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
Tuesday, July 22, 2008
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
MODULE 4: INDIAN SHOES
BIBLIOGRAPHY
Smith, Cynthia Leitich. 2002. INDIAN SHOES. Illus. by Jim Madsen. Harper Collins Children’s Books: New York. ISBN 0-06-029532-5.
PLOT SUMMARY
INDIAN SHOES is a series of vignettes about a young boy named Ray who lives with his grandfather. Ray’s parents were killed by a tornado when Ray was very young so he lives with Grampa Halfmoon, who is Seminole-Cherokee. The two share a special relationship that one sees in each vignette. In the first story, Ray wants to buy Grampa a pair of moccasins that they see in an antique shop. Ray trades his own “Indian Shoes” for the moccasins for this grandfather. In another story, Ray is the ring bearer at a wedding when his pants turn up missing. He and his grandfather must improvise to avoid embarrassment. In the final story, Ray realizes the true reason his grandfather goes out fishing so early in the morning and what he is really looking for. These touching stories will warm the heart and show the special relationship between a boy and his grandfather.
CRITICAL ANALYSIS
INDIAN SHOES is a collection of vignettes about a young boy who is being raised by his grandfather. Each chapter is a short story showing some aspect of the special relationship this boy shares with his primary caregiver.
This book is a contemporary novel. It is set in a non-descript time period. There are no detailed descriptions of the time period. This is an excellent way to keep books from becoming dated. These events could happen at any time. This makes the events timeless.
Instead of writing a Native American novel set in the past or in the forest, Ms. Smith chooses to write a story about two individuals who happen to be Native American. They do not live on a reservation. They live in house in Chicago. Their heritage is important because it influences their actions and attitudes, but it is not an overwhelming aspect of the story. This is a story about a family. They could be anyone’s neighbors or friends. Their culture is important, but it doesn’t separate Ray and Grampa Halfmoon from society or the readers. These Native Americans are contemporary individuals.
Even when Ray and Grampa Halfmoon travel to Oklahoma, the reader is greeted with other contemporary views of Native Americans. No one lives in a teepee or is skinning a deer. Ray’s Aunt Wilhelmina and Uncle Leonard live in a house near a lake. A simple illustration on page 57 shows a glimpse into their home. They are wearing contemporary clothes. Their kitchen has modern conveniences, such as a toaster, a griddle, and a microwave. They are not without electricity or other modern conveniences.
The readers do see that they are also interested in tribal items and matters. It is casually mentioned to the reader, but it is included in the text. Ray is sleeping under a “Cherokee Seven Clans” quilt. Uncle Leonard is reading a copy of the CHEROKEE ADVOCATE on his laptop. This is an excellent example of Ms. Smith bringing Native Americans into the 21st century and out of that stereotypic teepee on the reservation.
The characters are well developed and entertaining. They are likeable. The reader enjoys their adventures and the love that they share. Ray and Grampa Halfmoon are close. They do many things together. They share many touching moments. Grampa Halfmoon accidentally gives Ray a terrible haircut. In an effort to fix it, Grampa Halfmoon dyes Ray’s hair the colors of his baseball team. Then Grampa Halfmoon colors his own hair to match Ray’s. The crazy hair style distracts the opposing team’s pitcher, and Ray can get to first base. This act of silliness shows the deep connection that Grampa Halfmoon and Ray share.
The importance and love of family is the theme of this book. In every chapter, the reader is greeted by the love and bond that Ray and his grampa share. In the final story, the readers see the love that Grampa Halfmoon felt for Ray’s father. Grampa wants to take Ray to the same fishing site that he and Ray’s father used to share. Grampa tells Ray that he can still feel his father there. It is not anything mystic or eerie. Ms. Smith seems deliberate in her choice to avoid making this interaction too spiritual and mystical. Stereotypically Native Americans are in tune with the spiritual aspect of the world. She makes this a special moment for Ray and Grampa Halfmoon, not about Native American ceremony or supernatural feelings.
There are a few illustrations in this novel. They are black and white pencil drawings. They are simple and concise. The pictures provide extra insight into Ray’s world. Ray and Grampa Halfmoon are wearing contemporary clothing and doing ordinary activities. Readers see them at a Chicago Cubs baseball game.
The first story is an interesting investigation into the meaning and culture. Ray and his grandfather see a pair of moccasins at an antique shop. Ray sees how his grandfather looks at them and wants to purchase them for him. When he returns to the store with his money, a woman is in the process of purchasing the moccasins for a library display. Ray devises a clever trade with the woman. He trades his high top tennis shoes for the moccasins. His reasoning is that it is unknown whether those moccasins were really worn by a Native American but he knows of one pair of shoes that have been for sure worn by one. He can guarantee that those shoes were worn by a Native American. The librarian agrees to the trade and creates a display with the tennis shoes. The placard at the display reads “TRADED FROM RAY HALFMOON, CHEROKEE-SEMINOLE HIGHTOPS, NOT INDIAN MADE, BUT INDIAN WORN (GUARANTEED)”.
This type of display will create new pictures in the general public’s mind about what Native Americans wear. It is not only feathers, paint, fur, and moccasins. Native Americans are not extinct. They are alive and well and wearing high top tennis shoes. Ms. Smith does an excellent job destroying a stereotype about Native American clothing.
INDIAN SHOES is an endearing tale of love and support. The Native Americans in the story are contemporary people living contemporary lives. This novel would be an excellent addition to any library.
REVIEW EXCERPTS
From BOOKLIST: “The stories' strength lies in their powerful, poignant evocation of a cross-generational bond and in the description of the simple pleasures two charming characters enjoy.”
From KIRKUS REVIEWS: "Pleasing...from its funny and tender opening...to its heartwarming closer. Language is spare, clean, and rhythmic... an excellent choice."
From SCHOOL LIBRARY JOURNAL: "[Indian] Shoes is a good book for any elementary-aged reluctant reader, and a necessity for indigenous children everywhere."
From KIDSREADS: "short stories are written for younger readers who like rhythms and repetition in what they read."
CONNECTIONS
Students will learn about the tribes that Ray is a member of and create presentations about the food, clothing, traditions, and current residence of the tribes.
Cherokee: Cherokee Nation
Cherokee - Wikipedia, the free encyclopedia
History of the Cherokee
Seminole: Indians - Seminole Tribe of Florida - The Official Home of the Florida - Seminole Indians
Seminole - Wikipedia, the free encyclopedia
Seminole
Students will learn the significance of the moccasin in Native American cultures. Then s/he will design his/her own moccasins. Students should be prepared to show moccasin to the class and describe its symbolism.
Native American Moccasins
Moccasin - Wikipedia, the free encyclopedia
As a teacher resource, refer to Cynthia Leitich Smith’s website for bibliographies and other materials.
Children's and YA Author Cynthia Leitich Smith
Students would perform an author study on Ms. Smith. They would need to read the biographical information on the site. Students would need to select one other book by Ms. Smith and create a Paper Bag book report on the book (This type of report includes a summary as well as a review and items that would tell other readers about the book using visual aids.)
Smith, Cynthia Leitich. 2002. INDIAN SHOES. Illus. by Jim Madsen. Harper Collins Children’s Books: New York. ISBN 0-06-029532-5.
PLOT SUMMARY
INDIAN SHOES is a series of vignettes about a young boy named Ray who lives with his grandfather. Ray’s parents were killed by a tornado when Ray was very young so he lives with Grampa Halfmoon, who is Seminole-Cherokee. The two share a special relationship that one sees in each vignette. In the first story, Ray wants to buy Grampa a pair of moccasins that they see in an antique shop. Ray trades his own “Indian Shoes” for the moccasins for this grandfather. In another story, Ray is the ring bearer at a wedding when his pants turn up missing. He and his grandfather must improvise to avoid embarrassment. In the final story, Ray realizes the true reason his grandfather goes out fishing so early in the morning and what he is really looking for. These touching stories will warm the heart and show the special relationship between a boy and his grandfather.
CRITICAL ANALYSIS
INDIAN SHOES is a collection of vignettes about a young boy who is being raised by his grandfather. Each chapter is a short story showing some aspect of the special relationship this boy shares with his primary caregiver.
This book is a contemporary novel. It is set in a non-descript time period. There are no detailed descriptions of the time period. This is an excellent way to keep books from becoming dated. These events could happen at any time. This makes the events timeless.
Instead of writing a Native American novel set in the past or in the forest, Ms. Smith chooses to write a story about two individuals who happen to be Native American. They do not live on a reservation. They live in house in Chicago. Their heritage is important because it influences their actions and attitudes, but it is not an overwhelming aspect of the story. This is a story about a family. They could be anyone’s neighbors or friends. Their culture is important, but it doesn’t separate Ray and Grampa Halfmoon from society or the readers. These Native Americans are contemporary individuals.
Even when Ray and Grampa Halfmoon travel to Oklahoma, the reader is greeted with other contemporary views of Native Americans. No one lives in a teepee or is skinning a deer. Ray’s Aunt Wilhelmina and Uncle Leonard live in a house near a lake. A simple illustration on page 57 shows a glimpse into their home. They are wearing contemporary clothes. Their kitchen has modern conveniences, such as a toaster, a griddle, and a microwave. They are not without electricity or other modern conveniences.
The readers do see that they are also interested in tribal items and matters. It is casually mentioned to the reader, but it is included in the text. Ray is sleeping under a “Cherokee Seven Clans” quilt. Uncle Leonard is reading a copy of the CHEROKEE ADVOCATE on his laptop. This is an excellent example of Ms. Smith bringing Native Americans into the 21st century and out of that stereotypic teepee on the reservation.
The characters are well developed and entertaining. They are likeable. The reader enjoys their adventures and the love that they share. Ray and Grampa Halfmoon are close. They do many things together. They share many touching moments. Grampa Halfmoon accidentally gives Ray a terrible haircut. In an effort to fix it, Grampa Halfmoon dyes Ray’s hair the colors of his baseball team. Then Grampa Halfmoon colors his own hair to match Ray’s. The crazy hair style distracts the opposing team’s pitcher, and Ray can get to first base. This act of silliness shows the deep connection that Grampa Halfmoon and Ray share.
