Monday, December 3, 2012

The Pirate of Kindergarten


BIBLIOGRAPHY

Lyons, George Ella. 2010. The pirate of kindergarten. New York: Atheneum Books for Young Readers. ISBN 9781416950240


PLOT SUMMARY


Ginny sees two of everything: letters, numbers, chairs…everything! She thinks everyone does until Vision Screening Day when she learns otherwise. A pair of classes and a patch make Ginny a single vision pirate in kindergarten!


CRITICAL ANALYSIS


Ginny is an eager kindergarten who loves to read. She thinks everyone sees double like her and is saddened to find out that is not the case. Her classmates make fun of her as she reads sentences twice or falls over chairs, but Ginny remains resilient. She does not let her unknown disability get her down. One might guess that a child in a similar situation might react differently given the personality of the child. 


Most of the events take place at school, which is valid considering Ginny’s disability could greatly affect her education. Readers can conclude this sweet story takes place in present day considering the machinery the optometrist uses. With that in mind, it is important to note that the story is based on author George Ella Lyons’ own experience. 


Ginny is disheartened when she first learns that she is different from everyone else. However, she does not stay down long. Lyons portrays Ginny’s double vision light-heartedly, leading readers to determine a disability is no reason to give up or become discouraged. Ginny shows that she has not become dismayed through Lynne Avril’s illustrations. She wears her eye patch accompanied by a newspaper pirate hat. 


Ginny’s classmates seem to greet her with acceptance…and probably gratefulness that she no longer runs into things. The Pirate of Kindergarten is truly a celebration of diversity—a call to embrace one’s differences as a chance to grow and adapt.


Lyons story for young people moves swiftly through the plot without adding unnecessary fluff. She offers a realistic conflict and delivers a satisfying ending. The layout of text is interesting: the text alignment changes from every which way when Ginny sees double to straight across the page when her vision is improved.


Avril’s engaging pictures will interest young readers with the bright colors and whimsical feel. I appreciate how Avril illustrates the vision testing apparatus at the doctor’s office. Such illustrations should allow apprehensive children should see the equipment in a more positive light. Avril also ought to be commended for portraying images from Ginny’s double visioned point of view.


Even older readers will enjoy the story of one girl’s adventure from seeing double to being the pirate of kindergarten! 


AWARDS & REVIEWS


Schneider Family Book Award, 2011Kirkus Book Review Stars, June 2010Publisher’s Weekly Book Review Stars, May 2010 


“Based on Lyon’s own experience, the sensitively written story radiates empathy and good humor. Even children who have not experienced Ginny’s problem will understand her occasional frustration and find it intriguing that one person can literally see the world differently from another.” –Booklist, 2010 


“This small episode, taken from the author's own experience, is much more than bibliotherapy, even though it covers Ginny's remedial eye patch (hence the title). In single or double vision, Ginny simply glows.” –Kirkus Reviews, 2010 


CONNECTIONS


Seeing from Another ViewpointRewrite The Pirate of Kindergarten as a comic strip from the point of view of another character such as a classmate or Ms. Cleo. What would they think about Ginny’s bumping around and reading double? How would they react to her new patch? Use an online comic generator such as www.ToonDoo.com.
 Ginny Hits the Silver ScreenCreate, perform, and record your own reader’s theatre for The Pirate of Kindergarten.
 Helping a FriendMake a whole-class videocast individually telling how you would help Ginny. What would you do to help her while she is struggling with seeing? When she arrives at school with her patch, what could you do to help her? 
















Sunday, December 2, 2012

In Our Mothers' House


BIBLIOGRAPHY

Polacco, Patricia. 2009. In our mothers’ house. New York: Philomel Books. ISBN 9780399250767


PLOT SUMMARY

A woman reflects on her life with two mothers. She narrates events she and her siblings experienced as they were growing up, showing appreciation for their unorthodox yet loving family.

