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.
Thursday, July 26, 2007
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).
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