CULTURE 6: INCLUSIVE LITERATURE

HABIBI

A. BIBLIOGRAPHY
Nye, Naomi Shihab. 1997. Habibi. New York, NY: Simon & Schuster Books for Young Readers. ISBN 9780689801491

B. PLOT SUMMARY
Fourteen-year-old Liyana Abboud still feels warm inside from her first kiss. This warmth quickly turns cold when her Arab father announced that he would be moving his family from St. Louis to his birth place in Jerusalem. Liyana realizes that she will be the immigrant instead of her father. Now she will have to learn to live and abide by the guidelines of a new country that is filled with cultural prohibitions and tension. To make matters worse, while living in Jerusalem, she begins to fall for a Jewish boy. How will her family deal with this unorthodox news.

C. CRITICAL ANALYSIS
Award winning author Naomi Shihab Nye has eloquently written a novel that deals with cultural tensions that have existed for centuries. Nye grew up in St. Louis, Jerusalem, and now resides in San Antonio, Texas. Her father is Palestinian and her mother is an American. Habibi, which means darling, is a novel that emanates from her heart written from her inside perspective. Her story deals with an American family that moves back to their father’s homeland in Jerusalem. The Abbouds are Arab and fourteen year old Liyana and her family must adjust to old cultural customs of this country. Liyana mutters, “I’m just a half-half, woman-girl, Arab-American, a mixed breed…” Liyana feels overwhelmed by the customs and languages of this country. Her father explains, “Liyana, you must be patient. Cultural differences aren’t learned or understood immediately. Most importantly, you must abide by the guide lines where you are living. It is common sense. It will protect you.” The father is right, cultural differences are not understood immediately. Liyana has to open her mind and her heart to this land and its customs. Towards the end of the story Liyana can not quite remember what she dearly misses about the United States anymore. Liyana has fallen in love with Omer, a Jewish boy. This challenges to her family to look within themselves about their tension against Jews and their desire for peace. Sitti, Liyana’s grandmother, holds her fingers to Liyana’s forehead and states, “You have a powerful world in there. Be strong. Keep letting it out.” By the end of the story you can see how Liyana has evolved. She does not completely understand the family culture yet, but she believes that she can be strong and work towards change for peace.

As I read this book it left me with a desire to know more about how the American born mom really felt about moving to this country. She seems to embrace the prohibitions placed on women too easily. I didn’t feel that was very realistic. The book can also be a bit one sided with the authors sharp opinions of Jews. She seems to only speak negatively about the Jewish soldiers as if every single one of them is evil. This book really only offers a one sided view to the life of Palestinians living in Jerusalem.

Cultural Markers:
Naomi Shihab Nye uses authentic cultural markers through out this novel. She also offers one sided views to the ongoing tensions between Palestinians and Jews. Nye introduces us to the shocking struggles and injustices that prevail. Yet, she also reminds us of how change will not come about as long as everyone continues to live the same old way.
When Nye describes the scenery of Jerusalem and its surrounding areas, she describes the buildings made with old stones. The homes have metal grill work, TV antennas, clothes hanging on clotheslines, and old wells for water. The streets are noted as paved unevenly and the signs for transportation directions in Arabic, Hebrew, and English. She also describes military check points as they drove from area to area. Throughout the novel you can visually see in your mind the beautiful rich history and culture of the area.

Nye used culturally authentic names throughout the story. Most of the names were Arabic and names that I have never heard of such as: Rafik, Sitti, Mustafa, Zaki, Amal, Daoud, Abdul, Tayeb, Fayed, Fowzi, Muna, Abu, and Hamaza.

The foods mentioned in the story had interesting names as well, Baklava, katayef, bareesa, booza, and baba ghanouj. It was intriguing how Nye describes a scene where Liyana and her mother go together to a butcher shop to get a chicken for dinner. It was Liyana’s first time and she was most overwhelmed. The chickens were all trembling alive in tight cages. The shoppers pointed out the exact chicken they wanted killed for dinner. It was at that moment, “full of rotten stench of the shop…Liyana became a vegetarian.”

Within the story Nye uses several Arabic words with the direct translation incorporated within the story. This helped emerge the reader into the cultural language. She used words such as Alham’dul-Allah - Praise be to God, Fordlack - One please, Ana tayyib - I’m fine, Shway - a little bit, or Ana asif I’m sorry.

Religion plays a big part in the lives of Palestinian families. In the story we learn about the blue prayer rug used on the floor to kneel and pray with the forehead touching the ground in reverence. The grandmother, Sitti, recites passages from the Koran and blesses her family. Liyana’s immediate family believes in karma, God, goodness and hope, and they believe in reincarnation. The Abbouds did not believe in the devil or hell or the fact that some people believe they are “chosen” over anybody else. They believe God is a “Big God” who has room for everyone.

The people are described in the story having weather beaten brown faces. The women wore long dresses made of thick fabrics in rich colors with embroidery. They also wore gold bangle bracelets and long scarves to firmly cover their hair. Liyana noted that the men wore boring black suits like normal men anywhere.

Nye does not shy away from discussing the tensions of these two cultures. She states, “Whenever adults started talking about the world the air grew heavy.” Yet the most gut wrenching but factual comment in the book is when Liyana asks her father, “Poppy, do you think there will ever be a time when all people get along just fine?” His reply, “Nope.” This factual, but grim comment, exemplifies the divisional hatred and tension that exists between these cultures a divide that has existed for centuries.

I do recommend this book. I enjoyed learning about this culture. The only thing I believe needs to be bared in mind is that it is told from only one side’s point of view of cultural tensions that do still exist today.

D. REVIEW EXCEPTS
1998 Jane Addams Children’s Book Award
School Library Journal: Poetically imaged and leavened with humor, the story renders layered and complex history understandable through character and incident. Habibi succeeds in making the hope for peace compellingly personal and concrete...
Publishers Weekly: This soul-stirring novel about the Abbouds, an Arab American family, puts faces and names to the victims of violence and persecution in Jerusalem today.
Kirkus Review: Readers are left with hope for change and peace as Liyana makes the city her very own.

E. CONNECTIONS
*Familiarize students with Middle Eastern Culture and Geography
*Discuss the word peace. What does that actually entail?
*Have the students write a summary of where they believe Liyana will be five to ten years down the road.

Other works by Naomi Shihab Nye:
Honeybee: Poems & Short Prose. ISBN: 9780060853907
Sitti’s Secrets. ISBN: 9780689817069
This Same Sky: A Collection of Poems from Around the World. ISBN: 9780689806308

To read a short biography on the life of Naomi Shihab Nye visit: http://www.americanpoems.com/poets/Naomi-Shihab-Nye



EMMA AND MEESHA MY BOY a two mom story

A. BIBLIOGRAPHY
Considine, Kaitlyn. 2005. Emma and Meesha My Boy a two mom story. Illustrated by Binny Hobbs. TWOMOMBOOK.com. ISBN 9781413416008

B. PLOT SUMMARY
Emma is a delightful and rambunctious little girl who gets in trouble playing with her cat Meesha. Emma’s Mama and Mommy teach her how to respectfully care for their pet kitty.

C. CRITICAL ANALYSIS
This is the first book written by Kaitlyn Considine. After desiring more two mom story books for her own children she decided to publish one of her own. The story focuses on Emma who like most children enjoys playing with her pet as if it were a human being or toy to clothe and have fun with. Emma has two moms. She calls one mom Mama and the other Mommy. The two mothers watch over their daughter as she plays with the cat and teaches her the proper ways care and love for the family pet. “They tell her to be sweet and to make sure he has water and food to eat.” At the end Emma reinforces that it is better to hear a Yes from your parents instead of a No.

Heterosexual parents may be uncomfortable with teaching their children at an early age about Gay/Lesbian families. This book offers a sweet way to introduce children to this culture without going into thick sexual terminology about the subject. It teaches children that there are families that are structurally different than their own. Yet both sets of family share common bonds of love and care. Children need to understand the fact that we are all different. The must also understand that we are the same in our need to be loved and our right to be loved no matter our differences. This book offers children a sweet introduction to this story about love within nontraditional families.

Cultural Markers:
The distinct cultural marker in this book is that it is a story about a little girl with two moms. The author helps the reader understand who is who by saying this mom is called Mama and the other mom is named Mommy. Through the story Mama or Mommy will guide their daughter by teaching her how to care for their cat. They also validate their daughter with praise and explain to her how she will know she is treating the cat right.

Illustrations:
The illustrations in this book to me are the most important part of this book because it displays what a two mom family looks like. Otherwise with just text, a child might be lead to believe the little girl was talking about a grandmother and mother. The two moms are illustrated by Binny Hobbs. The illustrations are adorable. She chose to use bright vibrant primary colors. The moms have bright happy eyes, smiles on their face, long hair, earrings, and simply look like your typical mom. The only difference a child will notice is that the two moms hug or hold hands. The illustrations blend perfectly with the text to offer a sweet introduction to the untraditional life of a two mom family.

D. REVIEW EXCEPTS
Rosie O'Donnell: "I READ IT - I LOVED IT - CHELSEA READS IT EVERY NIGHT" -- Book Cover, 2003

E. CONNECTIONS
* Discuss how being different make you special.
*Celebrate the differences of each child.
*Discuss how to be a good mom or dad to your pet.

