A. Bibliography
Look,Lenore. 2006. Uncle Peter's amazing Chinese wedding. ILL. by Yumi Heo. New York, NY: Simon and Schuster. ISBN: 9780689844584,
B. Plot Summary
Jenny's favorite uncle,Peter is getting married and everyone is happy except Jenny. Will Uncle Peter still pay attention to Jenny now that he is marrying Stella ? Jenny attends the wedding, with its many traditions, and learns that she still retains a special place in Uncle Peter's life.
C. Analysis (with cultural markers).
Uncle Peter's Amazing Chinese Wedding deals with universal emotions, a child's jealousy and uncertainty set against a rich and authentically portrayed backdrop of a Chinese wedding.
Jenny's Uncle Peter is "the coolest dude, a girl's best buddy." Illustrations show him wearing a baseball cap and an oversized contemporary jersey,not the monochrome pajamas of Asian stereotypes.
Jenny, who fears that she will no longer be [Her Uncle Peter's]" special girl, just me", after Peter weds his girlfriend Stella, is shown with long braids and a smooth round face. In one bright illustration, Heo shows Jenny surrounded by All-American objects that reinforce the narrative. For example, Jenny has just been describing how she and Uncle Peter eat a hot dog lunch, followed by popcorn at the movies. In the opposite illustration, Jenny's sad face is framed with a vibrant, detailed collage of popcorn and hot dogs.
Jenny deals with her emotions even as her relatives re-enact a series of matrimonial traditions. Rather than simply presented as a "cultural parade", the traditons and customs are seen through the eyes of a young girl who appreciates them.
The first tradition the reader sees is the presentations of gifts from the bride's family to the groom. The aunties, who all have distinctive hair color, varied skin tones, and unique facial expression "ooh and aah" over the shoes, wallet, and new suit from the bride's family. Readers learn that "Dui ho" means best quality because the aunties, quite naturally, admire the gifts.
Our narrator, Jenny's explanations of historical, but no longer observed wedding customs, such as the bride's sedan chair ,are seamlessly woven into the narrative and naturally lead to a description of the all of the fascinating parts of the ceremonies and ritual associated with the wedding.
Although all the customs are explained in rich detail, the young reader never loses sight of the strong emotions that are bothering young Jenny. The little girl expresses her jealousy by dumping the hot "Chrysanthemum Special from her Grandma's fancy pot" before the tea ceremony, where the family officially welcomes the bride. After learning about what Jenny has done, her compassionate mother talks to Jenny and is able to calm Jenny's fears of abondonment.
After this emotional scene, which take place in a bright living room of an easily recognizable 21st century house, Jenny is mcuh calmer. She can continue to talk about all the fun associated with the wedding. Readers learn that the modern bride and groom incorporate contemporary rituals with older traditions: Couples still light incense and bow to the pictures of the ancestors, accept red packets of Hunbau or lucky money,but they also exchange rings, kiss,drink toasts, have the bride throw the bouquet, and shimmy to hip bands like GigaDragonByte.
Aside from offering a non-stereotypical insider's view into some wonderful and intriguing wedding customs, this book offers children a way to deal with the commonly felt emotions of jealousy and fear of change. The reader learns both to enjoy and appreciate these wonderful traditions, with no unecessary or clunky explanations and also learns how the charming and sweet narrator, Jenny comes to accept her new Aunt Stella.
D. Review Excerpts
The Horn Book
Rituals, both solemn and fun, once again form a backdrop for universal emotions about family and change in this companion to Henry's First-Moon Birthday.
School Library Journal
Heo's child-inspired illustrations contribute to the story's strong appeal with lively colors, perspectives, and details that accentuate both Jenny's feelings and the wedding traditions. A delightful invitation to learn more about Chinese traditions
E. Connections
Have children discuss other unique wedding traditions that they have witnessed.
Look for these other books that discuss wedding customs:
Soto, Gary. Snapshots from the wedding. ISBN: 039922808X
Jackson, Ellen B. Here come the brides. ill by Carol Heyer (non-fiction) ISBN: 0802784690
For a book on dealing with jealousy and anxiety and change after a wedding, try :
Brannen, Sarah. Uncle Bobby's Wedding. ISBN: 9780399247125
Friday, July 30, 2010
Module 5 Book 2 -Novel by Grace Lin
A. Bibliography
Lin, Grace. 2006. Year of the dog. New York,NY: Little Brown and Company. ISBN: 0316060003.
B. Plot Summary
Pacy tries to discover her talents as she experiences life with her friends and family during the year of the dog.
C. Analysis ( with cultural markers).
Year of the Dog is a charming exploration of a year in one Taiwanese American elementary school girl's life.
The doodle-like,dotted line drawings accentuate the story. Pacy, who also has the Chinese name of Grace, struggles to come to terms with what it means what it means to be Taiwanese American. She also tries to fit in with her classmates. Pacy longs to be Dorothy in the school play, but is too embarassed to audition after a classmate taunts her that Dorothy was not Chinese.
