Oct2

Time to Pray by Maha Addasi, Arabic translation by Nuha Albitar, illustrated by Ned Gannon

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Time to Pray by Maha Addasi

On the surface this book presents itself to be fabulous: the large size, the dual language, the length (32 pages), and concept.  But alas, sadly, I was a little let down with the story, the characters, even the pictures.  The details about the characters are vague, the reader doesn’t know where the story takes place, where the girls parents or the rest of her family are (until the end), why she doesn’t know how to pray, and the climax isn’t really much of a surprise.  After reading this post from the author I appreciate that she left the location vague, to as not be burdened by one specific country, and I can see the origins of why the call to prayer from her own childhood is what the story focuses on.  I can also imagine the wealth of information and details that she had to sort through to decide what is needed to carry the story and what would ultimately repel a young reader.  All that in to consideration however, still didn’t connect me to the story of young Yasmin and her Grandma. Not to mention I didn’t have all the author’s justifications or rationale before reading it.

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The pages have both English and Arabic text and is written for older children. Despite the initial appearance of being a children’s picture book, it has an AR level of 4.2 and has some Arabic words in the text, an Author’s Note in the back and detail of Prayer Times in the back, as well.

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The pictures I want to say are beautiful, but for some reason I didn’t love them.  I am no art critic and they are detailed and large and I should probably ask a child, but here is one for you to decide your thoughts about them on your own.

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Additionally I’m not sure if she is washing her foot her, as part of Wudu, the obligatory cleansing before prayer, which in this case, would be portrayed erroneously, or if she is drying her foot, either way Grandma looks sad to me and not content or excited to prostrate to her creator.

All is not lost though in this book about a girl learning about prayer with her grandma and being surprised by a prayer outfit. prayer rug, and Athan clock when she gets home and finds while unpacking.  But some of the best parts are subtle and might not be gleamed by unassisted readers.  For example how Grandma dresses at home versus when she is out, that because Yasmin is young she is not reprimanded for not praying, or how patient and loving the Grandma is in a slower paced environment.  Overall, the book is unique in that it gives an introduction to Muslim’s prayers to both Muslim and non Muslim readers alike, but for such potential I felt it fell short of being fabulous.

Sep14

Going to Mecca by Na’ima B. Robert illustrated by Valentina Cavallini

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Going to Mecca

With Hajj starting in the next few days, this is a wonderful book to share with children (and adults) of all ages. The simple text flows, although it doesn’t rhyme, and is action oriented as the reader is encouraged to accompany a family on the rituals of Hajj.  The short sentences keep the book flowing and give the Arabic terms for the actions being performed.   The pictures show what each step looks like and are large, inviting, and colorful.  While the text doesn’t give abundant detail to someone unfamiliar with Hajj, there is basic information about Hajj at the end of the book.

Overall the book, in my opinion, works best for those familiar with Hajj and Islam. For those who are not, they will understand the basics, but probably be at a loss to delve much deeper or to answer any questions without further research. I plan to read it for story time at school and use a storyboard with the students after the initial reading to see what they can recall about the steps of Hajj, supplement, and share with their peers.  I also plan to read it with my own children to do the same, as it leaves plenty of holes where those with more knowledge about the details will feel empowered in contributing to the story discussion and thus making the book enjoyable and engaging for older aged children.

The book is not AR, but most second graders should be able to read it independently without trouble.

Sep8

Layla Deen and the Case of the Ramadan Rogue by Yahiya Emerick

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layla deen

I remember my 2nd graders reading this many years ago and strongly disliking it.  And I vaguely remember agreeing with them, but perhaps at the time, there weren’t a lot of Islamic fiction options for the age group, so I decided that the pros out weighed the cons and left the book on the classroom bookshelf.  Fast forward to today where mashaAllah there are more options, yet this book is still often a staple on most school and family book shelves.  That being said, I thought a revisit was in order, and yikes I agree with my 2nd graders of so long ago, and I have major issues with this book.  At 42 pages, the clipart illustrations and wide spaced font seems a bit dated, but with the short chapters and Islamic backdrop the book overall would still appeal to 2nd to 4th grade Muslim students. The story is sweet in merit and intention, however, some of the details make me hesitate to recommend this book.

