Feb10

Extra Credit by Andrew Clements

Posted on February 10, 2014 by islamicschoollibrarian

Having seen this book a million times, I never paid close enough attention to realize that the boy on the cover is an Afghani boy and that half of the story is told from an American girl’s perspective and half from young Sadeed. My trusted librarian friend advised that the book is best taught through a discussion on what rules exist in Islam regarding gender roles, and why they exist. And after reading it, I quite agree. The story is very straight forward and predictable, and I really doubt most kids would find this to be Clements best work, however, I think if the students could be directed to critically evaluate WHY Sadeed’s community doesn’t want him communicating directly with American Abby, they might realize more about their parents own rules and reasoning, and be able to talk about them objectively. The book is 183 pages and an Accelerated Reader Level 5.3.

SYNOPSIS:

Sixth grader Abby is in danger of being held back if she doesn’t keep up on her homework and do extra credit. The extra credit assignment is to do a pen-pal project with a student in Afghanistan, unfortunately Sadeed, is the most qualified, but the village elders don’t think it appropriate for a girl and a boy to communicate. As a result, Sadeed’s younger sister, Amira, is selected to write back to Abby with Sadeed’s help. Sadeed is annoyed by the process and begins writing to Abby independently, until events force him to reconsider. The book is meant to show how people are universally the same, even when they seem so different. Abby loves to rock climb and doesn’t like school, Sadeed loves school and has never thought to climb a mountain. Through their letters they realize they have more in common than originally thought.

WHY I LIKE IT:

The book discusses the Taliban and how fortunate Amira is to attend school. It talks about Afghan culture in a fair light, and doesn’t paint all in Sadeed’s village with one stroke. His parents, the village elders, the principal, all are seen as different individuals, with different thoughts and in a positive light. If anything Abby’s world is seen as more bland and presented with a broad stroke of uncaring characters. Sadeed and his family practice Islam and it shapes their moral conduct as well as their every day lives. Islam is not what the book is about, but it does define the characters and their environment. I like that it is age appropriate in dealing with complex topics of gender roles, and societal customs, I think our students can relate to both Abby and Sadeed (and even Amira), however I think that the characters would soon be forgotten. While the book has a lot going for it, it seems to come up a little short. If I do this as a book club discussion I would keep it 4th through 6th graders, I think the older students would be bored by it. I think that the discussion would be more fruitful than the book alone. InshaAllah, if one can get through the tediousness of, if Abby will get to go to seventh grade, and reach the top of the rock wall, there is a sweet story of building bridges and trying to see the world from other people’s perspectives; as well as opening the door to understanding why religiously and culturally our parents set up the boundaries that they do.

FLAGS:

The younger sister teases her older brother that he has a crush on her pen pal, and one could argue either way that he does, but, it is clean in terms of language, violence, and anything clearly objectionable.

TOOLS FOR LEADING THE DISCUSSION:

The discussion guide is found in the back of some editions, if not you can see it here:

http://books.simonandschuster.com/Extra-Credit/Andrew-Clements/9781416949312/reading_group_guide

Feb6

Rickshaw Girl by Mitali Perkins

Posted on February 6, 2014 by islamicschoollibrarian

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The book Rickshaw Girl by Mitali Perkins was recommended to me by the same person that suggested Overboard, (thanks Cheryl) as it is a rare book that appeals to the often difficult to find 2nd to 4th grade demographic. The book is 91 pages, with large drawings and a fairly large font. I read it in about 30 minutes and I’m sure most students, not slowed down by the names, could easily read it in a few hours. It is that engaging and vivid that I think most students, boys included, would have a hard time putting it down. The AR level is 4.3, but I think the gender issues would be relate-able in an Islamic School setting to advanced second graders. I am considering obtaining a few more copies and letting the younger students that really want to be in the Book Club read this book and give it a try; or reading the book aloud to the students and then discussing it with them, will talk to some teachers and post back what I opt to do, inshaAllah.

