BIBLIOGRAPHY
Clements, Andrew. 2002. THINGS NOT SEEN. Philomel Books: New York. ISBN: 0-399-23626-0.
PLOT SUMMARY
Bobby Phillips is leading a rather ordinary life until he wakes up one morning and discovers he is invisible. Bobby’s parents believe it is best to keep this condition a secret. Then, that same afternoon, his parents are in a car accident, and Bobby is on his own for a few days. He ventures out to one of his favorite places, the library, where he meets a young blind girl names Alicia. Gradually he and Alicia become friends. He shares his secret condition with Alicia and Alicia’s parents. The two fathers are both scientists and team up to try to solve this invisibility problem. The local state Child Protective Services agency has added motivation because they are investigating Bobby’s “disappearance” from school and home. They have given the Phillips’ family an ultimatum to produce Bobby or face arrest and incarceration.
Bobby and Alicia begin their own investigation to the cause of Bobby’s invisibility. It leads them to another invisible person and their fathers to the reason for the invisibility. The simple science and math principle, two negatives make a positive, leads Bobby to try sleeping under the electric blanket that caused all of this one more time. As the state authorities burst into the Phillips’ home at 4:30am, Bobby discovers that he is no longer invisible. The experiment worked. He is ready to resume his life and his relationship with Alicia.
CRITICAL ANALYSIS
Andrew Clements has written another captivating book with THINGS NOT SEEN. At some point in life, most people fantasize about what it would be like to be invisible. The main character Bobby wakes up and discovers this has happened. It is not the fun adventure one might expect. Mr. Clements presents a realistic look at what it would be like to be invisible.
The plot is fast paced and involving. The readers are tossed right into the story on the first page. There are no chapters of description and set up. The book begins with Bobby waking up to his invisible body. Readers plunge in and follow Bobby as he tries to sort out this new predicament. The action continues to build as Bobby finds another invisible person, and as the scientist fathers discover that the electric blanket and solar particles caused this condition. The story doesn’t climax until the police officer and Ms. Pagett open the Bobby’s closet door and discover he is in there. The readers are just as surprised to find Bobby visible as the rest of the book’s characters.
The story is set in Chicago in a non-descript time period. Readers could assume that this is current times. The description of items used and sights are all common place. There are neither old fashioned devices nor futuristic items. Also, Alicia mentions Brad Pitt in a conversation. He is a current movie star but he has been around for many years. So readers have a time reference point but the exact time span is not named. This adds a timeless element to a topic that is relatively universal.
Chicago is an interesting setting choice. Winter in Chicago is brutally cold. However, when Bobby is out and unable to find a place to stash clothing, he must be naked. Many readers may not think of this when considering invisibility. But seeing a shirt and pants with no arms, legs, and face would be disturbing. Being naked is also symbolic of being exposed. People in Western culture do not wander around naked. Even when invisible, nudity leaves Bobby feeling vulnerable. However, he chooses to remember lessons he learned about the Greek Warriors who fought naked. He chooses to see his present nudity as an aggressive stance, not a weakness.
This nudity is what leads to Alicia discovering Bobby’s invisibility. When Bobby grabs Alicia so a boy distractedly riding a scooter doesn’t run into her, Alicia realizes that he has no shirt on and wonders what kind of weirdo is out in a Chicago winter shirtless. This leads Bobby to share his secret with her. She can’t see him, but she can hear his voice and feel his body. The fact that he can’t be seen doesn’t affect their relationship. In fact, Alicia’s blindness is what frees Bobby to first talk with her in the library. Bobby realizes later that others avoid Alicia because of her blindness, but it was this very trait that drew him to her. Alicia’s cane moving back and forth seems to sweep people out of the way and away from Alicia. Bobby watches many people’s reactions to her and avoidance of her. It is amazing how people will act and react when they don’t know they can be seen.
The characters in this story are well developed and multi-dimensional. Many of the characters experience a profound change in outlook and attitude. Bobby is a typical teenage boy. His parents are always dictating his life for him. He smiles at a popular girl at school and she doesn’t acknowledge his presence. It is like he is invisible. Bobby then learns what it means to truly be invisible and learns how to take control of his life and assert his own will. His parents are both heavily involved in their academic careers. They love their son, but the demands of their career appear to be a top priority, at first. Both realize importance of listening and trusting their son. At the beginning of the story, they seem distant from Bobby but by the end they are proud of him and who is becoming.
Alicia is the blind girl that becomes Bobby’s sole companion during his stint as the invisible man. Alicia is an interesting character. She was not born blind but became blind due to an odd accident. She is not the stereotypical optimistic “disabled kid” who is always pleasant and long suffering. She laments the constant attention and assistance her mother believes she needs. She resents the idea that needs to be “saved or rescued”.
Ironically, it is Bobby, the “normal” boy, who needs to be rescued from his situation. Alicia is the body that Bobby needs to help him move around. She helps him gather information about the electric blanket and had many great ideas about how to solve the problem. In fact, Alicia is the one who makes the final suggestion that leads to Bobby reappearing. She may be blind, but she is not useless or waiting for someone else to come up with the great ideas. She has a brain and is capable.
She also has flaws. She is not the stereotypical superhero-disabled person. She is moody and temperamental. When Bobby gains his visibility, she is happy for him but rejects him because she is trying to protect herself from getting hurt. She and Bobby have many arguments over comments. Many of her conversations drip with sarcasm and belligerence.
The theme of the story is the importance of choices and the importance of learning how to live in one’s own skin—whether that skin is perfect or flawed. Bobby is so focused on reversing the invisibility he has difficulty understanding how the other invisible person he found does not want to try to reappear. The woman had been invisible for three years and had become comfortable with her life. She did not want to return. As she states, “I had started disappearing long before this happened to me. If it hadn’t been this, I would have disappeared some other way” (Clements 238). She has learned to live in her own skin, flaws and all. Bobby sends her the electric blanket anyway because he wants her to really have a choice before she decides that this is how she wants to stay.
Alicia believes that Bobby will be finished with her once he regains his form. She rejects his attempt to kiss her and sends him away. She sends him a poem explaining her motives. The novel ends with Bobby going to Alicia’s house to tell her that his feelings haven’t changed. Alicia is still working to accept her life but she wants to give Bobby a way out if he hasn’t truly accepted being with a blind girl when he doesn’t have to be.
A minor sub-theme is the idea of living people being invisible. This does not just include physical invisibility, such as the kind that envelopes Bobby, but feeling invisible and powerless. Alicia says she felt invisible once she became blind because all of her friends started to ignore and avoid her. Her parents made decisions for her because she was the “poor little blind girl”. Her disability did not impair decision making skills or social skills, but they were somehow linked by others. She was lonely. Bobby felt this same type of mental invisibility with classmates and his parents. Sheila, the other invisible person, felt invisible too even prior to her “disappearance”. Her body simply caught up with what her spirit felt.
This is an excellent fast-paced read. Andrew Clements has created another masterpiece. This book would be an excellent addition to any library.
REVIEW EXCERPTS
From BOOK LIST: “The first page is electrifying… Clements isn't heavy-handed, but readers will easily be able to imagine what it must be like to have the world disappear.”
From PUBLISHER’S WEEKLY: “As preposterous as the teen's predicament may be, the author spins a convincing and affecting story.”
From SCHOOL LIBRARY JOURNAL: “Clements's story is full of life; it's poignant, funny, scary, and seemingly all too possible. The author successfully blends reality with fantasy in a tale that keeps his audience in suspense until the very end.”
From KIRKUS REVIEWS: “A readable, thought-provoking tour de force, alive with stimulating ideas, hard choices, and young people discovering bright possibilities ahead.”
CONNECTIONS
Waking up and discovering one is invisible is the fantasy of many people. You can do anything you want. Would you want this to happen to you? Why or Why not? Write a 2-3 page explanation of why you wish this would or wouldn’t happen to you and what you would do in this situation.
Using the link, students will select another book by Andrew Clements. After selected, they will read it and discuss with classmates if this book is similar to THINGS NOT SEEN. Authors sometimes write using a pattern and other times write something totally different. Students need practice evaluating works by an author.
Andrew Clements
Monday, August 4, 2008
LS 5653: Module 6: Habibi
BIBLIOGRAPHY
Nye, Naomi Shihab. 1997. HABIBI. Simon & Schuster: New York. ISBN: 0-389-80149-1.
PLOT SUMMARY
Liyana’s Palestinian father Poppy has always believed that he would someday return home. Liyana’s parents have decided that the time is now. With the belief that times are better in Palestine, they move Liyana and her brother Rafik from their St. Louis home to a new home in Poppy’s hometown of Jerusalem. Poppy wants his children to understand both sides of their heritage. As Poppy becomes reacquainted with his past, Liyana, Rafik, and their American mother discover how they fit into this new culture. They meet a large collection of family who are anxious to teach them about life in this area. All is not peaceful though. Liyana falls in love with a young Jewish boy and is faced with opposition to this. She learns the fragile nature of human interaction and coexistence when a friend is shot in the refugee camp, and her father is jailed for his effort to calm the situation. The value of peace and understanding overshadow the need for constant revenge and retribution. The story ends with a hopeful look into the future.
