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.
Turtle's Race with Beaver by Joseph Brucach and James Brucach.
A.Bibliographic Data:
Bruchac, Joseph, James Brucach.Illus. Jose Aruego, Ariane Dewey. 2003. Turtle's Race With Beaver. Dial Books for Young Readers: New York, New York. ISBN 0-8037-2852-2.
B. Plot Summary:
Turtle's Race with Beaver is a witty story of two animals that come in conflict because they both choose the same spot as their home. Turtle awoke from her hibernation period one day to discover Beaver had changed the pond through his dam to adapt to him. They confronted each other, and Turtle suggested they share the pond, Beaver refused and challenged Turtle to a race which Turtle had to not choice but to accept. Soon through word of mouth all of the animals from the forest found out about the race. Since Beaver was a much faster swimmer Turtle's plan for winning the race was to bite onto Beaver's tail and hang on. Just as Beaver was getting close to the finish line Turtle chomped down on Beaver's tail causing Beaver to swing his tail up in the air where Turtle landed and crossed the finish line beating Beaver.
C. Critical Analysis:
This story is similar to story “The Tortoise and the Hare”. James Brucach includes an Author's Note which is read before the story is read which provides information about he origin of this tale. Without this note, it would be difficult to determine where it originated from because it doesn't make any reference to that in the text or in the illustrations. Jose Aruego and Arlane Dewey provide colorful illustrations that merge perfectly with the story. The climax of the story where Turtle is hanging on to Beavers tale, will surely keep students in suspense. The story shows how each animal has their own habitat and how their actions affect each other. This story can be related to the events that occured after North America was discovered and settler's started claiming land. The Turtle in the story was the Native Americans who lived comfortably in their land. The Beaver in the story are the settler's who came and changed the land.
D. Review Excerpt:
From School Library Journal:
“This appealing variant of the time-honored, cross-cultural tale conveys the need for cooperation, perseverance, and humility within group settings. Children will be so involved in the storytelling that they'll absorb these lessons effortlessly. Done in pen and ink, gouache, and pastel, the cheerful artwork is a wonderful match for this well-told tale.” By Rosalyn Pierini.
E. Connections
Have students draw alternative ending to story where Beaver and Turtle share the land, and have them brainstorm what changes each would need to make to accomodate each other.
Read the story “The Tortoise and the Hare” to the students along with this book and have them compare and contrast.
Bruchac, Joseph, James Brucach.Illus. Jose Aruego, Ariane Dewey. 2003. Turtle's Race With Beaver. Dial Books for Young Readers: New York, New York. ISBN 0-8037-2852-2.
B. Plot Summary:
Turtle's Race with Beaver is a witty story of two animals that come in conflict because they both choose the same spot as their home. Turtle awoke from her hibernation period one day to discover Beaver had changed the pond through his dam to adapt to him. They confronted each other, and Turtle suggested they share the pond, Beaver refused and challenged Turtle to a race which Turtle had to not choice but to accept. Soon through word of mouth all of the animals from the forest found out about the race. Since Beaver was a much faster swimmer Turtle's plan for winning the race was to bite onto Beaver's tail and hang on. Just as Beaver was getting close to the finish line Turtle chomped down on Beaver's tail causing Beaver to swing his tail up in the air where Turtle landed and crossed the finish line beating Beaver.
C. Critical Analysis:
This story is similar to story “The Tortoise and the Hare”. James Brucach includes an Author's Note which is read before the story is read which provides information about he origin of this tale. Without this note, it would be difficult to determine where it originated from because it doesn't make any reference to that in the text or in the illustrations. Jose Aruego and Arlane Dewey provide colorful illustrations that merge perfectly with the story. The climax of the story where Turtle is hanging on to Beavers tale, will surely keep students in suspense. The story shows how each animal has their own habitat and how their actions affect each other. This story can be related to the events that occured after North America was discovered and settler's started claiming land. The Turtle in the story was the Native Americans who lived comfortably in their land. The Beaver in the story are the settler's who came and changed the land.
D. Review Excerpt:
From School Library Journal:
“This appealing variant of the time-honored, cross-cultural tale conveys the need for cooperation, perseverance, and humility within group settings. Children will be so involved in the storytelling that they'll absorb these lessons effortlessly. Done in pen and ink, gouache, and pastel, the cheerful artwork is a wonderful match for this well-told tale.” By Rosalyn Pierini.
E. Connections
Have students draw alternative ending to story where Beaver and Turtle share the land, and have them brainstorm what changes each would need to make to accomodate each other.
Read the story “The Tortoise and the Hare” to the students along with this book and have them compare and contrast.
Rain is Not My Indian Name by Cynthia Leitich Smith.
A.Bibliographic Data:
Smith, Cynthia Leitich. 2001. Rain is Not My Indian Name. HarperCollins Publishers: New York, New York. ISBN 0-688-17397, ISBN 0-06-029504-X (lib. bdg.).
B. Plot Summary:
Rain is Not My Indian Name is a coming of age story of a fourteen year old girl that is coming to terms with the death of her best friend Galen. She lives with her older brother and his girlfriend, who she soon discovers is pregnant. Her mother had died several years earlier and her father is away in the army. Rain takes on the job of shooting the pictures for an article on the Indian Camp. She eventually ends up joining the Indian Camp which helps her accept that Galen is dead and move on. Each chapter in the book is headed with a journal entry from Rain's journal.
C. Critical Analysis:
Rain is Not My Indian Name touches on the feelings of a young Native American girl who is not familiar with her heritage, and living in a town where she is the only loval Native American. “And the so called Indians always look like bogeymen on the prairie, windblown cover boys selling paperback romances, or baby-faced refugees from the world of Precious Moments. I usually get through it by reading sci-fi fanzines behind my textbooks until we move on to Kwanza.” Rain's is not interested in her cultural heritage because of what unfortunately happens in many schools, she has been desensitized due to the lack of authentic representation of the culture. In the story Rain never actually makes the trip to the reservation, the story is about Rain gradually realizing that she really does want to connect with her cultural heritage.
E. Connections
Have students build a bridge similar to the one in the story.
Have students research the closest Indian Reservation and present their finding to the class. (Group work).
Smith, Cynthia Leitich. 2001. Rain is Not My Indian Name. HarperCollins Publishers: New York, New York. ISBN 0-688-17397, ISBN 0-06-029504-X (lib. bdg.).
B. Plot Summary:
Rain is Not My Indian Name is a coming of age story of a fourteen year old girl that is coming to terms with the death of her best friend Galen. She lives with her older brother and his girlfriend, who she soon discovers is pregnant. Her mother had died several years earlier and her father is away in the army. Rain takes on the job of shooting the pictures for an article on the Indian Camp. She eventually ends up joining the Indian Camp which helps her accept that Galen is dead and move on. Each chapter in the book is headed with a journal entry from Rain's journal.
C. Critical Analysis:
Rain is Not My Indian Name touches on the feelings of a young Native American girl who is not familiar with her heritage, and living in a town where she is the only loval Native American. “And the so called Indians always look like bogeymen on the prairie, windblown cover boys selling paperback romances, or baby-faced refugees from the world of Precious Moments. I usually get through it by reading sci-fi fanzines behind my textbooks until we move on to Kwanza.” Rain's is not interested in her cultural heritage because of what unfortunately happens in many schools, she has been desensitized due to the lack of authentic representation of the culture. In the story Rain never actually makes the trip to the reservation, the story is about Rain gradually realizing that she really does want to connect with her cultural heritage.
E. Connections
Have students build a bridge similar to the one in the story.
Have students research the closest Indian Reservation and present their finding to the class. (Group work).
Thursday, July 5, 2007
Too Many Tamales by Gary Soto, Illustrated by Ed Martinez.
A.Bibliographic Data:
Soto, Gary. Illus. Ed Martinez. 1993. Too Many Tamales. The Putman & Grosset Group: New York, New York. ISBN 0-698-11412-4 (English), ISBN 0-698-11413-2 (Spanish).
