A.Bibliographic Data:
Nye, Naomi Shihab. 1999. Habibi. Simon & Shuster Children's Publishing Division: New York, New York. ISBN 0-689-80149-1(hc.) ISBN 0-689-82523-4 (pbk.).
B. Plot Summary:
Habibi is a coming of age story of a young girl named Liyana who was born and lived in the United States until she was fourteen years old when her father decides that the family needs to move to Jerusalem with their Pakistanian family. Liyana is not very happy about moving but gradually begins to let go and starts learning about and taking in her families culture. She meets a young boy and they become intimate friends, and who she discovers is Jewish. She introduces him to her family who at first has difficulty accepting him because he is Jewish but who soon overcome their prejudices and accept him.
C. Critical Analysis:
Naomi Shihabb Nye has created a wonderful story in which we see events that are actually occuring in the middle east through the eyes of a teenage girl who is an intermediate and is struggling to understand why the fighting can't simply stop. Naomi does a great job using examples in this book that help readers relate to the story. She uses scenes such as the one where the Abbouds are discussing why people fight and Mrs. Abboud tells her children, “How many fights are there in families, very day. People in families love each other, or want to love each other, but they fight anyway. With strangers you don't care so much. Think about it.” After reading this Naomi really does make readers stop and think about the concept of fighting and how natural it is, and the story becomes more intriguing. The cultural markers in this book are the detailed descriptions of the places that Liyana is experiencing for the first time, and the historical accuracy in the story.
D. Review Excerpt:
From Horn Book Magazine:
“The message isn't preachy and remains almost secondary to the story of Liyana's search for her identity as she goes from feeling homesick to feeling very much at home. Habibi, or darling, is what Liyana's father calls her and her younger brother; it is a soothing, loving word, and Liyana gradually finds herself comfortable "living in the land of Habibi," where she is showered with love by her huge extended family. The leisurely progression of the narrative matches the slow and stately pace of daily life in this ancient land, and the text's poetic turns of phrase accurately reflect Liyana's passion for words and language.” By Jennifer Brabander.
E. Connections
Divide students into two groups, have one group and research and represent the Jewish community, and the other group research and represent the Pakistanian community. The two groups will represent their research to each other, then they will sit as a whole group and brainstorm strategies to help stop the fighting.
Work with technology instructor and have students set up buddy mail with students from Jerusalem and keep a journal of the interaction going on between each other.
Saturday, August 4, 2007
Moses Goes to a Concert by Isaac Millman.
A.Bibliographic Data:
Millman, Isaac. 1998. Moses Goes to a Concert. Frances Foster Books: New York, New York.
B. Plot Summary:
Moses is a young boy with a hearing impairment. He uses sign language to communicate with people, and his sense of touch to feel the vibrations of sounds. On a special field trip to a concert Moses meets Ms. Marjorie Elwyn who is the percussionist in the concert and is also deaf. She shares her experience of being deaf and working hard to accomplish her dream of becoming a percussionist. Moses goes home to tell his parents that he learned that if you really set your mind to something you can accomplish and that he wants to become a percussionist.
C. Critical Analysis:
Isaac Millman's illustrations compliment the story, and Moses and his classmates are depicted are drawn just like the other children. Moses's and his classmate's disability is mentioned in the beginning of the story and is reinforced through out the story with the small pictures of Moses signing words of the event that that specific text is referring. Moses's disability is not the focus of the story, the focus of the story is that through strong will you can accomplish anything. In the story we are provided with an example of a young woman who although is deaf is part of something that most people would think requires the ability to hear. In this book Isaac proves that a hearing impairment doesn't stop you from doing many things that regular people can do. Moses character is is very bright and vivid and full of life along with all of the other characters in the story.
D. Review Excerpt:
From School Library Journal:
“Cheerful watercolor illustrations show the multiethnic children enjoying themselves at the concert, while smaller cartoon strips feature Moses's additional comments in sign language. A page displaying the manual alphabet and a conversion in sign language in which Moses tells his parents about his day enhance the upbeat story.” By Sally R. Dow.
E. Connections
Have student use hypothesis to determine if certain conductors allow them to feel vibrations produced by sound. Like the balloon used in the story.
Have students play game where one student signs words to students who write down the translation to accumulate points. Winner gets prize!
Millman, Isaac. 1998. Moses Goes to a Concert. Frances Foster Books: New York, New York.