CRITICAL ANALYSIS

Patricia Polacco is a talented, award winning author and illustrator. Many of her books address controversial subjects. In Our Mothers’ House is one such book. However, unlike most of Polacco’s books, this text fails to record realistic scenarios with sincere conflicts and character development. Still, she captures the emotion found in a loving home with two mothers.

Marmee and Meema represent two successful women who share a home and a family of adopted children. However, Polacco’s illustrations stereotype these women as being extremely masculine from the very short hair to men’s style clothing. A common stereotype included in the illustrations is that lesbians choose slip-on clogs style shoes such as Birkenstocks, which Meema often wears. The mothers’ occupations are both in the medical field; the narrator highlights their intellect and skill as applied in the home.

The children in the story come from vastly different birth parents. The difference in appearance (skin tone, hair type and color) makes no difference in their home. Certain characteristics are celebrated such as Millie’s artistic ability.

On the contrasting side, the neighbor, Mrs. Lockner, disapproves of the mothers’ lifestyle. Rather than showing that in a civilized way, she makes a fool of herself with her actions and expressions. Not all people who disagree with this lifestyle act in such a way. To be more accurate, Polacco could have included another character with Mrs. Lockner’s opinion yet a loving spirit.

This family most definitely interacts with people of other cultures and family arrangements. Their neighborhood houses representatives from numerous cultures and customs. These families’ heritage is associated with a food product, possibly as a way to give the reader a piece of common ground with which to connect to each ethnic group.

The narrator mentions that the family lives in Berkeley, California. While the setting does not make or break the story, it causes one to wonder if it is set in such a place because a home with two mothers or two dads is common in this area. The story could have been set in numerous other places without detracting from the credibility of the story.

An advantage of the story being set in this particular area is the diversity found in California. It is likely that families from multiple cultures would reside on a single block.

As is the norm in her books, Polacco illustrated this book. While not meant to be photograph-type illustrations but more playful, Polacco captures the emotion of the characters with each page. Most of the characters’ appearances remain the same from page to page. However, I found it odd that Meema and Marmee have a different appearance on each page. Their facial features and body sized vary quite often. At the beginning of the book, I had a difficult time distinguishing between the two.

The literary quality of In Our Mothers’ House pales in comparison with Polacco’s other books. This story is a reflection from the point of view of an unnamed daughter. The book contains a non-linear plot format; there is no conflict that is dealt with and resolved. The single conflict stems from the rude neighbor and is just ignored. Polacco could have strengthened both her plot and her intent with the book by having Meema and Marmee confront Mrs. Lockner. I think readers would appreciate that.

Even though the text is missing a strong plot, it certainly has a strong emotional appeal. Readers will enjoy the camaraderie between the neighbors, the siblings, and the extended family. As I was reading, I felt the enjoyment of the block party right along with the residents of Woolsey Street. I also felt sadness when the narrator mentioned the passing of the grandfather and later the mothers.

Polacco saw a need for a book that celebrates a non-traditional yet loving family after visiting and speaking in schools around the country. Children with families similar to the one portrayed in this story will appreciate the representation in literature.



AWARDS AND REVIEWS

ALA Rainbow List, 2010

“The oldest of three adopted children recalls her childhood with mothers Marmee and Meema, as they raised their African American daughter, Asian American son, and Caucasian daughter in a lively, supportive neighborhood. Filled with recollections of family holidays, rituals, and special moments, each memory reveals loving insight.” –Booklist, 2009

“The placement of the title's possessive apostrophe here is no typo: Two mothers own this house, and they have filled it with lots of love. Unfortunately, while this ambitious picture book seeks to offer an inclusive vision of family, it ultimately comes up short… The distillation of hate into a single character undermines the reality of systematic oppression faced by same-sex couples; furthermore, the flash-forward narration depicting each child grown and married into heterosexual, monoracial unions ironically presents this family as an anomaly. There is a desperate need for books that present queer families as just another part of the American quilt, but this title, despite its obvious good intentions, doesn't do it.” –Kirkus Reviews, 2009

CONNECTIONS

Reflection of Your Life

In Our Mothers’ House is a reflection of the eldest child’s life and loving home. Write your own reflection of events that describe who your family is. Include, too, what you think your family life will include in the future. Use your reflection to create your own picture book complete with a title and illustrations.