B. Plot Summary:
Too Many Tamales is a story about a young girl named Maria that is celebrating the Christmas holiday with her family. Maria's and her mother are sharing a special moment and where they are preparing the masa for the tamales. Maria feels like a grown up and decides to try on her mother's wedding ring then continues to prepare the “masa”. Soon Maria's family arrives and she goes off to play with her cousins Dolores, Teresa, and Danny. When Maria realizes that the ring is missing she asks her cousins to help her find the ring by eating through the tamales until they bite into something hard. They eat all of the tamales and the ring never shows up. Maria is devastated thinking that the ring is in one of her cousin's throat or belly, but she goes to her mother to tell her the bad news. Maria walks into the living room with all of the adults and is about to confess when she notices that her mother is wearing the diamond ring. Maria confesses everything to her family who is understanding and with Aunt Rosa's wink of an eye the whole family marches to the kitchen to a second batch of tamales which Aunt Rosa claims always tastes better than the first, even though her cousins didn't quite agree with that comment with their belly's full of tamales.
C. Critical Analysis:
Both the story and the pictures are warm and compliment each other. Ed Martinez does a wonderful job of creating the innocent expressions of awe, curiosity and distress in the children which helps bring the story to life. My family is from Mexico and I can relate to this story through a personal experience where I once decided to eat only the filling of my tamales and leave the pile of masa on my plate. Once my mother realized what I was doing she made me eat all of the masa, and it was a big pile! I could relate to the illustration of little Danny in Too Many Tamales holding up his shirt and rubbing his full stomach with the bloated look on his face, because that is how I felt as I was eating all of the masa from my tamales. There are many cultural markers evident in this story. The text and illustrations depict a mixed culture, the illustration where Maria and her mother are kneading the masa in the kitchen shows the decorative ceramic plates from Mexico in the background, and the some of the ingredients that they are using are labeled in English and others in Spanish. The part of the story where Maria's father helps out in the kitchen also suggests a mix in cultures. In Mexico it is not usual for men to be in the kitchen, but Gary Soto includes him in the process of making the tamales. This would be a great book to share with children during the holidays because most children can relate to the family gatherings during holiday festivities, and at the same time children will be exposed to the similarities and differences of other cultures.
D. Review Excerpt:
From Horn Book Magazine:
“Illustrated with rich, glowing oil paintings that reinforce the warmth of a loving family, this book offers a nonreligious glimpse into the celebration of Christmas in one affluent Hispanic household.” by Ellen Fader.
E. Connections
Students can research the recipe for making masa, create the recipe and make some tamales in the classroom.
Students can write an essay along with an illustration of their favorite holiday food, and share it with the class.
Group students and have them figure out how many tamales each of the four children ate. Calculate how many tamales each family member would have received had they been distributed evenly, and have the students improvise and come up with new math problems, like the fractions equation when the four cousins distributed the last tamal.
Soto, Gary. Illus. Ed Martinez. 1993. Too Many Tamales. The Putman & Grosset Group: New York, New York. ISBN 0-698-11412-4 (English), ISBN 0-698-11413-2 (Spanish).
B. Plot Summary:
Too Many Tamales is a story about a young girl named Maria that is celebrating the Christmas holiday with her family. Maria's and her mother are sharing a special moment and where they are preparing the masa for the tamales. Maria feels like a grown up and decides to try on her mother's wedding ring then continues to prepare the “masa”. Soon Maria's family arrives and she goes off to play with her cousins Dolores, Teresa, and Danny. When Maria realizes that the ring is missing she asks her cousins to help her find the ring by eating through the tamales until they bite into something hard. They eat all of the tamales and the ring never shows up. Maria is devastated thinking that the ring is in one of her cousin's throat or belly, but she goes to her mother to tell her the bad news. Maria walks into the living room with all of the adults and is about to confess when she notices that her mother is wearing the diamond ring. Maria confesses everything to her family who is understanding and with Aunt Rosa's wink of an eye the whole family marches to the kitchen to a second batch of tamales which Aunt Rosa claims always tastes better than the first, even though her cousins didn't quite agree with that comment with their belly's full of tamales.
C. Critical Analysis:
Both the story and the pictures are warm and compliment each other. Ed Martinez does a wonderful job of creating the innocent expressions of awe, curiosity and distress in the children which helps bring the story to life. My family is from Mexico and I can relate to this story through a personal experience where I once decided to eat only the filling of my tamales and leave the pile of masa on my plate. Once my mother realized what I was doing she made me eat all of the masa, and it was a big pile! I could relate to the illustration of little Danny in Too Many Tamales holding up his shirt and rubbing his full stomach with the bloated look on his face, because that is how I felt as I was eating all of the masa from my tamales. There are many cultural markers evident in this story. The text and illustrations depict a mixed culture, the illustration where Maria and her mother are kneading the masa in the kitchen shows the decorative ceramic plates from Mexico in the background, and the some of the ingredients that they are using are labeled in English and others in Spanish. The part of the story where Maria's father helps out in the kitchen also suggests a mix in cultures. In Mexico it is not usual for men to be in the kitchen, but Gary Soto includes him in the process of making the tamales. This would be a great book to share with children during the holidays because most children can relate to the family gatherings during holiday festivities, and at the same time children will be exposed to the similarities and differences of other cultures.
D. Review Excerpt:
From Horn Book Magazine:
“Illustrated with rich, glowing oil paintings that reinforce the warmth of a loving family, this book offers a nonreligious glimpse into the celebration of Christmas in one affluent Hispanic household.” by Ellen Fader.
E. Connections
Students can research the recipe for making masa, create the recipe and make some tamales in the classroom.
Students can write an essay along with an illustration of their favorite holiday food, and share it with the class.
Group students and have them figure out how many tamales each of the four children ate. Calculate how many tamales each family member would have received had they been distributed evenly, and have the students improvise and come up with new math problems, like the fractions equation when the four cousins distributed the last tamal.
Marimba by Pat Mora, Illustrated by Doug Cushman.
A.Bibliographic Data:
Mora, Pat. Illus. Doug Cushman. 2006. Marimba!: Animales from A to Z. Clarion Books: New York, New York. ISBN-13: 978-0-618-19453-7, ISBN-10: 0-618-19453-3.
B. Plot Summary:
Marimba is a wonderfully rhythmic fun filled story which introduces children to the letters of the alphabet, and zoo animals. Pam explains at the end of the book in her authors note that she chose cognates in her story so that children could witness the spelling and pronunciation similaries among the English and Spanish words. The mischievous singing monkey croons the zoo keepers to sleep and soon after the festivities begin. The letters are shown in alphabetical order and each letter that is introduced is provided on top of the text in a different bold color with font used on the book cover. The Spanish cognate (animal name) that is being mixed in the English text is defined by using the same color as the letter and it is italicized. The animals with enjoy each other's company in unlikely couples like, “Raccoons and rinocerontes rumba with the rattlesnakes”, until they start warning each other that the zookeepers are awake, but are thrilled when the zookeepers join the party.
C. Critical Analysis:
Pat Mora incorporates many cultural markers that make this book authentic. The font used for the title on the cover page and for each letter used in the story is fringed making the letters come alive with movement. The activities that the animals are doing vary, there are some that children can relate to like swimming and eating chocolate cake and other activities, and others that may be new to other students like making a pinata and dancing salsa. Doug Cushmand brings the animals enthusiasm to life through the delighted expressions of all of the animals as they are dancing conga, salsa, and country dance. The way that Pat Mora adds other activities from other cultures like dancing Hullabaloo and country dance help the story deviate from overloading, “Some children's books on the Mexican American experience are a virtual collection of stereotypical symbols, a “cultural parade” of the worst sort, leaning heavily on customs and tradition but having little story or substance.” (Harris).
D. Review Excerpt:
From School Library Journal:
“A monkey playing a marimba soothingly "croons" the zookeepers to sleep and then pops up affably in most of the watercolor illustrations to entertain the various creatures that burst with energy and humor. The starlit sky that appears in most of the illustrations reminds readers that despite the brightness of the foreground, these frolicking animals are celebrating at night. Miniature visual representations of each Spanish word accompany a helpful pronunciation and translation guide. This freshly presented concept book will please children and may tempt librarians to share it at storytime.” By Kirsten Cutler.
