Bibliography
MY BROTHER, MATTHEW
Thompson, Mary. MY BROTHER, MATTHEW. 1992. USA: Woodbine House. ISBN 0933149476.
Plot Summary
David understood that his brother was different. “Besides speaking differently, my brother also moves and sometimes behaves differently than most kids do. That’s because he was born with disabilities.” At the beginning, it was hard for David to accept all the attention given to Matthew. He later got a better understanding of how much care Matthew needed. David learned to communicate with Matthew better than his parents.
One of Ms Thompson’s children was born with disabilities which inspired her to write a story about a child with disabilities. She has skillfully presented the care, patience, and love needed to help a child with special needs grow and enjoy life.
Critical Analysis
Ms Thompson’s firsthand experience of dealing with a child with disabilities has enabled her to present a wonderful story. She went into great detail about Matthew’s stay in the hospital and how it affected his family, especially David. She gave us a glimpse of what a child thinks and feels about a sibling that needs extra attention. “I was tired of waiting and I was worried. I didn’t know what would happen to my brother….I just wanted Mom and Matthew home.”
David is sharing the story and he tells about his normal feelings of jealousy and this makes the story real. Even David's birthday party was interrupted when his Dad had to rush off to the hospital because of Matthew. David was mad but he still just want his brother to get better.
Things only got worse. Matthew got a special person who brought toys just for him. “I wanted to play with the special toys, but they were just for Matthew.” Even when David wanted to be a little mean, it turned out to be a good thing for Matthew. “Don’t splash Matthew!” Mom shouted at me just before I hit the water. But when I came up, Matthew was smiling and splashing in all directions. He liked my dive.” Children can connect to these real feelings and it offers an understanding that they are okay.
David’s reaction to Matthew’s enjoyment of his space station supports the interaction of children with a child who is disabled. Dr. Vardell stated in our lecture notes, “Through reading about disabilities, young people can learn to understand their own feelings related to disabilities.”
The watercolor illustrations help create a story of love and warmth. Pictures of a loving grandmother, smiling joyful parents, David and Matthew playing together, and the cats all help to tie the story together. Ms Thompson does a good job of avoiding stereotypical information that would cause pity.
MY BROTHER, MATTHEW does not portray a child that is pitiful, the object of violence or someone evil. It encourages a positive attitude towards a child that needs additional care. It shows a brother that recognizes that his brother is different. One especially passage was when David was talking about Matthew and how he embarrassed he at school, the library and a restaurant and David’s best friend said that his brother does some of the same things and he doesn’t have disabilities. It was a wonderful way to make the reader sensitive to the fact that all of us have flaws.
Review
SCHOOL LIBRARY JOURNAL—This book can be used as bibliotherapy within a family or for more general audiences to create an understanding of the different challenges and achievements of a disabled child. (The text does not state what Matthew's problem is, but the back cover says he was born with a brain injury.
CONNECTIONS
Parents and teachers can use this book as an introduction to children with disabilities. It can show ways to interact with a child with special needs.
Middle school children can use this book to compare the needs for children with and without disabilities. They can do research papers to present ways to interact with classmates with special needs.
Similar Books
DON’T CALL ME SPECIAL: A FIRST LOOK AT DISABILITIES by Pat Thomas
ROLLING ALONG: THE STORY OF TAYLOR AND HIS WHEELS, by Jamee Riggio Heelan
FRIENDS AT SCHOOL, by Rochelle Bunnett
WE CAN DO IT! By Laura Dwight
SOMEONE SPECIAL, JUST LIKE YOU, by Tricia Brown
Bibliography
HABIBI
Rye, Naomi Shihab. HABIBI. 1999. New York: Simon & Schuster Children’s Publishing. ISBN 089801491 (hc)
Plot Summary
Liyana Abboud’s life changed when she, her brother, and parents moved from the states to Jerusalem. Life in St. Louis was drastically different than her new home. It’s not just her surroundings but the hatred between the Jews and the Palestinians. Her secret friendship with Omer gives her hope. Liyana’s family accepts Omer and gives him advice about the struggles ahead of him. It was one step towards making a change in her new world.
Critical Analysis
Ms Nye was born to a Palestinian father and an American mother. She has the insight to establish an identity for Liyana. The story captures your interest in the first chapter with the question of “Who did Liyana kiss?” Ms Nye then takes you through the trials of moving to another country.
In the excitement before the Abboud’s leave for Jerusalem, Liyana has a discussion with her father about an Emily Dickinson poem. It starts, “I’m nobody, who are you?” Lyiana said that she felts more nobody than when she was in the second grade. Her father reassured her of his love for her, “Oh habibti, don’t say that! You’re everything you need to be!” Habibti is an Arabic word for “beloved.” Teenagers will connect with this act of reassurance of a parent’s love.
Ms Nye did a good job of instilling the fear of going through immigration in the chapter “Pals.” The Israeli agents singled out Liyana’s family as looking like troublemakers. Their bags were thoroughly searched for something to detain them but nothing was found. Some of the details were familiar to me because of my travels to Belize. You indeed get nervous when they search your things and are so rude.
Many cultural markers are given in one instance when Sitti and their other relatives first visited them in the hotel. Their clothing, names and description of their taxi ride. Poppy realized from the details of their check point that some things had not changed very much in how Palestinians were treated.
Adventurous things move the story along. The Abboud’s being forced to visit the village on their first night when Poppy said they wouldn’t. Liyana noticed that Poppy had returned to being Sitti’s son and he was following her instructions. Poppy was able to avoid some of their customs. He had his family eat out of separate plates rather than they eat communally. You get the privilege of seeing some of Poppy’s background of how he grew up in Jerusalem.
Liyana showed her quick wit at getting accepted to an Armenian school. She mentioned an author they had studied, Saroyan, and the Priest enrolled her. The Priest notices her ring and says she can’t wear it to school. She asks, “Why is that?” and the answer was “Distraction.” Walking away Liyana said, “Distraction? If I were wearing a giant cosmic cone on my head, would I have room to talk? What a teenage reaction. Nye’s use of humor kept the story for bogging under the many difficult topics she covered.
You learn a lot of history from the talks that Poppy has with his children, refugee camps, check points, village life, languages, and many foods. The children liked the roasted pumpkin seeds. Liyana wasn’t keen on roasted lamb. Liyana’s friendship with Omar is diversity within a diverse story. Although it started off as a secret friendship. It ended as a hope for the future. Sitti reads Omar’s tea leaves. “There are walls. You can’t break them. Just find doors in them. See? You already have. Here we are, together.”
HABIBI allows the reader to see parts of the history of the Middle East. It gives a view of the details of going through immigrations. It’s a good book to share with older children.
Reviews
SCHOOL LIBRARY JOURNAL— Nye introduces readers to unforgettable characters. The setting is both sensory and tangible: from the grandmother's village to a Bedouin camp. Above all, there is Jerusalem itself, where ancient tensions seep out of cracks and Liyana explores the streets practicing her Arabic vocabulary. Though the story begins at a leisurely pace, readers will be engaged by the characters, the romance, and the foreshadowed danger. Poetically imaged and leavened with humor, the story renders layered and complex history understandable through character and incident. Habibi succeeds in making the hope for peace compellingly personal and concrete...as long as individual citizens like Liyana's grandmother Sitti can say, "I never lost my peace inside."
Kirkus Reviews—In her first novel, Nye (with Paul Janeczko, I Feel a Little Jumpy Around You, 1996, etc.) shows all of the charms and flaws of the old city through unique, short-story-like chapters and poetic language. The sights, sounds, and smells of Jerusalem drift through the pages and readers glean a sense of current Palestinian-Israeli relations and the region's troubled history. In the process, some of the passages become quite ponderous while the human story- -Liyana's emotional adjustments in the later chapters and her American mother's reactions overall--fall away from the plot. However, Liyana's romance with an Israeli boy develops warmly, and readers are left with hope for change and peace as Liyana makes the city her very own.
CONNECTIONS
HABIBI can be used an introduction in World History to the changes in Jerusalem over a certain time period.
Children can discuss the reasons why families move internationally. Children can give their views on the subject of immigration. The similar book list provides other books dealing with immigration.
Similar Books
THE OTHER SIDE OF TRUTH by Beverly Naidoo
SITTI’S SECRETS by Naomi Shihab Nye
LETTERS FROM RIFKA by Karen Hesse
ESPERANZA RISING by Pam Nunoz Ryan
IMMIGRANT KIDS by Russell Freedman
Bibliography
AND TANGO MAKES THREE
Richardson, Justin and Parnell, Peter. ill. Cole, Henry. AND TANGO MAKES THREE. 2005. New York: Simon & Schuster Books for Young Readers. ISBN 0689878451.
Plot Summary
Each family has its own special circumstances. This story is about a set of special penguins that form a family. Roy and Silo are two male penguins who become a couple. They perform all the rituals just like the male and female penguin couples. The zoo keeper observes the special couple trying to hatch a rock that looks like an egg. He provides Roy and Silo with a real egg which they take turns warming until it hatches. Roy and Silo have a daughter to raise, Tango. They live happily as a family in the New York Central Park Zoo.
Critical Analysis
Mr. Richardson has taken a true story and provided an underlying story that can apply to children with special parents. He explains clearly the traditional characteristics of penguins and how Roy and Silo display the same characteristics. The reader can draw additional connections to their family or the listeners.
It’s a gentle approach to promote intercultural understanding of a nontraditional family. The story challenges us to look at something that has happen and the good that came from it. Children with two mothers or two fathers have a chance to see a family similar to theirs.
The name was such a good idea. “We’ll call her Tango,”….”because it takes two to make a tango.” Roy and Silo treated her with the same care as the other parents. Children can relate to being treated with care just like their friends.
The illustrations of the zoo families capture your attention and the double page spreads quickly move the story along. The detail of the chinstraps, rock nests, soft black and white penguin figures and all the Central Park surroundings provide a perfect setting.
Roy and Silo did everything like the other couples. “They bowed to each other and walked together. They sang to each other and swam together.” It’s a connection, a cultural marker to develop an insight that different families act the same as traditional families in a lot of the same ways. It was stated as the zoo keeper’s opinion, “They must be in love.” It was not a fact and I believe that there are those who can use it to open up a discussion with the subject of homosexuality.
Reviews
SCHOOL LIBRARY JOURNAL—The dedicated and enthusiastic fathers do a great job of hatching their funny and adorable daughter, and the three can still be seen at the zoo today. Done in soft watercolors, the illustrations set the tone for this uplifting story, and readers will find it hard to resist the penguins' comical expressions. The well-designed pages perfectly marry words and pictures, allowing readers to savor each illustration. An author's note provides more information about Roy, Silo, Tango, and other chinstrap penguins. This joyful story about the meaning of family is a must for any library.
Booklist—Emphasizing the penguins' naturally ridiculous physiques while gently acknowledging their situation, Cole's pictures complement the perfectly cadenced text--showing, for example, the bewildered pair craning their necks toward a nest that was "nice, but a little empty." Indeed, intrusions from the zookeeper, who remarks that the nuzzling males "must be in love," strike the narrative's only false note. Further facts about the episode conclude, but it's naive to expect this will be read only as a zoo anecdote. However, those who share this with children will find themselves returning to it again and again--not for the entree it might offer to matters of human sexuality, but for the two irresistible birds at its center and for the celebration of patient, loving fathers who "knew just what to do."
CONNECTIONS
A good use for AND TANGO MAKES THREE is to open discussions on family trees. Children have an opportunity to discuss their families and any similarities.
Older children can discuss how they feel about the subject of homosexuality and how classmates from families such as this should be treated.
Children can research to find other types of penguins.
Frees children to role play during center time and allows them to use their imagination.
Children can walk and sing like penguins.
Similar Books
THE DIFFERENT DRAGON by Jennifer Bryan
EMMA AND MEESHA MY BOY: A TWO MOM STORY by Kaitlyn Taylor Considine
HEATHER HAS TOW MOMMIES: 10th ANNIVERSARY EDITION by Leslea Newman
KING & KING by Linda de Haan
WHO’S IN A FAMILY? By Robert Skutch
Thursday, November 27, 2008
Tuesday, November 11, 2008
Culture 5 Asian Pacific American
Bibliography
The Star Fisher
Yep, Laurence, THE STAR FISHER, 1991, New York: Penguin Group, ISBN 0140360034.
Plot summary
Moving is difficult for most Americans but it proved to be even more challenging for Joan Lee and her family. Mr. Yep presents a warm chapter book about the struggles of an American Chinese family to adapt to a their new home. They were the only Chinese family in Clarksburg, West Virginia. It was a scary time but not everyone was afraid. Emily, the youngest, was not afraid of the new rude peopele. "As Emily had passed, she had stepped on Mister Snuff's foot, on purpose. "Unh?" Emily asked innocently." Joan prevented Mister Snuff from hitting Emily.
Later that evening when Emily refused to go to sleep, Joan told her a story. Joan told her a story of a magical kingfisher who was held captive in human form by a man who later became her husband. The couple had a daughter who helped her mother return to their magical family. Joan often related the story to her life story as she coped with her new home.
Mrs. Lee was stubborn and Mr. Lee was proud so it took time before they became friends with their neighbor and landlady, Miss Lucy. Mrs. Lee's stubborn will to present a pie at the Church pie supper was a turning point in the town accepting the Lee's into their community. With a little prodding from Miss Lucy, the town folks brought their laundry to Mr. Lee and his family's lives improved.
Critical Analysis
West Virginia in 1927 didn't have many Chinese families and the people in Clarksburg weren't welcoming the Lee's. The Lee family met with prejudice as they came off the train. Emily,the youngest child, wasn't afraid. The reader is connected right away with her courage. She stepped on Mr. Snuff's foot on purpose and later told him that he couldn't spell.
Mr. Yep opens his story with waves of emotions. You move from adventure, to prejudice, to humor and end up angry. I, the reader, and the characters are angry. You can feel the injustice. Mr. Yep writes from his personal experiences and conveys his emotional connection within his story. It fits the popular trend of the American Korean finding his/her identity. I liked the unusual twist to have the English in italics to denote when characters were speaking in English.
The small town setting helped to make the story real. You can be invisible in a large town but stand out in a small town. Mr. Yep presented his character of Mr. Lee as intelligent and a lover of poetry. Several cultural markers were presented: the tradition of her mother given in marriage at the age of 15 years, Mr. Lee's education as a scholar in poetry, and a slang phrase, "the land of the Golden Mountain, Mama used the fancy name for America."
