Zeus: King of the Gods

O'Connor, George. Zeus: king of the gods. New York: First Second, 2010. ISBN: 1596434317.

Author / Illustrator Website: http://geooco.blogspot.com/

Olympians Series Website: http://olympiansrule.blogspot.com/

Awards: Nominated for Children’s and Young Adult Bloggers’ Literary Awards (CYBILS), 2010.

Media: Black Ink and Photoshop Color Tool after Scanning Ink Sketch

Use of Simile: (p. 4) “the three Cyclopes, enormous and powerful as storms,” (p. 15) “swift as the wind,” (p. 17) “as fluid as the sea,”

Use of Alliteration: (p. 31) “be beaten by brats,”

Use of Onomatopoeia: (p. 53) “Hiiiiiiissssss.” (p. 61) “BOOM!”

Special Notations: 2010 Copyright Date, Lesson Plan (available at http://picturebooksforbigkids.blogspot.com/2011/08/6th-grade-ancient-greece-lesson-plan.html), Graphic Novel (Non-Fiction), Personal Top Ten, Challenged Book Potential (see discussion after Personal Reaction)

Curricular Connection: History Social-Science Content Standards for California, Grade Six, Standard 6.4.4: Explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer's Iliad and Odyssey, and from Aesop's Fables.

Annotation: Zeus, son of Kronos, takes on his powerful father to save his brothers and sisters. Zeus and his siblings battle the Titans and begin their rule of the Earth from the heights of Olympus in this comic style mythology lesson.

Personal Reaction: George O’Connor’s new series, the Olympians, debuts with volume 1, Zeus: King of the Gods. O’Connor brings classic comic book drawing style together with Greek mythology for a strong new entry in the graphic novel genre. I was surprised by the informed and powerful storytelling voice that accompanies O’Connor’s strong, fluid artwork. At times, the narration is almost poetic: “Wife and husband, Gaea and Ouranos, earth and sky, together, alone, in the nothing,” (p. 3). O’Connor offers a complete history of the Gods of Mount Olympians from the beginning with Gaea and Ouranos to Kronos and Rhea through the clash of the Titans which results in the dawn of a new age starring the Olympians Gods. While all of the facts about Zeus and his family’s history are included in this graphic novel, there is also humor. On pages 20-21, Zeus and Metis, the daughter of Oceanus, banter playfully as they plan Zeus’ overthrow of his father Kronos. “Because I’m so much smarter than you, of course,” (p. 21) says Metis as the two figure out how to save Zeus’ siblings. I enjoyed the contrast between O’Connor’s looming drawing of Kronos and on of the Gigantes with the light dialogue: “P-please don’t eat us. Thank you,” (p. 24). The artwork is big and does its share of storytelling; on page 24, O’Connor introduces Zeus’ brothers and sisters and uses color to highlight their areas of expertise. Poseidon is shown in a panel filled with blue and aqua, reelecting his water realm while “fair-haired Demeter,” is shown in a yellow field of corn. Mythology in a graphic novel format seems like a great match because the vivid illustrations work so well with the grand action of the Gods. Zeus slays Kampe the dragon to gain access to Tartoros to save the Cyclopes and enlist their help in fighting Kronos. Zeus also claims his birthright, the thunderbolt, from his grandmother, Gaea, and all of this activity is well-presented with bold lines and rich color, reminiscent of comics of years gone by. O’Connor wraps up this impressive first installment of the Olympians with a thorough appendix that includes discussion questions, biographies for the main characters, helpful notes on for Greek names and terms, as well as an author note about Greek mythology. Student readers will also appreciate the Olympian family tree at the beginning of the book and a strong list of additional reading material.

Challenged Book: While the United States has a long history of protecting personal freedom, Americans also have a long history of challenging and banning books at the cost of personal freedom. People challenge, ban and object to books everyday according to ALA statistics, typically with good intentions, too (ALA, 2008). In fact, these days it is mostly parents doing the challenging (ALA 2008). Reasons for challenging books often fall into three categories according to the American Library Association: a book contains sexually explicit material, the book contains offensive language or the book is unsuitable for a particular age group. One look at these three categories brings to mind one question for me: according to who? Who is to say what sexually explicit is? Who determines which words are offensive? Who says which books are suitable and how do we protect one age group without detriment to another age group? Book challenges and book banning are, by nature, biased. Reading is for everyone and in the words of librarian and philosopher, Ranganathan, “every book its reader.” Ranganathan’s third law of library science essentially says that every book out there is for someone (Cloonan & Dove, 2005). In other words, if one person or even a thousand people raise concerns about a book, so what . . . that book still has an audience and we need to make that book available to that audience. Every book can be deemed useful to someone, if that book isn’t pulled from the shelves. Every book has the potential to be offensive to someone and censorship is often personal and arbitrary. Personal and arbitrary feelings by an individual should not inform freedom and access to books.