Overall, I feel like the author tries too hard, he is trying unsuccessfully to relate on a students level, trying to sound cool, and ultimately in the process uses unnecessary language in my opinion.  The manner in which siblings Layla and Ahmed speak to one another is incredibly harsh, and while perhaps realistic for some families, there is no reprimand or apologizing.  The name calling and yelling at one another throughout makes their collaboration at the end seem unlikely.  Even how Layla talks to her mom about the homeless man at the store, saying he is dirty and gross and a “stinky bum”, seems jarring to a book that is trying to teach a moral lesson.  Layla’s mom gently reminds Layla that Prophet Muhammad (saw) was kind to those in need, but I feel like the mom doesn’t go far enough in correcting Layla, and Layla dismisses rather arrogantly what her mother has to say.

Later, some bullies taunt Ahmed, and while in her head Layla defends her brother which is nice, out loud she resorts to calling the bullies “idiots” and “freak squad” which seems to be a form of bullying as well, and at the very least don’t empower the students to know how better to deal with bullies.  She then remarks that they smell bad and smoke pot and hopes her brother will “kick their butts.”  If the author wanted to make a comment on the ill effects of recreational drug use ok, but for this reading level to mention it as an insult in passing does little to benefit the story and even less to help the reader grasp what pot is and that children using it (irregardless of how one feels about adults using it) is not a joking matter.  Later when something is stolen Layla assumes it is the bullies who have committed the crime and sets up a sting to catch them.  Needless to say it isn’t them, and I wish the author would have at least had her feel bad that she assumed someone to be guilty when in fact they were innocent. A premise that I feel needed some addressing or reflective growth to benefit the reader.

My next concern, would not have been a concern ten years ago, but with the current situation regarding how police are being treated in response to the actions of a few, I wouldn’t want to perpetuate a stereotype that widens the gap between police and the communities they work for.  In the book when a crime is committed Ahmed dismisses going to the police remarking that the police do little and just sit around eating donuts.

And finally the climax of finding out who stole the food and why is sweet, but I really felt could have been handled so much better.  (SPOILER) The homeless man stole the food to feed it to some kittens he found in a garbage bag.  On the surface that is sweet, but I don’t think that, that justifies theft.  Furthermore he didn’t want to take the cats to the shelter because they would be gassed. Again, like the pot reference, that is a bit heavy to just leave hanging out there without explanation or background for such a young reading audience.  Layla then offers to take the cats to her friends and assures the man they will have good homes.  To me a better option would be to purchase the cats from the man so he can have some income and also assure the cats a good home.  It seemed to me that she took them from him in a rather abrupt fashion as if because he was homeless he didn’t have a right to his property, and getting a meal in exchange didn’t cut it for me as the happy ending I was hoping for.

SUMMARY:

Layla and her family are preparing for Ramadan, which starts in a few days, Layla joins her mom for a trip to the grocery store to stock up and they see a homeless man begging for money.  Disgusted Layla not only can’t stand to be near the man, but it is appalled that her mother stops to talk to him.  When the food set out for the nightly iftaar goes missing from the kitchen window, Layla and her brother take advantage of a night when their parents are out to try and catch the thief or thieves.  They discover the homeless man, and in a change of heart, Layla arranges to meet him at the grocery store the next day with her mom so that they can invite him to dinner.

WHY I LIKE IT:

I appreciate what the book tried to do: blend a fictional story in an Islamic context for a younger elementary aged Muslim child.  I also like that it showed a Muslim family, praying, fasting, and going about their normal life so to speak.

FLAGS:

Pot drug reference, less than ideal handling of bullies, negative unsupported stereotypes.

See beginning of this review for detailed concerns.