Create Your Own Plot

This book is a non-linear reflection of a young girls’ experience in a home with two mothers and no dad. Including the characters already introduced, rewrite this story to include a linear plot with conflict, rising action, climax, falling action, and resolution. (Note: The conflict does not have to include ONLY the character already mentioned.) Be creative in your endeavors!

Creativity in the Kitchen

In Meema and Marmee’s house, the kitchen is the center of all the action. Cooking is very important to this family. Polacco includes the mention of several food items, common in both this family and neighborhood families. What 1-2 recipes are common in your family? Bring a family favorite, a written recipe, and a story telling the significance of this treat.

Saturday, December 1, 2012

Ask Me No Questions


BIBLIOGRAPHY

Budhos, Marina. 2006. Ask me no questions. New York: Atheneum Books for Young Readers. ISBN 9781416949206

PLOT SUMMARY

Nadira and her family immigrated to the US from Bangladesh and working to live the American dream. Until 9/11. With expired visas, the family must try to prove they deserve to reapply for residency or risk being detained or deported.

CRITICAL ANALYSIS

Ask Me No Questions by Marina Budhos is not based on a true story. It is based on many true stories. The stories of come from Muslim immigrants who, after September 11, 2001, had to defend their innocence and detachment from the terrorists who plotted and carried out the attacks.

Budhos gives a thorough introduction to her characters. We learn that Nadira, the narrator, is a quiet, often overlooked, average student with little motivation (according to her relatives). Her sister, Aisha, however, is the star: honor student, loveable, and anticipating a bright future.

Their parents hold to many traditional beliefs such as dress as long as it is convenient. Nadira accounts one time when her sister was laughed at for wearing a scarf, so her mother told her to not wear it—even though head coverings are required for women in their culture. We see a change in Ma throughout the book. At first quiet and submissive, she adopts practices of “Western” women (mainstream dress and independence from her husband) as her strength is tested.

Readers also meet extended family and friends: Ali-Uncle who holds fast to his faith, including taking time for daily prayer rituals; Auntie and Uncle who worry over their proactive daughter, Taslima, and Tareq, a shady fellow with suspicious connections

I appreciate how Budhos varies her characters: not all of them following the letter of the traditions and customs law but also respectful of their beginnings. The characters’ moods balance out—even as they shift through the book. As Uncle gets grouchy, Auntie remains calm; when Abba appears weak and defeated, Ma shows her strength; and most evident, when Aisha breaks, quiet, unmotivated Nadira stands up for her family and wins Abba’s case!

The significance of the events in this book relates directly to the time and location in which it is set. Having this story set in and around New York City is most appropriate. One could assume Muslim families living in rural West Texas would be interrogated less often than those near the attacks of 9/11. The characters move throughout the area in New York, and as far as I am aware, all of the locations described match their real geographic locations. Their interactions with people on the subway, on college campuses, and so on show that the citizens of New York are less worried about the terrorist efforts of a 14 year old girl and her family than the US government seems to be.

Budhos includes cultural details such as the dress and food as well as terms. Nadira and Aisha address their parents not as mom and dad but as Ma (or sometimes Amma) and Abba. As a reader, I was unable to use context clues to decipher some of the non-English words. Many I knew were articles of clothing, so no meaning was lost there. I am unfamiliar with common types of food they mentioned, but I love how Nadira’s favorite snacks are the Chinese red bean bun and American donuts. Even her tastes in food show the diversity in her neighborhood.

Ask Me No Questions would be a great tool for studying character development because all of the main characters undergo a major change. While the major storyline is the family’s attempt to get Abba released from detainment, Budhos keeps her readers hooked with minor plot lines such as Aisha’s future and cousin Taslima’s relationship with her parents. If readers were uninterested in the cultural details, although numerous, included in this text, they would still love the book based on Budhos’s writing style. Even her title allures an audience—it certainly did as students saw the book on my desk! Definitely a keeper!