CRITICAL ANALYSIS
HABIBI is the story of a father, Poppy, who wants to teach his children about both halves of their heritage. They have lived in the United States for many years. This is their mother’s homeland. Now, it is time to move to Jerusalem to learn about their father, his family, and his homeland.
The plot of the story is simple and easy to follow. The reader watches the Abboud family pack only the most important items from their life in America and unpack these items in their new home. The plot is not fast paced or action packed. Rather it drifts with Liyana and her family as they make Jerusalem their home. The reader will enjoy the pace of book; it mirrors the pace of a simple life that Liyana strives for.
The story is floating in and out of shops, and readers are making observations with Liyana when the story surges toward its climax. A friend in the refugee camp, Khaled, is shot, and Poppy is jailed when he tries to intervene with the soldiers. The story’s tone changes from light with moments of contemplation to shocking with moments of injustice. Ms. Nye does an excellent job knocking the Abboud family and the readers off balance with these events. As quickly as Poppy is jailed and Khaled hospitalized, the situation resolves itself. Poppy is released from jail, and Khaled’s condition is improving. The story wraps up neatly with the family thinking of peace and where life will take them. The end is contemplative and satisfying.
The story is begins in St. Louis, Missouri. But the story doesn’t remain in Missouri. Quickly it transitions to Jerusalem. Jerusalem is in the Middle East. This part of the world is different than the United States but descriptions of areas focus on similarities or on how interesting Jerusalem is. Liyana misses St. Louis immediately after she moves but by the middle of the story she wonders if she misses anything anymore. Jerusalem has now become her home, and she had what she needs. She doesn’t lament what she doesn’t have. Liyana’s new home is not described as inferior nor is it inferred that it is inferior. Liyana gets to know the shopkeepers in Jerusalem just like she did in St. Louis. Jerusalem is an urban area. There is public transportation, phone service, cars, a hospital, and many other conveniences. There are rural areas in Palestine, but they are not the sole establishment.
Ms. Nye chooses to focus on the human aspect of Jerusalem. The delicate balance between Arabs and Jews is part of the discussion, but it is not the entire focus. People are not repeatedly killed by car bombs; everyone is not a fundamentalist. The family is confronted with injustice when soldiers destroy Sitti’s house, shot Khaled, and jailed Poppy. But all of this injustice is quickly rectified and is not avenged. The Abbouds are not vengeful, which shows that not all Middle Easterners are bent on revenge. Jerusalem is full of regular people, not just the mourners, soldiers, and bombers seen on television.
The characters in the story are well developed and fascinating. Liyana is a high school freshman moved across the ocean. She struggles at first figuring out how she fits into this new community. However, she continues to try to find her place and eventually succeeds. She does not argue with her parents and sulk about leaving America. She trusts Poppy’s decision and looks back at her past American life only briefly.
The main struggle Liyana has is with maintaining proper decorum when dealing with her male friend, Omer. Liyana has not grown up in this culture. She was beginning to become interested in boys prior to moving and she developed her ideas about how boys and girls interact in the United States. These expectations are different than those in Palestine/Israel. Poppy keeps trying to remind Liyana, but this just proves to be frustrating. Another issue with Omer is that he is Jewish. Relations between the two cultures are strained, and Poppy fears the worst when he finds out his heritage.
Liyana’s father, affectionately called Poppy, is an Arab who moved to the United States because of the volatile situation in his homeland. He planned to return after medical school, but he met his wife and had 2 children. He always intended to return home. When the family returns, Poppy is surprised that some things have not changed as much as he wishes. The military presence is still very real and intense. The family is retained at the airport when they arrive in Jerusalem because moving from America to the area is deemed suspicious. Poppy was not expecting this. When Sitti’s home is invaded by soldiers, Poppy is indignant. He believed that this type of activity was gone from his homeland. Interestingly, because Poppy is an Arab he refers to the country as Palestine not Israel. Many Westerners may not realize that this name distinction exists.
The Abboud family is an Arab-American family. Many may assume that they would be Muslim. They are not. Ms. Nye avoids that stereotype. The family is Christian. They do not attend church regularly, but they have Christian beliefs but are not radical. When they first move to Jerusalem, they tour all of the major Christian sites in the area. Liyana’s mother becomes very emotional as she visits these places. She is touched by their power.
Understanding oneself and one’s place in the world is the theme of HABIBI. The Abboud family finds themselves in a new country, time zone, and culture. They each have to figure out how they fit into this culture and into the family that is eager to embrace them. It is not an easy transition. Ms. Nye shows the struggles that the Abbouds confront as they meld into society. However, at no time do they complain constantly or discuss leaving. This is their home. They are with family. Leaving is only mentioned in the last few pages when Poppy and Liyana are discussing where the family members may end up in later life. It is not a plan to leave now. It is discussion regarding the map everyone follows when living his/her own life.
HABIBI consists of a great story and interesting characters. It is a fast and enjoyable read. This book would be an excellent addition to any library collection.
REVIEW EXCERPTS
From BOOKLIST: “What is it like to be young in Palestine today? That is the focus of this stirring docunovel, which breaks new ground in YA fiction… The story is steeped in detail about the place and cultures: food, geography, history, shopping, schools, languages, religions, etc. Just when you think it is obtrusive to have essays and journal entries thrust into the story, you get caught up in the ideas and the direct simplicity with which Nye speaks.”
From PUBLISHER’S WEEKLY: “Nye's climactic ending will leave readers pondering, long after the last page is turned, why Arabs, Jews, Greeks and Armenians can no longer live in harmony the way they once did.”
From SCHOOL LIBRARY JOURNAL: “Though the story begins at a leisurely pace, readers will be engaged by the characters, the romance, and the foreshadowed danger. Poetically imaged and leavened with humor, the story renders layered and complex history understandable through character and incident. Habibi succeeds in making the hope for peace compellingly personal and concrete”
From KIRKUS REVIEWS: “In her first novel, Nye shows all of the charms and flaws of the old city through unique, short-story-like chapters and poetic language. The sights, sounds, and smells of Jerusalem drift through the pages and readers glean a sense of current Palestinian-Israeli relations and the region's troubled history.”
CONNECTIONS
Poppy takes the family to many historical and religious sites as the family settles into their new home. On a map of the area, students will label the location of these places—Jesus’ tomb, the Dead Sea, etc.
Liyana is moved from her life in the United States to a new and unfamiliar culture. How would you feel if you were in Liyana’s situation? Why would you feel that way? What do you believe would be the most difficult transition you’d have to make?
Liyana must learn Arabic to successfully navigate her new surroundings. Investigate the Arabic language with her. Use the following links to learn more about the language and its structure.
Arabic language - Wikipedia, the free encyclopedia
Arabic Language
Arabic Language
(Note: these two sites are two different web links.)
Nye, Naomi Shihab. 1997. HABIBI. Simon & Schuster: New York. ISBN: 0-389-80149-1.
PLOT SUMMARY
Liyana’s Palestinian father Poppy has always believed that he would someday return home. Liyana’s parents have decided that the time is now. With the belief that times are better in Palestine, they move Liyana and her brother Rafik from their St. Louis home to a new home in Poppy’s hometown of Jerusalem. Poppy wants his children to understand both sides of their heritage. As Poppy becomes reacquainted with his past, Liyana, Rafik, and their American mother discover how they fit into this new culture. They meet a large collection of family who are anxious to teach them about life in this area. All is not peaceful though. Liyana falls in love with a young Jewish boy and is faced with opposition to this. She learns the fragile nature of human interaction and coexistence when a friend is shot in the refugee camp, and her father is jailed for his effort to calm the situation. The value of peace and understanding overshadow the need for constant revenge and retribution. The story ends with a hopeful look into the future.
CRITICAL ANALYSIS
HABIBI is the story of a father, Poppy, who wants to teach his children about both halves of their heritage. They have lived in the United States for many years. This is their mother’s homeland. Now, it is time to move to Jerusalem to learn about their father, his family, and his homeland.
The plot of the story is simple and easy to follow. The reader watches the Abboud family pack only the most important items from their life in America and unpack these items in their new home. The plot is not fast paced or action packed. Rather it drifts with Liyana and her family as they make Jerusalem their home. The reader will enjoy the pace of book; it mirrors the pace of a simple life that Liyana strives for.
The story is floating in and out of shops, and readers are making observations with Liyana when the story surges toward its climax. A friend in the refugee camp, Khaled, is shot, and Poppy is jailed when he tries to intervene with the soldiers. The story’s tone changes from light with moments of contemplation to shocking with moments of injustice. Ms. Nye does an excellent job knocking the Abboud family and the readers off balance with these events. As quickly as Poppy is jailed and Khaled hospitalized, the situation resolves itself. Poppy is released from jail, and Khaled’s condition is improving. The story wraps up neatly with the family thinking of peace and where life will take them. The end is contemplative and satisfying.
