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.
Monday, July 19, 2010
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.
Friday, June 25, 2010
Review: JOHN HENRY by Julius Lester
1. BIBLIOGRAPHY
Lester, Julius. 1994. John Henry. Ill. by Jerry Pinkney. New York: Dial Books. ISBN 0590539361.
2. PLOT SUMMARY
As detailed in the introduction, Lester retells the story of the folk hero, John Henry, using various versions of the song as well as his own recollections of the story. Lester takes us from the birth of this extraordinary man through his adventures and leads all the way to his burial at the White House lawn.
3. CRITICAL ANALYSIS
Lester’s use of figurative language make this version of the John Henry folk tale a perfect read aloud especially since it is told in a storytelling format. His use of metaphors and similes are evident throughout the story, such as his description of Ferret-Faced Freddy’s voice as sounding “like bat wings on tombstones.” He also uses many other literary devices to help make the story flow and capture the reader/listener.
The watercolor illustrations by Jerry Pinkney add depth to an already superior telling of a classic folktale. The style in which they are painted almost make them jump off the page. The strength of John Henry is made evident through the details Pinkney includes in his illustrations of the hero; his cheekbones are pronounced, the muscles in his arms are prominent in many of the pictures, and his enormous size is portrayed by the way in which he is drawn on each page. He pays special attention to ensuring the physical details of the African American characters are consistent and authentic. Overall, a wonderfully illustrated book!
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “The paintings' muted earth tones add a realistic touch to the text, bringing this John Henry alive. When viewed from a distance, however, figures and details sometimes blend together, making the book better suited to independent reading that group sharing. It will appeal to an older audience than Ezra Jack Keats's John Henry (Knopf, 1987) and is a fine addition to any folklore collection.”
PUBLISHER’S WEEKLY review: “This carefully crafted updating begs to be read aloud for its rich, rhythmic storytelling flow, and the suitably oversize illustrations amplify the text. As only one example, the animal witnesses of his birth reappear throughout, most notably to watch John Henry's funeral train pass by. This may not supplant more traditional retellings, such as Terry Small's The Legend of John Henry, but it is a triumph of collaboration from the creators of the noted Uncle Remus retellings.”
5. CONNECTIONS
John Henry is just one of many African American folktales. It would definitely fit into any tall tale/folktale unit.
This book would work right into a lesson about figurative language. It is filled with examples of literacy devices such as metaphors, similes, alliteration, personification, exaggeration and many others.
Lester, Julius. 1994. John Henry. Ill. by Jerry Pinkney. New York: Dial Books. ISBN 0590539361.
2. PLOT SUMMARY
As detailed in the introduction, Lester retells the story of the folk hero, John Henry, using various versions of the song as well as his own recollections of the story. Lester takes us from the birth of this extraordinary man through his adventures and leads all the way to his burial at the White House lawn.
3. CRITICAL ANALYSIS
Lester’s use of figurative language make this version of the John Henry folk tale a perfect read aloud especially since it is told in a storytelling format. His use of metaphors and similes are evident throughout the story, such as his description of Ferret-Faced Freddy’s voice as sounding “like bat wings on tombstones.” He also uses many other literary devices to help make the story flow and capture the reader/listener.
The watercolor illustrations by Jerry Pinkney add depth to an already superior telling of a classic folktale. The style in which they are painted almost make them jump off the page. The strength of John Henry is made evident through the details Pinkney includes in his illustrations of the hero; his cheekbones are pronounced, the muscles in his arms are prominent in many of the pictures, and his enormous size is portrayed by the way in which he is drawn on each page. He pays special attention to ensuring the physical details of the African American characters are consistent and authentic. Overall, a wonderfully illustrated book!
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: “The paintings' muted earth tones add a realistic touch to the text, bringing this John Henry alive. When viewed from a distance, however, figures and details sometimes blend together, making the book better suited to independent reading that group sharing. It will appeal to an older audience than Ezra Jack Keats's John Henry (Knopf, 1987) and is a fine addition to any folklore collection.”
PUBLISHER’S WEEKLY review: “This carefully crafted updating begs to be read aloud for its rich, rhythmic storytelling flow, and the suitably oversize illustrations amplify the text. As only one example, the animal witnesses of his birth reappear throughout, most notably to watch John Henry's funeral train pass by. This may not supplant more traditional retellings, such as Terry Small's The Legend of John Henry, but it is a triumph of collaboration from the creators of the noted Uncle Remus retellings.”
5. CONNECTIONS
John Henry is just one of many African American folktales. It would definitely fit into any tall tale/folktale unit.
This book would work right into a lesson about figurative language. It is filled with examples of literacy devices such as metaphors, similes, alliteration, personification, exaggeration and many others.
Review: UPTOWN by Bryan Collier
1. BIBLIOGRAPHY
Collier, Bryan. 2000. Uptown. New York: Henry Holt and Company. ISBN 080507399X.
2. PLOT SUMMARY
Collier shares the experiences of Harlem through the eyes of a young boy. He takes the reader on a journey through the neighborhoods detailing the everyday sights and sounds from the Apollo theater to playing basketball at the Ruckers.