B. Plot Summary:
Moses is a young boy with a hearing impairment. He uses sign language to communicate with people, and his sense of touch to feel the vibrations of sounds. On a special field trip to a concert Moses meets Ms. Marjorie Elwyn who is the percussionist in the concert and is also deaf. She shares her experience of being deaf and working hard to accomplish her dream of becoming a percussionist. Moses goes home to tell his parents that he learned that if you really set your mind to something you can accomplish and that he wants to become a percussionist.
C. Critical Analysis:
Isaac Millman's illustrations compliment the story, and Moses and his classmates are depicted are drawn just like the other children. Moses's and his classmate's disability is mentioned in the beginning of the story and is reinforced through out the story with the small pictures of Moses signing words of the event that that specific text is referring. Moses's disability is not the focus of the story, the focus of the story is that through strong will you can accomplish anything. In the story we are provided with an example of a young woman who although is deaf is part of something that most people would think requires the ability to hear. In this book Isaac proves that a hearing impairment doesn't stop you from doing many things that regular people can do. Moses character is is very bright and vivid and full of life along with all of the other characters in the story.
D. Review Excerpt:
From School Library Journal:
“Cheerful watercolor illustrations show the multiethnic children enjoying themselves at the concert, while smaller cartoon strips feature Moses's additional comments in sign language. A page displaying the manual alphabet and a conversion in sign language in which Moses tells his parents about his day enhance the upbeat story.” By Sally R. Dow.
E. Connections
Have student use hypothesis to determine if certain conductors allow them to feel vibrations produced by sound. Like the balloon used in the story.
Have students play game where one student signs words to students who write down the translation to accumulate points. Winner gets prize!
King and King by Linda de Haan & Stern Nijland.
A.Bibliographic Data:
Haan, Linda & Stern Nijland. 2000. King & King. Tricycle Press: Berkeley, California. ISBN 1-58246-061-2.
B. Plot Summary:
This fairy tale is the story of a young prince who lived in a castle with his mother the queen, and the crown-kitty. The queen is urging her son to marry and nags him until he finally agrees, although he warns his mother that he has never cared much for princesses. The queen arranges for princesses to go to their castle so that her son can choose one. Princess after princess is dismissed because the prince was not “hitting it off” with any of them, and the queen and prince realize that this is not an easy task. The prince finally falls in love with the brother of one of the princesses. The two princes marry and they they proceed to live happily ever after.
C. Critical Analysis:
The story has all of the elements of a fairy tale and the story line is amusing but I agree with the following review excerpt from the School Library Journal below. Considering that this is an issue that some students may not have been exposed to the artwork in the book is a bit distracting.
D. Review Excerpt:
From School Library Journal:
“Originally published in the Netherlands, this is a commendable fledgling effort with good intentions toward its subject matter. Unfortunately, though, the book is hobbled by thin characterization and ugly artwork; the homosexual prince comes across as fragile and languid, while the dour, matronly queen is a dead ringer for England's Victoria at her aesthetic worst. Some of the details in the artwork are interesting, including the "crown kitty" performing antics in the periphery. However, that isn't enough to compensate for page after page of cluttered, disjointed, ill-conceived art. The book does present same-sex marriage as a viable, acceptable way of life within an immediately recognizable narrative form, the fairy tale. However, those looking for picture books about alternative lifestyles may want to keep looking for a barrier-breaking classic on the subject.” By: Threadgill, Catherine, Mandell, Phyllis Levy, Minkel, Walter.
E. Connections:
Have the students create a collage of a fairy tale of their choice.
Have the students study the components of a fairy tale, group them, and have them create a fairy tale of their own, they will then choose their own method of presentation (Powerpoint presentation, acting out the scenes etc.)
Haan, Linda & Stern Nijland. 2000. King & King. Tricycle Press: Berkeley, California. ISBN 1-58246-061-2.
B. Plot Summary:
This fairy tale is the story of a young prince who lived in a castle with his mother the queen, and the crown-kitty. The queen is urging her son to marry and nags him until he finally agrees, although he warns his mother that he has never cared much for princesses. The queen arranges for princesses to go to their castle so that her son can choose one. Princess after princess is dismissed because the prince was not “hitting it off” with any of them, and the queen and prince realize that this is not an easy task. The prince finally falls in love with the brother of one of the princesses. The two princes marry and they they proceed to live happily ever after.