Even as she longs to be as inconspicuous as her classmates, she enjoys the Taiwanese traditions of her family,such as the red egg party for her cousin Albert. She also relishes eating traditional Chinese food such as ginger and chicken soup.
While Pacy finds comfort in these traditions, they do not asuage the pain she feels in being different and unacknowledged. She struggles to fit in until her friend Melody arrives. Melody is also Taiwanese.
Unfortunately, Pacy finds out about Melody in an embarassing way because a cafeteria lady mistakes Pacy for Melody. To the cafeteria lady, " all Chinese look alike."
In the end, Pacy deals with this prejudice by deciding to write her own book because she wants to see a book about a little girl like her.
D. Review Excerpts
School Library Journal
This is an enjoyable chapter book with easily identifiable characters.
The Horn Book
With a light touch, Lin offers both authentic Taiwanese-American and universal childhood experiences, told from a genuine child perspective.
E. Connections
Have students visit the Institute of Texan Cultures in San Antonio to learn more about Chinese New Year.
Here are some other books about Asian and American culture that kids might enjoy.
Lin, Grace. Year of the rat. ISBN: 9780316114264. Sequel to Year of the dog.
Look,Lenor. Ruby Lu, Brave and True. ISBN: 0689849079
Namioka, Lensey. Yang the Youngest and his terrible ear. ISBN: 0316597015
Lin, Grace. 2006. Year of the dog. New York,NY: Little Brown and Company. ISBN: 0316060003.
B. Plot Summary
Pacy tries to discover her talents as she experiences life with her friends and family during the year of the dog.
C. Analysis ( with cultural markers).
Year of the Dog is a charming exploration of a year in one Taiwanese American elementary school girl's life.
The doodle-like,dotted line drawings accentuate the story. Pacy, who also has the Chinese name of Grace, struggles to come to terms with what it means what it means to be Taiwanese American. She also tries to fit in with her classmates. Pacy longs to be Dorothy in the school play, but is too embarassed to audition after a classmate taunts her that Dorothy was not Chinese.
Even as she longs to be as inconspicuous as her classmates, she enjoys the Taiwanese traditions of her family,such as the red egg party for her cousin Albert. She also relishes eating traditional Chinese food such as ginger and chicken soup.
While Pacy finds comfort in these traditions, they do not asuage the pain she feels in being different and unacknowledged. She struggles to fit in until her friend Melody arrives. Melody is also Taiwanese.
Unfortunately, Pacy finds out about Melody in an embarassing way because a cafeteria lady mistakes Pacy for Melody. To the cafeteria lady, " all Chinese look alike."
In the end, Pacy deals with this prejudice by deciding to write her own book because she wants to see a book about a little girl like her.
D. Review Excerpts
School Library Journal
This is an enjoyable chapter book with easily identifiable characters.
The Horn Book
With a light touch, Lin offers both authentic Taiwanese-American and universal childhood experiences, told from a genuine child perspective.
E. Connections
Have students visit the Institute of Texan Cultures in San Antonio to learn more about Chinese New Year.
Here are some other books about Asian and American culture that kids might enjoy.
Lin, Grace. Year of the rat. ISBN: 9780316114264. Sequel to Year of the dog.
Look,Lenor. Ruby Lu, Brave and True. ISBN: 0689849079
Namioka, Lensey. Yang the Youngest and his terrible ear. ISBN: 0316597015
Module 5 Book 1 Picture Book by Allen Say
A. Bibliography
Say,Allen.2008. Erika San. New York,NY: Houghton Mifflin.
ISBN: 9780618889334
B. Plot Summary
Young Erika sees a picture of a Japanese house that will change the course of her entire life and eventually lead her to Japan in search of the house in the picture.
C. Critical Analysis ( with cultural markers.)
Allen Say shows Erika, a young Caucasian American girl who goes searching for a quieter, rustic Japan years after she sees a picture of a traditional Japanese house on her grandmother's wall. Because of this picture Erika studies Japanese in school and becomes fascinated with Japanese culture. She arrives in modern Japan which is shown as an industrial country with both busy, crowded cities and historically rich rural districts. The Japanese people that Erica meets are shown in all their variety, with different facial expressions and haircuts. Say also incorporates Japanese words and phrases in his story so that the story flows naturally.
The soft, beautiful water color illustrations show the Japanese dressed in modern clothes. In contrast, Erica ,the American teacher fascinated with Japanese culture, is shown performing the traditional tea ceremony after practicing for many months in traditional clothing.
This book beautifully captures one American woman's search for beauty and history in modern day Japan and quietly conveys a deep respect and understanding for the Japanese.
D. Review Excerpts
School Library Journal
More romantic and idealistic than many of Say's stories, Erika-San will find readers beyond the usual picture-book crowd.
Horn Book
Say's storytelling and art are as absorbing as ever; the illustrations of rural Japan will have adults yearning for their own remote farmhouse.
