1. BIBLIOGRAPHY
Lin, Grace. 2006. The Year of the Dog. New York: Little, Brown and Company. ISBN 0316060003.
2. PLOT SUMMARY
This story gives us a glimpse into a year in the life of Pacy, a Taiwanese-American young girl. The book follows Pacy through the Year of the Dog as she meets a new friend, deals with her feelings about boys, and tries to discover who she is and who she wants to be.
3. CRITICAL ANALYSIS
The main crux of the story is one that will interest and enlighten young readers. Pacy confronts the same difficulties as any young girl; however, she also faces the challenge of being the only Taiwanese American girl in her school, that is, until a new girl comes along. Lin masterfully introduces Melody through the confusion of the cafeteria worker who mistakenly thinks Pacy must have already been through the line. This incident illuminates how Pacy must feel being the only Asian American at her school and explains why she felt an instant bond with Melody.
Throughout the telling of Pacy’s year, Lin shares many authentic traditions with the reader. When they are part of the main storyline they usually come across genuinely and flow with the story. Even the added stories help to explain more about the Taiwanese customs such as when Pacy tells how her name changed from Pacy to Grace; however there were instances where these additional side stories take away from the flow and become more of a distraction which interrupted what is an otherwise engaging story. One such example is her story and Uncle Shin eating the cake which served no purpose since it did not add any cultural insight and failed to develop the story any further.
An added feature which does help maintain interest and also maintain true to this being a story written from the point of view of an elementary school girl is the drawings interspersed throughout the text. They give a subtle reminder to the reader about the age of the narrator with which young readers will connect. An especially charming one is the drawing of the row of Taiwanese grandmothers waiting on the bench outside the school.
4. REVIEW EXCERPTS
BOOKLIST review: “Lin does a remarkable job capturing the soul and the spirit of books like those of Hayward or Maud Hart Lovelace, reimagining them through the lens of her own story, and transforming their special qualities into something new for today's young readers.”
SCHOOL LIBRARY JOURNAL review: “A lighthearted coming-of-age novel with a cultural twist. Readers follow Grace, an American girl of Taiwanese heritage, through the course of one year–The Year of the Dog–as she struggles to integrate her two cultures.”
5. CONNECTIONS
In this book, Lin shares some of the beliefs related to the Year of the Dog. Students would be interested in finding out more about the Chinese years and what each one means.
Grace Lin has a wonderfully fun website that offers lesson suggestions, activities, and background information. It is a great resource for teachers and librarians and also offers fun things for kids to do. http://www.gracelin.com/index.php
Saturday, July 31, 2010
Review: TEA WITH MILK by Allen Say
1. BIBLIOGRAPHY
Say, Allen.1999. Tea with Milk. Boston: Houghton Mifflin. ISBN 0395904951.
2. PLOT SUMMARY
Allen Say recounts his mother’s story of being a young Japanese woman who was raised in the United States but then forced to move back to Japan just after graduating from high school. She is faced with new cultural challenges and the conflict between old world traditions and her own dreams of becoming an independent woman.
3. CRITICAL ANALYSIS
This sweet story is written in such soft language that it cannot help but touch the reader’s heart. May’s struggles with having to learn the traditional ways of a “proper” Japanese lady and her own desire to go to college and live in a city are similar to many coming of age issues except that May must battle against her parents’ wishes in order to make her dreams come true. It is through this struggle that the Japanese traditions are revealed to the reader. When May must not only learn to arrange flowers and make tea properly but also meet with a matchmaker to choose her husband, we learn about the expectations placed on young Japanese women.
Each page of text is accompanied by a full-page illustration showing May as she transitions from one event in her life to the next. The softness of each painting adds to the already touching narrative. The facial expressions help the reader connect to May’s story because they capture her personality perfectly, from the dismay and discouragement she feels early in the story to the determination and pride that accompany her accomplishments in the last half of the book.
4. REVIEW EXCERPTS
PUBLISHER’S WEEKLY review: “Whether the subject is food ("no more pancakes or omelets, fried chicken or spaghetti" in Japan) or the deeper issues of ostracism (her fellow students call Masako "gaijin" a foreigner) and gender expectations, Say provides gentle insights into human nature as well as East-West cultural differences... Through choice words and scrupulously choreographed paintings, Say's story communicates both the heart's yearning for individuality and freedom and how love and friendship can bridge cultural chasms.”
SCHOOL LIBRARY JOURNAL review: “The pages are filled with detailed drawings featuring Japanese architecture and clothing, and because of the artist's mastery at drawing figures, the people come to life as authentic and sympathetic characters. This is a thoughtful and poignant book that will appeal to a wide range of readers, particularly our nation's many immigrants who grapple with some of the same challenges as May and Joseph, including feeling at home in a place that is not their own.”
5. CONNECTIONS
This book is filled with many customs related to the expectation of young Japanese women. Students should be encouraged to learn more about these traditions and compare them to what is expected of young American girls.
Pair the reading of this book with Grandfather’s Journey also a family story written by Allen Say.
Say, Allen.1999. Tea with Milk. Boston: Houghton Mifflin. ISBN 0395904951.
2. PLOT SUMMARY
Allen Say recounts his mother’s story of being a young Japanese woman who was raised in the United States but then forced to move back to Japan just after graduating from high school. She is faced with new cultural challenges and the conflict between old world traditions and her own dreams of becoming an independent woman.
3. CRITICAL ANALYSIS
This sweet story is written in such soft language that it cannot help but touch the reader’s heart. May’s struggles with having to learn the traditional ways of a “proper” Japanese lady and her own desire to go to college and live in a city are similar to many coming of age issues except that May must battle against her parents’ wishes in order to make her dreams come true. It is through this struggle that the Japanese traditions are revealed to the reader. When May must not only learn to arrange flowers and make tea properly but also meet with a matchmaker to choose her husband, we learn about the expectations placed on young Japanese women.
