Tag Archives: Poetry

Apr14

Grounded: A Novel by Aisha Saeed, Huda Al-Marashi, Jamilah Thompkins Bigelow and S.K. Ali

Posted on April 14, 2023 by islamicschoollibrarian

Over the years I’ve read to a lot of kids, with a lot of kids, discussed books in classrooms, and in book clubs, so when reviewing I often share what kids think or what I imagine kids will think, and I usually acknowledge when I’m being overly critical as a reviewer, but this book I will tell you, I did not read through the intended middle grade lens, I read it as a 42 year old seasoned reader. I know this because I cried during the entire second half, and the book is not sad. It is fast paced, joyful and adventure filled. I cried at the ownership of identity, the pureness of friendship, the acceptance of the flaws and strengths of those closest to us, the love of family and that this book is written by four incredible Muslim women authors for Muslim kids to be seen and for non Muslims to see Muslim kids in action in a fantastic, non preachy, authentic, powerful engaging story. In short I loved it. I love that the voices are different, but polished and seamless in conveying a fictional story with universal themes through a variety of Muslim characters without talking down or over explaining anything. From the maps to the crossover character Hanna from S.K. Ali books, the poetry from they young lyricist to the representation and discussions of Muslims not being a monolith, and the sprinkling of a Hadith or Quranic ayat here and there (I wish there was more), the book tugged at my heart strings. For kids third grade and up, some of those themes might resonate, or it might just be a book about a lost cat in an airport and a hodgepodge group of strangers, turning friends, stranded in an airport searching for her while dodging security and exasperated parents.

SYNOPSIS:

The end of the MONA (Muslims of North America) Conference has lots of families at the fictional Zora Neale Hurston heading home. Tired parents and restless kids lead Feek’s little sister Ruqi to go missing and Feek to blame. As he searches for his little sister he meets Hanna, a girl looking for a lost cat, not her lost cat, just one she has heard about from her animal activist group that is missing at the airport. As they search for Ruqi, Sami gets dragged along even though he’d rather be mentally keeping his anxiety in check as he prepares for the Karate competition he is heading to. Luckily Nora, Congresswoman Najjar’s daughter, finds Ruqi and the five strangers are brought together. When all flights are grounded because of weather, the group goes in search of the missing cat, Snickerdoodle, finding leads, security, secret corridors, self confidence, friendship, and skills along the way.

WHY I LIKE IT:

I knew the book would be good with the authors’ names on the cover and their ability to tell a good story, but I was still blown away by how real the characters were fleshed out and their “problems” articulated. The emotional connection to each character facing their insecurities and supporting one another’s’ vulnerabilities was reflective and insightful. I love the diverse inclusion of showing Muslims that don’t speak Arabic or don’t know if they are Muslim enough, of Black Muslims and Black culture, of being an only children and struggling with siblings, understanding parental expectation and finding your voice to speak up to those you love. The surface story is paced well and entertaining and sufficient, but the details and the story beneath the surface, really is powerful.

Again with the reviewer lens- I did wish in the middle there was a tiny bit more inclusion of a Bismillah when following a lead or an AstugfirAllah when breaking a rule or a quick prayer when running from authorities, the beginning and end was Islamically rooted, but as an Islamic School Librarian, I must admit I’d like a few more mentions during the “adventure” parts.

FLAGS:

The kids are dishonest, they break rules (possibly laws), they lie, and do some damage, they sneak and kind of talk back to their parents, nothing is normalized or accepted though and they are called to account. There is a birthday that is celebrated with everyone singing, and possible triggers of talking about a deceased parent. The kids are 12/13 and younger, and brought together by circumstance, but by the end the girls and boys have developed close friendships.

TOOLS FOR LEADING THE DISCUSSION:

Even though the book is meant for middle grades, I think younger middle school readers would enjoy the book and find plenty to discuss as they see themselves and others in the characters, imagine what they would do in such a situation, and get swept up in the ride.