The importance and love of family is the theme of this book. In every chapter, the reader is greeted by the love and bond that Ray and his grampa share. In the final story, the readers see the love that Grampa Halfmoon felt for Ray’s father. Grampa wants to take Ray to the same fishing site that he and Ray’s father used to share. Grampa tells Ray that he can still feel his father there. It is not anything mystic or eerie. Ms. Smith seems deliberate in her choice to avoid making this interaction too spiritual and mystical. Stereotypically Native Americans are in tune with the spiritual aspect of the world. She makes this a special moment for Ray and Grampa Halfmoon, not about Native American ceremony or supernatural feelings.
There are a few illustrations in this novel. They are black and white pencil drawings. They are simple and concise. The pictures provide extra insight into Ray’s world. Ray and Grampa Halfmoon are wearing contemporary clothing and doing ordinary activities. Readers see them at a Chicago Cubs baseball game.
The first story is an interesting investigation into the meaning and culture. Ray and his grandfather see a pair of moccasins at an antique shop. Ray sees how his grandfather looks at them and wants to purchase them for him. When he returns to the store with his money, a woman is in the process of purchasing the moccasins for a library display. Ray devises a clever trade with the woman. He trades his high top tennis shoes for the moccasins. His reasoning is that it is unknown whether those moccasins were really worn by a Native American but he knows of one pair of shoes that have been for sure worn by one. He can guarantee that those shoes were worn by a Native American. The librarian agrees to the trade and creates a display with the tennis shoes. The placard at the display reads “TRADED FROM RAY HALFMOON, CHEROKEE-SEMINOLE HIGHTOPS, NOT INDIAN MADE, BUT INDIAN WORN (GUARANTEED)”.
This type of display will create new pictures in the general public’s mind about what Native Americans wear. It is not only feathers, paint, fur, and moccasins. Native Americans are not extinct. They are alive and well and wearing high top tennis shoes. Ms. Smith does an excellent job destroying a stereotype about Native American clothing.
INDIAN SHOES is an endearing tale of love and support. The Native Americans in the story are contemporary people living contemporary lives. This novel would be an excellent addition to any library.
REVIEW EXCERPTS
From BOOKLIST: “The stories' strength lies in their powerful, poignant evocation of a cross-generational bond and in the description of the simple pleasures two charming characters enjoy.”
From KIRKUS REVIEWS: "Pleasing...from its funny and tender opening...to its heartwarming closer. Language is spare, clean, and rhythmic... an excellent choice."
From SCHOOL LIBRARY JOURNAL: "[Indian] Shoes is a good book for any elementary-aged reluctant reader, and a necessity for indigenous children everywhere."
From KIDSREADS: "short stories are written for younger readers who like rhythms and repetition in what they read."
CONNECTIONS
Students will learn about the tribes that Ray is a member of and create presentations about the food, clothing, traditions, and current residence of the tribes.
Cherokee: Cherokee Nation
Cherokee - Wikipedia, the free encyclopedia
History of the Cherokee
Seminole: Indians - Seminole Tribe of Florida - The Official Home of the Florida - Seminole Indians
Seminole - Wikipedia, the free encyclopedia
Seminole
Students will learn the significance of the moccasin in Native American cultures. Then s/he will design his/her own moccasins. Students should be prepared to show moccasin to the class and describe its symbolism.
Native American Moccasins
Moccasin - Wikipedia, the free encyclopedia
As a teacher resource, refer to Cynthia Leitich Smith’s website for bibliographies and other materials.
Children's and YA Author Cynthia Leitich Smith
Students would perform an author study on Ms. Smith. They would need to read the biographical information on the site. Students would need to select one other book by Ms. Smith and create a Paper Bag book report on the book (This type of report includes a summary as well as a review and items that would tell other readers about the book using visual aids.)
Module 4: SQUANTO'S JOURNEY: THE STORY OF THE FIRST THANKSGIVING
BIBLIOGRAPHY
Bruchac, Joseph. 2000. SQUANTO’S JOURNEY: THE STORY OF THE FIRST THANKSGIVING. Illus. by Greg Shed. Silver Whistle: New York. ISBN: 0-7398-3072-4
PLOT SUMMARY
Squanto is a familiar name in American History. This tale retells the story of Squanto’s life and adventure prior to the spring of 1621. Squanto was kidnapped from his tribe by Englishmen. Once in Europe, he was sold into slavery. Squanto realized that he could be a great asset if he learned English, so he worked hard and did so. When he returned to North America and his tribe, he discovered that only a few members had survived a sickness that attacked the village. Squanto was still determined to forge peace between the tribes and the European settlers. Over the course of several years, he persevered with this goal showing the English how to plant seeds and how to fish. These lessons in survival lead to an excellent harvest which leads to a feast. This feast is what is deemed the first Thanksgiving.
CRITICAL ANALYSIS
SQUANTO’S JOURNEY: THE STORY OF THE FIRST THANKSGIVING gives readers another look at the traditional American view of the first Thanksgiving. This historical fiction picture book is told from the perspective of Squanto, the Patuxet man who assisted the English settlers in North America. Despite the hardship he endured in his life, he desired a peaceful coexistence with the English settlers.
Mr. Bruchac does an excellent job creating characters that are neither stereotypical nor one-dimensional. None of the Native American characters use the phrase “HOW” or speak in mono-syllable words and phrases. Readers follow Squanto’s thoughts and interactions with other Native American and English characters. Squanto is a thinking man. He realized that if he learned English he could be of use to the English traders in North America. He hoped this partnership would eventually lead to his return to his homeland. Some of his Native American counterparts who were kidnapped became bent on revenge and retribution. This seems to be a logical reaction to this type of abuse. The Native Americans are not savage or bloodthirsty. They are not attacking peaceful English settlers unprovoked. There were attacks and tensions, but they were justified.
The English characters are not portrayed as fantastic heroes. Some are good people; others are unjust and cruel. Thomas Dermer is a just man who becomes friends with Squanto. Squanto is taken captive by another tribe when he assists Dermer escape from an attack. The English settlers that Squanto meets at Plymouth in 1621 are anxious to listen to and heed his advice. He teaches them how to hunt, fish, and plant crops. However, not all English settlers and traders were good people. Mr. Bruchac includes some of the brutal acts of the English. Under the guise of a friendship dinner, Thomas Hunt, an English Captain, tricks a group of Native Americans, including Squanto, to enter his ship. Once the Native Americans are aboard, they are kidnapped, taken across the Atlantic, and sold into slavery in Europe. Readers see the good and bad in both cultures.
The plot, setting, and theme of the story are very straightforward. A majority of the story takes place in the eastern United States. The land is rural, and the people must survive by farming and hunting. All of the action is seen through the eyes of Squanto. He narrates the events as he sees and lives them. The events and tensions build until the climatic first harvest at Plymouth. This harvest and the accompanying feast represent a great deal of work and effort from Squanto. He was determined to live with the settlers, not in competition with them. He sees the potential for peace when the Native Americans and the English share the harvest feast together.
The theme of the story is the power of determination, choice, and the human spirit. At many times during the course of events, Squanto could have lost his hope. When he is kidnapped, instead of resorting to revenge he looks to use the atrocity to his benefit. When he discovers his family has been killed by a sickness, he mourns them and observes his tribal tradition, but he does not blame anyone or withdraw. Squanto’s choices reflect his determination.
The illustrations in the story are phenomenal. They are vibrant and add significant meaning to the text. Each illustration covers a full page and compliments a page of text. None of the characters are caricatures of the culture. The light and dark faces are distinct from each other and within each group. All of the English and all of the Native American faces are distinctive. The skin tone and facial structures show variation and diversity. Many of the Native Americans sport different hair styles. Some are in braids; some are pulled back; still others are free flowing. The Native Americans are not “red”. The skin tone is tan and light brown. No one is in a headdress or war paint. They are in traditional clothing that matches the occasion. For example, if the text is summer events, the men are only in pants with a bow. In winter months, the men are seen in pants, moccasins, and fur cloaks.
Mr. Bruchac includes many Native American names, references, and terms for readers, but he does not overwhelm readers with explanations and definitions. Time is not referred to in days, seasons, and years. Squanto says that the English pilgrims arrived in the “Freezing Moon of 1620” and that “six winters” have passed. He does not use years; he uses seasons to mark the passage of time. The traditional names of the Native Americans are used. No explanation is given for the meaning. No meaning is given for English names; the meaning for the Native American name could be unnecessary or deemed personal within the tribe. It does not affect the meaning of the story if one does or does not know the meaning of Massasoit.
The interactions shown between the English and the Native Americans are positive. Not every event described in the story is positive, but the illustrations only relay a positive message. No faces are angry. The men are shaking hands or smiling at one another. Readers can see respect in the illustrations. The final illustration shows Squanto looking into the sunset raising his hands in thanksgiving. He is pleased with the turn of events. He is not planning a devious trick. The illustration that faces the Author’s Note is of Squanto looking into the sky and smiling. Readers can see pride and relaxation in his face. He is at peace.
Mr. Bruchac includes a lengthy Author’s Note for readers at the conclusion of the book. He explains why he chose to write this story and the research put into the text. This information adds authenticity to the story. Readers know the information came from reliable sources, not just the imagination of one man.
REVIEW EXCERPTS
From SCHOOL LIBRARY JOURNAL: “There is a richness of detail in the pictures that echoes the passion for historical accuracy in costume and interior-and-exterior dwellings.”
From BOOKLIST: “Older readers will want to go from here to find out more about the fascinating man and about the history from the Native American viewpoint.”
CONNECTIONS
This activity should be completed prior to reading the text. Using only the illustrations that accompany the text, students will tell the story of Squanto. Notes and information should be documented on a chart. After the story is read, students will revisit the chart. Did the stories match? What was the same? What was different? Why were the stories different? This could lead to a discussion about stereotypes.
This story is a fictionalized biography. This means that most of the story is true but some of the details may have been added if they were unknown. Students will read about and research the life of Squanto. What information do they think is fiction? Can they tell? In groups, students will create their own biographical presentations about Squanto.