 TOOLS FOR LEADING THE DISCUSSION:

For some reason, despite all my concerns with the book, I have been trying to find a way to still utilize it.  And I think the only way I could comfortably convey this story to kids would be to read it aloud and self edit it while reading.  I think there are too  many issues to let a second or third grader read it independently and then discuss, but I think if I were to edit out some of the random comments that have no bearing on the story, and then paused to discuss some of the bigger issues of bullies, assumptions, treatment of the less fortunate, and a better way to help others and animals the book might still be successful.  I think it could be read aloud in less then an hour and if today’s students are as perceptive as my students years ago, they not only will pick up with what is wrong in the story, but also devise ways to make it so much better.

Sep3

Invincible Abdullah: The Deadly Mountain Revenge by Haji Uthman Hutchinson

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Invincible Abdullah: The Deadly Mountain Revenge by Haji Uthman Hutchinson

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I’m pretty sure I’ve seen and handled this book hundreds of times in my involvement in four Islamic Schools, as a teacher, a librarian, and host of book fairs.  So, it is a little embarrassing to admit that this is the first time I actually cracked open the cover and read the book.  Written in 1992 with a less than attention grabbing cover, I had minimal expectations, but with a newborn and down time, I thought I needed to give it a chance, and I’m glad I did.  The book is definitely geared to boys (there isn’t even a female character in it), and is pretty action packed and quick paced.  You know the boys will get out of the predicament at hand, he is “Invincible” after all, and there are three more books in the series, but you don’t feel bad reading it anyway, because it is sufficiently entertaining.  The book isn’t amazing, but it holds its own largely because it doesn’t talk down to the reader.  The characters are independent and thoughtful and yes they are teenagers battling drug carriers in the tribal areas of Pakistan, and yes they are wielding guns and hiking over glaciers, but mind you they never miss their salat or fail to thank Allah (swt) for their success which kind of makes the book that much more fun.  The book is 218 pages with a glossary at the back.  It is not an AR book, but I probably will make it into one at about a fourth grade fifth month level (4.5).  I also am considering doing it for book club, but might wait and read the rest of the series to see which one will have a wider appeal.

SUMMARY:

Abdullah travels to Pakistan from England to visit his cousin Hasan.  At the airport Abdullah’s bag gets switched with someone else’s and the boys find themselves getting accosted by the rightful owners who have a half a million dollars in their suitcase.  The boys talk to the police and learn that the money is part of a heroin operation going on in the tribal areas and that the inadvertent switch messed up the police’s sting to catch the criminals.  The boys run in to the drug runners again in the bazaar, and after an all out brawl decide when an opportunity to go into the tribal areas presents itself, that they should take it and do what they can, to put a stop to the criminal’s drug ring.

WHY I LIKE IT:

There is drugs, violence, and guns, but it is all done for the right reasons, in an action filled manner.  The “good” guys are all religious, and while the “bad” guys have religious sounding names, clearly are not, which lends it self to a decent discussion about what makes a good person and what makes one religious, clearly not just their name or culture.  It also lends itself to a realistic conversation about drugs, their effects on the users, and on drug culture as well.  The guns, well the guns are there to make threats, and to hurt people, at best it gives you a seg-way to discuss your views on guns with your children, but in the book, it is what it is, not a moral or religious issue as the drugs are made out to be.  The boys, the heroes of the book, are all very devout mashaAllah, and their actions, manners, and thoughts reflect this.  I like that this is consistent with their character.  They are respectful to their families, to each other and are ever mindful of themselves as Muslims in all facets of their adventures.

FLAGS:

Just the content of drugs, violence, and death. Mild compared to most TV shows or movies, but present, none-the-less, nothing a third grade and up can’t handle. (Spoiler, only one person dies and it isn’t directly at the hands of anyone, nature steps in to save the day).