The story is begins in St. Louis, Missouri. But the story doesn’t remain in Missouri. Quickly it transitions to Jerusalem. Jerusalem is in the Middle East. This part of the world is different than the United States but descriptions of areas focus on similarities or on how interesting Jerusalem is. Liyana misses St. Louis immediately after she moves but by the middle of the story she wonders if she misses anything anymore. Jerusalem has now become her home, and she had what she needs. She doesn’t lament what she doesn’t have. Liyana’s new home is not described as inferior nor is it inferred that it is inferior. Liyana gets to know the shopkeepers in Jerusalem just like she did in St. Louis. Jerusalem is an urban area. There is public transportation, phone service, cars, a hospital, and many other conveniences. There are rural areas in Palestine, but they are not the sole establishment.
Ms. Nye chooses to focus on the human aspect of Jerusalem. The delicate balance between Arabs and Jews is part of the discussion, but it is not the entire focus. People are not repeatedly killed by car bombs; everyone is not a fundamentalist. The family is confronted with injustice when soldiers destroy Sitti’s house, shot Khaled, and jailed Poppy. But all of this injustice is quickly rectified and is not avenged. The Abbouds are not vengeful, which shows that not all Middle Easterners are bent on revenge. Jerusalem is full of regular people, not just the mourners, soldiers, and bombers seen on television.
The characters in the story are well developed and fascinating. Liyana is a high school freshman moved across the ocean. She struggles at first figuring out how she fits into this new community. However, she continues to try to find her place and eventually succeeds. She does not argue with her parents and sulk about leaving America. She trusts Poppy’s decision and looks back at her past American life only briefly.
The main struggle Liyana has is with maintaining proper decorum when dealing with her male friend, Omer. Liyana has not grown up in this culture. She was beginning to become interested in boys prior to moving and she developed her ideas about how boys and girls interact in the United States. These expectations are different than those in Palestine/Israel. Poppy keeps trying to remind Liyana, but this just proves to be frustrating. Another issue with Omer is that he is Jewish. Relations between the two cultures are strained, and Poppy fears the worst when he finds out his heritage.
Liyana’s father, affectionately called Poppy, is an Arab who moved to the United States because of the volatile situation in his homeland. He planned to return after medical school, but he met his wife and had 2 children. He always intended to return home. When the family returns, Poppy is surprised that some things have not changed as much as he wishes. The military presence is still very real and intense. The family is retained at the airport when they arrive in Jerusalem because moving from America to the area is deemed suspicious. Poppy was not expecting this. When Sitti’s home is invaded by soldiers, Poppy is indignant. He believed that this type of activity was gone from his homeland. Interestingly, because Poppy is an Arab he refers to the country as Palestine not Israel. Many Westerners may not realize that this name distinction exists.
The Abboud family is an Arab-American family. Many may assume that they would be Muslim. They are not. Ms. Nye avoids that stereotype. The family is Christian. They do not attend church regularly, but they have Christian beliefs but are not radical. When they first move to Jerusalem, they tour all of the major Christian sites in the area. Liyana’s mother becomes very emotional as she visits these places. She is touched by their power.
Understanding oneself and one’s place in the world is the theme of HABIBI. The Abboud family finds themselves in a new country, time zone, and culture. They each have to figure out how they fit into this culture and into the family that is eager to embrace them. It is not an easy transition. Ms. Nye shows the struggles that the Abbouds confront as they meld into society. However, at no time do they complain constantly or discuss leaving. This is their home. They are with family. Leaving is only mentioned in the last few pages when Poppy and Liyana are discussing where the family members may end up in later life. It is not a plan to leave now. It is discussion regarding the map everyone follows when living his/her own life.
HABIBI consists of a great story and interesting characters. It is a fast and enjoyable read. This book would be an excellent addition to any library collection.
REVIEW EXCERPTS
From BOOKLIST: “What is it like to be young in Palestine today? That is the focus of this stirring docunovel, which breaks new ground in YA fiction… The story is steeped in detail about the place and cultures: food, geography, history, shopping, schools, languages, religions, etc. Just when you think it is obtrusive to have essays and journal entries thrust into the story, you get caught up in the ideas and the direct simplicity with which Nye speaks.”
From PUBLISHER’S WEEKLY: “Nye's climactic ending will leave readers pondering, long after the last page is turned, why Arabs, Jews, Greeks and Armenians can no longer live in harmony the way they once did.”
From SCHOOL LIBRARY JOURNAL: “Though the story begins at a leisurely pace, readers will be engaged by the characters, the romance, and the foreshadowed danger. Poetically imaged and leavened with humor, the story renders layered and complex history understandable through character and incident. Habibi succeeds in making the hope for peace compellingly personal and concrete”
From KIRKUS REVIEWS: “In her first novel, Nye shows all of the charms and flaws of the old city through unique, short-story-like chapters and poetic language. The sights, sounds, and smells of Jerusalem drift through the pages and readers glean a sense of current Palestinian-Israeli relations and the region's troubled history.”
CONNECTIONS
Poppy takes the family to many historical and religious sites as the family settles into their new home. On a map of the area, students will label the location of these places—Jesus’ tomb, the Dead Sea, etc.
Liyana is moved from her life in the United States to a new and unfamiliar culture. How would you feel if you were in Liyana’s situation? Why would you feel that way? What do you believe would be the most difficult transition you’d have to make?
Liyana must learn Arabic to successfully navigate her new surroundings. Investigate the Arabic language with her. Use the following links to learn more about the language and its structure.
Arabic language - Wikipedia, the free encyclopedia
Arabic Language
Arabic Language
(Note: these two sites are two different web links.)
LS 5653--Module 6: KING & KING
BIBLIOGRAPHY
De Haan, Linda and Stern Nijland. 2000. KING & KING. Illus. by authors. Tricycle Press: Berkeley, CA. ISBN: 1-58246-061-2.
PLOT SUMMARY
The queen orders her son, the prince, to find a suitable princess and marry. The prince and his mother search and analyze the princesses that step forward. However, none of them seem acceptable. All seems lost until the final princess and her brother appear. The prince falls in love with the other prince and the two marry and live happily ever after.
CRITICAL ANALYSIS
KING & KING is a story that puts a twist on traditional fairy tales. The story of princess meets prince, falls in love, and lives happily ever after is paralleled in this story. The only twist is that the prince meets a prince and lives happily ever after.
The plot of the story is simple and will be familiar to readers. The plot progresses along to the climax which is when the young prince meets his true love and agrees to get married. The tale ends with the standard fairy tale line “and everyone lives happily ever after”.
The characterization in the story is limited and is seen mostly in the illustrations. The queen is a strong willed woman who has decided that she is done ruling the kingdom. She is ready for her son to wed and take over. The third page of the story shows the queen making a demanding the prince take her decision seriously. “I HAVE HAD ENOUGH!” she bellows. Her face is cross, domineering, and contorted. The illustration consists of isolated words that the queen is saying. These words are the most important for the prince and the reader. “Romance”, “love”, “happy”, “to care for”, “dream wedding” is uttered as well as “I do it for you”. Readers realize that the queen is overbearing but loves her son. The prince is disinterested in getting married. He finally relents after his mother’s constant barrage of chatter.
The illustrations that accompany the story are phenomenal. They are vibrant, colorful, and inventive. Lines and images are a combination of smooth edges and jagged blobs of color. The pictures are detailed but not full of realistic detail. People look like cartoon characters; many other items are not proportional. However, this lack of realism and uniformity supports the fairy tale structure of the book. The illustrations increase the appeal of the book. Some of the illustrations have depth and dimensionality that cause them to appear to have texture on the page. Readers who are simply flipping through will be enveloped by the pictures.
The readers are introduced to the parade of princesses the prince and the queen endure through the illustrations. The prince and queen are unimpressed with the herd of potential mates. Each princess is not what they expected. They are not beautiful or stately. Each one has her own odd feature such as extreme height or weight. The final princess is pretty, and the readers could infer that she is the prince’s chosen mate until they turn the page. The two princes have a collection of colorful hearts between them as they fall in love and live happily ever after.
The theme of this story is acceptance and maturation. Initially the prince does not tell his mother he would rather find a prince. He simply tells her that he “never cared much for princesses.” Perhaps if he had been ready and told his mother of his preference, they could have avoided the princess parade. However, despite this omission does not hinder his “happily ever after” ending. The queen is accepting of her son’s choice and even “sheds a tear” at his wedding.
The entire story reads like a typical, traditional, Disneyesque fairy tale. There is only one difference. The prince falls in love with another prince and lives happily ever after. Even in this day and age, this is a controversial topic. Gay marriage has recently been legalized in a few locations and is a polarizing topic. The author of this book takes great care to present an ordinary love story. There is nothing unusual about this pair. This encourages the reader to view the couple as that, a normal loving couple and not some type of spectacle. The queen’s reaction to her son’s choice of spouse is accepting. She does not get upset or disown him. She simply wishes him well in his choice of mate. The prince made his selection, and she respects his selection.
REVIEW EXCERPTS
From BOOKLIST: “Here's a winning Dutch import for parents looking for a original tale with a gay slant…Adults will know what's coming early in the story, but many kids won't. They'll simply like the fun artwork and the final twist on conventions.”
From SCHOOL LIBRARY JOURNAL: “The book does present same-sex marriage as a viable, acceptable way of life within an immediately recognizable narrative form, the fairy tale.”