Each page of text is accompanied by a full-page illustration showing May as she transitions from one event in her life to the next. The softness of each painting adds to the already touching narrative. The facial expressions help the reader connect to May’s story because they capture her personality perfectly, from the dismay and discouragement she feels early in the story to the determination and pride that accompany her accomplishments in the last half of the book.
4. REVIEW EXCERPTS
PUBLISHER’S WEEKLY review: “Whether the subject is food ("no more pancakes or omelets, fried chicken or spaghetti" in Japan) or the deeper issues of ostracism (her fellow students call Masako "gaijin" a foreigner) and gender expectations, Say provides gentle insights into human nature as well as East-West cultural differences... Through choice words and scrupulously choreographed paintings, Say's story communicates both the heart's yearning for individuality and freedom and how love and friendship can bridge cultural chasms.”
SCHOOL LIBRARY JOURNAL review: “The pages are filled with detailed drawings featuring Japanese architecture and clothing, and because of the artist's mastery at drawing figures, the people come to life as authentic and sympathetic characters. This is a thoughtful and poignant book that will appeal to a wide range of readers, particularly our nation's many immigrants who grapple with some of the same challenges as May and Joseph, including feeling at home in a place that is not their own.”
5. CONNECTIONS
This book is filled with many customs related to the expectation of young Japanese women. Students should be encouraged to learn more about these traditions and compare them to what is expected of young American girls.
Pair the reading of this book with Grandfather’s Journey also a family story written by Allen Say.
Review: TAP DANCING ON THE ROOF by Linda Sue Park
1. BIBLIOGRAPHY
Park, Linda Sue. 2007. Tap Dancing on the Roof: Sijo (Poems). Ill. by Istvan Banyai. New York: Clarion Books. ISBN 0618234837.
2. PLOT SUMMARY
Tap Dancing on the Roof is a concise collection of poems written in the Korean form of sijo. The topics range from school subjects to holidays to nature. Park also includes background information and tips for writing sijo poems.
3. CRITICAL ANALYSIS
This delightful collection of sijo poetry is sure to interest readers of any age. There are subjects which are associated with childhood such as dealing with peer criticisms in “Art Class” or reading under the covers in “Bedtime Snacks” but also those which are more universal in theme such as bird watching in “From the Window” or the changing seasons in “Overnight” and “Important Announcement.” The randomness of the subjects does not detract from the overall effect of the book, in fact, it adds to the universal appeal. Park creates an experience which can be shared by a varied audience.
The quirky illustrations by Banyai add to the overall appeal of the book. He has a talent for capturing the essence of each poem and illustrating it in such an intelligently creative way. Each picture has whimsical details that could be easily missed if one does not take the time to enjoy them.
Although the poems and illustrations themselves are not created to educate the reader on the traditions and culture of Korea, the poetic form itself is Korean. The beginning “About Sijo” and ending author’s note provide the reader with some insight into the Korean culture and how sijo fits into that culture.
4. REVIEW EXCERPTS
CHILDREN’S LITERATURE review: “Park meets the challenge of the traditional Korean poetic form of sijo in more than two dozen carefully and cleverly fashioned verses. For those tired of haiku, these are a real treat… The line drawings that accompany each sijo have touches of color but their charm is in the depicted action with no settings needed.”
SHEN’S BOOKS review: “… the poems are charming, and the twist at the end of each one makes them great fun to read. Of course, Istvan Banyai's illustrations are always wonderful in that quirky way, and their simplicity fits the style of the poems perfectly.”
5. CONNECTIONS
As with most poetry books, this is a great read aloud which appeals to a wide range of audiences. I was amazed when my sixteen year-old read it to my four year-old and they both really enjoyed it. It’s not very often I find a book that they both want to read over and over.
After being introduced to the sijo poems, students should use the tips at the end of the book to help them try their hand at writing them. Because it is short and structured, students will embrace the opportunity especially if they are encouraged to also illustrate their creation.
Park, Linda Sue. 2007. Tap Dancing on the Roof: Sijo (Poems). Ill. by Istvan Banyai. New York: Clarion Books. ISBN 0618234837.
2. PLOT SUMMARY
Tap Dancing on the Roof is a concise collection of poems written in the Korean form of sijo. The topics range from school subjects to holidays to nature. Park also includes background information and tips for writing sijo poems.
3. CRITICAL ANALYSIS
This delightful collection of sijo poetry is sure to interest readers of any age. There are subjects which are associated with childhood such as dealing with peer criticisms in “Art Class” or reading under the covers in “Bedtime Snacks” but also those which are more universal in theme such as bird watching in “From the Window” or the changing seasons in “Overnight” and “Important Announcement.” The randomness of the subjects does not detract from the overall effect of the book, in fact, it adds to the universal appeal. Park creates an experience which can be shared by a varied audience.
The quirky illustrations by Banyai add to the overall appeal of the book. He has a talent for capturing the essence of each poem and illustrating it in such an intelligently creative way. Each picture has whimsical details that could be easily missed if one does not take the time to enjoy them.
Although the poems and illustrations themselves are not created to educate the reader on the traditions and culture of Korea, the poetic form itself is Korean. The beginning “About Sijo” and ending author’s note provide the reader with some insight into the Korean culture and how sijo fits into that culture.
4. REVIEW EXCERPTS
CHILDREN’S LITERATURE review: “Park meets the challenge of the traditional Korean poetic form of sijo in more than two dozen carefully and cleverly fashioned verses. For those tired of haiku, these are a real treat… The line drawings that accompany each sijo have touches of color but their charm is in the depicted action with no settings needed.”
SHEN’S BOOKS review: “… the poems are charming, and the twist at the end of each one makes them great fun to read. Of course, Istvan Banyai's illustrations are always wonderful in that quirky way, and their simplicity fits the style of the poems perfectly.”