Native Americans - Squanto
Squanto
http://www.kids.yahoo.com
Using a map of the North America and Europe, students will draw and label the life journey of Squanto. This map should include dates of travel.
After reading SQUANTO, students should select another picture book by Joseph Bruchac.
Published Books
Bruchac, Joseph. 2000. SQUANTO’S JOURNEY: THE STORY OF THE FIRST THANKSGIVING. Illus. by Greg Shed. Silver Whistle: New York. ISBN: 0-7398-3072-4
PLOT SUMMARY
Squanto is a familiar name in American History. This tale retells the story of Squanto’s life and adventure prior to the spring of 1621. Squanto was kidnapped from his tribe by Englishmen. Once in Europe, he was sold into slavery. Squanto realized that he could be a great asset if he learned English, so he worked hard and did so. When he returned to North America and his tribe, he discovered that only a few members had survived a sickness that attacked the village. Squanto was still determined to forge peace between the tribes and the European settlers. Over the course of several years, he persevered with this goal showing the English how to plant seeds and how to fish. These lessons in survival lead to an excellent harvest which leads to a feast. This feast is what is deemed the first Thanksgiving.
CRITICAL ANALYSIS
SQUANTO’S JOURNEY: THE STORY OF THE FIRST THANKSGIVING gives readers another look at the traditional American view of the first Thanksgiving. This historical fiction picture book is told from the perspective of Squanto, the Patuxet man who assisted the English settlers in North America. Despite the hardship he endured in his life, he desired a peaceful coexistence with the English settlers.
Mr. Bruchac does an excellent job creating characters that are neither stereotypical nor one-dimensional. None of the Native American characters use the phrase “HOW” or speak in mono-syllable words and phrases. Readers follow Squanto’s thoughts and interactions with other Native American and English characters. Squanto is a thinking man. He realized that if he learned English he could be of use to the English traders in North America. He hoped this partnership would eventually lead to his return to his homeland. Some of his Native American counterparts who were kidnapped became bent on revenge and retribution. This seems to be a logical reaction to this type of abuse. The Native Americans are not savage or bloodthirsty. They are not attacking peaceful English settlers unprovoked. There were attacks and tensions, but they were justified.
The English characters are not portrayed as fantastic heroes. Some are good people; others are unjust and cruel. Thomas Dermer is a just man who becomes friends with Squanto. Squanto is taken captive by another tribe when he assists Dermer escape from an attack. The English settlers that Squanto meets at Plymouth in 1621 are anxious to listen to and heed his advice. He teaches them how to hunt, fish, and plant crops. However, not all English settlers and traders were good people. Mr. Bruchac includes some of the brutal acts of the English. Under the guise of a friendship dinner, Thomas Hunt, an English Captain, tricks a group of Native Americans, including Squanto, to enter his ship. Once the Native Americans are aboard, they are kidnapped, taken across the Atlantic, and sold into slavery in Europe. Readers see the good and bad in both cultures.
The plot, setting, and theme of the story are very straightforward. A majority of the story takes place in the eastern United States. The land is rural, and the people must survive by farming and hunting. All of the action is seen through the eyes of Squanto. He narrates the events as he sees and lives them. The events and tensions build until the climatic first harvest at Plymouth. This harvest and the accompanying feast represent a great deal of work and effort from Squanto. He was determined to live with the settlers, not in competition with them. He sees the potential for peace when the Native Americans and the English share the harvest feast together.
The theme of the story is the power of determination, choice, and the human spirit. At many times during the course of events, Squanto could have lost his hope. When he is kidnapped, instead of resorting to revenge he looks to use the atrocity to his benefit. When he discovers his family has been killed by a sickness, he mourns them and observes his tribal tradition, but he does not blame anyone or withdraw. Squanto’s choices reflect his determination.
The illustrations in the story are phenomenal. They are vibrant and add significant meaning to the text. Each illustration covers a full page and compliments a page of text. None of the characters are caricatures of the culture. The light and dark faces are distinct from each other and within each group. All of the English and all of the Native American faces are distinctive. The skin tone and facial structures show variation and diversity. Many of the Native Americans sport different hair styles. Some are in braids; some are pulled back; still others are free flowing. The Native Americans are not “red”. The skin tone is tan and light brown. No one is in a headdress or war paint. They are in traditional clothing that matches the occasion. For example, if the text is summer events, the men are only in pants with a bow. In winter months, the men are seen in pants, moccasins, and fur cloaks.
Mr. Bruchac includes many Native American names, references, and terms for readers, but he does not overwhelm readers with explanations and definitions. Time is not referred to in days, seasons, and years. Squanto says that the English pilgrims arrived in the “Freezing Moon of 1620” and that “six winters” have passed. He does not use years; he uses seasons to mark the passage of time. The traditional names of the Native Americans are used. No explanation is given for the meaning. No meaning is given for English names; the meaning for the Native American name could be unnecessary or deemed personal within the tribe. It does not affect the meaning of the story if one does or does not know the meaning of Massasoit.
The interactions shown between the English and the Native Americans are positive. Not every event described in the story is positive, but the illustrations only relay a positive message. No faces are angry. The men are shaking hands or smiling at one another. Readers can see respect in the illustrations. The final illustration shows Squanto looking into the sunset raising his hands in thanksgiving. He is pleased with the turn of events. He is not planning a devious trick. The illustration that faces the Author’s Note is of Squanto looking into the sky and smiling. Readers can see pride and relaxation in his face. He is at peace.
Mr. Bruchac includes a lengthy Author’s Note for readers at the conclusion of the book. He explains why he chose to write this story and the research put into the text. This information adds authenticity to the story. Readers know the information came from reliable sources, not just the imagination of one man.
REVIEW EXCERPTS
From SCHOOL LIBRARY JOURNAL: “There is a richness of detail in the pictures that echoes the passion for historical accuracy in costume and interior-and-exterior dwellings.”
From BOOKLIST: “Older readers will want to go from here to find out more about the fascinating man and about the history from the Native American viewpoint.”
CONNECTIONS
This activity should be completed prior to reading the text. Using only the illustrations that accompany the text, students will tell the story of Squanto. Notes and information should be documented on a chart. After the story is read, students will revisit the chart. Did the stories match? What was the same? What was different? Why were the stories different? This could lead to a discussion about stereotypes.
This story is a fictionalized biography. This means that most of the story is true but some of the details may have been added if they were unknown. Students will read about and research the life of Squanto. What information do they think is fiction? Can they tell? In groups, students will create their own biographical presentations about Squanto.
Native Americans - Squanto
Squanto
http://www.kids.yahoo.com
Using a map of the North America and Europe, students will draw and label the life journey of Squanto. This map should include dates of travel.
After reading SQUANTO, students should select another picture book by Joseph Bruchac.
Published Books
Module 4--SEES BEHIND TREES
BIBLIOGRAPHY
Dorris, Michael. 1996. SEES BEHIND TREES. Hyperion Books for Children: New York. ISBN: 0-7868-2215-5.
PLOT SUMMARY
Walnut knows that his naming ceremony is coming, but he can’t master any of the skills he should. His vision is poor and causes him difficulty. His mother sees this and begins to train him in a different manner. At the ceremony, he is given the name SEES BEHIND TREES because he reveals he can “see” people coming from great distances. In a later test, Sees Behind Trees shows he can find lost items. Gray Fire, one of the tribe’s elder members, wants to find a mysterious place from his childhood and enlists Sees Behind Tree’s assistance. The two embark on a journey of discovery. Sees Behind Trees learns a great deal about being a man and about life as he and Gray Fire search. Finally, Gray Fire finds the Land of Water he has been searching for, and Sees Behind Trees unexpectedly finds his way home from this journey without his sight or Gray Fire. Sees Behind Trees finds determination and skills he did not know he had.
CRITICAL ANALYSIS
Michael Dorris creates a masterful tale of discovery and growth. SEES BEHIND TREES follows the unexpected path of a boy, Sees Behind Trees, as he realizes that physical sight is not the only manner in which one can see. He turns his disability into a coveted ability.
The plot of the story is easy to follow but full of unexpected twists and turns. When the readers first meet Walnut (Sees Behind Trees), he feels that he is a failure because of his inability to hit the moss with his arrow like his friend. His mother’s unconventional training turns Walnut into an unexpected celebrity. This ability leads to his and Gray Fire’s expedition. Readers are not sure what to expect from this journey. The action is fast moving and enthralling. The reason that the pair meets Karna, Pitew, and Checha may not be understood immediately, but this purpose is realized after Gray Fire disappears into the Land of Water. This building action culminates when Sees Behind Trees safely arrives home with Checha and learns the real circumstances surrounding Gray Fire’s injury. The story comes to a satisfying end.
The story is set in a forest with an unnamed tribe of Native Americans. This group hunts, fishes, and grows the food that they need. They live off the land in isolation. This isolation becomes evident when Sees Behind Trees is unnerved when he meets “strangers”. He has never met anyone outside of the tribe. In fact, he does not know the meaning of the word “stranger” without explanation from Gray Fire. Gray Fire attempts to communicate with the strangers who speak a different language. This language gap is bridged by using a combination of verbal and nonverbal methods.
Mr. Dorris does not specify the time period this story takes place in the text. Reading the front flap, readers will discover it is set in fifteenth century America. This information tells the reader that this story does not involve contemporary Native Americans. It is a glimpse into the past. These Native Americans are peaceful and solitary. They are simply living their lives. This information helps shatter the idea that all Native Americans were bloodthirsty aggressors.
The characters are well defined and fascinating. Walnut begins the story as an insecure boy and within a few chapters receives his new name and is a man. This custom is seen in many tribes and groups. Based on talents and skills, individuals are renamed. These names are not silly or demeaning. They are a descriptive source of pride for individuals. Though this custom is common, Walnut greets it curiously. He is emotionally torn. He knows that he has gone through his ceremony and has been renamed, but he doesn’t feel like a man yet. Several of his conversations with the men of the tribe show his desire to be mature but his remaining lack of confidence in this arena. Does a ceremony grant maturity or does the ceremony open doors that lead to this maturing? The reader is left to decide.