When I read Zeus: King of the Gods, my first reaction was that this book would be fantastic for sixth graders studying mythology. My second reaction was concern that some parents might object to the book. I work as an elementary school librarian and I would never dream of censoring a library collection, but I do need to be prepared to address parental concerns and challenges to the collection. I’ve had parents object to Harry Potter books, Inkheart by Cornelia Funke, The Hunger Games by Suzanne Collins and Evil Genius by Catherine Jinks for reasons ranging from profanity to allegations of witchcraft. Zeus: King of the Gods includes the word “bastard,” and shows Zeus leaning over Metis, shirtless, asking for a kiss. There are also a number of visually intense illustrations featuring violence. O’Connor’s book has the potential to be challenged on the basis of being sexually explicit, containing offensive language and being unsuitable for certain age groups. Yet, Ranganathan and I both know that O’Connor’s book has its reader and needs to be on the shelf, available to that reader. If parents approach me with concerns about Zeus: King of the Gods, I can always rely on the ALA to support the inclusion of this book in the library’s collection. According to ALA and the “Free Access to Minors” document, “Librarians and governing bodies should maintain that parents—and only parents—have the right and the responsibility to restrict the access of their children—and only their children—to library resources. Censorship by librarians of constitutionally protected speech, whether for protection or for any other reason, violates the First Amendment,” (ALA, 2008).” As a librarian, I am bound to not practice censorship and it’s actually up to every parent to make decisions about which books are and aren’t appropriate for their children. I would share with concerned parents both the reasons why I believe that Zeus: King of the Gods is an excellent book for sixth graders and why it will remain on the library shelves, library shelves that are browsed by readers who might be too young for the book (as determined by a parent). This book has to be available for “its reader,” and censorship is not the answer when it comes to helping children of any age select books.

References

About Banned & Challenged Books," American Library Association, July 29, 2008.

http://www.ala.org/ala/issuesadvocacy/banned/aboutbannedbooks/index.cfm

(Accessed July 31, 2011). Document ID: 501522

Cloonan, M., & Dove, J. (2005). Ranganathan online: Do digital libraries violate the third law?. Library Journal, 130(6), 58.

The Cats in Krasinski Square

Hesse, Karen. The cats in Krasinski Square. Illustrated by Wendy Watson. New York: Scholastic Press, 2004. ISBN: 978-0439435406.

Author Website: None

Illustrator Website: http://www.wendy-watson.com/

Awards: Notable Social Studies Trade Books for Young People, 2005. California Young Readers Medal, Picture Books for Older Readers, 2007.

Media: Watercolor Paint on Paper

Use of Rhyme: (p. 8) “I have no food to spare. / The cats don’t care.”

Use of Personification: (p. 15) “the big room dances with light.”

Use of Repetition: (p. 11, p. 19) “I wear my Polish Look, / I walk my Polish Walk.”

Special Notations: Poem

Curricular Connection: History Social-Science Content Standards for California, Grade Five, Standard 10.8, Students analyze the causes and consequences of World War II: 5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.

Annotation: A young Jewish girl manages to pass as Polish and live just outside the Warsaw Ghetto walls. The girl befriends numerous stray cats that eventually play a role in a Jewish Resistance effort.

Personal Reaction: “I wear my Polish Look, / I walk my Polish Walk.” (p. 11) says the young, Jewish narrator passing for Polish in this moving story about the Warsaw Ghetto. In late 1939, the Jewish population in Warsaw was forced to live in an area just over one square mile in size, divided by a wall from the rest of Warsaw. During the next few years, the Gestapo committed atrocity after atrocity against the Jewish population in Warsaw. The Jewish Resistance fought back in spite of food shortages, overcrowding and disease in the Ghetto. Newbery Medal award-winner Hesse uses poetry and the viewpoint of a young girl who manages to pass for Polish and live just outside the Ghetto to tell this heartbreaking story. The girl has befriended dozens of stray cats and comes up with a plan to use the cats to disrupt the Gestapo’s (German police) efforts against the Jewish Resistance. The girl’s older sister, Mira, and her friends have coordinated a large-scale food smuggling scheme to help the people in the Ghetto. The girl gathers the cats and lets them loose in a train station to prevent the Gestapo from interfering with the food distribution to Ghetto residents. I was touched by the poetic quality that Hesse uses to tell a story that references a period of great horror. Watson’s watercolor illustrations in gray, red, orange and yellow hues support the beauty in the young girl’s actions and the bravery of the Jews who fought back against the Gestapo. An author note and historical note at the back of the book provide details about a real life incident involving cats in Warsaw that inspired Hesse to write this story, as well as factual background data about the Warsaw Ghetto.