AWARDS AND REVIEWS

Bank Street College of Education Best Children's Books of the Year, 2007
Booklist Book Review Stars, Dec. 15, 2005
Booklist Editors' Choice: Books for Youth, 2006
ALSC Notable Children's Books, 2007
James Cook Book Award, 2007
YALSA Best Books for Young Adults, 2007

Reviews located in the front pages of the book:

“A moving, first person, present-tense narrative…Readers will feel the heartbreak, prejudice, kindness, and fear.” –Booklist, starred review

“A perceptive peek into the lives of foreigners on the fringe.” –Kirkus Reviews

“A thoughtful, riveting tale of post-9/11 America…Beautifully written.” –Chitra Divakaruni, author of Queen of Dreams

CONNECTIONS

Paper Doll Transformation

Create a trifold paper doll (the one with connected arms). Choose one of the four main characters to chart changes in their character from the beginning to the middle to the end.

What Makes an Alien Illegal?

What is the big deal? Why would the INS detain Abba? He’s a good man! What can you find out about US procedures for visas, residency requests, and documentation? Create an online timeline detailing what must be done and within what period of time in order for an immigrant to be considered “legal”.

Through the Eyes of Immigrants*

Through the Eyes of Immigrants is a video documentary that asks Muslim American youth how the events of 9/11 affected them. Pretending you are one of the four main characters and using the events from this book and other research, create a 3-5 minute video documentary detailing how the events of 9/11 have affected daily life for you.

*This assignment serves also as a research unit for students who were too young (or unborn) at the time of 9/11/01 to realize the implications of the attacks. 

Wednesday, November 21, 2012

Tea with Milk



BIBLIOGRAPHY

Say, Allen. 1999. Tea with milk. Boston: Harcourt Mifflin. ISBN 9780547237473

PLOT SUMMARY

May, raised near San Francisco, is forced to move back to her family’s homeland, Japan. Miserable and homesick, she tries to make a life for herself in the city of Osaka—despite displeasing her parents. This story tells the true events leading to the meeting of author Allen Say’s parents.

CRITICAL ANALYSIS

In this semi-biographical picture book, author and illustrator Allen Say tells the story of how his parents met. The main character is Masako (known as May). She grew up in America speaking English, getting an education, and planning to move out and go to college—all practices commonly acceptable in the United States.

However, her parents move her back to their village in Japan where all those plans go out the door. She has to repeat high school to learn Japanese and how to be a proper Japanese lady—wear a kimono, sit on the floor, and get married. May’s mother hires a matchmaker in an attempt to marry her off. While a common practice in this culture, May was raised in an American culture. Her goals go against what is typical of women in Japanese culture.

May decides to change her fate by moving to the city of Osaka where she is not longer expected to wear traditional garb. She also gets a job—an unacceptable practice for women. Her boring job leads her to interact with an English-speaking family. This event serves as a turning point for May is finally allowed (and required!) to speak her beloved English, as she becomes a store guide for foreign businessmen, her future husband being one of them!

Although she must wear the traditional kimono at work, she has the opportunity to interact with touring foreigners—who are less foreign to her than the native people of Japan. Quite the contradicting cultural practice!

In addition to the dress and a description of female gender roles, Say mentions the practice of matchmaking, sitting on the floor, the art of calligraphy, and the tea ceremony. While the story does not necessitate the detailing of all these practices, the reader may understand more about the significance of these practices if they were explained with more depth.

Say includes his signature photograph-like illustrations to complement the text. Readers see the emotion on May’s face as they read what happens to her. The beautiful full-page paintings give readers visual images to aid in understanding the setting, dress, and customs written about.

As is common in writing from this culture, the text structure is non-linear, meaning it does not follow a rising action, climax, and resolution plot line. Instead, it lays out major events leading to Say’s parents’ meeting.

Readers, don’t be fooled by the picture book format! Tea with Milk embodies a cultural lesson, a young woman’s journey, and a great love story.