TOOLS FOR LEADING THE DISCUSSION:

There is a workbook that apparently can be purchased to accompany and teach the book: http://www.islamicbookstore.com/b9648.html

The author gives pause as the characters have to decide what to do next and to weigh the pros and cons and possible repercussions of their decisions.  These moments would lend themselves well to a book club discussion to find out what the students would do, what they would be willing to risk, and at what cost.

Aug2

Thura’s Diary: My Life in Wartime Iraq by Thura Al-Windawi Translated by Robin Bray

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Thura's Diary

It has been a while since I’ve read a wartime diary from a young woman’s perspective, but if memory serves, both Anne Frank: The Diary of a Young Girl and Zlata’s Diary: A Child’s Life in Sarajevo, not only enlightened me to what living through the atrocities was like, but also emotionally established a connection of how horrific the truth of war really is; this book unfortunately, did neither.  To give it the benefit of the doubt I am now reading it as an adult, which may have changed my expectations and hardened my understanding of war, but very little in this 136 page book was memorable to me.  An AR level 6.1 the book is a quick read with some odd footnotes and definitions on each page.  I’m assuming the translator wanted to make sure the book flowed, but for some reason the bold words and obvious definitions annoyed me.  The center of the book is filled with pictures of Thura and her friends and family in both England and Iraq, which I found misleading since she never really introduces us to her friends so frequently pictured.  Overall I felt like I had more questions about what her life was like during 2003 then she answered.  I understand that it reads like a rough draft, because it is presumably her true diary, but it seems if you were going to publish it you would flesh it out a bit, explain why you ended up not going to the countryside on various occasions, explain your father’s role in the Baath party, what happened with your BBC interviews, explain why you feel that women have no rights, did you feel this way before shock and awe? What did you come to America to study? etc..

SUMMARY:

Nineteen year old Thura is in Pharmacy School when news breaks that the coalition forces are going to start bombing Iraq.  Her family is middle class, religious, but liberal, and as they prepare for the inevitable their lives become uncertain to say the least.  The oldest of three daughters Thura attempts to articulate the fear of bombs falling, the anxiousness of what will happen to their homes, friends, and families, while not necessarily being “adult” enough to be privy to all information to share insight into the rational that is now her life.  At times she seems to whine about her situation, and at other instances she has patience and maturity to appreciate that they are safe and together. The choppiness of why one day she is able to go to the journalist’s hotel, but the next day can’t leave, and her back and forth feelings about school are never explained and leave holes in her narrative.  If the intent is to explain what life in wartime Iraq was like, relying on the readers to fill in the gaps is counter productive and inaccurate.

WHY I LIKE IT:

I like that it is written by a young, modern girl, and is a conflict that in many ways is still ongoing, and providers children today with some insight beyond the headlines.  The book on the surface will allow a dialogue to take place potentially forcing students to imagine what their lives would be like in a similar situation, and how quickly the safety and security you feel can be uprooted.  She is a relate-able figure in that she is in college and she worries about her friends and family.  It is also a fairly easy read.  Non-fiction for many is dry and factual and this book reads more like a story, which I think would appeal to many students, particularly those with ties to Iraq.

FLAGS:

The book does use strong language on a few occasions: hell and bastard.  It also mentions pornography a few times, in the context that once Saddam is overthrown pornographic magazines and films are becoming commonplace and it makes her uncomfortable.  She mentions that culturally growing up she is even “embarrassed just to hear the word ‘sex’.”

She is very anti hijab and it isn’t explained why.  She discusses religion in a more cultural way, but does discuss reading Quran on one occasion, and mentions the masjid. As a whole, it doesn’t seem to be a big part of her life, but obviously is a part of her environment.  She mentions the lack of women’s rights and her frustration with her own people preventing her from moving about uncovered after the soldiers occupy Baghdad, but not knowing why she is against hijab specifically leaves a lot of guesswork that could be taken many ways in the reader’s mind.