Mar1

Ramadan Nights by Jenny Molendyk Divleli illustrated by Halime Nur Sevim

Posted on March 1, 2023 by islamicschoollibrarian

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Ramadan Nights by Jenny Molendyk Divleli illustrated by Halime Nur Sevim

This rhyming softcover picture book sets the tone of the month with its large heartfelt images on cardstock thick pages. The book mentions tarawih, reading Quran, suhoor, iftar, compassion, Laylatul Qadr, eid, but does so in a way that reflects what Muslim kids know and love about the month. It is not overly descriptive, nor does it define the terms. It shows Muslim kids in Ramadan living their lives and draws out the emotional joy felt in acts of ibadah, not in the gifts and parties alone. The rhyme works and isn’t terribly forced and the 8.5 by 11 size and the introductory framing of major Ramadan activities makes the book a good addition for toddlers and up. I plan to use this for a masjid story time for Muslim kids ages 4-9, but it can be used in non Muslim settings easily as well.

The book starts out with decorating the home for Ramadan, as the city decorates outside too. Ramadan has arrived, the moon has been seen with binoculars, and Tarawih at the mosque is where everyone is praying, and kids are playing. Mornings start with the Ramadan drummer waking people up for suhoor, but mom is already up cooking. The first few days of fasting are hard waiting for iftar, implying it gets easier.

The kids and their parents make duas and thank Allah for their blessings as well as share their blessings with neighbors as they learn compassion. The kids practice reading Qur’an every day with Grandma and before you know it, it is the last ten nights and Laylatul Qadr and then eid, alhumdulillah. The 32 page book ends with prayers of gratitude and hope that Ramadan will be seen again.

The book really is well done, there is no plot or story, but it introduces the month to little ones, reminds older ones what to expect and does so with accuracy and mirroring. The book will lend itself to spark discussions about what a readers’ family can look forward to in the month, how one should behave in a masjid, perhaps some Quran goals and some appreciation for parents. The poor mom helps decorate, stays up early to cook suhoor, cooks yummy iftar, and lays out Eid clothes all while wearing hijab. InshaAllah a point to mention when reading how amazing moms (and dads) are in making Ramadan memories while fasting themselves.

I purchased mine from https://crescentmoonstore.com/ if you use my initials at checkout ISL (Islamic School Librarian) you can save 10% or click this link directly to go to the book.

Ramadan Mubarak!

Nov4

Connecting with Allah: A Treasury of Poems by Mona Zac illustrated by Neamah Aslam

Posted on November 4, 2022 by islamicschoollibrarian

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Connecting with Allah: A Treasury of Poems by Mona Zac illustrated by Neamah Aslam

Similar to Call Me By My Name, this book stands out in highlighting the Names of Allah swt. In this collection it is the descriptive poetry, warm illustrations, urge to reflect and act, and space to think through and write up your own du’as that make this book so versatile. I can see a middle grade to middle schooler using the book almost like a journal, just as easily as I can see an Islam teacher using the book to teach the names of Allah and have their students ponder and write their own verses. I plan to use it with my own children when we gather up for salat-waiting for everyone to make wudu- to read a poem, discuss, and understand each name on whatever level the child is at thus bring the names of Allah swt, into our daily awareness, inshaAllah.

The book is divided into sections following a heading and seasonal imagery: Loving Allah, Asking Allah, Knowing Allah, and Blooming with Allah’s names. The table of contents is out of order, but it isn’t an issue. Poems are given a two page spread, some poems are one name, others are two. At the end of each poem is a “Reflect and Act” section with bulleted items to help connect the name and the poem’s content with one’s own life and Islamic principles.

At the end of each section are two pages to write your own du’as using Allah’s names followed by Sources from the Qur’an and Hadith. The illustrations are adorable to look at, and while on first glance the collection might seem more female appealing, I think boys and girls alike will benefit from time spent with the book and not find it targeting to only one gender.

The Asking Allah section features easy to read Arabic with harakat and even the English font is very appealing and easy to read. Overall the hard bound book is beautiful and I hope to see it stocked in more places, hint hint Crescent Moon. Currently in the US it is available here by the publisher.