*Other related books :
Bryan, Jennifer. The Different Dragon. ISBN: 9780967446868
Parr, Todd. The Family Book. ISBN: 9780316738965
Parnell, Peter. And Tango Makes Three. ISBN: 9780689878459


RULES

A. BIBLIOGRAPHY
Lord, Cynthia. 2008. Rules. New York, NY: Scholastic Press. ISBN 978-0-439-44383-8

B. PLOT SUMMARY
Twelve year old Catherine is compiling a list of rules to help her autistic brother understand how the world works. Frustrated, and at times embarrassed by her brother, Catherine longs to have a friend who really understands her situation. When a new girl moves in next door her hopes for normalcy begin to flourish. That is until she is confronted by her new friend Jason, who helps her discover what the word normal really means.

C. CRITICAL ANALYSIS
Cynthia Lord has written a refreshing award winning novel that conveys a truthful story about life. The story is narrated by a twelve year old girl who gives her perspective of living with a family member who has a disability. She begins each chapter with a rule she has written out for her autistic brother David. Within each chapter she accounts for her disappointments, frustrations, bewilderments, embarrassments, and personal revelations. There are many families that will relate to the story Catherine tells about how uncomfortable it is when people stare out of curiosity of the unknown. This family is no different than any other family. They breathe, eat, sleep, struggle, and rejoice together. The only difference is her brother happens to have a disability. Catherine feels frustrated with the fact that David has to be taught everything. So she compiles a list of rules to help him understand the world better. Such as, “Sometime people don’t answer because they didn’t hear you. Other times it’s because they don’t want to hear you.” She knows that expectations set for her are different than for David which makes life rough for her. At one point she confronts her Dad and explains, “Maybe David does need you more than me, but that doesn’t mean I don’t need anything at all.” Kids will identify with Catherine’s feelings. Many children feel that their parent gives more attention to one child over the other. In order to cope with her frustrations she finds solace in drawing. “Sometimes I can change how I feel about something by drawing it. Drawing makes me find the curves, the shadows, the ins and outs, and the beautiful parts.” It helps her reconnect with the beautiful parts of her life. Something unexpected happens to Catherine’s life when she meets a paraplegic named Jason. Jason is a normal child stuck in an abnormal body. He helps her discover that we all feel incomplete and torn by life. Through his encouragement she discovers that sometimes the rules we set up for ourselves and our family need to be broken. We need to break the rule and simply dance. Dance to the rhythm of what life has dealt us and see the beauty that it within it. This novel is a beautiful tale of friendship, life, and discovering that what is inside us is what truly matters.

Cultural Markers:
Lord wrote clear cultural markers that demonstrates what it might be like to live with someone who has a disability. David hears everything extra loud so he covers his ears a lot. Catherine explains that talking to David, “can be like a treasure hunt. You have to look underneath the words to figure out what he’s trying to say.” David has to be taught and reminded about everything. Mom on the other hand doesn’t’ like that Catherine helps him with words, “David’ll never learn to talk right if we keep letting him borrow words.” But Catherine can see that “his face is so full of please?” David does embarrassing things according to Catherine like pull his pants down, scream out loud, and move into people’s personal space. Catherine then meets a new boy named Jason who is paraplegic. Jason is in a wheel chair and needs cards to speak. At first Catherine is uneasy around him as she assumes people are when they first meet her brother. Soon she realizes that Jason is trapped in his broken body. She helps him by making new word cards and wheeling him outside fast so he can feel what it might be like to run. The twist to this story is that Catherine learns from Jason what it truly means to be a friend and how to free herself from her rules. It is an engaging and touching story that I highly recommend.

D. REVIEW EXCEPTS
Newbery Honor Book
Schneider Family Book Award
Booklist: Catherine see’s that her rules may really be excuses, opening the way for her to look at things differently. A heartwarming first novel.
Kirkus Review: readers will recognize her longing for acceptance and be intrigued by this exploration of dealing with differences.
School Library Journal: Lord has candidly captured the delicate dynamics in a family that revolves around a child's disability. This sensitive story is about being different, feeling different, and finding acceptance. A lovely, warm read, and a great discussion starter.
Publishers Weekly: A rewarding story that may well inspire readers to think about others' points of view.

E. CONNECTION
*Discuss what it means to be a friend.
*Discuss the meaning of rules. How did they apply in this story?
*Discuss what the definition of normal is. Why do we fear what isn’t “normal?”

Other novels that deal about people with disabilities:
Connor, Leslie. Waiting for Normal. ISBN: 0060890886
Friesen, Jonathan. Jerk, California. ISBN: 9780142412039
Zimmer, Tracie Vaughn. Reaching for Sun. ISBN: 9781599900377

Visit Cynthia Lord at: http://www.cynthialord.com/

CULTURE 5: ASIAN AMERICAN LITERATURE

TREE OF CRANES

A. BIBLIOGRAPHY
Say, Allen. 1991. Tree of Cranes. Boston, MA: Houghton Mifflin Company. ISBN 9780395520246

B. PLOT SUMMARY
One cold day a playful Japanese boy comes home with a bad chill. After a hot bath and rice gruel for dinner, he notices his mother digging in the garden. His mother comes into the house with a bonsai tree and introduces him to a special day of peace and quiet.

C. CRITICAL ANALYSIS
Allen Say has written a sweet story about a traditional Japanese family. The mother in this story grew up in the United States and decides this winter season to introduce her son to a different cultural tradition, Christmas. I especially loved the way she commenced it by saying: “It is a day of love and peace. Stranger’s smile at one another. Enemies stop fighting. We need more days like it.” She chose to take a piece of this holiday tradition and tie it into her Japanese family’s life. She used the part that had impressed upon her the most, the beauty of love and peace. To mark the significance of this tradition she digs up the tree planted in honor of her son’s birth. The tree is put in a pot and will be replanted the next day. Mother decorates the tree by folding paper cranes. According to ancient Japanese tradition, one thousand origami paper cranes are believed to make a wish come true. When the little boy walks in and discovers his mother folding the cranes he states: “You’re going to fold a thousand cranes to make your wish come true?” By the end of the story the little boy promises to make his mothers wish come true and never go back to the pond. In turn his wish comes true as well. He receives a gift he has been longing for, a kite. Unbeknownst to him he also receives more than that, a lasting memory, “Many years have melted away now. But I will always remember that day of peace and quiet.”

Cultural Markers and Illustrations:
Allen Say illustrated this book with beautiful water color pictures that set the tone for cultural markers. First the family lives in a traditional Japanese home with architecture that represents natural aesthetics. The home has screen partitions or shoji screens. The family sits and sleeps with cushions on the floor. The bathroom has natural wood. The outdoors is illustrated with a pathway and low shrubbery. The tree the mother digs up is a Bonsai tree.
The clothes the family is dressed in are illustrated in traditional Japanese style. The little boy wears shorts because he is, “not yet old enough to wear long pants.” The mother wore a traditional but casual kimono. I noticed Say illustrated her outside wearing geta sandals but inside she and the father have no shoes on or were illustrated wearing slippers. When the little boy is put to sleep on the floor he is wearing a traditional robe.
The food Say describes the little boy eating is sour plums, yellow radishes, and rice gruel. The rice gruel is served in a traditional Japanese bowl with chopsticks as the utensil. When the little boy hears what his mother will be serving him he states, “Rice gruel. Only sick people ate rice gruel.”
There are very few objects in the book but one in particular stands out. The little boy receives a gift. The gift he receives is a kite that was decorated as a fierce Japanese warrior.
The illustrations are beautiful and depict the traditional Japanese family with honor and reverence. I loved the Christmas tree. It was a traditional Japanese Bonsai tree with paper origami cranes and candles. It was beautiful and reflected the feeling of peace and quite. Say was able to blend the tradition of Christmas into his own culture, highlighting his customs, into the celebration of another. I highly recommend this simple but beautiful story of love and peace.

D. REVIEW EXCEPTS
Bluebonnet Award Nominee 1993-1994
Horn Book: Serving as a bridge between American and Japanese cultures . . . understated and pristine, Tree of Cranes is the achievement of a master in his prime, one of the best picture books of this or any other year.
Booklist: …with simple grace, the rich and complex bond between mother and child underlies the story.
Publishers Weekly: The story is a poignant one… Say exhibits a laudable sensitivity to Eastern and Western cultures--and to both the differences and the similarities between them.

E. CONNECTIONS
*Study various cultural holiday traditions.
*Study the Japanese culture, their clothes, food, and traditions.
*Make an origami crane and attach a wish.

Other books by Allen Say:
Emma’s Rug. ISBN: 9780618335237
Grandfather’s Journey. ISBN: 9780547076805
Tea with Milk. ISBN: 9780547237473
Learn more about Allen Say at: http://www.houghtonmifflinbooks.com/authors/allensay/






THE EARTH DRAGON AWAKES

A. BIBLIOGRAPHY
Yep, Laurence. 2006. The Earth Dragon Awakes. New York, NY: Harper Collins Publishers. ISBN 9780060275242

B. PLOT SUMMARY
Nine year old Chin and eight year old Henry are best of friends who love to read about their book hero Marshal Earp. One early morning their world is tossed upside down by the 1906 San Francisco earthquake. It is then that the boys will learn the true meaning of a hero.