5. CONNECTIONS
As with most poetry books, this is a great read aloud which appeals to a wide range of audiences. I was amazed when my sixteen year-old read it to my four year-old and they both really enjoyed it. It’s not very often I find a book that they both want to read over and over.
After being introduced to the sijo poems, students should use the tips at the end of the book to help them try their hand at writing them. Because it is short and structured, students will embrace the opportunity especially if they are encouraged to also illustrate their creation.
Monday, July 19, 2010
Review: GRANDMOTHER'S PIGEON by Louise Erdrich
1. BIBLIOGRAPHY
Erdrich, Louise. 1996. Grandmother’s Pigeon. Ill. by Jim LaMarche. New York: Hyperion Books for Children. ISBN 078682137X.
2. PLOT SUMMARY
Narrated by a young girl, the story of a nest of eggs left behind by her grandmother which mysteriously hatch into long-extinct carrier pigeons centers on a respect for nature. The young girl and her family have to decide whether to allow further scientific research to be conducted on the birds or to let them free. When she and her brother make the decision and act upon it, not everyone is pleased with their actions. But when they receive a message from their long-absent grandmother, they know they’ve made the right decision.
3. CRITICAL ANALYSIS
This whimsical story of a strong, wise grandmother who leaves her family to take a trip to Greenland on the back of a porpoise is sure to delight young readers. Although it does start out fantastical, the story soon turns more meaningful when the family discovers the nest of eggs in Grandmother’s room. Even though the hatching of carrier pigeons is not realistic, Erdrich conveys the message of caring for and respecting nature through the way the family delicately nurtures the young birds and finally decides that their happiness outweighs scientific study. The surprise message from Grandmother at the end serves to solidify the link between the Grandmother and the animal world.
LaMarche’s beautifully soft depictions throughout the book add to the warmth of this enlightening story. The color and tones of the skin are recognizable as Native American; however there are no traces of stereotypical depictions in any of the drawings. The innocence in the children’s faces is made evident through their expressions. In fact, the detailed expressions on the faces of all the characters truly add personalization and connectedness to the story. The details on every page are amazing down to the bird feathers extending from the pocket of the ornithologist. The large illustrations and wonderful language make this a perfect read aloud.
4. REVIEW EXCERPTS
BOOKLIST review: “Besides the sense of the unexpected that permeates every page is the freshness of the language. The sentence structure is elegant, and since one quality of elegance is simplicity, the writing is never over children's heads. That same spirit is found in the acrylic and colored-pencil artwork that always seems to find its focus in the faces of the children yet mixes everyday bits and pieces with the elusive air of enchantment. Like the pigeons, this is a rare bird--a book that evokes wonder, in both its meanings.”
SCHOOL LIBRARY JOURNAL review: “Full-page, large, realistic paintings define and complement the text. LaMarche's pictures of the woman's bedroom are chock-full of cherished clutter; and the children are drawn with a deftness that suggests that the illustrator knows them from the inside out. This book is a small gem, a bit of a puzzle, and a delight to pore over and ponder.”
5. CONNECTIONS
Children should research to find out more about the story of the carrier pigeon and their extinction. Relate it to current issues regarding endangered species.
Have students discuss the nationality of the characters in the book? It is not blatantly obvious from the story and pictures although some cues are given. After the discussion, tell the students that the family is of Native American heritage and have them look for clues that would support this. Discuss stereotypes and how modern Native Americans do not fit the stereotypes often associated with them.
Erdrich, Louise. 1996. Grandmother’s Pigeon. Ill. by Jim LaMarche. New York: Hyperion Books for Children. ISBN 078682137X.
2. PLOT SUMMARY
Narrated by a young girl, the story of a nest of eggs left behind by her grandmother which mysteriously hatch into long-extinct carrier pigeons centers on a respect for nature. The young girl and her family have to decide whether to allow further scientific research to be conducted on the birds or to let them free. When she and her brother make the decision and act upon it, not everyone is pleased with their actions. But when they receive a message from their long-absent grandmother, they know they’ve made the right decision.
3. CRITICAL ANALYSIS
This whimsical story of a strong, wise grandmother who leaves her family to take a trip to Greenland on the back of a porpoise is sure to delight young readers. Although it does start out fantastical, the story soon turns more meaningful when the family discovers the nest of eggs in Grandmother’s room. Even though the hatching of carrier pigeons is not realistic, Erdrich conveys the message of caring for and respecting nature through the way the family delicately nurtures the young birds and finally decides that their happiness outweighs scientific study. The surprise message from Grandmother at the end serves to solidify the link between the Grandmother and the animal world.
LaMarche’s beautifully soft depictions throughout the book add to the warmth of this enlightening story. The color and tones of the skin are recognizable as Native American; however there are no traces of stereotypical depictions in any of the drawings. The innocence in the children’s faces is made evident through their expressions. In fact, the detailed expressions on the faces of all the characters truly add personalization and connectedness to the story. The details on every page are amazing down to the bird feathers extending from the pocket of the ornithologist. The large illustrations and wonderful language make this a perfect read aloud.
4. REVIEW EXCERPTS
BOOKLIST review: “Besides the sense of the unexpected that permeates every page is the freshness of the language. The sentence structure is elegant, and since one quality of elegance is simplicity, the writing is never over children's heads. That same spirit is found in the acrylic and colored-pencil artwork that always seems to find its focus in the faces of the children yet mixes everyday bits and pieces with the elusive air of enchantment. Like the pigeons, this is a rare bird--a book that evokes wonder, in both its meanings.”
SCHOOL LIBRARY JOURNAL review: “Full-page, large, realistic paintings define and complement the text. LaMarche's pictures of the woman's bedroom are chock-full of cherished clutter; and the children are drawn with a deftness that suggests that the illustrator knows them from the inside out. This book is a small gem, a bit of a puzzle, and a delight to pore over and ponder.”
5. CONNECTIONS
Children should research to find out more about the story of the carrier pigeon and their extinction. Relate it to current issues regarding endangered species.
