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.

Calamity Jack

Hale, Shannon and Hale, Dean. Calamity Jack. Illustrated by Nathan Hale. New York: Bloomsbury, 2010. ISBN: 1599903733.

Authors Websites: http://www.squeetus.com/stage/main.html (Shannon Hale) http://www.dreadcrumbs.com/ (Dean Hale)

Illustrator Website: http://spacestationnathan.blogspot.com/

Media: Pen and ink, both color and sepia washes

Use of Alliteration: (p. 4) “Beanstalk Bonanza.” (p. 6) “Purloined Pig,” (p. 9) “Failed Flamingo Filching.”

Use of Onomatopoeia: (p. 87) “KRAK.” (p. 40) “WHAM.”

Use of Simile: (p. 85) “Jack, do you think I’m sweet like cake?”

Special Notations: 2010 Copyright Date, Graphic Novel (Fairy Tale retelling), Personal Top Ten

Annotation: Small time trickster and thief Jack of Jack and the Beanstalk fame plans a heist that is just too much for one fabulous graphic novel character. Jack calls in his friend Rapunzel and the two set out to save Jack’s hometown.

Personal Reaction: Jack became a favorite character for me when I read the opening line to this sequel to Rapunzel’s Revenge, “I think of myself as a criminal mastermind . . . with an unfortunate amount of bad luck,” (p. 4). Readers get plenty of insight into Jack’s accurate self-assessment. For example, later in the story, several comic panels showing Jack being hurled through the air are labeled, “Yep. My best plan ever. I’m a genius,” (p. 129). The At the beginning of Calamity Jack, readers learn about Jack’s early years which were filled with schemes, stunts and capers that didn’t always go as planned. Jack’s momma is not a fan of his schemes and so Jack commits to reforming himself . . . after one final scheme big enough to help his momma save her bakery business. Jack makes plans to rob a rich man named Blunderboar. Readers will recognize Jack from the well-known fairytale when he steals a bean from an unusually attired passerby to grow a “ladder,” to gain access to a rooftop. Fans of Rapunzel will be glad to see her step in to help Jack when he finds himself in over his head in this fantastic adventure. The Hales have created another wonderful graphic novel retelling of a familiar fairytale that stands on its own or as a sequel to Rapunzel’s Revenge. Fans of the Hales’ new series will enjoy becoming better acquainted with Jack. Jack is that smart aleck kid that other kids love to watch and Calamity Jack showcases Jack’s appeal and foibles in this comic style story about catching the bad guys. Nathan Hale’s illustrations manage to blend action, pixies, giant green beans and an urban set in a way that is visually entertaining, but not overly busy. I particularly enjoyed Hale’s renderings of maps, city plans, a maze (p. 95) and a warning note to “straw-brained IDIOTS” signed “Lovingly yours, Stig,” (p. 103).

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.

Hereville: How Mirka Got Her Sword

Deutsch, Barry. Hereville: How Mirka Got Her Sword. Colored by Jake Richmond. New York: Amulet Books, 2010. ISBN: 978-0-8109-8422-6

Author / Illustrator website: http://www.amptoons.com/

Media: The author/illustrator created the black-and-white drawings on a computer using Photoshop and a Cintiq tablet (described as a type of interactive pen-on-screen tool). The colorist used Photoshop to digitally add color to the drawings.

Awards/Recognitions: The Sydney Taylor Book Award, 2011.

Use of Allusion: (p.21) “No, but I once read a book about a pig and a spider,” alludes to the book Charlotte’s Web.

Use of Symbolism: (Throughout the book) Mirka’s mother is smiling from a picture watching over Mirka. (p. 78) Mirka is encased in a loaf of khale symbolizing the happiness and safety she feels when smelling the bread bake

Use of Onomatopoeia: (p. 61) “Gasp”, “Hork!”

Special Notations: Graphic Novel (fiction)

Annotation: Eleven-year-old Mirka Hirschberg lives with her large Orthodox Jewish family in a tight-knit community. She dreams of fighting dragons and longs to escape her hum-drum life and chores.

Personal Reaction: This graphic novel caused a rush of nostalgia for me. Mirka reminded me of Henny in Sydney Taylor's All of a Kind Family, another series about a Jewish family. Henny would have been right there with Mirka arguing with her stepmother! Mirka is a graphic novel character with a lot of depth, heart and imperfections that I was immediately taken with. I enjoy comic style graphic novels, but am delighted to see a graphic novel like Hereville that incorporates humor and lot more into this maturing genre. Mirka is an eleven year old Orthodox Jewish girl from a large family. She is struggling to find out who she is, whether or not she is a hero and what she believes in, all in the wake of her mother’s death. Readers watch Mirka interact with her siblings and stepsibling, schoolmates and her faith. Humor is generously sprinkled throughout the book such as on page 77, “Pre-ripping the toilet paper! (So no one has to rip it on Shabbos, which would be work.)” reads the narrative box over a drawing of Mirka’s stepsister Rachel. The details about Judaism are fascinating, but Mirka’s story has wide appeal for all adolescents.

