Richardson, Justin and Peter Parnell. 2005. AND TANGO MAKES THREE. Ill. by Henry Cole. New York, NY: Simon and Schuster Books for Young Readers.
ISBN 0689878451
*Plot Summary
Silo and Roy, two male penguins who live in the New York City Zoo, hatch an egg and become parents to Tango.
*Critical Analysis
In AND TANGO MAKES THREE, Richardson and Parnell portray a family of penguins who live in the NYC Zoo. The main characters in this picture book are portrayed realistically through the third-person narration. The authors draw parallels between the families who visit the zoo, the other animal families living in the zoo, and the penguin family of three who star in this book. Readers come to understand how Roy and Silo become a couple and how Tango eventually joins their family. Adding to the narration are the full color illustrations; the penguin family can be seen living in its home in the zoo. The presence of a penguin family with two fathers is a marker of gay literature.
The plot of the book follows the actual events that occurred at the zoo. It follows logically as the Silo and Roy become a couple, desire to have an egg like all the other families, and eventually hatch an egg with the help of the zookeeper Mr. Gramzay. The illustrations do well in moving the plot along. Some pages feature one illustration covering a double-page spread; however, many others portray smaller events and the passage of time. For example, one series of pictures shows Roy and Silo taking turns sitting on a rock waiting for it to hatch. The pictures are effective in complimenting the events of the story without taking away from the narration.
The setting of the book is important and well-developed. The New York City Zoo is described as the place in the city that is “best of all.” Inside the zoo, the penguin families are only one of many different kinds of families. Another important aspect of the setting is that the resolution of the book includes the happy reactions of zoo visitors as they see the penguin family swimming together. Finally, the zoo setting is important to the story because Mr. Gramzay one of the zookeepers puts the abandoned egg in the nest of Roy and Silo. Illustrator Henry Cole successfully sets the scene of the busy city with the zoo full of animals including the happy penguin family. His paintings, which feature soothing colors, add to overall tranquil, happy setting of the zoo.
Themes of AND TANGO MAKES THREE include family, nature, and recognizing similarities and differences. The style of the book is straight-forward yet detailed. Richardson and Parnell capture the beauty and simplicity of the story and stay true to the events at the NYC Zoo. The text on the pages is often placed near appropriate illustrations, which adds to the effective partnership between pictures and words. The authors also use simple, short sentences in several instances to build tension, create rhythm, and use repetitive patterns. For example, Roy and Silo “bowed to each other,” “walked together,” “sang to each other,” and “swam together.” The end of the book features an authors’ note regarding the true story of Roy and Silo. This adds to the authenticity and charm of the story.
The illustrations are an essential part of the effectiveness of the book. The zoo, the visitors, and the animals are all portrayed in a serene tone which adds to the overall theme of family the book portrays. Also, just as the placement of words upon the pages adds variety and action to the plot, so does the placement of the illustrations. For example, readers will see a series of twelve pictures on one page showing Silo and Roy’s egg slowly beginning to open. In addition to the use of smaller illustrations, Cole also does well in setting the mood with full page spreads, like the one the end of the book portraying a loving family “snuggling together…like all the families in the big city around them…”
*Response
I enjoyed reading the story of Silo, Roy, and Tango. I liked how the authors tell the story of the penguins and draw upon the themes of family in a gentle and graceful manner. The illustrations are also great.
*Review Excerpts
“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.’"
Booklist *Starred Review*
“Attractive watercolor illustrations complement the text and playfully show the penguin couple making a nest, trying to hatch a rock, and raising their family together. Overall this is a straightforward story without being overtly about homosexuality, but rather focusing on the familial relationship of Roy and Silo and acceptance of others' differences.”
Library Media Connection
“This joyful story about the meaning of family is a must for any library.”
School Library Journal
*Connections
-Discuss the idea of family. What makes a family? How are families different and the same in the book?
-Conduct research regarding penguin eggs and penguin babies.
-Write a journal entry. Tell about your family members.
Sunday, August 9, 2009
Rules
Lord, Cynthia. 2006. RULES. New York, NY: Scholastic, Inc.
ISBN 043944382
*Plot Summary
Twelve-year old Catherine spends her summer dealing with her family, meeting new people, and learning about herself.
*Critical Analysis
Cynthia Lord’s first novel, RULES, includes memorable, well-developed characters. Catherine, the protagonist, is an artist twelve-year old girl who is excited about summer vacation - swimming in the nearby pond and getting to know her new next door neighbor Kristi. Catherine also spends a great deal of time helping her mother take care of her younger brother, David, who is autistic. In Catherine, Lord has created a realistic, interesting character. Catherine shows understanding for her brother and is aware of his differences and difficulties. She even makes rules for him to follow because “David doesn’t learn by watching other people, so I have to teach him everything.” On the other hand, she is not perfect in her dealings with her brother; she sometimes loses patience and even wishes he could take a pill to so he could “wake up one morning without autism, like someone waking from a long coma.”
Another example the multi-dimensional characters in RULES is Jason, a patient at the clinic where David attends occupational therapy twice a week. Jason is a teenager who is confined to a wheelchair and uses a communication book instead of speaking. Although Jason’s disabilities are a major part of his character, Lord shows him as a dynamic character with interests, ideas, dreams and frustrations. David likes music and does not enjoy working with his speech therapist, “STUPID. SPEECH. WOMAN.” Readers learn a great deal about both Catherine and Jason by their interactions with one another. Markers of inclusive literature include one of David’s speech habits which is to use lines from FROG AND TOAD instead of his own words when communicating. Also, Jason must communicate through cards and uses a wheelchair.
In addition to well-developed characters, RULES also has an original, true to life plot. The plot revolves around Catherine and her relationships with her family and friends. As the novel progresses so do the relationships between Catherine and her new friends – Jason and Kristi. The action of the plot moves along logically with an eventual climax and resolution that are realistic. Catherine’s brother still has autism, Jason is still bound to his wheelchair, and some people are still not accepting of them; however, these events echo the realistic tone of the novel. Markers of inclusive literature are also present in the plot. The friendship between Jason and Catherine begins with her designing word cards for his communication book. Also, part of the problem in the book revolves around Catherine’s feelings about sharing her friendship with Jason.
The setting of the novel is contemporary Maine. This is important to the story because Catherine is artistic and often notices the colors and scenes of her surroundings – the beach, pond, seagulls. The more specific setting of the clinic is also very important to the plot. Jason and Catherine begin their friendship at the clinic, but eventually, the relationship goes outside this setting to the parking lot, the beach, Jason’s house, and beyond. This change in setting is effective in moving the plot and showing the growth of the characters. That much of the novel takes place at the clinic where Jason receives speech therapy and David attends occupational therapy is an inclusive literature marker.
Themes of the novel include friendship, family, fitting in, and respecting differences. The characters, plot, and setting all help to develop the themes naturally. The style of the novel is dictated by the first-person narration of Catherine. This narration is balanced well with the dialogue of the novel. Another element of style is the author’s use of rules; throughout the book, David’s rules title each chapter. Also, Catherine recites rules throughout the book; the font for the rules gives a hand-written appearance. The mood of the novel is often serious, but a casual tone and moments of humor are also present. Finally, Lord uses figurative language in the novel as well.
*Response
This book is a wonderful story that I think many young readers would enjoy. I will definitely recommend it in the library. I think it would also make a great book for a novel study or literature circle.
*Review Excerpts
"Lord has candidly captured the delicate dynamics in a family that revolves around a child's disability. Set in coastal Maine, this sensitive story is about being different, feeling different, and finding acceptance. A lovely, warm read, and a great discussion starter."
School Library Journal
"A rewarding story that may well inspire readers to think about others' points of view."
Publishers Weekly
"Catherine is an appealing and believable character, acutely self-conscious and torn between her love for her brother and her resentment of his special needs. Middle-grade readers will recognize her longing for acceptance and be intrigued by this exploration of dealing with differences."
Kirkus Review
*Connections
-Conduct research on autism.
-Write a journal entry. Do you think the way Catherine treats Jason is fair? Why or why not?
-Catherine tries to show Jason how it feels to run. Using words, explain running. Write a short paragraph using your best descriptive language.
-How is your family similar to Catherine’s? How is it different?
ISBN 043944382
*Plot Summary
Twelve-year old Catherine spends her summer dealing with her family, meeting new people, and learning about herself.
*Critical Analysis
Cynthia Lord’s first novel, RULES, includes memorable, well-developed characters. Catherine, the protagonist, is an artist twelve-year old girl who is excited about summer vacation - swimming in the nearby pond and getting to know her new next door neighbor Kristi. Catherine also spends a great deal of time helping her mother take care of her younger brother, David, who is autistic. In Catherine, Lord has created a realistic, interesting character. Catherine shows understanding for her brother and is aware of his differences and difficulties. She even makes rules for him to follow because “David doesn’t learn by watching other people, so I have to teach him everything.” On the other hand, she is not perfect in her dealings with her brother; she sometimes loses patience and even wishes he could take a pill to so he could “wake up one morning without autism, like someone waking from a long coma.”
Another example the multi-dimensional characters in RULES is Jason, a patient at the clinic where David attends occupational therapy twice a week. Jason is a teenager who is confined to a wheelchair and uses a communication book instead of speaking. Although Jason’s disabilities are a major part of his character, Lord shows him as a dynamic character with interests, ideas, dreams and frustrations. David likes music and does not enjoy working with his speech therapist, “STUPID. SPEECH. WOMAN.” Readers learn a great deal about both Catherine and Jason by their interactions with one another. Markers of inclusive literature include one of David’s speech habits which is to use lines from FROG AND TOAD instead of his own words when communicating. Also, Jason must communicate through cards and uses a wheelchair.
In addition to well-developed characters, RULES also has an original, true to life plot. The plot revolves around Catherine and her relationships with her family and friends. As the novel progresses so do the relationships between Catherine and her new friends – Jason and Kristi. The action of the plot moves along logically with an eventual climax and resolution that are realistic. Catherine’s brother still has autism, Jason is still bound to his wheelchair, and some people are still not accepting of them; however, these events echo the realistic tone of the novel. Markers of inclusive literature are also present in the plot. The friendship between Jason and Catherine begins with her designing word cards for his communication book. Also, part of the problem in the book revolves around Catherine’s feelings about sharing her friendship with Jason.
The setting of the novel is contemporary Maine. This is important to the story because Catherine is artistic and often notices the colors and scenes of her surroundings – the beach, pond, seagulls. The more specific setting of the clinic is also very important to the plot. Jason and Catherine begin their friendship at the clinic, but eventually, the relationship goes outside this setting to the parking lot, the beach, Jason’s house, and beyond. This change in setting is effective in moving the plot and showing the growth of the characters. That much of the novel takes place at the clinic where Jason receives speech therapy and David attends occupational therapy is an inclusive literature marker.
Themes of the novel include friendship, family, fitting in, and respecting differences. The characters, plot, and setting all help to develop the themes naturally. The style of the novel is dictated by the first-person narration of Catherine. This narration is balanced well with the dialogue of the novel. Another element of style is the author’s use of rules; throughout the book, David’s rules title each chapter. Also, Catherine recites rules throughout the book; the font for the rules gives a hand-written appearance. The mood of the novel is often serious, but a casual tone and moments of humor are also present. Finally, Lord uses figurative language in the novel as well.
*Response
This book is a wonderful story that I think many young readers would enjoy. I will definitely recommend it in the library. I think it would also make a great book for a novel study or literature circle.
*Review Excerpts
"Lord has candidly captured the delicate dynamics in a family that revolves around a child's disability. Set in coastal Maine, this sensitive story is about being different, feeling different, and finding acceptance. A lovely, warm read, and a great discussion starter."
School Library Journal
"A rewarding story that may well inspire readers to think about others' points of view."
Publishers Weekly
"Catherine is an appealing and believable character, acutely self-conscious and torn between her love for her brother and her resentment of his special needs. Middle-grade readers will recognize her longing for acceptance and be intrigued by this exploration of dealing with differences."
Kirkus Review
*Connections
-Conduct research on autism.
-Write a journal entry. Do you think the way Catherine treats Jason is fair? Why or why not?
-Catherine tries to show Jason how it feels to run. Using words, explain running. Write a short paragraph using your best descriptive language.
-How is your family similar to Catherine’s? How is it different?
Does My Head Look Big in This?
Abdel-Fattah, Randa. 2005. DOES MY HEAD LOOK BIG IN THIS? New York, NY: Orchard Books.
ISBN 0439919470
*Plot Summary
When high school student Amal chooses to wear a traditional hijab, she learns a great deal about her friends, her faith, and herself.
*Critical Analysis
Randa Abdel-Fattah’s novel DOES MY HEAD LOOK BIG IN THIS? features Amal, a believable narrator with a clear voice. Throughout the book, Amal deals with many issues which will make her relatable to teens: appearance, peer pressure, parents, the cool crowd, and the pressures of school. To add to this, Amal who is an Australian-Muslim-Palestinian has chosen to become a “full timer” and wear the hijab , or head scarf, whenever she’s in the presence of males who are not immediate family. As the novel progresses, Amal’s interactions with her friends, family, and even strangers show her internal growth and changes. Although Amal changes, her words and actions stay true to her character throughout.
In addition to Amal, Abdel-Fattah has created several other multi-dimensional characters in the novel. Amal’s parents have high expectations for their daughter yet are diplomatic and fair in their dealings with her. Amal shares close relationships with her parents. Mrs. Vasellis is Amal’s neighbor who appears to be just a cranky old woman; however, as the novel progresses, Amal finds her to be different than she ever expected. Finally, Amal’s friend Leila is an excellent and ambitious student who Amal feels is being limited by her mother’s expectations. Among the many characters this novel includes, the interactions and conversations are interesting and plausible. Several cultural markers are also present. The religion of Islam is represented. Amal and her mother both wear the hijab although other Muslim women in the book choose not to do so. Food, religious practices, language, and skin color are also true to the culture. Abdel-Fattah is also sure to show variety with the Muslim culture. For example, Amal’s aunt and uncle go out of their way to “assimilate” with the Australian lifestyle.
Like the characters, the plot is also believable. Much of the plot revolves around Amal’s relationships as she moves through the second semester of eleventh grade. Although her choice to wear the hijab is at the center of the action, there are several other storylines which are part of the plot. Even with many characters and a few different conflicts, the plotline is logical and follows Amal’s experiences in chronological order. The climax and resolution are hopeful. Amal feels as a sense of hope as she looks to her future with her network of friends and family. Cultural markers regarding the plot include Amal’s choice to wear the hijab which dictates much of the plot. Also, Amal’s beliefs which are guided by her belief in Islam also drive much of the plot.
The novel is set in a modern-day Australian suburb. Amal attends a prestigious, private school in which shw is the first to wear a hijab. Amal’s school has a social structure which revolves around “how much your dad earns, how many cars you have, whether your money’s ‘old.’” This setting is also very important to the storyline as Amal sorts through her feelings about wearing the hijab in this environment and deals with the reactions of her principal, teachers, and classmates. Events such as the first anniversary of the September 11 tragedy and the bombing in the Bali nightclub also add to the setting. As a Muslim, Amal must deal with the way others view during these times as well as deal with her own grief and sadness.
There are many themes in this novel including faith, friendship, family, dealing with prejudice, and understanding others. The themes are ones that many readers, particularly teens, will find they can relate to. The style of the novel is natural and conversational. Amal tells her story with humor, candor, and the outlook of a teen. The balance of narration and dialogue is effective. Although the mood is humorous, the novel includes many serious subjects as well. However, Amal as narrator never takes herself too seriously and the novel itself is never overly sentimental.
*Response
I found this novel to be so engaging that I didn't wanted to put it down. The author, Randa Abdel-Fattah, was so effective in creating an authentic voice for her teenage protagonist and narrator. I would definitely recommend this book to young adult readers, especially girls. Although it is a great story that is written expertly, it also delivers a message that will spark interesting and important conversations among readers.
*Review Excerpts
"Without heavy preaching, the issues of faith and culture are part of the story, from fasting at Ramadan to refusing sex before marriage. More than the usual story of the immigrant teen’s conflict with her traditional parents, the funny, touching contemporary narrative will grab teens everywhere."
Booklist *Starred Review*
"Using a winning mix of humor and sensitivity, Abdel-Fattah ably demonstrates that her heroine is, at heart, a teen like any other. This debut should speak to anyone who has felt like an outsider for any reason."
Publishers Weekly
"While the novel deals with a number of serious issues, it is extremely funny and entertaining, and never preachy or forced. The details of Amal's family and social life are spot-on, and the book is wonderful at showing the diversity within Muslim communities and in explaining why so many women choose to wear the hijab. Amal is an appealing and believable character. She trades verbal jibes with another girl, she is impetuous and even arrogant at times, and she makes some serious errors of judgment. And by the end of the story, she and readers come to realize that 'Putting on the hijab isn't the end of the journey. It's just the beginning of it.'"
School Library Journal
*Connections
-Write a journal entry. How would this novel be different if Amal had been allowed to attend the public school she wished to attend instead of McLeans?
-Conduct research on some of the traditions and religious practices featured in the book: Ramadan, wearing the hijab, prayers, etc.
-Write an epilogue to the novel. What happens next?
-Write a dialogue paper for one the characters in the book. (Have an imaginary conversation with one of the characters in the book.)
ISBN 0439919470
*Plot Summary
When high school student Amal chooses to wear a traditional hijab, she learns a great deal about her friends, her faith, and herself.
*Critical Analysis
Randa Abdel-Fattah’s novel DOES MY HEAD LOOK BIG IN THIS? features Amal, a believable narrator with a clear voice. Throughout the book, Amal deals with many issues which will make her relatable to teens: appearance, peer pressure, parents, the cool crowd, and the pressures of school. To add to this, Amal who is an Australian-Muslim-Palestinian has chosen to become a “full timer” and wear the hijab , or head scarf, whenever she’s in the presence of males who are not immediate family. As the novel progresses, Amal’s interactions with her friends, family, and even strangers show her internal growth and changes. Although Amal changes, her words and actions stay true to her character throughout.