Jul4

52 Poems for 52 Weeks: A Lunar Year by Abdullah Mansoor

Posted on July 4, 2022 by islamicschoollibrarian

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52 Poems for 52 Weeks: A Lunar Year by Abdullah Mansoor

This isn’t the typical book I would review, but after spending some time in a middle school language arts classroom teaching this school year, I thought I should at least acknowledge the value a book like this can have in a classroom or homeschool curriculum, and that it shouldn’t be completely overlooked and dismissed. I didn’t get swept away by any of the poems, and honestly am confused by the title seeing as the title page quickly clarifies that a lunar year is 51 weeks? That being said, poetry is such a religious and cultural staple that haikus, sonnets, acrostic poems, free verse absolutely should be taught through an Islamic lens, and why not. So, while it might not be a book that an upper elementary through middle schooler would pick up and read on their own, it is structured to be taught, and I think educators should consider implementing it in whole, or in part, when teaching structure, and rhyme scheme, and iambic beats.

The poems vary in style and topic and length, and are divided by the Islamic lunar calendar months written in Arabic calligraphy. The true value of the book is the backmatter, though in my opinion. The details about the poem, about form and structure and prompts to try your own.

I could really see slipping in an Islamic poem when teaching Shakespearean sonnets, and encouraging children to write a ballad or limerick in praise of an Islamic tenant. I’m a big fan of blurring what is Islamic and what is secular as I don’t find them mutually exclusive, and this little book did a great job reminding me that Islamic centered poetry is important, and Islamic poetry isn’t just translated from other languages.

Happy reading, and inshaAllah happy writing! The book can be found HERE for purchase.

Jan6

Nana Asma’u by Aaliyah Tar Mahomed illustrated by Winda Lee

Posted on January 6, 2022 by islamicschoollibrarian

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Nana Asma’u by Aaliyah Tar Mahomed illustrated by Winda Lee

This book may only have 14 pages of text and be meant as an introduction for early preschool aged children and up, but I learned so much, or rather was made aware of so much that I knew nothing about, that I’m now eager to research her and the Sokoto Caliphate and the impact of Jajis. The beautiful, bright, engaging pictures, the simple deliberate text, and the inspiring content matter make this a great book to share with little ones, and to keep on the shelf for repeated readings and reminders to learn more about this remarkable woman for older children. My only wish was that there were some reference notes or sources included to give that extra reassurance of authenticity.

The book tells about Nana Asma’u’s life starting from being a curious child and asking questions to the wise women in her community. By the time she grew up she had memorized the Quran and spoke four languages amongst many other things, and Nana loved to write poetry.

During this time, there was a lot of conflict in Western Africa, and Nana’s father, Shehu Usman resolved the issues and created the Sokoto Caliphate. With peace, Nana wanted to help educate the people. She thought long and hard about how to do it.

She eventually brought together women from different regions of the Caliphate and taught them through poetry, she then sent the women back to their homes to share what they had learned. These women were known as Jajis, and this tradition still exists today.

I didn’t love the phrasing that she had learned all about Islam, seeing as one can always learn more. And I would have like Prophet to have been capitalized and salawat given for respect. Overall, a great book that alhumdulillah I was able to purchase from Crescent Moon Store.

Nov22

The World is Your Masjid written and illustrated by Kate Rafiq illustrated by

Posted on November 22, 2021 by islamicschoollibrarian

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The World is Your Masjid written and illustrated by Kate Rafiq illustrated by

This 30 page preschool to early elementary aged book is a simple rhyming book that reaffirms all the places we can pray and touches on those that we shouldn’t. The engaging illustrations and relatable scenarios make the book a great choice for bedtime stories and small group readings.

The book starts out with a hadith, “The entire earth is a masjid (place for prayer), except the graveyard and the washroom” (Tirmidhi-317) and points out that one must pray five times a day.

It establishes that if you pray it a mosque you can follow the imam, but not to worry if you cannot, because you can pray (nearly) anywhere: a field in the rain, school, a train, a garden, a shed, even when sick you can pray in your bed.

It then also turns to places you shouldn’t and can’t pray and sources a hadith about not praying where there are faces and statues that might distract you (Bukhari 374). The bathroom and graveyard are also included.

As an after thought, and for added laughs it reminds little readers to not pray in dangerous spots as well.

Overall, I enjoyed the book and can see it pairing with In My Mosque to help create the foundation of a storytime theme about prayer and mosques. The fact that it takes it a step further and doesn’t just list all the places serious and crazy that you can pray, elevates the book from being mediocre to being memorable and I appreciate that. I also appreciate the Islamic sourcing, truly something that is required to show accuracy even in the “simplest” of all books.