Two of the best sentences in this story are, "It's funny how there are levels and levels of prejudice in the world. The red-faced man hated us for being Chinese, but he would hate someone like Bernice as well for being the child of theatrical folks--just as Mama would herself."
Joan's relationship with her mother combined parts of life in China with adapting to life in America. Children of immigrant parents often have to translate, do family business, more chores and they feel a loss of part of their youthful life.
The vivid descriptions of the kingfishers and their flight in the moonlight, the teaching of the pie baking, and the area around Bernice's house kept the reader interested. I would have liked to see some illustrations.
Mr. Yep won the Christopher Award for this book. It was interesting but I would have liked to see more involvement of the father and Emily. Emily started off funny and outspoken and just faded to the background. I would have liked to see more of Mr. Lee's poetry. It's a great book for building patience and parent-daughter relationships. I'd also change the title.
Reviews
Christopher Award
School Library Journal--The Star Fisher offers tantalizing glimpses of interesting characters, but abruptly shifts focus from a family story with the younger sister as a strong character to a relationship between mother and daughter. Basically, there is too much depth and complexity here to be confined to one book.
Horn Book--It is disturbing but never depressing, poignant but not melancholy, for the principal characters — particularly Mama, who almost steals the show — are individuals with a strong sense of their own worth, facing difficulties with humor, determination, and pride. As in his earlier Dragonwings (Harper), the author uses italics when recording conversations in English, a device that distinguishes the differences in narrative tone without becoming intrusive. Indeed, nothing seems intrusive in this finely crafted novel: the message is a strong one but it is integrated into the development of plot and personalities. Thus, the book is a pleasure to read, entertaining its audience even as it educates their hearts.
Connections
You could use this book for creative writing. Change the ending! Make a history lesson to see what immigrants settled in West Virginia during 1927 to 1930.
Similar Resources
I agree with these resources by Scholastic. They are good connections with teenage relations.
The Adventures of Huckleberry Finnby Mark Twain Mark Twain's classic novel, The Adventures of Huckleberry Finn, tells the story of a teenage misfit who finds himself floating on a raft down the Mississippi River with an escaping slave, Jim. In the course of their perilous journey, Huck and Jim meet adventure, danger, and a cast of characters who are sometimes menacing and often hilarious.
Witches and Witch-Huntsby Milton Meltzer This high-interest book, designed to help young readers make important moral choices, presents a fascinating explanation of witch-hunts as a model for persecutory behavior, in which accusations of witchcraft indicate underlying social and economic tensions and conflicts.
Hidden Rootsby Joseph Bruchac Acclaimed author Joseph Bruchac makes his Scholastic Press debut with a powerful story of family and identity.
Music for Alice
Say, Allen. MUSIC FOR ALICE. 2004. New York: Houghton Mifflin Co. ISBN 0618311181.
Plot Summary
Based on the true life story of Alice Sumida, Mr. Say presents a beautiful picture book for older children and adults. The story is told in first person by Alice. She spoke of her love for dance, her marriage, war, living as prisoners and their flower farm. Alice and her husband, Mark, who were Japanese, didn't let their harsh treatment keep them from succeeding in life.
It's a remarkable story of the life of a couple who persevered through hardships to fulfill their dreams. Alice, though late in life, found time to finally enjoy her love of dancing.
Critical Analysis
The illustrations in MUSIC FOR ALICE have brilliant details. The first picture on page 5 of young Alice with her short hair blowing in the wind and the fields as the background capture an amazing glimpse back in time. Her facial features were real and special for her ethnic group. It was sad to see all the tags or war tags on the individuals on page 7. They had to wear them as they were shipped to the assembly center and on off to Oregon. This is a special reality that Japanese in America at that time had to experience.
The story moves along with the pictures. The characters' features mature and the settings change during the different stages of their lives.
Mark and Alice were dedicated to make their business successful. They made the sacrifice to stay in the desert. Mark's nephew did not want to live in the desert. So there is a comparison of old traditional values of hard work and sacrifice and the youthful idea of "I don't want to give that much." It's traditional roots in culture verses American mainstream culture.
The art served its purpose to depict how Japanese were treated during World War II and how Alice and Mark were able to live successful live in spite of their hardships. The characters are the connection with Japanese and the various backgrounds are of American landscapes. The reader is capable of the realization of desert land after hard work can be used for farm land. The removal of the stones and growing crops that they can't eat to refurbish the soil. It's all real which makes the story an organic whole.
Reviews
School Library Journal--The detailed portraits and soft colors of the farm give way to drab hues and figures with nondescript features and wide-brimmed hats that hide their eyes and their identities-symbolic of the plight of Japanese Americans during the war. The final pictures of a now elderly Alice depict the spirit and dignity that her life story suggests. Although the book has much to recommend it, it may have more limited appeal than some of Say's earlier works. It is not as personal as Grandfather's Journey (1993) or Tea with Milk (1999, both Houghton). Many young readers may lack the perspective to relate to a tale that spans decades and deals with such complex themes. Still, with proper introduction, this offering will be appreciated by sensitive and sophisticated youngsters
Book List--From the close-up jacket portrait of an elderly Japanese American woman to the final view of her ballroom dancing before a black-tie audience, this picture book, based on a true-life story, will appeal more to adults than kids, though some young readers will respond to the history and the understated, first-person account of trouble and courage.
Connections
You can use this book as a lead into a history lesson on World War II or our present day relationship with Japan. A science lesson on rotating crops to fertilizer the soil could follow the reading of this story. Older children could also be taught a lesson on perseverance through difficult situations.
Similar Books
UNDER THE CHERRY BLOSSOM THREE: AN OLD JAPANESE by Allen Say
HOME OF THE BRAVE by Allen Say
Bibliography
THE FIREKEEPER’S SON
Park, Linda Sue. THE FIREKEEPER’S SON. 2004. New York: Clarion Books. ISBN 0618133372.
Plot Summary
The setting is in Korea in the early 19th century. A brilliant book jacket with Sang-hee and the fire intrigue the reader to pick up this book. Sang-hee’s father is responsible for lighting the first fire on the mountaintop which triggers the lighting of numerous fires that signal the palace that all is well. No soldiers come from the palace when there’s peace.
All goes well until Sang-hee’s father hurts his leg and Sang-hee has to light the fire. Sang-hee wants to see the soldiers and thinks about not lighting the fire but fulfills the task. Ms Park includes historical notes and information on why she adapted certain parts of the traditional information.
Critical Analysis
Ms. Park explains in her author’s note that the Sang-hee family is fictional but the bonfires were real. This historical picture book provided an opportunity to learn of a tradition from Korea’s past. Ms Park lives in the New York, however, she has not written this book as a Korean American story.
The book jacket has an up close picture of a young boy staring at the fire. The features change and I found the picture of Sang-hee on page 8 lacking facial features of Koreans that I have seen in friends. He resembled a female in this illustration. His chin and eyes do not appear correct to my limited knowledge. The village and his father’s clothing resemble those I’v seen in history books, on TV and the Internet. The wide screen view of the village and mountains are beautiful.
The story was before World War II when there was only one Korea. Descriptions of the many mountains and how the palace valued Korea for being a peaceful country are cultural markers.
Sang-hee’s face looks more traditional on page 17 and 18. The traditional fire pot and firewood arrangement on page 24 are authentic markers.
Shang-hee’s father injures his ankle and Sang-lee has to take over the task of lighting the evening fire. He knew how to light the fire but he also wanted to see the soldiers from the palace. “San-he wished he could see soldiers. Just once! I could say I dropped the pot. And spilled all the coals. That it was an accident.” I like the the coal looked as if it were talking, “Light the fire, light the fire, and a time of peace a time of peace.” Sang-hee made the correct decision. He was then surprised to learn that his father also wanted to see the soldiers when he was young. “His father hobbled as they walked, and leaned on Sang-lee’s shoulder. “When I was a boy, I too wished the soldiers would come.”
The tradition had been passed down and Sang-hee was told that he was part of the king’s guard. “The village will be pleased to hear that another trustworthy firekeeper has been born to our family.” It’s a strong traditional cultural marker the history of passing along a family career or family tradition. I enjoyed this story and encourage its use in our libraries.
Reviews
School Library Journal--Park's command of place, characterization, and language is as capable and compelling in this picture book as it is in her novels. Children will be intrigued by this early form of wireless communication, caught up in the riveting dilemma, and satisfied by the resolution.
The Star Fisher
Yep, Laurence, THE STAR FISHER, 1991, New York: Penguin Group, ISBN 0140360034.
Plot summary
Moving is difficult for most Americans but it proved to be even more challenging for Joan Lee and her family. Mr. Yep presents a warm chapter book about the struggles of an American Chinese family to adapt to a their new home. They were the only Chinese family in Clarksburg, West Virginia. It was a scary time but not everyone was afraid. Emily, the youngest, was not afraid of the new rude peopele. "As Emily had passed, she had stepped on Mister Snuff's foot, on purpose. "Unh?" Emily asked innocently." Joan prevented Mister Snuff from hitting Emily.
Later that evening when Emily refused to go to sleep, Joan told her a story. Joan told her a story of a magical kingfisher who was held captive in human form by a man who later became her husband. The couple had a daughter who helped her mother return to their magical family. Joan often related the story to her life story as she coped with her new home.
Mrs. Lee was stubborn and Mr. Lee was proud so it took time before they became friends with their neighbor and landlady, Miss Lucy. Mrs. Lee's stubborn will to present a pie at the Church pie supper was a turning point in the town accepting the Lee's into their community. With a little prodding from Miss Lucy, the town folks brought their laundry to Mr. Lee and his family's lives improved.
Critical Analysis
West Virginia in 1927 didn't have many Chinese families and the people in Clarksburg weren't welcoming the Lee's. The Lee family met with prejudice as they came off the train. Emily,the youngest child, wasn't afraid. The reader is connected right away with her courage. She stepped on Mr. Snuff's foot on purpose and later told him that he couldn't spell.
Mr. Yep opens his story with waves of emotions. You move from adventure, to prejudice, to humor and end up angry. I, the reader, and the characters are angry. You can feel the injustice. Mr. Yep writes from his personal experiences and conveys his emotional connection within his story. It fits the popular trend of the American Korean finding his/her identity. I liked the unusual twist to have the English in italics to denote when characters were speaking in English.
The small town setting helped to make the story real. You can be invisible in a large town but stand out in a small town. Mr. Yep presented his character of Mr. Lee as intelligent and a lover of poetry. Several cultural markers were presented: the tradition of her mother given in marriage at the age of 15 years, Mr. Lee's education as a scholar in poetry, and a slang phrase, "the land of the Golden Mountain, Mama used the fancy name for America."
Two of the best sentences in this story are, "It's funny how there are levels and levels of prejudice in the world. The red-faced man hated us for being Chinese, but he would hate someone like Bernice as well for being the child of theatrical folks--just as Mama would herself."
Joan's relationship with her mother combined parts of life in China with adapting to life in America. Children of immigrant parents often have to translate, do family business, more chores and they feel a loss of part of their youthful life.
The vivid descriptions of the kingfishers and their flight in the moonlight, the teaching of the pie baking, and the area around Bernice's house kept the reader interested. I would have liked to see some illustrations.
Mr. Yep won the Christopher Award for this book. It was interesting but I would have liked to see more involvement of the father and Emily. Emily started off funny and outspoken and just faded to the background. I would have liked to see more of Mr. Lee's poetry. It's a great book for building patience and parent-daughter relationships. I'd also change the title.
Reviews
Christopher Award
School Library Journal--The Star Fisher offers tantalizing glimpses of interesting characters, but abruptly shifts focus from a family story with the younger sister as a strong character to a relationship between mother and daughter. Basically, there is too much depth and complexity here to be confined to one book.
Horn Book--It is disturbing but never depressing, poignant but not melancholy, for the principal characters — particularly Mama, who almost steals the show — are individuals with a strong sense of their own worth, facing difficulties with humor, determination, and pride. As in his earlier Dragonwings (Harper), the author uses italics when recording conversations in English, a device that distinguishes the differences in narrative tone without becoming intrusive. Indeed, nothing seems intrusive in this finely crafted novel: the message is a strong one but it is integrated into the development of plot and personalities. Thus, the book is a pleasure to read, entertaining its audience even as it educates their hearts.
Connections
You could use this book for creative writing. Change the ending! Make a history lesson to see what immigrants settled in West Virginia during 1927 to 1930.
Similar Resources
I agree with these resources by Scholastic. They are good connections with teenage relations.
The Adventures of Huckleberry Finnby Mark Twain Mark Twain's classic novel, The Adventures of Huckleberry Finn, tells the story of a teenage misfit who finds himself floating on a raft down the Mississippi River with an escaping slave, Jim. In the course of their perilous journey, Huck and Jim meet adventure, danger, and a cast of characters who are sometimes menacing and often hilarious.
Witches and Witch-Huntsby Milton Meltzer This high-interest book, designed to help young readers make important moral choices, presents a fascinating explanation of witch-hunts as a model for persecutory behavior, in which accusations of witchcraft indicate underlying social and economic tensions and conflicts.
Hidden Rootsby Joseph Bruchac Acclaimed author Joseph Bruchac makes his Scholastic Press debut with a powerful story of family and identity.
Music for Alice
Say, Allen. MUSIC FOR ALICE. 2004. New York: Houghton Mifflin Co. ISBN 0618311181.
Plot Summary
Based on the true life story of Alice Sumida, Mr. Say presents a beautiful picture book for older children and adults. The story is told in first person by Alice. She spoke of her love for dance, her marriage, war, living as prisoners and their flower farm. Alice and her husband, Mark, who were Japanese, didn't let their harsh treatment keep them from succeeding in life.
It's a remarkable story of the life of a couple who persevered through hardships to fulfill their dreams. Alice, though late in life, found time to finally enjoy her love of dancing.
Critical Analysis
The illustrations in MUSIC FOR ALICE have brilliant details. The first picture on page 5 of young Alice with her short hair blowing in the wind and the fields as the background capture an amazing glimpse back in time. Her facial features were real and special for her ethnic group. It was sad to see all the tags or war tags on the individuals on page 7. They had to wear them as they were shipped to the assembly center and on off to Oregon. This is a special reality that Japanese in America at that time had to experience.
The story moves along with the pictures. The characters' features mature and the settings change during the different stages of their lives.
Mark and Alice were dedicated to make their business successful. They made the sacrifice to stay in the desert. Mark's nephew did not want to live in the desert. So there is a comparison of old traditional values of hard work and sacrifice and the youthful idea of "I don't want to give that much." It's traditional roots in culture verses American mainstream culture.