The other adult tribe members in the story are wise but not perfect. Sees Behind Trees mother realizes that he cannot see and trains him in an unusual manner. She is creative and finds success. But later she disagrees with the weroance, the wise huntress, about the journey that Gray Fire wants to take her son on. Although she is wise, she is shows her dissent and her protective motherly nature. Gray Fire is obsessed with finding the Land of Water. He lived with the tribe and was content, but he always searched for this area of the forest. Once Sees Behind Trees finds it, Gray Fire is consumed by this fixation and leaves Sees Behind Trees to be in this land. This passion leads to Gray Fire’s disappearance and leaves Sees Behind Trees to find his way home alone. Both adults are wise and respected, but neither is perfect. They each react in a realistic way.
One should also note the gender roles that exist in this Native American tribe. Each individual has talent and is judged based on that talent, not based on preconceived gender roles. Men are not the only hunters. There are no “quiet squaws”. Otter, the weroance, is a phenomenal hunter. She is wise and respected. Sees Behind Trees’ uncle, Brings the Deer, is also a hunter. Each excels at his/her own skill. Also, the women train the male and female children before the naming ceremony. They are not relegated to menial household chores. They help the children reach their potential when serving the tribe.
SEES BEHIND TREES shows readers that the power of choice can change a life. Walnut’s mother’s choice helps Walnut become Sees Behind Trees. She does not try to force him into a mold or role in which he would not be successful. She sees what he has and uses this. Sees Behind Trees could use his handicap as an excuse to hide from society living as a recluse. However, he submits to his mother’s training and realizes he has a unique skill. Gray Fire’s choice to abandon Sees Behind Trees and to run to the Land of Water lead to his demise. His obsession finally consumed him. At the end of the story, the readers learn that Gray Fire’s obsession was created by a trap set by Otter. Her selfish choice led to Gray Fire’s lifelong fascination and ultimately his downfall. Life is about choice, and free will can drastically alter one’s future success or failure.
This novel is a fast paced coming of age story. Readers are intertwined with Sees Behind Trees and eagerly anticipate every move and thought. This story would be an excellent addition to a library collection. It promotes a positive, non-stereotypical view of Native Americans and their lifestyle.
REVIEW EXCERPTS
From PUBLISHER’S WEEKLY: “The authenticity of the characterizations and setting will ease readers toward acceptance of the quasi-mystical adventure that crowns the story. It's a thrilling read, with the pleasures compounding at every turn of the page.”
From SCHOOL LIBRARY JOURNAL: “There's a timeless quality to this 15th-century adventure that will be meaningful and immediate for young people today. Dorris takes on some meaty existential issues here; he does so with grace, bighearted empathy, and always with crystal-clear vision.”
From KIRKUS REVIEWS: “The exquisitely crafted language remains so simple it can be enjoyed by middle-graders, while the brevity and adventure promise wide readership among less-skilled teenage readers.”
CONNECTIONS
Complete this activity after reading the first 4 chapters only. In this story, a young boy discovers he has a special gift. However, he calls it a “trick” when talking about this ability. Have students discuss this idea. Could this ability really be a trick? Does Sees Behind Trees have some special power? Continue reading. Revisit this discussion at the end of the book. Have opinions changed?
Sees Behind Trees has vision problems. He overcomes this obstacle by using his other senses to develop his sight. Students will complete a study on the five senses. They will complete experiments and activities.
Neuroscience For Kids - the senses
Dorris, Michael. 1996. SEES BEHIND TREES. Hyperion Books for Children: New York. ISBN: 0-7868-2215-5.
PLOT SUMMARY
Walnut knows that his naming ceremony is coming, but he can’t master any of the skills he should. His vision is poor and causes him difficulty. His mother sees this and begins to train him in a different manner. At the ceremony, he is given the name SEES BEHIND TREES because he reveals he can “see” people coming from great distances. In a later test, Sees Behind Trees shows he can find lost items. Gray Fire, one of the tribe’s elder members, wants to find a mysterious place from his childhood and enlists Sees Behind Tree’s assistance. The two embark on a journey of discovery. Sees Behind Trees learns a great deal about being a man and about life as he and Gray Fire search. Finally, Gray Fire finds the Land of Water he has been searching for, and Sees Behind Trees unexpectedly finds his way home from this journey without his sight or Gray Fire. Sees Behind Trees finds determination and skills he did not know he had.
CRITICAL ANALYSIS
Michael Dorris creates a masterful tale of discovery and growth. SEES BEHIND TREES follows the unexpected path of a boy, Sees Behind Trees, as he realizes that physical sight is not the only manner in which one can see. He turns his disability into a coveted ability.
The plot of the story is easy to follow but full of unexpected twists and turns. When the readers first meet Walnut (Sees Behind Trees), he feels that he is a failure because of his inability to hit the moss with his arrow like his friend. His mother’s unconventional training turns Walnut into an unexpected celebrity. This ability leads to his and Gray Fire’s expedition. Readers are not sure what to expect from this journey. The action is fast moving and enthralling. The reason that the pair meets Karna, Pitew, and Checha may not be understood immediately, but this purpose is realized after Gray Fire disappears into the Land of Water. This building action culminates when Sees Behind Trees safely arrives home with Checha and learns the real circumstances surrounding Gray Fire’s injury. The story comes to a satisfying end.
The story is set in a forest with an unnamed tribe of Native Americans. This group hunts, fishes, and grows the food that they need. They live off the land in isolation. This isolation becomes evident when Sees Behind Trees is unnerved when he meets “strangers”. He has never met anyone outside of the tribe. In fact, he does not know the meaning of the word “stranger” without explanation from Gray Fire. Gray Fire attempts to communicate with the strangers who speak a different language. This language gap is bridged by using a combination of verbal and nonverbal methods.
Mr. Dorris does not specify the time period this story takes place in the text. Reading the front flap, readers will discover it is set in fifteenth century America. This information tells the reader that this story does not involve contemporary Native Americans. It is a glimpse into the past. These Native Americans are peaceful and solitary. They are simply living their lives. This information helps shatter the idea that all Native Americans were bloodthirsty aggressors.
The characters are well defined and fascinating. Walnut begins the story as an insecure boy and within a few chapters receives his new name and is a man. This custom is seen in many tribes and groups. Based on talents and skills, individuals are renamed. These names are not silly or demeaning. They are a descriptive source of pride for individuals. Though this custom is common, Walnut greets it curiously. He is emotionally torn. He knows that he has gone through his ceremony and has been renamed, but he doesn’t feel like a man yet. Several of his conversations with the men of the tribe show his desire to be mature but his remaining lack of confidence in this arena. Does a ceremony grant maturity or does the ceremony open doors that lead to this maturing? The reader is left to decide.
The other adult tribe members in the story are wise but not perfect. Sees Behind Trees mother realizes that he cannot see and trains him in an unusual manner. She is creative and finds success. But later she disagrees with the weroance, the wise huntress, about the journey that Gray Fire wants to take her son on. Although she is wise, she is shows her dissent and her protective motherly nature. Gray Fire is obsessed with finding the Land of Water. He lived with the tribe and was content, but he always searched for this area of the forest. Once Sees Behind Trees finds it, Gray Fire is consumed by this fixation and leaves Sees Behind Trees to be in this land. This passion leads to Gray Fire’s disappearance and leaves Sees Behind Trees to find his way home alone. Both adults are wise and respected, but neither is perfect. They each react in a realistic way.
One should also note the gender roles that exist in this Native American tribe. Each individual has talent and is judged based on that talent, not based on preconceived gender roles. Men are not the only hunters. There are no “quiet squaws”. Otter, the weroance, is a phenomenal hunter. She is wise and respected. Sees Behind Trees’ uncle, Brings the Deer, is also a hunter. Each excels at his/her own skill. Also, the women train the male and female children before the naming ceremony. They are not relegated to menial household chores. They help the children reach their potential when serving the tribe.
SEES BEHIND TREES shows readers that the power of choice can change a life. Walnut’s mother’s choice helps Walnut become Sees Behind Trees. She does not try to force him into a mold or role in which he would not be successful. She sees what he has and uses this. Sees Behind Trees could use his handicap as an excuse to hide from society living as a recluse. However, he submits to his mother’s training and realizes he has a unique skill. Gray Fire’s choice to abandon Sees Behind Trees and to run to the Land of Water lead to his demise. His obsession finally consumed him. At the end of the story, the readers learn that Gray Fire’s obsession was created by a trap set by Otter. Her selfish choice led to Gray Fire’s lifelong fascination and ultimately his downfall. Life is about choice, and free will can drastically alter one’s future success or failure.
This novel is a fast paced coming of age story. Readers are intertwined with Sees Behind Trees and eagerly anticipate every move and thought. This story would be an excellent addition to a library collection. It promotes a positive, non-stereotypical view of Native Americans and their lifestyle.
REVIEW EXCERPTS
From PUBLISHER’S WEEKLY: “The authenticity of the characterizations and setting will ease readers toward acceptance of the quasi-mystical adventure that crowns the story. It's a thrilling read, with the pleasures compounding at every turn of the page.”
From SCHOOL LIBRARY JOURNAL: “There's a timeless quality to this 15th-century adventure that will be meaningful and immediate for young people today. Dorris takes on some meaty existential issues here; he does so with grace, bighearted empathy, and always with crystal-clear vision.”
From KIRKUS REVIEWS: “The exquisitely crafted language remains so simple it can be enjoyed by middle-graders, while the brevity and adventure promise wide readership among less-skilled teenage readers.”
CONNECTIONS
Complete this activity after reading the first 4 chapters only. In this story, a young boy discovers he has a special gift. However, he calls it a “trick” when talking about this ability. Have students discuss this idea. Could this ability really be a trick? Does Sees Behind Trees have some special power? Continue reading. Revisit this discussion at the end of the book. Have opinions changed?
Sees Behind Trees has vision problems. He overcomes this obstacle by using his other senses to develop his sight. Students will complete a study on the five senses. They will complete experiments and activities.