Oct15

The Tale of Princess Fatima, Warrior Woman: The Arabic Epic of Dhat al-Himma translated and edited by Melanie Magidow

Posted on October 15, 2021 by islamicschoollibrarian

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The Tale of Princess Fatima, Warrior Woman: The Arabic Epic of Dhat al-Himma translated and edited by Melanie Magidow

I’m not sure how to really review this 167 page book. It is the translated YA work of an Arabic Epic that took place somewhere between the seventh and 10th centuries and began possibly being compiled in the 1100s. It was told orally, but when written, comprised some 6000 pages. The translator notes that the choices of what to include and how to translate, all potentially alter and reshape the narrative, so as a reviewer I’m simply going to review the text in my hands. I have no outside knowledge of this epic woman, and approached the book as I would have in high school when reading The Odyssey or Beowulf: some of the history is accurate, the characters fictitious, the culture possibly representative. As a result, I find the comparisons to Wonder Woman and Katniss Everdeen on the back cover, very odd choices. At times the contemporary diction, in my opinion cheapens the narrative. Sure I appreciate the modernization of the text to make it an easy read, but throwing in modern slang seems too much. I found the book’s framing unfortunately counterproductive of what it hoped to achieve. I have no idea what the other 5,900 pages include and what the translator had to choose from, but the majority of the book focuses on marriage, being raped by her husband, and working to prove who the father of her Black son is when her and her rapist husband are white. I was prepared for battles, and conquering, and fighting misogyny, and saving the down trodden, not every one just wanting to marry her. Many of the characters are Muslim, some convert to Christianity to escape Dhat al-Himma, the Quran is quoted, prayers are made, the Kaaba visited. I do however, take issue with the explanation of the child’s skin coloring being attributed to intercourse (rape) occurring while Fatima is menstruating and a case of Prophet Muhammad (saw) being used as proof of this occurring. So much of the text is footnoted, this instance is not, and I find it disturbing. The book also contains a lesbian character who ends up marrying a man, violence, death, and many other potential flags (see below) that might make it better suited for older college age readers.

SYNOPSIS:

The story doesn’t begin with the birth of Fatima, but rather with her great great grandfather. It sets the stage a bit to show culture, how women and honor are treated, and the line of her ancestry. When we get to know Fatima a few chapters later she is being born and her gender is a disappointment, so she is hidden away. As she grows away from her tribe she becomes an accomplished warrior and captures her father in a raid. When she returns to her people, her cousin, Walid, born the same time as her, is struck by her beauty and wants to marry her. She refuses. Repeatedly. Finally she agrees to battle him and if he wins, she will marry him. She wins, and he still doesn’t back down, finally she is forced/tricked in to marrying him by the Caliph’s agent. The two are pronounced wed, but little changes for Fatima, she is a warrior and does not seek intimacy or companionship. Eventually, her husband Walid enlists the help of Fatima’s milk brother and friend, Marzuq, to have him drug Fatima, so that he can rape her. He acknowledges the rape, the whole community does, but allows it, because he is her husband. When the child is born he is Black and Walid and his family refuse to accept that the child is his. Amira Fatima is socially put on trial for being a whore and that the child is illegitimate. As Walid works to have them killed, Fatima works to prove her innocence and carry on with her life trusting in Allah swt completely, all while the Arab-Byzantine battles are raging in the borderlands. As Abdelwahhab, Fatima’s son, grows he too becomes a formidable warrior and the two have continued adventures.

WHY I LIKE IT:

I love the richness of the culture coming through a compelling story. Fatima is incredibly devout in her worship of Allah, swt. She does not falter, ever. When she is being tested she needs only her faith, at one point a man converts to Islam upon having a dream as a result of her conviction in praying. That being said, I genuinely don’t understand a few critical points. How can a woman who single handedly destroys tribes not be listened to, to make her own decisions to lead her own life. I get that that is perhaps the poignant point of the story in today’s context, but there are a lot of strong women in this book, so why does her marriage and being defined by her not wanting to marry get so much of the spotlight? Her father didn’t want her, but they don’t resolve anything, they just reunite and all is well. I need more. I want to know what happened to Walid once he became Christian, was it a permanent thing, a temporary fix? What ended up happening between her and Marzuq? He was her trusted advisor and immediately regretted drugging her, what happened to him. I want more about her mother, maybe even her Aunt or other women to see how their lives compared and contrasted to the powerful women highlighted. How did they view her, was she inspiration, an anomaly, beloved, loathed?