C. CRITICAL ANALYSIS
Laurence Yep has written a remarkable novel based on actual events. The book is set up similar to journal entries with a timeline that provides the exact time, day and setting the chapter will be explaining. Yep is an amazing writer who uses his inside knowledge of Chinese traditions to enhance his story. I especially loved how his writing personifies inanimate objects and uses similes which help the reader make connections visually. For example, to describe the cable car he writes, “Like a long metal snake, it wiggles along its track.” When explaining earthquakes he pens, “The two plates shove each other like two wrestlers.” Each entry within the story brings the earthquake to life. Here is a list of text examples:
“The floor rolls under them like a wooden sea.”
“The soil becomes like quicksand and sucks entire houses down…buildings collapse like houses of cards.”
“Dust rises in ribbons like tiny ghosts.”
Children and adults will enjoy reading this historical fictional novel about the San Francisco Earthquake of 1906.

Cultural Markers:
Laurence Yep wrote a story that will captivate your attention. He was careful to detail the events of this quake by using facts that he researched, adding Chinese cultural references, as well as personalizing the story with connections he has had with earthquakes. Apparently animals become very nervous before a quake. In the story he writes, “Suddenly Henry’s pet dog, Sawyer, begins to howl. Sawyer crouches in a corner of Henry’s bedroom. He is terrified. Sawyer whimpers. He can feel his dog shivering. What’s spooked you, boy?”
The family friend and Chinese butcher states: “At home, animals know when there’s going to be an earthquake. The animals at the shop are frightened. Tonight, though, I have been asking heaven to keep the Earth Dragon quiet.” Yep lightens the coincidence by having Ah Sing declare, “If I were a chicken and I saw your knife, I’d be scared too.”

As Yep moves on to describe the earthquake he uses his cultural knowledge and beliefs to describe what was happening in the story. The father dismisses the initial quakes by saying, “The Earth Dragon must be scratching,” he laughs. Chin replies, “He must really have an itch.” "The Earth Dragon is restless…It is as if more than 18 million sticks of dynamite explode.” Laurence Yep describes the events by personifying the fire,
“Higher and higher the Ham and Egg fire grows. It rears up like a giant monster. A tongue of flame licks its fiery mouth. It picks out its next meals. Then it sees the two other major fires. It will join its brothers.” Yep depicts through this story the respect and honor he has for nature.

Yep does not elaborate on religion except to say that Ah Quon prayed that the Earth Dragon would quiet and Chins prays for Henry’s safety.

In this story Chinese cultural and social struggles are noted. Such as “Americans object to living next to Chinese. So Chinese survivors have to live in special camps.” Also Chin states, “My father is kind, and he works hard. But he is no hero. No one wants to read about peeling potatoes and washing dishes.” As Yep closes the story we see a change in Chin. He thinks to himself, “My father isn’t dull at all. He should have his own book, like Marshal Earp.” Henry feels the same and whispers to Chin, “We don’t have to look far for heroes. They were right under our noses all this time.”

To demonstrate reverence for nature Yep pens, “Even when the Earth Dragon lies still, Chin cannot forget he is angry.”

The book offers an afterward that has more informational facts about the 1906 San Francisco earthquake. It also provides other suggested reading, websites, and pictures about the quake.
This is an exceptional book that begs to be read.

D. REVIEW EXCEPTS
Bluebonnet Award Nominee 2007-2008
Booklist: Told in the present tense, the narration provides a "you are there" sense of immediacy and will appeal to readers who enjoy action-packed survival stories.
School Library Journal: Yep's research is exhaustive. He covers all the most significant repercussions of the event, its aftershocks, and days of devastating fires, and peppers the story with interesting true-to-life anecdotes.
Library Media Connection: Young readers will find the story engaging and the disaster fascinating, and they will breathe a sigh of relief when the two friends are reunited.
Kirkus Review: Notable especially for the attention paid to the experience of San Francisco's Chinese immigrants, and a good choice for reluctant readers.

E. CONNECTIONS
*Study Earthquakes.
*Research the significance of the Chinese Dragon.
* Discuss, “Can animals really predict an earthquake?”

*Other novels by Laurence Yep:
Dragonwings. ISBN: 9780064400855Dragon’s Gate. ISBN: 9780064404891
The Tiger’s Apprentice. ISBN: 9780060010157

Listen to a “Video Interview with Laurence Yep” at: http://www.readingrockets.org/books/interviews/yep

THE UGLY VEGETABLES

A. BIBLIOGRAPHY
Lin, Grace. 1999. The Ugly Vegetables. Watertown, MA: Charlesbridge Publishing. ISBN: 9780881063363

B. PLOT SUMMARY
One day a mother and her daughter plant a vegetable garden. The little girl begins to notice that their garden is different. It is not as sweet smelling or as pretty as the neighbor’s gardens. The little girl feels sad and dislikes her garden until…the aroma of their labor fills the air and the neighbors come to savor the flavor of their garden.

C. CRITICAL ANALYSIS
Grace Lin has written a beautiful and touching story that focuses around a mother and her daughter. The little girl in the story desires to be just like everyone else in the neighborhood. She wishes to have a beautiful flower garden that fills the air with a sweet sent. She and her mother had planted an ugly vegetable garden. Each time the little girl asks her mother a question about why they couldn’t grow flowers her mother would say, “Because these are better than flowers.” Children will connect to the premise of this story. It relates the hardships children feel about being different. Yet the ending exemplifies that being different is special. Lin ends the story by writing, “Soon the whole neighborhood was growing Chinese vegetables in their gardens.” This story demonstrates the diversity of a community while also signifying the unity that can be shared between neighbors. It is a touching story that is sure to please.

Cultural Markers and Illustrations:
Grace Lin is both the writer and illustrator of this book. The images reflect a childlike quality with brilliant colors and patterns throughout the book. The facial features are not exaggerated and the pictures do not denote the ethnicity. A child might not realize the characters are Chinese until the little girl notices her mother, “drew funny pictures on pieces of paper.” When you take note of the funny pictures they are actually illustrations of Chinese print on cards to be used for markers in the garden. There are a few Chinese words in the book and each word represents a vegetable. Each vegetable has a pronunciation key in the back of the book along with the recipe on how to prepare the soup. This book is sure to delight children of all ages.

D. REVIEW EXCEPTS
Nominated for the California Young Reader Children’s Choice Award
Winner of the 2002 Austin Young Engineers Book Award for Fiction Gr. K-2
Notable Social Studies Trade Books for Young People for 2000.
Horn Book: Grace Lin's debut picture book serves up the savory delights of the harvest in a satisfying story.
Kirkus Review: Lin tells her charming story simply, and the pictures reflect its many joys.
School Library Journal: A lovely, well-formatted book with an enjoyable multicultural story.

E. CONNECTIONS
*After reading the book make the soup listed in the back of the book.
* Discuss vegetables. List as many vegetables possible: what are student’s favorite or least favorite?
*Start a vegetable or flower garden.

Other books by Grace Lin:

Fortune Cookie Fortunes. ISBN: 9780440421924
The Year of the Dog. ISBN: 9780316060028
Kite Flying. ISBN: 9780553112542
Visit Grace Lin at: http://www.gracelin.com/

CULTURE 4: NATIVE AMERICAN LITERATURE

CRAZY HORSE’S VISION

A. BIBLIOGRAPHY
Bruchac, Joseph. 2006. Ill. by S.D. Nelson. Crazy Horse’s Vision. New York, NY: Lee & Low Book Inc. ISBN 9781880000946

B. PLOT SUMMARY
Curly was different. He was a natural leader who had serious eyes, strong capabilities, but of small frame. After Curly witnesses a terrible thing, he goes away in solitude to pray for a vision. The vision he sees changes him. He would evermore be known as Crazy Horse, the bravest Lakota who always defended his people.

C. CRITICAL ANALYSIS
Joseph Bruchac recounts the story of Crazy Horse, an important figure in Native American history. The story flows beautifully as we met a strong, courageous boy who was named Curly at birth. As a young boy curly is a natural leader. The other children look up to him and follow his lead. Unfortunately, Curly witnesses the white man attack his Lakota tribe due to an unjust reason. Bruchac handles this part of the story with grace. He does not elaborate on the injustice of the white man’s attack but rather points out the reason for the attack and how this moment changes Curly forever. Desiring to help his people he unconventionally goes past the holy man, his own father, to seek a vision. On this quest he fasts and prays to help his people. He hears no words but understands what is said, “Keep nothing for yourself.” Curly kept this vision in his heart and after sometime as his father, the tribe’s holy man, sees him change, he gives Curly his name, “Tashunka Witco or Crazy Horse.” He is then free to lead the people by example and deed and was forever known as a defender of his people. At the end of the story he offers an “Authors Note,” which explains the historical life of Crazy Horse. He mentions that Native Americans still depend on Crazy Horse today.