From KIRKUS REVIEWS: “Move over, Princess Smartypants: this Dutch import arrives to take top honors in the fairytale-fracturing department… Hurrah to newcomers de Haan and Nijland and to the publisher for bringing them to an American audience.”
CONNECTIONS
KING AND KING is considered a fractured fairy tale. This means that it takes a traditional fairy tale and gives it a twist. Students should read other fractured fairy tales and then write their own.
Jon Scieszka Fractured Fairytales and Fables
Fractured Fairy Tales
List of possible reading choices:
Fractured Fairy Tales - Booklists
Using the following fractured fairy tale lesson plans, allow students to select an activity and complete the selected assignment.
ReadWriteThink: Student Materials: Fractured Fairy Tales
Fractured Fairy Tales
De Haan, Linda and Stern Nijland. 2000. KING & KING. Illus. by authors. Tricycle Press: Berkeley, CA. ISBN: 1-58246-061-2.
PLOT SUMMARY
The queen orders her son, the prince, to find a suitable princess and marry. The prince and his mother search and analyze the princesses that step forward. However, none of them seem acceptable. All seems lost until the final princess and her brother appear. The prince falls in love with the other prince and the two marry and live happily ever after.
CRITICAL ANALYSIS
KING & KING is a story that puts a twist on traditional fairy tales. The story of princess meets prince, falls in love, and lives happily ever after is paralleled in this story. The only twist is that the prince meets a prince and lives happily ever after.
The plot of the story is simple and will be familiar to readers. The plot progresses along to the climax which is when the young prince meets his true love and agrees to get married. The tale ends with the standard fairy tale line “and everyone lives happily ever after”.
The characterization in the story is limited and is seen mostly in the illustrations. The queen is a strong willed woman who has decided that she is done ruling the kingdom. She is ready for her son to wed and take over. The third page of the story shows the queen making a demanding the prince take her decision seriously. “I HAVE HAD ENOUGH!” she bellows. Her face is cross, domineering, and contorted. The illustration consists of isolated words that the queen is saying. These words are the most important for the prince and the reader. “Romance”, “love”, “happy”, “to care for”, “dream wedding” is uttered as well as “I do it for you”. Readers realize that the queen is overbearing but loves her son. The prince is disinterested in getting married. He finally relents after his mother’s constant barrage of chatter.
The illustrations that accompany the story are phenomenal. They are vibrant, colorful, and inventive. Lines and images are a combination of smooth edges and jagged blobs of color. The pictures are detailed but not full of realistic detail. People look like cartoon characters; many other items are not proportional. However, this lack of realism and uniformity supports the fairy tale structure of the book. The illustrations increase the appeal of the book. Some of the illustrations have depth and dimensionality that cause them to appear to have texture on the page. Readers who are simply flipping through will be enveloped by the pictures.
The readers are introduced to the parade of princesses the prince and the queen endure through the illustrations. The prince and queen are unimpressed with the herd of potential mates. Each princess is not what they expected. They are not beautiful or stately. Each one has her own odd feature such as extreme height or weight. The final princess is pretty, and the readers could infer that she is the prince’s chosen mate until they turn the page. The two princes have a collection of colorful hearts between them as they fall in love and live happily ever after.
The theme of this story is acceptance and maturation. Initially the prince does not tell his mother he would rather find a prince. He simply tells her that he “never cared much for princesses.” Perhaps if he had been ready and told his mother of his preference, they could have avoided the princess parade. However, despite this omission does not hinder his “happily ever after” ending. The queen is accepting of her son’s choice and even “sheds a tear” at his wedding.
The entire story reads like a typical, traditional, Disneyesque fairy tale. There is only one difference. The prince falls in love with another prince and lives happily ever after. Even in this day and age, this is a controversial topic. Gay marriage has recently been legalized in a few locations and is a polarizing topic. The author of this book takes great care to present an ordinary love story. There is nothing unusual about this pair. This encourages the reader to view the couple as that, a normal loving couple and not some type of spectacle. The queen’s reaction to her son’s choice of spouse is accepting. She does not get upset or disown him. She simply wishes him well in his choice of mate. The prince made his selection, and she respects his selection.
REVIEW EXCERPTS
From BOOKLIST: “Here's a winning Dutch import for parents looking for a original tale with a gay slant…Adults will know what's coming early in the story, but many kids won't. They'll simply like the fun artwork and the final twist on conventions.”
From SCHOOL LIBRARY JOURNAL: “The book does present same-sex marriage as a viable, acceptable way of life within an immediately recognizable narrative form, the fairy tale.”
From KIRKUS REVIEWS: “Move over, Princess Smartypants: this Dutch import arrives to take top honors in the fairytale-fracturing department… Hurrah to newcomers de Haan and Nijland and to the publisher for bringing them to an American audience.”
CONNECTIONS
KING AND KING is considered a fractured fairy tale. This means that it takes a traditional fairy tale and gives it a twist. Students should read other fractured fairy tales and then write their own.
Jon Scieszka Fractured Fairytales and Fables
Fractured Fairy Tales
List of possible reading choices:
Fractured Fairy Tales - Booklists
Using the following fractured fairy tale lesson plans, allow students to select an activity and complete the selected assignment.
ReadWriteThink: Student Materials: Fractured Fairy Tales
Fractured Fairy Tales
Tuesday, July 22, 2008
LS 5653: Module 5: TREE OF CRANES
BIBLIOGRAPHY
Say, Allen. 1991. TREE OF CRANES. Illus. by the author. Houghton Mifflin: Boston, MA. ISBN: 0-395-52024-X.
PLOT SUMMARY
A young boy disobeys his mother’s requests and is repeatedly playing in the pond with the carp. He knows his mother will be upset with him when he returns home. She places him in a hot bath, puts him in his nightclothes, makes him a hot meal, and sends him to bed. While his mother is upset, the son realizes that she is distracted by something. He sees his mother folding origami cranes and digging up a tree planted when he was born. His mother explains that when she was younger, she decorate a tree with candles and cranes. The two enjoy the flicker of the tree’s candlelight. The boy wishes for a kite to be under the tree in the morning. The mother requests that her son promises her that he will not return to the pond as her present. When the boy awakens, a kite is waiting for him. In haste, he runs out to use it but finds the world covered in snow and makes a snowman instead. This is a very special first Christmas family celebration.
CRITICAL ANALYSIS
TREE OF CRANES is the story of a boy’s first Christmas. When the story begins, the readers may not be aware of this, but the author successfully weaves a tale of family and tradition.
The plot of this story is straightforward. A young boy goes to a forbidden pond. When he returns home, his mother behaves in a strange manner. He expects her to be upset. She does things that make him think she is upset, such as take a bath alone, eat rice gruel and put on his bedclothes early but does not show any angry emotion. She acts strangely and the boy watches her as she folds paper cranes, digs up a tree, and decorates it. The tale reaches its climax as the boy and his mother light the candles on the tree and make promises in the candlelight. The boy awakens in the morning to find the gift he wished for, a kite, but the snow on the ground prevents him from using it. Instead he builds a snowman with his father.
Although there are few characters, they are very well developed. The boy is transparent. The reader knows what he is thinking based on his facial expressions and reactions. He knows he should not be at the pond but cannot stay away. Still he fears consequence. This diminishes the stereotype that all Asian children are obedient and passive. This boy disobeys his mother repeatedly.
When he arrives home, he is greeted with an unexpected outcome. He is not sure if his mother is upset. She gives him a bath alone and sends him to bed but is not outwardly angry or disappointed. But she seems distracted. This behavior is disconcerting to the boy. He watches his mother dig up the tree that represents his long life. Readers are not explicitly told, but one can infer that the boy is troubled. Perhaps he feels his mother will disown him for his behavior. Fortunately, the boy’s mood is brightened as he and his mother share her memories of a California Christmas. While the specific setting of this story is not known, it is apparent that the mother lived in the United States as a girl. The readers could assume that this story occurs in Japan. The drawing of the house does not seem to show an American style. This Japanese woman could be an Asian American immigrant to Japan. This is fascinating twist!
The mother is an equally interesting character. It seems that she should be upset by her son’s disobedience. However, she does not yell or lecture the son, as many Western parents would. Rather she robotically goes through a ritual treating him as if he is sick and needs tending. Readers realize that perhaps she is simply distracted by her memories and work on the tree or perhaps she has an alternate plan to correct his disobedience. As the evening progresses, the mother reveals the meaning of the tree. She cleverly uses this opportunity to garner a promise from her son to never go to the pond again. The chill that fills the family’s home earlier is melted as if by the candles on the tree.
The theme of the story is one that is considered a common theme in Asian Pacific American literature. The mother is teaching her son about her family’s past tradition and bringing it to his generation. She is sharing this with her son but also with the readers as well. The mother chooses an inventive method to teach her son. She does not explain anything to him prior to her efforts. She simply begins working and leaves the boy to watch and wonder. This builds anticipation on the boy and in the reader. It is not until the last sentence of the text that the reader realizes that this is a Christmas celebration.