I appreciate the footnotes, the introduction, the Note on the Translation, the further reading list, help with pronunciation and the character list. A map would have been nice.

FLAGS:

There is violence, killing, rape, talk of sexual intercourse and menstruation. There is misogyny, racism, flirting, sexual temptation, a lesbian character, magic, jinn.

TOOLS FOR LEADING THE DISCUSSION:
I would not be able to lead a proper discussion on this book, I am just not knowledgeable enough on the larger story. I think I would like to be a student or be able to join a discussion led by someone well versed in The Tale of Princess Fatima and all the subtext that brought her story to life and maintained it over time. It would be fascinating.

May11

The Prophet (salla Llahu ‘alayhi wa sallam)Described by Zaheer Khatri illustrated by Fatima Zahur, Elaine Limm and Jannah Haque

Posted on May 11, 2021 by islamicschoollibrarian

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The Prophet (salla Llahu ‘alayhi wa sallam)Described by Zaheer Khatri illustrated by Fatima Zahur, Elaine Limm and Jannah Haque

This 48 page rhyming prose filled picture book details our beloved Prophet Muhammad (saw) in accordance with the Holy Qur’an and as stated by Hadith. The repetitive refrain highlights the two-page spread’s thematic descriptions of Rasul Allah’s appearance, speech, mannerisms, walking style, etc., and the best part is, it is all sourced and referenced at the end. It features the same two characters and the same layout, as The Prophet’s Pond, which this book even references, but notably, my copy of that book does not have faces in the illustrations of the boy and his mom, and this new book does. I tried to see if you could find a faceless version and could not, perhaps, that option is forthcoming. As I often remark to those around me, there are not that many books about Prophet Muhammad (saw) that are factual, but framed in a fictitious manner for children, or that are fun and playful, and this book helps fill that void in creating love and connection to the Prophet. It is a bit text heavy and it is very thoughtful, but the repetition and rhyme along with the beautiful large horizontal illustrations, create a mood of reflection, appreciation, love, and admiration and will be suitable for ages five and up.

Zayd and his mom are back and the book starts with Mummy telling Zayd that one day he will meet a special man inshaAllah, and Zayd asking her to give her details so that he can guess who it is. The first set of clues describe how gracious the most handsome man is, and how he will greet Zayd one day.

The story then moves on to describe Prophet Muhammad’s fragrance, his hands, his words, his stature, his complexion, his hair, and so on. As the details flow, Zayd and his Mummy journey through nature, standing near beaches, and forests, and rivers and waterfalls. They cross a bridge on their way out of the city, and the full color pages move from night (or possibly really early morning) to day to night again.

Zayd seems to know it is Prophet Muhammad (saw), but keeps begging to hear more details, before he proudly proclaims the only human whose beauty reaches so far is Prophet Muhammad, peace and blessings be upon him. The book then says he will be waiting by a pond, but that is a story for another day, giving a shoutout to its companion book.

There are questions recapping what is learned in the story before 10 pages of reference material. It really is incredibly well done and is a great resource in addition to being a lovely story. Thank you @crescentmoonstore for getting the book to me so quickly.