In addition to Amal, Abdel-Fattah has created several other multi-dimensional characters in the novel. Amal’s parents have high expectations for their daughter yet are diplomatic and fair in their dealings with her. Amal shares close relationships with her parents. Mrs. Vasellis is Amal’s neighbor who appears to be just a cranky old woman; however, as the novel progresses, Amal finds her to be different than she ever expected. Finally, Amal’s friend Leila is an excellent and ambitious student who Amal feels is being limited by her mother’s expectations. Among the many characters this novel includes, the interactions and conversations are interesting and plausible. Several cultural markers are also present. The religion of Islam is represented. Amal and her mother both wear the hijab although other Muslim women in the book choose not to do so. Food, religious practices, language, and skin color are also true to the culture. Abdel-Fattah is also sure to show variety with the Muslim culture. For example, Amal’s aunt and uncle go out of their way to “assimilate” with the Australian lifestyle.
Like the characters, the plot is also believable. Much of the plot revolves around Amal’s relationships as she moves through the second semester of eleventh grade. Although her choice to wear the hijab is at the center of the action, there are several other storylines which are part of the plot. Even with many characters and a few different conflicts, the plotline is logical and follows Amal’s experiences in chronological order. The climax and resolution are hopeful. Amal feels as a sense of hope as she looks to her future with her network of friends and family. Cultural markers regarding the plot include Amal’s choice to wear the hijab which dictates much of the plot. Also, Amal’s beliefs which are guided by her belief in Islam also drive much of the plot.
The novel is set in a modern-day Australian suburb. Amal attends a prestigious, private school in which shw is the first to wear a hijab. Amal’s school has a social structure which revolves around “how much your dad earns, how many cars you have, whether your money’s ‘old.’” This setting is also very important to the storyline as Amal sorts through her feelings about wearing the hijab in this environment and deals with the reactions of her principal, teachers, and classmates. Events such as the first anniversary of the September 11 tragedy and the bombing in the Bali nightclub also add to the setting. As a Muslim, Amal must deal with the way others view during these times as well as deal with her own grief and sadness.
There are many themes in this novel including faith, friendship, family, dealing with prejudice, and understanding others. The themes are ones that many readers, particularly teens, will find they can relate to. The style of the novel is natural and conversational. Amal tells her story with humor, candor, and the outlook of a teen. The balance of narration and dialogue is effective. Although the mood is humorous, the novel includes many serious subjects as well. However, Amal as narrator never takes herself too seriously and the novel itself is never overly sentimental.
*Response
I found this novel to be so engaging that I didn't wanted to put it down. The author, Randa Abdel-Fattah, was so effective in creating an authentic voice for her teenage protagonist and narrator. I would definitely recommend this book to young adult readers, especially girls. Although it is a great story that is written expertly, it also delivers a message that will spark interesting and important conversations among readers.
*Review Excerpts
"Without heavy preaching, the issues of faith and culture are part of the story, from fasting at Ramadan to refusing sex before marriage. More than the usual story of the immigrant teen’s conflict with her traditional parents, the funny, touching contemporary narrative will grab teens everywhere."
Booklist *Starred Review*
"Using a winning mix of humor and sensitivity, Abdel-Fattah ably demonstrates that her heroine is, at heart, a teen like any other. This debut should speak to anyone who has felt like an outsider for any reason."
Publishers Weekly
"While the novel deals with a number of serious issues, it is extremely funny and entertaining, and never preachy or forced. The details of Amal's family and social life are spot-on, and the book is wonderful at showing the diversity within Muslim communities and in explaining why so many women choose to wear the hijab. Amal is an appealing and believable character. She trades verbal jibes with another girl, she is impetuous and even arrogant at times, and she makes some serious errors of judgment. And by the end of the story, she and readers come to realize that 'Putting on the hijab isn't the end of the journey. It's just the beginning of it.'"
School Library Journal
*Connections
-Write a journal entry. How would this novel be different if Amal had been allowed to attend the public school she wished to attend instead of McLeans?
-Conduct research on some of the traditions and religious practices featured in the book: Ramadan, wearing the hijab, prayers, etc.
-Write an epilogue to the novel. What happens next?
-Write a dialogue paper for one the characters in the book. (Have an imaginary conversation with one of the characters in the book.)
Friday, July 31, 2009
The Year of the Dog
Lin, Grace. 2006. THE YEAR OF THE DOG. Ill. by Grace Lin. New York, NY: Little, Brown and Company.
ISBN 0316001805
*Plot Summary
When Grace learns about the Year of the Dog, she begins looking for a lucky year and one in which she can find herself – find her talent in life.
*Critical Analysis
Grace, a young Taiwanese American girl, is the main character and narrator of THE YEAR OF THE DOG. Through the dialogue and narration of the story, readers get to know Grace as a believable and likable character. As she deals with realistic, contemporary situations, her strengths and weaknesses are revealed. For example, she and her best friend Melody have to contend with liking same boy in school. Similarly, Grace must recover from her dismal failure at the science fair, and she feels the sting of being left out at summer camp. The worries, fears, and interests of Grace make her character accessible to readers.
Through cultural markers, Grace’s Taiwanese heritage plays a prominent role in her characterization. Grace’s actual name is Pacy, but she and her sisters have “American” names for school. Her family participates in many traditions, such as the Red Egg party for her newborn cousin Albert. Details about foods, language, and clothes all reflect Grace and her family’s Taiwanese heritage.
The episodic, true to life events of the plot are interesting and move the story along. Grace’s quest to find herself in the Year of the Dog dictates the action of the plot. Episodes of the book show the progression of time throughout the year and Grace’s growth and changes. Readers will find the situations familiar and accessible. The events of the plot are logical, and the book ends with a satisfying, realistic conclusion.
Cultural markers drive the plot as Grace’s expectations and beliefs about the Year of the Dog stem from her culture. Several events in the book revolve around her Taiwanese culture. Grace attend Taiwanese American Convention (camp), she gathers with her family to celebrate the birth of her cousin, and she goes on a shopping trip with her family to Chinatown in New York City. The novel also includes stories shared with Grace about her family’s past; for example, one story her mother tells is about how her grandfather got rich. Because these stories are about her family’s history, many of them contain cultural marker as well.
The contemporary setting of the novel is a town in upstate New York – New Hartford. Most events take place in common places like school and home. This familiar setting is very important to the book; it works well with elements of the plot as Grace explains and learns about her heritage. The novel shows the Taiwanese culture in a modern day light – not a culture that only existed long ago. Another cultural marker is that some of the family stories told in the book take place in Taiwan.
Themes of the book include friendship, family, self-discovery, and traditions. They are revealed through Grace’s interactions with other characters and the situations of the story. Lin’s style of writing is casual and light-hearted even as it addresses more serious matters, such as Grace’s mistreatment at camp. The dialogue is natural and believable.
The narration features great style in the form of figurative language. “Melody and I became best friend. Like two chopsticks, we were always together.” The images conveyed through the figurative language are playful and add interest to the story. Likewise, Lin’s small, simple illustrations drawn throughout the book put a personal touch on the narration. The family stories add to the style of book and convey the importance of family and history to Grace’s family. All of these elements work together to make an entertaining story.
*Response
I really enjoyed this book. Somehow Lin is able to create a story that is absolutely full of markers of her culture, and yet so easy for a reader outside the culture to relate to. My favorite parts of the book are the drawings and Grace’s relationships with her family members. I will definitely recommend this book in the library; I only wish that I had read it sooner!
*Review Excerpts
“With a light touch, Lin offers both authentic Taiwanese-American and universal childhood experiences, told from a genuine child perspective. The story, interwoven with several family anecdotes, is entertaining and often illuminating. Appealing, childlike decorative line drawings add a delightful flavor to a gentle tale full of humor.”
Horn Book
“This comfortable first-person story will be a treat for Asian-American girls looking to see themselves in their reading, but also for any reader who enjoys stories of friendship and family life.”
Kirkus Review
“A lighthearted coming-of-age novel with a cultural twist.”
School Library Journal
*Connections
-Write a journal entry. Explain your feelings about the way the girls at TAC (camp) treated Grace. Would you have handled the situation differently than Grace did? Why or why not?
-Perform an excerpt of the novel as a Readers Theater.
-Lin features many vivid descriptions of food throughout the book. Using her writing as inspiration, write a short, detailed description of your favorite meal.-Conduct research on one of the traditions mentioned in the book (Chinese New Year, red envelopes, Red Eggs, “tiger chasing the pig” remedy from grandmother).
ISBN 0316001805
*Plot Summary
When Grace learns about the Year of the Dog, she begins looking for a lucky year and one in which she can find herself – find her talent in life.
*Critical Analysis
Grace, a young Taiwanese American girl, is the main character and narrator of THE YEAR OF THE DOG. Through the dialogue and narration of the story, readers get to know Grace as a believable and likable character. As she deals with realistic, contemporary situations, her strengths and weaknesses are revealed. For example, she and her best friend Melody have to contend with liking same boy in school. Similarly, Grace must recover from her dismal failure at the science fair, and she feels the sting of being left out at summer camp. The worries, fears, and interests of Grace make her character accessible to readers.
Through cultural markers, Grace’s Taiwanese heritage plays a prominent role in her characterization. Grace’s actual name is Pacy, but she and her sisters have “American” names for school. Her family participates in many traditions, such as the Red Egg party for her newborn cousin Albert. Details about foods, language, and clothes all reflect Grace and her family’s Taiwanese heritage.
The episodic, true to life events of the plot are interesting and move the story along. Grace’s quest to find herself in the Year of the Dog dictates the action of the plot. Episodes of the book show the progression of time throughout the year and Grace’s growth and changes. Readers will find the situations familiar and accessible. The events of the plot are logical, and the book ends with a satisfying, realistic conclusion.
Cultural markers drive the plot as Grace’s expectations and beliefs about the Year of the Dog stem from her culture. Several events in the book revolve around her Taiwanese culture. Grace attend Taiwanese American Convention (camp), she gathers with her family to celebrate the birth of her cousin, and she goes on a shopping trip with her family to Chinatown in New York City. The novel also includes stories shared with Grace about her family’s past; for example, one story her mother tells is about how her grandfather got rich. Because these stories are about her family’s history, many of them contain cultural marker as well.
The contemporary setting of the novel is a town in upstate New York – New Hartford. Most events take place in common places like school and home. This familiar setting is very important to the book; it works well with elements of the plot as Grace explains and learns about her heritage. The novel shows the Taiwanese culture in a modern day light – not a culture that only existed long ago. Another cultural marker is that some of the family stories told in the book take place in Taiwan.
Themes of the book include friendship, family, self-discovery, and traditions. They are revealed through Grace’s interactions with other characters and the situations of the story. Lin’s style of writing is casual and light-hearted even as it addresses more serious matters, such as Grace’s mistreatment at camp. The dialogue is natural and believable.
The narration features great style in the form of figurative language. “Melody and I became best friend. Like two chopsticks, we were always together.” The images conveyed through the figurative language are playful and add interest to the story. Likewise, Lin’s small, simple illustrations drawn throughout the book put a personal touch on the narration. The family stories add to the style of book and convey the importance of family and history to Grace’s family. All of these elements work together to make an entertaining story.
*Response
I really enjoyed this book. Somehow Lin is able to create a story that is absolutely full of markers of her culture, and yet so easy for a reader outside the culture to relate to. My favorite parts of the book are the drawings and Grace’s relationships with her family members. I will definitely recommend this book in the library; I only wish that I had read it sooner!
*Review Excerpts
“With a light touch, Lin offers both authentic Taiwanese-American and universal childhood experiences, told from a genuine child perspective. The story, interwoven with several family anecdotes, is entertaining and often illuminating. Appealing, childlike decorative line drawings add a delightful flavor to a gentle tale full of humor.”
Horn Book
“This comfortable first-person story will be a treat for Asian-American girls looking to see themselves in their reading, but also for any reader who enjoys stories of friendship and family life.”
Kirkus Review
“A lighthearted coming-of-age novel with a cultural twist.”
School Library Journal
*Connections
-Write a journal entry. Explain your feelings about the way the girls at TAC (camp) treated Grace. Would you have handled the situation differently than Grace did? Why or why not?
-Perform an excerpt of the novel as a Readers Theater.
-Lin features many vivid descriptions of food throughout the book. Using her writing as inspiration, write a short, detailed description of your favorite meal.-Conduct research on one of the traditions mentioned in the book (Chinese New Year, red envelopes, Red Eggs, “tiger chasing the pig” remedy from grandmother).
The Earth Dragon Awakes: The San Francisco Earthquake of 1906
Yep, Laurence. 2006. THE EARTH DRAGON AWAKES: THE SAN FRANCISCO EARTHQUAKE OF 1906. New York, NY: Harper Collins Publishers.
ISBN 0060275243
*Plot Summary
In this historical fiction novel, two young boys and their families survive the earthquake of San Francisco in 1906.
*Critical Analysis
In THE EARTH DRAGON AWAKES, Yep has created multi-dimensional, interesting characters. Through action and dialogue, these characters are revealed. The two main characters, Chin and Henry, are friends; Chin’s father works for Henry’s family. The boys share similar interests, especially reading “penny dreadfuls,” paperback books about the adventures of western figures like Marshall Earp. Yep combines historical details and cultural markers to make the characters authentic, and each character has a distinct personality which makes him or her believable to readers.
Readers will also relate to the characters’ reactions to the earthquake which makes the characters realism and authenticity to the historical novel. For example, Chin’s father, Ah Sing, works as a houseboy for the Travis family. However, he is also portrayed as a family man works to in America and sends money back to China to his much missed wife and family. When the earthquake strikes, he works to save his son without regard for his own life.
There are several other cultural markers regarding the characters. The names of the characters: Chin, Ah Sing, and Ah Quon. Also, the importance Ah Sing places upon taking his son to Chinatown because “he doesn’t want to Chin to forget he’s Chinese.” Finally, the people of Chinatown do not all speak the same dialect, so Chin cannot understand all of them even though they are Chinese.
The plot of the novel follows the events of the earthquake in the city of San Francisco. Chapters tell the accounts of each boy and his family, so readers are able to understand the effects of the earthquake across the city. The plot moves along at a quick pace giving details of the quake’s effect on different sections of the city, the growth of the fires, and the reactions of people.
Although Yep includes many details of the true events, they all contribute to the plot and to the boys’ stories. Also, the horror of the earthquake is conveyed through these details without being sensational or overwhelming. To further the plot, Yep uses the historical details and cultural markers effectively. For example, when the Chin, Ah Sing, and their friend Ah Quon escape the chaos of San Francisco to Oakland, they find that Chinese people must live in special camps because “Americans object to living next to Chinese.”
In THE EARTH DRAGON AWAKES, the setting is particularly important because the novel is based upon the actual events surrounding the San Francisco earthquake. Yep includes great descriptions of San Francisco and different parts of the city. For example, before the quake hits, Chin and his father go to Chinatown. “Though it is late, Chinatown is still very busy. Chinese shop in the stores. They eat in the restaurants. Americans dine with them. Some are ladies in evening dress and gentlemen in top hats.” Readers also get a sense of history in the description of the people fleeing the fires and the firemen fighting the fires. Automobiles and carriages fill the streets.
Adding even more authenticity to the setting are the cultural details. An example is the people who fill Chinatown and the architecture of San Francisco which Chin compares to that of China. “They look so plain compared to the ones at home…But the Chinese have added signs and decorations to them. The American buildings look like they are wearing Chinese disguises.”
Yep includes many themes in his novel, including the idea of heroism, family, bravery, racism, and community. These themes are revealed as the people of San Francisco, especially Chin and Henry, deal with the aftermath of the earthquake. The style of the novel combines a realistic portrayal of events and an imaginative use of language. Readers learn the true reactions of people to the crisis; some are brave while others take advantage or practice racism. The city is destroyed and many people lose their lives. Yep communicates these facts employing imagery and figurative language: “… soil becomes like quicksand,” “river of people flows north,” and fire that seems “like a living monster.” Many descriptions are poetic.
With short chapters labeled by time, date, and location, the novel moves quickly and dramatically. Finally, the preface, afterword, and photographs at the back of the book help readers understand the historical accuracy of this historical fiction story.
*Response
I found this novel to be interesting, heart-breaking, and entertaining. This is a strange way to describe my reaction, but it fits well for this book. I think students will enjoy learning about a “real” event from history. Yep’s depiction of the boys in the book makes the history more personal. I think this book would be a great read aloud.
*Review Excerpts
“Young readers will find the story engaging and the disaster fascinating, and they will breathe a sigh of relief when the two friends are reunited.”
Library Media Connection
“Yep's research is exhaustive. He covers all the most significant repercussions of the event, its aftershocks, and days of devastating fires, and peppers the story with interesting true-to-life anecdotes.”
School Library Journal
“This is a timely reminder of a historical disaster that turned over 2000 acres of city into a wasteland. Each chapter is headed with a time and place to help less than proficient readers keep track of the narrative strands. Simple sentence structure and the use of present tense throughout make this a very accessible introduction… It is notable especially for the attention paid to the experience of San Francisco's Chinese immigrants, and a good choice for reluctant readers.”
Kirkus Review
*Connections
-Write a journal entry. How does the earthquake affect different parts of the city and different groups of people in the city? Did it make a difference who you were or where you lived? Explain.
-Choose one of the “selected resources” from the end of the book to conduct further research about the earthquake.
-Discuss the each boy’s idea of his father. How did this idea change as the novel progressed?
-Read another book by Laurence Yep. How is it different from THE EARTH DRAGON AWAKES? How is it the same?
ISBN 0060275243
*Plot Summary
In this historical fiction novel, two young boys and their families survive the earthquake of San Francisco in 1906.
*Critical Analysis
In THE EARTH DRAGON AWAKES, Yep has created multi-dimensional, interesting characters. Through action and dialogue, these characters are revealed. The two main characters, Chin and Henry, are friends; Chin’s father works for Henry’s family. The boys share similar interests, especially reading “penny dreadfuls,” paperback books about the adventures of western figures like Marshall Earp. Yep combines historical details and cultural markers to make the characters authentic, and each character has a distinct personality which makes him or her believable to readers.
Readers will also relate to the characters’ reactions to the earthquake which makes the characters realism and authenticity to the historical novel. For example, Chin’s father, Ah Sing, works as a houseboy for the Travis family. However, he is also portrayed as a family man works to in America and sends money back to China to his much missed wife and family. When the earthquake strikes, he works to save his son without regard for his own life.