The art served its purpose to depict how Japanese were treated during World War II and how Alice and Mark were able to live successful live in spite of their hardships. The characters are the connection with Japanese and the various backgrounds are of American landscapes. The reader is capable of the realization of desert land after hard work can be used for farm land. The removal of the stones and growing crops that they can't eat to refurbish the soil. It's all real which makes the story an organic whole.
Reviews
School Library Journal--The detailed portraits and soft colors of the farm give way to drab hues and figures with nondescript features and wide-brimmed hats that hide their eyes and their identities-symbolic of the plight of Japanese Americans during the war. The final pictures of a now elderly Alice depict the spirit and dignity that her life story suggests. Although the book has much to recommend it, it may have more limited appeal than some of Say's earlier works. It is not as personal as Grandfather's Journey (1993) or Tea with Milk (1999, both Houghton). Many young readers may lack the perspective to relate to a tale that spans decades and deals with such complex themes. Still, with proper introduction, this offering will be appreciated by sensitive and sophisticated youngsters
Book List--From the close-up jacket portrait of an elderly Japanese American woman to the final view of her ballroom dancing before a black-tie audience, this picture book, based on a true-life story, will appeal more to adults than kids, though some young readers will respond to the history and the understated, first-person account of trouble and courage.
Connections
You can use this book as a lead into a history lesson on World War II or our present day relationship with Japan. A science lesson on rotating crops to fertilizer the soil could follow the reading of this story. Older children could also be taught a lesson on perseverance through difficult situations.
Similar Books
UNDER THE CHERRY BLOSSOM THREE: AN OLD JAPANESE by Allen Say
HOME OF THE BRAVE by Allen Say
Bibliography
THE FIREKEEPER’S SON
Park, Linda Sue. THE FIREKEEPER’S SON. 2004. New York: Clarion Books. ISBN 0618133372.
Plot Summary
The setting is in Korea in the early 19th century. A brilliant book jacket with Sang-hee and the fire intrigue the reader to pick up this book. Sang-hee’s father is responsible for lighting the first fire on the mountaintop which triggers the lighting of numerous fires that signal the palace that all is well. No soldiers come from the palace when there’s peace.
All goes well until Sang-hee’s father hurts his leg and Sang-hee has to light the fire. Sang-hee wants to see the soldiers and thinks about not lighting the fire but fulfills the task. Ms Park includes historical notes and information on why she adapted certain parts of the traditional information.
Critical Analysis
Ms. Park explains in her author’s note that the Sang-hee family is fictional but the bonfires were real. This historical picture book provided an opportunity to learn of a tradition from Korea’s past. Ms Park lives in the New York, however, she has not written this book as a Korean American story.
The book jacket has an up close picture of a young boy staring at the fire. The features change and I found the picture of Sang-hee on page 8 lacking facial features of Koreans that I have seen in friends. He resembled a female in this illustration. His chin and eyes do not appear correct to my limited knowledge. The village and his father’s clothing resemble those I’v seen in history books, on TV and the Internet. The wide screen view of the village and mountains are beautiful.
The story was before World War II when there was only one Korea. Descriptions of the many mountains and how the palace valued Korea for being a peaceful country are cultural markers.
Sang-hee’s face looks more traditional on page 17 and 18. The traditional fire pot and firewood arrangement on page 24 are authentic markers.
Shang-hee’s father injures his ankle and Sang-lee has to take over the task of lighting the evening fire. He knew how to light the fire but he also wanted to see the soldiers from the palace. “San-he wished he could see soldiers. Just once! I could say I dropped the pot. And spilled all the coals. That it was an accident.” I like the the coal looked as if it were talking, “Light the fire, light the fire, and a time of peace a time of peace.” Sang-hee made the correct decision. He was then surprised to learn that his father also wanted to see the soldiers when he was young. “His father hobbled as they walked, and leaned on Sang-lee’s shoulder. “When I was a boy, I too wished the soldiers would come.”
The tradition had been passed down and Sang-hee was told that he was part of the king’s guard. “The village will be pleased to hear that another trustworthy firekeeper has been born to our family.” It’s a strong traditional cultural marker the history of passing along a family career or family tradition. I enjoyed this story and encourage its use in our libraries.
Reviews
School Library Journal--Park's command of place, characterization, and language is as capable and compelling in this picture book as it is in her novels. Children will be intrigued by this early form of wireless communication, caught up in the riveting dilemma, and satisfied by the resolution.
Booklist--Park,who won a Newbery Medal for her novel A Single Shard (2001), tells a picture-book story set in Korea in the early 1800s about a young boy in a remote village who suddenly finds himself serving his country. Downing's handsome, watercolor-and-pastel double-page pictures personalize the history, showing realistic close-ups of the child, who plays soldiers and dreams of the excitement of battle. In contrast are the panoramic views far across the country as the boy tends the flame that preserves peace from mountain to mountain.
Connections
Parents and teachers can use this book to discuss ways of communication. You could discuss what jobs student's fathers, uncles, grandfathers, ect. had that were similar.
KOREAN CHILDREN'S FAVORITE STORIES by Kim So-Un
MY NAME IS YOON by Helen Recorvits
THE GREEN FROGS: A KOREAN FOLKTALE by Yumi Heo
Wednesday, October 29, 2008
Culture 4: Native Americans
Bibliography
JINGLE DANCER
Smith, Cynthia Leitich. 2000. JINGLE DANCER. Ill. Wright, Cornelius Van and Hu, Ying-Hwa. New York: Harper Collins. ISBN 068816241X.
Plot Summary
Jenna’s grandmother, mother, and women in her family dance the traditional jingle dance at the Muscogee-Creek powwows. Jenna daydreamed of the day when she would get to dance the jingle dance. “Jenna daydreamed at the kitchen table, tasting honey on fry bread, her heart beating to the brum, brum, brum, brum of the powwow drum.”
Jenna watched a videotape of her Grandma Wolfe perform the jingle dance. She copied the steps and her skirt bounced but it didn’t sing. She needed tins for her skirt and there was no time to order them. She borrows jingles from her Great –aunt Sis, Mrs. Scott, Cousin Elizabeth, and Grandma Wolfe. All of these ladies asked Jenna to dance on their behalf. She had just enough tins to make her skirt jingle and sing at the next powwow.
Critical Analysis
Cynthia Leitich Smith is a mixed-blood member of the Muscogee Creek Nation. JINGLE DANCER was her first book. She used a contemporary Native American girl to emphasize the importance of keeping a tradition alive. Powwows are still held in Oklahoma where I grew up as a child. I have never attended one but I have seen Cherokee Indians dressed in the celebration clothes.
Modern clothes combined with traditional Creek attire are presented through out the book. It was interesting how Smith used a stay-at-home mom, a working lady in a high level career and a gentle grandmother to show the continuation of a traditional extended family. It removes the stereotype image of quiet Indian women and that only Indians on reservations keep their traditions alive.
Fry Bread, Indian tacos, and honey are cultural markers of some of the Native American foods. Words that represent the sounds of the jingle dance, “ tink, tink, brum, brum, and get-ah-go-o,” are other markers.
A vivid description of the tins that tingle, “sang cone-shaped jingles and jingles of tin.” Several expressions of time, “As Moon kissed Sun good night, As Sun fetched morning, As Sun arrived at midcircle, As Moon glowed pale, and As light blurred silver, are traditional ways to tell the time of day.
Smith used an urban setting which is nice because it shows that Jenna’s family are normal people and not set apart. They eat some of their traditional food but it’s not played up like the foods are special. They are just everyday food. “Mrs. Scott led Jenna into the Kitchen. Once again, Jenna rolled dough, and Mrs. Scott fried it.” Traditional names, Grandma Wolfe and common names Mrs. Scott showed a blend of the past and present.
Wright and Hu painted the modern clothes of vibrant colors and traditional dance garments in soft earth tones.” The watercolors pictures present a friendly impression. The facial expressions are beautiful and feature the eyes and jawbone structure for Native Americans.
Reviews
Publisher Weekly--Smith's language consciously evokes legend. For example, "As Sun caught a glimpse of the Moon" indicates the time of day; and Jenna is careful to borrow only a limited number of jingles, "not wanting to take so many that [another's] dress would lose its voice." Van Wright and Hu's (Jewels) lifelike renderings capture the genuine affection between Jenna and these caring older women. Their easy integration of Native and standard furnishings and clothing gracefully complement Smith's heartening portrait of a harmonious meshing of old and new.
School Library Journal--Seeing Jenna as both a modern girl in the suburban homes of her inter tribal community and as one of many traditionally costumed participants at the powwow will give some readers a new view of a contemporary Native American way of life. An author's note and glossary tell more about the Muscogee (Creek) Nation, the Ojibway origins of jingle dancing, and the significance of the number four in Native American tradition. This picture book will not only satisfy a need for materials on Native American customs, but will also be a welcome addition to stories about traditions passed down by the women of a culture.
Connections
You could explore dance, family trees, research the Muscogee-Creek Nation, and discuss other ways to express time.
Similar Books
POWWOW by George Ancona
THIRTEEN MOONS ON TURTLE'S BACKby Joseph Bruchac
MOON IS NOT MY INDIAN NAME by Cynthia Leitich Smith
Bibliography
BETWEEN EARTH & SKY
Bruchac, Joseph. 1996. BETWEEN EARTH & SKY. Orlando: Harcourt Brace & Co.. ISBN 0152000429.
Plot Summary
Little Turtle learns from his uncle, Old Bear, that all living beings and non-living things have their place Between Earth and the Sky. All things should be considered sacred and each be given respect. Old Bear teaches Little Turtle through various Native American legends. The giant who lived in the East and later changed into a whale. The Thunder Beings who saved the brave young woman, North. The Hero Twins who defeat "He-Who-Kicks-Them-Over-the-Cliff, West. The Great Buzzard of the South who made the valleys and hills of the Great Smokies. The dry desert of the West is where the people pray for rain, "you can hear the sound of blessing rains, which come after the people pray." The sacred places were shaped in the Earth many years ago, the Center of Earth. Above, a legend of a race between Buffalo and humans. The buffalo lost the race but still deserves respect. Below, People long ago fought and didn't respect the sacred. The worlds were destroyed and people climbed to higher places. Balance Lost, when leaders lost the sacred balance and Balance Held shows respect to all beings even if you are powerful. Little Turtle understood that "we must look for sacred places that are all around us. We must look within, through the eyes of our hearts. Everything is sacred between Earth and Sky."
Joseph Bruchac shared the legends of sacred places. His book gives us a lesson on how and where to look for special places. We miss the beauty that is around us and within us because we have not learned how or where to look for special places.
Critical Analysis
The powerful words of ancient Native American legends are presented in an amazing picture book for older children. The oil paintings beautifully blend the text of the story together. The rural, mountain, desert and ocean scenery captures the historic relationship with the legends.
It was interesting how Burchac wrote the legends in stanzas. It wasn't your usual rhythmic poetry although you could read it in a poetic style of prose. I believe it worked well for a children's book.
One aspect of the story that reflect the authenticity was the relationship of the young nephew and his wise old Uncle. In most Native cultures, the elders are considered special because of their wisdom and age.
Bruchac did extensive research and drew from his personal background to write an authentic story of famous legends. The 11 legends are about directions and the most significant one is the direction "within". The purpose of the direction "within" is for mankind to see the beauty of the creator. The short masterpieces of tribal legends combine to show the one objective of life that we should respect each other and hold all of earth as a sacred place. The message is not that we are all the same. Each tribal legend was different; however, each emphasized "respect for the sacred places."
Thomas Locker's oil colors on canvas brought the painting to life. Each wonder of the world was vivid and captured my attention. The desert looked hot and the forest looked cool. Other markers were the different Indian names, Little Turtle, Old Bear, Ne-ah-ga, I'itoi, Be-deg-wad-zo , Pe-to-bowk, and plant names like ocotillo or saguro cactuses. The book includes a glossary, a brief pronunciation guide and a map showing the general location of different Native American groups.
Bruchac, an insider, a well known author, writes with authenticity and respect for his Native Americans. BETWEEN EARTH & SKY can be appreciated by readers from any background.
Reviews
Publishers Weekly--A Native American man tells his nephew 10 legends of sacred places. PW praised the "gracefully compressed" unrhymed verse and the alternately "ethereal" and "atmospheric" oil paintings. All ages.
School Library Journal--Each legend is related to one of the seven directions and is attributed to a specific people. There is a brief pronunciation guide and a map showing the general location of different Native American groups, but no other documentation is provided. Glossy, cream-yellow paper; clear, black type with the first letter on each page done in flowing, yet restrained, red calligraphy; and lush art make this a book that is pleasing to the eye. Locker's landscape paintings are done in the tradition of Constable's work, concentrating on conditions of sky, atmosphere, and light rather than physical details. His colors, veering toward the day-glow intensity of Maxfield Parrish's work, infuse the scenes with the intangible presence of the sacred. It is difficult to convey the beliefs of an entire people in one brief legend divorced from the rest of their tradition, yet these selections point to the richness possible in looking at the Earth in a spiritual way.
Connections
You could us this book as an introduction to Native American folklore. The map would provide information for American History combined with a math lesson to comparison of the great wonders of the world.
Similar Books
THE EARTH UNDER SKY BEAR'S FEET by Joseph Burchac
HOW THE STARS FELL INTO THE SKY: A NAVAJO LEGEND by Jerri Oughton, Lisa Desimini, Illustrator.
THE FIRST STRAWBERRIES by Joseph Burchac
Bibliography
THE BIRCHBARK HOUSE
Erdrich, Louise. 1999. New York: Hyperion Books for Children. ISBN 0786803002, 07868224140, 0786814543.
Plot Summary
Written by insider, Louise Edrich, THE BIRCHBARK HOUSE presents a story of courage, love, and survival. The story, told from the eyes of a seven year old Ojibwa girl named Omakayas, gives details of the daily lives of Native Americans who lived on the Island of the Golden-Breasted Woodpecker. Omakayas had lived on Spirit Island until all the people there died from smallpox. It was Old Tallow who rescued her and it was Tallow who told her the truth about her past. Omakayas understood why Tallow told her about her past. The circle was completed and she could look forward to her future
Critical Analysis
I had to read the first two chapters twice to get the connection of the Girl from Spirit Island and she was named Omakayas. The story read smoothly once I understood who was speaking and she was in a new family.