Neuroscience For Kids - the senses
Saturday, July 5, 2008
LS 5653--MODULE 4: CONFETTI: POEMS FOR CHILDREN
BIBLIOGRAPHY
Mora, Pat. 1996. CONFETTI: POEMS FOR CHILDREN. Illus. by Enrique O. Sanchez. Lee & Low Books: New York. ISBN: 1-880000-25-3
PLOT SUMMARY
CONFETTI: POEMS FOR CHILDREN is a collection of free verse poems written by a single poet. The poems are written in English with Spanish words and phrases interwoven into the text. Ms. Mora includes poems to which many readers can relate. Abuela’s Lap is an endearing poem about a child sitting in her grandmother’s lap. Other poems are more light and imaginative. They are open to greater interpretation. These poems include Cloud Dragons, Leaf Soup, and Mexican Magician. There is a poem for most preferences in this collection.
CRITICAL ANALYSIS
When one thinks of confetti, one is reminded of a party or New Year’s Eve. Confetti is associated with fun, good times, and happy memories. This collection of poems titled CONFETTI: POEMS FOR CHILDREN is aptly named. The poems are light, refreshing, and entertaining. Ms. Mora avoids controversial or upsetting topics. This collection would be ideal for any age student.
The organization of this collection is limited. There is no table of contents or index of poems. However, the book only consists of thirteen poems, so it would not take much work to locate a poem without these reference guides. The poems in the collection are not widely known. But many are about timeless topics. CLOUD DRAGONS is about what types of images one can see in the clouds. In this case, the viewer sees dragons. The reader is invited to look at the clouds and tell what s/he sees. In another poem, ABUELA’S LAP, readers are reminded the comfort and love found when sitting on grandmother’s lap. The lack of widespread knowledge of these poems will not diminish the meaning or their appeal.
The illustrations associated with each poem are fantastic. Each poem is placed on one page and the accompanying illustration is on the facing page. The acrylic painting illustrations bounce off every page. They are colorful, vibrant, and exciting. They extend the meaning of the poem without overpowering the text or the reader. The illustrator included many different people in the poems. He is careful to make each face distinctive and unique. Skin tones are not uniform; facial structures are varied; and hairstyles and hues are distinct. Individuals within a culture group still bear their own individual features. Not all Mexican faces look the same, and Mr. Sanchez does an excellent job creating the unique faces for the poems.
The attire that characters are drawn wearing can help or hinder the reader in understanding and/or relating to these characters. The clothing that the illustrator drew in CONFETTI is not culturally specific. Characters are not shown in traditional Mexican costume. They look like any other individual from any other culture. This encourages the reader to associate with the poems and the characters. Readers can see themselves in the illustration.
The activities that the characters are engaged in are also diverse. The children are shown playing, singing, relaxing, reading, and using instruments. The adults shown are an artisan in PURPLE SNAKE, a baker in MEXICAN MAGICIAN, a farmer and an animal herder in I HEAR, I HEAR. The tasks presented are as individual as the people doing them. The illustrator takes care to not present the adults only as “maids, lawn mowers, and laborers.” These Mexican adults are not bound by stereotype.
Ms. Mora uses a variety of poetic devices to bring her poems to life. All of the poems contain a rhythm and cadence that will draw in readers. Most of the poems are not laden with rhymes. The last word in stanza will rhyme, but usually that is all. This is an excellent tool to use to show young readers that all poems do not have to rhyme. Many of the poems contain onomatopoeia. In COLORS CRACKLE, COLORS ROAR readers can hear the “tzz-tzz” of yellow sizzling, the cooing of blue birds, and the “rum-rum-rum” rumble of thunder.
Ms. Mora interweaves Spanish into the predominantly English poems. She does not provide a direct translation within the poem text. This could lead to confusion or a lack of poetic flow if she chose to do this. Instead, she provides context clues within the poem for the translated meaning. The illustrations also aid readers in translating the text. Ms. Mora also includes a glossary of Spanish terms at the end of the text. No meaning should be lost or interrupted using this method.
This poetry collection would be an excellent introduction to multicultural poetry. The text is simple and accessible to all readers. The poems are straightforward and interesting. The illustrations are warm and welcoming. This would be an excellent addition to many collections.
REVIEW EXCERPTS
From BOOKLIST: “A good choice for choral reading or for reading aloud. A glossary with pronunciation guides is included.”
From KIRKUS REVIEWS: “The best of these poems that mix English and Spanish (``I say yo soy libre'') warmly evokes familiar touchstones of Mexican-American life.”
From SCHOOL LIBRARY JOURNAL: “Narrative poems in free verse capture the rhythms and uniqueness of the Southwest and its culture as seen through the eyes of a Mexican-American girl.”
CONNECTIONS
Students will study about Pat Mora.
www.patmora.com
Students will read Pat’s list of children’s books writing tips. Then students will write a 5-8 page book that will be published in the classroom.
http://www.patmora.com/tips.htm
Reading CONFETTI will be an introduction to a poetry unit, students will read other books of poetry and will write a short collection of poems.
www.gigglepoetry.com
**Note to teacher: www.gigglepoetry.com has many pages of sample poems and fill in the blank poem templates for students who are struggling.
http://www.poetry4kids.com/index.php
http://teacher.scholastic.com/wrItewIt/poetry/
Mora, Pat. 1996. CONFETTI: POEMS FOR CHILDREN. Illus. by Enrique O. Sanchez. Lee & Low Books: New York. ISBN: 1-880000-25-3
PLOT SUMMARY
CONFETTI: POEMS FOR CHILDREN is a collection of free verse poems written by a single poet. The poems are written in English with Spanish words and phrases interwoven into the text. Ms. Mora includes poems to which many readers can relate. Abuela’s Lap is an endearing poem about a child sitting in her grandmother’s lap. Other poems are more light and imaginative. They are open to greater interpretation. These poems include Cloud Dragons, Leaf Soup, and Mexican Magician. There is a poem for most preferences in this collection.
CRITICAL ANALYSIS
When one thinks of confetti, one is reminded of a party or New Year’s Eve. Confetti is associated with fun, good times, and happy memories. This collection of poems titled CONFETTI: POEMS FOR CHILDREN is aptly named. The poems are light, refreshing, and entertaining. Ms. Mora avoids controversial or upsetting topics. This collection would be ideal for any age student.
The organization of this collection is limited. There is no table of contents or index of poems. However, the book only consists of thirteen poems, so it would not take much work to locate a poem without these reference guides. The poems in the collection are not widely known. But many are about timeless topics. CLOUD DRAGONS is about what types of images one can see in the clouds. In this case, the viewer sees dragons. The reader is invited to look at the clouds and tell what s/he sees. In another poem, ABUELA’S LAP, readers are reminded the comfort and love found when sitting on grandmother’s lap. The lack of widespread knowledge of these poems will not diminish the meaning or their appeal.
The illustrations associated with each poem are fantastic. Each poem is placed on one page and the accompanying illustration is on the facing page. The acrylic painting illustrations bounce off every page. They are colorful, vibrant, and exciting. They extend the meaning of the poem without overpowering the text or the reader. The illustrator included many different people in the poems. He is careful to make each face distinctive and unique. Skin tones are not uniform; facial structures are varied; and hairstyles and hues are distinct. Individuals within a culture group still bear their own individual features. Not all Mexican faces look the same, and Mr. Sanchez does an excellent job creating the unique faces for the poems.
The attire that characters are drawn wearing can help or hinder the reader in understanding and/or relating to these characters. The clothing that the illustrator drew in CONFETTI is not culturally specific. Characters are not shown in traditional Mexican costume. They look like any other individual from any other culture. This encourages the reader to associate with the poems and the characters. Readers can see themselves in the illustration.
The activities that the characters are engaged in are also diverse. The children are shown playing, singing, relaxing, reading, and using instruments. The adults shown are an artisan in PURPLE SNAKE, a baker in MEXICAN MAGICIAN, a farmer and an animal herder in I HEAR, I HEAR. The tasks presented are as individual as the people doing them. The illustrator takes care to not present the adults only as “maids, lawn mowers, and laborers.” These Mexican adults are not bound by stereotype.
Ms. Mora uses a variety of poetic devices to bring her poems to life. All of the poems contain a rhythm and cadence that will draw in readers. Most of the poems are not laden with rhymes. The last word in stanza will rhyme, but usually that is all. This is an excellent tool to use to show young readers that all poems do not have to rhyme. Many of the poems contain onomatopoeia. In COLORS CRACKLE, COLORS ROAR readers can hear the “tzz-tzz” of yellow sizzling, the cooing of blue birds, and the “rum-rum-rum” rumble of thunder.
Ms. Mora interweaves Spanish into the predominantly English poems. She does not provide a direct translation within the poem text. This could lead to confusion or a lack of poetic flow if she chose to do this. Instead, she provides context clues within the poem for the translated meaning. The illustrations also aid readers in translating the text. Ms. Mora also includes a glossary of Spanish terms at the end of the text. No meaning should be lost or interrupted using this method.
This poetry collection would be an excellent introduction to multicultural poetry. The text is simple and accessible to all readers. The poems are straightforward and interesting. The illustrations are warm and welcoming. This would be an excellent addition to many collections.
REVIEW EXCERPTS
From BOOKLIST: “A good choice for choral reading or for reading aloud. A glossary with pronunciation guides is included.”
From KIRKUS REVIEWS: “The best of these poems that mix English and Spanish (``I say yo soy libre'') warmly evokes familiar touchstones of Mexican-American life.”
From SCHOOL LIBRARY JOURNAL: “Narrative poems in free verse capture the rhythms and uniqueness of the Southwest and its culture as seen through the eyes of a Mexican-American girl.”