The Stolen Smile

Lewis, J. Patrick. The stolen smile. Illustrated by Gary Kelley. Mankato, Minn: Creative Editions, 2004. ISBN: 978-1568461922.

Author Website: http://www.jpatricklewis.com/

Illustrator Website: http://www.garykelleyonline.com/

Media: Pastel and Oil Paint

Use of Rhythm: (p. 3) “villain or victim? / Victor or vanquished?” / Savior or scoundrel?”

Use of Simile: (p. 20) “scratched their heads like monkeys.”

Use of Alliteration: (p. 3) “villain or victim? / Victor or vanquished?” / Savior or scoundrel?” (p. 5) “depths of delirium,”

Use of Metaphor: (p. 5) “I am drowning in gifts, flowers, tokens of love,”

Curricular Connection: Visual and Performing Arts Content Standards, Grades 9-12, 1.0 Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

Annotation: Author J. Patrick Lewis imagines the mindset of thief Vicenzo Peruggia, who stole the Mona Lisa in 1911. Peruggia walks readers through his daring theft and imagines the reactions of the world to the loss of da Vinci’s famous work.

Personal Reaction: 2011 Children’s Poet Laureate J. Patrick Lewis offers an interesting perspective on the real theft of Leonardo da Vinci’s painting, the Mona Lisa, from the Louvre Museum in 1911. Lewis offers the thief, Vicenzo Peruggia, as a narrator for this picture book for older readers. Reminiscing from his jail cell, Peruggia walks readers through the details of his bold undertaking, explaining that he actually used to work for the Louvre and had personally installed the protective glass over the Mona Lisa. Peruggia’s reason for the theft is to return Italian da Vinci’s masterpiece to Italy. When Peruggia attempts to sell the painting to an Italian collector, readers learn more about Peruggia’s unstable state of mind. Peruggia is surprised to learn that da Vinci personally sold the painting to the King of France and that Italy does share Peruggia’s sense of rightful ownership of the famous smiling lady. Gary Kelley’s illustrations are well-executed and worthy of a book about fine art. Kelley’s close up illustration of the Louvre director’s shocked face upon discovering the theft covers a full page and requires no text (p. 12). As museum employees search for the Mona Lisa, readers get a mini tour of the Louvre’s Oriental Art, Renaissance, sculpture and Egyptian galleries. My favorite illustration appears on pages 22 and 23 and shows a Parisian sidewalk café filled with café goers sipping coffee and reading newspapers which all show the theft as the front page story. Kelley’s paintings are fluid and full of color and shadows and the effect is lively and engaging. The end notes provide information about the Mona Lisa, the painting scene during the time of da Vinci, as well as an overview of the Louvre Museum and Uffizi Gallery.

Paul Revere's Ride

Longfellow, Henry Wadsworth. Paul Revere's Ride. Illustrated by Ted Rand. Perfection Learning Prebound, 2008. ISBN: 978-0140556124

Author Website: None

Illustrator Website: None

Media: Black Ink and Watercolor Paint

Use of Rhythm and Rhyme: (throughout book, example from p. 7) “Listen, my children, and you shall hear / Of the midnight ride of Paul Revere, / On the eighteenth of April, in Seventy-five; / Hardly a man is now alive / Who remembers that day and year.”

Use of Simile: (p. 11) “across the moon like a prison bar.”

Use of Alliteration: (p. 13) “wanders and watches.” (p. 17) “Masses and moving shapes of shade-“ “pigeons from their perch,” (p. 23) “spectral and somber and still.”

Use of Metaphor: (p. 23) “kindled the land into flame with its heat.”

Special Notations: Poem

Curricular Connection: History Social-Science Content Standards for California, Grade Five, Standard 5.6 Students understand the course and consequences of the American Revolution: 1. Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders’ alliances on both sides.