E. Connections
Have a former participant in the JET (Japan Exchange and Teaching) program come talk to students. Contact the JET alumni association for more information:http://www.mofa.go.jp/j_info/visit/jet/link.html#jetaa
Have students do research about English teachers in Japan.
For more stories about the meeting of Japanese and American cultures, try:
Say, Allen. Tea with milk. ISBN:0395904951
Friedman, Ina R. How my parents learned to eat. ILL. by Allen Say. ISBN: 0395353793
Igus, Toyomi. Two Mrs. Gibsons. ILL. by Daryl Wells.
ISBN: 9780516200019
Say,Allen.2008. Erika San. New York,NY: Houghton Mifflin.
ISBN: 9780618889334
B. Plot Summary
Young Erika sees a picture of a Japanese house that will change the course of her entire life and eventually lead her to Japan in search of the house in the picture.
C. Critical Analysis ( with cultural markers.)
Allen Say shows Erika, a young Caucasian American girl who goes searching for a quieter, rustic Japan years after she sees a picture of a traditional Japanese house on her grandmother's wall. Because of this picture Erika studies Japanese in school and becomes fascinated with Japanese culture. She arrives in modern Japan which is shown as an industrial country with both busy, crowded cities and historically rich rural districts. The Japanese people that Erica meets are shown in all their variety, with different facial expressions and haircuts. Say also incorporates Japanese words and phrases in his story so that the story flows naturally.
The soft, beautiful water color illustrations show the Japanese dressed in modern clothes. In contrast, Erica ,the American teacher fascinated with Japanese culture, is shown performing the traditional tea ceremony after practicing for many months in traditional clothing.
This book beautifully captures one American woman's search for beauty and history in modern day Japan and quietly conveys a deep respect and understanding for the Japanese.
D. Review Excerpts
School Library Journal
More romantic and idealistic than many of Say's stories, Erika-San will find readers beyond the usual picture-book crowd.
Horn Book
Say's storytelling and art are as absorbing as ever; the illustrations of rural Japan will have adults yearning for their own remote farmhouse.
E. Connections
Have a former participant in the JET (Japan Exchange and Teaching) program come talk to students. Contact the JET alumni association for more information:http://www.mofa.go.jp/j_info/visit/jet/link.html#jetaa
Have students do research about English teachers in Japan.
For more stories about the meeting of Japanese and American cultures, try:
Say, Allen. Tea with milk. ISBN:0395904951
Friedman, Ina R. How my parents learned to eat. ILL. by Allen Say. ISBN: 0395353793
Igus, Toyomi. Two Mrs. Gibsons. ILL. by Daryl Wells.
ISBN: 9780516200019
Saturday, July 17, 2010
Module 4 Book 3 American Indian Youth Literature Award
A. Bibliography
Medicine Crow, Joseph. 2006. Counting Coup: Becoming a chief on the reservation and beyond. Washington,DC:National Geographic Society. ISBN: 0792253914.
B.Plot Summary
Joseph Medicine Crow recounts his life as a modern day member of the Crow tribe,his childhood, and his exploits during World War II.
C. Critical Analysis ( Including cultural markers.)
"When I was born on October 27, 1913,there were no doctors or nurses around with their instruments, just a medicine woman, who specialized in child delivery. With incense of burning cedar and singing of sacred songs, I came into the world. I was singing too, but they probably thought I was wailing." So begans the utterly compelling journey of contemporary Crow chief,Joseph Medicine Crow,as he tells readers of his childhood, education, and recounts the four war deeds he performed to become chief.
Along the way , the reader is steeped in the specific culture of the Whistling Water Clan of the Crow Nation. Many celebrations are detailed including a meeting of the Sioux and the Crow in 1919. Medicine Crow also describes the special celebrations that he missed upon his return from World War II. His mother was to have spread a stack of new Pendleton blankets on the floor of the train depot. These blankets would have reached some 60 feet away to some singers that would accompany Joseph Medicine Crow in a dance.( In a wonderful story that clearly places the events within modern times, Medicine Crow misses his train and his ceremony because he is chowing down at Louie's Hamburgers.)
In addition to the celebrations, the names of the characters are prominent in the story. Joseph Medicine Crow mentions his grandparents, The Yellow Tails,as well as his great grandmother Bear That Stays by The Side of the River and his stepfather, White Man Runs Him. All his important relatives are named and in some cases, their names are explained.
Readers can see the physical attributes of the narrator while looking at the color photographs in the book. In the most recent photo, Medicine Crow is a contemporary, though elderly, chief who has on eye glasses while wearing his traditonal regalia at a recent Crow Fair. Historical pictures and postcards of his parents and his cousin Agnes Yellow Tail are also included. The older photos are shot in a very respectful way.
This is a fast-paced riveting autobiography that depicts an Indian living today, his family, his history, and his many adventures. The writing style is reminiscent of a grandfather telling his grandkids about his rollicking life and should prove to be very popular among young and older readers.