C. Critical Analysis:
The story has all of the elements of a fairy tale and the story line is amusing but I agree with the following review excerpt from the School Library Journal below. Considering that this is an issue that some students may not have been exposed to the artwork in the book is a bit distracting.
D. Review Excerpt:
From School Library Journal:
“Originally published in the Netherlands, this is a commendable fledgling effort with good intentions toward its subject matter. Unfortunately, though, the book is hobbled by thin characterization and ugly artwork; the homosexual prince comes across as fragile and languid, while the dour, matronly queen is a dead ringer for England's Victoria at her aesthetic worst. Some of the details in the artwork are interesting, including the "crown kitty" performing antics in the periphery. However, that isn't enough to compensate for page after page of cluttered, disjointed, ill-conceived art. The book does present same-sex marriage as a viable, acceptable way of life within an immediately recognizable narrative form, the fairy tale. However, those looking for picture books about alternative lifestyles may want to keep looking for a barrier-breaking classic on the subject.” By: Threadgill, Catherine, Mandell, Phyllis Levy, Minkel, Walter.
E. Connections:
Have the students create a collage of a fairy tale of their choice.
Have the students study the components of a fairy tale, group them, and have them create a fairy tale of their own, they will then choose their own method of presentation (Powerpoint presentation, acting out the scenes etc.)
Thursday, July 26, 2007
Dragonwings by Laurence Yep.
A.Bibliographic Data:
Yep, Laurence. 1975. Dragonwings. Harper Collins Publishers: New York, New York. ISBN 0-06-026737-2 ISBN 0-06-026738-0 (lib bdg.)
B. Plot Summary:
Dragonwings is a story of a young eight year old boy Moonshadow who joins his father Windrider in America. They both start working towards Windrider's dream of building a flying device and flying it. They live in a very tumultuous time when racism against the Chinese is prevalent. Moonshadow and Windrider leave the Company, which is their safety zone among their people to pursue Windrider's dream, and meet two “demonesses” whom they form a special bond with. The San Fransisco Earthquake alters their plans momentarily but they continue with them until they finally accomplish Windrider's dream.
C. Critical Analysis:
Laurence Yep accomplished his goal of providing his readers with a view of America as a Chinese immigrant eight year old child. This is evident in statements such as, “...I was so scared to death by the sound the cable made going through the raile of the cable car tracks; a steady rattling, clacking sound. I thought it was a dragon scrabbling at the surface with its claws, just about to break free”. He also provides a great deal of information, but it is not just thrown out into the story, he carefully explains every aspect of the Chinese culture that is embedded into the story. One example is the explanation of the “queue” and the tradition of being a symbol of Manchu oppression. Even if someone is not familiar with much of the Chinese traditions and culture they are able to understand it's significance through Laurence Yep's explanation. He provides the information without going to much into detail where it becomes confusing, but just the right amount to understand the point of that information fitting into the story. Throughout the story he uses these techniques to enlighten readers. He is a superb writer with fascinating skills.
D. Review Excerpt:
From School Library Journal:
“...The pursuit of this dream unifies the story which is enriched by Chinese Folklore, details of family relationships and problems of discrimination (the Chinese hate and fear the “demons” i.e., whites, who have made it dangerous for them to leave their enclave)...An unusual historical novel, unique in its perspective of the Chinese in America and its portrayal of early 20th-Century in America San Fransisco including the Earthquake, from an immigrant's viewpoint.” By Jane E. Gardner.
E. Connections
Provide students with general instructions and materials to build a kite and have them work in groups and put it together.
Have students do a research paper San Fransisco earthquake and provide facts about the Chinese during this time period.
Yep, Laurence. 1975. Dragonwings. Harper Collins Publishers: New York, New York. ISBN 0-06-026737-2 ISBN 0-06-026738-0 (lib bdg.)
B. Plot Summary:
Dragonwings is a story of a young eight year old boy Moonshadow who joins his father Windrider in America. They both start working towards Windrider's dream of building a flying device and flying it. They live in a very tumultuous time when racism against the Chinese is prevalent. Moonshadow and Windrider leave the Company, which is their safety zone among their people to pursue Windrider's dream, and meet two “demonesses” whom they form a special bond with. The San Fransisco Earthquake alters their plans momentarily but they continue with them until they finally accomplish Windrider's dream.