There are several other cultural markers regarding the characters. The names of the characters: Chin, Ah Sing, and Ah Quon. Also, the importance Ah Sing places upon taking his son to Chinatown because “he doesn’t want to Chin to forget he’s Chinese.” Finally, the people of Chinatown do not all speak the same dialect, so Chin cannot understand all of them even though they are Chinese.
The plot of the novel follows the events of the earthquake in the city of San Francisco. Chapters tell the accounts of each boy and his family, so readers are able to understand the effects of the earthquake across the city. The plot moves along at a quick pace giving details of the quake’s effect on different sections of the city, the growth of the fires, and the reactions of people.
Although Yep includes many details of the true events, they all contribute to the plot and to the boys’ stories. Also, the horror of the earthquake is conveyed through these details without being sensational or overwhelming. To further the plot, Yep uses the historical details and cultural markers effectively. For example, when the Chin, Ah Sing, and their friend Ah Quon escape the chaos of San Francisco to Oakland, they find that Chinese people must live in special camps because “Americans object to living next to Chinese.”
In THE EARTH DRAGON AWAKES, the setting is particularly important because the novel is based upon the actual events surrounding the San Francisco earthquake. Yep includes great descriptions of San Francisco and different parts of the city. For example, before the quake hits, Chin and his father go to Chinatown. “Though it is late, Chinatown is still very busy. Chinese shop in the stores. They eat in the restaurants. Americans dine with them. Some are ladies in evening dress and gentlemen in top hats.” Readers also get a sense of history in the description of the people fleeing the fires and the firemen fighting the fires. Automobiles and carriages fill the streets.
Adding even more authenticity to the setting are the cultural details. An example is the people who fill Chinatown and the architecture of San Francisco which Chin compares to that of China. “They look so plain compared to the ones at home…But the Chinese have added signs and decorations to them. The American buildings look like they are wearing Chinese disguises.”
Yep includes many themes in his novel, including the idea of heroism, family, bravery, racism, and community. These themes are revealed as the people of San Francisco, especially Chin and Henry, deal with the aftermath of the earthquake. The style of the novel combines a realistic portrayal of events and an imaginative use of language. Readers learn the true reactions of people to the crisis; some are brave while others take advantage or practice racism. The city is destroyed and many people lose their lives. Yep communicates these facts employing imagery and figurative language: “… soil becomes like quicksand,” “river of people flows north,” and fire that seems “like a living monster.” Many descriptions are poetic.
With short chapters labeled by time, date, and location, the novel moves quickly and dramatically. Finally, the preface, afterword, and photographs at the back of the book help readers understand the historical accuracy of this historical fiction story.
*Response
I found this novel to be interesting, heart-breaking, and entertaining. This is a strange way to describe my reaction, but it fits well for this book. I think students will enjoy learning about a “real” event from history. Yep’s depiction of the boys in the book makes the history more personal. I think this book would be a great read aloud.
*Review Excerpts
“Young readers will find the story engaging and the disaster fascinating, and they will breathe a sigh of relief when the two friends are reunited.”
Library Media Connection
“Yep's research is exhaustive. He covers all the most significant repercussions of the event, its aftershocks, and days of devastating fires, and peppers the story with interesting true-to-life anecdotes.”
School Library Journal
“This is a timely reminder of a historical disaster that turned over 2000 acres of city into a wasteland. Each chapter is headed with a time and place to help less than proficient readers keep track of the narrative strands. Simple sentence structure and the use of present tense throughout make this a very accessible introduction… It is notable especially for the attention paid to the experience of San Francisco's Chinese immigrants, and a good choice for reluctant readers.”
Kirkus Review
*Connections
-Write a journal entry. How does the earthquake affect different parts of the city and different groups of people in the city? Did it make a difference who you were or where you lived? Explain.
-Choose one of the “selected resources” from the end of the book to conduct further research about the earthquake.
-Discuss the each boy’s idea of his father. How did this idea change as the novel progressed?
-Read another book by Laurence Yep. How is it different from THE EARTH DRAGON AWAKES? How is it the same?
Tea With Milk
Say, Allen. 1999. TEA WITH MILK. Ill. by Allen Say. Boston, MA: Houghton Mifflin Company.
ISBN 0395904951
*Summary
When her parents move from California back to their homeland in Japan, May must adjust to being an American girl in her new home.
*Critical Analysis
Through words and illustrations, Allen Say has successfully recreated his mother’s story and her world when she moved from her home outside San Francisco to her parents’ home in Japan. The character of May or Masako is well-developed through narration, dialogue, and illustrations. Readers come to understand May’s position in California: she has been raised in a Japanese home and her parents are immigrants. She has “rice and miso soup and plain green tea for breakfast” at home. However, May is decidedly American. She enjoys “pancakes and muffins and drank tea with milk and sugar” while at her friends’ houses.
May’s reaction to leaving her home in California to begin a new life in Japan is easily relatable. She misses her home – the food, the clothing, the education. As a young girl, she aspired to attend college and to live in San Francisco. Now as she reenters high school to learn Japanese, May struggles to fit in because she is considered a foreigner. When her parents tell her they have hired a matchmaker because a good husband and family are important, May replies, “I’d rather have a turtle than a husband!” This is further evidence of May’s frustration regarding her new home. All of these details work together to portray a character that is interesting and believable.
In addition to the text, the illustrations help readers to understand May and her feelings. For example, an illustration of May in an empty schoolyard at her Japanese school reflects the isolation she feels at being a foreigner. Similarly, a painting of May wearing her brightest dress from California on the streets of Japan where most people are wearing traditional clothing shows May’s defiance and determination to find her own way in Japan. Cultural markers are present in both the text and illustrations. They include May’s Japanese name, Masako, and the use of language when May is referred to as “gaijin.” Also the illustrations portray facial features and skin tones consistent with the culture. The people’s style of dress in Japan is shown.
The plot of the story is chronological and easy to follow. Although many years are covered in the short book, the story has a clear conflict and a satisfying resolution. The illustrations add to the plot by showing the progression of time - May as a child standing on her front porch in California to an adult married and living in Yokohama. Also, Say’s paintings add to the tension of the plot. In the illustration of May’s date with the banker that the matchmaker chose, May is dressed in a kimono and looks uncomfortable sitting next to the young man. Likewise, the picture of May wearing western style clothing on the streets of Japan portrays her determination even as onlookers stare.
One cultural marker is pivotal to the plot. May’s parents’ decision to move back to their homeland in Japan is the beginning of the story’s conflict. Also, another part of the story’s problem is the difference between May’s expectations for her life (college, career, independence) and her parents’ vision of her life (to be a “proper Japanese lady”).
The setting in TEA WITH MILK is definitely important to the plot and the character development. The change in setting from California to Japan is a major part of the plot. Similarly, as the setting changes, May also changes; she is content in California, but in Japan, she struggles to find her niche. The differences between her parents’ hometown and the city of Osaka are also important. May feels much more at home with city life in Japan.
The illustrations add to readers’ understanding of the different settings. In particular, the portrayal of the department store where May eventually finds work. Cultural markers and historic details work together to create the setting. The style of dress and architecture reflect Japanese culture and the time period.
Themes of TEA WITH MILK include family, independence, fitting in, and loneliness. These themes are ones that most readers can identify with regardless of their cultural background. Say’s ability to communicate these themes effectively makes the story appealing. One cultural marker of the theme is the idea of portraying life as an immigrant and an outsider to a particular culture.
The style of Say’s writing includes an effective balance of narration and dialogue. Although May is not the narrator, readers are privy to her thoughts and reactions throughout the book. The story of Say’s mother’s life is told with straight-forward language. Likewise, the illustrations are realistic. The organization of the book, one page of illustration and one page of text, adds to the overall feeling of Say’s story.
Say’s realistic paintings throughout the book add detail and interest to the story. Harmonious colors and attention to details, such as facial expressions make the illustrations intriguing without overpowering the text. Additionally, the illustrations are effective in conveying the moods in the book. For example, the second picture in the book showing teenage May dressed in a kimono with a backdrop of a Japanese style paper window and tea conveys her unhappiness in her new home. The illustrations also show many cultural markers related to the setting, plot, and characters.
*Response
This is the first book by Allen Say that I have read, and I really love the story and the illustrations. I think it will be a great picture book to share in the library with different age groups. The themes make it relate to different topics.
*Review Excerpts
“This is a thoughtful and poignant book that will appeal to a wide range of readers, particularly our nation's many immigrants who grapple with some of the same challenges as May and Joseph, including feeling at home in a place that is not their own.”
School Library Journal
“Say's watercolors are quieter in line and color this time, and the text is much longer. Together, they tell an elemental story that will appeal to everyone who feels a stranger at home.”
Booklist *Starred Review*
“Say's masterfully executed watercolors tell as much of this story about a young woman's challenging transition from America to Japan as his eloquent, economical prose.”
Publishers Weekly
*Connections
-Read another of Say’s books, GRANDFATHER’S JOURNEY, which tells more about Say’s family and culture.
-Conduct research on some of the cultural markers in the book (arranged marriage, tea ceremony, idea of a proper Japanese lady). Do they still exist in Japan today?
-Conduct research about Allen Say’s life in Japan and the United States.
-Do journal writing about one of the themes of the novel – fitting in, family, traditions, etc.
ISBN 0395904951
*Summary
When her parents move from California back to their homeland in Japan, May must adjust to being an American girl in her new home.
*Critical Analysis
Through words and illustrations, Allen Say has successfully recreated his mother’s story and her world when she moved from her home outside San Francisco to her parents’ home in Japan. The character of May or Masako is well-developed through narration, dialogue, and illustrations. Readers come to understand May’s position in California: she has been raised in a Japanese home and her parents are immigrants. She has “rice and miso soup and plain green tea for breakfast” at home. However, May is decidedly American. She enjoys “pancakes and muffins and drank tea with milk and sugar” while at her friends’ houses.
May’s reaction to leaving her home in California to begin a new life in Japan is easily relatable. She misses her home – the food, the clothing, the education. As a young girl, she aspired to attend college and to live in San Francisco. Now as she reenters high school to learn Japanese, May struggles to fit in because she is considered a foreigner. When her parents tell her they have hired a matchmaker because a good husband and family are important, May replies, “I’d rather have a turtle than a husband!” This is further evidence of May’s frustration regarding her new home. All of these details work together to portray a character that is interesting and believable.
In addition to the text, the illustrations help readers to understand May and her feelings. For example, an illustration of May in an empty schoolyard at her Japanese school reflects the isolation she feels at being a foreigner. Similarly, a painting of May wearing her brightest dress from California on the streets of Japan where most people are wearing traditional clothing shows May’s defiance and determination to find her own way in Japan. Cultural markers are present in both the text and illustrations. They include May’s Japanese name, Masako, and the use of language when May is referred to as “gaijin.” Also the illustrations portray facial features and skin tones consistent with the culture. The people’s style of dress in Japan is shown.
The plot of the story is chronological and easy to follow. Although many years are covered in the short book, the story has a clear conflict and a satisfying resolution. The illustrations add to the plot by showing the progression of time - May as a child standing on her front porch in California to an adult married and living in Yokohama. Also, Say’s paintings add to the tension of the plot. In the illustration of May’s date with the banker that the matchmaker chose, May is dressed in a kimono and looks uncomfortable sitting next to the young man. Likewise, the picture of May wearing western style clothing on the streets of Japan portrays her determination even as onlookers stare.
One cultural marker is pivotal to the plot. May’s parents’ decision to move back to their homeland in Japan is the beginning of the story’s conflict. Also, another part of the story’s problem is the difference between May’s expectations for her life (college, career, independence) and her parents’ vision of her life (to be a “proper Japanese lady”).
The setting in TEA WITH MILK is definitely important to the plot and the character development. The change in setting from California to Japan is a major part of the plot. Similarly, as the setting changes, May also changes; she is content in California, but in Japan, she struggles to find her niche. The differences between her parents’ hometown and the city of Osaka are also important. May feels much more at home with city life in Japan.
The illustrations add to readers’ understanding of the different settings. In particular, the portrayal of the department store where May eventually finds work. Cultural markers and historic details work together to create the setting. The style of dress and architecture reflect Japanese culture and the time period.
Themes of TEA WITH MILK include family, independence, fitting in, and loneliness. These themes are ones that most readers can identify with regardless of their cultural background. Say’s ability to communicate these themes effectively makes the story appealing. One cultural marker of the theme is the idea of portraying life as an immigrant and an outsider to a particular culture.
The style of Say’s writing includes an effective balance of narration and dialogue. Although May is not the narrator, readers are privy to her thoughts and reactions throughout the book. The story of Say’s mother’s life is told with straight-forward language. Likewise, the illustrations are realistic. The organization of the book, one page of illustration and one page of text, adds to the overall feeling of Say’s story.
Say’s realistic paintings throughout the book add detail and interest to the story. Harmonious colors and attention to details, such as facial expressions make the illustrations intriguing without overpowering the text. Additionally, the illustrations are effective in conveying the moods in the book. For example, the second picture in the book showing teenage May dressed in a kimono with a backdrop of a Japanese style paper window and tea conveys her unhappiness in her new home. The illustrations also show many cultural markers related to the setting, plot, and characters.
*Response
This is the first book by Allen Say that I have read, and I really love the story and the illustrations. I think it will be a great picture book to share in the library with different age groups. The themes make it relate to different topics.
*Review Excerpts
“This is a thoughtful and poignant book that will appeal to a wide range of readers, particularly our nation's many immigrants who grapple with some of the same challenges as May and Joseph, including feeling at home in a place that is not their own.”
School Library Journal
“Say's watercolors are quieter in line and color this time, and the text is much longer. Together, they tell an elemental story that will appeal to everyone who feels a stranger at home.”
Booklist *Starred Review*
“Say's masterfully executed watercolors tell as much of this story about a young woman's challenging transition from America to Japan as his eloquent, economical prose.”
Publishers Weekly
*Connections
-Read another of Say’s books, GRANDFATHER’S JOURNEY, which tells more about Say’s family and culture.
-Conduct research on some of the cultural markers in the book (arranged marriage, tea ceremony, idea of a proper Japanese lady). Do they still exist in Japan today?
-Conduct research about Allen Say’s life in Japan and the United States.
-Do journal writing about one of the themes of the novel – fitting in, family, traditions, etc.
Sunday, July 19, 2009
Between Earth and Sky: Legends of Native American Sacred Places
Bruchac, Joseph. 1996. BETWEEN EARTH AND SKY: LEGENDS OF NATIVE AMERICAN SACRED PLACES. Ill. by Thomas Locker. San Diego, CA: Harcourt Brace and Company.
ISBN 0152000429
*Plot Summary
By telling Little Turtle stories about sacred places, Old Bear teaches his nephew about Native American cultures and about finding sacred places all around him.
*Critical Analysis
Joseph Bruchac retells ten legends which tell of the importance of various sites in North America. Using a short narrative about Little Turtle and his uncle Old Bear at the beginning and end of the book, Bruchac uses Old Bear’s stories to share knowledge with Little Turtle and readers alike. Within each legend are important figures. For example, in the legend of the North a young woman is saved by the Thunder Beings and continues to keep watch and remind us that each gift we give, gives a blessing back. Another example is the ogre who was finally knocked off the cliff by the Hero Twins; that ogre became El Capitan. As the introduction to the book states, each legend represents a place that readers may or may not know of, but does exist. This makes the legends more accessible to readers.
Each legend poses some problem or lesson to be learned. The solution arrives by magic or an act of extreme bravery – by a human or an animal. The legends explain some place or occurrence in nature. In the legend of Below, the Grand Canyon “was meant to remind us of those worlds that were lost before we reached this rainbow world no one wants to leave behind.” The settings of each legend are important. Each takes place in North America, and each represents one of the seven directions recognized by Native American cultures throughout the continent.
Themes of the legends vary, but all relate to the idea of appreciation and being aware of our environment. Although each legend comes from and represents different Native American cultures, the style of writing is similar in each. The stories are told simply in poetic form organized in stanzas. Each legend is told in first-person just as Old Bear would tell the stories to Little Turtle. This brings an oral quality to the legends – perfect for reading aloud.
There are many cultural markers within the text of BETWEEN EARTH AND SKY. Each legend is identified by the direction it represents and by the specific cultural group from which it originated. Names such as Little Turtle and Old Bear are used as well. Native language is used along with English; a list of these words with suggested pronunciations is included at the end of the book. The style of language perfect for retelling/reading aloud is also true to the cultures represented.
The illustrations in the book are arranged in an orderly fashion. The text for each legend fills one page and faces a full page color illustration portraying the setting that legend represents. Locker’s oil paintings show beautiful scenes of nature in a realistic style. Locker’s use of color is effective; within each illustration the colors are similar and Locker uses shading and shadows to create depth. Although the paintings main focus is the natural environment ,people and shelters can be seen in a few of them – serving as markers for the culture represented. Finally, the book ends with a map which shows the location of Native American tribes throughout the United States along with the ten sacred places described within the book. All together the illustrations add to the mood and effectiveness of the book.
*Response
This is a beautiful book that I look forward to sharing in the library. Because it is divided by the ten different legends, it is a great book for browsing and reading a bit at a time. The illustrations are stunning.
*Review Excerpts
More than a guide to places sacred to Native Americans, this reverent book prompts readers to look within themselves to find the hallowed ground that "sets our sprits on the right path.
Publishers Weekly
Here, short, easy-to-understand legends are accompanied by full-page oil paintings in Locker's dramatic signature style. Pairing places familiar to many students, such as Niagara Falls and the Grand Canyon, with legends offers readers new perspectives on the natural world and an excellent curricular connection.
BookList
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.
School Library Journal
*Connections
-Conduct research about one of the Native American cultures represented in the book.
-Read other books written by Joseph Bruchac.
-Conduct research about one of the locations included in the book.
-Read other Native American folktales.
-Become familiar with one of the legends and use it as a source for storytelling.
ISBN 0152000429
*Plot Summary
By telling Little Turtle stories about sacred places, Old Bear teaches his nephew about Native American cultures and about finding sacred places all around him.
*Critical Analysis
Joseph Bruchac retells ten legends which tell of the importance of various sites in North America. Using a short narrative about Little Turtle and his uncle Old Bear at the beginning and end of the book, Bruchac uses Old Bear’s stories to share knowledge with Little Turtle and readers alike. Within each legend are important figures. For example, in the legend of the North a young woman is saved by the Thunder Beings and continues to keep watch and remind us that each gift we give, gives a blessing back. Another example is the ogre who was finally knocked off the cliff by the Hero Twins; that ogre became El Capitan. As the introduction to the book states, each legend represents a place that readers may or may not know of, but does exist. This makes the legends more accessible to readers.