TOOLS FOR LEADING THE DISCUSSION:

I don’t know if I would do this as a Book Club book.  I would probably discuss it with the Middle School Social Studies teacher and see if it could supplement a lesson or be offered as extra credit perhaps, but because there are such holes in the narrative I would be nervous to be presumptuous about what she means, or what was going on in certain places, being that it is a work of non-fiction.

A 7th grade lesson plan: http://chippewavalleyela.pbworks.com/f/Gr+7+Unit+3+Teacher+Lesson+Plan.pdf

The copy I read has questions and things to consider every few pages and an “Exchange” on the back inside cover with ideas, questions, and reflections outlined.

Jul29

How to Get Hijab Ready: A Guide for Muslim Girls Ages 8 to 11 by Aisha Elwan & Megan Wyatt illustrated by Sarah Hafeez

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How-to-get-Hijab-Ready

Yes I know it isn’t fiction, but How to Get Hijab Ready is such a fabulous and much needed book that any positive attention I can direct toward it, I feel is effort well spent, Alhumdulillah.  The book is obviously meant for 8 to 11 year old girls contemplating hijab.  The beauty of this how-to book is that it answers everything from how to accessorize one’s hijab to dealing with bullies in a beautiful manner.  Not only are the pictures bright and colorful, but the presentation is clear, precise and inspiring.  The authors do not talk down to the readers, nor do they make it seem like a burden as they discuss hadith, ayats from the Qur’an, challenges and fashion sense.  The book is divided into sections: The Basics, Getting Started, Having Conversations,  Worries and Concerns, and finally Your Reward for Good Deeds. Each section addresses different topics and “Aisha’s Tips” are scattered throughout to give 12-and-a-half-year-old Aisha’s tips on the subject at hand.

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Truly this book is a gift to moms and daughters alike.  I plan to let my daughter look through it for a few days and then sit down with her to discuss.  It functions as both a how-to manual as well as a reference guide and I can see it being looked at A LOT.  Additionally I can see my daughter discussing it with both Muslim and non-Muslim peers.  I think the book offers confidence, direction, and pride as young girls will find inspiration from young Aisha while having many of their concerns about hijab answered in a fun, hip way.

My only criticism is that it wasn’t around when I was a young girl.  For some hijab is an unknown, for some it is a stress, and for some it is a natural expression of faith, and subhanAllah this book in just 51 colorful pages manages to convey information, smiles, and excitement irregardless of your background.

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Jul27

The Librarian of Basra: A True Story from Iraq By Jeanette Winter

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The Librarian of Basra by Jeanette Winter

An absolutely lovely book that naturally friends have been urging me to read for quite a while, and it didn’t disappoint.  The story is about the invasion of Iraq in 2003 and how the chief librarian of Basra’s Central Library, Alia Muhammad Baker, “managed to save 70% of the library’s collection before the library was burned to the ground nine days later” (A note from the Author).  The large hardback brightly illustrated pictures show children the seriousness of war without frightening them.  The text also maintains this delicate balance as it conveys Alia Muhammad Baker’s fear and urgency in trying to save the books without overwhelming the reader.  The AR level is 3.2 and I think younger students can appreciate the importance of libraries and knowledge and preserving it.  While at the same time, older students can appreciate what is destroyed, possibly inadvertently in a war, and how individuals can make a difference.  The book scratches the surface and I’ve read some harsh critiques of the book claiming that their are glaring omissions as to why the library was destroyed, who destroyed it, why the soldiers look as they do etc.  But honestly I choose to take it at face value and to appreciate that this book exists, that the characters and community in the book care enough to save nearly 30,000 books and that it is presented in a way accessible to children.