C. Critical Analysis:
Laurence Yep accomplished his goal of providing his readers with a view of America as a Chinese immigrant eight year old child. This is evident in statements such as, “...I was so scared to death by the sound the cable made going through the raile of the cable car tracks; a steady rattling, clacking sound. I thought it was a dragon scrabbling at the surface with its claws, just about to break free”. He also provides a great deal of information, but it is not just thrown out into the story, he carefully explains every aspect of the Chinese culture that is embedded into the story. One example is the explanation of the “queue” and the tradition of being a symbol of Manchu oppression. Even if someone is not familiar with much of the Chinese traditions and culture they are able to understand it's significance through Laurence Yep's explanation. He provides the information without going to much into detail where it becomes confusing, but just the right amount to understand the point of that information fitting into the story. Throughout the story he uses these techniques to enlighten readers. He is a superb writer with fascinating skills.
D. Review Excerpt:
From School Library Journal:
“...The pursuit of this dream unifies the story which is enriched by Chinese Folklore, details of family relationships and problems of discrimination (the Chinese hate and fear the “demons” i.e., whites, who have made it dangerous for them to leave their enclave)...An unusual historical novel, unique in its perspective of the Chinese in America and its portrayal of early 20th-Century in America San Fransisco including the Earthquake, from an immigrant's viewpoint.” By Jane E. Gardner.
E. Connections
Provide students with general instructions and materials to build a kite and have them work in groups and put it together.
Have students do a research paper San Fransisco earthquake and provide facts about the Chinese during this time period.
Half and Half by Lensey Namioka
A.Bibliographic Data:
Namioka, Lensey. 2003. Half and Half. Delacorte Press: New York, New York. ISBN 0-385-73038-1(trade) ISBN 0-385-90072-4(GLB).
B. Plot Summary:
Half and Half is a story of an 11 year old girl Fiona whose mother is of Irish decent and father is of Chinese decent. Fiona is happy with her father's features until one day she is asked to participate in an Irish dance performance that her grandfather is directing. She is suddenly confronted with the decision of making her Chinese grandmother happy or her Irish grandparents happy while at the same time dealing with issues regarding belonging to a certain culture because of her physical appearance. This unexpected dilemma occurs when she has decide whether to the dance performance or a special speech that her father needs her to appear in because they are both scheduled at the same time. She struggles trying to find a solution where none of her grandparents will be hurt, and trying to accept and understand her features until the end where things finally fall into place.
C. Critical Analysis:
In Half and Half Fiona is struggling with issues that grip many children and this books would help them understand that they are not alone with their feelings of wanting to please either side of their family. Fiona aside from dealing with this is also struggling with the racial tension that is associated with the decisions that she makes. Racial tension is a very delicate issue and Lensey does a wonderful job of providing information that clarifies misconceptions or stereotypes associated with certain races. Fiona realizes this when her Grandmother explains that not all Scotts have red hair. (Example, when Fiona exclaims, “I had thought that Scottish people were all big and fair, and looked like Grandpa and Grandma MacMurray.”) Also when Fiona's mother explains to her the reason why her father's character changes when he is around his mother. Lensey adds of the famous story of the boy which helps readers better understand the importance and deep meaning that filial duty has for the Chinese.
D. Review Excerpt:
From School Library Journal:
“Eleven-year-old Fiona Cheng is half and half--her father is Chinese and her mother is Scottish. Being biracial hasn't bothered her, but lately she has been thinking about it quite a bit. It seems that people make assumptions about her based on her appearance. Her grandfather calls her red-haired brother "laddie" and expects him to be the one in the family interested in Scottish culture, and her paternal grandmother always seems surprised that Fiona is not a delicate Chinese girl. When it's time for Seattle's annual Folk Fest, Fiona is faced with a problem. She is expected to perform with her grandfather's Scottish dance group and participate in a talk her father is giving, wearing the costume her paternal grandmother has made for the occasion. Unfortunately, both events are scheduled for the same time. Fiona's solution to her dilemma allows her to please everyone, making her realize that she is 100 percent Fiona, and that is just fine. A humorous novel with an appealing heroine.” By Terrie Dorio, , Trevelyn E. Jones, Luann Toth, Marlene Charnizon, Daryl Grabarek, and Jeanne Larkins.
E. Connections
Have students develop a venn diagram comparing and contrasting the two cultures discussed in this book.