Native Americans seldom give their children names right away. Omakayas was her name because her first step was a hop. Her little brother Neewo did not have a name because the name givers had not yet dreamed of a name for him. "There were seven or eight people on the island who possed the right to give names" There names were authentic Native names; Auntie Muskrat, Day Thunder, Swan, Old Man Migwans and Waubanikway.
Neebin (Summer)--Great details are given on how Omakayas and her family built their summer home, the Birchbark House. Omakayas and Nokomis sewed the birchbark strips together while Mama and Angeline tied together a frame of willow poles. They were moving from their winter home a cabin of sweet-scented cedar located on the other side of the village.
The story moves through the four seasons starting with summer and ending with spring. Humorous stories are sprinkled throughout the book. One afternoon two of her father's friends come to visit, Albert LaPautre and Fishtail. They were also business partners with Deydey. Omakayas and her sister see the men coming and they hide in the bushes so they can listen to their conversations. Mr.LaPautre said that he had a vision. He was always having visions that were of no great meaning to others. With all seriousness he blurted out about his latest vision. "I dreamed I had Lice! The meaning is unclear." Deydey made a joke of it. "From now on when you dance. You will dance hard enough to shed your lice." LaPautre returns for several other funny stories. This joke contradicts the stereotyping that Native Americans are serious and lack humor. One other funny story was when Big Pinch was to watch the chokecherries. His mother had found a late patch to pick and she laid them out to dry. Big Pinch was to keep off the birds and flies. "If only, thought Pinch sadly, those berries didn't look so delicious!" Grandmother's crow tried to stop him. "Andeg cawed three times, and seemed to disapprove. Pinch made a face at the bird. The berries tasted as good as they looked, better." The illustration of him with a handful of berries to his mouth and puffed out jaws is just priceless. His clothes and hair indicate that he is Native American.
The story is rich with traditional chores for children like cleaning skins, tanning skins, tending crops, picking berries and watching her baby brother. Each year they prepared to plant. Some broke winter-packed earth while others picked stones, pulled roots and smoothed out rough rows to plant pumpkin seeds and corn.
There's excitement, the bear cubs and their mother and Deydey tricking the storekeeper in a game of chess so he would discount part of their winter supply bill. Omakayas is courageous to care for her family when they are sick. She is not strong enough to get over the death of her baby brother until Old Tallow tells her about her past. Tallow explained to her about Spirit Island and historical outbreak of smallpox that killed her parents. How she was the only one on the island that survived which is why she didn't get sick this time. Omakayas remembers the white-throated sparrows singing to her. It wasn't until she heard and remembered her past that she was able to face her future. "She head her little brother as though he still existed in the world. She heard him tell her to cheer up and live." Native American respect their dead and believe strongly in communicating with the spirits both good and evil. THE BIRCHBARK HOUSE is well written and a wonderful book to introduce a Native American language, history and a new culture.
Reviews
Publishers Weekly--The author's first novel for children centers on young Omakayas and her Ojibwa family who live on an island in Lake Superior in 1847; PW's Best Books citation called it "captivating."
Horn Book--Erdrich crafts images of tender beauty (Omakayas's father's moccasins, "soft and open… seemed relieved to flop inside the door and nestle into the safe embrace of Mama's pair") while weaving Ojibwa words seamlessly into the text. Her gentle spot art throughout complements the sweetness, sadness, and humor of this first of several projected stories that will "attempt to retrace [her] own family's history" and thereby redress the imbalances of a literature that erases or distorts the Native American's place in our country's past.
Connections
History of smallpox can be tied to a science lesson. Counselors could offer it to children that have been adopted to read for comfort. You can use it for American History lessons about Native Americans.
Bibliography
THE MUD PONY: A Traditional Skidi Pawnee Tale
Cohen, Caron Lee. 1988. THE MUD PONY. Ill. Begay, Shonto. New York: Scholastic. ISBN 0590415263.
Plot Summary
The Mud Pony is one of a number of ancient boy-hero stories told among the Skidi band of the Pawnee Indians of the American Plains. A poor boy from the tribe wanted a pony like the other boys. He couldn't afford a real one so he made one out of mud and gave it a white clay face. Every day he went to care for his pony like it was real. One day while he was taking care of his pony his people broke camp and left. His parents looked for him but couldn't find him. They left without him.
His mud pony becomes real and helps him find his family. The war chief acknowledges that the boy has a gift of great power. The boy helps his tribe defeat their enemy. They are then able to hunt for the buffalo. The boy is made chief and finally it is time for the pony to return to Mother Earth. "My son, now you are a chief among your people, a chief with the power of Mother Earth. It is Mother Earth who gives you the power, and not I, I am part of her and it is time that I go back to her." His pony reminds him again at the close of the story, "I am here, your Mother Earth. You are not alone!"
JINGLE DANCER
Smith, Cynthia Leitich. 2000. JINGLE DANCER. Ill. Wright, Cornelius Van and Hu, Ying-Hwa. New York: Harper Collins. ISBN 068816241X.
Plot Summary
Jenna’s grandmother, mother, and women in her family dance the traditional jingle dance at the Muscogee-Creek powwows. Jenna daydreamed of the day when she would get to dance the jingle dance. “Jenna daydreamed at the kitchen table, tasting honey on fry bread, her heart beating to the brum, brum, brum, brum of the powwow drum.”
Jenna watched a videotape of her Grandma Wolfe perform the jingle dance. She copied the steps and her skirt bounced but it didn’t sing. She needed tins for her skirt and there was no time to order them. She borrows jingles from her Great –aunt Sis, Mrs. Scott, Cousin Elizabeth, and Grandma Wolfe. All of these ladies asked Jenna to dance on their behalf. She had just enough tins to make her skirt jingle and sing at the next powwow.
Critical Analysis
Cynthia Leitich Smith is a mixed-blood member of the Muscogee Creek Nation. JINGLE DANCER was her first book. She used a contemporary Native American girl to emphasize the importance of keeping a tradition alive. Powwows are still held in Oklahoma where I grew up as a child. I have never attended one but I have seen Cherokee Indians dressed in the celebration clothes.
Modern clothes combined with traditional Creek attire are presented through out the book. It was interesting how Smith used a stay-at-home mom, a working lady in a high level career and a gentle grandmother to show the continuation of a traditional extended family. It removes the stereotype image of quiet Indian women and that only Indians on reservations keep their traditions alive.
Fry Bread, Indian tacos, and honey are cultural markers of some of the Native American foods. Words that represent the sounds of the jingle dance, “ tink, tink, brum, brum, and get-ah-go-o,” are other markers.
A vivid description of the tins that tingle, “sang cone-shaped jingles and jingles of tin.” Several expressions of time, “As Moon kissed Sun good night, As Sun fetched morning, As Sun arrived at midcircle, As Moon glowed pale, and As light blurred silver, are traditional ways to tell the time of day.
Smith used an urban setting which is nice because it shows that Jenna’s family are normal people and not set apart. They eat some of their traditional food but it’s not played up like the foods are special. They are just everyday food. “Mrs. Scott led Jenna into the Kitchen. Once again, Jenna rolled dough, and Mrs. Scott fried it.” Traditional names, Grandma Wolfe and common names Mrs. Scott showed a blend of the past and present.
Wright and Hu painted the modern clothes of vibrant colors and traditional dance garments in soft earth tones.” The watercolors pictures present a friendly impression. The facial expressions are beautiful and feature the eyes and jawbone structure for Native Americans.
Reviews
Publisher Weekly--Smith's language consciously evokes legend. For example, "As Sun caught a glimpse of the Moon" indicates the time of day; and Jenna is careful to borrow only a limited number of jingles, "not wanting to take so many that [another's] dress would lose its voice." Van Wright and Hu's (Jewels) lifelike renderings capture the genuine affection between Jenna and these caring older women. Their easy integration of Native and standard furnishings and clothing gracefully complement Smith's heartening portrait of a harmonious meshing of old and new.
School Library Journal--Seeing Jenna as both a modern girl in the suburban homes of her inter tribal community and as one of many traditionally costumed participants at the powwow will give some readers a new view of a contemporary Native American way of life. An author's note and glossary tell more about the Muscogee (Creek) Nation, the Ojibway origins of jingle dancing, and the significance of the number four in Native American tradition. This picture book will not only satisfy a need for materials on Native American customs, but will also be a welcome addition to stories about traditions passed down by the women of a culture.
Connections
You could explore dance, family trees, research the Muscogee-Creek Nation, and discuss other ways to express time.
Similar Books
POWWOW by George Ancona
THIRTEEN MOONS ON TURTLE'S BACKby Joseph Bruchac
MOON IS NOT MY INDIAN NAME by Cynthia Leitich Smith
Bibliography
BETWEEN EARTH & SKY
Bruchac, Joseph. 1996. BETWEEN EARTH & SKY. Orlando: Harcourt Brace & Co.. ISBN 0152000429.
Plot Summary
Little Turtle learns from his uncle, Old Bear, that all living beings and non-living things have their place Between Earth and the Sky. All things should be considered sacred and each be given respect. Old Bear teaches Little Turtle through various Native American legends. The giant who lived in the East and later changed into a whale. The Thunder Beings who saved the brave young woman, North. The Hero Twins who defeat "He-Who-Kicks-Them-Over-the-Cliff, West. The Great Buzzard of the South who made the valleys and hills of the Great Smokies. The dry desert of the West is where the people pray for rain, "you can hear the sound of blessing rains, which come after the people pray." The sacred places were shaped in the Earth many years ago, the Center of Earth. Above, a legend of a race between Buffalo and humans. The buffalo lost the race but still deserves respect. Below, People long ago fought and didn't respect the sacred. The worlds were destroyed and people climbed to higher places. Balance Lost, when leaders lost the sacred balance and Balance Held shows respect to all beings even if you are powerful. Little Turtle understood that "we must look for sacred places that are all around us. We must look within, through the eyes of our hearts. Everything is sacred between Earth and Sky."
Joseph Bruchac shared the legends of sacred places. His book gives us a lesson on how and where to look for special places. We miss the beauty that is around us and within us because we have not learned how or where to look for special places.
Critical Analysis
The powerful words of ancient Native American legends are presented in an amazing picture book for older children. The oil paintings beautifully blend the text of the story together. The rural, mountain, desert and ocean scenery captures the historic relationship with the legends.
It was interesting how Burchac wrote the legends in stanzas. It wasn't your usual rhythmic poetry although you could read it in a poetic style of prose. I believe it worked well for a children's book.
One aspect of the story that reflect the authenticity was the relationship of the young nephew and his wise old Uncle. In most Native cultures, the elders are considered special because of their wisdom and age.
Bruchac did extensive research and drew from his personal background to write an authentic story of famous legends. The 11 legends are about directions and the most significant one is the direction "within". The purpose of the direction "within" is for mankind to see the beauty of the creator. The short masterpieces of tribal legends combine to show the one objective of life that we should respect each other and hold all of earth as a sacred place. The message is not that we are all the same. Each tribal legend was different; however, each emphasized "respect for the sacred places."
Thomas Locker's oil colors on canvas brought the painting to life. Each wonder of the world was vivid and captured my attention. The desert looked hot and the forest looked cool. Other markers were the different Indian names, Little Turtle, Old Bear, Ne-ah-ga, I'itoi, Be-deg-wad-zo , Pe-to-bowk, and plant names like ocotillo or saguro cactuses. The book includes a glossary, a brief pronunciation guide and a map showing the general location of different Native American groups.
Bruchac, an insider, a well known author, writes with authenticity and respect for his Native Americans. BETWEEN EARTH & SKY can be appreciated by readers from any background.
Reviews
Publishers Weekly--A Native American man tells his nephew 10 legends of sacred places. PW praised the "gracefully compressed" unrhymed verse and the alternately "ethereal" and "atmospheric" oil paintings. All ages.
School Library Journal--Each legend is related to one of the seven directions and is attributed to a specific people. There is a brief pronunciation guide and a map showing the general location of different Native American groups, but no other documentation is provided. Glossy, cream-yellow paper; clear, black type with the first letter on each page done in flowing, yet restrained, red calligraphy; and lush art make this a book that is pleasing to the eye. Locker's landscape paintings are done in the tradition of Constable's work, concentrating on conditions of sky, atmosphere, and light rather than physical details. His colors, veering toward the day-glow intensity of Maxfield Parrish's work, infuse the scenes with the intangible presence of the sacred. It is difficult to convey the beliefs of an entire people in one brief legend divorced from the rest of their tradition, yet these selections point to the richness possible in looking at the Earth in a spiritual way.
Connections
You could us this book as an introduction to Native American folklore. The map would provide information for American History combined with a math lesson to comparison of the great wonders of the world.
Similar Books
THE EARTH UNDER SKY BEAR'S FEET by Joseph Burchac
HOW THE STARS FELL INTO THE SKY: A NAVAJO LEGEND by Jerri Oughton, Lisa Desimini, Illustrator.
THE FIRST STRAWBERRIES by Joseph Burchac
Bibliography
THE BIRCHBARK HOUSE
Erdrich, Louise. 1999. New York: Hyperion Books for Children. ISBN 0786803002, 07868224140, 0786814543.
Plot Summary
Written by insider, Louise Edrich, THE BIRCHBARK HOUSE presents a story of courage, love, and survival. The story, told from the eyes of a seven year old Ojibwa girl named Omakayas, gives details of the daily lives of Native Americans who lived on the Island of the Golden-Breasted Woodpecker. Omakayas had lived on Spirit Island until all the people there died from smallpox. It was Old Tallow who rescued her and it was Tallow who told her the truth about her past. Omakayas understood why Tallow told her about her past. The circle was completed and she could look forward to her future
Critical Analysis
I had to read the first two chapters twice to get the connection of the Girl from Spirit Island and she was named Omakayas. The story read smoothly once I understood who was speaking and she was in a new family.
Native Americans seldom give their children names right away. Omakayas was her name because her first step was a hop. Her little brother Neewo did not have a name because the name givers had not yet dreamed of a name for him. "There were seven or eight people on the island who possed the right to give names" There names were authentic Native names; Auntie Muskrat, Day Thunder, Swan, Old Man Migwans and Waubanikway.
Neebin (Summer)--Great details are given on how Omakayas and her family built their summer home, the Birchbark House. Omakayas and Nokomis sewed the birchbark strips together while Mama and Angeline tied together a frame of willow poles. They were moving from their winter home a cabin of sweet-scented cedar located on the other side of the village.
