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.