Have students research 3 historical facts about their own culture and present them to the class.
Namioka, Lensey. 2003. Half and Half. Delacorte Press: New York, New York. ISBN 0-385-73038-1(trade) ISBN 0-385-90072-4(GLB).
B. Plot Summary:
Half and Half is a story of an 11 year old girl Fiona whose mother is of Irish decent and father is of Chinese decent. Fiona is happy with her father's features until one day she is asked to participate in an Irish dance performance that her grandfather is directing. She is suddenly confronted with the decision of making her Chinese grandmother happy or her Irish grandparents happy while at the same time dealing with issues regarding belonging to a certain culture because of her physical appearance. This unexpected dilemma occurs when she has decide whether to the dance performance or a special speech that her father needs her to appear in because they are both scheduled at the same time. She struggles trying to find a solution where none of her grandparents will be hurt, and trying to accept and understand her features until the end where things finally fall into place.
C. Critical Analysis:
In Half and Half Fiona is struggling with issues that grip many children and this books would help them understand that they are not alone with their feelings of wanting to please either side of their family. Fiona aside from dealing with this is also struggling with the racial tension that is associated with the decisions that she makes. Racial tension is a very delicate issue and Lensey does a wonderful job of providing information that clarifies misconceptions or stereotypes associated with certain races. Fiona realizes this when her Grandmother explains that not all Scotts have red hair. (Example, when Fiona exclaims, “I had thought that Scottish people were all big and fair, and looked like Grandpa and Grandma MacMurray.”) Also when Fiona's mother explains to her the reason why her father's character changes when he is around his mother. Lensey adds of the famous story of the boy which helps readers better understand the importance and deep meaning that filial duty has for the Chinese.
D. Review Excerpt:
From School Library Journal:
“Eleven-year-old Fiona Cheng is half and half--her father is Chinese and her mother is Scottish. Being biracial hasn't bothered her, but lately she has been thinking about it quite a bit. It seems that people make assumptions about her based on her appearance. Her grandfather calls her red-haired brother "laddie" and expects him to be the one in the family interested in Scottish culture, and her paternal grandmother always seems surprised that Fiona is not a delicate Chinese girl. When it's time for Seattle's annual Folk Fest, Fiona is faced with a problem. She is expected to perform with her grandfather's Scottish dance group and participate in a talk her father is giving, wearing the costume her paternal grandmother has made for the occasion. Unfortunately, both events are scheduled for the same time. Fiona's solution to her dilemma allows her to please everyone, making her realize that she is 100 percent Fiona, and that is just fine. A humorous novel with an appealing heroine.” By Terrie Dorio, , Trevelyn E. Jones, Luann Toth, Marlene Charnizon, Daryl Grabarek, and Jeanne Larkins.
E. Connections
Have students develop a venn diagram comparing and contrasting the two cultures discussed in this book.
Have students research 3 historical facts about their own culture and present them to the class.
Grandfather's Journey by Allen Say.
A.Bibliographic Data:
Say, Allen. 1993. Grandfather's Journey. Houghton Mifflin Company: New York, New York. ISBN 0-395-57035-2.
B. Plot Summary:
Grandfather's Journey is the story of Allen Say's Grandfather's journey as a young man to America. He travels all over marveling at the wonderful sights like the pacific ocean, the amazing deserts, endless farm fields, huge cities, tall mountains, and the different men that he meets along the way. He returned to his village, marries his sweetheart and returns to San Fransisco. He eventually moves back to his village where Allen is born. Allen's grandfather shares with him his story of living in America, and of wishing to visit California once more. His grandfather's wish never comes true but once Allen is old enough he visits it for himself.
C. Critical Analysis:
Allen Says illustrations capture the magnitude of the scenic view in each of the pages which show the places that his grandfather journeyed to. The illustrations also show similarity among the individuals which is understandable since they are all related, but at the same time each person has features that makes them unique from each other and that depict their emotions. Allen also subtly adds some of the the customs of the culture, one example is the illustration of Allen's grandmother kneeling inside her home while her shoes are neatly placed outside the door. There are small details in the clothing that are consistent throughout the story like the folds in the clothing, symbols, and designs. His grandfather experienced a mixture of several different cultures and would assimilate to the surrounding culture. This is evident in the beginning of the story when Allen's grandfather is shown with the attire the conforms with his hometown, then on his journey to America he switches European clothes, then when he is back in his hometown he once changes his clothing to that of his hometown's. Allen Say understood exactly how his grandfather felt about loving both the lands because he experienced the same feelings of nostalgia towards both lands just like his grandfather had.