E. Connections
The children can be provided with instruments similar to the ones in the story to play along with the story.
An fun filled activity that the children can do is make a small pinata like the otters and ocelotes in the story.
Mora, Pat. Illus. Doug Cushman. 2006. Marimba!: Animales from A to Z. Clarion Books: New York, New York. ISBN-13: 978-0-618-19453-7, ISBN-10: 0-618-19453-3.
B. Plot Summary:
Marimba is a wonderfully rhythmic fun filled story which introduces children to the letters of the alphabet, and zoo animals. Pam explains at the end of the book in her authors note that she chose cognates in her story so that children could witness the spelling and pronunciation similaries among the English and Spanish words. The mischievous singing monkey croons the zoo keepers to sleep and soon after the festivities begin. The letters are shown in alphabetical order and each letter that is introduced is provided on top of the text in a different bold color with font used on the book cover. The Spanish cognate (animal name) that is being mixed in the English text is defined by using the same color as the letter and it is italicized. The animals with enjoy each other's company in unlikely couples like, “Raccoons and rinocerontes rumba with the rattlesnakes”, until they start warning each other that the zookeepers are awake, but are thrilled when the zookeepers join the party.
C. Critical Analysis:
Pat Mora incorporates many cultural markers that make this book authentic. The font used for the title on the cover page and for each letter used in the story is fringed making the letters come alive with movement. The activities that the animals are doing vary, there are some that children can relate to like swimming and eating chocolate cake and other activities, and others that may be new to other students like making a pinata and dancing salsa. Doug Cushmand brings the animals enthusiasm to life through the delighted expressions of all of the animals as they are dancing conga, salsa, and country dance. The way that Pat Mora adds other activities from other cultures like dancing Hullabaloo and country dance help the story deviate from overloading, “Some children's books on the Mexican American experience are a virtual collection of stereotypical symbols, a “cultural parade” of the worst sort, leaning heavily on customs and tradition but having little story or substance.” (Harris).
D. Review Excerpt:
From School Library Journal:
“A monkey playing a marimba soothingly "croons" the zookeepers to sleep and then pops up affably in most of the watercolor illustrations to entertain the various creatures that burst with energy and humor. The starlit sky that appears in most of the illustrations reminds readers that despite the brightness of the foreground, these frolicking animals are celebrating at night. Miniature visual representations of each Spanish word accompany a helpful pronunciation and translation guide. This freshly presented concept book will please children and may tempt librarians to share it at storytime.” By Kirsten Cutler.
E. Connections
The children can be provided with instruments similar to the ones in the story to play along with the story.
An fun filled activity that the children can do is make a small pinata like the otters and ocelotes in the story.
Esperanza Rising by Pam Munoz Ryan.
A.Bibliographic Data:
Ryan, Pam Munoz. 2000. Too Many Tamales. Scholastic Press: New York, New York. ISBN 0-439-12041-1.
B. Plot Summary:
Esperanza Rising is a story of a young girl that was accustomed to living lavishly with her wealthy family in Aguascalientes, Mexico who owned a very large vineyard, and Esperanza was taught at a very young age to appreciate land and the fruit that grows from it. The story takes place ten years after the revolution ended but the backlashes still reached Esperanza when bandits assault and kill her father. During this era women's rights were very limited and with the death of her father, Esperanza and her mother are at the hands of her ruthless Uncles who leave them with no choice but to runaway to the United States in order to remain together, leaving her grandmother in a covenant. They make the journey to the United States with their faithful servants Hortencia, Adolfo, and Miguel where they will live with Adolfo's brother. Once they arrive, Esperanza and her mother are hard at work in the fields, until Esperanza's mother falls ill and Esperanza has to take on the responsibility of working to provide for her mother's medical aide, and to save money to bring her Grandmother from Mexico. Esperanza is also is confronted with the political issues that were arising with the competition for work during the Great Depression in the United States, injustices and discrimination. To end the story Esperanza's mother's heath starts to improve, and she is reunited with her grandmother.
C. Critical Analysis:
Pam's use of idioms “Aguantate tantito y la fruta caera en tu mano”, metaphors “We are like the phoenix,” said Abuelita. “Rising again, with a new life ahead of us”, and symbolism (Ex. the land symbolized home, and the fruit symbolized family, and at the end of the story Esperanza finally appreciates her new home (land), and the fruit (family and friends) that grows from it) help bring out the rich culture of Mexican traditions. Each chapter is titled with a name of a different fruit or vegetable that held a significance in the dramatic changes that were occurring in Esperanza's life, according to time of the year. The first chapter in which Esperanza is happy in her home in Aguascalientes with her family including her father is titled, “Las Uvas”, then, “Las Papayas”, “Los Higos”, etc., until the last chapter which is once again titled, “Las Uvas”, which is where Esperanza is once again happy with everyone that she loves and in her new home. This book is great to inform students of the struggles of Mexican immigrants in this country, and includes interesting information which Pam provides in her authors note at the end of the book for example that, “the federal government passed the Deportation Act that gave counties the power to send great numbers of Mexicans back to Mexico”.
C. Critical Analysis:
Pam's use of idioms “Aguantate tantito y la fruta caera en tu mano”, metaphors “We are like the phoenix,” said Abuelita. “Rising again, with a new life ahead of us”, and symbolism (Ex. the land symbolized home, and the fruit symbolized family, and at the end of the story Esperanza finally appreciates her new home (land), and the fruit (family and friends) that grows from it) help bring out the rich culture of Mexican traditions. Each chapter is titled with a name of a different fruit or vegetable that held a significance in the dramatic changes that were occurring in Esperanza's life, according to time of the year. The first chapter in which Esperanza is happy in her home in Aguascalientes with her family including her father is titled, “Las Uvas”, then, “Las Papayas”, “Los Higos”, etc., until the last chapter which is once again titled, “Las Uvas”, which is where Esperanza is once again happy with everyone that she loves and in her new home. This book is great to inform students of the struggles of Mexican immigrants in this country, and interesting information which Pam provides in her authors note at the end of the book that, “the federal government passed the Deportation Act that gave counties the power to send great numbers of Mexicans back to Mexico”.
D. Review Excerpt:
From Horn Book Magazine:
“Esperanza's struggles begin amidst class unrest in post-revolutionary Mexico and intersect with labor strikes in the United States, which serve to illustrate the time period's prevailing hostility toward people of Mexican descent. In one of the more glaring injustices she witnesses, striking workers, who were born American citizens and have never set foot on Mexican soil, are loaded onto buses for deportation. Through it all, Esperanza is transformed from a sheltered aristocrat into someone who can take care of herself and others. Although her material wealth is not restored in the end, the way it is for Sara Crewe, she is rich in family, friends, and esperanza--the Spanish word for hope.” By Cristine M. Happermann.
E. Connections
Make a list of idioms that students have heard similar to the ones in the story, they can also go home ask their family and bring back their list to post on the list.
Have students research the Great Deportation Act and Cesar Chavez, and create a timeline that shows the setbacks, and accomplishments of immigrants from Mexico in this country.
Have students research and create a graph of which fruits and vegetables are available at what time of the year, and present it to the class. (Group project).
Ryan, Pam Munoz. 2000. Too Many Tamales. Scholastic Press: New York, New York. ISBN 0-439-12041-1.
B. Plot Summary:
Esperanza Rising is a story of a young girl that was accustomed to living lavishly with her wealthy family in Aguascalientes, Mexico who owned a very large vineyard, and Esperanza was taught at a very young age to appreciate land and the fruit that grows from it. The story takes place ten years after the revolution ended but the backlashes still reached Esperanza when bandits assault and kill her father. During this era women's rights were very limited and with the death of her father, Esperanza and her mother are at the hands of her ruthless Uncles who leave them with no choice but to runaway to the United States in order to remain together, leaving her grandmother in a covenant. They make the journey to the United States with their faithful servants Hortencia, Adolfo, and Miguel where they will live with Adolfo's brother. Once they arrive, Esperanza and her mother are hard at work in the fields, until Esperanza's mother falls ill and Esperanza has to take on the responsibility of working to provide for her mother's medical aide, and to save money to bring her Grandmother from Mexico. Esperanza is also is confronted with the political issues that were arising with the competition for work during the Great Depression in the United States, injustices and discrimination. To end the story Esperanza's mother's heath starts to improve, and she is reunited with her grandmother.