Annotation: Henry Wadsworth Longfellow’s famous poem recounting the midnight ride of Paul Revere to warn the colonial rebels of British troop activity is paired with sweeping watercolor paintings to beautiful effect.

Personal Reaction: Like most American school children, I studied the American Revolution and one of my most vivid memories of this unit of study was learning about Paul Revere’s midnight ride. Paul Revere was one of many Americans who acted bravely in 1775, but he is more remembered than many, perhaps because of the drama of his ride to warn that the British were coming and perhaps, later, because of Longfellow’s memorable poem about the event. Ted Rand shares Longfellow’s famous poem and adds his own drama with watercolor illustrations that seem both poured across the pages and reminiscent of revolutionary times, thanks to color choices that project the look of young Boston. Rand also adds a history note at the end of book with details not found in Longfellow’s poem, introducing readers to some of the other players involved in Revere’s famous message. Revere’s friend Robert Newman waited in the Old North Church to give Revere the signal, “If the British march / By land or sea from the town tonight, / Hang a lantern aloft the belfry arch / Of the North Church tower as a signal light - / One, if by land, and two, if by sea;” (p. 9). When I visited the actual Old North Church in Boston a year ago, Longfellow’s words came into my head as I stood looking at the spot where Newman stood with his lantern flashing a signal to Revere. Longfellow’s memorable words are a wonderful introduction to not only Revere’s ride to Concord, but to the mood during that time period. Longfellow’s work, illustrated by Rand, would be well paired with Stephen Krensky’s Paul Revere’s Midnight Ride for a comparative literature lesson or as supplemental reading for students studying the American Revolution.

The Egyptian News: the Greatest Newspaper in Civilization

Steedman, Scott. The Egyptian news: the greatest newspaper in civilization. Milwaukee, WI.: Gareth Stevens Publishing, 2000. ISBN: 978-0763641986.

Author / Illustrator Website: None

Media: Pen and Colored Ink.

Use of Alliteration: (p. 12) “Taxing Talk.” (p. 20) “Pyramid Power.” (p. 21) “Tomb Talk.”

Special Notations: Lesson Plan Available at http://picturebooksforbigkids.blogspot.com/search/label/6th%20Grade%20Social%20Studies

Curricular Connection: History Social-Science Content Standards for California, Grade Six, Standard 6.2: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.

Annotation: A compilation of facts and the history of ancient Egypt is presented in a humorous, newspaper format. The news includes stories about pyramids building, the reign of Hatshepsut, the significance of the Nile river, mummification, crops, fashion and Egyptian Gods.

Personal Reaction: The Egyptian news has eye-catching front and back covers filled with stories about pyramids and mummies with titles such as “A Soaring Success!” and “Wrapping It Up!” Student readers will be drawn to this newspaper format book as soon as they see the covers. The inside will not disappoint, either. Every pages reads like a real newspaper spread with illustrated articles in news columns framed by hieroglyphics. The titles of the news stories are silly and alliterative, but the story content is well-researched and factual. I thought the visual appeal of this book would be great for sparking the interest of sixth graders studying ancient Egypt, but wanted to confirm that the information was useful and accurate. I read several other books about ancient Egypt and compared notes; author Scott Steedman did his homework when he wrote The Egyptian News and educators can confidently offer this book to students as an introduction to many important aspects of ancient Egypt studies. The “news” articles provide a concise introduction to architecture, agriculture, religion, family life, culture, politics and economics during the period 5000 B.C. to 30 B.C. Educators can recommend more in-depth sources on each topic after engaging student interest. “Are you dying to know what goes on inside those mysterious embalming tents?” (p. 18) uses a pun to gain the reader’s attention, but this humorous query is followed by a fact-filled article that covers organ preservation, treatment of dead bodies and the mummification process in detail. Steedman uses a similar approach for most of the article and “advertisements” in the book and it works well. The book also includes a map of the Old Kingdom, Middle Kingdom and New Kingdom, as well as a timeline of key events and a comprehensive index.

The 5,000-Year-Old Puzzle: Solving a Mystery of Ancient Egypt

Logan, Claudia. The 5,000-year-old puzzle: solving a mystery of ancient Egypt. Illustrated by Melissa Sweet. New York: Farrar Straus Giroux, 2002. ISBN: 978-0374323356.

Author Website: None

Illustrator Website: http://melissasweet.net/

Media: Watercolor Paint, Black and White Photographs and Collage

Curricular Connection: History Social-Science Content Standards for California, Grade Six, Standard 6.2: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.