Each legend poses some problem or lesson to be learned. The solution arrives by magic or an act of extreme bravery – by a human or an animal. The legends explain some place or occurrence in nature. In the legend of Below, the Grand Canyon “was meant to remind us of those worlds that were lost before we reached this rainbow world no one wants to leave behind.” The settings of each legend are important. Each takes place in North America, and each represents one of the seven directions recognized by Native American cultures throughout the continent.
Themes of the legends vary, but all relate to the idea of appreciation and being aware of our environment. Although each legend comes from and represents different Native American cultures, the style of writing is similar in each. The stories are told simply in poetic form organized in stanzas. Each legend is told in first-person just as Old Bear would tell the stories to Little Turtle. This brings an oral quality to the legends – perfect for reading aloud.
There are many cultural markers within the text of BETWEEN EARTH AND SKY. Each legend is identified by the direction it represents and by the specific cultural group from which it originated. Names such as Little Turtle and Old Bear are used as well. Native language is used along with English; a list of these words with suggested pronunciations is included at the end of the book. The style of language perfect for retelling/reading aloud is also true to the cultures represented.
The illustrations in the book are arranged in an orderly fashion. The text for each legend fills one page and faces a full page color illustration portraying the setting that legend represents. Locker’s oil paintings show beautiful scenes of nature in a realistic style. Locker’s use of color is effective; within each illustration the colors are similar and Locker uses shading and shadows to create depth. Although the paintings main focus is the natural environment ,people and shelters can be seen in a few of them – serving as markers for the culture represented. Finally, the book ends with a map which shows the location of Native American tribes throughout the United States along with the ten sacred places described within the book. All together the illustrations add to the mood and effectiveness of the book.
*Response
This is a beautiful book that I look forward to sharing in the library. Because it is divided by the ten different legends, it is a great book for browsing and reading a bit at a time. The illustrations are stunning.
*Review Excerpts
More than a guide to places sacred to Native Americans, this reverent book prompts readers to look within themselves to find the hallowed ground that "sets our sprits on the right path.
Publishers Weekly
Here, short, easy-to-understand legends are accompanied by full-page oil paintings in Locker's dramatic signature style. Pairing places familiar to many students, such as Niagara Falls and the Grand Canyon, with legends offers readers new perspectives on the natural world and an excellent curricular connection.
BookList
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.
School Library Journal
*Connections
-Conduct research about one of the Native American cultures represented in the book.
-Read other books written by Joseph Bruchac.
-Conduct research about one of the locations included in the book.
-Read other Native American folktales.
-Become familiar with one of the legends and use it as a source for storytelling.
Guests
Dorris, Michael. 1994. GUESTS. New York, NY: Hyperion Books for Children.
ISBN 0786820365
*Plot Summary
Frustrated with his parents and the impending arrival of guests, Moss decides to go to the woods. Although his trip there begins out of frustration, he eventually makes a new friend and learns about himself.
*Critical Analysis
In his novel GUESTS, Michael Dorris creates Moss, a memorable narrator and protagonist. Although Moss lives during the time of the first Thanksgiving, Dorris portrays him as a typical young boy. He sometimes wishes he were older, wonders about girls his age, and disagrees with his father’s decision to invite guests to the family’s harvest feast. Such a believable, dynamic character makes the time period and story approachable. Other multi-dimensional characters include Trouble who is struggling with her role in village life, and Moss’s grandfather who is agitated by the manners of the guests.
There are several cultural markers in regard to the characters. The names of the characters – Moss, Trouble, Cloud, Running Woman, Boulder – reflect Native American culture. Also, Moss’s mother “hummed a corn song” and used a “band of tanned deerskin” to hold back her hair. Finally, the description of one of the visitors to the village telling a story and “doing it all wrong” reveal cultural markers. The man stood up, spoke too loudly, and stared directly into the eyes of his audience.
The plot of the novel revolves around Moss and his feelings about growing up and the visitors who will come for the feast. The conflict is clear, and the resolution is satisfying as Moss begins to understand his time away and his place within his family. Also playing a part in the plot is the relationship between Moss and Trouble and the arrival of the guests. Events in the plot are believable and touch on universal ideas like growing up, making friends, and dealing with people who are different. Cultural markers related to the plot are Moss’s “time away” and the traditional harvest feast in which the family would eat, dance, and listen to the grandfather tell stories.
The idea of the first Thanksgiving is the framework for the setting. However, the more specific settings of the village, community, and the wilderness are most important to the story. Details about the time period and about the culture bring the setting to life. Moss performs chores like gathering wood so his mother can cook for the feast and Moss’s grandmother explains how names are given - “to remind, not describe.” An argument between Moss and Trouble reveals more about their way of life. Women stay home, work in the cornfields, and sew deerskin; meanwhile, men travel for hunting, protect the family, and use a bow. Foods eaten by the family are corn mush, berries, honey, turkey, and bean soup. All of these specific details help readers understand the setting of the novel.
Themes of the novel include coming of age, family, and understanding others. These themes work well in the time period of the novel, but are also accessible to young readers. The style is of the book is comprised of a good balance of dialogue and narration. The narrative is descriptive and, at times, even poetic. “I opened my mouth, opened my eyes, opened my hands, opened my ears. I was a house whose walls had fallen down, all at the same time, during a thunderstorm…” This style adds to the overall tone and flow of the story and doesn’t distract from plotline. Although the style of speech is consistent with contemporary speech patterns, what the characters say reflects the culture and the time period. Finally, the stories told throughout the novel are also cultural markers and add to the style of the novel.
*Response
This is a wonderful book and provides a different perspective to the traditional Thanksgiving story. In addition to that, however, it is a great story. I will recommend it to students and teachers; I will also use it in the library as an example of voice in writing.
*Review Excerpts
Dorris's writing is elegant, full of evocative images and lush metaphors. He develops his intriguing characters in a leisurely way, and places little emphasis on plot. Young readers will need to work hard to piece together the clues that suggest the setting (someplace by the sea) and the identity of the guests (probably white settlers since they arrived after following a ``trail through the sea'').
School Library Journal
Though his narrative may at times seem a little subtle for the intended audience, Dorris has drawn a piercing portrait of a boy and the powerful traditions that shape him.
Publishers Weekly
Though his narrative may at times seem a little subtle for the intended audience, Dorris has drawn a piercing portrait of a boy and the powerful traditions that shape him. Publishers Weekly
Dorris' casual sentences are simple and beautiful, showing in their very particularity that Moss discovers the wonder of familiar things.
BookList
*Connections
-Compare this story to the traditional Thanksgiving story. How are they different? How are they the same?
-Read other works by Michael Dorris.
-Discuss Trouble’s family. What was happening? Should she stay or go?
-Write a journal entry. Did Moss have his true “away time?” Why or why not?
ISBN 0786820365
*Plot Summary
Frustrated with his parents and the impending arrival of guests, Moss decides to go to the woods. Although his trip there begins out of frustration, he eventually makes a new friend and learns about himself.
*Critical Analysis
In his novel GUESTS, Michael Dorris creates Moss, a memorable narrator and protagonist. Although Moss lives during the time of the first Thanksgiving, Dorris portrays him as a typical young boy. He sometimes wishes he were older, wonders about girls his age, and disagrees with his father’s decision to invite guests to the family’s harvest feast. Such a believable, dynamic character makes the time period and story approachable. Other multi-dimensional characters include Trouble who is struggling with her role in village life, and Moss’s grandfather who is agitated by the manners of the guests.
There are several cultural markers in regard to the characters. The names of the characters – Moss, Trouble, Cloud, Running Woman, Boulder – reflect Native American culture. Also, Moss’s mother “hummed a corn song” and used a “band of tanned deerskin” to hold back her hair. Finally, the description of one of the visitors to the village telling a story and “doing it all wrong” reveal cultural markers. The man stood up, spoke too loudly, and stared directly into the eyes of his audience.
The plot of the novel revolves around Moss and his feelings about growing up and the visitors who will come for the feast. The conflict is clear, and the resolution is satisfying as Moss begins to understand his time away and his place within his family. Also playing a part in the plot is the relationship between Moss and Trouble and the arrival of the guests. Events in the plot are believable and touch on universal ideas like growing up, making friends, and dealing with people who are different. Cultural markers related to the plot are Moss’s “time away” and the traditional harvest feast in which the family would eat, dance, and listen to the grandfather tell stories.
The idea of the first Thanksgiving is the framework for the setting. However, the more specific settings of the village, community, and the wilderness are most important to the story. Details about the time period and about the culture bring the setting to life. Moss performs chores like gathering wood so his mother can cook for the feast and Moss’s grandmother explains how names are given - “to remind, not describe.” An argument between Moss and Trouble reveals more about their way of life. Women stay home, work in the cornfields, and sew deerskin; meanwhile, men travel for hunting, protect the family, and use a bow. Foods eaten by the family are corn mush, berries, honey, turkey, and bean soup. All of these specific details help readers understand the setting of the novel.
Themes of the novel include coming of age, family, and understanding others. These themes work well in the time period of the novel, but are also accessible to young readers. The style is of the book is comprised of a good balance of dialogue and narration. The narrative is descriptive and, at times, even poetic. “I opened my mouth, opened my eyes, opened my hands, opened my ears. I was a house whose walls had fallen down, all at the same time, during a thunderstorm…” This style adds to the overall tone and flow of the story and doesn’t distract from plotline. Although the style of speech is consistent with contemporary speech patterns, what the characters say reflects the culture and the time period. Finally, the stories told throughout the novel are also cultural markers and add to the style of the novel.
*Response
This is a wonderful book and provides a different perspective to the traditional Thanksgiving story. In addition to that, however, it is a great story. I will recommend it to students and teachers; I will also use it in the library as an example of voice in writing.
*Review Excerpts
Dorris's writing is elegant, full of evocative images and lush metaphors. He develops his intriguing characters in a leisurely way, and places little emphasis on plot. Young readers will need to work hard to piece together the clues that suggest the setting (someplace by the sea) and the identity of the guests (probably white settlers since they arrived after following a ``trail through the sea'').
School Library Journal
Though his narrative may at times seem a little subtle for the intended audience, Dorris has drawn a piercing portrait of a boy and the powerful traditions that shape him.
Publishers Weekly
Though his narrative may at times seem a little subtle for the intended audience, Dorris has drawn a piercing portrait of a boy and the powerful traditions that shape him. Publishers Weekly
Dorris' casual sentences are simple and beautiful, showing in their very particularity that Moss discovers the wonder of familiar things.
BookList
*Connections
-Compare this story to the traditional Thanksgiving story. How are they different? How are they the same?
-Read other works by Michael Dorris.
-Discuss Trouble’s family. What was happening? Should she stay or go?
-Write a journal entry. Did Moss have his true “away time?” Why or why not?
Rain Is Not My Indian Name
Smith, Cynthia Leitich. 2001. RAIN IS NOT MY INDIAN NAME. New York, NY: Harper Collins Publishers.
ISBN 0688173977
*Plot Summary
In a small town in Kansas, Cassidy Rain Berghoff learns to deal with the loss of her best friend. In doing so, she comes to better understand her family, her heritage, and herself.
*Critical Analysis
In RAIN IS NOT MY INDIAN NAME, Cynthia Leitich Smith has created interesting, believable characters who are revealed slowly as the plot of the novel unfolds. Cassidy Rain Berghoff is the main character and narrator of the story. Through her narration, conversations, and journal entries, readers come to understand Rain, her family, and her hometown. Fourteen year old Rain is believable in the fact that she deals with serious issues – death of loved ones, her cultural identity; but she also deals with everyday situations – her first kiss, jealousy of her ex-friend Queenie. Readers learn of Rain’s internal growth and changes which makes her character relatable and interesting.
Through Rain’s narration and dialogue, other characters are revealed as well. For example, her brother older Fynn is newly engaged and facing impending fatherhood. Also, Rain’s Grampa is visiting Las Vegas and sending Rain emails about his adventures and a new lady friend he has met. These types of characters and relationships add interest to the novel and make the plot more believable.
Cultural markers are present in the characters of the novel. Rain’s “coloring is lighter” which prompts many people to ask her “’How much Indian are you?’’ when they first learn that she is Native American. She muses that they may have in mind Malibu Pocahontas. Specific cultural groups are also mentioned: Rain’s father’s side is Ojibway, Aunt Georgia is Muscogee Creek-Cherokee, and Indian campers Dmitri and Marie are also Ojibway. Finally, an important object that seems to represent Rain’s memory of her mother is a traditional tear dress which has been hanging in her parents’ room since her mother’s death.
The plot of the story follows a logical series of events. Much of the readers’ understanding of the plot comes by way of Rain’s narration and flashbacks via her journal entries. For example, readers understand the importance of Rain’s relationship with her mother and with Galen by reading journal entries. These relationships are as important to the plot as the events of the novel since much of the story hinges on Rain’s internal growth as the story progresses.
The climax and resolution are plausible and satisfying as Rain finds her way back into her life (following Galen’s death) accepting her role as a teenager, a Native American, and a future aunt. This resolution is hopeful but believable; for example, she still misses Galen, but she has found a way to memorialize him and celebrate his birthday. Cultural markers in the plot include Rain’s growing understanding of her father’s Ojibway culture. Also, much of the action of the novel revolves around Aunt Georgia’s Indian camp. Rain’s interest in photographing the camp aids her understanding of her culture and leads her to ultimately defend her heritage.
The setting of the novel is a small town in Kansas. This setting is important as it creates not only a backdrop for the story, but it is also a way for readers to identify with the novel. The fictional town of Hannesburg is typical in many ways – McDonald’s, city council conflicts, gossip and rumors, the cheerleader crowd, and different socio-economic levels. The setting is also obviously contemporary as evidence by Rain’s use of the internet to communicate with Grampa and her posting a memorial of Galen online. All of these details work together to move the plot forward as Rain struggles to rejoin life in her small town.
Although the setting is well-established, it doesn’t overwhelm the plot or themes which have universal appeal. Cultural markers in the setting include Rain’s understanding of how few minorities, Native Americans in particular, live in her town. Also, when Rain goes to Dmitri’s home, she realizes how different her life is from his despite their shared heritage.
Themes of the novel include death, relationships with friends and family, dealing with changes, and small town life. These themes emerge naturally as the events of the novel unfold; they also make the novel appealing to a variety of readers. Smith’s writing style is detailed and descriptive yet also conversational. With Rain’s narration, Smith creates a smart, thoughtful fourteen year old girl.
The point of view is consistent throughout the novel and reflects the changes Rain undergoes as well. The journal entries at the beginning of each chapter add to the appeal of the novel and make the themes and characters more personal to readers. The tone of the story is true to life – at times light and humorous and at other times thoughtful and serious.
Rain’s culture is also reflected in the style of the novel. As Rain comes to understand herself better, she also becomes more interested in her heritage. The end of the novel has a hopeful mood as Rain decides to learn more about her Ojibway heritage.
*Response
This book was a joy for me to read. Rain’s voice is compelling. I especially appreciate how author Cynthia Leitich Smith is able to bring to light issues of Native American culture and prejudice without being preachy. (For example, although Rain hates it when people say “You don’t look Indian,” she makes a similar comment when she realized a new friend is Jewish.) This is the kind of book with characters so believable that I was left wondering what happens to them next.
*Review Excerpts
“It is one of the best portrayals around of kids whose heritage is mixed but still very important in their lives. As feelings about the public funding of Indian Camp heat up, the emotions and values of the characters remain crystal clear and completely in focus. It's Rain's story and she cannot be reduced to simple labels. A wonderful novel of a present-day teen and her ‘patchwork tribe.’”
School Library Journal
“Tender, funny, and full of sharp wordplay, Smith's first novel deals with a whole host of interconnecting issues, but the center is Rain herself.”
Kirkus Review
“The engaging first-person narrative convincingly portrays Rain's grieving process and addresses the varying degrees of prejudice she encounters.”
Horn Book
*Connections
-Conduct research on Ojibway people or life on a reservation such as the one the Indian campers planned to visit.
-Read JINGLE DANCER by Cynthia Leitich Smith. Compare and contrast the two stories.
-Write a journal entry about the death of a loved one or a change in life. How did you deal with your situation? Is your experience similar to or different from that of Rain?
-Discuss how Rain’s life and her family’s life would be different if more Native Americans lived in their hometown.
-Write a journal entry regarding a time when you’ve been prejudged based upon appearance.
ISBN 0688173977
*Plot Summary
In a small town in Kansas, Cassidy Rain Berghoff learns to deal with the loss of her best friend. In doing so, she comes to better understand her family, her heritage, and herself.
*Critical Analysis
In RAIN IS NOT MY INDIAN NAME, Cynthia Leitich Smith has created interesting, believable characters who are revealed slowly as the plot of the novel unfolds. Cassidy Rain Berghoff is the main character and narrator of the story. Through her narration, conversations, and journal entries, readers come to understand Rain, her family, and her hometown. Fourteen year old Rain is believable in the fact that she deals with serious issues – death of loved ones, her cultural identity; but she also deals with everyday situations – her first kiss, jealousy of her ex-friend Queenie. Readers learn of Rain’s internal growth and changes which makes her character relatable and interesting.
Through Rain’s narration and dialogue, other characters are revealed as well. For example, her brother older Fynn is newly engaged and facing impending fatherhood. Also, Rain’s Grampa is visiting Las Vegas and sending Rain emails about his adventures and a new lady friend he has met. These types of characters and relationships add interest to the novel and make the plot more believable.
Cultural markers are present in the characters of the novel. Rain’s “coloring is lighter” which prompts many people to ask her “’How much Indian are you?’’ when they first learn that she is Native American. She muses that they may have in mind Malibu Pocahontas. Specific cultural groups are also mentioned: Rain’s father’s side is Ojibway, Aunt Georgia is Muscogee Creek-Cherokee, and Indian campers Dmitri and Marie are also Ojibway. Finally, an important object that seems to represent Rain’s memory of her mother is a traditional tear dress which has been hanging in her parents’ room since her mother’s death.