Some Links:

How the Author acquired and retold the story: http://www.harcourtbooks.com/authorinterviews/bookinterview_Winter.asp

Fourth grade lesson plan: http://cmes.arizona.edu/sites/cmes.arizona.edu/files/The%20Librarian%20of%20Basra.pdf

Jul25

Burning Boats by Zaynab Dawood

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Burning Boats by Zaynab Dawood

burning boats

This book came highly recommended from a friend that read it aloud to her Kindergartener and I ordered a class set based on her raving review.  After trying to get into the book on three separate occasions I concluded that yet again I should have waited and read the book myself before ordering it.  So I handed it over to my avid reading eight-year-old who read it in a day and said it was pretty good, asked a few questions, and continued on her way confused as to why I couldn’t finish it.  So, I started it again determined to get through it and with Ramadan quickly approaching I thought I could motivate myself to do so.  However, I could not, and it sat on the shelf for the entire month with a book mark only a few chapters in.  At the prodding of my guilty conscious to return the book to my friend, I continued reading from where I left off, rather than starting over, again, and found that by dismissing completely who any of the characters are and how they are related, the story does get off the ground and I was able to finish it.  That being said, I think the story might have appeal if read aloud one chapter at a time. To read it in one setting did not help the story that can’t seem to decide it if wants to be character driven or action driven.  The sheer number of characters is completely over the top, there are at least 20 characters mentioned by name and the book is only 137 pages.  And honestly I never bonded with any of them.  There is action in the book, but the details seem misplaced.  The author details characters all saying salam and walaikumasalam to one another and giving moral reproaches based on Quran and Sunah, but I never felt I understood why the main characters were leaving, why the villain was so bad, or how (spoiler alert) a pivotal character in the book died. I guess by never connecting to the characters or feeling an emotional tie, positive or reproachful, the book didn’t live up to it’s potential.  The book is recommended for ages 12 and up, but I think younger children could read it and even younger could listen to it being read to them without any major concerns.  With guidance the book is by no means a waste of time, but if you recommend it to a child and they struggle to get into it, you might just have to let them find something else to read.

SUMMARY:

A small fishing village is being harassed by a corrupt businessman’s attempts to take over the entire industry in Tobay.  The principal of the school and a few close friends are trying to stop him, but have decide they cannot and thus are planning to move elsewhere.  The children are forbidden to go to the harbor as boats are being burned and crimes committed to persuade the local fisherman to abandon their solo endeavors.  With few places to play, the loss of the harbor affects the children greatly as well.  A tropical storm complicates matters as it tears through the village destroying the poor inhabitants meager dwellings as well as the damaging the school and the mosque.  With friends taking in homeless neighbors and the main family planning to leave the children plan one last game that turns dangerous when all the boats in the harbor are set a blaze.

WHY I LIKE IT:

There are some definite good qualities in the book, despite the holes.  It opened up a good discussion between my daughter and I about preparing a body for ghusl and Janaza.  It does show that people can change and that when people are sincerely apologetic and are striving to correct their behaviors, those around them should offer forgiveness in not just their words, but in their actions as well.  It also shows that good kids can make bad choices, and that the consequences can also be very real.  Similarly it shows that adults also don’t always know what to do, and that they can be forced to reconsider as well.

FLAGS:

There is violence in the book and death.  Nothing too graphic, but one might have to explain to younger, more sheltered reader,  that just because someone has a Muslim name doesn’t mean they are practicing Islam and are good people.

TOOLS FOR LEADING THE DISCUSSION:

There aren’t any online tools, but I would suggest having the readers keep a character journal.  Every time a new name appears, write down who they are, (and who they are related to), so later they can look back on it if they become confused.

Because of the “holes” in the story I would probably ask the students to give their thoughts as to what happened or why the characters decided to do what they did and then turn it back on them and ask them what they would do.

Why was Ibrahim leaving? Would you have left? What made Nasser change? Would you have forgiven him? How do you think Ayesha died? Etc.