The illustrations are tremendous. They are vivid and detailed. The book consists of one page of text and an accompanying illustration that supports the text and furthers the reader’s understanding. First, the illustrations provide insight into a Japanese home. The window style, the decoration and furniture, and the clothing all reveal a glimpse into their lifestyle. When the boy is eating his food in his room, he is on a pallet on the floor. He eats his food with chopsticks. The bathtub is a large wooden box with a top on it. Clothing is also important. The mother and the son are both dresses in traditional clothing.
While depicting a Japanese home, Mr. Say is careful to avoid stereotypes and inaccuracy.
The mother and son look similar because they are related, not because they are fitting into a mold that states that “all Asians look alike”. Their facial features are distinguishing and intricate. The mother, son, and father have the same hair color but distinctive styles. Their clothing is colorful not drab or lifeless. It is interesting to note that the mother and son are dressed in traditional clothing while the father is dressed in a suit and tie. He is a professional man and dresses accordingly.
Other glimpses into the Japanese culture are written into the text. The reader is not told the age of the boy. Instead readers are told that this happened when the boy was “not yet old enough to wear long pants”. This is a unique phrasing. Western children wear pants at any age. Pants are not age specific. The boy eats rice gruel. Gruel is not commonly eaten in the United States. Most Americans may only think of gruel when they recall the musical OLIVER! This food is part of this family’s culture. The tree’s decorations are not typical Western Christmas tree decorations. They are unique to this woman’s family history. She was in California but still Japanese. This is a fantastic example of blending two cultures. One is not absorbed; they are mixed.
TREE OF CRANES is a touching and interesting story about a Japanese mother sharing her American childhood memories with her young son. This story would be an excellent addition to any library.
REVIEW EXCERPTS
From KIRKUS REVIEWS: “Say's exquisitely designed illustrations are as elegant as those for The Boy of the Three-Year Nap (1988, Caldecott Honor). Geometric forms in the austere Japanese architecture provide a serene background for softer lines defining the appealing little boy and his pensive mother.”
From BOOKLIST: “Infused with gentle nostalgia, the quiet, graciously told picture book is a perfect blend of text and art. Fine-lined and handsome, Say's watercolors not only capture fascinating details of the boy's far away home--his tall, wooden tub, his futon, his mother's tiny tree--but also depict, with simple grace, the rich and complex bond between mother and child that underlies the story.”
From PUBLISHER’S WEEKLY: “The story is a poignant one, illuminated with finely drawn illustrations reflecting the serenity of a Japanese home and the quiet love between mother and son.”
CONNECTIONS
Students will learn about origami. Then each student will make his/her own crane for a classroom Tree of Cranes.
http://www.biausa.org/elements/media/make_origami_crane.pdf
Origami
Students will participate in an author study on Allen Say. They will investigate his website. Students will listen to an interview with Mr. Say. After students have read this book, another Allen Say book will be selected. Students can compare and contrast the two books. How are they alike? Different?
Official Publisher's site for Allen Say
Allen Say Webcast (Library of Congress)
Allen Say Biography (Illustrator/Writer) — Infoplease.com
Say, Allen. 1991. TREE OF CRANES. Illus. by the author. Houghton Mifflin: Boston, MA. ISBN: 0-395-52024-X.
PLOT SUMMARY
A young boy disobeys his mother’s requests and is repeatedly playing in the pond with the carp. He knows his mother will be upset with him when he returns home. She places him in a hot bath, puts him in his nightclothes, makes him a hot meal, and sends him to bed. While his mother is upset, the son realizes that she is distracted by something. He sees his mother folding origami cranes and digging up a tree planted when he was born. His mother explains that when she was younger, she decorate a tree with candles and cranes. The two enjoy the flicker of the tree’s candlelight. The boy wishes for a kite to be under the tree in the morning. The mother requests that her son promises her that he will not return to the pond as her present. When the boy awakens, a kite is waiting for him. In haste, he runs out to use it but finds the world covered in snow and makes a snowman instead. This is a very special first Christmas family celebration.
CRITICAL ANALYSIS
TREE OF CRANES is the story of a boy’s first Christmas. When the story begins, the readers may not be aware of this, but the author successfully weaves a tale of family and tradition.
The plot of this story is straightforward. A young boy goes to a forbidden pond. When he returns home, his mother behaves in a strange manner. He expects her to be upset. She does things that make him think she is upset, such as take a bath alone, eat rice gruel and put on his bedclothes early but does not show any angry emotion. She acts strangely and the boy watches her as she folds paper cranes, digs up a tree, and decorates it. The tale reaches its climax as the boy and his mother light the candles on the tree and make promises in the candlelight. The boy awakens in the morning to find the gift he wished for, a kite, but the snow on the ground prevents him from using it. Instead he builds a snowman with his father.
Although there are few characters, they are very well developed. The boy is transparent. The reader knows what he is thinking based on his facial expressions and reactions. He knows he should not be at the pond but cannot stay away. Still he fears consequence. This diminishes the stereotype that all Asian children are obedient and passive. This boy disobeys his mother repeatedly.
When he arrives home, he is greeted with an unexpected outcome. He is not sure if his mother is upset. She gives him a bath alone and sends him to bed but is not outwardly angry or disappointed. But she seems distracted. This behavior is disconcerting to the boy. He watches his mother dig up the tree that represents his long life. Readers are not explicitly told, but one can infer that the boy is troubled. Perhaps he feels his mother will disown him for his behavior. Fortunately, the boy’s mood is brightened as he and his mother share her memories of a California Christmas. While the specific setting of this story is not known, it is apparent that the mother lived in the United States as a girl. The readers could assume that this story occurs in Japan. The drawing of the house does not seem to show an American style. This Japanese woman could be an Asian American immigrant to Japan. This is fascinating twist!
The mother is an equally interesting character. It seems that she should be upset by her son’s disobedience. However, she does not yell or lecture the son, as many Western parents would. Rather she robotically goes through a ritual treating him as if he is sick and needs tending. Readers realize that perhaps she is simply distracted by her memories and work on the tree or perhaps she has an alternate plan to correct his disobedience. As the evening progresses, the mother reveals the meaning of the tree. She cleverly uses this opportunity to garner a promise from her son to never go to the pond again. The chill that fills the family’s home earlier is melted as if by the candles on the tree.
The theme of the story is one that is considered a common theme in Asian Pacific American literature. The mother is teaching her son about her family’s past tradition and bringing it to his generation. She is sharing this with her son but also with the readers as well. The mother chooses an inventive method to teach her son. She does not explain anything to him prior to her efforts. She simply begins working and leaves the boy to watch and wonder. This builds anticipation on the boy and in the reader. It is not until the last sentence of the text that the reader realizes that this is a Christmas celebration.
The illustrations are tremendous. They are vivid and detailed. The book consists of one page of text and an accompanying illustration that supports the text and furthers the reader’s understanding. First, the illustrations provide insight into a Japanese home. The window style, the decoration and furniture, and the clothing all reveal a glimpse into their lifestyle. When the boy is eating his food in his room, he is on a pallet on the floor. He eats his food with chopsticks. The bathtub is a large wooden box with a top on it. Clothing is also important. The mother and the son are both dresses in traditional clothing.
While depicting a Japanese home, Mr. Say is careful to avoid stereotypes and inaccuracy.
The mother and son look similar because they are related, not because they are fitting into a mold that states that “all Asians look alike”. Their facial features are distinguishing and intricate. The mother, son, and father have the same hair color but distinctive styles. Their clothing is colorful not drab or lifeless. It is interesting to note that the mother and son are dressed in traditional clothing while the father is dressed in a suit and tie. He is a professional man and dresses accordingly.
Other glimpses into the Japanese culture are written into the text. The reader is not told the age of the boy. Instead readers are told that this happened when the boy was “not yet old enough to wear long pants”. This is a unique phrasing. Western children wear pants at any age. Pants are not age specific. The boy eats rice gruel. Gruel is not commonly eaten in the United States. Most Americans may only think of gruel when they recall the musical OLIVER! This food is part of this family’s culture. The tree’s decorations are not typical Western Christmas tree decorations. They are unique to this woman’s family history. She was in California but still Japanese. This is a fantastic example of blending two cultures. One is not absorbed; they are mixed.
TREE OF CRANES is a touching and interesting story about a Japanese mother sharing her American childhood memories with her young son. This story would be an excellent addition to any library.
REVIEW EXCERPTS
From KIRKUS REVIEWS: “Say's exquisitely designed illustrations are as elegant as those for The Boy of the Three-Year Nap (1988, Caldecott Honor). Geometric forms in the austere Japanese architecture provide a serene background for softer lines defining the appealing little boy and his pensive mother.”
From BOOKLIST: “Infused with gentle nostalgia, the quiet, graciously told picture book is a perfect blend of text and art. Fine-lined and handsome, Say's watercolors not only capture fascinating details of the boy's far away home--his tall, wooden tub, his futon, his mother's tiny tree--but also depict, with simple grace, the rich and complex bond between mother and child that underlies the story.”
From PUBLISHER’S WEEKLY: “The story is a poignant one, illuminated with finely drawn illustrations reflecting the serenity of a Japanese home and the quiet love between mother and son.”