Cultural Markers:
Bruchac uses many cultural markers that authenticate this story as being Native American. First, I loved how he denoted time such as: “two summers ago, eleven winters old, or three winters passed.” The home is denoted to be a tipi and they hunt buffalo with arrows for the tribe. You can hear the sounds of his words through expressions of nature such as, “the hooves sounded like thunder or spots like hail were marked on his chest.” Bruchac uses Native American names within the books such as: Tashunka Witco, High Backbone, Chief Conquering Bear, Wakan Tankan, and Crazy Horse. The strong beliefs in religious practices are noted throughout the book such as: Curly fasts and purifies himself for a vision, prays for strength, and the people look to the elders and the “holy man” for guidance. This book is exceptional and beautifully written.

Illustrations:
S.D. Nelson has been influenced to paint by the traditional ledger book style of his ancestors from the Standing Rock Sioux tribe. All his paintings were done through acrylics on wooden panels. He used two dimensional figures and indistinct facial expressions to illustrate the native people. At the back of the book Nelson notes in the “Illustrators Notes” that colors have special meanings. For example, “red represents the east…yellow represents the south, and blue represents sky and a connection with the spirits world.” He goes on to explain that he chose to use the color blue for Crazy Horse to signify his connection to the spirit world. Nelson also notes that he did not restrict himself to only representational colors but tried to use a contemporary feel to draw children into the story. I believe he did a fantastic job with his illustrations. The colors are vivid, the faces are indistinct to respect the human spirit, and each image from the tipi to nature reflects the native people with dignity and reverence. The illustrations are a magnificent and blend effortlessly with the text to complete the story.

D. REVIEW EXCEPTS
Parents Choice Award
Kirkus Review: …this makes inspirational reading and affords a glimpse into the heart of a renowned American leader.
Booklist: Bruchac has created a memorable tale about Crazy Horse's childhood, capturing the spirit of one of the most dedicated and daring leaders among the Lakota.
School Library Journal: Joseph Bruchac's excellent picture book (Lee & Low, 2000) about the brave Lakota warrior presents information about his youth.

E. CONNECTIONS
*Research the Lakota Nation.
*Research Crazy Horse.
*Discuss what Curly witnessed. How could history have handled this differently?
*Study Native American symbols and color significance. Compare findings to the book.

Other books by Joseph Bruchac:
A Boy Called Slow. ISBN 9780698116160
Between Earth and Sky. ISBN 9780152020620
Many Nations: An Alphabet of Native Americans. ISBN 9780816744602
The Story of the Milky Way: A Cherokee Tale. ISBN 9780803717374
Visit Joseph Bruchac’s website at: http://www.josephbruchac.com/



RAIN IS NOT MY INDIAN NAME

A. BIBLIOGRAPHY
Smith, Cynthia Leitich. 2008. Narrated by Jenna Lamia. Rain Is Not My Indian Name. Digital Audio Book Unabridged Production by Listening Library Inc. ISBN 9780739380185

B. PLOT SUMMARY
Fourteen year old Cassidy Rain has been quietly turning people away and has fallen out of her regular circles. Her mother passed away from a lightning strike, her father is stationed in Guam, and her best friend has just died in a freak accident. Hiding behind her camera, she begins to explore her mixed Native American and German/Irish heritage. As memories of the past begin to surface, healing takes place as she finds her footing again.

C. CRITICAL ANALYSIS
Cynthia Leitich Smith has written a contemporary Native American novel that is beautiful and tender. It deals with universal issues that many teens deal with today such as family, friends, heritage, death, and finding yourself. Cassidy is a fourteen year old girl who journals about daily life and the emotions that surface. She greatly misses her best friend Galen. He had been the friend that saw her through the loss of her mother. “Galen was the one person who always understood me, the one person I understood.” She struggles to free herself but states: “The memories wouldn’t let go.” Cassidy has always loved taking pictures and decides to take up photography again. She especially loves black and white film: Grandpa always said, “True artists shoot the highlights in the shadows because stories live in shades of gray. He says color can hide the truth.” Ironically, Rain discovers that she has been hiding from the truth, hiding from the memories that are painful, hiding the discovery of her heritage, and thereby hiding from her true self. As the story unfolds she begins to rediscovers herself. I was moved by Rain’s statement, “When I finally picked up my camera again I used it as a wall instead of as a window. Since Galen had died, Mrs. Owen and I had been spinning in place. It was a luminous place because his light still glowed within it but a chilly place, because he really wasn’t there. Now I was finally finding my footing again…” This is a beautiful statement of self discovery. Cynthia Leitich Smith has composed a wonderful novel that will inspire others to rise above their circumstance and live.

Cultural Markers:
Cynthia Leitich Smith’s contemporary novel deals with heritage issues in a beautiful way that allows readers to connect. I loved when Rain states: “ I wanted to tell him we had something in common, belonging to the same tribal heritage, but I’d grown up so far away from it I felt ashamed about how much I didn’t know.” There are many people who feel like Rain, I being one, who have grown up pushing aside my heritage. Rain helps readers like me see that there is nothing to be ashamed of. Her father comments, "A person shouldn’t let her heritage hold her back.” Rain has had a hard time with her heritage due to how the school system has dealt with it. As a matter of fact, she remembers that the subject of Native American’s only came out at Thanksgiving. “The Indians always look like boogie men on the prairie or refugees.” So, when her Aunt decides to host an Indian camp she really does not want to take part in it. In her head she sees, “Aunt Georgia setting up a place where rich white suburban kids would go calling themselves princesses’ braves or guides.” To break stereotype’s the author emphasizes that this camp is not a theme camp on Indian motif but a camp for Native American’s to come and learn more about science, technology and web design. Focusing again on issues of stereotype, Rain comments, “Dealing with the rest of the world and their ideas of us, now that drives me crazy.” Unfortunately those stereo typical ideas are hard to put down.
Rain tells her friend, “Do you have any idea how weird it is to be Native American in this town?” Her friend in return states, “Do you know how hard it is to grow up Jewish in this town?” The author uses this moment to show the universal connection and need we all have to belong and be accepted.
Being a contemporary novel not too much is said about Native American food except for eating an Indian taco at a Pow-Wow in Oklahoma City. Native American names are not really emphasized and each character seems to have typical American names. Her grandfather lovingly calls her Rainbow but whether that is an authentic Native American name it was never mentioned. Mom lovingly describes the family as a “Patchwork Tribe,” due to the various cultural blends of family history. Her mom is Muskogee Creek Cherokee and her grandmother on her dad’s side was Jubilee Saginaw Chippewa but always called herself just Irish. When describing their features Rain mentions that her brother looks like a "Native American Fabio." She in turn describes herself as being “average weight and height, with a sun kissed Kansas coloring, wavy wheat hair, and hazel eyes.” Cynthia Leitich Smith used a perfect blend of universal themes and Native American cultural markers to make this book connect with our youth of today.

Narration:
The narrator of this story is Jenna Lamia. She has a very pleasant voice to listen to. Lamia’s voice represented Cassidy Rain’s age very well. The dialect of her voice was what I would call a southern accent. Lamia kept the speed of narration at an even pace. The voice inflection although soft still reflected emotion. Lamia narrated slower and softer when Rain was sad. She also used different tones when imitating another person speaking in the story. She did an excellent job of drawing the listener into the novel. While I personally would have liked to have had the book in my hand while listening, Lamia did an excellent job of keeping my attention focused while conveying feelings and emotions. She was able to grab my attention and pull me into the story. I highly recommend this unabridged version as an excellent opportunity to hear a truly insightful novel.

D. REVIEW EXCEPTS
School Library Journal: It is one of the best portrayals around of kids whose heritage is mixed but still very important in their lives. A wonderful novel of a present-day teen and her “patchwork tribe.”
Publishers Weekly: …readers will feel the affection of Rain's loose-knit family and admire the way that they, like the author with the audience, allow Rain to draw her own conclusions about who she is and what her heritage means to her.
Kirkus Review: Tender, funny, and full of sharp wordplay, Smith's first novel deals with a whole host of interconnecting issues, but the center is Rain herself.

E. CONNECTIONS
*Re-read the poem Rain read written by Queenie called: “People Talk.” Discuss the meaning of this poem.
*Note the various cultural backgrounds within the class. Have students discuss their favorite attribute of their culture.
*Study Native American History and discuss what misconceptions the class has had compared to the truth.
*Other related books by Cynthia Leitich Smith:
Jingle Dancer. ISBN 9780688162412
Indian Shoes. ISBN 9780060295318

Visit Cynthia Leitich Smith at: http://www.cynthialeitichsmith.com/


CROSSING BOK CHITTO

A. BIBLIOGRAPHY
Tingle, Tim. 2006. Ill. by Jeanne Rorex Bridges. Crossing Bok Chitto. El Paso, Texas: Cinco Puntos Press. ISBN 9780938317777

B. PLOT SUMMARY
Martha Tom is a Choctaw girl who befriends an African American boy named Little Mo. In search of blackberries, Martha crosses the river Bok Chitto against her mother’s advice and finds herself lost. Little Mo’s father sends him to return Martha home safely. Later that same gesture is returned when Martha and her family help Little Mo’s family reach the Promise Land.