C. Critical Analysis:
Pam's use of idioms “Aguantate tantito y la fruta caera en tu mano”, metaphors “We are like the phoenix,” said Abuelita. “Rising again, with a new life ahead of us”, and symbolism (Ex. the land symbolized home, and the fruit symbolized family, and at the end of the story Esperanza finally appreciates her new home (land), and the fruit (family and friends) that grows from it) help bring out the rich culture of Mexican traditions. Each chapter is titled with a name of a different fruit or vegetable that held a significance in the dramatic changes that were occurring in Esperanza's life, according to time of the year. The first chapter in which Esperanza is happy in her home in Aguascalientes with her family including her father is titled, “Las Uvas”, then, “Las Papayas”, “Los Higos”, etc., until the last chapter which is once again titled, “Las Uvas”, which is where Esperanza is once again happy with everyone that she loves and in her new home. This book is great to inform students of the struggles of Mexican immigrants in this country, and includes interesting information which Pam provides in her authors note at the end of the book for example that, “the federal government passed the Deportation Act that gave counties the power to send great numbers of Mexicans back to Mexico”.
C. Critical Analysis:
Pam's use of idioms “Aguantate tantito y la fruta caera en tu mano”, metaphors “We are like the phoenix,” said Abuelita. “Rising again, with a new life ahead of us”, and symbolism (Ex. the land symbolized home, and the fruit symbolized family, and at the end of the story Esperanza finally appreciates her new home (land), and the fruit (family and friends) that grows from it) help bring out the rich culture of Mexican traditions. Each chapter is titled with a name of a different fruit or vegetable that held a significance in the dramatic changes that were occurring in Esperanza's life, according to time of the year. The first chapter in which Esperanza is happy in her home in Aguascalientes with her family including her father is titled, “Las Uvas”, then, “Las Papayas”, “Los Higos”, etc., until the last chapter which is once again titled, “Las Uvas”, which is where Esperanza is once again happy with everyone that she loves and in her new home. This book is great to inform students of the struggles of Mexican immigrants in this country, and interesting information which Pam provides in her authors note at the end of the book that, “the federal government passed the Deportation Act that gave counties the power to send great numbers of Mexicans back to Mexico”.
D. Review Excerpt:
From Horn Book Magazine:
“Esperanza's struggles begin amidst class unrest in post-revolutionary Mexico and intersect with labor strikes in the United States, which serve to illustrate the time period's prevailing hostility toward people of Mexican descent. In one of the more glaring injustices she witnesses, striking workers, who were born American citizens and have never set foot on Mexican soil, are loaded onto buses for deportation. Through it all, Esperanza is transformed from a sheltered aristocrat into someone who can take care of herself and others. Although her material wealth is not restored in the end, the way it is for Sara Crewe, she is rich in family, friends, and esperanza--the Spanish word for hope.” By Cristine M. Happermann.
E. Connections
Make a list of idioms that students have heard similar to the ones in the story, they can also go home ask their family and bring back their list to post on the list.
Have students research the Great Deportation Act and Cesar Chavez, and create a timeline that shows the setbacks, and accomplishments of immigrants from Mexico in this country.
Have students research and create a graph of which fruits and vegetables are available at what time of the year, and present it to the class. (Group project).
Saturday, June 23, 2007
Heaven by Angela Johnson
A.Bibliographic Data:
Johnson, Angela. 1998. Heaven. Simon and Shuster Books for Young Children: New York, New York. ISBN 0-689-82229-4.
B. Plot Summary:
Heaven is the name of the small town where fourteen year old Marley lives with her Momma Pops and younger brother Butchy. Marley writes letters to her Uncle whom she has never met but whom through correspondence shares many of her thoughts. She has never met him, but she knows that he travels with his dog boy, and writes to her about his travels. they Marley had three friends Shoogy, Bobby and his daughter Feather who she usually babysits. Marley's parents confess that they are not her parents that her mother Christine died when she was a baby, and that her father left her because he couldn't deal with the loss. Momma and Pops took care of Marley as if she were their own, but she still feels betrayed and struggles with the feelings that flood over her with this new discovery. She struggles with those feeling but with through unconditional love that her family and friends give her she is able to accept the change in her life, and embrace's it when in the last chapter of the book she meets Jack, her real father.
C. Critical Analysis:
Johnson does an excellent job of portraying emotions and actions that are unexpected. Heaven's character develops tremendously, and Johnson keeps readers intrigued by every action. One example is how although Heaven is furious with her Momma and Pops for not telling her the truth earlier, she never lashes out at them. I checked out this book at the public library and noticed that on the cover it has a black label that states: Coretta Scott King Award, and Non-Violent Social Change. After reading this book I understood why it was an award winner. I liked the mention in the book of the alley with flowers and benches and walls with grafitti, and statements like, “Some stuff still gets tagged on the overpass-but I don't think the spayers really put their heart into it anymore.” Heaven finds a meaning in the things that surround her as she observes them.
D. Review Excerpt:
From School Library Journal:
“ In spare, often poetic prose reminiscent of Patricia MacLachlan's work, Johnson relates Marley's insightful quest into what makes a family. Her extreme anger with her supposed parents, who turn out to be her aunt and uncle, for not telling her the truth, for not being the perfect family that she d always thought them to be, wars with her knowledge that not even her friend Shoogy Maple s model family is as perfect and beautiful as it seems. The various examples of "family" Marley encounters make her question what's real, what's true, what makes sense, and if any of that really matters as much as the love she continues to feel for her parents in spite of their seeming betrayal Johnson exhibits admirable stylistic control over Marley's struggle to understand a concept that is often impossible to understand or even to define.” by Linda Bindner.
E. Connections
An activity that can done as a whole group would be to have students create an additional final chapter to this book.
Have students keep a journal and have them add an entry after reading each chapter.
Johnson, Angela. 1998. Heaven. Simon and Shuster Books for Young Children: New York, New York. ISBN 0-689-82229-4.
B. Plot Summary:
Heaven is the name of the small town where fourteen year old Marley lives with her Momma Pops and younger brother Butchy. Marley writes letters to her Uncle whom she has never met but whom through correspondence shares many of her thoughts. She has never met him, but she knows that he travels with his dog boy, and writes to her about his travels. they Marley had three friends Shoogy, Bobby and his daughter Feather who she usually babysits. Marley's parents confess that they are not her parents that her mother Christine died when she was a baby, and that her father left her because he couldn't deal with the loss. Momma and Pops took care of Marley as if she were their own, but she still feels betrayed and struggles with the feelings that flood over her with this new discovery. She struggles with those feeling but with through unconditional love that her family and friends give her she is able to accept the change in her life, and embrace's it when in the last chapter of the book she meets Jack, her real father.
C. Critical Analysis:
Johnson does an excellent job of portraying emotions and actions that are unexpected. Heaven's character develops tremendously, and Johnson keeps readers intrigued by every action. One example is how although Heaven is furious with her Momma and Pops for not telling her the truth earlier, she never lashes out at them. I checked out this book at the public library and noticed that on the cover it has a black label that states: Coretta Scott King Award, and Non-Violent Social Change. After reading this book I understood why it was an award winner. I liked the mention in the book of the alley with flowers and benches and walls with grafitti, and statements like, “Some stuff still gets tagged on the overpass-but I don't think the spayers really put their heart into it anymore.” Heaven finds a meaning in the things that surround her as she observes them.