May1

Jameela’s Great Idea by Surriah Igram

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jameela's great idea

Jameela’s Great Idea by Surriah Igram is a good read-a-loud story for small groups.   A simple story of a girl seeing her father give sadaqa, charity, on a nightly trip to the masjid, wants to also give charity.  But, to do so, she must first find a way to acquire some money.  Her ideas are lavish, over the top and  silly, but her ever patient mom let’s her pick one idea to bring to fruition, which luckily, alhumdulillah, is the only reasonable one presented.  I feel like discussion is needed with this story to provide commentary on why the ideas are not practical even though her intention is so noble.  The story is very simple, linear, and age appropriate.  It works well for preschool and kindergarten age groups with big colorful pictures, large font, and its oversized presentation.  The message is beautiful as are the pictures.  Little Jameela has a supportive involved family, they enjoy going to the mosque, they behave in the mosque, yet have fun outside in the yard, and images of covered and uncovered characters are present.  Arabic and English signage decorate the landscape and the book isn’t too long at 30 pages.  After reading it, I think children will enjoy going back to look at the pictures, however, I don’t see it being a high demand repeat read request.  Once through is pretty sufficient in getting the message, chuckling, having a little talk about it, and then moving on.  The book is a great introduction to the importance of charity in Islam, but would need to be supplemented to fully convey to even the little ones, the value of giving to others.

Apr28

The Great Race to Sycamore Street by J. Samia Mair

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the great race to sycamore street

A fun book for elementary aged children looking for a fast paced, energetic read, with Islamic morals and lessons.  Overall a great book about character, being a good neighbor, and never giving up, The Great Race to Sycamore Street is not in the AR database, but I estimate it at about a 4.3 level and think even for higher readers there is plenty to learn about archery and peach trees, and plenty to enjoy as Amani and Hude take on bullies, grumpy neighbors, dogs, and making the most of a summer with their grandma in the country.  There are 180 pages followed by acknowledgements, references, and glossaries explaining archery terms, Islamic terms, and where the hadith and Quranic ayats come from, theoretically making the book accessible to Muslim and non Muslims alike.  I however, think the book would be a bit preachy to non Muslims or to those unfamiliar with Islam.

SUMMARY:

Siblings Amani and Hude arrive in Fairfax County, Maryland to spend the summer with their Grandma Hana in the quiet town of Cherry Hill, for what they think will be a slow laid back summer of reading, swimming in the lake, and preparing for the County Fair.  Grandma Hana has the undisputed best peach tree in the county and makes the best pies to enter in the pie competition at the fair, and this year Amani gets to help.  Hude is a budding archer and with his recently deceased grandfather’s journal and old archery regalia he is determined to compete and win the archery competition.  But their simple plans quickly meet twist after twist: from bullies on the train, to swarms of cicadas greeting them on arrival, to a new neighbor who discovers the beloved peach tree is actually on his property and he wants it gone, to the bullies on the train ruling over the lake and proving to be great archers themselves.  Can the  peach tree be saved? Can they be victorious at the fair? With lots of stories about Prophet Muhammad (Peace be upon Him) woven in, and ayats from the Quran used to emphasize points, not only is the book a quick action packed story, but it is also poignant, educational, and memorable as well.

WHY I LIKE IT:

I love that it is clean and requires the brother and sister duo to work together to do something that is bigger than themselves.  I also love the way that Islam is given practical uses for the children, it isn’t taught in the abstract they must pull on their understanding of their deen to decide what to do, how to act and what the next step should be.  I also like how the fast paced story is set in contrast to the slow thematic ideas of a peach tree, baking, archery, and a stereotypical summer with grandma.  Most readers I would assume don’t know that much about fruit trees and county fairs and archery, and I think the author does a good job of introducing the audience to these concepts and weaving Islam into it while keeping the story exciting and moving along.

FLAGS:

Clean, alhumdulillah.

TOOLS FOR LEADING THE DISCUSSION:

The plot is pretty linear, and a quick discussion of what every one liked and perhaps what surprised them would be a sufficient review of the story. From there I would probably go through the reference of hadith and ayats from the Quran to guide the discussion, you can get the online reference of that here:

http://www.kubepublishing.com/the-great-race-to-sycamore-street-free-reference-sheet/

scroll to the bottom and click on the link to download the text.