SYNOPSIS:

Set in Bangladesh, Rickshaw Girl is a sweet story about 10-year-old Naima, who is smart and caring, and at that critical age where she can no longer play freely with her best friend, because he is a boy, she must start helping her mother in tending to the house, and because of financial restraints can no longer continue her school education. Frustrated by the fact that as a girl and she cannot financially help her father, as a son would be able to do, she makes a poor decision that causes the situation to get worse (don’t want to spoil the book by disclosing what she does). Her personality and inner strength, however, push her on a path to correct her mistake and help her family, proving girls can definitely rise above restraint and succeed in following their dreams.

WHY I LIKE IT:

One could/would assume (dangerous I know) that the characters are Muslim, it is never stated, never implied, never brought up. In the pictures the female characters have a scarf draped over their hair, but in that part of the world, most every woman would. Same goes for the gender issues. That being said, I think it would lend itself very easily to a discussion of what most Muslim girls experience in general terms of being slowly discouraged from playing with boys, encouraged to start helping in the kitchen, etc. I love that the story is fast paced and that you truly cringe at Naima’s actions, and cheer for her to try and fix her error. Her family situation is also very soothing. Her parents are strong and loving and kind, and I think how most 10 year old children see their families.

Flags: None, clean

TOOLS FOR LEADING THE DISCUSSION:

The author’s own page is helpful in getting the ball rolling, there is also information in the back of the book: glossary, author’s note about microfinance and how to wear a saree.

Click to access RickshawGirlDiscussionGuide.pdf

Feb4

Shooting Kabul By N.H. Senzai

Posted on February 4, 2014 by islamicschoollibrarian

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Shooting Kabul is another book that I just re-read to see if it would be a good fit for our 5th – 8th grade Book Club, and I think it will be a perfect fit, so much in fact that i just ordered enough copies to use for our next selection, inshaAllah. It has an AR level of 5.4, perfect for our age group, and depending on the copy and extra glossary, book discussion and extra pages, about 262 pages of story. I haven’t decided if I will have everyone read it, or divide the group on gender lines, have the boys read Shooting Kabul, and the girls read When Wings Expand. Senzai’s book is definitely not a “boy” book, but knowing the boys in the school, and how tender-hearted they all seem to be to their little sisters and the preschool students, I may divide the genders so they feel a bit more free in discussing. Not sure yet, will keep you posted.

SYNOPSIS:

Told from the 11-year-old perspective of Fadi, the reader is taken on an adventure that is both heart-wrenching and plausible. Fadi’s family makes the decision to leave Afghanistan as the Taliban’s power grows and threatens the family. In their covert escape, Fadi’s six-year-old sister Mariam is left behind and the family must continue on to America, obviously all completely destroyed by their loss. Once in California the family struggles with fitting in, making their way, and living through September 11th and the repercussions of the aftermath on Muslims. Fadi turns to photography and finds a niche, as well as hope that perhaps he can win the grand prize in a photography contest that will take him to India, that much closer to where his sister might be found.

WHY I LIKE IT:

The book, while political does not make it a black and white issue, like some YA novels dealing with Afghanistan. Similarly while September 11, is a huge incident in the book, it is presented from the perspective of how it makes Fadi feel, and the bullying that comes with it, again keeping the terror a bit at arms length and consumable by a younger audience. Being that the book is loosely based on the Author’s husband, and his family’s escape I think it would be permissible to say that the account and portrayal of life in Kabul and immigrating to America is realistic. As a result, the authenticity of Islam is also kept. The characters are Muslim and it defines them, it gives the character’s depth, but is not forced upon the reader. Fadi goes to Jummah, he ponders points about the khutbah (sermon), he and his father discuss how the Taliban uses Islam to their advantage, not in the way the Qur’an and Hadith present it. The reader, either Muslim or non, I doubt would be overwhelmed by the religious presentation, it simply shows that aspect of the character. Fadi is not questioning his faith, nor is it being forced on him, it is simply who he is, and something that defines him, something I think will be identifiable to my students and allow them to imagine what they would do if they were in Fadi’s place.