D. Review Excerpts
Junior Literary Guild Selection
2008 American Indian Youth Literature Award Winner
School Library Journal:"Using large printand short chapters, this informative yet entertaining read just might inspire children to interview their elders and write their stories."
Booklist:
Medicine Crow's straightforward style and gentle humor make his recollections easy to read and hard to forget, and they provide a cultural context and understanding that is rare in books about American Indians for middle readers.
E. Connections
Learn about other contemporary and historical Indian voices. Have the class read aloud from:
Singer, Beverly R. and Hirschfelder, Arlene B. Rising Voices :Writings of Young Native Americans. ISBN: 0684192071.
or
Sneve, Virginia Driving Hawk. Dancing Teepees:poems of American Indian Youth.Illustrated by Stephen Gammell. ISBN: 0823407241
Read other historical accounts of Indian childhoods in the book by
Gleason, Katherine, Native American Literature. ISBN: 079102477.
Medicine Crow, Joseph. 2006. Counting Coup: Becoming a chief on the reservation and beyond. Washington,DC:National Geographic Society. ISBN: 0792253914.
B.Plot Summary
Joseph Medicine Crow recounts his life as a modern day member of the Crow tribe,his childhood, and his exploits during World War II.
C. Critical Analysis ( Including cultural markers.)
"When I was born on October 27, 1913,there were no doctors or nurses around with their instruments, just a medicine woman, who specialized in child delivery. With incense of burning cedar and singing of sacred songs, I came into the world. I was singing too, but they probably thought I was wailing." So begans the utterly compelling journey of contemporary Crow chief,Joseph Medicine Crow,as he tells readers of his childhood, education, and recounts the four war deeds he performed to become chief.
Along the way , the reader is steeped in the specific culture of the Whistling Water Clan of the Crow Nation. Many celebrations are detailed including a meeting of the Sioux and the Crow in 1919. Medicine Crow also describes the special celebrations that he missed upon his return from World War II. His mother was to have spread a stack of new Pendleton blankets on the floor of the train depot. These blankets would have reached some 60 feet away to some singers that would accompany Joseph Medicine Crow in a dance.( In a wonderful story that clearly places the events within modern times, Medicine Crow misses his train and his ceremony because he is chowing down at Louie's Hamburgers.)
In addition to the celebrations, the names of the characters are prominent in the story. Joseph Medicine Crow mentions his grandparents, The Yellow Tails,as well as his great grandmother Bear That Stays by The Side of the River and his stepfather, White Man Runs Him. All his important relatives are named and in some cases, their names are explained.
Readers can see the physical attributes of the narrator while looking at the color photographs in the book. In the most recent photo, Medicine Crow is a contemporary, though elderly, chief who has on eye glasses while wearing his traditonal regalia at a recent Crow Fair. Historical pictures and postcards of his parents and his cousin Agnes Yellow Tail are also included. The older photos are shot in a very respectful way.
This is a fast-paced riveting autobiography that depicts an Indian living today, his family, his history, and his many adventures. The writing style is reminiscent of a grandfather telling his grandkids about his rollicking life and should prove to be very popular among young and older readers.
D. Review Excerpts
Junior Literary Guild Selection
2008 American Indian Youth Literature Award Winner
School Library Journal:"Using large printand short chapters, this informative yet entertaining read just might inspire children to interview their elders and write their stories."
Booklist:
Medicine Crow's straightforward style and gentle humor make his recollections easy to read and hard to forget, and they provide a cultural context and understanding that is rare in books about American Indians for middle readers.
E. Connections
Learn about other contemporary and historical Indian voices. Have the class read aloud from:
Singer, Beverly R. and Hirschfelder, Arlene B. Rising Voices :Writings of Young Native Americans. ISBN: 0684192071.
or
Sneve, Virginia Driving Hawk. Dancing Teepees:poems of American Indian Youth.Illustrated by Stephen Gammell. ISBN: 0823407241
Read other historical accounts of Indian childhoods in the book by
Gleason, Katherine, Native American Literature. ISBN: 079102477.
Module 4 Book 2 Novel by Cynthia Leitich Smith
A. Bibliography
Smith, Cynthia Leitich. 2002. Indian Shoes. Illustrations by Jim Madsen. New York, NY: Harper Collins.ISBN:0060295317
B. Plot Summary
Ray Halfmoon and his fun loving Grampa have many adventures in modern-day Chicago and while visiting relatives in Oklahoma.
C. Analysis( with cultural markers).
The illustrations in this book show American Indians living in modern houses and wearing clothes bought at the mall. Grampa Halfmoon does have long black hair,but that is the only thing that might set him apart in his appearance from anyone else. These illustrations will dispel any ideas about American Indians being "extinct."
A few mentions of significant objects are made. A Cherokee Seven Clans quilt and a pair of moccasins add to the atmosphere of the stories. Mostly, the language and celebrations,such as weddings, family gatherings and Christmas are very familiar to the average child. Contemporary American Indians celebrate events in the same way as other Americans.