C. CRITICAL ANALYSIS
Tim Tingle has written an Award winning book that intersects the lives of the Native Choctaw people and African Americans. It is a beautiful tale of friendship and freedom. On one side of Bok Chitto live the Choctaw people who are free on the other side are slave plantations. In this book he describes two cultures, each with their own traditions merging to unite and help the other. Initially the black family helps Martha Tom find her way home and eventually she helps them find their way to the Promise Land. The story has a mystical yet spiritual feel. Both cultures are able to use their spiritual power to remain unseen and maneuver their way around the white people. At the heart of this story is the idea of friendship where two distinct and different cultures look past color and culture to assist a human in need.

Cultural Markers:
This story covers two cultures but for this review I will be focusing on the Native American cultural markers.
Tim Tingle describes how clever the Choctaws were to disguise a path across the Bok Chitto River. They built up stones just beneath the surface of the river so that it appears they walk on the water as they cross. Tim Tingle describes the Choctaw women in, “cotton dresses that skimmed the ground and their shiny black hair fell well below their waists.” The men in the story are chanting the wedding ceremony song as the women stomped and danced to the beat. Tingle portrays Martha’s mother as strong but gentle, “Martha Tom knew her mother could cackle like a mad crow on the outside, while inside she would coo like a dove." He describes the mother’s personality with nature like qualities. Tingle also wrote Choctaw songs within the story. The wedding ceremony song stated:
“Way, hey ya hey ya
You a hey you ay
A hey ya a hey ya!”
This allows the reader to feel the lyrical chant of this nation. I believe the story portrays the Choctaw people as wise spiritual people who are one with nature and use this wisdom to serve others. This is a moving tale that is sure to please.

Illustrations:
Jeanne Rorex Bridges did a beautiful job illustrating both cultures. Bridges portrays the Native Americans with tan leather skin, strong facial features noted within the eyes, nose, and lips. The women have long black flowing hair, the men have long black braided or pulled back hair. Their shoes are similar to moccasins. Being one with nature, they sit outside on tree stumps to chant the wedding ceremony song. I enjoyed Bridges illustrations which united with the text, created a memorable story.

D. REVIEW EXCEPTS
2008 American Indian Youth Literature Award
Texas Bluebonnet Master Award List 2008-2009
School Library Journal: Dramatic, quiet, and warming, this is a story of friendship across cultures in 1800s Mississippi.
Library Media Connection: Through the poetic cadence of oral storytelling and a quiet, yet penetrating voice, Tingle brings this early American tale to print as a strong read- aloud for young or middle level students.
Publishers Weekly: A moving and wholly original story about the intersection of cultures.

E. CONNECTIONS
*Research the Choctaw Nation.
*Discuss friendship. What made this friendship special and unique?
*Record on paper a tale that has been passed down to you from your family.

Other related books by Tim Tingle:
When Turtle Grew Feathers: A Tale from the Choctaw Nation. ISBN 9780874837773
Spirits Dark and Light: Supernatural Tales from the Five Civilized Tribes. ISBN 9780874837780

To learn more about Tim Tingle visit Cinco Puntos Press at: http://www.cincopuntos.com/authors_detail.sstg?id=45

CULTURE 3 HISPANIC AMERICAN LITERATURE

THE SKIRT

A. BIBLIOGRAPHY
Soto, Gary. 1992. Ill. by Eric Velasquez. The Skirt. New York, NY: Delacorte Press. ISBN 0385306652

B. PLOT SUMMARY
Miata has found herself in a dilemma. She accidentally forgot her folklórico skirt on the school bus. Her mother, who lovingly passed on this skirt to her, has entrusted her with it for the upcoming dance recital. The problem is that it is Friday after school and she needs this skirt for her performance on Sunday. Disappointed and upset with herself she enlists the help of her best friend Ana to figure out how to retrieve her skirt before the recital.

C. CRITICAL ANALYSIS
Gary Soto has written a book about a protagonist who mistakenly leaves her mothers folklórico skirt on the school bus and needs it desperately for her recital on Sunday. She enlists the help of her friend Ana and they break into the school bus to retrieve it. Although in the story her misdeed is not caught, you understand that she feels bad for breaking into the bus. To make matters worse, her mother gives her a new folklórico skirt that evening. She then realizes "Que bother,” she had broken into the bus for nothing. Yet, this gift helps her realize the value in the passing of treasured gifts from family members. She notes: “She felt sorry for her old skirt. It was like a flower dead on its stem.” Miata proudly decides to wear both skirts.
Although this book is intended for 3rd – 5th graders I believe the depth of the story is geared more towards 2nd – 4th graders. The story line is simplistic but sweet.

Cultural Markers:
The author, Gary Soto, chose to write about a Hispanic family whose income is averagely low. The father is a welder and works weekends doing odd jobs to help out. The mother seems to stay home and keeps the house very neat. Typical of traditional Hispanic family life, they sit together for meals at the table which signifies the strength of the family unit. One morning they had “chorizo con huevos” together while the radio played Mexican music softly in the background. Gary Soto also describes the skin of Hispanics as having, “old leathery skin, a Mexicano.” The foods they ate are typical of Hispanic families: frijoles (beans), papas fritas (diced and fried potatoes), and chorizo con huevó (a type of sausage with egg). The names were typical to Hispanic families: Miata, Ana, Prieta, Madrigal, Ramirez, Rodolfo, and Carranza. The family faith seemed to be Catholic. We can deduct this by the catholic school uniform and the priest that the family sees on Sunday.

Scattered throughout the book the author disperses code switching by using simple Spanish words throughout the text. I did have a problem with the wording. I am Hispanic and I read Spanish much better than I speak it but while reading the book the code-switching bothered me. I kept thinking about other children reading this book and wondered if they would become frustrated with the dispersed words and give up on the story rather than trying to continue with the book. Don’t get me wrong the book is mainly English, but there are enough Spanish words put in place to frustrate a reader. For example “At dinner, they had steak, frijoles, and papas fritas. That was her father’s favorite meal.” Ok, we know it is a meal but what are frijoles, and papas fritas? Another example, “Que paso? she said to Ana as she hurried off the bus.” We are not given the definitions for the Spanish words. The students must use context clues to infer the meaning. Although this is a necessary literary skill, I feel for students who are lower level readers, and who do not know Spanish, this book would potentially frustrate them. It would have been nice to see a glossary of words in the back but it was not made available. Aside from this, the story does have universal themes of family, friendship, determination, and family pride. Gary Soto accomplished writing a book that will entertain.

Illustrations:
Eric Velasquez is the illustrator of this book. He used various small pencil lines to draw the images that are very similar to a pointillism style of art work. He depicts cultural markers by using Hispanic Aztec pottery and art work on the walls of the family home with simple furniture. He then went on to depict the Hispanic features with dark eyes, fuller lips, and chongos or ponytail hair style for Miata. When illustrating the celebration he drew prominent Viva Mexico signs while Miata is shown with her flowing folklórico dress at the celebration. The illustrations are a perfect depiction of Hispanic life. I did not feel as if he over exaggerated the culture. He simply kept the illustrated elements simple with clean lines.

D. REVIEW EXCEPTS
School Library Journal: This is a light, engaging narrative that successfully combines information on Hispanic culture with familiar and recognizable childhood themes.
Publishers Weekly: Soto's light tale offers a pleasant blend of family ties, friendship and ethnic pride.
Kirkus Review: Soto shows a mainstream audience that the lives of middle-class Hispanics resemble their own.

E. CONNECTIONS
*Discuss the actions of Miata. Was it right for her to break into the bus? Should she have come clean with her parents about the lost skirt?
*Look through the book for Spanish words that students would like to look up the meaning for.
*Discuss the Mexican culture and listen to some folklórico music to gain a deeper understanding of this traditional dance.
* Visit Gary Soto’s Website at: http://www.garysoto.com/

Other books by Gary Soto:

Baseball in April and Other Stories. ISBN: 9780152025670
Too Many Tamales. ISBN: 9780698114128
Chato's Kitchen. ISBN: 978-0698116009

TOMÁS AND THE LIBRARY LADY

A. BIBLIOGRAPHY
Mora, Pat. 1997. Ill. by Raul Colon. Tomás and the Library Lady. New, York, NY: Alfred A. Knopf, Inc. ISBN 978679904018

B. PLOT SUMMARY
One hot evening after Papá Grande has recounted a story, he tells Tomás, his grandson, that it is now his turn to become a storyteller. Tomás apprehensively visits the library where he begins an adventure filled with new stories and discovers a grand world unbeknownst to him.

C. CRITICAL ANALYSIS
Pat Mora has written an award winning book based on the life of Tomás Rivera, a national educational leader. Tomás and his family are poor migrants struggling to make a living. They drive a rusty old car, live in small quarters with other field workers, and rummage through a dump to find iron to sell. The story does not elaborate in detail about the hardships of this life. It merely describes conditions such as “All day they worked in the hot sun.” or, “When it got hot, they sat under a tree with Papa Grande.” There is no complaining about their hardships instead you get a sense for the love and bond this family has for each other. The children love to hear Papa Grande tell stories, the stay close to their parents in the fields as they work, and in the hot car they dream together. Tomás desires to be a story teller as Papa Grande so he timidly visits the library for the first time. At the library the librarian befriends him by inviting Tomás to come in where its cool and drink some cold water. The library not only provides a place of refuge from the heat but becomes a world of wonder for him. His journey towards becoming a storyteller starts to take life. He then goes home with books and reads to his whole family. At the end of the story we find out that the book is based on a true story. Tomás Rivera goes on to become a national educational leader and even has a library named after him. It is a beautiful story that begs to be read aloud and shared with others.