Amelia and Eleanor go for a Ride

Ryan, Pam Muñoz, and Brian Selznick. 1999. Amelia and Eleanor go for a ride: based on a true story. New York: Scholastic Press. ISBN: 978-0590960755.

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

Illustrator Website: http://www.theinventionofhugocabret.com/about_brian_bio.htm

Awards: ALA Notable Children’s Book,
Book Sense Book of the Year Finalist

Media: Pencil on Paper

Use of Metaphor: (p. 5) “Amelia and Eleanor were birds of a feather.”

Use of Alliteration: (p. 17) “circled cities.”

Use of Onomatopoeia: (p. 16) “Amelia’s eyes sparkled.” “the stars glitter.”

Special Notations: Personal Top Ten

Annotation: Two famous women, Eleanor Roosevelt and Amelia Earhart, share a memorable dinner at The White House and a magical flight over Washington D.C. after dinner in this historical picture book.

Personal Reaction: Brian Selznick’s extraordinary pencil drawings open Amelia and Eleanor Go for a Ride with a page full of seashell shaped clouds beckoning readers to take flight along with Amelia Earhart and Eleanor Roosevelt. Selznick’s trademark hatch marks and fine lines guide the reader’s perspective throughout the book. The title page shows a close up frontal view of an airplane and subsequent biographical pages of Earhart and Roosevelt highlight the women’s facial expressions. Later in the story, Selznick draws an incredible nighttime view of Washington D.C. to highlight the vantage point offered by flying this same airplane. Munoz Ryan provides a lively text that introduces us to Roosevelt’s warmth and Earhart’s passion for flying. “Bring your husband and come to dinner at my house!” says Eleanor; of course, “my house,” is the White House! Selznick draws a realistic-looking White House surrounded by cherry blossoms that mimic the spiral shape found in the clouds throughout the illustrations. The next page shows Amelia’s husband reading a newspaper with the headline, “Earhart Flies,” in order to share Earhart’s achievements and fame with readers. Munoz Ryan’s storytelling is balanced as she cleverly follows each page about Roosevelt with a page of similar content about Earhart. This book would be an excellent book to introduce a class project about famous American woman. It could also be used for an art lesson. The profile drawings of Roosevelt and Eleanor on pages 18 and 19 would be a nice inspiration for students sketching self-portraits. Students will find a recipe for Roosevelt’s angel food cake at the back of the book, as well as an excellent author note with biographical details about these two famous women. The book closes with a copy of a black and white photograph of the two women enjoying each other’s company.

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.

Coraline

Russell, P. Craig and Gaiman, Neil. Coraline. Colored by Lovern Kindzierski, lettered by Todd KleinNew York: HarperCollins, 2008. ISBN: 978-0-06-082543-0.

Author / Illustrator Website: http://www.artofpcraigrussell.com/ (Russell)

Author Website: http://www.neilgaiman.com/ (Gaiman).

Awards: School Library Journal Best Book. ALA Booklist Editors’ Choice.

Media: Ink and watercolor.

Use of Onomatopoeia: (P. 12) “KREEE. . . . . . .EEAAAK.”

Use of Simile: (p. 23) “The mist hung like blindness around the house.” (p. 71) “a tiny doubt inside her, like a maggot in an apple core,”

Use of Repetition, Rhythm and Rhyme : (p. 14) “We are small, but we are many, we are many, we are small. We were here, before you rose, we will be here, when you fall.”

Special Notations: 2009 Students’ List, Graphic Novel (Fiction)

Annotation: Coraline is bored after moving to a new home and her parents never seem to have time for her. Everything changes when Coraline discovers a mysterious door and a creepy parallel world in the empty flat next door.

Personal Reaction: “Because when you’re scared but you still do it anyway, that’s brave,” (p.67) Coralline tells herself as she pushes herself to search for her missing parents. Coraline’s parents never seemed to have time to play and they were fond of rules and dinners made from recipes. Coraline longs for adventure and she certainly gets it when she discovers an empty flat (apartment) next to her own family’s flat. Coraline meets her “other mother and father,” creepy versions of her real parents who have black buttons for eyes. These other parents have all the time in the world for Coraline if only Coraline will let them sew black buttons on her eyes. Graphic novel adapter Craig uses one of these same buttons to “dot” the “i” in the title Coraline on the cover. The other parents also steal away Coraline’s real parents. Coraline meets a host of unusual characters in her new home and these same characters’ not quite right mirror images in the strange and frightening mirror world on the other side of the door. In the end, Coraline comes to realize that she is strong enough to overcome her fears and she learns to appreciate the boundaries set by her parents. This graphic novel adaptation stands on it own based on the strength of Craig’s drawings and character development. Craig judiciously uses bright colors to highlight toys, books, videos and a theater marquee in the book while the majority of the illustrations feature a gloomy, ominous color palette. On page 173, Coraline pulls out her old dolls and tells her mother that “they’re protective coloration,” as she plots to defeat her “other mother.” I am a Gaiman fan and missed some of the details in the original Coraline, but Craig succeeds in conveying the frightening mood of Gaiman’s original and maximizes certain aspects of the story, such as Coraline’s curiosity and penchant for following her dreams, which are often nightmarish.