Have students discuss the nationality of the characters in the book? It is not blatantly obvious from the story and pictures although some cues are given. After the discussion, tell the students that the family is of Native American heritage and have them look for clues that would support this. Discuss stereotypes and how modern Native Americans do not fit the stereotypes often associated with them.
Review: THE JOURNAL OF JESSE SMOKE: A CHEROKEE BOY by Joseph Bruchac
1. BIBLIOGRAPHY
Bruchac, Joseph. 2001. The Journal of Jesse Smoke: A Cherokee Boy. New York: Scholastic, Inc. ISBN 0439121973.
2. PLOT SUMMARY
The Journal of Jesse Smoke is the story of the 1838-1839 Cherokee emigration known as the “Trail of Tears.” In this retelling, a sixteen year-old Cherokee boy shares his experiences from the time leading up to the forced emigration, their months trapped in a stockade camp, through his family’s travels to the new lands in the west. The story is one of hardship, death, and bravery as the bands of wagons travel across over 800 miles of wilderness.
3. CRITICAL ANALYSIS
This book gives one young boy’s experiences during the times leading up to the forced emigration of the Cherokee people. The story of the “Trail of Tears” is in itself sorrowful and remarkable. Bruchac’s version as told through the journal of Jesse Smoke provides the reader with an inside view of the events. Jesse tells of the death of his father at the hands of white men and yet how he still holds to the Cherokee promise to harm no human. The love and commitment he feels toward his family is evident in his decision to remain with his mother and sisters instead of continuing his education and his constant concern for them throughout the ordeal of the emigration.
Many historical events are illustrated throughout the journal entries. Although not terribly informative, they do spark the reader’s interest and inspire further inquiry. There is a Historical Note at the end in which Bruchac does gives some further information regarding the “Trial of Tears.” There are also some photographs and drawings included to help provide a visual for the time period. Perhaps most useful to younger readers is the map of the routes traveled by the Cherokees on this long journey to their new land.
4. REVIEW EXCERPTS
VOYA review: “Jesse thoughtfully presents issues from multiple viewpoints, but when recording the emigration and its factual brutality, his descriptions are sparse and short, which unfortunately mutes the Long Walk's historical and emotional significance.
CHILDREN’S LITERATURE review: “The author spent years talking with the Cherokee people, researching their history and even walking The Trail of Tears. Real people and real events are included as well as historical notes and authentic pictures. It is a worthy addition to any collection.”
5. CONNECTIONS
A study of the “Trail of Tears” should accompany the reading of this book. The book hints to so many historically significant events that students need to research further to gain a deeper understanding of the happenings surrounding this unfortunate event in the history of the United States.
Other Native American stories by Joseph Bruchac:
Bruchac, Joseph. Squanto’s Journey: The Story of the First Thanksgiving. Ill. by Greg Shed. ISBN 1616810777.
Bruchac, Joseph. Code Talker: A Novel about the Navajo Marines of World War Two. ISBN 0142405965.
Bruchac, Joseph. Children of the Longhouse. ISBN 0140385045.
Bruchac, Joseph. Thirteen Moons on Turtle’s Back: A Native American Year of Moons. Ill. by Thomas Locker. ISBN 0698115848.
Bruchac, Joseph. Eagle Song. ISBN 0141301694.
Bruchac, Joseph. 2001. The Journal of Jesse Smoke: A Cherokee Boy. New York: Scholastic, Inc. ISBN 0439121973.
2. PLOT SUMMARY
The Journal of Jesse Smoke is the story of the 1838-1839 Cherokee emigration known as the “Trail of Tears.” In this retelling, a sixteen year-old Cherokee boy shares his experiences from the time leading up to the forced emigration, their months trapped in a stockade camp, through his family’s travels to the new lands in the west. The story is one of hardship, death, and bravery as the bands of wagons travel across over 800 miles of wilderness.
3. CRITICAL ANALYSIS
This book gives one young boy’s experiences during the times leading up to the forced emigration of the Cherokee people. The story of the “Trail of Tears” is in itself sorrowful and remarkable. Bruchac’s version as told through the journal of Jesse Smoke provides the reader with an inside view of the events. Jesse tells of the death of his father at the hands of white men and yet how he still holds to the Cherokee promise to harm no human. The love and commitment he feels toward his family is evident in his decision to remain with his mother and sisters instead of continuing his education and his constant concern for them throughout the ordeal of the emigration.
Many historical events are illustrated throughout the journal entries. Although not terribly informative, they do spark the reader’s interest and inspire further inquiry. There is a Historical Note at the end in which Bruchac does gives some further information regarding the “Trial of Tears.” There are also some photographs and drawings included to help provide a visual for the time period. Perhaps most useful to younger readers is the map of the routes traveled by the Cherokees on this long journey to their new land.
4. REVIEW EXCERPTS
VOYA review: “Jesse thoughtfully presents issues from multiple viewpoints, but when recording the emigration and its factual brutality, his descriptions are sparse and short, which unfortunately mutes the Long Walk's historical and emotional significance.
CHILDREN’S LITERATURE review: “The author spent years talking with the Cherokee people, researching their history and even walking The Trail of Tears. Real people and real events are included as well as historical notes and authentic pictures. It is a worthy addition to any collection.”
5. CONNECTIONS
A study of the “Trail of Tears” should accompany the reading of this book. The book hints to so many historically significant events that students need to research further to gain a deeper understanding of the happenings surrounding this unfortunate event in the history of the United States.
Other Native American stories by Joseph Bruchac:
Bruchac, Joseph. Squanto’s Journey: The Story of the First Thanksgiving. Ill. by Greg Shed. ISBN 1616810777.
Bruchac, Joseph. Code Talker: A Novel about the Navajo Marines of World War Two. ISBN 0142405965.
Bruchac, Joseph. Children of the Longhouse. ISBN 0140385045.