Cultural Markers:
I believe that Pat Mora did a wonderful job adding cultural markers within the book. First, family life: The family is unified. They stick together in the fields, sifting through the dump, listening to stories together from both Papa Grande and Tomás. From time to time Mora intertwines Spanish words within the English text. The beauty of this is she effortlessly incorporates the Spanish words within the text and explains the meaning of the words which greatly helps. For example: “Que tigre tan grande!” “Tomás said first in Spanish and then in English, “What a big tiger!” Other examples are: “It is pan dulce, sweet bread.” or “En un tiempo pasado, Papa Grande began. Once upon a time...” I immensely loved this sweet story and so did my seven year old daughter. She said her favorite part was the library, “because he discovers that the library was a place to read and he can go anywhere he likes, like to visit tigers and dinosaurs.” It was indeed a beautiful book that explains how reading can open up a new world of wonder.

Illustrations:
Raul Colon is the illustrator of this book. He used beautiful warm earth toned colors with textural lines to capture the life of Tomás Rivera. The golden hues evoke the heat yet the rounded lines of the images are soft and evoke emotions of family love and unity. The skin tones of the family members are illustrated in brown tones. The men are drawn with traditional Spanish mustaches of old. I especially loved the picture of Tomás hugging the librarian. In this picture you can sense not only the gratitude of Tomás but of Papa Grande in the background who is watching. Raul Colon was able to combine his images to flow beautifully with the text for a perfect combination.

D. REVIEW EXCEPTS
Tomas Rivera Mexican American Children’s Book Award - 1997
Booklist: …it's an elemental American experience: the uprooted child who finds a home in the library.
Kirkus Review: A charming, true story about the encounter between the boy who would become chancellor at the University of California at Riverside and a librarian in Iowa.
School Library Journal: Colon's earthy, sun-warmed colors, textured with swirling lines, add life to this biographical fragment and help portray Tomas's reading adventures in appealing ways.

E. CONNECTIONS
*Research the life of migrant workers.
*Discuss why Tomás and his family went to the dump. How did this benefit the family?
*Discuss the world of books. Ask students what they believe the library has to offer them? *How did the library affect Tomás and his future?
*Visit Pat Mora’s website at: http://www.patmora.com/

Other books by Pat Mora:
Book Fiesta!: Celebrate Children's Day/Book Day. ISBN: 9780061288777
Dona Flor: A Tall Tale About a Giant Woman with a Great Big Heart. ISBN: 9780375823374
Yum! Mmmm! Que Rico! Americas' Sproutings. ISBN: 978-1584302711

THE TEQUILA WORM

A. BIBLIOGRAPHY
Canales, Viola. 2005. The Tequila Worm. New York, NY: Wendy Lamb Books. ISBN: 9780385746748

B. PLOT SUMMARY
Fourteen year old Sofia loves life. She has a bubbly personality and loves a challenge. Coming from a family of storytellers, Sofia recounts various memories of her Hispanic upbringing in McAllen, TX. When she is offered an opportunity to study at a prestigious private school in Austin, TX she desires to take up this challenge and learn about the world outside of her Hispanic community. Sofia must find a way to convince her mother that she is ready for this new challenge.

C. CRITICAL ANALYSIS
Viola Canales has written a Pura Belpre Award winning novel about a fourteen year old girl living in McAllen, TX. The chapters are written in narrative style with Sofia recalling past memories of her youth. I had already heard great things about this book from several family and friends but had not taken the time to read it. The book is set in McAllen, TX and I live five miles away in Mission, TX. The two towns connect at the hip and all our shopping is done in McAllen. So, I declared on our recent family trip that I was going to read this novel out loud. My husband immediately objected and stated, “please don’t, I know it’s just going to put me to sleep.” But being me, I chose to go ahead and read out loud anyway. In no time at all we were laughing our heads off and sharing our own similar memories with our daughters. We especially loved the chapters titled, “Skulls and Quarters,” “My Plastic Tia,” and “The Candy Bite.”

In “Skulls and Quarters” Sophia recounts wearing homemade costumes, getting food as treats, and the amazing news of where her cousin went trick or treating: “The year before, Berta had told me that she’d gone to the other side of town and found Halloween heaven, where she got whole chocolate candy bars and quarters… It was amazing!” My husband and I laughed and laughed. We too, had gone to the Anglo side of town wearing homemade costumes to get “whole” candy bars.

Our memories continued on as we read the chapter on “My Plastic Tia.” I nearly died laughing, reading about Sofia sitting on a plastic covered couch, “I sat on the massive sofa, not knowing if and how and when to move, but ever more concerned that the pools of sweat gathering around my thighs and legs would soon start running like rivers onto her plastic-covered carpet. I wanted to yell, Why don’t you just go ahead and enjoy your furniture? Uncover it!” Memories of my own thighs stuck to family furniture covered with plastic flooded me with tears of laughter. My daughters had no clue to why I found this particular chapter funny but my husband completely understood my laughter.

“The Candy Bite” chapter had me in stitches. This chapter recounts the selfish feelings that I believe many children feel about sharing. Sophia declares, “I’m not going to be friends with Berta anymore. She’s mean and selfish.” Sofia is found fighting with her cousin over a candy bar! This chapter was right up my daughters’ alley. They both laughed and then starting recalling bitter memories that really did not need to surface in the tight quarters of our family van!

As I continued to read I found that the story reads differently towards the end. The humor fades a bit as she accounts life at Saint Luke’s Episcopal School. The last chapters deal more with the trials of growing up living in a new and completely different world.

Cultural Markers:
This novel is filled with Hispanic cultural markers. Most of the stories are hilarious and specifically deal with cultural issues of a Catholic Hispanic family. It discusses their belief in curandera or someone who heals others by praying to saints while using healing herbs. It deals with the tradition of taking her first communion and the seriousness of the Holy Host, celebrating the Day of the Dead, and cracking Easter cascarones. Throughout the story you learn about the seriousness women felt about celebrating a quinceañera and finding the right comadre to bond with. A comadre is a godmother or close spiritual best friend that now as a comadre, becomes family.
Many Hispanic cultural clues are given with the types of food that this family eats. They eat various Hispanic foods such as: pan dulce, churros, frijoles, raspas, tacos, tortillas, buñuelos, tamales, and the all disgusting tequila worm (to cure homesickness).
The story has Spanish words intermingled throughout the story and discusses the unity and bond Hispanics have for one another and their comadres/compadres.
I had never read a novel by a Hispanic author much less felt such a close cultural connection to a book. I loved this novel and I am now excited about searching for other Hispanic authors to connect with through their stories.

D. REVIEW EXCEPTS
Pura Belpre Award - 2006
Booklist: Readers of all backgrounds will easily connect with Sofia as she grows up, becomes a comadre, and helps rebuild the powerful, affectionate community that raised her.
Kirkus Review: …the characters and setting are so real to life that readers who connect with Sofia at the start will find many riches here, from a perspective that is still hard to find in youth literature
School Library Journal: Canales includes vivid descriptions of life in a Mexican-American community. Her prose is engaging and easy to read, making this novel a good choice for reluctant readers.
Publishers Weekly: …the characters are real and engaging, the vignettes funny and enlightening, and Sofia's lack of cynicism is refreshing.

E. CONNECTIONS
*Study and map out the differences and similarities of holidays between different cultures.
*Discuss the chapter on “The Packing Shed.” How have times changed or not?
*What is the true meaning of becoming a good comadre or compadre?

Another book by Viola Canales:
Orange Candy Slices and Other Secret Tales. ISBN: 9781558853324

Other related books:
Saldana, Rene Jr. The Jumping Tree. ISBN: 9780440228813
Alegría, Malin. Estrella's Quinceañera. ISBN: 9780689878107
Ryan, Pam Munoz. Esperanza Rising. ISBN: 9780439120425

CULTURE 2: AFRICAN AMERICAN LITERATURE

BACK HOME

A. BIBLIOGRAPHY
Pinkney, Gloria Jean. 1992. Back Home. Ill. by Jerry Pinkney. New York, NY: Dial Books for Young Readers. ISBN 9780803711686

B. PLOT SUMMARY
Ernestine felt the warm southern sand of North Carolina and knew she was home at last. As Aunt Beula, Uncle June, and Cousin Jack show her around the family farm, she is immerged into the beauty and liveliness of country life. Memories are shared and made as each new day brings a treasure that she soon will not forget.

C. CRITICAL ANALYSIS
Gloria Jean Pinkney based this beautiful story on her own experiences growing up in Lumberton, North Carolina. While reading the book you can sense the love and fondness Ernestine, the eight year old protagonist, has for the land. In the story she describes how she studies the country side, takes off her shoes and wiggles her toes in the soft warm sand, and eagerly helps out all she can around the farm. One day upon visiting the abandoned farmhouse she was born in, she instantly knows she’ll be back to fix it up and live there. This story clearly communicates the power and connection her soul has to its home land.