Still, Leitich Smith includes details that make the ancestry of her characters clear. Ray's last name is Half Moon. Ray's high-top sneakers are proudly displayed at the library with the label: Cherokee-Seminole Hightops. "Not Indian made,but Indian worn." Ray and Grampa have Choctaw friends and are originally from Oklahoma.
Children will enjoy reading this book,not because they are actively dispelling stereotypes, but because the episodes are funny and the boy Ray is mischievous and likable. Readers will learn that today's American Indians may have different histories, but they dress just like everyone else and thrive in the present.
D. Review Excerpts
School Library Journal: With its unadorned portrayal of urban Indian life, Shoes is a good book for any elementary-aged reluctant reader, and a necessity for indigenous children everywhere.
Hornbook:
The writing is warm and lively; the situations are sometimes humorous, sometimes poignant; and Ray and Grampa's loving relationship is depicted believably and without sentimentality.
E. Connections
Have classmates attend a local gathering such as the San Antonio Pow Wow:
http://www.unitedsanantoniopowwow.org/
It is difficult to find other books with realistic portrayals of the current lives of American Indian children that have the same light-hearted tone as this book.
Other contemporary portrayals of American Indian children include:
Smith, Cynthia Lietich. Rain is not my Indian name.ISBN: 0-688-17397-7
Bruchac,Joseph. Skeleton Man. ISBN: 9780060290757
Smith, Cynthia Leitich. 2002. Indian Shoes. Illustrations by Jim Madsen. New York, NY: Harper Collins.ISBN:0060295317
B. Plot Summary
Ray Halfmoon and his fun loving Grampa have many adventures in modern-day Chicago and while visiting relatives in Oklahoma.
C. Analysis( with cultural markers).
The illustrations in this book show American Indians living in modern houses and wearing clothes bought at the mall. Grampa Halfmoon does have long black hair,but that is the only thing that might set him apart in his appearance from anyone else. These illustrations will dispel any ideas about American Indians being "extinct."
A few mentions of significant objects are made. A Cherokee Seven Clans quilt and a pair of moccasins add to the atmosphere of the stories. Mostly, the language and celebrations,such as weddings, family gatherings and Christmas are very familiar to the average child. Contemporary American Indians celebrate events in the same way as other Americans.
Still, Leitich Smith includes details that make the ancestry of her characters clear. Ray's last name is Half Moon. Ray's high-top sneakers are proudly displayed at the library with the label: Cherokee-Seminole Hightops. "Not Indian made,but Indian worn." Ray and Grampa have Choctaw friends and are originally from Oklahoma.
Children will enjoy reading this book,not because they are actively dispelling stereotypes, but because the episodes are funny and the boy Ray is mischievous and likable. Readers will learn that today's American Indians may have different histories, but they dress just like everyone else and thrive in the present.
D. Review Excerpts
School Library Journal: With its unadorned portrayal of urban Indian life, Shoes is a good book for any elementary-aged reluctant reader, and a necessity for indigenous children everywhere.
Hornbook:
The writing is warm and lively; the situations are sometimes humorous, sometimes poignant; and Ray and Grampa's loving relationship is depicted believably and without sentimentality.
E. Connections
Have classmates attend a local gathering such as the San Antonio Pow Wow:
http://www.unitedsanantoniopowwow.org/
It is difficult to find other books with realistic portrayals of the current lives of American Indian children that have the same light-hearted tone as this book.
Other contemporary portrayals of American Indian children include:
Smith, Cynthia Lietich. Rain is not my Indian name.ISBN: 0-688-17397-7
Bruchac,Joseph. Skeleton Man. ISBN: 9780060290757
Module 4. Book 1 Joseph Bruchac
A. Bibliography
Bruchac, Joseph.1994. A boy called slow. Illustrated by Rocco Baviera. New York,NY: Philomel Books. ISBN: 0399226923.
B. Plot Summary
A boy born to the Hunkpapa band of the Lakota earns his name and grows to be a great man.
C. Critical Analysis (including cultural markers).
There are many culture markers within the somber but eye catching illustrations in this book. The traditional clothing , such as the dresses worn by the women of the Hunkpapa band of the Lakota Sioux can be seen in the shadowy, atmospheric oil paintings used for the illustrations. The hair styles are also visible and a general, very real, atmosphere of a Lakota dwelling place emerges as the book progresses. A glowing, purple illustration showing the fire lit tipis in the night is just one of the many illustrations that creates a very real sense of place.
The language patterns,names, and customs in the book help the reader identify a very specific culture. Words from the Lakota language are used throughout the book in a natural way that flows with the story so that little extra translation is needed. The reader learns many expressions such as U we!, come here quickly! and Upelo! They are coming! and Oh-Hey, a cry of triumph.
Since the story is about how a boy,originally named Slow because of his deliberate ways, got his adult name, names are frequently high lighted. For example, Slow's fathers name is Returns Again. Slow's Uncle is named Four Horns. The process of acquiring a name through visions or brave deeds is very important in the Lakota culture of the 1830's. Bruchac makes it clear that childhood names such as Curly or Hungry Mouth are only kept until a boy proves himself and can earn another name.