The plot of the story follows a logical series of events. Much of the readers’ understanding of the plot comes by way of Rain’s narration and flashbacks via her journal entries. For example, readers understand the importance of Rain’s relationship with her mother and with Galen by reading journal entries. These relationships are as important to the plot as the events of the novel since much of the story hinges on Rain’s internal growth as the story progresses.
The climax and resolution are plausible and satisfying as Rain finds her way back into her life (following Galen’s death) accepting her role as a teenager, a Native American, and a future aunt. This resolution is hopeful but believable; for example, she still misses Galen, but she has found a way to memorialize him and celebrate his birthday. Cultural markers in the plot include Rain’s growing understanding of her father’s Ojibway culture. Also, much of the action of the novel revolves around Aunt Georgia’s Indian camp. Rain’s interest in photographing the camp aids her understanding of her culture and leads her to ultimately defend her heritage.
The setting of the novel is a small town in Kansas. This setting is important as it creates not only a backdrop for the story, but it is also a way for readers to identify with the novel. The fictional town of Hannesburg is typical in many ways – McDonald’s, city council conflicts, gossip and rumors, the cheerleader crowd, and different socio-economic levels. The setting is also obviously contemporary as evidence by Rain’s use of the internet to communicate with Grampa and her posting a memorial of Galen online. All of these details work together to move the plot forward as Rain struggles to rejoin life in her small town.
Although the setting is well-established, it doesn’t overwhelm the plot or themes which have universal appeal. Cultural markers in the setting include Rain’s understanding of how few minorities, Native Americans in particular, live in her town. Also, when Rain goes to Dmitri’s home, she realizes how different her life is from his despite their shared heritage.
Themes of the novel include death, relationships with friends and family, dealing with changes, and small town life. These themes emerge naturally as the events of the novel unfold; they also make the novel appealing to a variety of readers. Smith’s writing style is detailed and descriptive yet also conversational. With Rain’s narration, Smith creates a smart, thoughtful fourteen year old girl.
The point of view is consistent throughout the novel and reflects the changes Rain undergoes as well. The journal entries at the beginning of each chapter add to the appeal of the novel and make the themes and characters more personal to readers. The tone of the story is true to life – at times light and humorous and at other times thoughtful and serious.
Rain’s culture is also reflected in the style of the novel. As Rain comes to understand herself better, she also becomes more interested in her heritage. The end of the novel has a hopeful mood as Rain decides to learn more about her Ojibway heritage.
*Response
This book was a joy for me to read. Rain’s voice is compelling. I especially appreciate how author Cynthia Leitich Smith is able to bring to light issues of Native American culture and prejudice without being preachy. (For example, although Rain hates it when people say “You don’t look Indian,” she makes a similar comment when she realized a new friend is Jewish.) This is the kind of book with characters so believable that I was left wondering what happens to them next.
*Review Excerpts
“It is one of the best portrayals around of kids whose heritage is mixed but still very important in their lives. As feelings about the public funding of Indian Camp heat up, the emotions and values of the characters remain crystal clear and completely in focus. It's Rain's story and she cannot be reduced to simple labels. A wonderful novel of a present-day teen and her ‘patchwork tribe.’”
School Library Journal
“Tender, funny, and full of sharp wordplay, Smith's first novel deals with a whole host of interconnecting issues, but the center is Rain herself.”
Kirkus Review
“The engaging first-person narrative convincingly portrays Rain's grieving process and addresses the varying degrees of prejudice she encounters.”
Horn Book
*Connections
-Conduct research on Ojibway people or life on a reservation such as the one the Indian campers planned to visit.
-Read JINGLE DANCER by Cynthia Leitich Smith. Compare and contrast the two stories.
-Write a journal entry about the death of a loved one or a change in life. How did you deal with your situation? Is your experience similar to or different from that of Rain?
-Discuss how Rain’s life and her family’s life would be different if more Native Americans lived in their hometown.
-Write a journal entry regarding a time when you’ve been prejudged based upon appearance.
Friday, July 10, 2009
Dona Flor: A Tall Tale About a Giant Big Heart
Mora, Pat. 2005. DONA FLOR: A TALL TALE ABOUT A GIANT WOMAN WITH A GREAT BIG HEART. Ill. by Raul Colon. New York, NY: Alfred A. Knopf.
ISBN 0375823379
*Plot Summary
In this tall tale, the giant Flor attempts to protect her friends, but everyone is surprised to discover the source of the fear in the village.
*Critical Analysis
In this award winning book, Pat Mora tells the story of Dona Flor, a giant woman who communicates with people and animals. Flora is so large that her tortillas can double as rafts, and the sunflowers from her garden are used as umbrellas. She represents goodness and helpfulness. Although some villagers laugh at her because she is so big, they soon turn to her for help, and Dona Flor gladly obliges them. Thereafter, the people come to love and respect her. Her character is revealed through narration and her actions in the story.
The plot of the story moves along quickly. Readers can easily identify the climax and the satisfying resolution. DONA FLOR is set in an undetermined time and place; however, the details tell readers that she lives near a town in a mountainous region with many animals and a river. Adding to the setting is Flor’s relationship with all her neighbors – people, animals, clouds, and stars.
Themes of the book include friendship, love of nature, and misconceptions. Mora’s style lends itself to reading aloud. She incorporates Spanish words and phrases into the narrative and dialogue. Onomatopoeia and personification are also used in the story: “SMACK! The sound echoed and woke the grumpy wind, who stormed up and down the hills a-grumblin’ and a-growlin’.” Also adding to the style of the tale is the motif of magic. Flor speaks to and understand animals, reads an encyclopedia in five minutes, and creates a riverbed with her thumb.
Raul Colon’s Pura Belpre Award winning illustrations add to the effectiveness of the story. Using “an intriguing combination of watercolor washes, etching, and colored and litho pencils,” Colon creates scenes which compliment the text. Page after page of illustrations convey the magic of the story and the kindness of Dona Flor. For example, the illustration showing Flor carry coyotes and rabbits after an exhausting search for what they believe to be a mountain lion. Her arms cradle the tiny animals as she carries them home. The subdued colors and various shades of blue add to the serene, peaceful feeling that the character Dona Flor represents. Additionally, the illustrations serve to extend the narration of the story and the readers’ understanding of Flor by showing the movements and activities of a giant woman.
Many cultural markers are present in the text and the illustrations. Flor’s name and the use of Spanish language are examples in the text. In Colon’s illustrations, readers see the skin color and hair color of Flor and her neighbors. Also, the style of dress and architecture of the buildings in the story are consistent with the culture represented.
*Response
Although I had walked past this book many times, I had not bothered to read it until this module. I love the book TOMAS AND THE LIBRARY LADY which is also a creation of Mora and Colon. I think this book will also be a crowd pleaser. It is a simple, yet magical story that I think children will enjoy. I believe that the illustrations will really draw students into the story.
*Review Excerpts
"Mora strengthens her economical, poetic text with vivid, fanciful touches: the villagers use Flor's colossal homemade tortillas as roofs, for example. Colon's signature scratchboard art extends the whimsy and gentle humor in lovely scenes of the serene heroine sweet-talking the animals or plucking a star from the sky. A winning read-aloud, particularly for children who can recognize the intermittent Spanish phrases."
Booklist
"With Spanish words peppered throughout, this is a welcome entry to the canon that includes other heroines like Sally Ann Thunder and Thunder Rose."
School Library Journal
*Connections
-Read other folktales, especially those with a woman as the protagonist.
-Conduct research about the author Pat Mora. Discuss why she may have chosen to retell this story.
-Read TOMAS AND THE LIBRARY LADY. How are the books different? How are they similar?
-Discuss the illustrations. Why do you think these illustrations won an award? How would the story be different without the illustrations?
-Write a journal entry about a time you have mistaken a minor situation for something more serious, like Flor and her neighbors do in the story.
ISBN 0375823379
*Plot Summary
In this tall tale, the giant Flor attempts to protect her friends, but everyone is surprised to discover the source of the fear in the village.
*Critical Analysis
In this award winning book, Pat Mora tells the story of Dona Flor, a giant woman who communicates with people and animals. Flora is so large that her tortillas can double as rafts, and the sunflowers from her garden are used as umbrellas. She represents goodness and helpfulness. Although some villagers laugh at her because she is so big, they soon turn to her for help, and Dona Flor gladly obliges them. Thereafter, the people come to love and respect her. Her character is revealed through narration and her actions in the story.
The plot of the story moves along quickly. Readers can easily identify the climax and the satisfying resolution. DONA FLOR is set in an undetermined time and place; however, the details tell readers that she lives near a town in a mountainous region with many animals and a river. Adding to the setting is Flor’s relationship with all her neighbors – people, animals, clouds, and stars.
Themes of the book include friendship, love of nature, and misconceptions. Mora’s style lends itself to reading aloud. She incorporates Spanish words and phrases into the narrative and dialogue. Onomatopoeia and personification are also used in the story: “SMACK! The sound echoed and woke the grumpy wind, who stormed up and down the hills a-grumblin’ and a-growlin’.” Also adding to the style of the tale is the motif of magic. Flor speaks to and understand animals, reads an encyclopedia in five minutes, and creates a riverbed with her thumb.
Raul Colon’s Pura Belpre Award winning illustrations add to the effectiveness of the story. Using “an intriguing combination of watercolor washes, etching, and colored and litho pencils,” Colon creates scenes which compliment the text. Page after page of illustrations convey the magic of the story and the kindness of Dona Flor. For example, the illustration showing Flor carry coyotes and rabbits after an exhausting search for what they believe to be a mountain lion. Her arms cradle the tiny animals as she carries them home. The subdued colors and various shades of blue add to the serene, peaceful feeling that the character Dona Flor represents. Additionally, the illustrations serve to extend the narration of the story and the readers’ understanding of Flor by showing the movements and activities of a giant woman.
Many cultural markers are present in the text and the illustrations. Flor’s name and the use of Spanish language are examples in the text. In Colon’s illustrations, readers see the skin color and hair color of Flor and her neighbors. Also, the style of dress and architecture of the buildings in the story are consistent with the culture represented.
*Response
Although I had walked past this book many times, I had not bothered to read it until this module. I love the book TOMAS AND THE LIBRARY LADY which is also a creation of Mora and Colon. I think this book will also be a crowd pleaser. It is a simple, yet magical story that I think children will enjoy. I believe that the illustrations will really draw students into the story.
*Review Excerpts
"Mora strengthens her economical, poetic text with vivid, fanciful touches: the villagers use Flor's colossal homemade tortillas as roofs, for example. Colon's signature scratchboard art extends the whimsy and gentle humor in lovely scenes of the serene heroine sweet-talking the animals or plucking a star from the sky. A winning read-aloud, particularly for children who can recognize the intermittent Spanish phrases."
Booklist
"With Spanish words peppered throughout, this is a welcome entry to the canon that includes other heroines like Sally Ann Thunder and Thunder Rose."
School Library Journal
*Connections
-Read other folktales, especially those with a woman as the protagonist.
-Conduct research about the author Pat Mora. Discuss why she may have chosen to retell this story.
-Read TOMAS AND THE LIBRARY LADY. How are the books different? How are they similar?
-Discuss the illustrations. Why do you think these illustrations won an award? How would the story be different without the illustrations?
-Write a journal entry about a time you have mistaken a minor situation for something more serious, like Flor and her neighbors do in the story.
A Fire in My Hands
Soto, Gary. 1990. A FIRE IN MY HANDS. Ill by James M. Cardillo. New York, NY: Scholastic, Inc.
ISBN 0590450212
*Summary
Gary Soto’s collection of twenty-three poems tells of his reflections on the “small moments” he has experienced in his life in San Joaquin Valley. A foreword, question and answers from Soto, and simple illustrations by James Cardillo are also included.
*Critical Analysis
Gary Soto’s poetry book, A FIRE IN MY HANDS, begins with a foreword written by Soto in which he explains the beginning of his interest poetry and his inspiration for the poems in the book. A table of contents lists the title of each of the twenty-three poems. Each poem varies in length, yet all of them represent some memory or musing about everyday life. Before each poem is a short anecdote describing some aspect of the poem – the time in his life when it occurred, the inspiration for the first line, why he chose to write the poem. The collection ends with a short “question and answer” section in which Soto tells more about his poetry writing experiences specifically and other questions about poetry in general. The foreword, anecdotes, and “question and answer” sections all convey Soto’s enthusiasm for poetry and his encouragement of young writers to write poetry. This sets the tone for the collection and makes complicated poems in the collection seem less intimidating.
Soto’s poems evoke various moods, but each poem’s details draw readers into the scene and the feelings of the speaker. For example, in “Kearney Park,” the speaker’s joy is obvious as he dances in the park with his girlfriend. “True Mexicans or not, let’s open our shirts/And dance, a spark of heels/Chipping at the dusty cement.” In another poem, “Pepper Tree,” the speaker shows a sense of expectancy in regard to the tree he has planted. “Under this weight, that color,/Stand up, bend a little, be here tomorrow.”In poems such as “Black Hair” and “That Girl” the mood is one of reflection and recreating a scene from his childhood, like enjoying a baseball game or watching a girl from across the library. Although the poems vary in tone and mood, the speaker remains consistent since Soto is using the poems to tell of his experiences.
Poetic elements such as figurative language create imagery and emotion in Soto’s poems. For example, in “Oranges” the fog is “hanging like old/Coats between the trees.” Another poem “Evening Walk” depicts the scene of the walk the speaker shares with his daughter, “…the grandma houses/Quaint as tea cups.” Another striking example is in the poem “Envying the Children of San Francisco.” The speaker states, “I wanted to hear voices/Behind walls, the click-click of a poodle/Strolling to his bowl – a violin like fingers/Running down a blackboard.” Descriptive lines such as these not only create images, they also create an emotional response. Readers might laugh at the boys singing and dancing to the radio in “Heaven” or feel sadness for a homeless man and his wife in “Morning on This Street.” Simple, black and white drawings also add to the appeal of the poetry collection. The simplicity of the pictures compliments the poetry.
A FIRE IN MY HANDS also contains several cultural markers. In his foreword, Soto says the he was “most taken” by Spanish and Latin American poets. In the introduction to “Black Hair,” Soto explains that he went to the baseball game to root “for a player who was Mexican, like me.” He further mentions his own “black torch of hair” and “brown people.” Also the name of the player is Hector Moreno. In “That Girl” Soto refers to himself as a “Catholic boy,” and in “Kearney Park” Soto uses phrases in the Spanish language.
*Response
Initially I was a bit intimidated by a few of Soto’s poems, but as I read them a few more times I came to appreciate his use of language and the feelings he conveys through his poetry. I think that I could share a few of these with older students at my school. His forward and anecdotes would be particularly useful for students who are writing their own poems.
*Review Excerpts
“These simple, free-verse selections skillfully capture that which is commonplace and transforms it into something mesmerizing and lovely.”
School Library Journal
“Teachers and students could use this collection in classes or for enjoyment reading, especially for those fans of Soto's other work. This title could serve as an additional resource if you need to incorporate more poetry into your collection, especially from Hispanic authors.”
Library Media Connection
“…this is a solid collection that includes writing that will give voice to many of the emotions young people experience in the small moments of daily life.”
Horn Book *Starred Review*
*Connections
-Read other works by Gary Soto.
-Write poetry about everyday experiences and share one selection with a partner, group, or the class.
-Discuss how Soto is able to take common experiences and convey emotions using few words. How does he achieve this? Are his poems effective?
-Create an original illustration to accompany one of Soto’s poems.
-Read other poems about common life experiences.
ISBN 0590450212
*Summary
Gary Soto’s collection of twenty-three poems tells of his reflections on the “small moments” he has experienced in his life in San Joaquin Valley. A foreword, question and answers from Soto, and simple illustrations by James Cardillo are also included.
*Critical Analysis
Gary Soto’s poetry book, A FIRE IN MY HANDS, begins with a foreword written by Soto in which he explains the beginning of his interest poetry and his inspiration for the poems in the book. A table of contents lists the title of each of the twenty-three poems. Each poem varies in length, yet all of them represent some memory or musing about everyday life. Before each poem is a short anecdote describing some aspect of the poem – the time in his life when it occurred, the inspiration for the first line, why he chose to write the poem. The collection ends with a short “question and answer” section in which Soto tells more about his poetry writing experiences specifically and other questions about poetry in general. The foreword, anecdotes, and “question and answer” sections all convey Soto’s enthusiasm for poetry and his encouragement of young writers to write poetry. This sets the tone for the collection and makes complicated poems in the collection seem less intimidating.
Soto’s poems evoke various moods, but each poem’s details draw readers into the scene and the feelings of the speaker. For example, in “Kearney Park,” the speaker’s joy is obvious as he dances in the park with his girlfriend. “True Mexicans or not, let’s open our shirts/And dance, a spark of heels/Chipping at the dusty cement.” In another poem, “Pepper Tree,” the speaker shows a sense of expectancy in regard to the tree he has planted. “Under this weight, that color,/Stand up, bend a little, be here tomorrow.”In poems such as “Black Hair” and “That Girl” the mood is one of reflection and recreating a scene from his childhood, like enjoying a baseball game or watching a girl from across the library. Although the poems vary in tone and mood, the speaker remains consistent since Soto is using the poems to tell of his experiences.
Poetic elements such as figurative language create imagery and emotion in Soto’s poems. For example, in “Oranges” the fog is “hanging like old/Coats between the trees.” Another poem “Evening Walk” depicts the scene of the walk the speaker shares with his daughter, “…the grandma houses/Quaint as tea cups.” Another striking example is in the poem “Envying the Children of San Francisco.” The speaker states, “I wanted to hear voices/Behind walls, the click-click of a poodle/Strolling to his bowl – a violin like fingers/Running down a blackboard.” Descriptive lines such as these not only create images, they also create an emotional response. Readers might laugh at the boys singing and dancing to the radio in “Heaven” or feel sadness for a homeless man and his wife in “Morning on This Street.” Simple, black and white drawings also add to the appeal of the poetry collection. The simplicity of the pictures compliments the poetry.
A FIRE IN MY HANDS also contains several cultural markers. In his foreword, Soto says the he was “most taken” by Spanish and Latin American poets. In the introduction to “Black Hair,” Soto explains that he went to the baseball game to root “for a player who was Mexican, like me.” He further mentions his own “black torch of hair” and “brown people.” Also the name of the player is Hector Moreno. In “That Girl” Soto refers to himself as a “Catholic boy,” and in “Kearney Park” Soto uses phrases in the Spanish language.