Cultural Markers:
Within the story many era and cultural markers are exemplified through the use of language. Such as, “I do declare,” “we think it only fitting that you get to know your kinfolk,” and “you do tickle me so.” I also enjoyed when Ernestine’s Aunt requests, “Come here, chile…and give your Aunt Beula some sugar!” The vivid lyrical text of love, family unity, and fellowship add to the beauty of the book. The text also hints that the story was set in yesteryear. Ernestine traveled by train using an old fashioned satchel as luggage, they look through grandmama’s ole steamer trunk for some clothes to wear, and she was wearing a pinafore to visit the family. The characters names were somewhat definable to the African American culture. Grandma was named Zulah and Ernestines aunt was named Beula. The notations of food can be linked to country life with comments such as “the sweet scent of freshly baked biscuits,” and “can peaches in the kitchen.” The story made me yearn for the joy of a family reunion in the countryside filled with memories to last a lifetime.

Illustrations:
Jerry Pinkney beautifully complimented the pages of this story with watercolor images. I took note of how he painted the children with brown skin, curly hair, running barefoot throughout the farm. He drew the casualness of farm life with images of the children in overalls unbuttoned on one side. He then depicts the life of reverence for their faith as the bells toll from the church and they leave dressed in their Sunday best. The illustrations demonstrate the tenderness and fondness in the eyes of the cousins as they begin to bond with one another. Jerry Pinkney has brought to life not only character details but the era that they lived in. He noted the colorful carpet bag satchel Ernestine used, the beautiful red old fashioned farm truck they rode around in, and picket fences. His illustrations bring the text alive and make you feel as if you’ve stepped back in time to simpler days gone by.

D. REVIEW EXCEPTS
School Library Journal: Back Home draws on personal history and celebrates the lives of an African-American family.
Publishers Weekly: This semiautobiographical story follows an African-American girl from "up North" as she visits her relatives in North Carolina.

E. CONNECTIONS
*Have students compare city life to country life.
*Have students then compare life of today to that of Ernestine’s.
*Discuss why the author chose to name the story “BACK HOME.”
Other stories by Gloria Jean Pinkney:
The Sunday Outing. ISBN 9780803711983
In the Forest of Your Remembrance. ISBN 0803726430

LOCOMOTION

A. BIBLIOGRAPHY
Woodson, Jacqueline. 2004. LOCOMOTION. New York, NY: G.P. Putman Sons. ISBN 9780142401491

B. PLOT SUMMARY
Eleven year old Lonnie has experienced the cruelty that life sometimes brings. His parents have passed away in a fire; he now lives in foster care with Aunt Edna, and is separated from his sister Lily. Lonnie Collins Motion, or as his mother called him “Locomotion,” journals a series of free verse poems that will introduce you to his world before and during the affects of the fire.

C. CRITICAL ANALYSIS
Woodson has written a Coretta Scott King Award Honor book that features verse poetry. Within the story the young protagonist, Lonnie, journals all thoughts that come into his head. Unfortunately, he is haunted by the reoccurring thoughts of fire, smelling smoke, and blackened windows. Putting those thoughts behind him he enjoys going to the drugstore to smell the honeysuckle perfume that reminds him of his mama. Locomotion is resilient. His struggles have made him strong. His mother even stated, “My big little baby boy not even two months old and already a survivor.” A survivor he is. He has endured the most excruciating heart ache a child can go through; the loss of his mother and his father to a fire. He now lives in foster care with Miss Edna and his sister Lily is in foster care with another family. The story unravels as he deals with his struggles to find the strength to believe that as Miss Edna says, “Its gonna be o.k.”

Cultural Markers:
At first as I read the book I was so drawn into the story that aside from knowing he was black, I didn’t pay attention to the cultural markers. As I examined the novel more closely, I found markers that demonstrate the African American heritage of our protagonist, Locomotion. He understands that the color of his skin makes him different. He notes in one poem how on T.V. everything is white. Yet his teacher asks, “What has race got to do with it?” Locomotion goes on to state that his teacher, Ms. Marcus, “Don’t understand some things.” Things like my brown, brown arm. Maybe it’s that if you’re white you can’t see all the whiteness around you.” He definably understands that his skin color does make a difference in the world he lives in. This difference is confirmed when his teacher whispers that his friend has sickle cell anemia, a common disease among African Americans. As the story progresses the language to notate his culture is distinct such as: You one of us now; Hey Dog, (that’s how you call your boys); and Na, the Nets ain’t nothing. The author chose to use cultural names such as, Miss Edna, Lamont, and LaTenya. Each detailed notation adds to the feel of the book. Yet the story has a universal theme that the reader can connect with which is one of resilience and strength. It speaks of strength that can be found within which will help you rise above your circumstances.

D. REVIEW EXCEPTS
Coretta Scott King Award Honor Book
Horn Book: Named for the sixties dance hit "Locomotion," Lonnie Collins Motion writes poems that aptly contain, just as the song says, "a little bit of rhythm / And a lotta soul." The accessible form of this narrative will attract readers; Woodson's finely crafted story of heartbreak and hope won't let them go.
School Library Journal: The author places the characters in nearly unbearable circumstances, then lets incredible human resiliency shine through.
Publishers Weekly: The kinetic energy of the aptly named Locomotion (the nickname of Lonnie Collins Motion) permeates the 60 poems that tell his sad yet hopeful story.

E. CONNECTIONS
* Discuss the term resilience and what it means.
*Discuss the meaning of Locomotion’s statement, “Maybe it’s that if you’re white you can’t see all the whiteness around you.”
*Develop a list of popular terms used to denote friends such as Locomotions term “Hey Dog!”
*Other books by Jacqueline Woodson:
Feathers. ISBN 9780142411988
After Tupac and D Foster. ISBN 9780399246548
Peace, Locomotion. ISBN 9780399246555

ABC: AFRICAN AMERICAN POETRY

A. BIBLIOGRAPHY
Bryan, Ashley. 1997. ABC of African American Poetry. New York, NY: Atheneum Books fro Young Readers.

B. PLOT SUMMARY
Ashley Bryan’s ABC of African American Poetry is a Coretta Scott King award winning compilation of sample poems that capture the essence and spirit of fellow African American poets. Poets included in the book are those such as Langston Hughes, Eloise Greenfield, and Nikki Giovanni. It is an A-Z look at twenty five verses and illustrations that together inspire, ignite, and celebrate the joy of poetry.

C. CRITICAL ANALYSIS
Ashley Bryan has beautifully composed a book of poetry that celebrates the essence of African Americans. In this Coretta Scott King award winning poetry book, he meticulously selected snapshots of poetry that describe the soul, heart, and imagery of not only his culture, but the world we live in. For example the poem for the letter E states:

Each man
a string on the harp
doing its own destiny
no one pushing
no one behind
each man
the end
and the beginning
of harmony by: Henry Dumas


Cultural Markers:
The poems selected are each written by an African American poet. Most poems have distinct cultural themes that resonate the heart and soul of African Americans and their experiences. For instance: One poem describes the heart-strings of Freedom. Another poem celebrates the essence of a Black girl. A couple of the poems discuss Harriet Tubman, some are spiritual, and others celebrate music such as JazZ. Each addresses specific cultural aspect. I especially loved “O:”

The Old of our people
are the elders of the race
and must be listened to,
must be looked after,
must be given meaningful work,
must be loved and cared for,
must be treated with highest respect.
the elders of the race
are the reason we are here. By: Haki Madhubuti

This poem celebrates our ancestry. It moved me to honor in thought, my family relatives who have come before me and sacrificed for me to be where I am today. The book truly reflects the love for the African American culture. It is a compilation of poems that any reader will enjoy reading. It will engage their thoughts, minds, and sense of belonging.

Illustrations:
Ashley Bryan beautifully captures each poem through his tempera and gouache illustrations. He exemplifies their heritage by using various shades of black to represent the color of their skin. He distinguishes the African American features by illustrating large bright eyes filled with wonder, pronounced noses, and full lips that speak and sing of their message. Each page is filled with vibrant colors, lines of emotion, the beauty of family, and the joy of the soul. I especially loved the illustration for the “calling black people” letter U. This illustration depicts the cultural family in different shades of brown. Each illustration is unique, each one a necessary part of the whole. Ashley Bryan has captured the essence of his culture as each page sings lively with color the joy of his people.

D. REVIEW EXCEPTS
Coretta Scott King Award
School Library Journal: While the format and the lively illustrations mark this as a children's book, the pleasure that both word and picture will give to involved adults will enhance the shared experience.
Amazon.com Review: Award-winning children's book author and former teacher Ashley Bryan has simply hit upon a straightforward way to present the work of his favorite African American poets: he uses a letter of each poem to organize the 25 excerpts and one African American spiritual.