CONNECTIONS
Students will learn about origami. Then each student will make his/her own crane for a classroom Tree of Cranes.
http://www.biausa.org/elements/media/make_origami_crane.pdf
Origami
Students will participate in an author study on Allen Say. They will investigate his website. Students will listen to an interview with Mr. Say. After students have read this book, another Allen Say book will be selected. Students can compare and contrast the two books. How are they alike? Different?
Official Publisher's site for Allen Say
Allen Say Webcast (Library of Congress)
Allen Say Biography (Illustrator/Writer) — Infoplease.com
LS 5653: Module 5: APPLE PIE FOURTH OF JULY
BIBLIOGRAPHY
Wong, Janet S. 2002. APPLE PIE 4TH OF JULY. Illus. by Margaret Chodos-Irvine. Harcourt: New York. ISBN: 0-15-202543-X.
PLOT SUMMARY
It is the Fourth of July. A young Chinese American girl is watching her parents cook in their restaurant. She is incredulous to see them cooking Chinese food on the Fourth of July. She can’t imagine that anyone will want Chinese food on America’s birthday. She hears the parade and sells a few items to customers but does not understand why her parents keep cooking. She claims that her parents do not “understand all American things.” The narrator is shocked to discover that as the dinner hour begins, patrons come to the restaurant for dinner. Americans do eat Chinese food on the Fourth of July. After the restaurant closes, the girl and her family climb onto their roof to watch fireworks and eat apple pie.
CRITICAL ANALYSIS
Fourth of July is a distinctly American Holiday. Other sovereign countries would not celebrate American Independence. A young Chinese girl (the girl is unnamed) sits in her family restaurant watching her parents cook Chinese food on a holiday that is distinctly American. She thinks they are unaware that no one wants Chinese food on this American day. She learns a valuable lesson about what it means to be “American”.
The plot and setting in this story are simple. The action and anticipation continues to build as the girl watches her parents cook. The girl is certain no one will come in to eat. The reader may begin to agree as the action moves on. However as the clock moves toward dinnertime, the shop fills with hungry customers. Our young narrator realizes that she is wrong. At the end of the story, Ms. Wong does an excellent job showing cultures being intertwined. After the family cooked Chinese food all day and ate Chinese food for their meals, they go onto the roof and watch fireworks, a Chinese invention in America, and eat apple pie, an American iconic dessert. What a unique blend of culture! One culture was not absorbed into the other; they are intermingled together. Each retains its own identity.
The story could be set in any time period. The clothing is basic and generic. It could be set in any recent past, present or future time period. The important aspect of the setting is the location. This is not a story about Asians that is set in a far off land. This story is set in the United States.
The character development in this story is basic but thorough. Readers do not learn much about our narrator’s parents. They own a shop on a main street in a town. When the narrator claims that no one will want Chinese food on July 4th, the father’s only response is that fireworks are Chinese and he continues cooking. Perhaps he understands that July 4th is not only about hot dogs and apple pie, but it is also about bringing all Americans together, with all of the culture too, and celebrating freedom.
Readers learn the most about the young female narrator. She loves her family and is a good worker in the family business (she is seen straightening shelves and helping customers) but she does not believe that her parents understand America. She credits this lack of understanding to the fact that they were not born here. This leads the reader to assume that this girl was born here. This is why she believes she is the expert on what Americans want on July 4th. She is an American. She watches the day pass, shocked that her parents continue to cook. When the dinner hour strikes, she realizes that Chinese food is not forbidden on July 4th. Her definition of “American” was expanded and enveloped her own culture.
The illustrations are simple, colorful, and all-encompassing. They are not limited to a certain size. Many of the illustrations fill the pair of facing pages with the text blended into the scene. Ms. Chodos-Irvine does not overwhelm the reader with intricate details. Simple detail and color seem more important. For example, all of the characters (regardless of ethnicity) have similar faces. Eyes, noses, and mouths are all very uniform. The characters’ clothing is all equivalent as well. Ms. Chodos-Irvine relies on hair color and style as well as skin tone and shape to show the differences in the characters in the story. She does an excellent job using those two simple traits. No two people look alike. Many different ethnicities come into the shop, and all of them are distinct and discernible.
One interesting observation can be made about the narrator’s clothing. She believes that she is knowledgeable about what Americans want on July 4th. She is the expert. She is wearing blue pants with a red and white striped shirt—red, white, and blue.
Cross cultural conflict and adjustment are the prevalent themes in this story. Our narrator believes that her parents’ actions are in direct violation of the desires of Americans. She believes that they do not understand what Americans want. They have not adequately adjusted to life in America. They are immigrants and are therefore not aware of all things “American”. The narrator believes that being American and being Chinese are in conflict on the 4th of July. By the end of the story, the young girl realizes that the two identities are not in conflict but can be brought together. It is not an “either-or” situation.
APPLE PIE FOURTH OF JULY is a story of a holiday celebration surprise. Holiday celebrations are not exclusionary but rather open enough to include many variations and ideas.
REVIEW EXCERPTS
From KIRKUS REVIEWS: “All at once, cultural boundaries don't seem quite as defined.”
From SCHOOL LIBRARY JOURNAL: “This simply told story explores a child's fears about cultural differences and fitting in with understanding and affection… This second successful collaboration…is one you won't want to miss.”
FROM BOOKLIST: “Vibrant, colorful spreads keep the focus on the girl, using body language to accentuate first her discomfort and boredom, and then her pride as she hands out cartons of takeout. This excellent read-aloud will partner well with books that emphasize American patriotism, such as Lynne Cheney's America: A Patriotic Primer.”
CONNECTIONS
Students will study the origins of the Fourth of July holiday. When did it start? Have celebrations changed over the years? When did fireworks accompany the celebration?
Fourth of July Celebrations Database
Fourth of July is Independence Day: USA.gov
Students will select a holiday (from any country) and will create a presentation. Students will include traditional foods, its origin, and why, when and where the holiday is celebrated.
Students will visit Janet Wong’s website and learn more about her and her books. She reads an excerpt from this book on this site. Students will listen to this text in Ms. Wong’s own voice.
Janet S. Wong - Author of Acclaimed Children's Books
Wong, Janet S. 2002. APPLE PIE 4TH OF JULY. Illus. by Margaret Chodos-Irvine. Harcourt: New York. ISBN: 0-15-202543-X.
PLOT SUMMARY
It is the Fourth of July. A young Chinese American girl is watching her parents cook in their restaurant. She is incredulous to see them cooking Chinese food on the Fourth of July. She can’t imagine that anyone will want Chinese food on America’s birthday. She hears the parade and sells a few items to customers but does not understand why her parents keep cooking. She claims that her parents do not “understand all American things.” The narrator is shocked to discover that as the dinner hour begins, patrons come to the restaurant for dinner. Americans do eat Chinese food on the Fourth of July. After the restaurant closes, the girl and her family climb onto their roof to watch fireworks and eat apple pie.
CRITICAL ANALYSIS
Fourth of July is a distinctly American Holiday. Other sovereign countries would not celebrate American Independence. A young Chinese girl (the girl is unnamed) sits in her family restaurant watching her parents cook Chinese food on a holiday that is distinctly American. She thinks they are unaware that no one wants Chinese food on this American day. She learns a valuable lesson about what it means to be “American”.
The plot and setting in this story are simple. The action and anticipation continues to build as the girl watches her parents cook. The girl is certain no one will come in to eat. The reader may begin to agree as the action moves on. However as the clock moves toward dinnertime, the shop fills with hungry customers. Our young narrator realizes that she is wrong. At the end of the story, Ms. Wong does an excellent job showing cultures being intertwined. After the family cooked Chinese food all day and ate Chinese food for their meals, they go onto the roof and watch fireworks, a Chinese invention in America, and eat apple pie, an American iconic dessert. What a unique blend of culture! One culture was not absorbed into the other; they are intermingled together. Each retains its own identity.
The story could be set in any time period. The clothing is basic and generic. It could be set in any recent past, present or future time period. The important aspect of the setting is the location. This is not a story about Asians that is set in a far off land. This story is set in the United States.
The character development in this story is basic but thorough. Readers do not learn much about our narrator’s parents. They own a shop on a main street in a town. When the narrator claims that no one will want Chinese food on July 4th, the father’s only response is that fireworks are Chinese and he continues cooking. Perhaps he understands that July 4th is not only about hot dogs and apple pie, but it is also about bringing all Americans together, with all of the culture too, and celebrating freedom.
Readers learn the most about the young female narrator. She loves her family and is a good worker in the family business (she is seen straightening shelves and helping customers) but she does not believe that her parents understand America. She credits this lack of understanding to the fact that they were not born here. This leads the reader to assume that this girl was born here. This is why she believes she is the expert on what Americans want on July 4th. She is an American. She watches the day pass, shocked that her parents continue to cook. When the dinner hour strikes, she realizes that Chinese food is not forbidden on July 4th. Her definition of “American” was expanded and enveloped her own culture.