Boys and men can earn their names by participating in war parties. The preparations for rides against the Crow Indians are described in great detail. The men put on their best clothing, uncover their war shields and take out their coup sticks and lances. They mark their faces and their horses. These descriptions, as well as stories told by Four Horns add to the excitement and authenticity of the book. Four Horns, Slow's uncle, tells the story of how the creator Wakan-Tanka sent the Spirit Dog (Horse) or the Shoon-Ton'Kah to the Lakota people.
Bruchac adds new depth to our understanding of Lakota culture by exploring history and culture in a nuanced and complete way. He overturns many of the stereotypes by simply telling a real story without the use of stilted speech or cliched language. A Boy Called Slow is an excellent addition to any library because of the care that Bruchac took with his story.
,
D. Review Excerpts
Publisher's Weekly:"Satisfying for its attention to historical and multicultural issues; stirring in its consummate storytelling."
School Library Journal:
This book works beautifully as historical fiction.
Horn Book:
"A sensitive and respectful coming-of-age story that explains how a boy called Slow becomes a great warrior, performing a brave deed that earns him the special name of Sitting Bull."
E. Connections
Readers might enjoy other coming of age stories about historical figures.
Bruchac,Joseph.Crazy Horse's Vision. ISBN: :9781880000946
Nelson, S.D. Gift Horse.ISBN: 9780810941274
Gobel,Paul. Crow Chief: A Plains Indian story. ISBN: 9780531085479
Bruchac, Joseph.1994. A boy called slow. Illustrated by Rocco Baviera. New York,NY: Philomel Books. ISBN: 0399226923.
B. Plot Summary
A boy born to the Hunkpapa band of the Lakota earns his name and grows to be a great man.
C. Critical Analysis (including cultural markers).
There are many culture markers within the somber but eye catching illustrations in this book. The traditional clothing , such as the dresses worn by the women of the Hunkpapa band of the Lakota Sioux can be seen in the shadowy, atmospheric oil paintings used for the illustrations. The hair styles are also visible and a general, very real, atmosphere of a Lakota dwelling place emerges as the book progresses. A glowing, purple illustration showing the fire lit tipis in the night is just one of the many illustrations that creates a very real sense of place.
The language patterns,names, and customs in the book help the reader identify a very specific culture. Words from the Lakota language are used throughout the book in a natural way that flows with the story so that little extra translation is needed. The reader learns many expressions such as U we!, come here quickly! and Upelo! They are coming! and Oh-Hey, a cry of triumph.
Since the story is about how a boy,originally named Slow because of his deliberate ways, got his adult name, names are frequently high lighted. For example, Slow's fathers name is Returns Again. Slow's Uncle is named Four Horns. The process of acquiring a name through visions or brave deeds is very important in the Lakota culture of the 1830's. Bruchac makes it clear that childhood names such as Curly or Hungry Mouth are only kept until a boy proves himself and can earn another name.
Boys and men can earn their names by participating in war parties. The preparations for rides against the Crow Indians are described in great detail. The men put on their best clothing, uncover their war shields and take out their coup sticks and lances. They mark their faces and their horses. These descriptions, as well as stories told by Four Horns add to the excitement and authenticity of the book. Four Horns, Slow's uncle, tells the story of how the creator Wakan-Tanka sent the Spirit Dog (Horse) or the Shoon-Ton'Kah to the Lakota people.
Bruchac adds new depth to our understanding of Lakota culture by exploring history and culture in a nuanced and complete way. He overturns many of the stereotypes by simply telling a real story without the use of stilted speech or cliched language. A Boy Called Slow is an excellent addition to any library because of the care that Bruchac took with his story.
,
D. Review Excerpts
Publisher's Weekly:"Satisfying for its attention to historical and multicultural issues; stirring in its consummate storytelling."
School Library Journal:
This book works beautifully as historical fiction.
Horn Book:
"A sensitive and respectful coming-of-age story that explains how a boy called Slow becomes a great warrior, performing a brave deed that earns him the special name of Sitting Bull."
E. Connections
Readers might enjoy other coming of age stories about historical figures.
Bruchac,Joseph.Crazy Horse's Vision. ISBN: :9781880000946
Nelson, S.D. Gift Horse.ISBN: 9780810941274
Gobel,Paul. Crow Chief: A Plains Indian story. ISBN: 9780531085479
Tuesday, July 6, 2010
Module 3 Book 3 : A Latino Book
A. Bibliography:
Saldaña,Rene,Jr.2009. The case of the pen gone missing:a Mickey Rangel mystery. El Caso de la pluma perdida.Coleccion Mickey Rangel,Detective privado.translated by Carmen Villarroel. Houston,Tx: Piñata Press. ISBN: 9781558855557.
B.Plot Summary
Beautiful Toots Rodriguez, the prettiest girl in 5th grade has been accused of stealing a presidential pen after show-n-tell. Will ace private eye, Mickey be able to prove her innocence?