The story moves through the four seasons starting with summer and ending with spring. Humorous stories are sprinkled throughout the book. One afternoon two of her father's friends come to visit, Albert LaPautre and Fishtail. They were also business partners with Deydey. Omakayas and her sister see the men coming and they hide in the bushes so they can listen to their conversations. Mr.LaPautre said that he had a vision. He was always having visions that were of no great meaning to others. With all seriousness he blurted out about his latest vision. "I dreamed I had Lice! The meaning is unclear." Deydey made a joke of it. "From now on when you dance. You will dance hard enough to shed your lice." LaPautre returns for several other funny stories. This joke contradicts the stereotyping that Native Americans are serious and lack humor. One other funny story was when Big Pinch was to watch the chokecherries. His mother had found a late patch to pick and she laid them out to dry. Big Pinch was to keep off the birds and flies. "If only, thought Pinch sadly, those berries didn't look so delicious!" Grandmother's crow tried to stop him. "Andeg cawed three times, and seemed to disapprove. Pinch made a face at the bird. The berries tasted as good as they looked, better." The illustration of him with a handful of berries to his mouth and puffed out jaws is just priceless. His clothes and hair indicate that he is Native American.
The story is rich with traditional chores for children like cleaning skins, tanning skins, tending crops, picking berries and watching her baby brother. Each year they prepared to plant. Some broke winter-packed earth while others picked stones, pulled roots and smoothed out rough rows to plant pumpkin seeds and corn.
There's excitement, the bear cubs and their mother and Deydey tricking the storekeeper in a game of chess so he would discount part of their winter supply bill. Omakayas is courageous to care for her family when they are sick. She is not strong enough to get over the death of her baby brother until Old Tallow tells her about her past. Tallow explained to her about Spirit Island and historical outbreak of smallpox that killed her parents. How she was the only one on the island that survived which is why she didn't get sick this time. Omakayas remembers the white-throated sparrows singing to her. It wasn't until she heard and remembered her past that she was able to face her future. "She head her little brother as though he still existed in the world. She heard him tell her to cheer up and live." Native American respect their dead and believe strongly in communicating with the spirits both good and evil. THE BIRCHBARK HOUSE is well written and a wonderful book to introduce a Native American language, history and a new culture.
Reviews
Publishers Weekly--The author's first novel for children centers on young Omakayas and her Ojibwa family who live on an island in Lake Superior in 1847; PW's Best Books citation called it "captivating."
Horn Book--Erdrich crafts images of tender beauty (Omakayas's father's moccasins, "soft and open… seemed relieved to flop inside the door and nestle into the safe embrace of Mama's pair") while weaving Ojibwa words seamlessly into the text. Her gentle spot art throughout complements the sweetness, sadness, and humor of this first of several projected stories that will "attempt to retrace [her] own family's history" and thereby redress the imbalances of a literature that erases or distorts the Native American's place in our country's past.
Connections
History of smallpox can be tied to a science lesson. Counselors could offer it to children that have been adopted to read for comfort. You can use it for American History lessons about Native Americans.
Bibliography
THE MUD PONY: A Traditional Skidi Pawnee Tale
Cohen, Caron Lee. 1988. THE MUD PONY. Ill. Begay, Shonto. New York: Scholastic. ISBN 0590415263.
Plot Summary
The Mud Pony is one of a number of ancient boy-hero stories told among the Skidi band of the Pawnee Indians of the American Plains. A poor boy from the tribe wanted a pony like the other boys. He couldn't afford a real one so he made one out of mud and gave it a white clay face. Every day he went to care for his pony like it was real. One day while he was taking care of his pony his people broke camp and left. His parents looked for him but couldn't find him. They left without him.
His mud pony becomes real and helps him find his family. The war chief acknowledges that the boy has a gift of great power. The boy helps his tribe defeat their enemy. They are then able to hunt for the buffalo. The boy is made chief and finally it is time for the pony to return to Mother Earth. "My son, now you are a chief among your people, a chief with the power of Mother Earth. It is Mother Earth who gives you the power, and not I, I am part of her and it is time that I go back to her." His pony reminds him again at the close of the story, "I am here, your Mother Earth. You are not alone!"
Critical Analysis
A boy-hero folk tale, THE MUD PONY was retold by Caron Lee Cohen, an outsider. A great deal of research went into the writing of this book and the author acknowledges this at the beginning of the book.
It's interesting that the young boy isn't given a traditional Pawnee Indian name although this does not hinder the presentation of the story. The story line moves quickly. The boy makes his pony and takes care of it like it's real. Right away he is left abandoned when his family leaves to find buffalo to survive the winter. The picture of him crying into his hand in the middle of his empty camp is believable. His words bring you into the story, "My people!" he cried. "I will never find you! I am all alone!"
His mud pony becomes real and says, "My son, you are not alone. Mother Earth has give me to you. I am part of her." I read that the Skidi band of Pawnee were farmers so they relied on Mother Earth. The descents are traced through the mother's side of the family. The pony being sent by Mother Earth is authentic of their culture. Illustrations serve as cultural markers. The hair styles, head dress, riding horses bare-back, the cave like drawings around the war chief are all markers provided through research of the Pawnee Indians. A few Pawnee words were used as markers, tepee, dried meat, buffalo horn spoons, wooden bowl, and a greeting, "Nawa, tiki!"
An editor from Scholastic Books contacted Shonto Begay to illustrate THE MUD PONY. Begay is Navajo Indian and has always loved to paint. His favorite place to paint was his story rock found in one of the corn fields on their reservation. Begay uses a lot of motion in his pictures in this story. Once the pony becomes real, the boy rides for three days. He throws dry grass on the fire then his parents rise up to meet him. He rides again for three days and the village comes to greet him. He goes to war and helps defeat the enemy. He hunts the buffalo and later becomes chief. The pony returns to Mother Earth and she tells the boy/chief, "I am here, your Mother Earth. You are not alone." The water color illustrations portray the background of the desert and its dryness quite accurately. The illustrations and story flow well and I would recommend this book for grades K-4.
Legends of American, NATIVE LEGENDS website. http://www.legendsofamerica.com/NA-Pawnee.html. Accessed October 29, 2008.
Begay, Shonto. LIBRARY TALK. Nov/Dec96, Vol. 9 Issue 5, p14, 3p, 1 chart, 2 bw. http://ezproxy.twu.edu:2058/ehost/detail?vid=7&hid=109&sid=9e87ec2f-e4eb-40d4-9a73-a2d0d443d7aa%40sessionmgr103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=9611142504. Academic Complete, Accessed October 29, 2008.
Review Excerpts
Publishers Weekly--Cohen retells this story with grace; Begay, a Native American artist, provides evocative paintings that derive strength and impact from the suggestion of action rather than fully detailed scenes.
School Library Journal--A quietly told tale, solidly built upon Pawnee traditions; for example, the symbolic use of Mother Earth is characteristic of this tribe who lived in dome-shaped earth lodges. The watercolor illustrations are executed in earth tones with spatter backgrounds. The primitive style, with minimal details and flat perspective, almost resembles Indian artwork found on the walls of their housing.
Connections
The Mud Pony could introduce a history lesson on the different banks of the Pawnee tribe. Art teachers could use it as an illustration for cave art and introduction to clay moulding. Younger children could make their own clay pony and use the story to build their vocabulary for Native American words.
Similar Picture Books
Joseph Bruchac and Gayle Ross. 1995. THE MILKY WAY: A CHEROKEE TALE., Illustrator Virginia Stroud.
Paul Goble. 2001. THE GIRL WHO LOVED WILDHORSES.
Tommie dePaola. 1996. THE LEGEND OF THE INDIAN PAINTBRUSH.
Wednesday, October 15, 2008
Culture 3: Hispanic/Latino(a) Lit
Bibliography
CONFETTI
Mora, Pat. 1996. CONFETTI. Ill. by Sanchez, Enrique. New York: Lee & Low Books, Inc.. ISBN 1880000253.
Plot Summary
Booklist--Using Spanish and English, this collection of poems is as much fun to look at as it is to read. In "Colors Crackle, Colors Roar," Mora writes, "Gris whis-whis-whispers its kitten whispers" and "azul coo-coo-coo like pajaritos do." In "Purple Snake," a wood-carver with rough and wrinkled hands tells a young onlooker that animals are "asleep in a piece of wood" --until he releases them by carving them out. Featuring an assortment of subjects, these short poems incorporate varying amounts of Spanish into the English text. Sanchez's illustrations, with castanets, a giant saguaro cactus, Tarahumara drums, pinatas, "egg-bursts of bright confetti," and more, are full of color and provide youngsters with strong links to the subjects and activities in the poems.
Connections
Confetti is a wonderful book to use for choral reading. Poems can be used as an introduction to a nature walk or environmental awareness. Poems are good to include after storytimes about families.
Similar Picture Books
A BIRTHDAY BASKET FOR TIA by Pat Mora
PABLO's TREE by Pat Mora
THE DESERT IS MY MOTHER/EL DESIERTO ES MI MADRE by Pat Mora
Bibliography
JUST A MINUTE
Morales, Yuyi. 2003. JUST A MINUTE: A TRICKSTER TALE AND COUNTING BOOK. San Francisco: Chronicle Books. ISBN 0811837580.
Plot Summary
CONFETTI
Mora, Pat. 1996. CONFETTI. Ill. by Sanchez, Enrique. New York: Lee & Low Books, Inc.. ISBN 1880000253.
Plot Summary
Children compare new things with what they have seen or heard in "their world." Confetti is a collection of poems written in narrative free verse about nature and it's impression on a young girl. Ms. Mora is a native of El Paso and is familiar with the natural landscape and what might interest children. Mr. Sanchez did a great job with the desert colors. His illustrations introduce you to a young Mexican-American girl. Several poems express how things remind her of confetti, "he sprinkles cookies with sweet confetti, Egg-bursts of bright confetti will shower us like rain, Come, words, come in your every color...free as confetti." Ms. Mora included Spanish words in each poem and provided a glossary for translating. A good poetry book for grades first through third.
Critical Analysis
The book cover captured my attention right away. A young girl peeking through some type of bush and watching a bird and squirrel drink "leaf soup." Sanchez's use of a mixture of warm desert colors with cool blues is breath taking. If you are familiar with Aztec Art then you could relate to some of the symbols in the picture. Mexico has a lot of Mayan artifacts so much of their art includes their symbols. The symbols, engraved or carved images, could be seen as cultural markers.
Ms Mora is a native of El Paso, Texas and now lives in Santa Fe, New Mexico. She is familiar with the desert. Since the book is dedicated to her daughter, Libby, I believe she inspired many of the poems which allowed Ms. Mora to see it through the eyes of a child. Although she used Spanish words in the poems, a few poems could be read without the Spanish words; "Castanet Clicks, One, two baskets blue; three, four one bell more." At this age children listen for the rhyming so Uno, dos and Tres, cautro are added words.
In her poem "Mexican Magician " , she used food terms as symbolic and evocative elements rather than cliches. Another poem well blended with Spanish words was "Dancing Paper." Ms Mora didn't include a translation which would have broken the connection with the cultural rhythm of the poem. The reader will have to look up unfamiliar words, not pinata, but cascarones or marimba.
My favorite poem just had two Spanish words but it speaks to all children. It was "Abuelita's Lap." You can read this poem and know that every child understands you are talking about their grandmother. Confetti would be a good cultural picture book to have in your collection.
Review Excerpts
School Library Journal--Narrative poems in free verse capture the rhythms and uniqueness of the Southwest and its culture as seen through the eyes of a Mexican-American girl. Many Spanish words are interwoven into the verses and translated in a glossary at the book's end. The beauty of the natural world is captured in Sanchez's acrylic illustrations. Done in hot colors reflecting the sun, their swirling, dreamlike patterns suggest the openness and vastness of the land and the freedom of its inhabitants. A welcome addition.Booklist--Using Spanish and English, this collection of poems is as much fun to look at as it is to read. In "Colors Crackle, Colors Roar," Mora writes, "Gris whis-whis-whispers its kitten whispers" and "azul coo-coo-coo like pajaritos do." In "Purple Snake," a wood-carver with rough and wrinkled hands tells a young onlooker that animals are "asleep in a piece of wood" --until he releases them by carving them out. Featuring an assortment of subjects, these short poems incorporate varying amounts of Spanish into the English text. Sanchez's illustrations, with castanets, a giant saguaro cactus, Tarahumara drums, pinatas, "egg-bursts of bright confetti," and more, are full of color and provide youngsters with strong links to the subjects and activities in the poems.
Connections
Confetti is a wonderful book to use for choral reading. Poems can be used as an introduction to a nature walk or environmental awareness. Poems are good to include after storytimes about families.
Similar Picture Books
A BIRTHDAY BASKET FOR TIA by Pat Mora
PABLO's TREE by Pat Mora
THE DESERT IS MY MOTHER/EL DESIERTO ES MI MADRE by Pat Mora
Bibliography
JUST A MINUTE
Morales, Yuyi. 2003. JUST A MINUTE: A TRICKSTER TALE AND COUNTING BOOK. San Francisco: Chronicle Books. ISBN 0811837580.
Plot Summary
Grandma Beetle woke early as Senor Calavera arrived to take her away. Grandma Beetle asked him to wait, "Just One Minute," while she prepared items for her own birthday party. Although it was frustrating for Senior Calavera, he waited and counted in Spanish as Grandma Beetle finished each task. Finally Senior Calavera had had enough but before he could take Granda Beetle away, her nine grandchildren arrived for the party. Senior Calavera was asked to join the party. He had so much fun that he didn't take Grandma Beetle. He disappeared and left her a note promising to return to enjoy her next birthday party. Her grandchildren hugged her with joy. It's a wonderful counting book to learn the numbers in Spanish from one to ten, uno to diez.
Critical Analysis
Yuyi Morales skillfully combined two of the three semantic fields (food, family, physical environment) frequently used in Latino Picture books. Her use of food and family make a delightful story about a grandmother tricking Mr. Death, Senor Calavera who is a cultural marker for Mexican folk art, "The Day of the Dead."
Senor Calavera said his numbers in Spanish and then English while Grandma used only English. The illustrations of Grandma Beetle are cultural but her speech is English. It makes the story a connection for Mexican American and it's okay because you still engage in the story. I'm a grandmother and I love cooking big meals for my family.