The illustrations are simple, colorful, and all-encompassing. They are not limited to a certain size. Many of the illustrations fill the pair of facing pages with the text blended into the scene. Ms. Chodos-Irvine does not overwhelm the reader with intricate details. Simple detail and color seem more important. For example, all of the characters (regardless of ethnicity) have similar faces. Eyes, noses, and mouths are all very uniform. The characters’ clothing is all equivalent as well. Ms. Chodos-Irvine relies on hair color and style as well as skin tone and shape to show the differences in the characters in the story. She does an excellent job using those two simple traits. No two people look alike. Many different ethnicities come into the shop, and all of them are distinct and discernible.
One interesting observation can be made about the narrator’s clothing. She believes that she is knowledgeable about what Americans want on July 4th. She is the expert. She is wearing blue pants with a red and white striped shirt—red, white, and blue.
Cross cultural conflict and adjustment are the prevalent themes in this story. Our narrator believes that her parents’ actions are in direct violation of the desires of Americans. She believes that they do not understand what Americans want. They have not adequately adjusted to life in America. They are immigrants and are therefore not aware of all things “American”. The narrator believes that being American and being Chinese are in conflict on the 4th of July. By the end of the story, the young girl realizes that the two identities are not in conflict but can be brought together. It is not an “either-or” situation.
APPLE PIE FOURTH OF JULY is a story of a holiday celebration surprise. Holiday celebrations are not exclusionary but rather open enough to include many variations and ideas.
REVIEW EXCERPTS
From KIRKUS REVIEWS: “All at once, cultural boundaries don't seem quite as defined.”
From SCHOOL LIBRARY JOURNAL: “This simply told story explores a child's fears about cultural differences and fitting in with understanding and affection… This second successful collaboration…is one you won't want to miss.”
FROM BOOKLIST: “Vibrant, colorful spreads keep the focus on the girl, using body language to accentuate first her discomfort and boredom, and then her pride as she hands out cartons of takeout. This excellent read-aloud will partner well with books that emphasize American patriotism, such as Lynne Cheney's America: A Patriotic Primer.”
CONNECTIONS
Students will study the origins of the Fourth of July holiday. When did it start? Have celebrations changed over the years? When did fireworks accompany the celebration?
Fourth of July Celebrations Database
Fourth of July is Independence Day: USA.gov
Students will select a holiday (from any country) and will create a presentation. Students will include traditional foods, its origin, and why, when and where the holiday is celebrated.
Students will visit Janet Wong’s website and learn more about her and her books. She reads an excerpt from this book on this site. Students will listen to this text in Ms. Wong’s own voice.
Janet S. Wong - Author of Acclaimed Children's Books
LS 5653: Module 5: THE STAR FISHER
BIBLIOGRAPHY
Yep, Laurence. 1991. THE STAR FISHER. Morrow Junior Books: New York. ISBN: 0-688-09365-5
PLOT SUMMARY
The Lee family is looking for new prospects. Papa tells the family he can hear the “dirty shirts calling him” so they move from Ohio to West Virginia. The family is not greeted by many friendly faces or burgeoning opportunity. They are the only Chinese family in the community. Mama, Papa, Joan, Emily, and Bobby Lee are suddenly thrust into a harsh and hurtful situation. Mama and Papa work to establish the laundry business while the three siblings head off to school. Emily and Bobby settle in quickly, but Joan feels alone and alienated from her classmates. The laundry does not have any customers, and the family is running out of money.
The landlord, Miss Lucy, befriends the Lee family and helps them turn their situation around. Miss Lucy is a source of support for Joan and helps Mama bake a pie that garners attention at the church social and causes instant popularity. After the church social, a few students welcome Joan into their circle, and the laundry becomes a busy establishment. The Lee family settles into their new home and become part of the community.
CRITICAL ANALYSIS
Joan tells her sister the story of the Star Fisher as the two settle in for their first night’s sleep in West Virginia. A young star fisher was tricked and held hostage by a possessive and manipulative man. He forces her to marry him, and the two have a daughter. The star fisher feels alone and isolated in her new home. She does not fit into the community. Eventually she and her daughter trick the man into returning her stolen cloak and she returns her home in the sky. Joan thinks of this story often as her life in West Virginia unfolds. She often compares her own troubles to the situation the star fisher found herself in. In the end, both stories ended with the character, Joan and the star fisher, improving her surroundings and outlook on life. When Joan tells this story to her sister, the readers are left with a feeling of future optimism. Although it takes time to materialize, readers once again feel optimistic as Joan and her family finally begin to fit into their new community.
The plot of the story is well developed and easy to follow. Readers ride the train with Joan and her family to West Virginia and watch the family struggle to realize their American dream. Mr. Yep strings together an amazing series of events that captivates the reader and builds tension and suspense. Readers are left wondering if the Lee family’s situation will improve. Hearts break as narrow minded townspeople do not welcome the new family. The Lees are not new immigrants, but they are treated as if they just “got off the boat.” The climax of the story is the church pie social. With Miss Lucy’s guidance and ingredients, Mama spent many days practicing making pies. She finally creates one that is delectable. The entire community falls in love with the pie and begins to accept the Lee family. After this, Joan is welcomed by a small group of girls at school and the laundry business begins to thrive.
The characters are well developed and interesting. Readers quickly become attached to the Lee family and want to see their plight improve. Physical descriptions of characters are not included, but descriptions of actions and conversations provide insight into characters’ motivations and personalities. For example, at first Joan’s mother is seen as a harsh woman. She is constantly critical of Joan and her siblings. When she sends Joan to the store, Joan believes it is because she does not want the shame of having so little money with which to shop. However, readers learn that Mama’s lack of English skill is the real reason for Joan to go to the market. Mr. Yep does a superb job creating characters that are flawed but are likeable.
Joan is a typical teenager. She is struggling to fit in with her peers and trying to stay attached to her family at the same time. She does not understand why her mother is so critical and why she can’t be like “American parents”. She and her mother engage in many heated arguments as the two struggle to survive and adjust. Joan is not the “dutiful Chinese child” who doesn’t question authority. She has an opinion, and she shares it. The arguments the mother and daughter share are authentic and realistic. Stereotypical attitudes and notions are avoided.
Joan does not understand why the townspeople treat her and her family like a zoo display. She was born in America. She knows about some of her Chinese heritage, but she has never been to China. She knows little about it. The principal and teachers at her new school are condescending and demeaning as Joan attempts to explain what types of content she had been studying. She surprises students and the teacher when she correctly answers an interpretive question about ROMEO AND JULIET. She is an intelligent girl, bound only by the limitations others are setting.
This story is set in 1920s West Virginia. The Lee family lived in Ohio prior to the events in the story. One is given the impression that there where other Chinese people in the community. However, they are not ready for the manner they are treated when they arrive in West Virginia. They are the only Chinese family in town. They are a sideshow to be watched. The townspeople seem unnerved by this new family. They stare on the street and do not interact with the Lees.
Alienation and discrimination are seen many times in THE STAR FISHER. The Lees are greeted to West Virginia by a man who refers to them as “monkeys”. Hateful things are painted on their fence. The principal of the school acts as if Joan just moved to America an hour ago. As Joan answers her questions about previous studies and future plans, the principal answers with a snide “Indeed”. She is not listening to the answers; she has her own notions of Joan before they have even gotten to know each other. This Chinese family is placed in a box by this community and must find a way to escape.
The names of the characters in the book are interesting. One would expect that the Chinese characters would have Chinese names. They do not. Joan, Emily, and Bobby are their names. The students at the school are named Janey, Henrietta, Florie, and Ann. All of these names sound ordinary. There is one character that has an unusual name. Her name is Havana. Joan assumes that Havana is of Cuban descent. However, Havana is not Cuban; her father is simply a fan of Cuban cigars. This reminds readers not to make assumptions based on names. The main characters are first generation immigrants who are devoted to their culture even though they have American sounding names.
The book is written in an interesting style. At the beginning of the story, Mr. Yep includes a note regarding the language of the text. The entire book is in English, so that readers can understand the meaning, but actually a majority of the text is written in Chinese. Mr. Yep informs the reader that the text that is in a standard type is in Chinese, and the italicized words are in English. Most of the conversation and thoughts in this book are in Chinese.
The Author’s Preface also includes the historical background for the storyline of THE STAR FISHER. Readers are made aware of the historical basis for the events in this story. It is not simply a tale of fiction; it has historical undertones and is based on real situations. Placing this information at the beginning of the novel sets the tone for the remainder of the book.
THE STAR FISHER contains several themes. One theme is the importance of family. This theme is prevalent in many types of literature. Young readers need to be reminded of the importance of their families. Families may disagree and yell, but in the end, they are the best support that anyone has. A second theme is one of identity. Readers do not know what life was like for Joan in Ohio, but one is given the impression that things were moving smoothly. No mention of previous problems litters the text. When the family arrives in West Virginia, Joan seems surprised by how people act and how they treat her and her family. She has to search for who she is and how she fits into this new community. Her constant desire for her mother to behave like an American parent mellows by the end of the story. She has accepted who she is and who her parents are and why they act in a certain manner.