C.Critical Analysis (including cultural markers)
Told in a hilarious hard-boiled noir style, this grade-school private eye story is marvelously clever and entertaining. Although Mexican-Americans and other Latino kids will see their background reflected in the last names of the main characters,Mickey Rangel, Toots Garcia, and Miss Garza, the teacher, there are no cultural markers. Rather, the culture that is explored is that of 5th grade with its shifting loyalties, its cafeteria food of green jello and salisbury steak and the homework and class room cubby holes. The illustrations,however, do show a dark haired,pretty 5th grader and dark haired inquisitive boy. The cover also shows a bright-eyed boy with large brown eyes and a wide smile.
Readers will simply be entertained by the intriguing mystery and impressed by the smarts of the clever boy detective.
There is a Spanish version of the book included with the English version.El caso de la pluma perida is translated into Spanish by Chilean Carolina Villarroel.However, characters do not use any Spanish in the English version. Neither students or teachers switch from English to Spanish or use any Spanish language exclamations.
D. Review Excerpts
School Library Journal:
"Lively and entertaining narrative coupled with attractive illustrations will make this book a favorite among young mystery readers."
Kirkus Reviews:
"It will engage intermediate readers in both languages, English and Spanish, and offers multiple possibilities for school projects, group discussions and read-aloud sessions."
E. Connections.
Readers might enjoy other mysteries about intrepid boy detectives:
Villareal,Ray. Who's Buried in the Garden. ISBN:9781558855465
Mr. Villareal is the only other author that I could find writing books featuring Mexican-American boy detectives.
Readers who want to see other boy detectives in action might try the Kid Caramel series by Dwayne J. Ferguson.
Ferguson, Dwayne J. The Case of the missing Ankh( Kid Caramel #1 )
ISBN13: 9780940975712
Ferguson, Dwayne J. The Werewolf of P.S. 40. (Kid Caramel #2 )
ISBN 13: 9780940975828
Saldaña,Rene,Jr.2009. The case of the pen gone missing:a Mickey Rangel mystery. El Caso de la pluma perdida.Coleccion Mickey Rangel,Detective privado.translated by Carmen Villarroel. Houston,Tx: Piñata Press. ISBN: 9781558855557.
B.Plot Summary
Beautiful Toots Rodriguez, the prettiest girl in 5th grade has been accused of stealing a presidential pen after show-n-tell. Will ace private eye, Mickey be able to prove her innocence?
C.Critical Analysis (including cultural markers)
Told in a hilarious hard-boiled noir style, this grade-school private eye story is marvelously clever and entertaining. Although Mexican-Americans and other Latino kids will see their background reflected in the last names of the main characters,Mickey Rangel, Toots Garcia, and Miss Garza, the teacher, there are no cultural markers. Rather, the culture that is explored is that of 5th grade with its shifting loyalties, its cafeteria food of green jello and salisbury steak and the homework and class room cubby holes. The illustrations,however, do show a dark haired,pretty 5th grader and dark haired inquisitive boy. The cover also shows a bright-eyed boy with large brown eyes and a wide smile.
Readers will simply be entertained by the intriguing mystery and impressed by the smarts of the clever boy detective.
There is a Spanish version of the book included with the English version.El caso de la pluma perida is translated into Spanish by Chilean Carolina Villarroel.However, characters do not use any Spanish in the English version. Neither students or teachers switch from English to Spanish or use any Spanish language exclamations.
D. Review Excerpts
School Library Journal:
"Lively and entertaining narrative coupled with attractive illustrations will make this book a favorite among young mystery readers."
Kirkus Reviews:
"It will engage intermediate readers in both languages, English and Spanish, and offers multiple possibilities for school projects, group discussions and read-aloud sessions."
E. Connections.
Readers might enjoy other mysteries about intrepid boy detectives:
Villareal,Ray. Who's Buried in the Garden. ISBN:9781558855465
Mr. Villareal is the only other author that I could find writing books featuring Mexican-American boy detectives.
Readers who want to see other boy detectives in action might try the Kid Caramel series by Dwayne J. Ferguson.
Ferguson, Dwayne J. The Case of the missing Ankh( Kid Caramel #1 )
ISBN13: 9780940975712
Ferguson, Dwayne J. The Werewolf of P.S. 40. (Kid Caramel #2 )
ISBN 13: 9780940975828
Module 3 Book 2 Gary Soto book
A. Bibliography
Soto,Gary.1992. Pacific Crossing.Orlando,FL.:Harcourt,Brace,Jovanovich.ISBN:0152591877
B.Plot Summary
Linoln Mendoza and Tony Contreras,two Mexican-American boys from San Francisco, spend an eventful six-weeks with two different host families in the small Japanese farming village of Atami.