*Response
Initially I was a bit intimidated by a few of Soto’s poems, but as I read them a few more times I came to appreciate his use of language and the feelings he conveys through his poetry. I think that I could share a few of these with older students at my school. His forward and anecdotes would be particularly useful for students who are writing their own poems.
*Review Excerpts
“These simple, free-verse selections skillfully capture that which is commonplace and transforms it into something mesmerizing and lovely.”
School Library Journal
“Teachers and students could use this collection in classes or for enjoyment reading, especially for those fans of Soto's other work. This title could serve as an additional resource if you need to incorporate more poetry into your collection, especially from Hispanic authors.”
Library Media Connection
“…this is a solid collection that includes writing that will give voice to many of the emotions young people experience in the small moments of daily life.”
Horn Book *Starred Review*
*Connections
-Read other works by Gary Soto.
-Write poetry about everyday experiences and share one selection with a partner, group, or the class.
-Discuss how Soto is able to take common experiences and convey emotions using few words. How does he achieve this? Are his poems effective?
-Create an original illustration to accompany one of Soto’s poems.
-Read other poems about common life experiences.
Becoming Naomi Leon
Ryan, Pam Munoz. 2004. BECOMING NAOMI LEON. New York, NY: Scholastic, Inc.
ISBN 0439269695
*Plot Summary
As Naomi Outlaw struggles to understand her parents, with the help of her great-grandmother, brother, and a few friends, she comes to appreciate her family and her life in Lemon Tree, California.
*Critical Analysis
Pam Munoz Ryan’s novel, BECOMING NAOMI LEON, features well-developed characters which make the book believable and draw readers into the story. Both narration and dialogue work together to reveal these characters. Eleven year old Naomi is the protagonist and narrator. In Naomi, Ryan creates a smart and self-aware character that has an authentic voice throughout the novel. As events in the novel unfold, Naomi experiences significant internal growth yet she remains relatable, and her changes seem genuine, not forced.
Her brother Owen is also a multi-dimensional character; he is an FLK (funny looking kid) who “contrary to people’s first opinions…got the best grades in class.” Likewise, Naomi’s Gram is caring and zany without being over the top in any regard. She loves to watch “Wheel of Fortune,” makes clothes for Naomi and Owen, and has loyal friendships with her neighbors, Fabiola and Ricardo, in the Avocado Acres trailer park.
The characters also represent cultural markers in the novel. Fabiola and Bernardo Morales are originally from Oaxaca City, Mexico, and both speak Spanish. Naomi’s father, Santiago, lives in Mexico. Naomi takes “after the Mexican side of the family” and has a “predisposition to brown-ness (eyes, hair, and skin).” Meanwhile, her brother Owen favors the Oklahoma side of the family and has fair skin and blonde hair. Also, the names of other characters are cultural markers – Blanca, Ruben, Flora, Pedro, and Graciela.
Just as the characters are believable, so is the plot. The series of events unfold logically and has enough action and suspense to keep readers interested. The voice of Naomi makes the storyline personal. The problem, climax, and resolution are all clearly defined. In the resolution, readers will find a hopeful ending without an emphasis on circumstances being perfect – she doesn’t live with either of her parents, she still wears mostly homemade clothes, she lives in an Airstream trailer. Cultural markers are also apparent in the plot. The family travels from California to Mexico in an attempt to resolve issues with Skyla, Naomi’s mother. Much of the action in Mexico revolves around a traditional festival in Oaxaca City. Naomi’s understanding of her Mexican heritage is also an important part of the plot.
The setting of the novel moves from Lemon Tree, California to Oaxaca City, Mexico. More specific settings include Naomi’s elementary school, the trailer park, and the Oaxacan neighborhood of Jalatlaco. These settings and changes in settings are important to the development of the plot and the characters, particularly Naomi. In Mexico, Naomi finds her father and learns about herself as well. The setting is also effective in its universal appeal; readers will find familiarity in the settings and the situations that occur there – fitting in at school, town celebration or holiday, people in the neighborhood. Cultural markers are plentiful within the setting of the novel. Ryan uses great detail to explain and describe the change in setting from California to Mexico; however, these details do not overwhelm the storyline. Readers learn about the Oaxaca City, the barrio of Jalatlaco, and the local celebration/ holiday of the Night of the Radishes.
The themes of the novel include family, fitting in, friendship, and acceptance. These themes are revealed through conflict and self-discovery that Naomi experiences. Ryan’s style in this novel is revealed through a good balance of realistic dialogue and wonderfully descriptive narration. The book is divided into two sections representing the past and the present; the book ends with a description of the future. The mood of the novel is both serious and playful. The subject matter calls for many serious scenes – Skyla’s sudden appearance, Naomi finding Santiago, and a custody hearing in court. However, Naomi’s voice is true to an imaginative eleven-year old; she uses interesting figures of speech and description that not only make the story come to life, but also keep the novel from being overly serious.
Cultural markers also add to the style. For example, Ryan’s use of Spanish, especially in the second half of the novel when the family is in Mexico, affects the style and flow of the story. As Naomi is discovering herself, she is also learning about Mexico and her father; her understanding and interest in Spanish seems to mirror this as well.
*Response
Since I had previously read (and loved) Ryan’s novel ESPERANZA RISING, I was especially excited to read this book. This novel is different in many ways from ESPERANZA RISING; however, I enjoyed the story and all the interesting and varied characters in this book. I think that children will enjoy this book, and I look forward to recommending it in the library.
*Review Excerpts
“Naomi's matter-of-fact narrative is suffused with her worries and hopes, along with her protective love for her brother and great-grandmother. Ryan's sure-handed storytelling and affection for her characters convey a clear sense of Naomi's triumph, as she becomes ‘who I was meant to be.’”Kirkus *Starred Review*
“Ryan has written a moving book about family dynamics. While she explores the youngsters' Mexican heritage and gives a vivid picture of life in and the art of Oaxaca, her story is universal, showing the strong bonds and love that make up an extended family. All of the characters are well drawn, and readers will share Naomi's fear until the judge makes the final decision about her future.”
School Library Journal
“Sharing her protagonist's love of language, artistic sensibility and keen sensitivity, Ryan creates a tender tale about family love and loyalty.”
Publishers Weekly
*Connections
-Conduct research on the trip from California to Oaxaca City, Mexico.
-Discuss Naomi’s relationship with her mother. Why does she still wish for her mother even at the end of the novel?
-Read another book by Pam Munoz Ryan – such as ESPERANZA RISING – and compare and contrast the two books.
-Do journal writing regarding families. How is Naomi’s family different/the same from your own?
-Conduct research on Oaxaca City, Mexico. What might Naomi’s life be like if she lived there with her father?
ISBN 0439269695
*Plot Summary
As Naomi Outlaw struggles to understand her parents, with the help of her great-grandmother, brother, and a few friends, she comes to appreciate her family and her life in Lemon Tree, California.
*Critical Analysis
Pam Munoz Ryan’s novel, BECOMING NAOMI LEON, features well-developed characters which make the book believable and draw readers into the story. Both narration and dialogue work together to reveal these characters. Eleven year old Naomi is the protagonist and narrator. In Naomi, Ryan creates a smart and self-aware character that has an authentic voice throughout the novel. As events in the novel unfold, Naomi experiences significant internal growth yet she remains relatable, and her changes seem genuine, not forced.
Her brother Owen is also a multi-dimensional character; he is an FLK (funny looking kid) who “contrary to people’s first opinions…got the best grades in class.” Likewise, Naomi’s Gram is caring and zany without being over the top in any regard. She loves to watch “Wheel of Fortune,” makes clothes for Naomi and Owen, and has loyal friendships with her neighbors, Fabiola and Ricardo, in the Avocado Acres trailer park.
The characters also represent cultural markers in the novel. Fabiola and Bernardo Morales are originally from Oaxaca City, Mexico, and both speak Spanish. Naomi’s father, Santiago, lives in Mexico. Naomi takes “after the Mexican side of the family” and has a “predisposition to brown-ness (eyes, hair, and skin).” Meanwhile, her brother Owen favors the Oklahoma side of the family and has fair skin and blonde hair. Also, the names of other characters are cultural markers – Blanca, Ruben, Flora, Pedro, and Graciela.
Just as the characters are believable, so is the plot. The series of events unfold logically and has enough action and suspense to keep readers interested. The voice of Naomi makes the storyline personal. The problem, climax, and resolution are all clearly defined. In the resolution, readers will find a hopeful ending without an emphasis on circumstances being perfect – she doesn’t live with either of her parents, she still wears mostly homemade clothes, she lives in an Airstream trailer. Cultural markers are also apparent in the plot. The family travels from California to Mexico in an attempt to resolve issues with Skyla, Naomi’s mother. Much of the action in Mexico revolves around a traditional festival in Oaxaca City. Naomi’s understanding of her Mexican heritage is also an important part of the plot.
The setting of the novel moves from Lemon Tree, California to Oaxaca City, Mexico. More specific settings include Naomi’s elementary school, the trailer park, and the Oaxacan neighborhood of Jalatlaco. These settings and changes in settings are important to the development of the plot and the characters, particularly Naomi. In Mexico, Naomi finds her father and learns about herself as well. The setting is also effective in its universal appeal; readers will find familiarity in the settings and the situations that occur there – fitting in at school, town celebration or holiday, people in the neighborhood. Cultural markers are plentiful within the setting of the novel. Ryan uses great detail to explain and describe the change in setting from California to Mexico; however, these details do not overwhelm the storyline. Readers learn about the Oaxaca City, the barrio of Jalatlaco, and the local celebration/ holiday of the Night of the Radishes.
The themes of the novel include family, fitting in, friendship, and acceptance. These themes are revealed through conflict and self-discovery that Naomi experiences. Ryan’s style in this novel is revealed through a good balance of realistic dialogue and wonderfully descriptive narration. The book is divided into two sections representing the past and the present; the book ends with a description of the future. The mood of the novel is both serious and playful. The subject matter calls for many serious scenes – Skyla’s sudden appearance, Naomi finding Santiago, and a custody hearing in court. However, Naomi’s voice is true to an imaginative eleven-year old; she uses interesting figures of speech and description that not only make the story come to life, but also keep the novel from being overly serious.
Cultural markers also add to the style. For example, Ryan’s use of Spanish, especially in the second half of the novel when the family is in Mexico, affects the style and flow of the story. As Naomi is discovering herself, she is also learning about Mexico and her father; her understanding and interest in Spanish seems to mirror this as well.
*Response
Since I had previously read (and loved) Ryan’s novel ESPERANZA RISING, I was especially excited to read this book. This novel is different in many ways from ESPERANZA RISING; however, I enjoyed the story and all the interesting and varied characters in this book. I think that children will enjoy this book, and I look forward to recommending it in the library.
*Review Excerpts
“Naomi's matter-of-fact narrative is suffused with her worries and hopes, along with her protective love for her brother and great-grandmother. Ryan's sure-handed storytelling and affection for her characters convey a clear sense of Naomi's triumph, as she becomes ‘who I was meant to be.’”Kirkus *Starred Review*
“Ryan has written a moving book about family dynamics. While she explores the youngsters' Mexican heritage and gives a vivid picture of life in and the art of Oaxaca, her story is universal, showing the strong bonds and love that make up an extended family. All of the characters are well drawn, and readers will share Naomi's fear until the judge makes the final decision about her future.”
School Library Journal
“Sharing her protagonist's love of language, artistic sensibility and keen sensitivity, Ryan creates a tender tale about family love and loyalty.”
Publishers Weekly
*Connections
-Conduct research on the trip from California to Oaxaca City, Mexico.
-Discuss Naomi’s relationship with her mother. Why does she still wish for her mother even at the end of the novel?
-Read another book by Pam Munoz Ryan – such as ESPERANZA RISING – and compare and contrast the two books.
-Do journal writing regarding families. How is Naomi’s family different/the same from your own?
-Conduct research on Oaxaca City, Mexico. What might Naomi’s life be like if she lived there with her father?
Sunday, June 28, 2009
John Henry
Lester, Julius. 1994. JOHN HENRY. Ill. by Jerry Pinkney. New York, NY: Dial Books.
ISBN 0803716060
*Plot Summary
In this classic tale John Henry, who astounds his family and friends with his size and strength, gives his best to beat the steam drill.
*Critical Analysis
Lester and Pinkney work together to show John Henry as a likeable character who represents courage, strength, and perseverance. He is a good guy who does his best to reach victory, including in his bet against “the meanest man in the state, Ferret-Faced Freddy.” John Henry helps this one-time bad guy transform into Frederick the Friendly.
The plot is action-packed with one miracle of strength after another. There is a clear climax and a satisfying (if not completely happy) resolution. The setting is an unstated time in the past in West Virginia. John Henry grows up quickly and time passes fast in this traditional tale. The creatures, the sun and moon, and the rainbow also add to the setting of the book.
Themes of the book include sacrifice, strength, and living well. Lester’s style portrays an authentic voice. The story lends itself to being read aloud as it seems as if someone is orally reciting or telling the story. Figurative language also adds to the style of the tale. The sun “scurried from behind the moon’s skirts and went to bed,” Freddy’s voice “sounded like bat wings on tombstones,” and a boulder is “as hard as anger.” Onomatopoeia is also used throughout the book.
Pinkney’s illustrations, which earned a Caldecott Honor, add interest and detail to the book. The colorful pictures combine pencil, colored pencils, and watercolor. The illustrations also combine elements of realism (the people, the boulder, and the town) with elements of magic (the rainbow, the unicorn, and a smiling face on the sun). On the double-page spreads the illustrations use most of the page space and compliment the text. Pinkney uses color to draw readers’ attention to certain aspects of his illustrations. For example, earth tones are used throughout the book with splashes of bright primary colors used sparingly. The pictures also effectively convey movement and action which is important to the fast-paced story. Although Pinkney’s illustrations are outstanding, they do not distract from the story; instead the pictures make the story come to life.
Culture and cultural markers are well-represented in this traditional tale. The foreword gives a brief history of the tale of John Henry, and it explains how Lester constructed his story – what sources he used. The foreword, the illustrations, the story itself, and even the dedications represent elements of African American culture. In the pictures, the skin color, clothes, and hair styles and textures are authentic representations of the culture. In the text, the language pattern is a cultural marker.
*Response
This book would be a great one to read aloud, especially with the wonderful illustrations. I think students will enjoy learning about the history of this traditional tale and reading different variations of the story. I think they will also love the illustrations and finding elements (like rainbows) throughout the book.
*Review Excerpts
Based on the popular black folk ballad about the contest between John Henry and the steam drill, this picture-book version is a tall tale and a heroic myth, a celebration of the human spirit. Like Lester's great collections of the Uncle Remus tales, also illustrated by Pinkney, the story is told with rhythm and wit, humor and exaggeration, and with a heart-catching immediacy that connects the human and the natural world.
BookList *Starred Review*
The original legend of John Henry and how he beat the steam drill with his sledgehammer has been enhanced and enriched, in Lester's retelling, with wonderful contemporary details and poetic similes that add humor, beauty, and strength. Pinkney's evocative illustrations -- especially the landscapes, splotchy and impressionistic, yet very solid and vigorous -- are little short of magnificent.
Horn Book *Starred Review*
*Connections
-Read other versions of John Henry. How do the tales differ? How are they the same?
-Conduct research about the origin of the tale of John Henry.
-Discuss how Pinkney’s illustrations affect the story.
-Read other traditional tales.
-Read other books by Jerry Pinkney and Julius Lester.
-Discuss why this traditional tale is an important part of African American history/culture.
ISBN 0803716060
*Plot Summary
In this classic tale John Henry, who astounds his family and friends with his size and strength, gives his best to beat the steam drill.
*Critical Analysis
Lester and Pinkney work together to show John Henry as a likeable character who represents courage, strength, and perseverance. He is a good guy who does his best to reach victory, including in his bet against “the meanest man in the state, Ferret-Faced Freddy.” John Henry helps this one-time bad guy transform into Frederick the Friendly.
The plot is action-packed with one miracle of strength after another. There is a clear climax and a satisfying (if not completely happy) resolution. The setting is an unstated time in the past in West Virginia. John Henry grows up quickly and time passes fast in this traditional tale. The creatures, the sun and moon, and the rainbow also add to the setting of the book.
Themes of the book include sacrifice, strength, and living well. Lester’s style portrays an authentic voice. The story lends itself to being read aloud as it seems as if someone is orally reciting or telling the story. Figurative language also adds to the style of the tale. The sun “scurried from behind the moon’s skirts and went to bed,” Freddy’s voice “sounded like bat wings on tombstones,” and a boulder is “as hard as anger.” Onomatopoeia is also used throughout the book.
Pinkney’s illustrations, which earned a Caldecott Honor, add interest and detail to the book. The colorful pictures combine pencil, colored pencils, and watercolor. The illustrations also combine elements of realism (the people, the boulder, and the town) with elements of magic (the rainbow, the unicorn, and a smiling face on the sun). On the double-page spreads the illustrations use most of the page space and compliment the text. Pinkney uses color to draw readers’ attention to certain aspects of his illustrations. For example, earth tones are used throughout the book with splashes of bright primary colors used sparingly. The pictures also effectively convey movement and action which is important to the fast-paced story. Although Pinkney’s illustrations are outstanding, they do not distract from the story; instead the pictures make the story come to life.
Culture and cultural markers are well-represented in this traditional tale. The foreword gives a brief history of the tale of John Henry, and it explains how Lester constructed his story – what sources he used. The foreword, the illustrations, the story itself, and even the dedications represent elements of African American culture. In the pictures, the skin color, clothes, and hair styles and textures are authentic representations of the culture. In the text, the language pattern is a cultural marker.
*Response
This book would be a great one to read aloud, especially with the wonderful illustrations. I think students will enjoy learning about the history of this traditional tale and reading different variations of the story. I think they will also love the illustrations and finding elements (like rainbows) throughout the book.
*Review Excerpts
Based on the popular black folk ballad about the contest between John Henry and the steam drill, this picture-book version is a tall tale and a heroic myth, a celebration of the human spirit. Like Lester's great collections of the Uncle Remus tales, also illustrated by Pinkney, the story is told with rhythm and wit, humor and exaggeration, and with a heart-catching immediacy that connects the human and the natural world.