CONNECTIONS
Students will study about Pat Mora.
www.patmora.com
Students will read Pat’s list of children’s books writing tips. Then students will write a 5-8 page book that will be published in the classroom.
http://www.patmora.com/tips.htm
Reading CONFETTI will be an introduction to a poetry unit, students will read other books of poetry and will write a short collection of poems.
www.gigglepoetry.com
**Note to teacher: www.gigglepoetry.com has many pages of sample poems and fill in the blank poem templates for students who are struggling.
http://www.poetry4kids.com/index.php
http://teacher.scholastic.com/wrItewIt/poetry/
LS 5653--MODULE 4: THE SKIRT
BIBLIOGRAPHY
Soto, Gary. 1992. THE SKIRT. Illus. by Eric Velasquez. Delacorte Press: New York, NY. ISBN: 0-385-30665-2
PLOT SUMMARY
Miata is always forgetting things. This time she has forgotten her folkloríco skirt on the school bus. She has to have the skirt for her dance presentation on Sunday. She doesn’t want to tell her mother because she will be scolded. So, Miata hatches a plan and solicits the help of her best friend Ana. The two friends, along with the boy who “caused” Miata to forget the skirt, sneak into to the gated school bus parking lot to retrieve the skirt. They have several suspenseful moments and are almost discovered. But they successfully gather the skirt. Miata is relieved! However, her mother has a surprise for her on the morning of the dance which could have saved Miata a great deal of stress. Miata’s mother gave her a new folkloríco skirt. As a gesture to bring the past and the present together, Miata wears both for the performance.
CRITICAL ANALYSIS
Mr. Soto has written a sweet and funny tale with THE SKIRT. This novel would be an excellent addition to any library collection.
The characters in this story are developed and likeable. Miata is an average young girl. She and her best friend are annoyed by boys on the bus. She tries to solve her problems without her parents, especially when she fears the consequence. Miata is not a perfect character. Despite her rationalization, she forgets the skirt on the bus. The reason she had it to begin with was to show it off at school. Instead of telling her mother the truth, she devises a plan to get the skirt back without adult knowledge. Although the plan is successful, it could have had dire consequences that Miata does not consider. Her best friend Ana attempts to talk Miata out of the plan. When she is unsuccessful, Ana gives in and helps Miata retrieve her skirt. She tries to be the voice of reason but gives in to her friend. Ana writes her name in the dirt on the side of a bus. She quickly erases her impulsive writing, but the readers see her more frivolous side.
A limited amount is known about Miata’s parents; however readers are aware that they are involved in Miata’s daily life. Readers see a meal the family shares. They partake of papas fritas, frijoles, salad, and steak. The description of the meal is half Spanish and half English. This could represent that the family is a combination of cultures. As the family eats, they joke with one another and share the day’s events. The term of “Mi’ja” is used also. This is an affectionate term for one’s child in Spanish. One can sense the togetherness and love at that family table.
Mexican American families are typically close knit. Family and extended family are an integral part of life. This is seen in THE SKIRT. The entire reason Miata must get the skirt back is to avoid disappointing her mother and the rest of her family at her dance troupe’s Folkloríco performance. Mr. Soto wisely avoids including stereotypes of Mexican families with the family in THE SKIRT. The Ramirez family has 2 children. The parents have steady jobs. Only the nuclear family lives in the house; there are not 25 relatives all living under one roof. The Ramirez family’s lifestyle reflects their Mexican heritage but also reflects a lifestyle many non-Mexican readers would relate to.
The plot of the story is a simple one. Yet it keeps the readers’ attention and interest. The basic plot is that Miata has forgotten her skirt on the bus and decides to rescue it. Her rescue mission is suspenseful but not going to produce anxiety in the reader. Will Miata be successful? Readers follow her to eventual success. Then Miata and the reader are greeted with a plot twist. Miata’s mother has purchased a new skirt for her to wear at Sunday’s dance. Her mother refers to the skirt she was working to get back as “that old thing”. She does not hold it in the esteem that Miata thought. The trouble the skirt caused is never revealed to Miata’s parents. As a final gesture to her mother and to the importance of the skirt, Miata decides to wear both of her skirts. The new one is on top. The old one is underneath. It is providing support and a foundation for the top skirt just like one’s family does.
The illustrations are very limited. However, the gray pencil sketch drawings are effective in relaying a message to the reader. They provide a straightforward view into the characters. Readers know what Miata, Ana, and the Ramirez family look like. This story is set in suburban California in the recent past or present day. The characters’ dress and the background illustration match this setting.
The simplistic illustrations provide faces to match the characters. They also remind the readers that not all Mexican faces look the same. Each character looks distinctive. Ana and Miata are the same age and ethnicity, but they are not drawn in an identical way. They are two separate characters and are drawn to reflect this. Even the drawing of the crowd at the Folkloríco dance is composed of individual faces.
The theme of THE SKIRT is the importance of family. All of Miata’s actions were driven by her desire to please her parents. Miata did not want her parents to be embarrassed if she was the only dancer without the proper skirt. Miata is not the only member of the family who sees the importance of family. Miata’s father had moved his family out of Los Angeles in search of a better, more relaxed life. He had grown up on a farm in Mexico and sought out that way of life.
Interspersed throughout THE SKIRT, Gary Soto has woven simple Spanish words into the text of this English story. None of the words are translated for the reader, but one can use context clues to decipher the meaning. A glossary is not needed when the word is included in sentences that explain the meaning without being redundant. For example, Miata refers to the family having carne del viernes. This meal is “their father’s reward for a week of hard work” (pg 21). Even without knowing Spanish, one could conclude that these words describe the standard dinner fare of Friday evening.
In the story, Folkloríco dance is part of the periphery of the story. The reader does not learn anything specific about how the dance is performed. Rather the reader learns that there is a specific costume that dancers are expected to wear and that this type of dancing can be a source of pride and esteem. Miata is not dreading the dance. She is excited about performing and making her family proud. She is respectful of the dance and what it means.
REVIEW EXCERPTS
From PUBLISHERS WEEKLY: “…spunky and imaginative" heroine, Miata comes up with a clever plan to retrieve her beloved folklorico dance skirt.”
From SCHOOL LIBRARY JOURNAL: “This is a light, engaging narrative that successfully combines information on Hispanic culture with familiar and recognizable childhood themes…A fine read-aloud and discussion starter, this story blends cultural differences with human similarities to create both interest and understanding.”
CONNECTIONS
Students will participate in an author study. Each student should select a book by Gary Soto to read in addition to THE SKIRT.
Welcome To the Official Gary Soto Website!!
Students will research Folklorico Dances. Students will be placed in groups and will create a presentation for the class.
http://en.wikipedia.org/wiki/Baile_Folklorico
http://kids.yahoo.com/reference/encyclopedia/entry?id=BalletFolk
Students will locate all of the Spanish terms in the text. Each term will be translated into English. Students will create a picture dictionary of the vocabulary.
Soto, Gary. 1992. THE SKIRT. Illus. by Eric Velasquez. Delacorte Press: New York, NY. ISBN: 0-385-30665-2
PLOT SUMMARY
Miata is always forgetting things. This time she has forgotten her folkloríco skirt on the school bus. She has to have the skirt for her dance presentation on Sunday. She doesn’t want to tell her mother because she will be scolded. So, Miata hatches a plan and solicits the help of her best friend Ana. The two friends, along with the boy who “caused” Miata to forget the skirt, sneak into to the gated school bus parking lot to retrieve the skirt. They have several suspenseful moments and are almost discovered. But they successfully gather the skirt. Miata is relieved! However, her mother has a surprise for her on the morning of the dance which could have saved Miata a great deal of stress. Miata’s mother gave her a new folkloríco skirt. As a gesture to bring the past and the present together, Miata wears both for the performance.
CRITICAL ANALYSIS
Mr. Soto has written a sweet and funny tale with THE SKIRT. This novel would be an excellent addition to any library collection.
The characters in this story are developed and likeable. Miata is an average young girl. She and her best friend are annoyed by boys on the bus. She tries to solve her problems without her parents, especially when she fears the consequence. Miata is not a perfect character. Despite her rationalization, she forgets the skirt on the bus. The reason she had it to begin with was to show it off at school. Instead of telling her mother the truth, she devises a plan to get the skirt back without adult knowledge. Although the plan is successful, it could have had dire consequences that Miata does not consider. Her best friend Ana attempts to talk Miata out of the plan. When she is unsuccessful, Ana gives in and helps Miata retrieve her skirt. She tries to be the voice of reason but gives in to her friend. Ana writes her name in the dirt on the side of a bus. She quickly erases her impulsive writing, but the readers see her more frivolous side.
A limited amount is known about Miata’s parents; however readers are aware that they are involved in Miata’s daily life. Readers see a meal the family shares. They partake of papas fritas, frijoles, salad, and steak. The description of the meal is half Spanish and half English. This could represent that the family is a combination of cultures. As the family eats, they joke with one another and share the day’s events. The term of “Mi’ja” is used also. This is an affectionate term for one’s child in Spanish. One can sense the togetherness and love at that family table.
Mexican American families are typically close knit. Family and extended family are an integral part of life. This is seen in THE SKIRT. The entire reason Miata must get the skirt back is to avoid disappointing her mother and the rest of her family at her dance troupe’s Folkloríco performance. Mr. Soto wisely avoids including stereotypes of Mexican families with the family in THE SKIRT. The Ramirez family has 2 children. The parents have steady jobs. Only the nuclear family lives in the house; there are not 25 relatives all living under one roof. The Ramirez family’s lifestyle reflects their Mexican heritage but also reflects a lifestyle many non-Mexican readers would relate to.
The plot of the story is a simple one. Yet it keeps the readers’ attention and interest. The basic plot is that Miata has forgotten her skirt on the bus and decides to rescue it. Her rescue mission is suspenseful but not going to produce anxiety in the reader. Will Miata be successful? Readers follow her to eventual success. Then Miata and the reader are greeted with a plot twist. Miata’s mother has purchased a new skirt for her to wear at Sunday’s dance. Her mother refers to the skirt she was working to get back as “that old thing”. She does not hold it in the esteem that Miata thought. The trouble the skirt caused is never revealed to Miata’s parents. As a final gesture to her mother and to the importance of the skirt, Miata decides to wear both of her skirts. The new one is on top. The old one is underneath. It is providing support and a foundation for the top skirt just like one’s family does.
The illustrations are very limited. However, the gray pencil sketch drawings are effective in relaying a message to the reader. They provide a straightforward view into the characters. Readers know what Miata, Ana, and the Ramirez family look like. This story is set in suburban California in the recent past or present day. The characters’ dress and the background illustration match this setting.