In a few parts the story gets a bit slow, but I think if the connection is made, the students will not be bogged down by his internal struggles to tell everyone that he blames himself for the loss of his sister. And if they do, they are short lived pauses and the book flows fairly smooth and quick as a whole.

FLAGS:

The book is clean of language, boy girl issues, violence and content.

TOOLS FOR LEADING THE DISCUSSION:

The author’s website is helpful

Home

If your copy doesn’t have the readers guide it can be found here:

Click to access SHOOTING%20KABUL_reading%20guide.pdf

I liked these interviews with the author:

http://www.mitaliblog.com/2010/06/chat-with-n-h-senzai-author-of-shooting.html

http://carpekeyboard.blogspot.com/2010/10/talking-with-n-h-senzai-author-of.html

UPDATE:

Yes that is the author down in the comments section, commenting, amazing I know. And get this I emailed her AND she responded, amazing indeed, subhanAllah, so here is what I wrote her:

Hi, wow, I’m still a kid in the sense that I feel author’s aren’t real people, so to get a comment from you, blows me away 🙂 thank you. I will absolutely let you know how it goes, if you get a few minutes, I’ve read a number of your interviews, but was wondering why you chose to use your initials rather than your first name? And also, since I’m sure there will be a cynic or two in the group, as a writer/ storyteller, did you ever consider not having Mariam found and returned? If so why did you go with the “happy ending.” Love your book, need to read Saving Kabul Corner.

Thank you so much,

and her reply:

no need to feel like a little kid! but i know what you mean… i still feel like that when i meet authors i love and respect! regarding the initials — it would make a foreign name longer and harder to remember — plus since its a boy book I wanted to have an ambiguous authorship. since its a kids book it “had” to have a positive ending, thus mariam was found…. but when i talk to kids i tell them that thousands of children are not found in war/conflict.

hope you guys have fun reading it!

best,
Naheed

N.H. Senzai
www.nhsenzai.com

Feb2

Ask Me No Questions By Marina Budhos

Posted on February 2, 2014 by islamicschoollibrarian

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Before posting my thoughts of Ask Me No Questions, by Marina Budhos, I re-read the book. Luckily at only 162 pages and an Accelerated Reader Level of 4.8, the fast paced plot made for a quick read. Having read it in 2007, when it first came out, I recall having liked it, and could recall the basic plot, but absolutely nothing else. In hopes of finding a Book Club book I reread the novel to refresh my memory. With the passing of time, the book drastically lost it’s relevance. Although I know people that face the fear of deportation at every moment, I know people that registered and left as part of post 9/11 Muslim Registration Act, and still have been able to reapply and be reunited with their families on American soil; I think the young adults that once might have found themselves in this book have all grown up, and the new demographic as a whole doesn’t relate. And, unfortunately, because of the lacking depth of character and plot development, most students I doubt will find much to relate to in the book.

SYNOPSIS:

A Bengali family living in New York on expired visas seek asylum in Canada after 9/11. Told from Nadira, a fourteen-year-old girl’s perspective, the book details life as Nadira’s father gets detained at the Canadian border, her mother stays at a near-by shelter, and Aisha, Nadira’s older sister, and Nadira head home to New York to resume life, and carry on as if everything is the same. The premise of how to live with the constant fear of being found out, especially at a time when people were “disappearing” for no reason and without cause is a compelling story line. As the back of the book says “Suddenly being Muslim means you are dangerous- a suspected terrorist.” However, the characters don’t act or practice anything Islamic, perhaps that on some level makes the book more ironic that they are targeted for having come from an Islamic country and having Muslim names, but for me, it just made the characters seem that much more shallow. I never connected with the characters, any of them, and there are a lot of them. There are so many side characters that do nothing to develop the main characters, nothing to move the plot, and really take away from the bonding with the turmoil that Aisha and Nadira are feeling. One minor character is presented as religious and mosque going, and by default that the dad had given him some money to keep, implies the dad went to the mosque, but religion only shapes their lives in that they feel that is why they are being targeted. On the other hand, they don’t seem very “cultural” either, yes they live among many Bangladeshi families, but you don’t see their identity developed there either. Rebels to the norm are presented, but not articulated to reflect on who Nadira is and provide some resonance to her with the reader. The characters seem isolated even within their cultural and religious community, which doesn’t fit , perhaps had the immigration situation isolated them it could be overlooked and understood, but rather it just makes Aisha seem petty and whiny and Nadira clueless, one dimensional attributes that leave the characters flat on the page.