BookList *Starred Review*
The original legend of John Henry and how he beat the steam drill with his sledgehammer has been enhanced and enriched, in Lester's retelling, with wonderful contemporary details and poetic similes that add humor, beauty, and strength. Pinkney's evocative illustrations -- especially the landscapes, splotchy and impressionistic, yet very solid and vigorous -- are little short of magnificent.
Horn Book *Starred Review*
*Connections
-Read other versions of John Henry. How do the tales differ? How are they the same?
-Conduct research about the origin of the tale of John Henry.
-Discuss how Pinkney’s illustrations affect the story.
-Read other traditional tales.
-Read other books by Jerry Pinkney and Julius Lester.
-Discuss why this traditional tale is an important part of African American history/culture.
Uptown
Collier, Bryan. 2000. UPTOWN. Ill. by Bryan Collier. New York, NY: Henry Holt and Company.
ISBN 0329233130
*Summary
A young boy describes the sights, sounds, and tastes of his home, Uptown-Harlem, New York City.
*Critical Analysis
Bryan Collier’s Coretta Scott King Award winning book UPTOWN is a poem picture book which features a seemingly simple description of Harlem. The poem’s rhythm is composed of free verse with a pattern of description beginning with “Uptown is...” This sentence is followed by an opinion, musing, or description which provides more information regarding some aspect of Uptown. This pattern makes the rhythm of the poem casual and conversational; the voice of the young speaker is evident.
Collier’s effective use of figurative language includes similes, metaphors, and personification. “Uptown is a caterpillar,” and the windows with awnings “look like they’re all dressed up.” Similarly, the notes of the Harlem Boys Choir’s song land “like a butterfly.” This figurative language works well to create clear images of the scenes of Harlem. Another example of imagery is the young boy’s explanation of the brownstones which “look like they’re made of chocolate” to him as he walks looks down the block.
Emotions evoked by the poem are enthusiasm and pride. Through his young speaker, Collier communicates a love for family, friends, and the historical neighborhood. “Uptown is Harlem…Harlem world, my world,” the boy says. Collier’s style also contributes to the overall feeling of the poem. The descriptions are easy to understand; they are not forced or overly dramatic. Readers sense a genuine affection for the poem’s subject.
The award-winning illustrations definitely add to the appeal of the poem book. Using watercolor and photographs in collage, Collier depicts scenes which are at once realistic and somewhat abstract. The warmth and familiarity of the scenes and people make Harlem come to life on the pages of the book. A combination of single and double-page spreads compliment the words of the poem and may help younger readers have a better understanding of the poem’s meaning. The text of the poem itself is also arranged to add to the feeling of the poem. For example, “Uptown is a caterpillar” appears in the shape of a crawling caterpillar.
Cultural markers abound in both the text and illustrations of UPTOWN. The people are portrayed with hairstyles, clothes, and skin color consistent with the culture of Harlem. Food (chicken and waffles), religion (girls going to church in yellow dresses), entertainment (shows at the Apollo Theater), and art (Van Der Zee photograph) are also all true to the culture Collier is portraying in his book.
*Response
I absolutely love this book and I cannot wait to share it with my students in the library. The natural flow of the words and the beautiful illustrations make it a great one to read aloud. I think students of different ages will enjoy this book for different reasons. I know that the younger children will love to study the illustrations and find the photographs that accompany the watercolor paintings.
*Review Excerpts
Looking from his window high above the sights and sounds of the city, the young narrator concludes, "Uptown is Harlem-Harlem world, my world. Uptown is home." From his perspective, it's the very best place to be, and readers will find it difficult to disagree.
School Library Journal
It's the artwork that takes center stage, the gorgeous, textured collages giving impressions of spaces and moments in the boy's neighborhood. Suggest this to elementary-school teachers in lower grades who are looking for new materials about place and home.
BookList
*Connections
-Read other books illustrated by Bryan Collier. Compare and contrast the art.
-Conduct research on one of the landmarks of Harlem mentioned in the poem.
-Read other shape poems. Create a shape poem to share with the class.
-Write a poem about your hometown or neighborhood.
ISBN 0329233130
*Summary
A young boy describes the sights, sounds, and tastes of his home, Uptown-Harlem, New York City.
*Critical Analysis
Bryan Collier’s Coretta Scott King Award winning book UPTOWN is a poem picture book which features a seemingly simple description of Harlem. The poem’s rhythm is composed of free verse with a pattern of description beginning with “Uptown is...” This sentence is followed by an opinion, musing, or description which provides more information regarding some aspect of Uptown. This pattern makes the rhythm of the poem casual and conversational; the voice of the young speaker is evident.
Collier’s effective use of figurative language includes similes, metaphors, and personification. “Uptown is a caterpillar,” and the windows with awnings “look like they’re all dressed up.” Similarly, the notes of the Harlem Boys Choir’s song land “like a butterfly.” This figurative language works well to create clear images of the scenes of Harlem. Another example of imagery is the young boy’s explanation of the brownstones which “look like they’re made of chocolate” to him as he walks looks down the block.
Emotions evoked by the poem are enthusiasm and pride. Through his young speaker, Collier communicates a love for family, friends, and the historical neighborhood. “Uptown is Harlem…Harlem world, my world,” the boy says. Collier’s style also contributes to the overall feeling of the poem. The descriptions are easy to understand; they are not forced or overly dramatic. Readers sense a genuine affection for the poem’s subject.
The award-winning illustrations definitely add to the appeal of the poem book. Using watercolor and photographs in collage, Collier depicts scenes which are at once realistic and somewhat abstract. The warmth and familiarity of the scenes and people make Harlem come to life on the pages of the book. A combination of single and double-page spreads compliment the words of the poem and may help younger readers have a better understanding of the poem’s meaning. The text of the poem itself is also arranged to add to the feeling of the poem. For example, “Uptown is a caterpillar” appears in the shape of a crawling caterpillar.
Cultural markers abound in both the text and illustrations of UPTOWN. The people are portrayed with hairstyles, clothes, and skin color consistent with the culture of Harlem. Food (chicken and waffles), religion (girls going to church in yellow dresses), entertainment (shows at the Apollo Theater), and art (Van Der Zee photograph) are also all true to the culture Collier is portraying in his book.
*Response
I absolutely love this book and I cannot wait to share it with my students in the library. The natural flow of the words and the beautiful illustrations make it a great one to read aloud. I think students of different ages will enjoy this book for different reasons. I know that the younger children will love to study the illustrations and find the photographs that accompany the watercolor paintings.
*Review Excerpts
Looking from his window high above the sights and sounds of the city, the young narrator concludes, "Uptown is Harlem-Harlem world, my world. Uptown is home." From his perspective, it's the very best place to be, and readers will find it difficult to disagree.
School Library Journal
It's the artwork that takes center stage, the gorgeous, textured collages giving impressions of spaces and moments in the boy's neighborhood. Suggest this to elementary-school teachers in lower grades who are looking for new materials about place and home.
BookList
*Connections
-Read other books illustrated by Bryan Collier. Compare and contrast the art.
-Conduct research on one of the landmarks of Harlem mentioned in the poem.
-Read other shape poems. Create a shape poem to share with the class.
-Write a poem about your hometown or neighborhood.
Feathers
Woodson, Jacqueline. 2007. FEATHERS. New York, NY: G.P. Putnam’s Sons.ISBN 9780399239892
*Plot Summary
In the winter of 1971, a boy “who belongs across the highway with the other white people,” comes to Frannie’s school. She deals with her friends’ reactions to the new boy and with her mom’s feeling sick at home. Yet, Frannie finds hope in her life at school and her life at home.
*Critical Analysis
In her Newbery Honor Book, FEATHERS, Jacqueline Woodson creates many multi-dimensional, realistic characters. Readers come to understand the characters through a good balance of narration and dialogue. Frannie, the narrator and protagonist, tells the story of her family and school experiences. She is easily relatable in the way she explains her world and her interactions with the people around her. For example, she admires and has great respect for her friend Samantha, yet she resents Maribel, a classmate who acts like “she couldn’t believe we even had to share the same air.”
A new boy at school, Jesus Boy, is another example of a well-rounded character. At times he appears serene and calm - so much so that Samantha thinks maybe he is the real Jesus. However, he also gets angry with the school bully Trevor. Likewise, Frannie’s older brother Sean is a realistic character; he is good-looking, athletic, and hearing-impaired. In Sean, Woodson creates a character who is not defined by his differences.
Many cultural markers appear in Woodson’s depiction of the characters. Frannie describes the new boy’s “pale face,” Trevor’s light skin that turns the “prettiest copper brown” in summer, and her own “dark brown.” The clothes of the characters also convey culture as well as historical details; for example, Frannie’s classmate Rayray wears a t-shirt that says “Black is Beautiful” and has the Black Power fist. The language patterns of the characters also represent culture and history. As when Frannie explains to her grandmother why she calls a person cat, “That’s what you say. It’s the seventies! It’s jive talk.”
The plot of the novel is realistic and plausible. The appearance of Jesus Boy adds a bit of mystery to the story. The climax and resolution are easily identifiable. Although the resolution is hopeful, it is realistic and not “happily ever after.” For example, Mama’s unborn baby is healthy for now but a successful birth does not take place before the end of the story. The historical details of the 1970’s add to the story, but they do not overwhelm the plot. Cultural markers are also present in the plot – such as, much of the conflict involves race and a town divided by a highway and skin color.
FEATHERS is set in the 1971 and the setting is evident in the details of the characters and plot. Cultural markers and historical details work together to create a clear picture of Frannie’s town and school. For instance, when Frannie describes the different sides of the highway, she says, “There weren’t white people on this side of the highway. You didn’t notice until one appeared. And then you saw all the brown and light brown everywhere.” Other historical and cultural details include the references to the Vietnam War, the Michael Jackson spin, and Wilt Chamberlain. The style of dress also adds to the setting – Sean wears “a black turtleneck and his black peacoat, jeans and new boots.” Mama said he looks like “one of the Black Panthers.”
Themes of the novel include family, friendship, hopefulness, and judgment upon appearances. Woodson’s style is a combination of Frannie’s voice through first-person narration and dialogue, including Sean’s mode of communication which is sign language. The dialect of the time period and the cultures represented add to the style as well. At times, Woodson’s narration seems poetic. “…he walked into our classroom. Stepped through that door white and softly as the snow.”
* Response
I really enjoyed reading this book. Woodson creates such an authentic voice and narrator in Frannie that I was hooked on the story after the first few pages. I will definitely recommend this book to my students in the library.
*Review Excerpts
Woodson deftly weaves some large ideas through her story, but it's the small moments that linger profoundly.
Horn Book *Starred Review*
There's a lot going on in this small, fast-moving novel that introduces big issues--faith, class, color, prejudice, family, disability, and friendship. Woodson tells her story with immediacy and realism through the stirring first-person narrative of a young girl, Frannie, growing up in 1971… A good choice for discussion.
BookList
*Connections
-Conduct research regarding one of the historical figures or events mentioned in the novel. (Vietnam War, Black Panthers, Wilt Chamberlain, first landing on the moon, etc.)
-Read selected poetry by Emily Dickinson.
-Discuss the two sides of the highway. What do you think Jesus Boy’s life was like on the other side?
-Read Woodson’s LOCOMOTION. Discuss similarities and differences.
-Do a character study of Frannie.
-Write a journal entry about how the story would be different if Sean weren't hearing impaired.
*Plot Summary
In the winter of 1971, a boy “who belongs across the highway with the other white people,” comes to Frannie’s school. She deals with her friends’ reactions to the new boy and with her mom’s feeling sick at home. Yet, Frannie finds hope in her life at school and her life at home.
*Critical Analysis
In her Newbery Honor Book, FEATHERS, Jacqueline Woodson creates many multi-dimensional, realistic characters. Readers come to understand the characters through a good balance of narration and dialogue. Frannie, the narrator and protagonist, tells the story of her family and school experiences. She is easily relatable in the way she explains her world and her interactions with the people around her. For example, she admires and has great respect for her friend Samantha, yet she resents Maribel, a classmate who acts like “she couldn’t believe we even had to share the same air.”
A new boy at school, Jesus Boy, is another example of a well-rounded character. At times he appears serene and calm - so much so that Samantha thinks maybe he is the real Jesus. However, he also gets angry with the school bully Trevor. Likewise, Frannie’s older brother Sean is a realistic character; he is good-looking, athletic, and hearing-impaired. In Sean, Woodson creates a character who is not defined by his differences.
Many cultural markers appear in Woodson’s depiction of the characters. Frannie describes the new boy’s “pale face,” Trevor’s light skin that turns the “prettiest copper brown” in summer, and her own “dark brown.” The clothes of the characters also convey culture as well as historical details; for example, Frannie’s classmate Rayray wears a t-shirt that says “Black is Beautiful” and has the Black Power fist. The language patterns of the characters also represent culture and history. As when Frannie explains to her grandmother why she calls a person cat, “That’s what you say. It’s the seventies! It’s jive talk.”
The plot of the novel is realistic and plausible. The appearance of Jesus Boy adds a bit of mystery to the story. The climax and resolution are easily identifiable. Although the resolution is hopeful, it is realistic and not “happily ever after.” For example, Mama’s unborn baby is healthy for now but a successful birth does not take place before the end of the story. The historical details of the 1970’s add to the story, but they do not overwhelm the plot. Cultural markers are also present in the plot – such as, much of the conflict involves race and a town divided by a highway and skin color.
FEATHERS is set in the 1971 and the setting is evident in the details of the characters and plot. Cultural markers and historical details work together to create a clear picture of Frannie’s town and school. For instance, when Frannie describes the different sides of the highway, she says, “There weren’t white people on this side of the highway. You didn’t notice until one appeared. And then you saw all the brown and light brown everywhere.” Other historical and cultural details include the references to the Vietnam War, the Michael Jackson spin, and Wilt Chamberlain. The style of dress also adds to the setting – Sean wears “a black turtleneck and his black peacoat, jeans and new boots.” Mama said he looks like “one of the Black Panthers.”
Themes of the novel include family, friendship, hopefulness, and judgment upon appearances. Woodson’s style is a combination of Frannie’s voice through first-person narration and dialogue, including Sean’s mode of communication which is sign language. The dialect of the time period and the cultures represented add to the style as well. At times, Woodson’s narration seems poetic. “…he walked into our classroom. Stepped through that door white and softly as the snow.”
* Response
I really enjoyed reading this book. Woodson creates such an authentic voice and narrator in Frannie that I was hooked on the story after the first few pages. I will definitely recommend this book to my students in the library.
*Review Excerpts
Woodson deftly weaves some large ideas through her story, but it's the small moments that linger profoundly.
Horn Book *Starred Review*
There's a lot going on in this small, fast-moving novel that introduces big issues--faith, class, color, prejudice, family, disability, and friendship. Woodson tells her story with immediacy and realism through the stirring first-person narrative of a young girl, Frannie, growing up in 1971… A good choice for discussion.
BookList
*Connections
-Conduct research regarding one of the historical figures or events mentioned in the novel. (Vietnam War, Black Panthers, Wilt Chamberlain, first landing on the moon, etc.)
-Read selected poetry by Emily Dickinson.
-Discuss the two sides of the highway. What do you think Jesus Boy’s life was like on the other side?
-Read Woodson’s LOCOMOTION. Discuss similarities and differences.
-Do a character study of Frannie.
-Write a journal entry about how the story would be different if Sean weren't hearing impaired.
Friday, June 19, 2009
Animalia
Base, Graeme. 1987. ANIMALIA. Ill. by Graeme Base. New York, NY: Harry N. Abrams, Inc.ISBN 0590440861
*Summary
This alphabet book features examples of alliteration and a multitude of images for each letter.
*Critical Analysis
This informational book represents the alphabet and is organized with each letter filling a one or two page spread (with a couple of exceptions). The letter of the alphabet is represented by the sentence and illustrations – almost all words (and images) beginning with the featured letter. This book encourages both browsing and in-depth searches and study with a small amount of text for each letter and a great deal of detail in the illustration for each letter. Cultural markers include Australian animals featured for the letter “k” (kookaburra, kangaroo, koala) and word choice (queuing).
The design of ANIMALIA is inviting to readers of all ages. The illustrations are consistently detailed with various colors, themes, and moods representing each letter. Base has created imaginative scenes which grab the attention of readers and compliment the text on each page. The text is sparse and appears varied with many different font sizes and styles which match well with the sentences and illustrations.
The style of writing is light-hearted and in the realm of fantasy. The illustrations convey many different feelings, but each seems to convey a passion that Base instilled with his attention to detail. The text and illustrations encourage the imagination and can be studied or enjoyed. For example, older readers will appreciate the literary device (alliteration) used in each sentence and the interesting, colorful vocabulary. Younger children will enjoy the sound of the sentences read aloud and the challenge of finding all the objects hidden within the picture.
*Response
Although I had seen this book on many library and classroom shelves, I had never stopped to read it. As soon as I saw the first page, I got the feeling that this is a book children of all ages would enjoy for different reasons. The silly phrases, the colorful illustrations, and the “hidden” pictures make it a fun book to share. Reading it has inspired me to plan new book displays in the library (Graeme Base books and ABC books).
*Review Excerpts
“Base has created an ABC book that goes far beyond a simple listing of items in alphabetical order… This Australian import makes for a delightful visual feast, though it lacks a clear conceptual coherence or unity of action or meaning on every page. No matter readers will have a fine time guessing at objects and searching for a small child who hides among the pages; and the meticulous artistry is far-reaching in its innovation, detail and humor. Base's monumental effort will not go unrewarded; if books could be honored for the sheer number of hours readers could pore over crammed pages, and for the inexhaustible supply of extra touches, this one surely would be a winner.”
Publisher’s Weekly
*Connections
-Use this book to introduce alliteration. Create similar pages to represent letters of name of student, state, school, etc.
-In groups, have students identify as many objects represented for each letter as they can find.
-Discuss illustrations. How do they add to the effectiveness of the book?
-Read other Graeme Base books.-Read other alphabet books.
-Create an alphabet book (text and illustrations).
-Since the books was first published in Australia, identify words and objects that represent Australia and think of ways Base could have further represented Australia in the book.
*Summary
This alphabet book features examples of alliteration and a multitude of images for each letter.