May3

Brave with Beauty: A Story of Afghanistan by Maxine Rose Schur illustrated by Patricia Grush, Robin Dewitt, and Golsa Yaghoobi

Posted on May 3, 2021 by islamicschoollibrarian

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Brave with Beauty: A Story of Afghanistan by Maxine Rose Schur illustrated by Patricia Grush, Robin Dewitt, and Golsa Yaghoobi

This 44 page fictionalized retelling of Queen Goharshad, a 15th century monarch of the Timurid dynasty in Afghanistan should really be a larger book than 8 x 8 to appreciate the artwork that is detailed and stunning. The story of Goharshad, wife of Emperor Shah Rukh, and her influence on art, music, culture, higher education, and architecture, is one that we should be more familiar with, but the actual text and manner in which the story is conveyed isn’t consistent for me and I wanted more details about the society she stepped in to to rule, I know it is fiction, and meant for 2nd to 4th graders, but I would like to think that readers will want to know what obstacles she had and what support she enjoyed and from where. That they will question if it was a rich kingdom that she could pay musicians to play everywhere, and wonder if families sent their daughters to the University she built, ask why it wasn’t for women to design a Masjid, and what was the name of the smaller mosque that bore an older woman’s name? The book at times overly summarizes and at other times is haltingly detailed. It is a good read to reflect a strong woman and her influence on her land, but unless assigned, I don’t know that seven to ten year olds will pick up the book and be inspired by it enough to change their perception of the Afghanistan that they may see on the news.

Seven centuries ago Goharshad loved beautiful things such as painting and the texts of Rumi. Her brothers played at being like Genghis Khan and teased her for not being brave. She vowed to be brave with beauty even though she didn’t know what that even meant. At age 14 she was given in marriage to the king, Shah Rukh, in Herat. She ruled with her husband and had resources and time to spread her beauty by speaking up and being brave.

Her first act of beauty was by filling the kingdom with music. She wanted music every day in the court and beyond. Music that was playful and pious, music that painted pictures in the listeners minds and brought joy like the laughter of God. She next sketched and designed a beautiful and enchanting garden to be built. It doesn’t say where it was, but that people came from all around to enjoy it.

Feeling braver she turned her sights on building a mosque in the western city of Mashhad. She designed it and called the court architect, Qavam al-Din Shirazi to discuss. He doubted if it was right for a woman to design such spaces, but she assured him that she had the talent for it, so construction began. An elderly woman refused to sell her cottage for the new project unless a mosque with her name was built. The advisors wanted the old woman put to death or imprisoned, Goharshad disagreed appreciating the woman’s strength and instead agreed. The big mosque was built with Goharshad’s name and a smaller one on the property with the old lady’s.

With such an accomplishment complete, the Queen again summoned the architect and expressed her desire to build a great center for learning. A college for girls, a grand mosque for prayer, and a vast library. She wanted the structure decorated with paint from precious stones and sold her crown to finance the project.

After her husband died Goharshad reigned, but sadly after she died, much of her accomplishments died as well. Over time, harsh weather and war, nearly all her buildings disappeared and those that remain, do so in ruin. The book ends with hope that memories of her will endure, A guide to some of the words in the story, an Author’s note, and a Guide for Parents and Educators.

There is not a lot of Islam in the story, just the building of masajid . Some may take issue with her stress and celebration of music, and likening it to God laughing, but if you look at it as her story, it should be able to be appreciated even if you disagree.

Apr27

Salaam, World by Samia Khan illustrated by Teresa Abboud

Posted on April 27, 2021 by islamicschoollibrarian

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Salaam, World by Samia Khan illustrated by Teresa Abboud

This 26 page rhyming picture book starts out basic enough with salaam being said from various locations, but it digs a little deeper as the book progresses to explain what salaam means, and how to respond. A good introduction to the greeting of peace for ages three and up. The pictures are jungle animals testing out the word and the 10 by 10 size is sufficient for bedtime and in small groups. My picky critiques are I don’t like the font as I think it is hard for early independent readers to decipher when capitalized, words such as “catastrophic” and “salutation” are a bit advanced for the demographic, and I wish there was a bit more Islam in the book, but overall it is sufficient, and an effective tool to helping get little ones to say salaam.

“Salaam from above, salaam from below, salaam from the mountaintops covered in snow,” is how the book begins as a cat hanging from a tree and braving the elements offers his greetings. A donkey then asks us to hold up and explain what the word means.

Salaam is defined as meaning peace in Arabic and a word that Muslims use that is like ‘hello’ only kinder. It is sending peace to those you say it to, and a show of respect. The animals say it to others before noting that you can say it short or long: Salaam or Assalamualaikum.

The book then asks how to respond before teaching us to say walaikum-assalam and telling us not to be alarmed the next time we hear the greeting, but to return it and spread it.