AWARDS AND REVIEWS

Booklist Book Review Stars, March 1999
Publishers Weekly Book Review Stars, 1999
School Library Journal Best Books, 1999
School Library Journal Book Review Stars, 1999
ALSC Notable Children's Books, 2000

“Both an "ugly duckling" romance and a universal story of leaving home, this is a picture book that will have intense appeal for older readers.” –Booklist, March 1999

“In describing how his parents met, Say continues to explore the ways that differing cultures can harmonize…” –Kirkus Review, 1999

“Through choice words and scrupulously choreographed paintings, Say's story communicates both the heart's yearning for individuality and freedom and how love and friendship can bridge cultural chasms.” –Publisher’s Weekly, March 1999


CONNECTIONS

Interviewing May
With a partner, write 5-8 open-ended questions for an interview with May. Using the information you know about May from the book (and other soruces you find), answer these questions. Post and color-code your questions and answers on the library wiki.

Biographical Comic Strip
Ask your parents (grandparents, aunt/uncle, etc.) about their meeting. How did they meet? How long have they known one another? Etc. Use this information to create a 5 frame minimum biographical comic strip.

Travel Journal
Even though Tea with Milk is a short picture book, May travels several places. Make a paper book travel journal to record where she goes and major events that happen there. Add illustrations to aid your memory.

The Year of the Dog



BIBLIOGRAPHY

Lin, Grace. 2006. The Year of the Dog. New York: Hatchette Book Company. ISBN 9780316060004

PLOT SUMMARY

The Year of the Dog: a year of luck, friendship, and finding oneself. Grace Lin (or Pacy, as she is called at home) strives to accomplish all these things in this semi-autobiographical novel by Chinese-American author Grace Lin.

CRITICAL ANALYSIS

Before analyzing The Year of the Dog by Grace Lin, one must understand the background of the book. The characters in the family are based on author Grace Lin’s real family. They are Taiwanese-Americans (although sometimes referred to as Chinese-Americans). Lin uses her childlike illustrations to describe the appearance of the characters. She briefly mentions their skin color, hair color and style but leaves out mention facial features. (This does not take away from the authenticity of the book in any way.)

The reader learns about Grace’s culture as she details experiences to her school friend, Becky. When Melody, also Taiwanese-American, moves to town, Grace uses their developing friendship to describe traditions and customs. We learn about lucky red envelopes, red egg celebrations, and important holidays.

Wealth and luck are common themes throughout the book. Grace searches for both during the Year of the Dog. Her father and grandfather are both wealthy doctors, so the family lives in an affluent neighborhood in upstate New York—a perfectly reasonable setting (considering the reality of the location). The family wants for nothing. This is evident on a visit to a Chinatown grocery store when the family purchased so many goods that the car was overflowing.

The interactions of characters within and outside of the Taiwanese-American culture are interesting. Grace’s non-Taiwanese friends and classmates do not understand the customs and consider her “too Chinese” while girls at a Taiwanese-American summer camp consider her too Americanized—a banana, they called her.

Grace’s mother inserts stories about her childhood and her move to America as an adult. Included in these stories is the reason for assimilation into the American culture while honoring her heritage.

The Lin family shows a balance of holding to their Asian heritage while assimilating to their current environment. Readers are led to believe much of the assimilation comes from the children’s interactions with people from other cultures and books they have read. When celebrating Chinese holidays, Grace’s parents have no problem with preparing for festivities. As Grace accounts, American holiday traditions are not received as well. The Lins purchase a small Thanksgiving turkey—which is not even the main course—and prepare mashed sweet potato cakes.

Christmas is hilarious too! Rather than taking the life of a tree that has grown for so long, Mrs. Lin wants to just decorate her rubber tree plant. Oh, and presents! What fun is it knowing what you’re getting? Unless what you get fails to meet your imagined expectation. That’s how American holidays went in this family. Lin induces laughter with the cultural education the children provide to their parents.