C. Critical Analysis( with cultural markers)
The story shows Lincoln and Tony doing things that naturally suggest their Mexican-American background. For example, when Tony steps off the plane in Tokyo he gives his host Mr. Inaba, a raza style handshake. In other words, a handshake where both men clasp palms. In San Francisco, Lincoln's mom uses m'ijo, the term of endearment typically used by parents with their sons. Once in Japan, the boys attempt to make Mexican food such as frijoles and tortillasfor their host families. Lincoln and Tony teach their new Japanese friend Spanish phrases such as Andale (hurry up) and orale ( all right!).
Lincoln also painlessly learns about the Japanese culture and language from his hosts, the Onos. The Onos have a sense of humor and make Lincoln feel at home. The son of the family,Mitsuo teaches him Japanese words. The Onos live in a house that is ,according to Lincoln, disappointingly "modern",but with some unfamiliar features such as an engawa or Japanese style porch. Naturally, the Onos wear blue jeans and other Western style clothing.
Although, unrealistically, no cultural misunderstandings ever arise,Lincoln does get a close-up view of Japanese culture,martial arts and language. Lincoln enjoy such Japanese cultural institutions as a sento, or Japanese public bath house.
However, the genial pace of the narrrative and the genuinely sympathetic characters make up for any lack of depth in this Young Adult novel.
The characters of Tony,Mitsuo and Lincoln are likeable and believable. Although slow-moving, the story is interesting because it is about a fascinating cultural exchange between Mexican-Americans and their new, temporary Japanese community.
Both the Spanish and Japanese glossaries in the back are very useful.
D.Review Excerpts
Booklist
It's the language that seems to punch things up: Soto uses a heroic combination of contemporary American slang ("fresh," "bad") and Spanish and Japanese terms likely to have readers making good use of the book's two glossaries. Yet the strange word mix works more often than not; the story, though slight, is warm and winning; and its setting is strikingly authentic. ~
Kirkus Reviews:
A pleasant, easygoing story about sharing cultures.
E. Connections
Encourage readers to meet the exchange students in their school or district. Invite an exchange student to class.
Readers may enjoy these books about adapting to a new culture or making friends with someone from a different culture.
Mantell,Paul.2004. Stealing Home. ISBN: 9780316607391
Clements,Andrew. 2009.Extra Credit. ISBN: 9781416949299
Kadahota,Cynthia. 2006. Weedflower. ISBN: 9780689865749
Soto,Gary.1992. Pacific Crossing.Orlando,FL.:Harcourt,Brace,Jovanovich.ISBN:0152591877
B.Plot Summary
Linoln Mendoza and Tony Contreras,two Mexican-American boys from San Francisco, spend an eventful six-weeks with two different host families in the small Japanese farming village of Atami.
C. Critical Analysis( with cultural markers)
The story shows Lincoln and Tony doing things that naturally suggest their Mexican-American background. For example, when Tony steps off the plane in Tokyo he gives his host Mr. Inaba, a raza style handshake. In other words, a handshake where both men clasp palms. In San Francisco, Lincoln's mom uses m'ijo, the term of endearment typically used by parents with their sons. Once in Japan, the boys attempt to make Mexican food such as frijoles and tortillasfor their host families. Lincoln and Tony teach their new Japanese friend Spanish phrases such as Andale (hurry up) and orale ( all right!).
Lincoln also painlessly learns about the Japanese culture and language from his hosts, the Onos. The Onos have a sense of humor and make Lincoln feel at home. The son of the family,Mitsuo teaches him Japanese words. The Onos live in a house that is ,according to Lincoln, disappointingly "modern",but with some unfamiliar features such as an engawa or Japanese style porch. Naturally, the Onos wear blue jeans and other Western style clothing.
Although, unrealistically, no cultural misunderstandings ever arise,Lincoln does get a close-up view of Japanese culture,martial arts and language. Lincoln enjoy such Japanese cultural institutions as a sento, or Japanese public bath house.
However, the genial pace of the narrrative and the genuinely sympathetic characters make up for any lack of depth in this Young Adult novel.
The characters of Tony,Mitsuo and Lincoln are likeable and believable. Although slow-moving, the story is interesting because it is about a fascinating cultural exchange between Mexican-Americans and their new, temporary Japanese community.
Both the Spanish and Japanese glossaries in the back are very useful.
D.Review Excerpts
Booklist
It's the language that seems to punch things up: Soto uses a heroic combination of contemporary American slang ("fresh," "bad") and Spanish and Japanese terms likely to have readers making good use of the book's two glossaries. Yet the strange word mix works more often than not; the story, though slight, is warm and winning; and its setting is strikingly authentic. ~
Kirkus Reviews:
A pleasant, easygoing story about sharing cultures.
E. Connections
Encourage readers to meet the exchange students in their school or district. Invite an exchange student to class.
Readers may enjoy these books about adapting to a new culture or making friends with someone from a different culture.
Mantell,Paul.2004. Stealing Home. ISBN: 9780316607391
Clements,Andrew. 2009.Extra Credit. ISBN: 9781416949299
Kadahota,Cynthia. 2006. Weedflower. ISBN: 9780689865749
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