3. CRITICAL ANALYSIS
Through his playful use of words and his very engaging pictures, Collier grabs the reader and pulls him/her into life in Harlem. The colorful illustrations in a cut and paste style offer the reader much to look at on each page. The illustrations, though quite busy with the mixtures of textures and shading, offer a glimpse into the life of the young boy who takes us through the story. Even the type and color of the font help catch the eye of the reader.
By way of Collier’s descriptions of the places and people in Harlem, the reader experiences what makes it a special place and gains an understanding of why the boy is so proud to call it home. By including such regional details as the “weekend shopping on 125th Street,” listening to jazz and the Boys Choir of Harlem, eating chicken and waffles, and visiting the Van Der Zee studio, Collier takes the reader to the streets and introduces us to the sights and sounds of this energy-filled community.
4. REVIEW EXCERPTS
KIRKUS review: “Collier debuts with a set of dazzling paint-and-photo collages paired to a child's tribute to his Harlem neighborhood... This complex, many-layered vibe is made almost tangible by the kaleidoscopic illustrations.”
PUBLISHER’S WEEKLY review: “The artwork creates an inviting visual riff with a pastiche of watercolor portraits, fabric scraps, photographs, wallpaper snippets and newsprint; and both text and art capture a child's sense of perspective and imagination (Collier represents brownstones that the boy thinks "look like they're made of chocolate" with photos of Cadbury bars that double as architectural detail). "Uptown is home," says the narrator, concluding on a note of affection and pride for his neighborhood that informs every page.”
5. CONNECTIONS
This book will introduce young readers to life in an urban African American neighborhood. An awesome extension to this book would be a book share using a webcam in which students share what their impressions of life in Harlem are after reading the book with a class in Harlem. Students could then ask further questions about what it is like to grow up in Harlem. It would be great if the students in Harlem read a book about Texas and asked the students in Texas about life here. The students could share back and forth about their cultures and even address common stereotypes.
Other books with African American characters or themes that have won the Ezra Jack Keats award:
Harrington, Janice. Going North. Ill. by Jerome Lagarrigue. ISBN: 0374326819.
Wiles, Deborah. Freedom Summer. Ill. by Jerome Lagarrigue. ISBN: 068987829X.
Rodman, Mary Ann. My Best Friend. Ill. E. B. Lewis. ISBN: 0142408069.
Collier, Bryan. 2000. Uptown. New York: Henry Holt and Company. ISBN 080507399X.
2. PLOT SUMMARY
Collier shares the experiences of Harlem through the eyes of a young boy. He takes the reader on a journey through the neighborhoods detailing the everyday sights and sounds from the Apollo theater to playing basketball at the Ruckers.
3. CRITICAL ANALYSIS
Through his playful use of words and his very engaging pictures, Collier grabs the reader and pulls him/her into life in Harlem. The colorful illustrations in a cut and paste style offer the reader much to look at on each page. The illustrations, though quite busy with the mixtures of textures and shading, offer a glimpse into the life of the young boy who takes us through the story. Even the type and color of the font help catch the eye of the reader.
By way of Collier’s descriptions of the places and people in Harlem, the reader experiences what makes it a special place and gains an understanding of why the boy is so proud to call it home. By including such regional details as the “weekend shopping on 125th Street,” listening to jazz and the Boys Choir of Harlem, eating chicken and waffles, and visiting the Van Der Zee studio, Collier takes the reader to the streets and introduces us to the sights and sounds of this energy-filled community.
4. REVIEW EXCERPTS
KIRKUS review: “Collier debuts with a set of dazzling paint-and-photo collages paired to a child's tribute to his Harlem neighborhood... This complex, many-layered vibe is made almost tangible by the kaleidoscopic illustrations.”
PUBLISHER’S WEEKLY review: “The artwork creates an inviting visual riff with a pastiche of watercolor portraits, fabric scraps, photographs, wallpaper snippets and newsprint; and both text and art capture a child's sense of perspective and imagination (Collier represents brownstones that the boy thinks "look like they're made of chocolate" with photos of Cadbury bars that double as architectural detail). "Uptown is home," says the narrator, concluding on a note of affection and pride for his neighborhood that informs every page.”
5. CONNECTIONS
This book will introduce young readers to life in an urban African American neighborhood. An awesome extension to this book would be a book share using a webcam in which students share what their impressions of life in Harlem are after reading the book with a class in Harlem. Students could then ask further questions about what it is like to grow up in Harlem. It would be great if the students in Harlem read a book about Texas and asked the students in Texas about life here. The students could share back and forth about their cultures and even address common stereotypes.
Other books with African American characters or themes that have won the Ezra Jack Keats award:
Harrington, Janice. Going North. Ill. by Jerome Lagarrigue. ISBN: 0374326819.
Wiles, Deborah. Freedom Summer. Ill. by Jerome Lagarrigue. ISBN: 068987829X.
Rodman, Mary Ann. My Best Friend. Ill. E. B. Lewis. ISBN: 0142408069.
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