By the end of the book, the title of the book starts to feel like a cruel joke. I had so many questions, why did they leave Bangladesh, why didn’t that father stay working in Saudi Arabia, why did they feel living illegally was alright, what happened to various friends that disappeared, not because of deportation, they just stopped being mentioned, where did the mom get her strength from and what is her background story?

FLAGS:

By and large the book is clean, a cousin has a boyfriend that she is regularly sneaking off with, but nothing romantic is described, they are sneaking off to do political activist work. Another character, a thug type, is shown to be able to acquire things illegally, and Nadira’s helps her friend Lily, discover that Lily’s dad is having an affair and has another family.

WHY I LIKE IT:

If I wasn’t look for a book to present to students, I probably would not have been bothered by a lot of the critiques in this post. But because, my hope is to find something the students can identify with and take pride in, I was harsh with my view on the story. There are redeeming qualities however, as immigration reform is still a hot topic, students need to be able to put their feet in someone else’s shoes to better understand an issue, and this book, for the age level, can provide that. As a story of two sisters having to put their differences aside to help each other and their parents, this book gives some insight. And naturally if I know of a student who has gone through a similar situation, I think they would benefit reading it, not in that they would agree or be inspired, but at least in feeling less alone.

TOOLS FOR LEADING THE DISCUSSION:

At the moment I don’t see me discussing the book, but I will definitely keep it on the book shelf in the library. If things change, the following websites are useful:

An article about immigration by the author, Marina Budhos

http://www.huffingtonpost.com/marina-budhos/were-ready-for-immigration_b_2617581.html

The first chapter of the book:

http://www.marinabudhos.com/ask_me_no_questions.html

Jan30

When Wings Expand By Mehded Maryam Sinclair

Posted on January 30, 2014 by islamicschoollibrarian

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When Wings Expand, by Mehded Maryam Sinclair, was loaned to me by a friend who knew I was looking for books that might appeal, positively to 7th and 8th grade Muslim girls. While this book would definitely appeal to that demographic it would not be limited to such a small population. I plan to open it up to all the girls 5th – 8th grade for the Book Club, and recommend it to parents with older daughters to read together. While the book is an easy read in terms of grammar, vocabulary and style, (150 pages written as journal entries), the content is emotional and religious. The book is not AR, so I will have to make a quiz, but I would assume it would be about a 5th grade reading level.

SYNOPSIS:

Canadian teenager Nur, chronicles her mother’s onset of cancer, her death, and life after the loss of her mother through journal entries. Using simple symbolism of a butterfly’s life cycle, Sinclair shows how Nur must not only grieve and accept her mother’s death, but also reaffirm her faith and trust in Allah (swt) and His plan.