A truly cultural marker for Mexico is when she makes the three pounds of corn into tortillas. The illustrations of the kennels of corn and her grinding the corn were authentic cultural markers. They are traditional ways of making corn tortillas. A common Spanish word most children know is pinata and you could interpret it to be a stereotypical word. Not in this story, Grandma Beetle doesn't try to explain what's a pinata or change its meaning. Ms Morales used it as a traditional way of celebrating. Her grandchildren were colorfully illustrated in party clothes and some traditional hair styles. Grandma Beetle's hair with the shinny highlights draws your attention page after page. I highly recommend this book for young children.
Illustrations of fruits, breads, pinatas and hairstyles are all cultural markers in a wonderfully presented picture book that will surly be popular for a long time. Grandma Beetle is alive, there is the "Difference." Even Senor Calavera, a skinny skeleton, portrays emotions and leaves Grandma Beetle to spend more time with her family. I highly recommend this book for multicultural collections.
Review Excerpts
2004 Pura Belpre Award
2004 Tomas Rivera Mexican American Children's Book Award
Booklist--What's an old woman to do when a skeleton pays her a birthday visit and beckons her to "come along"? Grandma Beetle, the heroine of this joyful book by the illustrator of Harvesting Hope [BKL Je 1 & 15 03], stalls for time. "Just a minute," she says; there's something she needs to do. One chore leads to another, but the skeleton can't mask his enthusiasm as Grandma cooks, fills pinatas, and performs other tasks, each one linked to a number from 1 to 10, uno to diez. Eventually nueve grandchildren arrive for Grandma's birthday party, and guess who else is invited? Even if children don't grasp the implications of the skeleton's visit, they'll enjoy seeing him join the fun, and when he extends Grandma's lease on life, the relieved, loving embrace she gives her grandchildren will satisfy young ones at a gut level. Like the text, the rich, lively artwork draws strongly upon Mexican culture, with hints of Diego Rivera in Grandma's robust form, and the skeleton resembling the whimsical figurines often seen in Day of the Dead folk art.
Kirkus--Winking and nodding as she goes, a Latino grandmother will charm readers as she charms Death Himself in this original counting-cum-trickster tale. When skeletal Senor Calavera appears at the door, Grandma Beetle bids him wait while she sweeps ONE house ('UNO'), makes TWO pots of tea ('DOS'), grinds THREE pounds of corn for tortillas ('TRES'), and so on, culminating in a festive birthday party at which Senor Calavera finds himself guest number TEN ('DIEZ').
Connections
Teachers of ESL could use "Just A Minute" to teach Spanish numbers up to ten for Pre-K to second grade. It's a great story to use for "Grandparent's Day." You can use dialogic reading.
Similar Books
DONA FLOR: A TALL TALE ABOUT A GIANT WOMAN WITH A GREAT BIG HEART by Pat Mora
MY NAME IS CELIA by Monica Brown
ANA CULTIVA MANZANAS/APPLE FARMER ANNIE: A BILINGUAL EDITIoN IN SPANISH AND ENGLISH by Monica Wellington translated by Eida de Risco
Bibliography
THE AFTERLIFE
Soto, Gary. 2003. THE AFTERLIFE. Orlando: Harcourt Books, Inc. ISBN 0152047743.
Plot Summary
Jesus, known as Chuy, had plans for the evening but dying wasn't one of them. He's dressed nicely, borrowed his Uncle's car and planned to get with Rachel at the dance club. One last trip to the men's room to fix his hair and a simple compliment about a guy's yellow shoes results in his death.
Chuy's spirit floats around Fresno,CA saying good-byes and somehow achieves things he couldn't when he was alive. Through his journey he realizes how much his family and friends loved him. Mr. Soto gave Chuy many of his human emotions and ends the story with him and Crystal, a ghost girl who had committed suicide.headed for the "afterlife." A glossary is provided at the book-end.
Critical Analysis
Mr. Soto starts his story off fast with the death of main character, Chuy. The rest of the story is about Chuy visiting his family and friends to say good-bye. There's humor, Chuy blows the leaves that his friend Angle had raked. "I blew my ghostly breath on the leaves, and the leaves danced a polka, rising ankle high. Angle, somewhat confused, raked them up again. I blew once more.." I thought it was funny when parts of his body started to disappear. Robert's ghost told a funny story about painting a girl's house then she kicked him out." He's late for his rosary, "I got there, "Chicano time," late." Oh and "I'm going to be buried in a coffin eaten by termites?" His humor what would be an awful sad story to one full of lighthearted illustrations of how unfair life can seem.
Cultural markers include his uncle's car. "After all, I had borrowed my uncle Richard's Honda, which was tricked-out and lowered like a cat, with ten-inch speakers in the panels and clear lights that cut a path on dark streets." The clever use of mainly the Spanish words and names used helped authenticate the story. Mexico is mentioned as the home of Peter's father and Chuy was named after his Father, Maria Jesus, who was born in Jalisco, Mexico. The story isn't in a Spanish speaking country but it's clear that the location in Fresno, CA was a Latino community.
Robert, now a ghost, and Chuy become friends but they are disappearing. They share their love for the beautiful ceiling in Saint John's Cathedral. Chuy bounced around like a balloon and he's scared. The concept of a ghost afraid was disjointed but it tied in with his memory of school and presented the title of the book. "I heard my middle-grade English teacher use the word "afterlife" when she old us about this poet named Dante." Chuy is comforted by the thought as he and Crystal fly southward to afterlife. Relationships was the theme and Chuy made a difference in many people's lives. It was fitting that even in his death he continued in a relation.
Mr. Soto's simple narrative used Mexican Spanish in sentences with enough context clues that the Spanish words were understood and didn't take away from the sentence. It's a book that could be in your multicultural collection to illustrate the use of "interlingual" Spanish.
School Library Journal--After a strong start, The Afterlife seems to become a series of brief images that drift off as though in a dream. Soto's simple and poetic language, leavened with Mexican Spanish with such care to context that the appended glossary is scarcely needed, is clear, but Chuy's ultimate destiny isn't.
Connections
It would be useful for comprehension skill builder for context clues and poetry.
Saturday, September 27, 2008
Picture books--Blues Journey and John Henry
Blues Journey
Bibliography
Myers, Walter Dean. 2003. BLUES JOURNEY. Ill. By Myers, Christopher. New York: Holiday House. ISBN 0823416135.
Plot Summary
Blues, a single word idiom, is presented in a picture book of poetic expressions and vivid illustrations. Myers writes in a poetic style of “call and respond,” which he explains in his introduction of the history of the blues. The verses are about things that affect the blues singer’s life. Christopher’s use of brown paper bags with blue ink and white paint capture the meaning of each verse. Symbolism is essential in blues. Myers provided a glossary for the symbolism he uses in Blues Journey.
Critical Analysis
Walter Dean Myers is an African American writer. He writes from his experience as a black man and his understanding of the hardships blacks have endured. His background as a poet and musician allow him to write rich poetry in a picture book for older children.
Myers starts with an introduction to explain the style of poetry he chose to use in Blues Journey. The call and respond style was developed during slavery “Heard the top deck groaning, yes and the ocean roar, Heard my brother crying till I couldn’t hear no more.” It was a style of the chain gang on up to its present use in picture books.
Historical events, chain gangs, slave ships, and lynching, help develop the cultural background , “Strange fruit hanging, high in a big oak tree, You can see what it did to Willie, can you see what it does to me?” Each verse has an illustration to better explain what happened and how it happened to a certain race and class of people. Poor people expressing their hardship, “Life can be so hard, living in a two-room shack.”
It’s part of a journey through the life of one race. Several settings emerge, a large slave ship, a horse-drawn cart on a dusty road, workers in a chain gang, two children sharing a small cot and a child seated on a curb crying as another child pats his back.
The history of blues is important and the illustrations provide this significant connection to our lives. Reading the poem reminded me that I use to live in a two-room house. At times there were thirteen people in those two rooms. My grandfather was a share crop farmer in Oklahoma.
C. Myers details allow him to present powerful drawing. His use of brown paper bags and highlighting each picture with blue establish his own individuality. The pictures tell the sadness, joy, and haunting struggles that Blacks have endured.
Blues Journey provides a look at black history for older children. It challenges them to look at this picture book with a more sophisticated eye and to understand the symbolism of blues. It provides a strong message for young blacks emphasising a family, father and son, working together.
Review Excerpts
The School Library-- The tightly controlled, yet endlessly surprising palette consists of blue (ink), white (paint), and brown (paper bags). Many of the bodies and backgrounds are literally blue, with white highlights. This chilling effect is tempered by the warm texture of the brown bags. As the journey progresses, the lyrics and art look at loss through the lenses of slavery, poverty, lynching, love spurned, fear of dying-and of living. An author's note provides a lucid description of the history, elements, and importance of the blues. Symbolism is explored in a glossary. Artist and author push the idiom-and the picture book-to new dimensions. Their song will slide through readers' ears and settle into their souls.
Booklist--Much of Myers' poetry here is terrific, by turn, sweet, sharp, ironic, but it's the memorable collage artwork, executed in the bluest of blue ink and brown paper that will draw readers first. Once inside the book, some children will immediately hear the songs the poetry sings; others will have to listen more closely.
Connections
Children who love music will be connect to the title and book cover. Teachers can use it in a choral presentation during Black History Month.
Similar Picture books
Iqus, Toyomi. I SEE THE RHYTHM. ISBN 0892392126.
Roessel, David. POETRY FOR YOUNG PEOPLE: LANGSTON HUGHES. ISBN 1402718454
______________
John Henry
Lester, Julius. 1994. JOHN HENRY. Ill. By Pinkney, Jerry. New York: Puffin Books. ISBN 0803716060.
Plot Summary
John Henry was an American Legend and there are several versions of a song about “Big John.” Mr. Lester used his experience as a folk singer and his research about John Henry to write his picture book. He ties in modern day words and phrases to connect with his present audience.
Mr. Pinkney’s warm earth tone watercolor illustrations move the story along in large chunks. The story jumps from the rapid growth of the baby, the construction of a wing with a swimming pool and jacutzis, changing the morals of a bully, and building a road. A symbolic rainbow remained with him until he died. People believe the rainbow helped them understand that everybody has to die but “What matters is how well you do our living.”
Critical Analysis
Mr. Lester takes the tale of an American Legend and presents it in a fast moving story with contemporary references of our present times. It was a good concept but I didn’t agree with where he placed some of his connectors. John the baby grows up overnight and the next day he knows about indoor swimming pools and jacutzis’. It made me think and I became disengaged.
The theme of living a moral life took the character with super strength and made him more of an everyday person. He replaced the broken porch for his parents and added a swimming pool and jacutzis. He reforms “Ferret-Faced Freddy” and makes him a nice guy, “Frederick the Friendly.” He not only pulverized the bolder but he finished the road. The rainbow, I believe, was a symbol of love for mankind, “..a hammer on each shoulder, the rainbow draped around him like love.”
Mr. Lester is a folk singer and an accomplished writer. He’s an African American. His research about John Henry included studying two particular versions of the song, one by B.A. Botkins and the other by Alan Lomas.
Illustrations and dialect are the two most vibrant cultural markers. One example was John talking to the sun, “Get up from there! I got things to do and I need light to do ‘em by.” The dialect of the boss over the steam drill also showed less educated southern class of people, “Don’t make me no never mind.”
The setting was in the south depicted by the location of the railroad, Chesapeake and Ohio Railroad through West Virginia. Animals and country illustrations indicated the rural setting.
John Henry helped anyone he met and the crowd of people at his funeral depicted a multicultural audience. The burial at the White House reflected back his status as an American Legend.
Review Excerpts
Caldecott Honor Book
Publisher Weekly—A great American hero comes fully to life in this epic retelling filled with glorious, detailed watercolors.
School Library Journal—Based on several well known versions of an African American folk ballad, Lester’s tale is true to the essence of the steel-driving man; yet, it allows room for touches of whimsy and even includes some contemporary references that tie the hero to our own times.
Connections
Teachers could use John Henry to introduce an American Literature lesson. Children can discuss the characteristics of a true hero and create their own. You could discuss the questions, “Do hero’s or legends always make wise decisions? Would it be right to bury American Hero’s on the White House grounds?”
Bibliography
Myers, Walter Dean. 2003. BLUES JOURNEY. Ill. By Myers, Christopher. New York: Holiday House. ISBN 0823416135.
Plot Summary
Blues, a single word idiom, is presented in a picture book of poetic expressions and vivid illustrations. Myers writes in a poetic style of “call and respond,” which he explains in his introduction of the history of the blues. The verses are about things that affect the blues singer’s life. Christopher’s use of brown paper bags with blue ink and white paint capture the meaning of each verse. Symbolism is essential in blues. Myers provided a glossary for the symbolism he uses in Blues Journey.
Critical Analysis
Walter Dean Myers is an African American writer. He writes from his experience as a black man and his understanding of the hardships blacks have endured. His background as a poet and musician allow him to write rich poetry in a picture book for older children.
Myers starts with an introduction to explain the style of poetry he chose to use in Blues Journey. The call and respond style was developed during slavery “Heard the top deck groaning, yes and the ocean roar, Heard my brother crying till I couldn’t hear no more.” It was a style of the chain gang on up to its present use in picture books.
Historical events, chain gangs, slave ships, and lynching, help develop the cultural background , “Strange fruit hanging, high in a big oak tree, You can see what it did to Willie, can you see what it does to me?” Each verse has an illustration to better explain what happened and how it happened to a certain race and class of people. Poor people expressing their hardship, “Life can be so hard, living in a two-room shack.”
It’s part of a journey through the life of one race. Several settings emerge, a large slave ship, a horse-drawn cart on a dusty road, workers in a chain gang, two children sharing a small cot and a child seated on a curb crying as another child pats his back.
The history of blues is important and the illustrations provide this significant connection to our lives. Reading the poem reminded me that I use to live in a two-room house. At times there were thirteen people in those two rooms. My grandfather was a share crop farmer in Oklahoma.
C. Myers details allow him to present powerful drawing. His use of brown paper bags and highlighting each picture with blue establish his own individuality. The pictures tell the sadness, joy, and haunting struggles that Blacks have endured.
Blues Journey provides a look at black history for older children. It challenges them to look at this picture book with a more sophisticated eye and to understand the symbolism of blues. It provides a strong message for young blacks emphasising a family, father and son, working together.