Annotation: In 1924, Egyptologist Dr. George Reisner leads a team at an archaeological site in Giza. This fact-filled picture book based on Reisner’s dig is told by fictional character Will through journal entries and postcards.

Personal Reaction: This book is a great example of how enticing a history lesson can be for students. Author Logan has worked both as a teacher and museum educator and she uses her background to draw students into Egyptian studies. Logan uses a real event, the 1924 Harvard dig, Giza 7000X, as a backdrop for a mystery picture book that covers archaeological digs, Egyptian history hieroglyphics, mummification and burial rituals. The mystery centers on the missing body of Queen Hetep-heres from a tomb that yields many pieces of Egyptians furniture and jewelry and is the largest undisturbed royal burial discovered in Egypt. Will Hunt, the fictional character that tags along with Dr. Reisner on the dig serves as a narrator for the mystery. While Will’s voice seems a little young for the subject at ties, the collage of postcards, journal entries, packing list, dig inventory and authentic photographs drawn and compiled by Caldecott winning illustrator Sweet are wonderful. The illustrations are a collage of watercolor paintings that offer readers plenty to look at and serve to include ample details about Egypt and archaeology. Notes at the end of the book include Dr. Reisner’s theory about the missing body of the queen and a list of real clues that support this theory.

Hatshepsut, His Majesty, Herself

Andronik, Catherine M. Hatshepsut, his majesty, herself. Illustrated by Joseph Daniel Fiedler. New York: Atheneum, 2001. ISBN: 978-0689825620.

Author Website: None

Illustrator Website: http://www.scaryjoey.com/

Media: Alkyd (Oil) Paint on Paper

Special Notations: Non-Fiction, Lesson Plan (available at http://picturebooksforbigkids.blogspot.com/2011/08/6th-grade-information-skills-lesson.html).

Curricular Connection: History Social-Science Content Standards for California, Grade Six, Standard 6.2: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush, 7. Understand the significance of Queen Hatshepsut and Ramses the Great.

Annotation: This picture book biography takes readers back to 1458 B.C. to a time when Egypt’s only female pharaoh ruled. The life of Hatshepsut is recounted alongside earth-toned oil paintings.

Personal Reaction: Sixth graders in California study the life and times of Egypt’s only female pharaoh and Andronik’s picture book geared toward older readers is an ideal source for these students. Andronik, a school library media teacher, teams up with artist Joseph Daniel Fiedler to share the significance of Hatshepsut’s life with readers. Fiedler’s rich paintings are done in Alkyd, a common oil paint that looks anything but common. On one page, text is overlaid on a highlighted rectangle of Fiedler’s painting of the Egyptian cliffs in the background of Hatshepsut’s temple (p. 6), creating a wonderful marriage between the writing and drawings in this book. I was fascinated by Hatshepsut’s moxie. At the tender age of fifteen, Hatshepsut declares herself a pharaoh and takes on ruling Egypt until her deceased husband’s son (also her nephew) by another woman is old enough to rule. The title of this book, Hatshepsut, His Majesty, Herself references the fact that there is no word for female ruler in the Egyptian language. Hatshepsut used the word for male ruler and even wore a beard and men’s clothing at times. At age twenty-two years, Hatshepsut died and her nephew began his reign and did his best to erase proof of his aunt’s historic years ruling Egypt. The author includes a timeline at the beginning of the book, as well as a bibliography of recommended reading at the back of the book. A final note on the last page of the book informs students of museums in the United States where archaeological finds related to Hatshepsut can be seen. Fans of Rick Riordan’s The Kane Chronicles may enjoy learning that the two obelisks prominently featured in Riordan’s Egyptian fantasy series were built by Tuthmosis III, Hatshepsut’s successor.

The Prison-Ship Adventure of James Forten, Revolutionary War Captive

Figley, Marty Rhodes and Tourville, Amanda Doering. The prison-ship adventure of James Forten, Revolutionary War captive. Illustrated by Ted Hammond and Richard Carbajal. Minneapolis: Graphic Universe, 2011. ISBN: 978-0761370758.

Author Website: http://martyrhodesfigley.com/

Illustrator Website: http://www.tedhammond.com/

Media: Pen and Colored Ink

Use of Onomatopoeia: (p. 4) “BOOM!”, (p. 16-17) “Crack, Crack”

Special Notations: 2011 Copyright Date

Curricular Connection: 5th Grade History/ Social Studies, California State Board of Education Standards, 5.6: Students understand the course and consequences of the American Revolution: 7. Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery.