WHY I LIKE IT:

I love that at it’s center the book is about two relationships; a young girl and Allah (swt), as well as a young girl and her Mother, both dear to her heart, neither tangible. Any one with a heart can imagine the immense pain in losing one’s mother. Teenage girls particularly need to be reminded that while they may constantly butt heads with their mothers, to lose their mom would be devastating; the book makes that point abundantly clear. Nur and her mother seem to have a “perfect” relationship, at least in that Sinclair doesn’t detail any strain between the two of them, but I think the readers can supply their own baggage and imagination and still be able to connect with the character. I like that Nur’s mom is Turkish and that her Father is a convert, I think that so many youth today are from mixed backgrounds and the juggling and sorting of customs is something they can relate to as well. The book is clean of boy/girl issues, language, violence etc. In some areas it is a bit too “perfect” so to speak, in how understanding Nur’s father always is with her and her brother and how readily their uncle swoops in to take them hiking or on a picnic, but it some ways the simplicity of it all is also it’s charm. As the book progresses Nur, must help a cancer patient with some of her own faltering faith issues, and with strong Quranic examples, seerah examples, prayer, and love, the reader is able to reflect on the message, rather then getting caught up in some fast passed action sequence. I think the book has a place, and I hope that it reminds the girls how short this life is, the value of their mothers, the pain associated with loss, strength of family, and Allah’s mercy.

TOOLS FOR LEADING THE DISCUSSION:

A box of tissues

Honestly because the cycle from sadness, to anger to acceptance to peace is fairly universal, I plan to simply let the students talk about the book, to see it through their perspective. I don’t think much prodding will be needed.

Jan29

Overboard By Elizabeth Fama

Posted on January 29, 2014 by islamicschoollibrarian

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BismillahirRahman ir Raheem

I decide to start off the Book Club with a book that is completely clean of any boy girl issues, preachy-ness, excessive violence, crude language, etc. My good friend and a former Islamic School Librarian in Rhode Island recommend Overboard, by Elizabeth Fama, for its quick moving plot, and easy reading style. The book is only 158 pages and I read it in about 2 hours. The book additionally appealed to me because it is an Accelerated Reader level 5.1, allowing me to open up the Book Club to grades 5-8th to see where the most interest is, and helping establish the Book Club participation protocol; To gain access to the lunchtime discussion students are required to earn a passing score on an AR Book Test. The book is out of print (according to the Author, more on that later), but through ebay and a local used book store I was able to acquire eight copies of the book.

SYNOPSIS:

Fourteen-year-old Emily boards an over-crowded ferry in Sumatra. When the boat sinks, she’s trapped by hundreds of panicked people. She finds Isman, a terrified young Muslim boy, floating in a life vest. Together, with Emily’s physical strength and Isman’s quiet faith, they swim for their lives.

WHY I LIKE IT:

The book is not in your face about Islam, as the main character is not Muslim. Emily is from Boston who has moved to Indonesia with her physician parents, and is miserable. She does not relate to the people, does not try to even, and wants nothing more than to go home. Knowing her uncle is on a nearby island she runs away from her parents and boards a ferry to search out her uncle and hopefully, a way home to Boston. The ferry sinks and she must not only find a way to survive, but is constantly forced to make choices that define and often surprise her as well as the reader. In the middle of the ocean with people fighting for life vests, and dying, it is her own personal convictions that shape her choices and provide a great starting point for the reader to question what their own behavior would be in such a circumstance. I like that there are other Westerners on board, and how while she initially gravitates toward them, she eventually chooses a different path. As she floats, she meets nine-year-old Isman and for the first time really begins to relate to an Indonesian, someone completely different from herself. Some of out students have been struggling with “stereotyping” and using negative terminology to describe different groups within the school, and I look forward to stressing that in the dark of night when your life is on the line, does it matter? Where are your loyalties? Do you feel Allah’s presence more? Do your choices come from survival instincts or from a highter belief? As they swim together Emily learns a bit about Islam, Ramadan, the names of Allah (swt) etc. and I think each and every point poses the question to the reader of what would you do? and why? At one point Isman is contemplating eating some candy that a fellow ferry passenger has offered him in the water and recalls a verse from the Quran allowing travelers to eat during Ramadan before tasting the morsel. In his own quiet ways, he shows tremendous strength, resolve, and trust in Allah, attributes that I hope the students can be guided to reflect upon. Initially I think they will identify with Emily, but I hope by the end they love the character of Isman and internalize some of his strength, inshaAllah.