D. Review Excerpt:
From School Library Journal:
“In this fictionalized account, Say describes his grandfather's love for his native land and the lure of life in America, feelings the author experienced firsthand when he emigrated from Japan to the United States. In so doing, he sums up the quintessential immigrant experience, "the moment I am in one country, I am homesick for the other." Carefully composed, exquisite watercolors, resembling photographs in an album, match the quiet restraint and elegance of the text.” By Diane S. Martin.
E. Connections
Have the students go home get a picture of their Grandfather, Father or someone of high importance in their life and have them draw their portrait.
Have students do a group project on the different tourist areas of the United States that infamous, and present their choice to the class. (Ex. The Grand Canyon, Springfield Park etc.)
Say, Allen. 1993. Grandfather's Journey. Houghton Mifflin Company: New York, New York. ISBN 0-395-57035-2.
B. Plot Summary:
Grandfather's Journey is the story of Allen Say's Grandfather's journey as a young man to America. He travels all over marveling at the wonderful sights like the pacific ocean, the amazing deserts, endless farm fields, huge cities, tall mountains, and the different men that he meets along the way. He returned to his village, marries his sweetheart and returns to San Fransisco. He eventually moves back to his village where Allen is born. Allen's grandfather shares with him his story of living in America, and of wishing to visit California once more. His grandfather's wish never comes true but once Allen is old enough he visits it for himself.
C. Critical Analysis:
Allen Says illustrations capture the magnitude of the scenic view in each of the pages which show the places that his grandfather journeyed to. The illustrations also show similarity among the individuals which is understandable since they are all related, but at the same time each person has features that makes them unique from each other and that depict their emotions. Allen also subtly adds some of the the customs of the culture, one example is the illustration of Allen's grandmother kneeling inside her home while her shoes are neatly placed outside the door. There are small details in the clothing that are consistent throughout the story like the folds in the clothing, symbols, and designs. His grandfather experienced a mixture of several different cultures and would assimilate to the surrounding culture. This is evident in the beginning of the story when Allen's grandfather is shown with the attire the conforms with his hometown, then on his journey to America he switches European clothes, then when he is back in his hometown he once changes his clothing to that of his hometown's. Allen Say understood exactly how his grandfather felt about loving both the lands because he experienced the same feelings of nostalgia towards both lands just like his grandfather had.
D. Review Excerpt:
From School Library Journal:
“In this fictionalized account, Say describes his grandfather's love for his native land and the lure of life in America, feelings the author experienced firsthand when he emigrated from Japan to the United States. In so doing, he sums up the quintessential immigrant experience, "the moment I am in one country, I am homesick for the other." Carefully composed, exquisite watercolors, resembling photographs in an album, match the quiet restraint and elegance of the text.” By Diane S. Martin.
E. Connections
Have the students go home get a picture of their Grandfather, Father or someone of high importance in their life and have them draw their portrait.
Have students do a group project on the different tourist areas of the United States that infamous, and present their choice to the class. (Ex. The Grand Canyon, Springfield Park etc.)
Saturday, July 14, 2007
Morning Girl by Michael Dorris.
A.Bibliographic Data:
Dorris, Michael. 1992. Morning Girl. Hyperion Books for Children: New York, New York. ISBN 1-56282-284-5 (trade), ISBN 1-56282-285-3 (lib. bdg.).
B. Plot Summary:
Morning Girl is a story of young girl named Morning Girl and her younger brother named Star Boy, living with their family among on a small Bahamian island. The book provides chapters where Morning Girl presents her thoughts and feelings on events that occur in, and chapters where Star Boy presents his thoughts and feelings on events that occur. Together they deal with the sadness of their mothers miscarriage, survive a hurricane, and as a family stand up for each other when one of them is humiliated. In the last chapter while swimming Morning Star encounters some strange visitors and warmly invites them to meet her people. To end the book Michael Dorris provides a short excerpt from Christopher Columbus's diary where he speaks of the island people being friendly, poor, naive, and easy to convert to Christianity.