REVIEW EXCERPTS
From SCHOOL LIBRARY JOURNAL: “Based on tales Yep gleaned from his mother and her family, whose resilience and humor shine through, The Star Fisher offers tantalizing glimpses of interesting characters…”
From PUBLISHER’S WEEKLY: “A traditional Chinese myth about the starfisher--half-bird, half-human, confined to the earth but yearning for the stars--weaves through the story, a poetic but insistent metaphor for Joan's own hopes and dreams.”
From KIRKUS REVIEWS: “A likable, thoughtful story about a young woman learning to value her own differences.”
CONNECTIONS
Students will read legends and folktales from Chinese culture then from many different cultures. Students will analyze the needed parts of a folktale or legend. Each student will compose a brief legend or fairytale and will create one illustration to coincide with the tale.
Students will map the journey of the Lee family on a map of the Eastern United States. Students will color and label the journey on the map. The family has other relatives in Pittsburgh. The distances between these places will be labeled and marked. Do these distances seem far by a 2008 standard? What about in 1927? This is before planes and widespread cross-country transportation. Students will need to support his/her opinion.
Joan, Emily, and Bobby begin attending a new school. Emily and Bobby seem to settle into school without much effort. But Joan struggles more. Why do you think that this occurs? Why does Joan have a more difficult finding her place?
Yep, Laurence. 1991. THE STAR FISHER. Morrow Junior Books: New York. ISBN: 0-688-09365-5
PLOT SUMMARY
The Lee family is looking for new prospects. Papa tells the family he can hear the “dirty shirts calling him” so they move from Ohio to West Virginia. The family is not greeted by many friendly faces or burgeoning opportunity. They are the only Chinese family in the community. Mama, Papa, Joan, Emily, and Bobby Lee are suddenly thrust into a harsh and hurtful situation. Mama and Papa work to establish the laundry business while the three siblings head off to school. Emily and Bobby settle in quickly, but Joan feels alone and alienated from her classmates. The laundry does not have any customers, and the family is running out of money.
The landlord, Miss Lucy, befriends the Lee family and helps them turn their situation around. Miss Lucy is a source of support for Joan and helps Mama bake a pie that garners attention at the church social and causes instant popularity. After the church social, a few students welcome Joan into their circle, and the laundry becomes a busy establishment. The Lee family settles into their new home and become part of the community.
CRITICAL ANALYSIS
Joan tells her sister the story of the Star Fisher as the two settle in for their first night’s sleep in West Virginia. A young star fisher was tricked and held hostage by a possessive and manipulative man. He forces her to marry him, and the two have a daughter. The star fisher feels alone and isolated in her new home. She does not fit into the community. Eventually she and her daughter trick the man into returning her stolen cloak and she returns her home in the sky. Joan thinks of this story often as her life in West Virginia unfolds. She often compares her own troubles to the situation the star fisher found herself in. In the end, both stories ended with the character, Joan and the star fisher, improving her surroundings and outlook on life. When Joan tells this story to her sister, the readers are left with a feeling of future optimism. Although it takes time to materialize, readers once again feel optimistic as Joan and her family finally begin to fit into their new community.
The plot of the story is well developed and easy to follow. Readers ride the train with Joan and her family to West Virginia and watch the family struggle to realize their American dream. Mr. Yep strings together an amazing series of events that captivates the reader and builds tension and suspense. Readers are left wondering if the Lee family’s situation will improve. Hearts break as narrow minded townspeople do not welcome the new family. The Lees are not new immigrants, but they are treated as if they just “got off the boat.” The climax of the story is the church pie social. With Miss Lucy’s guidance and ingredients, Mama spent many days practicing making pies. She finally creates one that is delectable. The entire community falls in love with the pie and begins to accept the Lee family. After this, Joan is welcomed by a small group of girls at school and the laundry business begins to thrive.
The characters are well developed and interesting. Readers quickly become attached to the Lee family and want to see their plight improve. Physical descriptions of characters are not included, but descriptions of actions and conversations provide insight into characters’ motivations and personalities. For example, at first Joan’s mother is seen as a harsh woman. She is constantly critical of Joan and her siblings. When she sends Joan to the store, Joan believes it is because she does not want the shame of having so little money with which to shop. However, readers learn that Mama’s lack of English skill is the real reason for Joan to go to the market. Mr. Yep does a superb job creating characters that are flawed but are likeable.
Joan is a typical teenager. She is struggling to fit in with her peers and trying to stay attached to her family at the same time. She does not understand why her mother is so critical and why she can’t be like “American parents”. She and her mother engage in many heated arguments as the two struggle to survive and adjust. Joan is not the “dutiful Chinese child” who doesn’t question authority. She has an opinion, and she shares it. The arguments the mother and daughter share are authentic and realistic. Stereotypical attitudes and notions are avoided.
Joan does not understand why the townspeople treat her and her family like a zoo display. She was born in America. She knows about some of her Chinese heritage, but she has never been to China. She knows little about it. The principal and teachers at her new school are condescending and demeaning as Joan attempts to explain what types of content she had been studying. She surprises students and the teacher when she correctly answers an interpretive question about ROMEO AND JULIET. She is an intelligent girl, bound only by the limitations others are setting.
This story is set in 1920s West Virginia. The Lee family lived in Ohio prior to the events in the story. One is given the impression that there where other Chinese people in the community. However, they are not ready for the manner they are treated when they arrive in West Virginia. They are the only Chinese family in town. They are a sideshow to be watched. The townspeople seem unnerved by this new family. They stare on the street and do not interact with the Lees.
Alienation and discrimination are seen many times in THE STAR FISHER. The Lees are greeted to West Virginia by a man who refers to them as “monkeys”. Hateful things are painted on their fence. The principal of the school acts as if Joan just moved to America an hour ago. As Joan answers her questions about previous studies and future plans, the principal answers with a snide “Indeed”. She is not listening to the answers; she has her own notions of Joan before they have even gotten to know each other. This Chinese family is placed in a box by this community and must find a way to escape.
The names of the characters in the book are interesting. One would expect that the Chinese characters would have Chinese names. They do not. Joan, Emily, and Bobby are their names. The students at the school are named Janey, Henrietta, Florie, and Ann. All of these names sound ordinary. There is one character that has an unusual name. Her name is Havana. Joan assumes that Havana is of Cuban descent. However, Havana is not Cuban; her father is simply a fan of Cuban cigars. This reminds readers not to make assumptions based on names. The main characters are first generation immigrants who are devoted to their culture even though they have American sounding names.
The book is written in an interesting style. At the beginning of the story, Mr. Yep includes a note regarding the language of the text. The entire book is in English, so that readers can understand the meaning, but actually a majority of the text is written in Chinese. Mr. Yep informs the reader that the text that is in a standard type is in Chinese, and the italicized words are in English. Most of the conversation and thoughts in this book are in Chinese.
The Author’s Preface also includes the historical background for the storyline of THE STAR FISHER. Readers are made aware of the historical basis for the events in this story. It is not simply a tale of fiction; it has historical undertones and is based on real situations. Placing this information at the beginning of the novel sets the tone for the remainder of the book.
THE STAR FISHER contains several themes. One theme is the importance of family. This theme is prevalent in many types of literature. Young readers need to be reminded of the importance of their families. Families may disagree and yell, but in the end, they are the best support that anyone has. A second theme is one of identity. Readers do not know what life was like for Joan in Ohio, but one is given the impression that things were moving smoothly. No mention of previous problems litters the text. When the family arrives in West Virginia, Joan seems surprised by how people act and how they treat her and her family. She has to search for who she is and how she fits into this new community. Her constant desire for her mother to behave like an American parent mellows by the end of the story. She has accepted who she is and who her parents are and why they act in a certain manner.
REVIEW EXCERPTS
From SCHOOL LIBRARY JOURNAL: “Based on tales Yep gleaned from his mother and her family, whose resilience and humor shine through, The Star Fisher offers tantalizing glimpses of interesting characters…”
From PUBLISHER’S WEEKLY: “A traditional Chinese myth about the starfisher--half-bird, half-human, confined to the earth but yearning for the stars--weaves through the story, a poetic but insistent metaphor for Joan's own hopes and dreams.”
From KIRKUS REVIEWS: “A likable, thoughtful story about a young woman learning to value her own differences.”
CONNECTIONS
Students will read legends and folktales from Chinese culture then from many different cultures. Students will analyze the needed parts of a folktale or legend. Each student will compose a brief legend or fairytale and will create one illustration to coincide with the tale.
Students will map the journey of the Lee family on a map of the Eastern United States. Students will color and label the journey on the map. The family has other relatives in Pittsburgh. The distances between these places will be labeled and marked. Do these distances seem far by a 2008 standard? What about in 1927? This is before planes and widespread cross-country transportation. Students will need to support his/her opinion.
Joan, Emily, and Bobby begin attending a new school. Emily and Bobby seem to settle into school without much effort. But Joan struggles more. Why do you think that this occurs? Why does Joan have a more difficult finding her place?
Monday, July 14, 2008
Module 4 Labeling
I am not sure why but I accidentally labeled Module 3 as Module 4. The following 3 books are the true Module 4 for LS 5653-20. Sorry for any confusion.
Cheryl
Cheryl
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