D. Review Excerpt:
From School Library Journal:
“ In spare, often poetic prose reminiscent of Patricia MacLachlan's work, Johnson relates Marley's insightful quest into what makes a family. Her extreme anger with her supposed parents, who turn out to be her aunt and uncle, for not telling her the truth, for not being the perfect family that she d always thought them to be, wars with her knowledge that not even her friend Shoogy Maple s model family is as perfect and beautiful as it seems. The various examples of "family" Marley encounters make her question what's real, what's true, what makes sense, and if any of that really matters as much as the love she continues to feel for her parents in spite of their seeming betrayal Johnson exhibits admirable stylistic control over Marley's struggle to understand a concept that is often impossible to understand or even to define.” by Linda Bindner.
E. Connections
An activity that can done as a whole group would be to have students create an additional final chapter to this book.
Have students keep a journal and have them add an entry after reading each chapter.
The Old African by Julius Lester, illustrated by Jerry Pinkney.
A.Bibliographic Data:
Lester, Julius. Illus. Jerry Pinkney. 2005. The Old African. Penguin Group Inc.: New York, New York. ISBN 0-8037-2564-7.
B. Plot Summary:
The Old African is a story of slaves that are at the hands of a cruel plantation owner called Master Riley. The story opens with a young slave boy with his arms tied around his wrists being whipped by Riley because he ran away as the other slaves are forced to watch. The Old African is introduced as he uses his strong magical powers to ease the pain of the young slave boy as each lash tears at his back, and the pain of the other slaves whose heart aches for the young boy. The Old African defies Riley when he goes to the boy's aid after Riley instructed all the slaves not to do so. This infuriates Riley and he is about to attack the Old African once again uses his powers to prevent him from doing so. After this incident the Old African knows that Riley's next step will be to kill him. The story then flashes back in time to the Old Africans memories of when he was captured and enslaved. The Old African, his wife Ola, and the others from his tribe are captured, marched three days through forest until they reached the ocean. The loud waves of the oceon, the magnificent view, the strange house sitting on the water, the small boats leaving the strange house and the “Muene Puto”, Lord of the Dead which chained them and took them to the strange house petrified the people. There they became slaves and suffered subhuman standards that they would never forget. The Old African lost his wife Ola when she jumped off he ship and his mentor Jaja when he refused to eat. The story then flashes back to the present and the Old African finds out that when the young slave boy ran away he came across a large body of water. The Old African uses his magical powers to turn into a bird and travel to verify for himself if the water was really as the young slave boy claimed and he saw it. He returned to his human form and used his magical powers once more to create dark clouds in the form of slave ships, and thunder that set fire to John Riley's house. The Old African then led all of the slaves to the ocean shore, protecting them all the way. When they arrived he leads them into the water and they walked across the oceon floor to their homeland. Along the way the skeletons of the people that died at sea joined them and were back to life once they reached the shore of their homeland. The Old African was reunited with his wife Ola and Jaja who were resurrected.
C. Critical Analysis:
Julius Lester built the character of the Old African as strong, magnificient, powerful, intelligent being that longed for freedom, and his homeland. The Old African was the steadfast faith that the people needed to escape slavery. In the section of the book titled: A Note From the Author, Julius Lester states, “...a place in Georgia, called Ybo Landing where, it was believed a group of Ybo slaves has walked into the water saying they were going to walk back to Africa”. I understand where a story like this can cause you to question what those people must have been feeling when they walked into the oceon water. Julius Lester answers many of those questions through this story. It is the power of belief that gives courage. Jerry Pinkney does a wonderful job illustrating the magnitude of pain, suffering, and cruelty, that encompass this story.
D. Review Excerpt:
From Horn Book Magazine:
“Where the taut mystery of Virgina Hamilton's “The People Could Fly” derives its power from its mythic dimension, The Old African's strength lies in its specific, unblinking detail and Lester's signature informality of style. Pinkney's illustrations are superb: muted tones of worn fabric; impressionistic shadows among masses of heroic, striving bodies; resolute dramatic focus; harrowing grief; steadfast courage; quiet jubilation. Not since Tom Feeling's Middle Passage has there been such an eloquent visual expression of the heroism of the suffering Africans who were ensnared onto those vicious ships. Author's and artist's notes. J.R.L.”
E. Connections
Another excellent book to read along with this one would be: In the Time of theDrums / by Kim L. Siegelson ; illustrated by Brian Pinkney. ISBN 0-7868-0436 (trade) ISBN 0-7868-2386-0 (lib. bdg.). This book also focus on the legend of the water taking the Ibo people back to their homeland.
Lester, Julius. Illus. Jerry Pinkney. 2005. The Old African. Penguin Group Inc.: New York, New York. ISBN 0-8037-2564-7.
B. Plot Summary:
The Old African is a story of slaves that are at the hands of a cruel plantation owner called Master Riley. The story opens with a young slave boy with his arms tied around his wrists being whipped by Riley because he ran away as the other slaves are forced to watch. The Old African is introduced as he uses his strong magical powers to ease the pain of the young slave boy as each lash tears at his back, and the pain of the other slaves whose heart aches for the young boy. The Old African defies Riley when he goes to the boy's aid after Riley instructed all the slaves not to do so. This infuriates Riley and he is about to attack the Old African once again uses his powers to prevent him from doing so. After this incident the Old African knows that Riley's next step will be to kill him. The story then flashes back in time to the Old Africans memories of when he was captured and enslaved. The Old African, his wife Ola, and the others from his tribe are captured, marched three days through forest until they reached the ocean. The loud waves of the oceon, the magnificent view, the strange house sitting on the water, the small boats leaving the strange house and the “Muene Puto”, Lord of the Dead which chained them and took them to the strange house petrified the people. There they became slaves and suffered subhuman standards that they would never forget. The Old African lost his wife Ola when she jumped off he ship and his mentor Jaja when he refused to eat. The story then flashes back to the present and the Old African finds out that when the young slave boy ran away he came across a large body of water. The Old African uses his magical powers to turn into a bird and travel to verify for himself if the water was really as the young slave boy claimed and he saw it. He returned to his human form and used his magical powers once more to create dark clouds in the form of slave ships, and thunder that set fire to John Riley's house. The Old African then led all of the slaves to the ocean shore, protecting them all the way. When they arrived he leads them into the water and they walked across the oceon floor to their homeland. Along the way the skeletons of the people that died at sea joined them and were back to life once they reached the shore of their homeland. The Old African was reunited with his wife Ola and Jaja who were resurrected.
C. Critical Analysis:
Julius Lester built the character of the Old African as strong, magnificient, powerful, intelligent being that longed for freedom, and his homeland. The Old African was the steadfast faith that the people needed to escape slavery. In the section of the book titled: A Note From the Author, Julius Lester states, “...a place in Georgia, called Ybo Landing where, it was believed a group of Ybo slaves has walked into the water saying they were going to walk back to Africa”. I understand where a story like this can cause you to question what those people must have been feeling when they walked into the oceon water. Julius Lester answers many of those questions through this story. It is the power of belief that gives courage. Jerry Pinkney does a wonderful job illustrating the magnitude of pain, suffering, and cruelty, that encompass this story.
D. Review Excerpt:
From Horn Book Magazine:
“Where the taut mystery of Virgina Hamilton's “The People Could Fly” derives its power from its mythic dimension, The Old African's strength lies in its specific, unblinking detail and Lester's signature informality of style. Pinkney's illustrations are superb: muted tones of worn fabric; impressionistic shadows among masses of heroic, striving bodies; resolute dramatic focus; harrowing grief; steadfast courage; quiet jubilation. Not since Tom Feeling's Middle Passage has there been such an eloquent visual expression of the heroism of the suffering Africans who were ensnared onto those vicious ships. Author's and artist's notes. J.R.L.”
E. Connections
Another excellent book to read along with this one would be: In the Time of theDrums / by Kim L. Siegelson ; illustrated by Brian Pinkney. ISBN 0-7868-0436 (trade) ISBN 0-7868-2386-0 (lib. bdg.). This book also focus on the legend of the water taking the Ibo people back to their homeland.
In the Time of the Drums by Kim L. Siegelson, illustrated by Brian Pinkney.