Bruchac, Joseph. Thirteen Moons on Turtle’s Back: A Native American Year of Moons. Ill. by Thomas Locker. ISBN 0698115848.
Bruchac, Joseph. Eagle Song. ISBN 0141301694.
Review: RAIN IS NOT MY INDIAN NAME by Cynthia Leitich Smith
1. BIBLIOGRAPHY
Smith, Cynthia Leitich. 2001. Rain is not my Indian Name. New York: Harper Collins Publishers. ISBN 0688173977.
2. PLOT SUMMARY
As if being a teenager isn’t hard enough, Cassidy Rain also has to deal with being one of the few people in her small town with a Native American background. Even worse, her young life has been turned upside down by the death of two of the people closest to her - her mother and her best friend. She is faced with the decision of staying true to her heritage by attending her aunt’s Indian camp or following her own will as an aspiring photographer. Maybe she can find a way to do both.
3. CRITICAL ANALYSIS
This book takes hold of the reader from the very beginning. The story of a young girl falling in love with her childhood best friend and hoping for that first kiss is interrupted by his sudden death on her birthday. Throughout the rest of the story, Smith does a wonderful job of expressing the emotional turmoil felt by Cassidy as she tries to deal with Galen’s death and the accusatory looks and remarks made by his mother and others in the community. The journal entries at the beginning of each chapter help personalize this journey for the reader.
This book has a universal appeal although the main character does deal with issues directly related to having a Native American background. Dealing with family problems such as death and a rarely-present father and the dilemmas involved with growing up in a small town where privacy is nearly impossible to maintain will attract all readers. Native American readers will also be pulled in by Smith’s portrayal of a young Native American girl dealing with issues directly related to being Native American in a predominately white small town. Smith includes issues specific to the Native American culture. For example, Cassidy notes her dislike for the “Little Indians” song and being asked “How much Indian are you?” She also notes that when she wanted to report on a Native American woman for a class project, the only books she found at the local library were about Sacajewea and Pocahontas so she ended up choosing someone else instead. Cassidy also informed Flash that he should ask permission of those attending the camp before using their stories which also reflects on traditional Native American culture in that a person’s stories are held sacred.
4. REVIEW EXCERPTS
MULTICULTURAL REVIEW: “This is a young adult novel with heart. The characters are real. Smith deftly tackles such dominant society icons and artifacts as football mascots, fake dreamcatchers, Elvis, Anime, Pez, cigar-store Indians and Barbie, and places them in a contemporary Indian cultural context alongside fried bolgna sandwitches, two-steps, and star quilts. There is Indian Humor that not everyone is going to "get" ...no vision quests and no mixed-blood identity crises..." by Beverly Slapin of Oyate
SCHOOL LIBRARY JOURNAL review: “There is a surprising amount of humor in this tender novel. It is one of the best portrayals around of kids whose heritage is mixed but still very important in their lives. It's Rain's story and she cannot be reduced to simple labels. A wonderful novel of a present-day teen and her 'patch-work tribe.'"
5. CONNECTIONS
Students could make a decision-making chart to evaluate the pros and cons of Cassidy’s decision whether or not to attend Indian Camp. After completing the chart, each student will decide whether to attend camp or not and justify that decision using support from the chart and the book.
The dream catcher is a very popular item from the Native American culture which has been commercialized extensively. Students should research the significance of the dream catcher to educate themselves on what elements make up an authentic, traditional dream catcher and its purpose and meaning within the culture including the tribal groups with which they are associated.
Smith, Cynthia Leitich. 2001. Rain is not my Indian Name. New York: Harper Collins Publishers. ISBN 0688173977.
2. PLOT SUMMARY
As if being a teenager isn’t hard enough, Cassidy Rain also has to deal with being one of the few people in her small town with a Native American background. Even worse, her young life has been turned upside down by the death of two of the people closest to her - her mother and her best friend. She is faced with the decision of staying true to her heritage by attending her aunt’s Indian camp or following her own will as an aspiring photographer. Maybe she can find a way to do both.
3. CRITICAL ANALYSIS
This book takes hold of the reader from the very beginning. The story of a young girl falling in love with her childhood best friend and hoping for that first kiss is interrupted by his sudden death on her birthday. Throughout the rest of the story, Smith does a wonderful job of expressing the emotional turmoil felt by Cassidy as she tries to deal with Galen’s death and the accusatory looks and remarks made by his mother and others in the community. The journal entries at the beginning of each chapter help personalize this journey for the reader.
This book has a universal appeal although the main character does deal with issues directly related to having a Native American background. Dealing with family problems such as death and a rarely-present father and the dilemmas involved with growing up in a small town where privacy is nearly impossible to maintain will attract all readers. Native American readers will also be pulled in by Smith’s portrayal of a young Native American girl dealing with issues directly related to being Native American in a predominately white small town. Smith includes issues specific to the Native American culture. For example, Cassidy notes her dislike for the “Little Indians” song and being asked “How much Indian are you?” She also notes that when she wanted to report on a Native American woman for a class project, the only books she found at the local library were about Sacajewea and Pocahontas so she ended up choosing someone else instead. Cassidy also informed Flash that he should ask permission of those attending the camp before using their stories which also reflects on traditional Native American culture in that a person’s stories are held sacred.
4. REVIEW EXCERPTS
MULTICULTURAL REVIEW: “This is a young adult novel with heart. The characters are real. Smith deftly tackles such dominant society icons and artifacts as football mascots, fake dreamcatchers, Elvis, Anime, Pez, cigar-store Indians and Barbie, and places them in a contemporary Indian cultural context alongside fried bolgna sandwitches, two-steps, and star quilts. There is Indian Humor that not everyone is going to "get" ...no vision quests and no mixed-blood identity crises..." by Beverly Slapin of Oyate
SCHOOL LIBRARY JOURNAL review: “There is a surprising amount of humor in this tender novel. It is one of the best portrayals around of kids whose heritage is mixed but still very important in their lives. It's Rain's story and she cannot be reduced to simple labels. A wonderful novel of a present-day teen and her 'patch-work tribe.'"