Midway through the book, Grace has gloomy moments when she dislikes being Taiwanese-American. She does not see characters like her in movies, TV shows, and books. Rather than staying downtrodden for long, she finds a way to fix that—write a book about a Taiwanese-American girl. The book ends up winning a prize and inspiring Grace to become a writer. Author Grace Lin records in her author’s note that her motivation for writing this book was not having books such as this one when she was growing up. She saw her friends in the books she read but never herself.

In the family’s culture, a common greeting can be translated, “Have you eaten yet?” Grace notes that food is an important element in their culture. This is evident in Lin’s metaphors and sensory language. Often objects are compared to food or given the colors of food items. For example, the stuffed dog playing Toto is described as “chocolate-colored” (p. 83) and Chinese vegetables that look like “purple sausages” (p. 88).

Lin does not shy away from addressing common stereotypes. She alludes to a time in the past when women’s feet were bound—part of an inserted story from Mrs. Lin. The author also addresses the misrepresentation of Chinese people in the book called The Seven Chinese Brothers in the text and The Five Chinese Brothers in an illustration. Grace points out how the brothers look nothing like real Chinese people: Melody’s brothers do not have a ponytail and it’s impossible to swallow an ocean. I am glad that Lin addresses these stereotypes by challenging them (with the book) and placing a time stamp on when practices like feet binding occurred.

Grace Lin, the child, tells the story in first person which makes for interesting commentary. The matter of fact quality of writing makes certain situations funny when told from the perspective of a child. The familiar Chinese greeting is one example of how Grace’s realization becomes humor. Another example is how she, Melody and Melody’s brothers bust into the vitamins in lieu of candy. The description of Melody’s mom’s reaction is one only a child could have captured. Lin proves through Grace’s voice that she remembers her self as a child.

The non-linear structure tells of events in sequential order with flashbacks framed within. No major conflict is climaxed and resolved. Instead, several events are detailed as if they are a reflection of what happened. Readers may be unsatisfied with the less than dramatic way in which Grace “finds herself” and the abruptness of the book ending. Regardless, the book truly is an enjoyable education and statement of events throughout the year of luck, friendship, and finding oneself.

REVIEWS & AWARDS

Asian Pacific American Award for Literature, 2006-2007 Honorable Mention Text
National Parenting Publications Award, 2006 Gold Book Ages 9 & Up
Booklist Editors' Choice: Books for Youth, 2006
New York Public Library's 100 Titles for Reading and Sharing, 2006
NCTE Notable Children's Books in the English Language Arts, 2007
ALSC Notable Children's Books, 2007
Texas Bluebonnet Award, 2007-2008

“Lin does a remarkable job capturing the soul and the spirit of books like those of Hayward or Maud Hart Lovelace, reimagining them through the lens of her own story, and transforming their special qualities into something new for today's young readers.” –Booklist, Jan. 2006

“This comfortable first-person story will be a treat for Asian-American girls looking to see themselves in their reading, but also for any reader who enjoys stories of friendship and family life.” –Kirkus Reviews, Dec. 2005

CONNECTIONS

Comparing Holiday Traditions
Grace tells about typical holiday traditions and her family’s attempt at American holidays. In a trio, discuss how each of your families celebrates one holiday (of your choice). Complete your choice of graphic organizer with your information (either a triple Venn diagram or three-column chart). Post your diagram on the library blog, and each write a short comment detailing how you would help your partners get acclimated to your traditions if they were coming to our home to celebrate this holiday.

*If a student does not celebrate this particular holiday (or none at all), incorporate that into the graphic organizer. That student’s comment will still describe what would take place should the other two group members visit on that day/occasion.

Science Fair Project
Using Grace and Melody’s idea, design and conduct your own experiment comparing plant growth with 4 different liquids. In your design, include the following six steps of the scientific method: ask a question, form a hypothesis, conduct an experiment, collect data, analyze information, and report results. Record a 2-minute video reporting your results.

Chinese New Year (Lunar New Year)
Learn more about Chinese New Year celebrations. Make a plan for your own celebration. Include what foods you would prepare, decorations, activities, etc. Present your plan to the class by creating a poster with your ideas.