A.Bibliographic Data:
Siegelson, Kim L. Illus. Brian Pinkney. 1999. In the Time of the Drums. Hyperion Books for Children: New York, New York. ISBN 0-7868-0436-X(trade), ISBN 0-7868-2386-0(lib. bdg.).
B. Plot Summary:
In the Time of the Drums is a story set on an island shore where ships docked and unloaded treasures, cargo, and slaves brought from to be sold to work on the island plantations. Some of the slaves that came from Africa built instruments that reminded them of home. Some of the slaves were born on the island and only knew of Africa. Mentu, was a young boy that was born on the island and raised by Twi , who was born in Africa and was called the Ibo conjure woman. Twi had learned magic through her grandmother. Twi shared many stories and taught Mentu many African songs and stories. She also warned him that there would be a time when he needed to be strong. Then, one day Twi and Mentu heard drum beats that notified them that a ship ship had arrived. It was a slave ship that carried Ibo people from the African Kingdom of Benin. Mentu beat his drums at the ship and the slaves recognized the music from Africa and thought they were home. Twi and Mentu watched as the Ibo people refused to walk onto the island and stood strong against whips and chanted. Twi understood what they were singing and told Mentu that they believed in old African magic, and that the water that took them to that unfamiliar place could also take them back. She also told Mentu that the water would take her also, that it was time for her to go, and for him to be strong and remember. Twi ran to the Ibo people on the slave ship and told them to follow her that she would lead them home, and they followed her into the water. Mentu was strong and he passed on the songs and stories to his children and taught them to play the drums, and his children taught their children until now.
C. Critical Analysis:
Kim Siegelson's In the Time of the Drums is a story of strength, faith and hope. Twi knew exactly what she was doing when she taught Mentu the African songs and rhythms. She didn't want what happened to the slaves that lost their faith to happen to Mentu. Kim Siegelson demonstrates that holding on to culture is very important. The loss of identity lead to the loss of faith. “... long, hard work had broken them. Made memories of Africa sink so far back in their minds that they could no longer be reached. The old ways had slowly slipped away and been felt behind like sweat drops in a newly plowed row.” Siegelson demonstrates that holding on to faith and hope made the people strong. It made the Ibo people strong enough into the ocean water, and Twi strong enough to lead them. Faith and hope made Mentu strong enough to understand why it was so important that everything that he learned from Twi be passed on from generation to generation. These strong African stories and rhythmic beats provided the enslaved people with an identity that allowed for the foundations of the struggle against slavery. Pinkney's drawings allow us to see the development of each character.
D. Review Excerpt:
From School Library Journal:
“This well-told story is unusual and powerful. It raises some interesting questions about the meaning and value of freedom, and of literal interpretations of text. The rhythms hint at Gullah language, but the narrative is clear, accessible, and at the same time poetic. Pinkney's illustrations enhance the power of the tale by being at once realistic and mystical. This thought-provoking story would be a splendid addition to any collection.” by Linda Greengrass.
E. Connections
Another excellent book to read along with this one would be: The Old African / by Julius Lester ; illustrated by Jerry Pinkney. ISBN 0-8037-2564-7. This book also focus on the legend of the water taking the Ibo people back to their homeland.
An fun activity that students can do after reading this book would be to compose a song that tells a story with the use of drums and present it to the class.
Siegelson, Kim L. Illus. Brian Pinkney. 1999. In the Time of the Drums. Hyperion Books for Children: New York, New York. ISBN 0-7868-0436-X(trade), ISBN 0-7868-2386-0(lib. bdg.).
B. Plot Summary:
In the Time of the Drums is a story set on an island shore where ships docked and unloaded treasures, cargo, and slaves brought from to be sold to work on the island plantations. Some of the slaves that came from Africa built instruments that reminded them of home. Some of the slaves were born on the island and only knew of Africa. Mentu, was a young boy that was born on the island and raised by Twi , who was born in Africa and was called the Ibo conjure woman. Twi had learned magic through her grandmother. Twi shared many stories and taught Mentu many African songs and stories. She also warned him that there would be a time when he needed to be strong. Then, one day Twi and Mentu heard drum beats that notified them that a ship ship had arrived. It was a slave ship that carried Ibo people from the African Kingdom of Benin. Mentu beat his drums at the ship and the slaves recognized the music from Africa and thought they were home. Twi and Mentu watched as the Ibo people refused to walk onto the island and stood strong against whips and chanted. Twi understood what they were singing and told Mentu that they believed in old African magic, and that the water that took them to that unfamiliar place could also take them back. She also told Mentu that the water would take her also, that it was time for her to go, and for him to be strong and remember. Twi ran to the Ibo people on the slave ship and told them to follow her that she would lead them home, and they followed her into the water. Mentu was strong and he passed on the songs and stories to his children and taught them to play the drums, and his children taught their children until now.
C. Critical Analysis:
Kim Siegelson's In the Time of the Drums is a story of strength, faith and hope. Twi knew exactly what she was doing when she taught Mentu the African songs and rhythms. She didn't want what happened to the slaves that lost their faith to happen to Mentu. Kim Siegelson demonstrates that holding on to culture is very important. The loss of identity lead to the loss of faith. “... long, hard work had broken them. Made memories of Africa sink so far back in their minds that they could no longer be reached. The old ways had slowly slipped away and been felt behind like sweat drops in a newly plowed row.” Siegelson demonstrates that holding on to faith and hope made the people strong. It made the Ibo people strong enough into the ocean water, and Twi strong enough to lead them. Faith and hope made Mentu strong enough to understand why it was so important that everything that he learned from Twi be passed on from generation to generation. These strong African stories and rhythmic beats provided the enslaved people with an identity that allowed for the foundations of the struggle against slavery. Pinkney's drawings allow us to see the development of each character.
D. Review Excerpt:
From School Library Journal:
“This well-told story is unusual and powerful. It raises some interesting questions about the meaning and value of freedom, and of literal interpretations of text. The rhythms hint at Gullah language, but the narrative is clear, accessible, and at the same time poetic. Pinkney's illustrations enhance the power of the tale by being at once realistic and mystical. This thought-provoking story would be a splendid addition to any collection.” by Linda Greengrass.
E. Connections
Another excellent book to read along with this one would be: The Old African / by Julius Lester ; illustrated by Jerry Pinkney. ISBN 0-8037-2564-7. This book also focus on the legend of the water taking the Ibo people back to their homeland.
An fun activity that students can do after reading this book would be to compose a song that tells a story with the use of drums and present it to the class.
Thursday, June 14, 2007
The Apprentice by Pilar Molina Llorente
A. Molina-Llorente, Pilar. Illus. Juan Ramon Alonzo. 1989. The Appentice. Farrar, Strauss, and Giroux; New York. ISBN 0-374-30389-4.
B.Plot Summary:
The setting of this story is Florence, Italy, during the renaissance era, when art was greatly appreciated and valued. Arduino is the main character, a young boy of twelve years who is faced with many challenges throughout the story. The novel is told in first person, and the story begins with Arduino's observations of the world around him. Arduino's first challenge is confronting his father who is a tailor, whose father was a tailer, whose father's father was a tailor, and confessing that he does not want to be a tailor, that his heart yearns to be an artist. Arduino's father agrees to arrange a three year apprenticeship for Arduino with Maestro Cosimi di Forti, an established and well known artist. At once Arduino realizes that he will have to face many hardships to accomplish his dreams but his passion to be an artist pushes him forward. The next great challenge that Arduino is faced with is sacrificing his dream of becoming an artist to save Donato, a boy he discovered chained by Cosimi because he was envious of his talent. When the Noble Duke of Algora gives Cosimi a commission, but Cosimi cannot complete it because he falls ill, Donato jumps at the opportunity to offer Donato to come to their aid, and at the same time helping free Donato. Arduino's next challenge is dealing with the envy of another apprentice that betrayed him and caused him to lose the apprenticeship with Cosimi. To finalize the story it is discovered that Arduino is innocent and he continues his apprenticeship with Donato as his Maestro.