5. CONNECTIONS
Students could make a decision-making chart to evaluate the pros and cons of Cassidy’s decision whether or not to attend Indian Camp. After completing the chart, each student will decide whether to attend camp or not and justify that decision using support from the chart and the book.
The dream catcher is a very popular item from the Native American culture which has been commercialized extensively. Students should research the significance of the dream catcher to educate themselves on what elements make up an authentic, traditional dream catcher and its purpose and meaning within the culture including the tribal groups with which they are associated.
Saturday, July 10, 2010
Review: NEIGHBORHOOD ODES by Gary Soto
1. BIBLIOGRAPHY
Soto, Gary. 1992. Neighborhood Odes. Ill. by David Diaz. San Diego: Harcourt Brace Jovanovich. ISBN 0152568794.
2. PLOT SUMMARY
Neighborhood Odes is a collection of poems about life in a Mexican-American neighborhood. The poems offer a child’s view into the activities and family relationships evident in the neighborhood.
3. CRITICAL ANALYSIS
Through this collection of poems, the reader is transported to childhood in a tight-knit community thriving with activity. Many of the poems focus on the importance of family relationships through the descriptions of everyday events in which families bond such as making tortillas, attending a wedding, sharing books at the library, and hitting the piñata at a birthday celebration. One will also note the special relationship between brothers in “Ode to Fireworks” in which two mischievous brothers argue and fight but end up watching the fireworks together in the end and “Ode to Pomegranates” in which the two Garcia brothers sneak into their neighbor’s yard to pick pomegranates off her tree.
Through Soto’s masterful use of words, the reader experiences these and other joys of childhood which not only appeal to a Hispanic audience but also have universal appeal.
His use of Spanish in the poems adds color and flavor to the experience. The words are carefully interspersed throughout and although they are not translated in the text, most meanings can be determined using the context. Those that are less common can be defined by using the glossary provided at the end of the book.
Diaz’s black and white silhouetted illustrations are whimsical and add an appropriate visual which enhances the poetry without taking away from the poem itself. In fact, I found myself so involved in the words that I had to go back to look at the picture after finishing the poem. The illustrations provided an additional depth to the story being told in the poem.
4. REVIEW EXCERPTS
PUBLISHER’S WEEKLY review: “The tight clumps of language reproduce the quality of rapid and playful conversation. Affectionate without being overly sentimental, the collection provides a good introduction to contemporary poetry as well as a fine homage to a Chicano community. Diaz's woodcuts complement the poems perfectly: the silhouettes are fanciful and dynamic but do not draw attention from the words on the page.”
SCHOOL LIBRARY JOURNAL review: “The rewards of well-chosen words that create vivid, sensitive images await readers of this collection of poems. Through Soto's keen eyes, they see, and will be convinced, that there is poetry in everything… Each selection is an expression of joy and wonder at life's daily pleasures and mysteries.”
5. CONNECTIONS
Students should make a list of what defines their neighborhood. Then choose a few things that they feel are important to their experiences in their neighborhood and write a poem or several to express their feelings about their neighborhood.
For the poems in the book that were not illustrated, students could provide their own illustrations using the same silhouette style as David Diaz.
Soto, Gary. 1992. Neighborhood Odes. Ill. by David Diaz. San Diego: Harcourt Brace Jovanovich. ISBN 0152568794.
2. PLOT SUMMARY
Neighborhood Odes is a collection of poems about life in a Mexican-American neighborhood. The poems offer a child’s view into the activities and family relationships evident in the neighborhood.
3. CRITICAL ANALYSIS
Through this collection of poems, the reader is transported to childhood in a tight-knit community thriving with activity. Many of the poems focus on the importance of family relationships through the descriptions of everyday events in which families bond such as making tortillas, attending a wedding, sharing books at the library, and hitting the piñata at a birthday celebration. One will also note the special relationship between brothers in “Ode to Fireworks” in which two mischievous brothers argue and fight but end up watching the fireworks together in the end and “Ode to Pomegranates” in which the two Garcia brothers sneak into their neighbor’s yard to pick pomegranates off her tree.
Through Soto’s masterful use of words, the reader experiences these and other joys of childhood which not only appeal to a Hispanic audience but also have universal appeal.
His use of Spanish in the poems adds color and flavor to the experience. The words are carefully interspersed throughout and although they are not translated in the text, most meanings can be determined using the context. Those that are less common can be defined by using the glossary provided at the end of the book.
Diaz’s black and white silhouetted illustrations are whimsical and add an appropriate visual which enhances the poetry without taking away from the poem itself. In fact, I found myself so involved in the words that I had to go back to look at the picture after finishing the poem. The illustrations provided an additional depth to the story being told in the poem.
4. REVIEW EXCERPTS
PUBLISHER’S WEEKLY review: “The tight clumps of language reproduce the quality of rapid and playful conversation. Affectionate without being overly sentimental, the collection provides a good introduction to contemporary poetry as well as a fine homage to a Chicano community. Diaz's woodcuts complement the poems perfectly: the silhouettes are fanciful and dynamic but do not draw attention from the words on the page.”
SCHOOL LIBRARY JOURNAL review: “The rewards of well-chosen words that create vivid, sensitive images await readers of this collection of poems. Through Soto's keen eyes, they see, and will be convinced, that there is poetry in everything… Each selection is an expression of joy and wonder at life's daily pleasures and mysteries.”
5. CONNECTIONS
Students should make a list of what defines their neighborhood. Then choose a few things that they feel are important to their experiences in their neighborhood and write a poem or several to express their feelings about their neighborhood.
For the poems in the book that were not illustrated, students could provide their own illustrations using the same silhouette style as David Diaz.