The simplistic illustrations provide faces to match the characters. They also remind the readers that not all Mexican faces look the same. Each character looks distinctive. Ana and Miata are the same age and ethnicity, but they are not drawn in an identical way. They are two separate characters and are drawn to reflect this. Even the drawing of the crowd at the Folkloríco dance is composed of individual faces.
The theme of THE SKIRT is the importance of family. All of Miata’s actions were driven by her desire to please her parents. Miata did not want her parents to be embarrassed if she was the only dancer without the proper skirt. Miata is not the only member of the family who sees the importance of family. Miata’s father had moved his family out of Los Angeles in search of a better, more relaxed life. He had grown up on a farm in Mexico and sought out that way of life.
Interspersed throughout THE SKIRT, Gary Soto has woven simple Spanish words into the text of this English story. None of the words are translated for the reader, but one can use context clues to decipher the meaning. A glossary is not needed when the word is included in sentences that explain the meaning without being redundant. For example, Miata refers to the family having carne del viernes. This meal is “their father’s reward for a week of hard work” (pg 21). Even without knowing Spanish, one could conclude that these words describe the standard dinner fare of Friday evening.
In the story, Folkloríco dance is part of the periphery of the story. The reader does not learn anything specific about how the dance is performed. Rather the reader learns that there is a specific costume that dancers are expected to wear and that this type of dancing can be a source of pride and esteem. Miata is not dreading the dance. She is excited about performing and making her family proud. She is respectful of the dance and what it means.
REVIEW EXCERPTS
From PUBLISHERS WEEKLY: “…spunky and imaginative" heroine, Miata comes up with a clever plan to retrieve her beloved folklorico dance skirt.”
From SCHOOL LIBRARY JOURNAL: “This is a light, engaging narrative that successfully combines information on Hispanic culture with familiar and recognizable childhood themes…A fine read-aloud and discussion starter, this story blends cultural differences with human similarities to create both interest and understanding.”
CONNECTIONS
Students will participate in an author study. Each student should select a book by Gary Soto to read in addition to THE SKIRT.
Welcome To the Official Gary Soto Website!!
Students will research Folklorico Dances. Students will be placed in groups and will create a presentation for the class.
http://en.wikipedia.org/wiki/Baile_Folklorico
http://kids.yahoo.com/reference/encyclopedia/entry?id=BalletFolk
Students will locate all of the Spanish terms in the text. Each term will be translated into English. Students will create a picture dictionary of the vocabulary.
LS 5653--MODULE 4: ESPERANZA RISING
BIBLIOGRAPHY
Ryan, Pam Munoz. 2000. ESPERANZA RISING. Scholastic Press: New York. ISBN: 0-439-12041-1.
PLOT SUMMARY
Esperanza lives like a princess at El Rancho de la Rosas with her family and their servants. Esperanza’s father is unexpectedly killed, and her uncles swoop in and are determined to seize the family ranch from Esperanza and her mother. Esperanza and her mother are forced to flee Mexico and accept an uncertain fate. Along with family friends, Esperanza and her mother move to the United States and work in the labor camp picking fruits and vegetables. Esperanza is forced to learn how to work and endure the conditions of the camp. When a dust storm makes her mother sick, Esperanza learns the importance of contributing and taking care of one’s family. After a lengthy hospitalization, Esperanza’s mother returns to the camp to find Esperanza has matured and put aside many of her selfish ways. An unexpected twist leads to Esperanza and her mother being reunited with Abuelita, Esperanza’s grandmother who had to remain in Mexico. As the novel closes, Esperanza finally understands Abuelita’s words “Do not ever be afraid to start over.”
CRITICAL ANALYSIS
ESPERANZA RISING is a tale of historical fiction. The Author’s Note at the end of the novel provides excellent background for the readers. Pam Muñoz Ryan based this story on the life of her grandmother. She includes family ancestral information and historical information for the readers. This adds authenticity to an already realistic tale. Readers know that this tale isn’t just a possibility; someone actually survived many of these events.
The plot is an intricate web of events and interactions. The events follow a natural and realistic turn of events. When Esperanza’s father is killed, her life is turned upside down. She must leave the life she has known and start over. Readers empathize with Esperanza and her mother’s plight. Descriptions of their life events are straightforward and detailed. They follow an expected progression. The drama builds as the pair find themselves in the labor camp. When Esperanza’s mother becomes ill, Esperanza makes mature decisions and begins to grow up. The actions climax as Esperanza’s mother comes home from the hospital, and Esperanza discovers that the money she has been saving to bring her grandmother to the United States has been stolen. However, the readers soon see that the money is taken for a noble reason. It was used to bring Abuelita from Aguacalientes, Mexico. This is an unexpected and dramatic twist that ends the book.
The character development in the story is wonderful. All of the characters are multi-faceted and appealing. Esperanza and her mother live a pampered life. They have servants and an extravagant lifestyle. Once Esperanza’s father is dead, they drastically alter their lifestyle. Esperanza is shocked at the courage and strength her mother reveals as she is thrust into the work camp lifestyle. She never knew her mother had this side.
Esperanza’s reaction to these life changes is believable and compelling. At the beginning of the story, Esperanza is selfish and spoiled. She acts as if she has accepted the family’s new “position” however, she does minor things to show that she has not. When she and her mother are on the train to the United States, she will not allow a young girl to touch her doll because she is dirty. Later, she questions why her mother is sharing their life story with a stranger, who is a “peasant”.
As the story progresses, Esperanza seems to grow up; she is left in charge of two babies while the mother works in the camp. Despite this apparent growth, readers will see another incident of Esperanza’s inability to cope and accept her lack of status. When it is bath time at the camp, Esperanza is confused when she is expected to bathe herself. She is used to her servant Hortensia undressing and bathing her. Ms. Ryan has masterfully created a flawed but sympathetic character. Esperanza is torn between wanting to please her mother and the life she remembers.
Once her mother is hospitalized, readers see the true maturation of Esperanza. She begins to work her mother’s job at the camp so that she can earn money to pay the hospital bills and to bring Abuelita to America. She becomes disciplined and sacrificing. Her greatest act of kindness is when she gives Isabel, a girl whom she lives with at the camp, the doll her father gave her. This act represents Esperanza’s final transformation.
Ms. Ryan does an excellent job creating well rounded characters that avoid stereotypes. All of the characters the readers meet are Mexican. Yet, they are not the “same Mexican”. Their appearances are distinctive and unusual. Descriptions are more than “brown hair and brown eyes”. These characters are also from different socioeconomic status. This shows that not all Mexicans are “poor, dirty laborers”. Esperanza and her family were wealthy land owners. They lived a charmed life. It is important to realize that class distinctions exist in all cultures. In fact, it is revealed that Esperanza’s family was not liked by many of the Mexican peasants because they represented an “oppressive force”. Mexicans are not all complacent farm workers happy for any job. There is a variety in attitude and opinion, just like in any culture.
The setting for this story is in Mexico and then in a Mexican work camp. The characters speak Spanish. There are isolated Spanish words and phrases intermingled into the text. The Spanish words included add to the richness to the text. If the meaning cannot be derived from the text, Ms. Ryan provides a translation for the Spanish words with the English counterpart. Jamaica is translated; it is a fiesta style party held on Saturday evenings at the camp. However familiar Spanish words such as tamales or vaqueros are not directly translated. Cognates are not translated either. Meaning is not lost using this method.
Another interesting point is that Esperanza laments the fact that she does not know English and that she wants to learn it. Often when text is written in English, readers never stop and think that the characters may not speak English but that the text is written in English for the reader. Esperanza’s discussion of learning English points out that she does not know English, and that the entire book is a translation.
The names of the characters are common Spanish names such as Esperanza, Isabel, Miguel, Josefina, Juan, and Marta. The names are unique but culturally accurate. Readers are not inundated with several characters named José and Maria. No character yells “Aye Caramba” or any other stereotypic phrase. Esperanza shows the love she has for her mother, father, and grandmother by how she refers to them. She refers to her father as PAPI in the first chapter. Six years pass between chapters one and two so she begins to refer to him as PAPA. Her mother is MAMA, and her grandmother is ABUELITA. These references show affection; they are not stiff.
The importance of family and extended family is an important theme in the Mexican culture. It is also the theme of ESPERANZA RISING. Esperanza and her mother leave Mexico because her mother is going to be forced to marry a cruel man who is going to take over her family’s ranch and send Esperanza to a boarding school. They flee so that they can be together. Esperanza’s mother works at a grueling job so that she can make money so that she and Esperanza can survive. When her mother is hospitalized, Esperanza takes on many new responsibilities so she can care for her mother. Miguel, a family friend, also shows his love for Esperanza and the importance he places on family when he returns to Mexico to bring Abuelita to the camp. Love of family is a driving force behind many characters’ actions in this tale.
Ms. Ryan creates an exquisite tale of love, triumph, and hope with this story. Readers will feel the pain of Papa’s death, the sting as Esperanza discovers life as a peasant, the fear as Mama’s sickness worsens, and the joy as the family is reunited.
REVIEW EXCERPTS
Pura Belpre Award Winner 2002
Julia Lopez Memorial Award Winner 2001
Jane Addams Children’s Book Award
From PUBLISHERS WEEKLY: "With a hint of magical realism, this robust novel set in 1930 captures a Mexican girl's fall from riches and her immigration to California."
From HORN BOOK MAGAZINE: “Political as well as personal history inform the sometimes florid narrative (loosely based, we are told in an afterword, on the experiences of the author's grandmother). Esperanza's struggles begin amidst class unrest in post-revolutionary Mexico and intersect with labor strikes in the United States, which serve to illustrate the time period's prevailing hostility toward people of Mexican descent.”
From VOICE OF YOUTH ADVOCATES: “Fruits and vegetables serve as chapter titles, effectively contrasting the life of wealth in Mexico and the working life in California. An author's note indicates that the story was inspired by events in the life of Ryan's grandmother. Details of existence at the migrant work camp, agricultural strikes and violence, discrimination, and the Mexican repatriation are realistic, based on historical facts in this readable, believable, and inspirational story.”