For Liberty: The Story of the Boston Massacre

Decker, Timothy. For Liberty: The Story of the Boston Massacre.

Asheville, North Carolina: Front Street Press, 2009. ISBN: 9781590786086.

Author/Illustrator Website: www.timothydecker.com

Media: pen and ink

Awards and Honors: 2009 Cybil Nominated title for Non Fiction (MG/YA)

Use of Onomatopoeia:

"Bells pealed throughout the city."

"They could hear the growing din as the talked."

"The throng of colonists grew as did the roar of their cries."

"The bells continued to ring as if signaling the new tragedy."

Use of Sophisticated Language:

"Quarter no fiendish soldiers in your homes. Welcome no ill bred thieves to your hearth. Protect your liberties in this doleful and dark time."

"...soldiers quartered in a populous town, will always occasion two mobs where they prevent one. They are wretched conservators of the peace."

Use of Rhythm/Repetition:

"The mob swelled.

The reasonable men went home.

The bellicose remained."

"Surely the mob would not assault a trained soldier.

Surely his men would not fire for fear of shooting their officer.

Certainly a show of force would dissolve the anger."

Curricular Connection: 5th Grade History/ Social Studies, California State Board of Education Standards, 5.5: Students explain the causes of the American Revolution: 1. Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).

Annotation: A stark, graphic novel style account of the Boston Massacre, one most significant events in the lead up to the Revolutionary War.

Personal Reaction: The Boston Massacre was a serious event with sweeping repercussions for the city of Boston, the colonies and England. Decker honors the gravity of this confusing evening that made the history books by keeping his graphic novel style drawings simple and spare. Readers come to understand that this massacre actually began after a great deal of pent up emotion and anger over taxes on the colonists side and colonist abuse of the British soldiers on the British side. Students gain insight into the mindset of young Private White who cries “fire,” in a moment of stress and aggravation. The consequences of this moment are a rebellion, the death of five men and a trial watched by all. This book offers and excellent opportunity to teach students about the American legal system. None other than John Adams defends the British soldiers responsible for firing on an angry mob of colonists, not because he sided with the British, but because he believed in the right to a fair trial and counsel. For Liberty is a nice, contemporary styled book to introduce the study of the American Revolution. It also works nicely as a supplemental source for a biography study of John Adams.

Encounter

Yolen, Jane. Encounter. Illustrated by David Shannon. New York: Hyperion Books for Children, 2008. ISBN: 01-15-225962-7.

Author Website: http://janeyolen.com/

Illustrator website: None.

Media: acrylic

Use of Simile: (p. 6) “voices like thunder.” (p. 11) “hair growing like bushes on their chins.” (p. 12) “like the barking of a yellow dog,” (boy narrator’s perception of how Columbus’ men sound when they converse).

Use of Onomatopoeia: (p. 6) “clap of thunder.” (p. 10) “spat out many strange creatures.”

Use of Metaphor: (p. 8) “each great canoe gave birth to many little ones.” (p. 12) “the skin was moon to my sun.”

Use of Alliteration: (p. 18) “pepper pot,” “fresh fish,” “feasting fire.”

Curricular Connection: California Social Studies Standards, Grade Five, Standard 5.2: Students trace the routes of early explorers and describe the early explorations of the Americas and 5.3 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.

Special Notations: 2009 Students' List

Annotation: A Taino boy dreams of scary sharp-toothed birds arriving on ships. The next day, the first Europeans arrive on American shores. The boy warns his people not to trust the pale visitors, but no one listens.

Personal Reaction: David Shannon’s dark, painterly illustrations set an ominous tone for Yolen’s tale of Columbus’ arrival in San Salvador. A young Taino boy is the first to see Columbus’ three boats coming to shore and realizes that his dream from the previous night was a premonition. This story of exploration and discovery is told from the Taino perspective, as imagined by the author. There are no Taino descendents alive today. Shannon’s paintings are drawn from the boy narrator’s perspective, too, allowing the reader to understand how frightening it was to be invaded and, later, to be taken away to become a slave. This is a good story for helping students in fifth grade understand that every story has at least two sides and that history is worth examining from different angles. Shannon is known for his humorous writing and drawing and it is nice to see his restraint in Encounter in order to convey the fears of the Taino boy. I would use this book along with another book told from the explorers’ perspective for a compare and contrast lesson. Students can be encouraged to empathize with the Taino and the explorers, in turn, to understand the differing perspectives of these two groups.