and Mamma Frances would go together but today, Tricia Anna wanted to travel alone. Mamma Frances hesitantly decides to let Tricia Anna go by herself. As Tricia Anna ventures out she encounters many obstacles of segregation that hinder her from finding her “Special Place.” These obstacles include sitting at the back of the bus, not being able to sit on benches marked “whites only,” and being shoved into the grand hotel only to be told she doesn’t belong because of her skin color. As despair falls on Tricia Anna, she runs into Blooming Mary who helps her to find her confidence to continue her journey. As Tricia Anna sets out to find her special place once more her determination pays off and she finds herself in front of her final destination, “ The Public Library,” where it reads, “PUBLIC LIBRARY: WHERE All ARE WELCOMED.

3. CRITICAL ANALYSIS
Goin’ Someplace Special is based on Patricia McKissack’s childhood experience growing up in Nashville, Tennessee during the 1950’s. Mckissack takes the readers back to the past when segregation was a major issue and signs were hung everywhere showing places that were off limits to people of color. The author writes about the reality and what it meant for African Americans during the 1950’s through the eyes of ‘Tricia Ann a young girl who saw firsthand how she and others were treated due to their skin color. She encountered segregated seating on buses and in movie theaters, benches that read “whites only” and a young girl telling her brother that, “ colored people can’t come in the front door. They got to go ‘round and sit up in the Buzzard’s Roost.” Even though ‘Tricia Ann is hurt by these barriers, she meets Blooming Mary who helps to convince her to hold her head high and continue her journey to her special place. The author makes it very clear that the theme of this story is about segregation but it is also clear that it is about determination. Through ‘Tricia Ann’s determination and support system from home she does find her way. The dialect that Mckissack uses depicts an old southern style of the time period and language of African Americans which helps connect the reader to the time period with statements like, “hold yo’ head up and act like you b’long to somebody.” and “Don’t let those signs steal yo’ happiness.”
Jerry Pinkney’s use of watercolor illustrations brings visual imagery to the well written text. Together the text and illustrations help readers to feel a connection to the life of the American African community during the segregation era. Throughout the book, the illustrations portray the different skin-tones, hairstyles, transportation and the typical clothes worn during the 1950’s.
I would recommend this book for any library or classroom. This book would be a great way to begin a lesson for Black History Month or in discussions that deal with civil rights and segregation.

4. REVIEW EXCERPT(S)
Horn Book Guide: “McKissack and Pinkney strike just the right balance in a picture book for young readers and listeners: informative without being preachy; hopeful without being sentimental.”

Kirkus Review: “Pinkney's trademark watercolors teem with realistically drawn people, lush city scenes, and a spunky main character whose turquoise dress, enlivened with yellow flowers and trim, jumps out of every picture. A lengthy author's endnote fills in the background for adults on McKissack's childhood experiences with the Nashville Public Library. This library quietly integrated all of its facilities in the late 1950s, and provided her with the story's inspiration. A natural for group sharing; leave plenty of time for the questions and discussion that are sure to follow.”

School Library Journal: “Pinkney re-creates the city in detailed pencil-and-watercolor art angled over full-page spreads, highlighting the young girl with vibrant color in each illustration. A thought-provoking story for group sharing and independent readers.-“

5. CONNECTION
Mckissack, Patricia C. MIRANDY AND BROTHER WIND. ISBN 9780679883333.
Mckissack, Patricia C. FLOSSIE AND THE FOX. ISBN 9780803702509.
Mckissack, Patricia C. MA DEAR’S APRONS. ISBN 9780689832628.