Review: PARROT IN THE OVEN: MI VIDA by Victor Martinez
1. BIBLIOGRAPHY
Martinez, Victor. 1996. Parrot in the Oven: Mi vida. New York: Joanna Cotler Books. ISBN 0060267046.
2. PLOT SUMMARY
Parrot in the Oven tells the story of a Hispanic teenaged boy, Manuel, growing up in the projects. The book shares events from his life such as the death of his grandmother, his troubled alcoholic father’s tirades, and his initiation into gang life. In the end, Manny is confronted with the choice between the feeling of belonging the gang offers and the personal beliefs he has held to for so long.
3. CRITICAL ANALYSIS
Martinez has a definite talent for writing evidenced in his use of descriptive, flowing language. For example, in this description of Manny’s reaction to hearing two girls calling his name; “It touched down softly on my heart and opened a tiny slit that spilled sweet and aching all around inside me.” Martinez captures the essence of a young boy dealing with the emotional strife of discovering girls. However, the book as a whole reads as a series of unconnected events. There is no real character development or clear setting revealed. I found myself going back to look for clues as to where and when these events were taking place. The book begins with a focus on Manny’s brother and his relationship with him but then leaves him there without much mention of him again until the last part of the book when he is referred to occasionally but mostly as a reference to Manny as Bernardo’s brother. Other unrelated events throughout the book made it particularly hard to read at times.
Although the book is difficult to get into, it does present some realistic life situations faced by young people living in the projects. Martinez touches on the motivations behind why a teenager would be attracted to gang life by building on Manny’s failure to really belong anywhere including in his own home. He also provides vivid descriptions of Manny’s home life and how his overbearing, alcoholic father kills the hopes and dreams of the other members of the household. Martinez’s portrayal of the Hispanic characters rings true especially when dealing with attitudes and racial relations.
4. REVIEW EXCERPTS
BOOKLIST review: “The novel, written in a fluid, poetic language, resembles a series of vignettes more than one connected story; and this structure not only leaves the character development of Manuel and his family uneven but also generates a disjointedness that is occasionally confusing. There is also a general lack of basic information, such as the exact setting of the story and the ages of Manuel and his siblings, that may make the characters and their environment difficult for readers to visualize. However, the stories themselves, from Manuel's sister's miscarriage to his initiation into a gang to his grandmother's death, are not easily forgotten, and the book is worth purchasing for its authentic portrayal of a Hispanic teen's experiences.”
SCHOOL LIBRARY JOURNAL review: “Martinez writes with clear insight into the Chicano culture. His narrative is poetic, at times almost delicate, in depicting the joys, sorrows, and traumas of the Hernandez family. This novel will appeal to YAs in general and especially to Mexican-American readers.”
5. CONNECTIONS
After reading this book, a debate about issues faced by teens could follow focusing on why teens are drawn to gang membership and specifically why Manny felt the need to join a gang.
Given the fact that many Hispanic reviewers have commented that they felt connected to this book as a depiction of their own experiences, what does that tell non-Hispanic readers about the Hispanic culture? Would Hispanic students feel this is a current, accurate view of what it means to grow up in a Hispanic family or is this particular to growing up in the projects?
Martinez, Victor. 1996. Parrot in the Oven: Mi vida. New York: Joanna Cotler Books. ISBN 0060267046.
2. PLOT SUMMARY
Parrot in the Oven tells the story of a Hispanic teenaged boy, Manuel, growing up in the projects. The book shares events from his life such as the death of his grandmother, his troubled alcoholic father’s tirades, and his initiation into gang life. In the end, Manny is confronted with the choice between the feeling of belonging the gang offers and the personal beliefs he has held to for so long.
3. CRITICAL ANALYSIS
Martinez has a definite talent for writing evidenced in his use of descriptive, flowing language. For example, in this description of Manny’s reaction to hearing two girls calling his name; “It touched down softly on my heart and opened a tiny slit that spilled sweet and aching all around inside me.” Martinez captures the essence of a young boy dealing with the emotional strife of discovering girls. However, the book as a whole reads as a series of unconnected events. There is no real character development or clear setting revealed. I found myself going back to look for clues as to where and when these events were taking place. The book begins with a focus on Manny’s brother and his relationship with him but then leaves him there without much mention of him again until the last part of the book when he is referred to occasionally but mostly as a reference to Manny as Bernardo’s brother. Other unrelated events throughout the book made it particularly hard to read at times.
Although the book is difficult to get into, it does present some realistic life situations faced by young people living in the projects. Martinez touches on the motivations behind why a teenager would be attracted to gang life by building on Manny’s failure to really belong anywhere including in his own home. He also provides vivid descriptions of Manny’s home life and how his overbearing, alcoholic father kills the hopes and dreams of the other members of the household. Martinez’s portrayal of the Hispanic characters rings true especially when dealing with attitudes and racial relations.
4. REVIEW EXCERPTS
BOOKLIST review: “The novel, written in a fluid, poetic language, resembles a series of vignettes more than one connected story; and this structure not only leaves the character development of Manuel and his family uneven but also generates a disjointedness that is occasionally confusing. There is also a general lack of basic information, such as the exact setting of the story and the ages of Manuel and his siblings, that may make the characters and their environment difficult for readers to visualize. However, the stories themselves, from Manuel's sister's miscarriage to his initiation into a gang to his grandmother's death, are not easily forgotten, and the book is worth purchasing for its authentic portrayal of a Hispanic teen's experiences.”
SCHOOL LIBRARY JOURNAL review: “Martinez writes with clear insight into the Chicano culture. His narrative is poetic, at times almost delicate, in depicting the joys, sorrows, and traumas of the Hernandez family. This novel will appeal to YAs in general and especially to Mexican-American readers.”
5. CONNECTIONS
After reading this book, a debate about issues faced by teens could follow focusing on why teens are drawn to gang membership and specifically why Manny felt the need to join a gang.