Annotation: Swept away by the magnitude of the signing of the Declaration of Independence, young James Forten signs on to fight the British. Forten is captured by the British and fears he will be enslaved.

Personal Reaction: Young James Forten is in Philadelphia the day that the Declaration of Independence is signed. Forten, the grandson of slaves, is overwhelmed with loyalty for his new country and signs up to help win the War for Independence against Great Britain. James is captured and taken prisoner on a British ship. Through James’ eyes, readers see how prisoners are mistreated, starved, traded for other prisoners and enslaved. James fears enslavement will be his fate until a chance meeting with a British ship captain’s son and a game of marbles changes his luck. This book is one of about a dozen in the History’s Kid Heroes series and is an appealing way for students to learn about history. Fifth graders studying the American Revolution may identify with this first person tale based on a real person. The graphic novel format is fresh and engaging for today’s students and would be an accessible supplement to the classroom textbook. The narrative is brief, but packed with allusions to slavery, the Declaration of Independence and the concept of freedom. The author provides a bibliography of recommended reading at the back of the book.

Weslandia

Fleischman, Paul. Weslandia. Kevin Hawkes. Cambridge, MA: Candlewick Press, 1999. ISBN: 978-0756965662.

Author Website: http://www.paulfleischman.net/

Illustrator Website: http://www.kevinhawkes.com/home.htm

Awards: Arizona Young Readers’ Award Winner, Intermediate, 2001.

California Young Reader Medal, Picture Book for Older Readers, 2002.

Louisiana Young Readers’ Choice Award Winner, 2002. Rhode Island Children’s Book Award Winner, 2001.

Media: Acrylic Paint

Detailed Artwork Discussion: Hawkes’ rich acrylic paintings fill every borderless page of Weslandia and in some cases, tell all of the action, as some pages are text-free. At the beginning of the story, Wesley is excited about his plan to start a civilization and “his eyes blazed,” (p. 9). Hawkes covers the lenses of Wesley’s glasses with vibrant yellow, orange and red spirals to convey Wesley’s enthusiasm for his plan. As Wesley’s garden blooms, readers are treated to pages of lush grasses, flowers and vegetables. When Wesley fashions his own clothing, Hawkes’ paintings show the fibers of the cloth. Hawkes pays careful attention to the natural light in Wesley’s world, showing shadows cast through the windows of Wesley’s home. When Wesley invents a sundial, Hawkes opts for an aerial view that is captivating for readers and Wesley’s neighbor, who is shown peeking into Wesley’s yard over his fence. Hawkes has illustrated dozens of books and won many awards for his rich, colorful work.

Use of Simile: (p.4) “He sticks out. Like a nose.”

Use of Onomatopoeia: (p. 9) “his eyes blazed,” (p. 10) “set his curtains snapping.”

Curricular Connection: California Standards for Grade Six: World History and Geography: Ancient Civilizations: Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined.

Special Notations: 2009 Students’ List, Detailed Artwork Discussion, Personal Top Ten

Annotation: Misfit Wesley hatches an ambitious plan to occupy himself during summer vacation: he grows his own crops and starts his own civilization. Wesley fits in somewhere for the first time and finds making friends in his new civilization a lot easier.

Personal Reaction: Wesley “was an outcast from the civilization around him,” and had “refused to shave half his head, the hairstyle worn by all of the other boys, despite his father’s bribe of five dollars,” (p. 5). I found Wesley, the main character in Weslandia, endearing from the beginning of this story by award winning author Paul Fleischman. Wesley is a little different than the other kids at school; even Wesley’s parents comment on the misfit tendencies of their son. After a lesson about seeds at the end of the school year, Wesley has a brilliant idea to grow his own crops and found his own civilization. Wesley’s crops are bountiful, and unique. When a curious neighbor asks if the plants are tomatoes, beans or Brussels sprouts, Wesley’s reply is humorously reminiscent of a multiple choice quiz, “None of the above,” (p. 15). Wesley invents his own alphabet, counting system and sports. The new civilization catches the attention of more than a few other kids and soon Wesley has made several friends. It turns out that Wesley isn’t a misfit in his new civilization or in his old one. Weslandia is a picture books that students of varied ages would enjoy. I would pair this book with a lesson for 6^th graders on the elements of civilization and read the story as an introduction to the lesson. This mini lesson would be a nice precursor to the sixth grade social studies unit on ancient civilizations.