C. Critical Analysis:
Michael Dorris takes us inside the harmonious family of a Taino tribe before they encounter the spanish conquistadores. Dorris uses beautiful language like, “Father taught me how to swim on land”, that helps readers relate to the calm, perceptive manner in which Dorris and her people viewed life. Readers will be able to identity with the characters in the story, because Dorris does a wonderful job of portraying the typical community, with families that live in peace, and others like Red Feathers whose family is always fighting, brothers and sisters bickering, parents teaching their children about manners, etc. Dorris also provides information, like, “Usually, when the air was still, people had to burn smudge fires or rub ashes and soot on their bodies to discourage the appetites of those bugs. At such times, we turn into a gray people, except for our hair and lips, and eyes.” that helps us understand that the things that the people was for a reason. The excerpt that Dorris includes at the end of the book which states that the people were poor in everything, shows just how ignorant Christopher Columbus's perception towards the tribe was. They were actually rich with their traditions and customs.
D. Review Excerpt:
From School Library Journal:
“Statements such as “he told a lie and never untied it” and the stars were like “grains of white sand” reflect an innocence and purity. “ By Julie Cummins.
E. Connections
After reading the section in the book where Morning Girl asks her mother what she looks like, discuss with the students the era of the story and the fact that they had no mirrors. Have students draw portraits of themselves without the use of a mirror. They can used the methods Michael Dorris used in the book or improvise and use other natural methods.
Discuss the importance of names in the book and the importance of students names in the classroom. Divide the students into groups of four and have them think of names for each other. (Rule: No hurtful names allowed).
After reading the section in the book where Morning Girl's mother returns “a turn of the moon later”, discuss with the students what that means and how people told time. Have students research and study the moon cycles, and them develop a graph of the moon through out the year, and have them connect that to how people may have used it to tell time.
Dorris, Michael. 1992. Morning Girl. Hyperion Books for Children: New York, New York. ISBN 1-56282-284-5 (trade), ISBN 1-56282-285-3 (lib. bdg.).
B. Plot Summary:
Morning Girl is a story of young girl named Morning Girl and her younger brother named Star Boy, living with their family among on a small Bahamian island. The book provides chapters where Morning Girl presents her thoughts and feelings on events that occur in, and chapters where Star Boy presents his thoughts and feelings on events that occur. Together they deal with the sadness of their mothers miscarriage, survive a hurricane, and as a family stand up for each other when one of them is humiliated. In the last chapter while swimming Morning Star encounters some strange visitors and warmly invites them to meet her people. To end the book Michael Dorris provides a short excerpt from Christopher Columbus's diary where he speaks of the island people being friendly, poor, naive, and easy to convert to Christianity.
C. Critical Analysis:
Michael Dorris takes us inside the harmonious family of a Taino tribe before they encounter the spanish conquistadores. Dorris uses beautiful language like, “Father taught me how to swim on land”, that helps readers relate to the calm, perceptive manner in which Dorris and her people viewed life. Readers will be able to identity with the characters in the story, because Dorris does a wonderful job of portraying the typical community, with families that live in peace, and others like Red Feathers whose family is always fighting, brothers and sisters bickering, parents teaching their children about manners, etc. Dorris also provides information, like, “Usually, when the air was still, people had to burn smudge fires or rub ashes and soot on their bodies to discourage the appetites of those bugs. At such times, we turn into a gray people, except for our hair and lips, and eyes.” that helps us understand that the things that the people was for a reason. The excerpt that Dorris includes at the end of the book which states that the people were poor in everything, shows just how ignorant Christopher Columbus's perception towards the tribe was. They were actually rich with their traditions and customs.
D. Review Excerpt:
From School Library Journal:
“Statements such as “he told a lie and never untied it” and the stars were like “grains of white sand” reflect an innocence and purity. “ By Julie Cummins.
E. Connections
After reading the section in the book where Morning Girl asks her mother what she looks like, discuss with the students the era of the story and the fact that they had no mirrors. Have students draw portraits of themselves without the use of a mirror. They can used the methods Michael Dorris used in the book or improvise and use other natural methods.
Discuss the importance of names in the book and the importance of students names in the classroom. Divide the students into groups of four and have them think of names for each other. (Rule: No hurtful names allowed).
After reading the section in the book where Morning Girl's mother returns “a turn of the moon later”, discuss with the students what that means and how people told time. Have students research and study the moon cycles, and them develop a graph of the moon through out the year, and have them connect that to how people may have used it to tell time.
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