Given the fact that many Hispanic reviewers have commented that they felt connected to this book as a depiction of their own experiences, what does that tell non-Hispanic readers about the Hispanic culture? Would Hispanic students feel this is a current, accurate view of what it means to grow up in a Hispanic family or is this particular to growing up in the projects?
Review: TOMÁS AND THE LIBRARY LADY by Pat Mora
1. BIBLIOGRAPHY
Mora, Pat. 1997. Tomás and the Library Lady. Ill. by Raul Colón. New York: Alfred A. Knopf. ISBN 0679904018.
2. PLOT SUMMARY
Mora tells the fictionalized story of a summer in the life of Dr. Tomás Rivera, former chancellor of the University of California at Riverside, who grew up in a migrant family. During one summer trip in which his family worked for a farmer picking corn, Tomás befriended the local librarian and began his lifelong love of reading.
3. CRITICAL ANALYSIS
Pat Mora tells the endearing story of a young boy and his family who travel to Iowa for the summer to pick corn. Through the stories his grandfather tells, the boy develops of love of stories and is encouraged by his grandfather to visit the local library. Through the vivid descriptions, the reader can feel Tomás’ reluctance and trepidation as he approaches the doors of the library for the first time. Mora further reveals to the reader the special bond the librarian and Tomás build over the summer when she introduces him to the worlds that reading can open up. Although they are sparsely evident and literally translated, the Spanish words in the story reflect Tomás’ efforts to teach Spanish to the librarian. This helps to add depth to the relationship between Tomás and the “library lady.”
Colón’s soft illustrations depict the delightful relationship that Tomás and the librarian share through their love of reading. The illustrations of Tomás in his “book world” demonstrate how this young boy gets lost in his reading from riding on the backs of dinosaurs to riding a horse across the hot, dry desert. The pictures of Tomás and his family authentically show their ethnicity without stereotyping their features. The grandfather’s full, white mustache and the olive tones of all of the family members are genuinely Hispanic. In fact, while reading this book to my four-year, he took one look at the picture of the grandfather and exclaimed, “Tio Pancho” because of the resemblance shown between the picture and his uncle. (I think it was the mustache.)
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “Tomas Rivera, who at his death in 1984 was the Chancellor of the University of California at Riverside, grew up in a migrant family. Here, Mora tells the fictionalized story of one summer in his childhood during which his love of books and reading is fostered by a librarian in Iowa, who takes him under her wing while his family works the harvest.”
BOOKLIST review: “Colon's beautiful scratchboard illustrations, in his textured, glowingly colored, rhythmic style, capture the warmth and the dreams that the boy finds in the world of books. The pictures are upbeat; little stress is shown; even in the fields, the kids could be playing kick ball or listening to stories. Perhaps the most moving picture is that of the child outside the library door, his face pressed against the pane. In contrast is the peaceful space he finds inside, where he is free to imagine dinosaurs and wild adventure.”
5. CONNECTIONS
After researching about the lives of migrant workers, students can place themselves into the role of a child who belongs to a family of migrant workers. Then students will keep a “journal” of their travels.
Teachers and librarians could use this book to illustrate how a librarian can be more than just a person who checks out books. Librarians can help them find books that will speak to them and take them to places they have never been.
Mora, Pat. 1997. Tomás and the Library Lady. Ill. by Raul Colón. New York: Alfred A. Knopf. ISBN 0679904018.
2. PLOT SUMMARY
Mora tells the fictionalized story of a summer in the life of Dr. Tomás Rivera, former chancellor of the University of California at Riverside, who grew up in a migrant family. During one summer trip in which his family worked for a farmer picking corn, Tomás befriended the local librarian and began his lifelong love of reading.
3. CRITICAL ANALYSIS
Pat Mora tells the endearing story of a young boy and his family who travel to Iowa for the summer to pick corn. Through the stories his grandfather tells, the boy develops of love of stories and is encouraged by his grandfather to visit the local library. Through the vivid descriptions, the reader can feel Tomás’ reluctance and trepidation as he approaches the doors of the library for the first time. Mora further reveals to the reader the special bond the librarian and Tomás build over the summer when she introduces him to the worlds that reading can open up. Although they are sparsely evident and literally translated, the Spanish words in the story reflect Tomás’ efforts to teach Spanish to the librarian. This helps to add depth to the relationship between Tomás and the “library lady.”
Colón’s soft illustrations depict the delightful relationship that Tomás and the librarian share through their love of reading. The illustrations of Tomás in his “book world” demonstrate how this young boy gets lost in his reading from riding on the backs of dinosaurs to riding a horse across the hot, dry desert. The pictures of Tomás and his family authentically show their ethnicity without stereotyping their features. The grandfather’s full, white mustache and the olive tones of all of the family members are genuinely Hispanic. In fact, while reading this book to my four-year, he took one look at the picture of the grandfather and exclaimed, “Tio Pancho” because of the resemblance shown between the picture and his uncle. (I think it was the mustache.)
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “Tomas Rivera, who at his death in 1984 was the Chancellor of the University of California at Riverside, grew up in a migrant family. Here, Mora tells the fictionalized story of one summer in his childhood during which his love of books and reading is fostered by a librarian in Iowa, who takes him under her wing while his family works the harvest.”
BOOKLIST review: “Colon's beautiful scratchboard illustrations, in his textured, glowingly colored, rhythmic style, capture the warmth and the dreams that the boy finds in the world of books. The pictures are upbeat; little stress is shown; even in the fields, the kids could be playing kick ball or listening to stories. Perhaps the most moving picture is that of the child outside the library door, his face pressed against the pane. In contrast is the peaceful space he finds inside, where he is free to imagine dinosaurs and wild adventure.”
5. CONNECTIONS
After researching about the lives of migrant workers, students can place themselves into the role of a child who belongs to a family of migrant workers. Then students will keep a “journal” of their travels.
Teachers and librarians could use this book to illustrate how a librarian can be more than just a person who checks out books. Librarians can help them find books that will speak to them and take them to places they have never been.
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