Review Excerpts
The School Library-- The tightly controlled, yet endlessly surprising palette consists of blue (ink), white (paint), and brown (paper bags). Many of the bodies and backgrounds are literally blue, with white highlights. This chilling effect is tempered by the warm texture of the brown bags. As the journey progresses, the lyrics and art look at loss through the lenses of slavery, poverty, lynching, love spurned, fear of dying-and of living. An author's note provides a lucid description of the history, elements, and importance of the blues. Symbolism is explored in a glossary. Artist and author push the idiom-and the picture book-to new dimensions. Their song will slide through readers' ears and settle into their souls.
Booklist--Much of Myers' poetry here is terrific, by turn, sweet, sharp, ironic, but it's the memorable collage artwork, executed in the bluest of blue ink and brown paper that will draw readers first. Once inside the book, some children will immediately hear the songs the poetry sings; others will have to listen more closely.
Connections
Children who love music will be connect to the title and book cover. Teachers can use it in a choral presentation during Black History Month.
Similar Picture books
Iqus, Toyomi. I SEE THE RHYTHM. ISBN 0892392126.
Roessel, David. POETRY FOR YOUNG PEOPLE: LANGSTON HUGHES. ISBN 1402718454
______________
John Henry
Lester, Julius. 1994. JOHN HENRY. Ill. By Pinkney, Jerry. New York: Puffin Books. ISBN 0803716060.
Plot Summary
John Henry was an American Legend and there are several versions of a song about “Big John.” Mr. Lester used his experience as a folk singer and his research about John Henry to write his picture book. He ties in modern day words and phrases to connect with his present audience.
Mr. Pinkney’s warm earth tone watercolor illustrations move the story along in large chunks. The story jumps from the rapid growth of the baby, the construction of a wing with a swimming pool and jacutzis, changing the morals of a bully, and building a road. A symbolic rainbow remained with him until he died. People believe the rainbow helped them understand that everybody has to die but “What matters is how well you do our living.”
Critical Analysis
Mr. Lester takes the tale of an American Legend and presents it in a fast moving story with contemporary references of our present times. It was a good concept but I didn’t agree with where he placed some of his connectors. John the baby grows up overnight and the next day he knows about indoor swimming pools and jacutzis’. It made me think and I became disengaged.
The theme of living a moral life took the character with super strength and made him more of an everyday person. He replaced the broken porch for his parents and added a swimming pool and jacutzis. He reforms “Ferret-Faced Freddy” and makes him a nice guy, “Frederick the Friendly.” He not only pulverized the bolder but he finished the road. The rainbow, I believe, was a symbol of love for mankind, “..a hammer on each shoulder, the rainbow draped around him like love.”
Mr. Lester is a folk singer and an accomplished writer. He’s an African American. His research about John Henry included studying two particular versions of the song, one by B.A. Botkins and the other by Alan Lomas.
Illustrations and dialect are the two most vibrant cultural markers. One example was John talking to the sun, “Get up from there! I got things to do and I need light to do ‘em by.” The dialect of the boss over the steam drill also showed less educated southern class of people, “Don’t make me no never mind.”
The setting was in the south depicted by the location of the railroad, Chesapeake and Ohio Railroad through West Virginia. Animals and country illustrations indicated the rural setting.
John Henry helped anyone he met and the crowd of people at his funeral depicted a multicultural audience. The burial at the White House reflected back his status as an American Legend.
Review Excerpts
Caldecott Honor Book
Publisher Weekly—A great American hero comes fully to life in this epic retelling filled with glorious, detailed watercolors.
School Library Journal—Based on several well known versions of an African American folk ballad, Lester’s tale is true to the essence of the steel-driving man; yet, it allows room for touches of whimsy and even includes some contemporary references that tie the hero to our own times.
Connections
Teachers could use John Henry to introduce an American Literature lesson. Children can discuss the characteristics of a true hero and create their own. You could discuss the questions, “Do hero’s or legends always make wise decisions? Would it be right to bury American Hero’s on the White House grounds?”
Thursday, September 25, 2008
Unit 2-- African American
The First Part Last
Bibliography
Johnson, Angela. 2003. THE FIRST PART LAST. New York, NY: Simon & Schuster. ISBN 0689849222.
Plot Summary
Why does this teenage boy have his infant daughter and where is the mother? These questions keep you searching from chapter to chapter as Bobby tells his story. Chapters about Bobby's relationship with his girlfriend Nia and the news of her pregnancy (then) alternate with Bobby's struggles to raise his daughter alone (now). He's sixteen, artistic, and he made a mistake. He has to grow up fast and be a "man" now that he understood what "Just Frank" meant when he asked him "was he being a "man." His parents support his decision to raise Feather but it's his older brother that shows him the sacrifices you make for love. It's a story of love so deep that you are welling to start a new beginning. "I can tell you how it is to feel as brand new as my daughter even though I don't know what comes next in this place called Heaven."
Critical Analysis
Ms. Johnson tells a story about two teenagers. It's a twist on the traditional theme of the teenage pregnant girl. A young teenage boy tells his story. The book cover draws the young blacks by it's a black male holding an infant. Ms. Johnson used Bobby to scold himself about the mistake he made. "Yeah, Mrs. Wilkins, I know that this is a tragedy "cause you all expected more responsible behavior from us."
Description of skin tone reveal cultural markers. Feather and Coco are "the same carmel color." Johnson describes his friend K,Boy, "K-Boy takes his baseball cap off and his locks fall all over his face. He's mahogany and tall."
Traditional Spanish title, Coco Fernandez, and reference to a Jewish holiday, "Haven't been this many people in the place since my Bat Mitzvah," suport the setting in New York.
The setting is also brought out by the name of locations,Chelsea, Upper West Side and the subways. Paul moves away from the "city" to be near his kids who live in a small country town.
Severl passages of teenage slang are used to develop the authenticity of the age level. You can imagine the New York accents as they say things like, “Everything is different if there ain’t no love.”, “J.L. yawns, ‘What up?’, “He says, ‘Too right you should keep her, man, too right.”). The language works to capture the “rhythm of the streets”.Bobby used passionate language to describe how he loved his daughter. The ending chapters felt rushed and didn't connect me to the closing chapter. The twist on the theme from teenage girl to a teenage boy presented a good novel.
Book Review
Michael Printz Award
School Library Journal
Bobby's parents are well-developed characters, Nia's upper-class family somewhat less so. Flashbacks lead to the revelation in the final chapters that Nia is in an irreversible coma caused by eclampsia. This twist, which explains why Bobby is raising Feather on his own against the advice of both families, seems melodramatic. So does a chapter in which Bobby snaps from the pressure and spends an entire day spray painting a picture on a brick wall, only to be arrested for vandalism. However, any flaws in the plot are overshadowed by the beautiful writing. Scenes in which Bobby expresses his love for his daughter are breathtaking.
Connections
Young teenage boys will be attracted to the book cover, a young black father holding his baby.
The book is also on audio which could inspire a dramatic presentation for young actors.
Book connections
Bechard, Margaret, HANGING ON TO MAX. ISBN 0689862687
Giles, Gail, SHATTERING GLASS. ISBN 0689858000
Bibliography
Johnson, Angela. 2003. THE FIRST PART LAST. New York, NY: Simon & Schuster. ISBN 0689849222.
Plot Summary
Why does this teenage boy have his infant daughter and where is the mother? These questions keep you searching from chapter to chapter as Bobby tells his story. Chapters about Bobby's relationship with his girlfriend Nia and the news of her pregnancy (then) alternate with Bobby's struggles to raise his daughter alone (now). He's sixteen, artistic, and he made a mistake. He has to grow up fast and be a "man" now that he understood what "Just Frank" meant when he asked him "was he being a "man." His parents support his decision to raise Feather but it's his older brother that shows him the sacrifices you make for love. It's a story of love so deep that you are welling to start a new beginning. "I can tell you how it is to feel as brand new as my daughter even though I don't know what comes next in this place called Heaven."
Critical Analysis
Ms. Johnson tells a story about two teenagers. It's a twist on the traditional theme of the teenage pregnant girl. A young teenage boy tells his story. The book cover draws the young blacks by it's a black male holding an infant. Ms. Johnson used Bobby to scold himself about the mistake he made. "Yeah, Mrs. Wilkins, I know that this is a tragedy "cause you all expected more responsible behavior from us."
Description of skin tone reveal cultural markers. Feather and Coco are "the same carmel color." Johnson describes his friend K,Boy, "K-Boy takes his baseball cap off and his locks fall all over his face. He's mahogany and tall."
Traditional Spanish title, Coco Fernandez, and reference to a Jewish holiday, "Haven't been this many people in the place since my Bat Mitzvah," suport the setting in New York.
The setting is also brought out by the name of locations,Chelsea, Upper West Side and the subways. Paul moves away from the "city" to be near his kids who live in a small country town.
Severl passages of teenage slang are used to develop the authenticity of the age level. You can imagine the New York accents as they say things like, “Everything is different if there ain’t no love.”, “J.L. yawns, ‘What up?’, “He says, ‘Too right you should keep her, man, too right.”). The language works to capture the “rhythm of the streets”.Bobby used passionate language to describe how he loved his daughter. The ending chapters felt rushed and didn't connect me to the closing chapter. The twist on the theme from teenage girl to a teenage boy presented a good novel.
Book Review
Michael Printz Award
School Library Journal
Bobby's parents are well-developed characters, Nia's upper-class family somewhat less so. Flashbacks lead to the revelation in the final chapters that Nia is in an irreversible coma caused by eclampsia. This twist, which explains why Bobby is raising Feather on his own against the advice of both families, seems melodramatic. So does a chapter in which Bobby snaps from the pressure and spends an entire day spray painting a picture on a brick wall, only to be arrested for vandalism. However, any flaws in the plot are overshadowed by the beautiful writing. Scenes in which Bobby expresses his love for his daughter are breathtaking.
Connections
Young teenage boys will be attracted to the book cover, a young black father holding his baby.
The book is also on audio which could inspire a dramatic presentation for young actors.
Book connections
Bechard, Margaret, HANGING ON TO MAX. ISBN 0689862687
Giles, Gail, SHATTERING GLASS. ISBN 0689858000
Saturday, September 13, 2008
The Man from the Other Side
Orlev,Uri. 1991. THE MAN FROM THE OTHER SIDE. tr. by Halkin, Hillel. New York: Houghton Mifflin. ISBN 0395538084.
Plot Summary
Marek, a Polish fourteen-year-old boy, and his grandparents help a Jewish man during the aftermath of World War II. Marek, his mother and step-father lived near the Warsaw Ghetto. Marek helped his step-father smuggle food, traveling through the underground sewer, to the Jews in the ghetto. The first chapter has murder, baby smuggling, and teenage smoking. Marek later learns that his father was Jewish. His life changed and he was now part of the people he had learned to hate. Uri Orlev lived through the poverty, death, and pain of war. He used his experience to develop a story of survival and escape without dwelling on sensational details. He made it clear that we all are "human beings" and his message about humanity made it a story worth telling.
Critical Analysis
Orlev knew what it was like to be hated because of your culture. He had lived through it as a child in the Wasaw Ghetto. Details of the wall and who lived on either side of the Ghetto painted the reality of war. Part of it was the ability for human beings just to endure and survive the war. Orlev provided first hand details of Poland and communist from the prospective of a teenager.
Secrets that were kept from families, government, and neighbors was a tool of survival. It was a way of life. Marek, kept all kinds of secrets. So did his mother, until she had to tell him about his father. The secrets were to protect his family. . Spies and informers are part of world history. This fact was used to develop the character of Marek's grandmother. "She did something else there too that I wasn't suppose to know about: as innocent as she looked, she transmitted messages for the Polish Home Army."
Marek and Antony were the main Polish characters. Antony drunk a lot of vodka and this detail was to refer to the alcohol associated with Polish or Communist groups. Details of how the Jews were burned and other torture were cultural markers. Descriptions of Jewish clothes and food helped to mark authentic details. Polish and Jewish language were used in places to keep their characters authentic. Pan Jozek, twenty-zloty German cigarettes, Poles, and kikes.
Most of the story takes place between Marek's grandparent's apartment, his home, and the Jewish Ghetto. Marek travels on streetcars, through sewers, and short cuts through demolished homes are cultural markers. He does visit the Catholic Church often to pray. A parallel war between the two religions Catholic and Judaism allows the reader to see the depth of the hatred. Marek faces the death of his friend, Jan Jozek, after he helped him return to fight in the Jewish uprising. The Jews fought a hopeless battle with the Germans.
Marek insists that Jan Jozek be buried instilling a great friendship with an enemy. Antony proves his love for Marek when he risks the safety of the Jewish escape and insists that they find Marek. The only thing that Antony wanted was to adopt Marek, even if he was part Jewish, and that does happen. Marek, his mother and step-father do escape which allows the reader to end with a feeling of hope.
Orlev writes a story of bravery, hopelessness, and the fate of the Warsaw Jews as they fought alone and heroically against the German Army.
Review Excerpts
Hans Christian Andersen Award 1996
The Batchelder Award
School Library Journal--Characterizations are vivid and finely drawn, even those of minor figures such as Marek's empathetic mother who is embarrassed by her countrymen's hatred of Jews; his crude, contradictory stepfather; and his grandparents, who treat Jozek as a family member, all the while hating Jews. This is a story of individual bravery and national shame that highlights just how hopeless was the fate of the Warsaw Jews as they fought alone and heroically against the Nazi war machine.
Kirkus Reviews-- Antony dislikes Jews but, knowing Marek's background, wants to adopt him; he turns others' dire needs to profit but has ``nothing against human beings.'' Many others in this richly authentic story are equally complex. Subtle, beautifully crafted, altogether compelling.
Connections
Teachers could use this book to make a connection to the present Iraq War. What will happen to the children? Religious groups can use this to help teens be more respectful and tolerant of other religions.
Look at these other books about children of war, religious differences:
Orlev, Uri. Run, Boy, Run. ISBN-10: 0618957065 ISBN-13: 978-0618957064
Yumoto, Kazumi. The Friends. ISBN-10: 0374424616 ISBN-13: 978-0374424619
Richter, Hans Peter. Friedrich. ISBN-10: 0140322051 ISBN-13: 978-0140322057
Yolen, Jane. The Devil's Arithmetic. ISBN-10: 0142401099 ISBN-13: 978-0142401095
Plot Summary
Marek, a Polish fourteen-year-old boy, and his grandparents help a Jewish man during the aftermath of World War II. Marek, his mother and step-father lived near the Warsaw Ghetto. Marek helped his step-father smuggle food, traveling through the underground sewer, to the Jews in the ghetto. The first chapter has murder, baby smuggling, and teenage smoking. Marek later learns that his father was Jewish. His life changed and he was now part of the people he had learned to hate. Uri Orlev lived through the poverty, death, and pain of war. He used his experience to develop a story of survival and escape without dwelling on sensational details. He made it clear that we all are "human beings" and his message about humanity made it a story worth telling.