*Critical Analysis
This informational book represents the alphabet and is organized with each letter filling a one or two page spread (with a couple of exceptions). The letter of the alphabet is represented by the sentence and illustrations – almost all words (and images) beginning with the featured letter. This book encourages both browsing and in-depth searches and study with a small amount of text for each letter and a great deal of detail in the illustration for each letter. Cultural markers include Australian animals featured for the letter “k” (kookaburra, kangaroo, koala) and word choice (queuing).
The design of ANIMALIA is inviting to readers of all ages. The illustrations are consistently detailed with various colors, themes, and moods representing each letter. Base has created imaginative scenes which grab the attention of readers and compliment the text on each page. The text is sparse and appears varied with many different font sizes and styles which match well with the sentences and illustrations.
The style of writing is light-hearted and in the realm of fantasy. The illustrations convey many different feelings, but each seems to convey a passion that Base instilled with his attention to detail. The text and illustrations encourage the imagination and can be studied or enjoyed. For example, older readers will appreciate the literary device (alliteration) used in each sentence and the interesting, colorful vocabulary. Younger children will enjoy the sound of the sentences read aloud and the challenge of finding all the objects hidden within the picture.
*Response
Although I had seen this book on many library and classroom shelves, I had never stopped to read it. As soon as I saw the first page, I got the feeling that this is a book children of all ages would enjoy for different reasons. The silly phrases, the colorful illustrations, and the “hidden” pictures make it a fun book to share. Reading it has inspired me to plan new book displays in the library (Graeme Base books and ABC books).
*Review Excerpts
“Base has created an ABC book that goes far beyond a simple listing of items in alphabetical order… This Australian import makes for a delightful visual feast, though it lacks a clear conceptual coherence or unity of action or meaning on every page. No matter readers will have a fine time guessing at objects and searching for a small child who hides among the pages; and the meticulous artistry is far-reaching in its innovation, detail and humor. Base's monumental effort will not go unrewarded; if books could be honored for the sheer number of hours readers could pore over crammed pages, and for the inexhaustible supply of extra touches, this one surely would be a winner.”
Publisher’s Weekly
*Connections
-Use this book to introduce alliteration. Create similar pages to represent letters of name of student, state, school, etc.
-In groups, have students identify as many objects represented for each letter as they can find.
-Discuss illustrations. How do they add to the effectiveness of the book?
-Read other Graeme Base books.-Read other alphabet books.
-Create an alphabet book (text and illustrations).
-Since the books was first published in Australia, identify words and objects that represent Australia and think of ways Base could have further represented Australia in the book.
Koala Lou
Fox, Mem. 1988. KOALA LOU. Ill. by Pamela Lofts. San Diego, CA: Gulliver Books.
ISBN 0152005021
*Plot Summary
Koala Lou decides to enter the gum tree race in the hopes of winning the race and her mother’s heart, so she can hear her favorite words: “Koala Lou, I DO love you.”
*Critical Analysis
Fox has created a character with believable feelings and motivations. Koala Lou’s need to get her mother’s attention will definitely ring true for many young readers. Likewise, Koala Lou’s disappointment and frustration with the results of her big race make her an identifiable character. Similar to Koala Lou, Mom’s love for her children and her busy life make her a familiar character. Lofts’ illustrations add to the narrator's description of the characters. For example, Koala Lou’s sadness after losing the race to Koala Klaws is conveyed expertly as Koala Lou drags her medal behind her with a handkerchief hanging from her nose. A cultural marker for this Australian book is that many of the animals who take part in the story and who are shown in the illustrations live in Australia.
The plot is simple with a clear climax and resolution; readers will find it easy to understand. Most of the action is conveyed through the narration and the illustrations. The setting works together with the plot to add details and cultural markers to the story. The Bush Olympics, the gum tree race, and the many members of the animal kingdom presented in the book help readers learn that the story takes place in Australia. The setting compliments the plot and sets the stage for a satisfying resolution.
Themes of KOALA LOU include insecurity, love and acceptance, setting goals, and dealing with disappointment. Fox’s writing style is straight-forward, but not overly simplified. For example, when training for the gum tree race, Koala Lou “jogged and puffed and lifted weights and panted…she did push-ups till her stomach hurt…” Readers get a sense of the animal’s dedication to winning the race and getting her mother’s attention.
To add to the text, Lofts does an excellent job of balancing some simple illustrations full of emotion and other illustrations which feature lots of activity, many animals, or large settings. These pictures definitely add to the overall feeling of the book and the pacing of the plot. White space is plentiful so that each picture can be focused upon without too many distractions. The animals and vegetation featured in the illustrations are also cultural markers.
*Response
Upon seeing the first illustration of Koala Lou, I wanted to read her story. I could absolutely see how she was “a baby koala so soft and round that all who saw her loved her.” For me the illustrations and text work well together to create a lovely story about a mother’s love and dealing with feelings of disappointment. I think that students will love this book and it is a great book for discussion; I will definitely read it next year in the library.
*Review Excerpts
“A good choice for story hour, bedtime, or reading aloud.”
Horn Book *Starred Review*
“This satisfying reworking of a familiar and ever-important theme is appealingly illustrated--bright colors, soft-edged sculptural forms, precise detail, dozens of expressive animals. Another winning import from one of Australia's favorite authors.”
Kirkus Review
*Connections
-Write a journal entry describing a time you lost despite your best efforts.
-Study the illustrations to find animals from Australia. Choose one animal and conduct research about the animal.
-Read other Mem Fox books. How are they the same? How are they different?
-Discuss how the story would be different if Koala Lou had won the gum tree race.
-Discuss how the story would be different if it were set in a different place.
ISBN 0152005021
*Plot Summary
Koala Lou decides to enter the gum tree race in the hopes of winning the race and her mother’s heart, so she can hear her favorite words: “Koala Lou, I DO love you.”
*Critical Analysis
Fox has created a character with believable feelings and motivations. Koala Lou’s need to get her mother’s attention will definitely ring true for many young readers. Likewise, Koala Lou’s disappointment and frustration with the results of her big race make her an identifiable character. Similar to Koala Lou, Mom’s love for her children and her busy life make her a familiar character. Lofts’ illustrations add to the narrator's description of the characters. For example, Koala Lou’s sadness after losing the race to Koala Klaws is conveyed expertly as Koala Lou drags her medal behind her with a handkerchief hanging from her nose. A cultural marker for this Australian book is that many of the animals who take part in the story and who are shown in the illustrations live in Australia.
The plot is simple with a clear climax and resolution; readers will find it easy to understand. Most of the action is conveyed through the narration and the illustrations. The setting works together with the plot to add details and cultural markers to the story. The Bush Olympics, the gum tree race, and the many members of the animal kingdom presented in the book help readers learn that the story takes place in Australia. The setting compliments the plot and sets the stage for a satisfying resolution.
Themes of KOALA LOU include insecurity, love and acceptance, setting goals, and dealing with disappointment. Fox’s writing style is straight-forward, but not overly simplified. For example, when training for the gum tree race, Koala Lou “jogged and puffed and lifted weights and panted…she did push-ups till her stomach hurt…” Readers get a sense of the animal’s dedication to winning the race and getting her mother’s attention.
To add to the text, Lofts does an excellent job of balancing some simple illustrations full of emotion and other illustrations which feature lots of activity, many animals, or large settings. These pictures definitely add to the overall feeling of the book and the pacing of the plot. White space is plentiful so that each picture can be focused upon without too many distractions. The animals and vegetation featured in the illustrations are also cultural markers.
*Response
Upon seeing the first illustration of Koala Lou, I wanted to read her story. I could absolutely see how she was “a baby koala so soft and round that all who saw her loved her.” For me the illustrations and text work well together to create a lovely story about a mother’s love and dealing with feelings of disappointment. I think that students will love this book and it is a great book for discussion; I will definitely read it next year in the library.
*Review Excerpts
“A good choice for story hour, bedtime, or reading aloud.”
Horn Book *Starred Review*
“This satisfying reworking of a familiar and ever-important theme is appealingly illustrated--bright colors, soft-edged sculptural forms, precise detail, dozens of expressive animals. Another winning import from one of Australia's favorite authors.”
Kirkus Review
*Connections
-Write a journal entry describing a time you lost despite your best efforts.
-Study the illustrations to find animals from Australia. Choose one animal and conduct research about the animal.
-Read other Mem Fox books. How are they the same? How are they different?
-Discuss how the story would be different if Koala Lou had won the gum tree race.
-Discuss how the story would be different if it were set in a different place.
The Thief Lord
Funke, Cornelia. 2002. THE THIEF LORD. Trans. Oliver Latsch. New York, NY: Scholastic, Inc.ISBN 0439404371
*Plot Summary
Prosper and Bo, along with a band of children, seek to make a home for themselves in modern-day Venice. With the help of the mysterious Thief Lord, they solve mysteries and find magic which bring them all closer to happiness.
*Critical Analysis
Cornelia Funke’s BatchelderAward winning novel is full of interesting, distinctive characters. Because each character is portrayed so differently through action, narration, and dialogue; the characters though numerous, do not overwhelm the story. For example, Scipio is a mysterious, larger than life boy whose personality and actions seemed largely defined by his relationship with his father. Hornet is a practical, kind girl who whose past is quite mysterious also. The two main characters, brother Bo and Prosper, are quite different. One is younger and “carefree” and the other is a “tall, serious boy.” Readers will be drawn into the story by the interesting characters who not only contribute to the plot of the novel, but also seem to have stories of their own. Cultural markers among the characters include their names (Ernesto, Riccio, Mosca)and physical descriptions (“Mosca’s skin was beautifully black”).
The plot of THE THIEF LORD is packed with mystery and bits of magic as the children “work” to provide for themselves on the streets on Venice, Italy. Action also moves quickly as detective Victor Getz tracks Bo and Prosper. Additionally, the children become interested in solving a few mysteries of their own. All of this action works together to keep readers interested. Although the plot is quite involved, the resolution is satisfactory and fitting to the rest of the story.
The city of Venice itself acts a large part of the plot. Funke’s effective description of this unique city make it both intriguing and accessible. Much of the mystery – hiding, tracking, traveling – takes place in the alleys of Venice. Also, readers are treated to descriptions of the canals, churches, and homes; “…the whole city was one huge invitation to play hide-and-seek.” The plot and setting include several cultural markers. As the characters move through the Venice, readers learn of actual locations and descriptions of the canals, alleys, and people. The language used by the characters to address and greet one another also adds to the authenticity of the book. Funke also includes a map, small sketches to begin each chapter, and a glossary of Italian terms used in the book.
Themes of THE THIEF LORD include magic, good versus evil, family, and cooperation. Funke’s style of writing combines successfully magic, mystery, and adventure. Her narration is easy to follow yet detailed and rich. She creates a believable setting and characters.
*Response
Having never traveled to Italy, I really enjoyed the experience of reading THE THIEF LORD. Funke does an excellent job of setting the scene and creating interesting characters, so I felt compelled to keep reading. I look forward to recommending this book to students in the library, especially those who may not have seen or heard about the movie. I always love informing students about the movie after they’ve read the book!
*Review Excerpts
“A bestselling author in Germany, who has reached the US for the first time, Funke delights readers in the feelings of childhood, what it feels like to be innocent, afraid, curious, and safe; need friends and love; and want independence yet also to be cared for. Although the core of this tale is heartwarming, the merry-go-round, like Ray Bradbury's carousel in Something Wicked This Way Comes, hints at darkness, leaving its riders and the novel's readers changed forever.”
Kirkus *Starred Review*
“Funke delineates her characters and the changing textures of their relationships with masterful subtlety, as well as sometimes-puckish humor. It's a compelling tale, rich in ingenious twists, with a setting and cast that will linger in readers' memories.”
School Library Journal
“This story is captivating and easy to follow. Though there are many characters and plot twists, it is extremely well written.”
Library Media Connection
*Connections
-Perform research on the city of Venice, Italy and locations mentioned in the novel.
-Create a visual art representation of one of the scenes or settings from the novel. Explain the significance of the action or setting to the plot.
-Write a journal response to the presence of stealing in the novel. Is stealing ever justified? Share responses with the class or small groups.
-Write an additional chapter that follows the actions of one character or set of characters.
-Read another Cornelia Funke novel and compare/contrast the use of magic in that book with the use of magic in THE THIEF LORD. How does magic affect the overall feeling of the book?
*Plot Summary
Prosper and Bo, along with a band of children, seek to make a home for themselves in modern-day Venice. With the help of the mysterious Thief Lord, they solve mysteries and find magic which bring them all closer to happiness.
*Critical Analysis
Cornelia Funke’s BatchelderAward winning novel is full of interesting, distinctive characters. Because each character is portrayed so differently through action, narration, and dialogue; the characters though numerous, do not overwhelm the story. For example, Scipio is a mysterious, larger than life boy whose personality and actions seemed largely defined by his relationship with his father. Hornet is a practical, kind girl who whose past is quite mysterious also. The two main characters, brother Bo and Prosper, are quite different. One is younger and “carefree” and the other is a “tall, serious boy.” Readers will be drawn into the story by the interesting characters who not only contribute to the plot of the novel, but also seem to have stories of their own. Cultural markers among the characters include their names (Ernesto, Riccio, Mosca)and physical descriptions (“Mosca’s skin was beautifully black”).
The plot of THE THIEF LORD is packed with mystery and bits of magic as the children “work” to provide for themselves on the streets on Venice, Italy. Action also moves quickly as detective Victor Getz tracks Bo and Prosper. Additionally, the children become interested in solving a few mysteries of their own. All of this action works together to keep readers interested. Although the plot is quite involved, the resolution is satisfactory and fitting to the rest of the story.
The city of Venice itself acts a large part of the plot. Funke’s effective description of this unique city make it both intriguing and accessible. Much of the mystery – hiding, tracking, traveling – takes place in the alleys of Venice. Also, readers are treated to descriptions of the canals, churches, and homes; “…the whole city was one huge invitation to play hide-and-seek.” The plot and setting include several cultural markers. As the characters move through the Venice, readers learn of actual locations and descriptions of the canals, alleys, and people. The language used by the characters to address and greet one another also adds to the authenticity of the book. Funke also includes a map, small sketches to begin each chapter, and a glossary of Italian terms used in the book.
Themes of THE THIEF LORD include magic, good versus evil, family, and cooperation. Funke’s style of writing combines successfully magic, mystery, and adventure. Her narration is easy to follow yet detailed and rich. She creates a believable setting and characters.
*Response
Having never traveled to Italy, I really enjoyed the experience of reading THE THIEF LORD. Funke does an excellent job of setting the scene and creating interesting characters, so I felt compelled to keep reading. I look forward to recommending this book to students in the library, especially those who may not have seen or heard about the movie. I always love informing students about the movie after they’ve read the book!
*Review Excerpts
“A bestselling author in Germany, who has reached the US for the first time, Funke delights readers in the feelings of childhood, what it feels like to be innocent, afraid, curious, and safe; need friends and love; and want independence yet also to be cared for. Although the core of this tale is heartwarming, the merry-go-round, like Ray Bradbury's carousel in Something Wicked This Way Comes, hints at darkness, leaving its riders and the novel's readers changed forever.”
Kirkus *Starred Review*
“Funke delineates her characters and the changing textures of their relationships with masterful subtlety, as well as sometimes-puckish humor. It's a compelling tale, rich in ingenious twists, with a setting and cast that will linger in readers' memories.”
School Library Journal
“This story is captivating and easy to follow. Though there are many characters and plot twists, it is extremely well written.”
Library Media Connection
*Connections
-Perform research on the city of Venice, Italy and locations mentioned in the novel.
-Create a visual art representation of one of the scenes or settings from the novel. Explain the significance of the action or setting to the plot.
-Write a journal response to the presence of stealing in the novel. Is stealing ever justified? Share responses with the class or small groups.
-Write an additional chapter that follows the actions of one character or set of characters.
-Read another Cornelia Funke novel and compare/contrast the use of magic in that book with the use of magic in THE THIEF LORD. How does magic affect the overall feeling of the book?
Sunday, May 10, 2009
Module Fifteen: Most Popular Authors - Andrew Clements
Clements, Andrew. 2002. A WEEK IN THE WOODS. New York: Simon and Schuster Books for Younger Readers.
*Plot Summary
New student Mark survives a week in the woods with his teachers and classmates and proves to himself and others that he can be happy in his new home.
*Impressions
Mark is a believable and dynamic character who makes mistakes and learns from them. Although wealthy and intelligent, the feelings he experiences (frustration, insecurity) and situations he faces (moving, protecting a friend) are easily relatable for young readers. As a character, Mark is revealed through his interactions with other characters, in particular the adults in the novel. In the adult characters, readers will find well-rounded, flawed people; for example, Mr. Maxwell, Mark’s teacher, is well-intentioned but makes his share of mistakes as the plot unfolds. The plot itself contains some suspense, like the ending of chapter one where readers begin to wonder what will eventually go wrong in the woods. The story includes an exciting climax and resolution with a bit of a surprise. Furthermore, the ending of the book is positive but believable (no “happily ever after”). The conflict between Mark and his teacher definitely moves the plot along as well.
The setting of the book is quite important since it changes when Mark and his family move and he learns to adapt to a place. The wilderness setting of the “week in the woods” is also crucial because the climax and resolution occur there. Additionally, Mark’s appreciation for his new surroundings seems to coincide with his adjustment to his new school and his willingness to fit in. The style of the book is straight-forward with a great deal of narration; some chapters contain an abundance of detail. The dialogue between characters is believable. A third-person narrator tells the story, but from chapter to chapter, readers are able to find out the perspectives of Mark and Mr. Maxwell. This style definitely adds to the sense of conflict and the plot. Although the book has a more serious tone than a humorous one, the story isn’t overly emotional or negative.
Overall, I highly recommend this book to older elementary readers. Boys who enjoy the outdoors might especially enjoy the story; however, girls and boys will find elements of the story to relate to.
*Review Excerpts
*Review Excerpts
"The novel includes a helpful map of the state park. Like many of Clements's titles, this one will be a popular choice, particularly with fans of Gary Paulsen and Jean Craighead George."
School Library Journal
"Clements' compassionate character studies are realistic and hopeful, and the characters' subtle conflicts and eventual transformations will linger with readers long after the book is finished."
BookList
(Image from www.simonandschuster.net)
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