E. CONNECTIONS
*Compose a class ABC poetry book with each student assigned a letter to write their own poem that celebrates their culture.
*Discuss the illustrations. How do they make you feel?
*Pick one poet from within the book and do a poet study about their life and read other works by the same poet.
Other books by Ashley Bryan:
Let it Shine: Three Favorite Spirituals. ISBN 9780689847325
The Night Has Ears: African Proverbs. ISBN 9780689824272

Beautiful Blackbird. ISBN 9780689847318

CULTURE 1: INTERNATIONAL LITERATURE

THE PULL OF THE OCEAN

A. BIBLIOGRAPHY
Mourlevat, Jean-Claude. 2006. The Pull of the Ocean. New York, NY: Laurel-Leaf Books. ISBN 9780385736664

B. PLOT SUMMARY
Born into a family with three sets of older twin brothers, Yann was born last, alone, and a dwarf. One stormy night, in sheer desperation, Yann awakes his brothers and asserts how they must leave the house immediately in order to spare their lives from their violent father. A midnight tale of brotherhood develops as the ocean pulls them westward on this mesmerizing journey.

C. CRITICAL ANALYSIS
In Mourlevat’s Batchelder Award winning book, we are introduced to a ten year old protagonist named Yann Doutreleau. Yann has three sets of older twin brothers. When Yann was born, “Yann came last and alone. Like the period at the end of a sentence.” Yann is a dwarf without the features of a dwarf. He has an unusually harmonious body and face that seems to mesmerize others. He is intelligent but does not speak unless necessary. As the brothers journey, Yann describes his connection with the light. The light directs his path yet the brothers are unaware of what he means by the light. The brothers endure hard conditions as they move westward at the command of their younger brother. Unmistakably you are made aware of their commitment to each other. Max accounts a time when his brothers protected him from bullies. The older boys note how they take care of Yann by carrying him in a satchel, even offering their jacket as a blanket to keep him warm. This is a remarkable story of sibling solidarity.
Cultural Markers:
This story was originally written in French. As names unfold within the story most are definably of French origin: Yann Doutreleau, Fabien, Remy, Victor, Pierre, Faivre, and Michele Moulin to name a few. The names of the villages discussed on their journey are distinguishable as well: Angouleme, Perigueux, and Bordeaux. As the story unfolds words are used that make a distinction that the story was written with an international scope such as: “a hundred yards away, tea in the parlor, and He went down the flue.”

The tale also flows beautifully with each section described by different characters within the narrative. Each character accounts what they believe to be true of the journey. The story ends remarkably with Yann sitting on a boat headed westward. The skipper notices Yann covered with a brown blanket and remarks that no passengers are allowed on the ship. Yann smiles the most beautiful smile and the skipper, mesmerized, chooses to enjoy his magic and allows him to stay on board. This book was easy to read and left me thinking about family, faith, and providence. Mourlevat has accomplished writing a book that will captivate your mind, heart, and imagination.

D. REVIEW EXCEPTS
The Batchelder Award
School Library Journal: A well-crafted mystery awaits anyone reading this fabled jigsaw puzzle.

Booklist: The ending leaves readers a bit at sea, but the story is intriguing, and the relationship among the brothers is heartwarming.
Horn Book: A powerful portrait of poverty and sibling solidarity.

E. CONNECTIONS
*Compare and contrast this book to Charles Perrault’s “Tom Thumb.”
*Discuss Sibiling Solidarity and what role it played in this story.
*List the Cultural Markers noted in the story. How do they compare to your own?

Other novels by Jean-Claude Mourlevat:

Hannah. ISBN 9782266123136
Winters End. ISBN 9780763644505

KOALA LOU


A. BIBLIOGRAPHY
Fox, Mem. 1989. Koala Lou. Ill. by Pamela Lofts. Orlando, Fl: Harcourt Brace. ISBN 9780152005023

B. PLOT SUMMARY
A hundred times a day Koala Lou’s mother would say, “I DO love you!” As the family begins to grow, mother koala, busy with all her children, forgets to remind Koala Lou how much she loves her. Longing for affirmation, Koala Lou decides to join the Bush Olympics to gain the admiration of her mother. Disappointingly, Koala Lou comes in second. With an ailing heart Koala Lou is embraced and hears what she has been so longing to hear, “I DO love you! I always have, and I always will.”

C. CRITICAL ANALYSIS
Mem Fox has written a touching story that perfectly denotes the bond and love between a mother and child. Many children wonder about their parent’s devotion after new siblings are born. This book puts to ease their valid concerns. After several siblings have been born, Koala Lou stares at the stars and wonders if her mother will ever love her again. Determined to gain her mothers affections back, she diligently trains for the Bush Olympics. She pants, puffs, and aches through rigorous training all to gain the affection she so eagerly desires. Children will identify with Koala Lou and rejoice with her as her mother reaffirms her enduring affection.
Cultural Markers:
Mem Fox verbally notes the setting of Australia through the animals such as koala, emu, kookaburra, platypus, and more. She also describes a gum tree that Koala Lou climbs on and uses the word meter to denote distance. This universal story flows so smoothly that the setting is not as distinct as the message it will bring forth. Mem Fox has written a memorable book to read with your child.
Illustrations:
Pamela Lofts illustrated Koala Lou through the use of colored pencils. She accomplished illustrating emotions of love through details within the faces and eyes of each character. Lofts was able to capture the looks of joy, fear, worry, and determination on each page. Lofts skillful drawings pull the text and illustrations together for a perfect blend of energy. Her clever images represent the Australian country magnificently.

D. REVIEW EXCEPTS
Horn Book: A good choice for story hour, bedtime, or reading aloud.
Kirkus Review: …hoping for attention—Koala Lou trains mightily for the Bush Olympics, only to come in second. Surprisingly, this disappointment makes her wish come true.
Publishers Weekly: Koala Lou celebrates the eternal love of a mother for her child.

E. CONNECTIONS
*Compare and contrast this book to other books written about a mothers love.
*Research the Bush of Australia highlighting a different animal per child.
*Other related books about a mothers enduring love:

Munsch, Robert. Love You Forever. ISBN 9780920668368
Penn, Audrey. A Pocket Full of Kisses. ISBN 9780439686167
Rusackas, Francesca. I Love You All Day Long. ISBN 9780060502782

BREADWINNER


A. BIBLIOGRAPHY
Ellis, Deborah. 2000. Breadwinner. Berkeley, CA: Publishers Group West. ISBN 9780888994165

B. PLOT SUMMARY
The Taliban has recently taken over Afghanistan and eleven year old Parvana now finds her world turned upside down. To make matters worse her father is hauled away by the Taliban and forcefully taken to prison. Parvana’s family finds themselves stuck in a one bedroom apartment and must come up with a plan to survive. They devise a scheme to turn Parvana into a boy so that she can buy and sell to keep the family alive. Parvana must find inward strength to walk the streets confidently and do what must be done to become the Breadwinner.

C. CRITICAL ANALYSIS
Deborah Ellis has written a story based on true-life stories of women in Afghan refugee camps. Her heroine, eleven year old Parvana, will inspire others to find inward courage. Parvana desires a life that is uncomplicated but has no other option but to move forward. She faces the harsh realities of women suppression. As I read the story I was immerged in her life. I felt worried as she roamed the streets, felt sorrow as she and her family lost their father, rejoiced when he came back, and wondered if they would ever safely find the rest of her family. Ellis manages to connect her life to that of our own. Similar universal themes run across the story revealing just how similar we all are, even across cultures.
Cultural Markers:
Ellis is noted in reviews for not delving deeper into the religious aspects of this culture but I believe that if she had, it would have taken away from the main message of the story: the message of hope, inward strength, and courage. Instead, Ellis focuses on the life of Parvana depicting her culture and its hardships. Life is not easy for women in this country due to the Taliban. They are not allowed to go to school, they may not walk the streets without male companionship, if they go out the may only be seen in a burqa, and they may not talk to another man.

Ellis continually introduces the reader to this culture by depicting the harsh living conditions. The bombings have left families literally living in deplorable conditions with very little belongings. She also describes the need to trust no one. The life of Parvana as a boy, although scary at first, becomes her freedom. She is able to roam the streets and gain her independence. Freedom unfortunately comes with its grim realities of life digging up bones for money and seeing the harsh realities of cruelty by the Taliban.

Throughout the book Ellis focuses back on the strength of families. Parvana and Nooria, her sister, have a sibling rivalry that others can identify with. Yet, as frustrating as each can be to the other, they still watch out and care for each other. Ellis is able to captivate the reader’s attention through common themes of family, survival, and hope. She leaves the reader with a better understanding of the Afghan women’s struggles and their hopes for their future.

D. REVIEW EXCEPTS
Booklist: The Breadwinner is a potent portrait of life in contemporary Afghanistan, showing that powerful heroines can survive even in the most oppressive and sexist social conditions.
School Library Journal: The Breadwinner features a brave heroine in troubled times and offers a sense of hope.
Publishers Weekly: …this strong heroine will make this novel of interest to many conscientious teens.
Book Report: This story is great for history students, helping them better understand Afghanistan's turbulent history and the current plight of Afghan women.

E. CONNECTIONS
*Study the country of Afghanistan.
* Discuss the cultural markers that distinguish this country from ours.
* Write a letter to Parvana.

Other books by Deborah Ellis:
Parvana’s Journey. ISBN 9780888995193
Mud City. ISBN 9780888995421