Critical Analysis
Orlev knew what it was like to be hated because of your culture. He had lived through it as a child in the Wasaw Ghetto. Details of the wall and who lived on either side of the Ghetto painted the reality of war. Part of it was the ability for human beings just to endure and survive the war. Orlev provided first hand details of Poland and communist from the prospective of a teenager.
Secrets that were kept from families, government, and neighbors was a tool of survival. It was a way of life. Marek, kept all kinds of secrets. So did his mother, until she had to tell him about his father. The secrets were to protect his family. . Spies and informers are part of world history. This fact was used to develop the character of Marek's grandmother. "She did something else there too that I wasn't suppose to know about: as innocent as she looked, she transmitted messages for the Polish Home Army."
Marek and Antony were the main Polish characters. Antony drunk a lot of vodka and this detail was to refer to the alcohol associated with Polish or Communist groups. Details of how the Jews were burned and other torture were cultural markers. Descriptions of Jewish clothes and food helped to mark authentic details. Polish and Jewish language were used in places to keep their characters authentic. Pan Jozek, twenty-zloty German cigarettes, Poles, and kikes.
Most of the story takes place between Marek's grandparent's apartment, his home, and the Jewish Ghetto. Marek travels on streetcars, through sewers, and short cuts through demolished homes are cultural markers. He does visit the Catholic Church often to pray. A parallel war between the two religions Catholic and Judaism allows the reader to see the depth of the hatred. Marek faces the death of his friend, Jan Jozek, after he helped him return to fight in the Jewish uprising. The Jews fought a hopeless battle with the Germans.
Marek insists that Jan Jozek be buried instilling a great friendship with an enemy. Antony proves his love for Marek when he risks the safety of the Jewish escape and insists that they find Marek. The only thing that Antony wanted was to adopt Marek, even if he was part Jewish, and that does happen. Marek, his mother and step-father do escape which allows the reader to end with a feeling of hope.
Orlev writes a story of bravery, hopelessness, and the fate of the Warsaw Jews as they fought alone and heroically against the German Army.
Review Excerpts
Hans Christian Andersen Award 1996
The Batchelder Award
School Library Journal--Characterizations are vivid and finely drawn, even those of minor figures such as Marek's empathetic mother who is embarrassed by her countrymen's hatred of Jews; his crude, contradictory stepfather; and his grandparents, who treat Jozek as a family member, all the while hating Jews. This is a story of individual bravery and national shame that highlights just how hopeless was the fate of the Warsaw Jews as they fought alone and heroically against the Nazi war machine.
Kirkus Reviews-- Antony dislikes Jews but, knowing Marek's background, wants to adopt him; he turns others' dire needs to profit but has ``nothing against human beings.'' Many others in this richly authentic story are equally complex. Subtle, beautifully crafted, altogether compelling.
Connections
Teachers could use this book to make a connection to the present Iraq War. What will happen to the children? Religious groups can use this to help teens be more respectful and tolerant of other religions.
Look at these other books about children of war, religious differences:
Orlev, Uri. Run, Boy, Run. ISBN-10: 0618957065 ISBN-13: 978-0618957064
Yumoto, Kazumi. The Friends. ISBN-10: 0374424616 ISBN-13: 978-0374424619
Richter, Hans Peter. Friedrich. ISBN-10: 0140322051 ISBN-13: 978-0140322057
Yolen, Jane. The Devil's Arithmetic. ISBN-10: 0142401099 ISBN-13: 978-0142401095
Friday, September 5, 2008
The Pull of the Ocean by Jean-Claude Mourlevat--Novel
Biliography
Mourlevat, Jean-Claude. 2006. THE PULL OF THE OCEAN. tr. from French by Y. Maudet. New York : Delacorte Press. ISBN 0385733488.
Plot Summary:
Yann, a tiny mute, plans an escape from his abuse parents. He and his six brothers, three sets of twins, run away on a rainy night to take a journey to the ocean. The characters that they meet narrate each chapter and tell how they met or came in contact with the brothers. The towns, the rainy climate, and the children's name were all authentic of France. Yann' s family was poor and his parents were abusive. Yet, as any loving parents, they came to rescue their children. Yann never returned home he continued on his adventure as he left town on a merchant ship.
Critical Analysis
It resembles Tom Thumb but in a modern day fashion. The setting was in France which was shown by the Yann's surname, Doutreleau and the names of his brothers, Fabien, Pierre, and Victor. Names of food and towns also mark the location.
Written as individuals narrating the part to the story, the style kept me reading to see their connection in the story. I don't understand the purpose of identifying the girl as a "black girl" on the train. It didn't make the story more authentic. The only makers were the names of people and locations. You can locate the towns Perigueux and Bordeaux on the map to show they are along the ocean coast.
They see the ocean. Get locked in a beach house. Give up and call home. Yann manages to escape the return and finds his way on a merchant ship. Some what unbelievable. It's not a believable story because if his brothers were near death then Yann should have been dead. Chapter sixteen leads you to believe he drowns. I'm glad that Yann gave an account of the ending along with the merchant marine.
The story could be a modern day fair tale but I agree with the Best of the Best Committee at PSLA. The novel doesn't really fit any genre. It has been placed under realistic fiction.
Review Excerpts
Winner of the Prix Sorcieres,
WINNER 2007 - Mildred L. Batchelder Award Winner
WINNER 2007 - ALA Notable Children's Book
School Library Journal--"Poverty and hardship echo throughout this modern "Tom Thumb" story, but it is ultimately the spirit of brotherhood that is the highlight of this tale. It is a memorable novel that readers will find engaging and intellectually satisfying."
Best of the Best Committee at PSLA on April 12, 2007--
"Most of the students that I spoke to about the story felt that it was lacking something critical. They had difficulty pigeon-holing it into a genre, which annoyed them. It was not outlandish enough (no dragons, magic, faeries, princes, etc…) for them to classify it as a fantasy, but by no means real enough for it to be realistic fiction. According to some of my students the book is not historical fiction, it’s not science fiction, it’s not anything. When I suggested that it could be a fairy tale, they weren’t buying it. (There were no talking animals and, again, no princes or princesses.) Most of the children who finished it were surprised by the ending, but not satisfied. Of the few children that liked the book and were able to grasp the somewhat surreal atmosphere of the novel, all were extremely competent readers."
Connections
Teachers could use the novel in Social Studies to introduce France. It could be used to show the strength of brotherhood or sisterhood. A discussion on loving abusive parents could connect with The Pull of the Ocean.
Look at RULES by Cynthia Rylant for another novel of realistic fiction.
Mourlevat, Jean-Claude. 2006. THE PULL OF THE OCEAN. tr. from French by Y. Maudet. New York : Delacorte Press. ISBN 0385733488.
Plot Summary:
Yann, a tiny mute, plans an escape from his abuse parents. He and his six brothers, three sets of twins, run away on a rainy night to take a journey to the ocean. The characters that they meet narrate each chapter and tell how they met or came in contact with the brothers. The towns, the rainy climate, and the children's name were all authentic of France. Yann' s family was poor and his parents were abusive. Yet, as any loving parents, they came to rescue their children. Yann never returned home he continued on his adventure as he left town on a merchant ship.
Critical Analysis
It resembles Tom Thumb but in a modern day fashion. The setting was in France which was shown by the Yann's surname, Doutreleau and the names of his brothers, Fabien, Pierre, and Victor. Names of food and towns also mark the location.
Written as individuals narrating the part to the story, the style kept me reading to see their connection in the story. I don't understand the purpose of identifying the girl as a "black girl" on the train. It didn't make the story more authentic. The only makers were the names of people and locations. You can locate the towns Perigueux and Bordeaux on the map to show they are along the ocean coast.
They see the ocean. Get locked in a beach house. Give up and call home. Yann manages to escape the return and finds his way on a merchant ship. Some what unbelievable. It's not a believable story because if his brothers were near death then Yann should have been dead. Chapter sixteen leads you to believe he drowns. I'm glad that Yann gave an account of the ending along with the merchant marine.
The story could be a modern day fair tale but I agree with the Best of the Best Committee at PSLA. The novel doesn't really fit any genre. It has been placed under realistic fiction.
Review Excerpts
Winner of the Prix Sorcieres,
WINNER 2007 - Mildred L. Batchelder Award Winner
WINNER 2007 - ALA Notable Children's Book
School Library Journal--"Poverty and hardship echo throughout this modern "Tom Thumb" story, but it is ultimately the spirit of brotherhood that is the highlight of this tale. It is a memorable novel that readers will find engaging and intellectually satisfying."
Best of the Best Committee at PSLA on April 12, 2007--
"Most of the students that I spoke to about the story felt that it was lacking something critical. They had difficulty pigeon-holing it into a genre, which annoyed them. It was not outlandish enough (no dragons, magic, faeries, princes, etc…) for them to classify it as a fantasy, but by no means real enough for it to be realistic fiction. According to some of my students the book is not historical fiction, it’s not science fiction, it’s not anything. When I suggested that it could be a fairy tale, they weren’t buying it. (There were no talking animals and, again, no princes or princesses.) Most of the children who finished it were surprised by the ending, but not satisfied. Of the few children that liked the book and were able to grasp the somewhat surreal atmosphere of the novel, all were extremely competent readers."
Connections
Teachers could use the novel in Social Studies to introduce France. It could be used to show the strength of brotherhood or sisterhood. A discussion on loving abusive parents could connect with The Pull of the Ocean.
Look at RULES by Cynthia Rylant for another novel of realistic fiction.
Monday, September 1, 2008
Picture Book Review--Hunwick's Egg by Mem Fox
Bibliography
Fox, Mem. 2005. HUNWICK'S EGG. Ill. by Pamela Lofts. Orlando: Harcourt, Inc. ISBN 978-0152163181.
Plot Summary
A wild desert storm washes a beautiful egg to the entrance of Hunwick's burrow. Hunwick, a bandicoot, gives the egg a home and becomes its friend. The eggs is actually a stone which Hunwick realizes and decides to remain its friend.
Critical Analysis
Loft's illustrations of the animals, insects, flowers and desert plants connect the story to Australia. The large lizard on the first page leads you to believe the story will be about him. Hunwick appears on the third page as the story unfolds. The other characters are animals native to Australia.
Hunwick listens to his friends criticism about the rock not hatching but he has already determined it was a rock. Children can relate to Hunwick's friendship with a rock eggs as it relates to their friendships with their toys. Most toys can't talk back. A great book for ESL classes. Classmates don't have to speak the same language to be friends.
Good and Bad Reviews:
"This slightly offbeat story with a universal message about the power of friendship is accompanied by glowing watercolor pencil illustrations in orange, pink, and violet tones that showcase the flora and fauna of the Australian landscape, adding an interesting element to this charming title. Young readers will appreciate Hunwick's loyalty and may be curious to learn more about the exotic animals portrayed in the lovely artwork."
Title:
Hunwick's Egg. By: Walkins, Linda L., Jones, Trevelyn E., Toth, Luann, Charnizon, Marlene, Grabarek, Daryl, Raben, Dale, School Library Journal, 03628930, Mar2005, Vol. 51, Issue 3
Database: Academic Search Complete, TWU, accessed Sept. 1, 2008.
"Several disconnects between text and pictures sink this faintly bizarre tale of a solitary elder who adopts an understandably silent confidante."
Title: HUNWICK'S EGG. Kirkus Reviews, 00426598, 1/15/2005, Vol. 73, Issue 2
Database: Academic Search Complete, TWU, accessed Sept. 1, 2008.
Connections
Teachers can allow a show and tell for students to bring their favorite toys that don't make sounds.
Students can draw Hunwick's Egg and decorate it.
Share books on friendships:
Bianco, Margery Williams. THE VELVETEEN RABBIT. ISBN 9780385077255
Fox, Mem. KOALA LOU. ISBN 015-200502-1
Fox, Mem. 2005. HUNWICK'S EGG. Ill. by Pamela Lofts. Orlando: Harcourt, Inc. ISBN 978-0152163181.
Plot Summary
A wild desert storm washes a beautiful egg to the entrance of Hunwick's burrow. Hunwick, a bandicoot, gives the egg a home and becomes its friend. The eggs is actually a stone which Hunwick realizes and decides to remain its friend.
Critical Analysis
Loft's illustrations of the animals, insects, flowers and desert plants connect the story to Australia. The large lizard on the first page leads you to believe the story will be about him. Hunwick appears on the third page as the story unfolds. The other characters are animals native to Australia.
Hunwick listens to his friends criticism about the rock not hatching but he has already determined it was a rock. Children can relate to Hunwick's friendship with a rock eggs as it relates to their friendships with their toys. Most toys can't talk back. A great book for ESL classes. Classmates don't have to speak the same language to be friends.
Good and Bad Reviews:
"This slightly offbeat story with a universal message about the power of friendship is accompanied by glowing watercolor pencil illustrations in orange, pink, and violet tones that showcase the flora and fauna of the Australian landscape, adding an interesting element to this charming title. Young readers will appreciate Hunwick's loyalty and may be curious to learn more about the exotic animals portrayed in the lovely artwork."
Title:
Hunwick's Egg. By: Walkins, Linda L., Jones, Trevelyn E., Toth, Luann, Charnizon, Marlene, Grabarek, Daryl, Raben, Dale, School Library Journal, 03628930, Mar2005, Vol. 51, Issue 3
Database: Academic Search Complete, TWU, accessed Sept. 1, 2008.
"Several disconnects between text and pictures sink this faintly bizarre tale of a solitary elder who adopts an understandably silent confidante."
Title: HUNWICK'S EGG. Kirkus Reviews, 00426598, 1/15/2005, Vol. 73, Issue 2
Database: Academic Search Complete, TWU, accessed Sept. 1, 2008.
Connections
Teachers can allow a show and tell for students to bring their favorite toys that don't make sounds.
Students can draw Hunwick's Egg and decorate it.
Share books on friendships:
Bianco, Margery Williams. THE VELVETEEN RABBIT. ISBN 9780385077255
Fox, Mem. KOALA LOU. ISBN 015-200502-1
Wednesday, August 27, 2008
Fall Multicultural Reading Log
This blog is created to complete the requirements for my Multicultural Literature for Children and Young Adults LS565320, fall 2008 class, at Texas Woman's University.
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