From SCHOOL LIBRARY JOURNAL: “Easy to booktalk, useful in classroom discussions, and accessible as pleasure reading, this well-written novel belongs in all collections.”
CONNECTIONS
Students will study the historical events during which ESPERANZA RISING is set. Students will create a presentation of factual material to be presented. Students should include information comparing and contrasting historical information in the text with factual information.
Great Depression
http://history1900s.about.com/library/photos/blyindexdepression.htm
http://en.wikipedia.org/wiki/Great_Depression
http://www.42explore2.com/depresn.htm
Mexican Migration in the 1930s
http://memory.loc.gov/learn/features/immig/mexican6.html
http://www.farmworkers.org/immigrat.html
http://www.usatoday.com/news/nation/2006-04-04-1930s-deportees- cover_x.htm
** (this is an interesting article about aftermath of the events of the 1930s)
Students will engage in a detailed author study on Pamela Munoz Ryan. Resources are provided at the following sites.
www.pammunoz.ryan.com
http://www.pammunozryan.com/arthorstudy.html
http://www.readingrockets.org/books/interviews/ryan
http://en.wikipedia.org/wiki/Pam_Munoz_Ryan
http://www.kidsreads.com/authors/au-ryan-pam-munoz.asp
Ryan, Pam Munoz. 2000. ESPERANZA RISING. Scholastic Press: New York. ISBN: 0-439-12041-1.
PLOT SUMMARY
Esperanza lives like a princess at El Rancho de la Rosas with her family and their servants. Esperanza’s father is unexpectedly killed, and her uncles swoop in and are determined to seize the family ranch from Esperanza and her mother. Esperanza and her mother are forced to flee Mexico and accept an uncertain fate. Along with family friends, Esperanza and her mother move to the United States and work in the labor camp picking fruits and vegetables. Esperanza is forced to learn how to work and endure the conditions of the camp. When a dust storm makes her mother sick, Esperanza learns the importance of contributing and taking care of one’s family. After a lengthy hospitalization, Esperanza’s mother returns to the camp to find Esperanza has matured and put aside many of her selfish ways. An unexpected twist leads to Esperanza and her mother being reunited with Abuelita, Esperanza’s grandmother who had to remain in Mexico. As the novel closes, Esperanza finally understands Abuelita’s words “Do not ever be afraid to start over.”
CRITICAL ANALYSIS
ESPERANZA RISING is a tale of historical fiction. The Author’s Note at the end of the novel provides excellent background for the readers. Pam Muñoz Ryan based this story on the life of her grandmother. She includes family ancestral information and historical information for the readers. This adds authenticity to an already realistic tale. Readers know that this tale isn’t just a possibility; someone actually survived many of these events.
The plot is an intricate web of events and interactions. The events follow a natural and realistic turn of events. When Esperanza’s father is killed, her life is turned upside down. She must leave the life she has known and start over. Readers empathize with Esperanza and her mother’s plight. Descriptions of their life events are straightforward and detailed. They follow an expected progression. The drama builds as the pair find themselves in the labor camp. When Esperanza’s mother becomes ill, Esperanza makes mature decisions and begins to grow up. The actions climax as Esperanza’s mother comes home from the hospital, and Esperanza discovers that the money she has been saving to bring her grandmother to the United States has been stolen. However, the readers soon see that the money is taken for a noble reason. It was used to bring Abuelita from Aguacalientes, Mexico. This is an unexpected and dramatic twist that ends the book.
The character development in the story is wonderful. All of the characters are multi-faceted and appealing. Esperanza and her mother live a pampered life. They have servants and an extravagant lifestyle. Once Esperanza’s father is dead, they drastically alter their lifestyle. Esperanza is shocked at the courage and strength her mother reveals as she is thrust into the work camp lifestyle. She never knew her mother had this side.
Esperanza’s reaction to these life changes is believable and compelling. At the beginning of the story, Esperanza is selfish and spoiled. She acts as if she has accepted the family’s new “position” however, she does minor things to show that she has not. When she and her mother are on the train to the United States, she will not allow a young girl to touch her doll because she is dirty. Later, she questions why her mother is sharing their life story with a stranger, who is a “peasant”.
As the story progresses, Esperanza seems to grow up; she is left in charge of two babies while the mother works in the camp. Despite this apparent growth, readers will see another incident of Esperanza’s inability to cope and accept her lack of status. When it is bath time at the camp, Esperanza is confused when she is expected to bathe herself. She is used to her servant Hortensia undressing and bathing her. Ms. Ryan has masterfully created a flawed but sympathetic character. Esperanza is torn between wanting to please her mother and the life she remembers.
Once her mother is hospitalized, readers see the true maturation of Esperanza. She begins to work her mother’s job at the camp so that she can earn money to pay the hospital bills and to bring Abuelita to America. She becomes disciplined and sacrificing. Her greatest act of kindness is when she gives Isabel, a girl whom she lives with at the camp, the doll her father gave her. This act represents Esperanza’s final transformation.
Ms. Ryan does an excellent job creating well rounded characters that avoid stereotypes. All of the characters the readers meet are Mexican. Yet, they are not the “same Mexican”. Their appearances are distinctive and unusual. Descriptions are more than “brown hair and brown eyes”. These characters are also from different socioeconomic status. This shows that not all Mexicans are “poor, dirty laborers”. Esperanza and her family were wealthy land owners. They lived a charmed life. It is important to realize that class distinctions exist in all cultures. In fact, it is revealed that Esperanza’s family was not liked by many of the Mexican peasants because they represented an “oppressive force”. Mexicans are not all complacent farm workers happy for any job. There is a variety in attitude and opinion, just like in any culture.
The setting for this story is in Mexico and then in a Mexican work camp. The characters speak Spanish. There are isolated Spanish words and phrases intermingled into the text. The Spanish words included add to the richness to the text. If the meaning cannot be derived from the text, Ms. Ryan provides a translation for the Spanish words with the English counterpart. Jamaica is translated; it is a fiesta style party held on Saturday evenings at the camp. However familiar Spanish words such as tamales or vaqueros are not directly translated. Cognates are not translated either. Meaning is not lost using this method.
Another interesting point is that Esperanza laments the fact that she does not know English and that she wants to learn it. Often when text is written in English, readers never stop and think that the characters may not speak English but that the text is written in English for the reader. Esperanza’s discussion of learning English points out that she does not know English, and that the entire book is a translation.
The names of the characters are common Spanish names such as Esperanza, Isabel, Miguel, Josefina, Juan, and Marta. The names are unique but culturally accurate. Readers are not inundated with several characters named José and Maria. No character yells “Aye Caramba” or any other stereotypic phrase. Esperanza shows the love she has for her mother, father, and grandmother by how she refers to them. She refers to her father as PAPI in the first chapter. Six years pass between chapters one and two so she begins to refer to him as PAPA. Her mother is MAMA, and her grandmother is ABUELITA. These references show affection; they are not stiff.
The importance of family and extended family is an important theme in the Mexican culture. It is also the theme of ESPERANZA RISING. Esperanza and her mother leave Mexico because her mother is going to be forced to marry a cruel man who is going to take over her family’s ranch and send Esperanza to a boarding school. They flee so that they can be together. Esperanza’s mother works at a grueling job so that she can make money so that she and Esperanza can survive. When her mother is hospitalized, Esperanza takes on many new responsibilities so she can care for her mother. Miguel, a family friend, also shows his love for Esperanza and the importance he places on family when he returns to Mexico to bring Abuelita to the camp. Love of family is a driving force behind many characters’ actions in this tale.
Ms. Ryan creates an exquisite tale of love, triumph, and hope with this story. Readers will feel the pain of Papa’s death, the sting as Esperanza discovers life as a peasant, the fear as Mama’s sickness worsens, and the joy as the family is reunited.
REVIEW EXCERPTS
Pura Belpre Award Winner 2002
Julia Lopez Memorial Award Winner 2001
Jane Addams Children’s Book Award
From PUBLISHERS WEEKLY: "With a hint of magical realism, this robust novel set in 1930 captures a Mexican girl's fall from riches and her immigration to California."
From HORN BOOK MAGAZINE: “Political as well as personal history inform the sometimes florid narrative (loosely based, we are told in an afterword, on the experiences of the author's grandmother). Esperanza's struggles begin amidst class unrest in post-revolutionary Mexico and intersect with labor strikes in the United States, which serve to illustrate the time period's prevailing hostility toward people of Mexican descent.”
From VOICE OF YOUTH ADVOCATES: “Fruits and vegetables serve as chapter titles, effectively contrasting the life of wealth in Mexico and the working life in California. An author's note indicates that the story was inspired by events in the life of Ryan's grandmother. Details of existence at the migrant work camp, agricultural strikes and violence, discrimination, and the Mexican repatriation are realistic, based on historical facts in this readable, believable, and inspirational story.”
From SCHOOL LIBRARY JOURNAL: “Easy to booktalk, useful in classroom discussions, and accessible as pleasure reading, this well-written novel belongs in all collections.”
CONNECTIONS
Students will study the historical events during which ESPERANZA RISING is set. Students will create a presentation of factual material to be presented. Students should include information comparing and contrasting historical information in the text with factual information.
Great Depression
http://history1900s.about.com/library/photos/blyindexdepression.htm
http://en.wikipedia.org/wiki/Great_Depression
http://www.42explore2.com/depresn.htm
Mexican Migration in the 1930s
http://memory.loc.gov/learn/features/immig/mexican6.html
http://www.farmworkers.org/immigrat.html
http://www.usatoday.com/news/nation/2006-04-04-1930s-deportees- cover_x.htm
** (this is an interesting article about aftermath of the events of the 1930s)
Students will engage in a detailed author study on Pamela Munoz Ryan. Resources are provided at the following sites.
www.pammunoz.ryan.com
http://www.pammunozryan.com/arthorstudy.html
http://www.readingrockets.org/books/interviews/ryan
http://en.wikipedia.org/wiki/Pam_Munoz_Ryan
http://www.kidsreads.com/authors/au-ryan-pam-munoz.asp
Subscribe to:
Posts (Atom)