TOOLS FOR LEADING THE DISCUSSION:

Here are two links I plan to use when engaging the students in the discussion:

http://www.elizabethfama.com/p/teacher-study-guide-for-overboard.html

Click to access 50_strategies_lesson_plan.pdf

THE AUTHOR:

So if you go to the first link, the author’s website, she has an email address listed, so naturally I wrote her a little note, and crazy, subhanAllah she responded, I felt, and still feel like a little kid, so happy. She also offered to answer some students questions after our discussion.

Some excerpts from our emails back and forth:

FROM ME: … I read through your website for teachers teaching the book, and was wondering if there is anything more you can add for me to share with the students, I think they will be thrilled to hear something from the author directly. Maybe something about how you came up with the character Isman, and what you hoped the readers would feel about him once the book ended. Perhaps also some insight as to why you chose to present a character with a strong Islamic faith in a world not very Islamic friendly at the moment…

FROM ELIZABETH FAMA: … Thank you so much for this note, and for featuring OVERBOARD as a book club selection! I’m impressed that you’ve found copies (it’s technically out of print), and also impressed that you found the teacher study guide, which I thought I removed from my website in October of 2012! I didn’t realize that googling something like “elizabeth fama teacher guide” would turn up that page, but I’m glad to know that persistent teachers and librarians can still find it. The study guide is quite helpful, I think, but since the book is out of print I grudgingly decided to move on, and I unlinked it from the main page.

Anyway, I’d love to answer your students’ questions. Maybe you can even compile some after your club meets, and I’ll answer as many as I can?

As for your starter questions, Isman came about of his own accord while I was writing. Emily shoved the life vest on him, and I didn’t think about him after that. Then, as I wrote on, Emily heard crying in the water and I was surprised to discover that it was the same little boy! Honestly, I didn’t expect to see him again. But he became absolutely essential to the plot, because I realized that Emily’s conflict was that she felt like a stranger in Banda Aceh and was not opening herself up to friendships, and that this boy was going to become important to her and change all of that.

I wrote the manuscript in 2000, and sold it to Cricket Books in August of 2001, so while I was writing it I didn’t really think about any prejudices westerners might have against Islam (this may have been naive of me, but I live in an academic, fairly tolerant, racially-mixed community). It was just natural for Isman to be Muslim because the book was set in Indonesia, and because I wanted a culture and geography that felt very different from everything Emily has known. Then September 11 happened, and I was so grateful I had written the book, because without making any sort of heavy-handed point, it shows a lovable boy who happens to have a strong Islamic faith–and in fact that faith helps both him and Emily to survive. (And yes, I assumed everyone would find him lovable by the end, as I did!)…

The book club will meet in a few weeks, inshaAllah I’ll post how it goes

Jan29

Assalamualaikum & Welcome

Posted on January 29, 2014 by islamicschoollibrarian

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I have been working as an Islamic School Librarian (daycare to 8th grade) for a few months now, but recently decided I wanted to start a Book Club at the school as well. I have been reading as many Islamically themed books, books with Muslim characters, books by Muslim authors, and culturally relevant books, as I can get my hands on. Needless to say I can’t keep them all straight, so I thought if I blog about them, then I can keep my thoughts straight as well as go back and comment on what worked or didn’t work in book club meetings, inshaAllah. As a former teacher, and lifelong avid reader, I feel strongly in the power of the written word, and with so much negativity around us, I feel that positive messages of everyday Muslims, could speak volumes to our youth. Plus this way, I can actually have a place to direct people when they ask if I know of any good Islamic fiction books!

Feel free to offer your opinions on books I feature, and suggest books I should read, inshaAllah our kids can read books that they can identify with and see themselves in, an opportunity many of us didn’t have when we were their age.

Thanks for stopping by, Peace.

Kirin

A few books to get me started