C. Critical Analysis:
Arduino's character is challenged several times thoughout the story. First when he must accommodate to the harsh living conditions as an apprentice, but he is determined to be an artist. Then when he discovers Donato and realizes that if he reveals anything to anyone he will loose his apprenticeship. At this point Adruino's courage falters because he allows Donatelo to remain incarcerated. He does however redeem himself when he reveals his knowledge of Donatelo's existence when the opportunity arises. His character is constantly developing. Throughout the story Arduino's talent is never really exemplified, which was anticipated since he is the main character, Molina only notes his talent when Cosimo is startled by his drawing of his grandfather's hands, and when Arduino notes that Marco is using the wrong shade of blue for the sky.
The role of the female characters are not developed, Molina only mentions briefly that they suffer because they are women. Melania because she is a servant and has to obey she claims silently, although she is always complaining, and the Dukes daughter Bianca because she claims to only be able to obey and only dream, although she lives lavishly. The main focus of the story is of everyone's wants and dreams. In the story Arduino takes notice of this trend, because he is a tailor who wants to be a painter, and when Baldo tells him that he wants to be a chef instead of a painter, and the women want to be men, and the sculpture at the end of the story wants to be young again.
E. Connections:
This story can be extended into a research project on women's roles during the renaissance era. Students would be provided with a pathfinder to locate initial resources, and they would be encouraged to search beyond those resources, along with a rubric. Then they would present their research through a powerpoint presention.
B.Plot Summary:
The setting of this story is Florence, Italy, during the renaissance era, when art was greatly appreciated and valued. Arduino is the main character, a young boy of twelve years who is faced with many challenges throughout the story. The novel is told in first person, and the story begins with Arduino's observations of the world around him. Arduino's first challenge is confronting his father who is a tailor, whose father was a tailer, whose father's father was a tailor, and confessing that he does not want to be a tailor, that his heart yearns to be an artist. Arduino's father agrees to arrange a three year apprenticeship for Arduino with Maestro Cosimi di Forti, an established and well known artist. At once Arduino realizes that he will have to face many hardships to accomplish his dreams but his passion to be an artist pushes him forward. The next great challenge that Arduino is faced with is sacrificing his dream of becoming an artist to save Donato, a boy he discovered chained by Cosimi because he was envious of his talent. When the Noble Duke of Algora gives Cosimi a commission, but Cosimi cannot complete it because he falls ill, Donato jumps at the opportunity to offer Donato to come to their aid, and at the same time helping free Donato. Arduino's next challenge is dealing with the envy of another apprentice that betrayed him and caused him to lose the apprenticeship with Cosimi. To finalize the story it is discovered that Arduino is innocent and he continues his apprenticeship with Donato as his Maestro.
C. Critical Analysis:
Arduino's character is challenged several times thoughout the story. First when he must accommodate to the harsh living conditions as an apprentice, but he is determined to be an artist. Then when he discovers Donato and realizes that if he reveals anything to anyone he will loose his apprenticeship. At this point Adruino's courage falters because he allows Donatelo to remain incarcerated. He does however redeem himself when he reveals his knowledge of Donatelo's existence when the opportunity arises. His character is constantly developing. Throughout the story Arduino's talent is never really exemplified, which was anticipated since he is the main character, Molina only notes his talent when Cosimo is startled by his drawing of his grandfather's hands, and when Arduino notes that Marco is using the wrong shade of blue for the sky.
The role of the female characters are not developed, Molina only mentions briefly that they suffer because they are women. Melania because she is a servant and has to obey she claims silently, although she is always complaining, and the Dukes daughter Bianca because she claims to only be able to obey and only dream, although she lives lavishly. The main focus of the story is of everyone's wants and dreams. In the story Arduino takes notice of this trend, because he is a tailor who wants to be a painter, and when Baldo tells him that he wants to be a chef instead of a painter, and the women want to be men, and the sculpture at the end of the story wants to be young again.
E. Connections:
This story can be extended into a research project on women's roles during the renaissance era. Students would be provided with a pathfinder to locate initial resources, and they would be encouraged to search beyond those resources, along with a rubric. Then they would present their research through a powerpoint presention.
Three Wishes: Palestinian and Israeli Children Speak by Deborah Ellis
A. Bibliographic Data:
Ellis, Deborah. 2004. Three Wishes: Palestinian and Israeli Children Speak. A Groundwood Book, Douglas & McIntyre: Toronto, Vancouver, Berkeley.
B.Plot Summary:
Deborah Ellis traveled to the country of Israel to write this book so that the voices of the children that live among this terrible constant war could be heard. She interviewed many Palestinian and Israeli children asking them questions about their family, where they live, how they feel about children from the opposite culture, what they think their future holds for them, and if they had three wishes what they would be. Each chapter is a different interview from a different child, and it is titled with the child's first name and age. To open each chapter Ellis provides information about organizations, or events, or occurrences that have affected that particular child that is being interviewed in the chapter. Deborah Ellis uses several powerful methods to help readers visualize the magnitute of destruction that the children face. She opens the book with the statement, “In World War I, 15 percent of all casualties were civilians. In World War II, 50 percent of casualties were civilians. In 2004, 90 percent of casualties in war are civilians.” Following this statement she provides a map that shows how the territory in this small country is occupied. The next section provides a brief overview of why and how the war started. Also, throughout the book she provides black and white pictures of the children in or of their surroundings. She next provides a list of the complete name and age of all of the children under the age of 18 have been killed in this war. Then the children speak.
C. Critical Analysis:
Three wishes is a book that allows readers a small glimpse of the way the terrible war that is occuring in Israel over land is affecting the children that live there. The cover of the book shows two pictures. The top picture shows children in the middle of a street smiling and posing for the camera, they are signaling the peace sign with their hands at the camera. The bottom picture shows another group of children also in the middle of the street smiling at the camera. One child is eating a fruit, while another child has a bouquet of flowers in her hand. If it were not for small details like the flag peeking into the top picture, and the small hat one of the boys has placed on his head on the bottom picture one would not be able to tell which picture is of the Palestinian children and which is of the Israeli children. The point that Deborah tries to make throughout her book is that children from both cultures share the same fears, the same dreams, and the same experiences, yet many of them do not realize how alike they are because wars have isolated them from each other. This is why Dr. Vardell's quote, “Peace Through Children's Literature” kept springing to my mind while I was reading this book. If these children were only allowed to see how alike they are then maybe the terrible war that has been raging in their country for so many years might come to an end. If these children knew how alike they are would they still grow up wanting to fight each other?
D. Reviews:
Reviewed by School Library Journal:
"This collection of accounts from young people between the ages of 8 and 18 portrays the sapping toll of war on their lives. Instead of looking toward their futures, these kids are watching their backs. Instead of playing games of pick-up ball in the street, they're lobbing rocks at soldier's and dodging tear gas and bullets. Israeli students are pressed into military service. In Palestine, the scanty settlements are overcrowded and unsafe." by Allisson Follos.
E. Connections:
Deborah Ellis provides a list of additional readings towards the end of the book. (Ex. Number the stars / Lois Lowry, ISBN 0440403278).
She also provides a list of organizations. One activity that can be done with students is to have them work in groups to study an organization, and present what they learned about that organization to the class.
Ellis, Deborah. 2004. Three Wishes: Palestinian and Israeli Children Speak. A Groundwood Book, Douglas & McIntyre: Toronto, Vancouver, Berkeley.
B.Plot Summary:
Deborah Ellis traveled to the country of Israel to write this book so that the voices of the children that live among this terrible constant war could be heard. She interviewed many Palestinian and Israeli children asking them questions about their family, where they live, how they feel about children from the opposite culture, what they think their future holds for them, and if they had three wishes what they would be. Each chapter is a different interview from a different child, and it is titled with the child's first name and age. To open each chapter Ellis provides information about organizations, or events, or occurrences that have affected that particular child that is being interviewed in the chapter. Deborah Ellis uses several powerful methods to help readers visualize the magnitute of destruction that the children face. She opens the book with the statement, “In World War I, 15 percent of all casualties were civilians. In World War II, 50 percent of casualties were civilians. In 2004, 90 percent of casualties in war are civilians.” Following this statement she provides a map that shows how the territory in this small country is occupied. The next section provides a brief overview of why and how the war started. Also, throughout the book she provides black and white pictures of the children in or of their surroundings. She next provides a list of the complete name and age of all of the children under the age of 18 have been killed in this war. Then the children speak.
C. Critical Analysis:
Three wishes is a book that allows readers a small glimpse of the way the terrible war that is occuring in Israel over land is affecting the children that live there. The cover of the book shows two pictures. The top picture shows children in the middle of a street smiling and posing for the camera, they are signaling the peace sign with their hands at the camera. The bottom picture shows another group of children also in the middle of the street smiling at the camera. One child is eating a fruit, while another child has a bouquet of flowers in her hand. If it were not for small details like the flag peeking into the top picture, and the small hat one of the boys has placed on his head on the bottom picture one would not be able to tell which picture is of the Palestinian children and which is of the Israeli children. The point that Deborah tries to make throughout her book is that children from both cultures share the same fears, the same dreams, and the same experiences, yet many of them do not realize how alike they are because wars have isolated them from each other. This is why Dr. Vardell's quote, “Peace Through Children's Literature” kept springing to my mind while I was reading this book. If these children were only allowed to see how alike they are then maybe the terrible war that has been raging in their country for so many years might come to an end. If these children knew how alike they are would they still grow up wanting to fight each other?
D. Reviews:
Reviewed by School Library Journal:
"This collection of accounts from young people between the ages of 8 and 18 portrays the sapping toll of war on their lives. Instead of looking toward their futures, these kids are watching their backs. Instead of playing games of pick-up ball in the street, they're lobbing rocks at soldier's and dodging tear gas and bullets. Israeli students are pressed into military service. In Palestine, the scanty settlements are overcrowded and unsafe." by Allisson Follos.
E. Connections:
Deborah Ellis provides a list of additional readings towards the end of the book. (Ex. Number the stars / Lois Lowry, ISBN 0440403278).
She also provides a list of organizations. One activity that can be done with students is to have them work in groups to study an organization, and present what they learned about that organization to the class.
Wombat Divine by Mem Fox
A.Bibliographic Data:
Fox, Mem. Illus. Kerry Argent. 1995. Wombat Divine. Hartcourt Brace & Company: San Diego, New York, and London. ISBN 0-15-201416-0.
B. Plot Summary:
Wombat Divine is a lovely story of a gentle bear named Wombat who is in love with Christmas, in particular the Nativity play. Wombat is finally old enough to be a part of the Nativity play in his town and he rushes to the auditions with hopes of landing the perfect part. Again and again Wombat tries out for different parts but they are not right for him. He is too heavy to be the Archangel Gabriel, too big to be Mary, too short to be a king, too sleepy to be Joseph, too clumsy to be the innkeeper, and too shortsighted to be one of the shepards. Until finally all of he parts have been filled, and Wombat is devastated. Then Bilby realizes that the part of Baby Jesus is vacant and exclaims that Wombat could play the part. Emu realizes that he had not filled the very important part of Baby Jesus and exclaims that a Nativity without Baby Jesus is not complete. Wombat finally found the perfect part and that Christmas Eve he played it so well that he even really fell asleep. On Christmas Day everyone congratulated Wombat on playing such a divine part.
C. Critical Analysis:
In a sense Wombat is really the baby in the story. He is just old enough to participate in the play, and he too young to realize that there are some parts that he is just not fit for. The illustrations depict the other animals trying their best to accommodate Wombat to the different characters. An example is when Wombat decides that he wants to be the Archangel Gabriel. There is an illustration that shows a large group of animals struggling with the rope, another trying to push Wombat up with his back, and another climbing to the top of the rope and tugging on it. Together Mem Fox and Kerry Argent collaborated magnificently to keep readers wondering which is Wombats perfect part. The text on each page is subtly simple enough to let the illustrations charmingly continue the story. This story is based on friendship which is cherished and celebrated along with a holiday that brings friends and family together.
D. Review:
From School Library Journal, "Youngsters will surely identify with Wombat's hope, sadness, and, finally, his triumph. The animals frolic against a mostly white background, peering out of Nativity costumes, and looking on as Wombat tries part after part. The last three scenes, which take place in a crowded theater, the stage, and outdoors, are filled with color and energy that underline the culmination of the story. These uniquely Australian creatures are easily identifiable, but Argent still succeeds in giving them their own personalities within the story. The clever text and lively illustrations make this holiday tale a delight to read and share." by Jane Marino.
E. Connections
Read along with a Nativity Story so that children understand the role that each character plays. (Ex. A child is born : the Christmas story / adapted from the New Testament by Elizabeth Winthrop ; illustrated by Charles Mikolaycak, ISBN 0823404722).
The animals that Fox uses in the story are from Australia so the students can be introduced to different animals from that country through a book. (Ex. Australian animals / Caroline Arnold, ISBN 0688167675).
A fun activity would be to divide the children into groups where each student plays a part, (it emphasize that each part is equally important), and have the students present the play to the class.
Fox, Mem. Illus. Kerry Argent. 1995. Wombat Divine. Hartcourt Brace & Company: San Diego, New York, and London. ISBN 0-15-201416-0.
B. Plot Summary:
Wombat Divine is a lovely story of a gentle bear named Wombat who is in love with Christmas, in particular the Nativity play. Wombat is finally old enough to be a part of the Nativity play in his town and he rushes to the auditions with hopes of landing the perfect part. Again and again Wombat tries out for different parts but they are not right for him. He is too heavy to be the Archangel Gabriel, too big to be Mary, too short to be a king, too sleepy to be Joseph, too clumsy to be the innkeeper, and too shortsighted to be one of the shepards. Until finally all of he parts have been filled, and Wombat is devastated. Then Bilby realizes that the part of Baby Jesus is vacant and exclaims that Wombat could play the part. Emu realizes that he had not filled the very important part of Baby Jesus and exclaims that a Nativity without Baby Jesus is not complete. Wombat finally found the perfect part and that Christmas Eve he played it so well that he even really fell asleep. On Christmas Day everyone congratulated Wombat on playing such a divine part.
C. Critical Analysis:
In a sense Wombat is really the baby in the story. He is just old enough to participate in the play, and he too young to realize that there are some parts that he is just not fit for. The illustrations depict the other animals trying their best to accommodate Wombat to the different characters. An example is when Wombat decides that he wants to be the Archangel Gabriel. There is an illustration that shows a large group of animals struggling with the rope, another trying to push Wombat up with his back, and another climbing to the top of the rope and tugging on it. Together Mem Fox and Kerry Argent collaborated magnificently to keep readers wondering which is Wombats perfect part. The text on each page is subtly simple enough to let the illustrations charmingly continue the story. This story is based on friendship which is cherished and celebrated along with a holiday that brings friends and family together.
D. Review:
From School Library Journal, "Youngsters will surely identify with Wombat's hope, sadness, and, finally, his triumph. The animals frolic against a mostly white background, peering out of Nativity costumes, and looking on as Wombat tries part after part. The last three scenes, which take place in a crowded theater, the stage, and outdoors, are filled with color and energy that underline the culmination of the story. These uniquely Australian creatures are easily identifiable, but Argent still succeeds in giving them their own personalities within the story. The clever text and lively illustrations make this holiday tale a delight to read and share." by Jane Marino.
E. Connections
Read along with a Nativity Story so that children understand the role that each character plays. (Ex. A child is born : the Christmas story / adapted from the New Testament by Elizabeth Winthrop ; illustrated by Charles Mikolaycak, ISBN 0823404722).
The animals that Fox uses in the story are from Australia so the students can be introduced to different animals from that country through a book. (Ex. Australian animals / Caroline Arnold, ISBN 0688167675).
A fun activity would be to divide the children into groups where each student plays a part, (it emphasize that each part is equally important), and have the students present the play to the class.
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