Ask Me No Questions

Citation:

Budhos, Marina. 2006. Ask Me No Questions. New York: Atheneum for Young Readers.

ISBN 9781416949206

Summary:

Fourteen-year-old Nadira and her family immigrated to New York City from Bangladesh when Nadira was just seven. A few years before September 11, 2001, the family’s visas expire and because of the terrorist attack, the Muslim community is under close surveillance. A failed attempt for asylum in Canada lands Nadira’s father in prison and Nadira and her older sister, Aisha must find a way to convince authorities that their father is not a criminal.

Critical Analysis:

Ask Me No Questions is a poignant look into the life of a Bangladeshi immigrant living in New York City during the months following September 11, 2001. Written in first person, the story follows fourteen-year-old Nadira as she struggles to understand the prejudice that she faces as a Middle Eastern immigrant. Nadira is constantly at odds with why her family is being targeted and wants so badly to fit in and be able to call someplace her home: “You forget. You forget you don’t really exist here, that this isn’t your home” (p. 8).  The fact that Nadira must keep their legal status a secret is a terrible burden to place on any teenager, but a very real issue that many teens in Nadira’s situation face.  Nadira’s sister Aisha’s valedictorian speech is one of the most powerful moments of the novel. She decides to unveil the family’s secrets and bravely addresses the discrimination she faces as a Muslim in America after 9/11: “Overnight, we, the invisible people, became visible. We became dangerous. We became terrorists, people with bombs in our luggage, poison in our homes” (p. 151).

 

While Nadira and her sister, Aisha have spent a majority of their lives in America wearing t-shirts and eating McDonald’s, the older family members tend to continue traditional Bangladeshi customs. The men wear kurtas and the women wear saris and shalwar kameezes. Traditional Middle Eastern foods including chicken tandoori, pooris, and alu gobi are also mentioned on several occasions throughout the novel. Nadira’s family tends to be somewhat progressive. They never forget their heritage, but seem to have no problem assimilating with western culture: “The first time Aisha came home crying from grade school because the kids made fun of her head scarf, Ma said firmly, ‘Don’t wear it, then.’ Ma got a lot of flak from her friends for that…‘Let them peck like old chickens’, Abba (father) laughed. ‘We know who we are’ (p. 109).

Review Excerpt(s):

“The teen voice is wonderfully immediate, revealing Nadira's mixed-up feelings as well as the diversity in her family and in the Muslim community.” ~ Booklist, Starred Review, December 2005

“Nadira's need for acceptance by her family neatly parallels the family's desire for acceptance in their adopted country. A perceptive peek into the lives of foreigners on the fringe.”

~ Kirkus Reviews, December 2005

 

Connections:

 Other books by Marina Budhos:

Budhos, Marina. 2010. Tell Us We're Home. N.Y.: Simon & Schuster. ISBN 9781416903529

Budhos, Marina. 1999. Remix: Conversations with Immigrant Teenagers. New York: Henry Holt.

 ISBN 9781556356100

Classroom Activities: Check out Marina Budhos’s website and blog-

http://www.marinabudhos.com/

 

 

The Pirate of Kindergarten

Citation:

Lyon, George Ella. 2010. The Pirate of Kindergarten. Ill.  by Lynne Avril. New York: Atheneum for Young Readers.

ISBN 9781416950240

Summary:

Ginny doesn’t know why she runs into things or sees two of everything. A trip to the school nurse during a class vision screening confirms that Ginny has double vision. After a visit to the optometrist, Ginny is given special glasses and an eye patch to correct her double vision. With her new eye patch, she becomes a “Kindergarten Pirate” and can now see and do everything her classmates can like using scissors and reading. 

Critical Analysis:

The Pirate of Kindergarten is a touching look into a young girl’s disability and how her disability is handled. Ginny is an energetic kindergartener who loves reading and drawing, but her problem seeing double gets in the way of her learning. We see her struggle with getting teased, something many children with disabilities endure. Readers of all ages can relate to the emotions Ginny feels as she struggles to do the things she loves. The moment she learns of her disability during a classroom visit to the nurse is emotional as Ginny begins to cry. However her trip to see Dr. Clare goes smoothly and the fact that she needs special glasses and a patch to help her see is turned into a positive situation. As she becomes a "Kindergarten Pirate", her disorder is no longer a problem. Her confidence is revealed and the reader is able to take away the message that being a little different can be fun.

Lynne Avril’s illustrations work perfectly with Lyon’s narrative. The illustrations are cartoon-like with characters outlined distinctly in uneven colored pencil lines. Vibrant watercolors and mixed media bring color to each character and Ginny’s double vision is represented accurately with duplicate letters, numbers and symbols. Character expressions are simple and clear; particularly Ginny’s many faces as she goes through numerous emotions. Avril's "Kindergarten Pirate" illustration is perhaps the most rewarding as the reader gets to see Ginny enjoying her time at school and using her disability as a means to play and have fun while using scissors, climbing on the playground, and reading. Another powerful illustration takes place during the climactic point of the book when Ginny is told about her disability. Avril represents Ginny’s sadness through a bright blue page with a single teardrop surrounding the text. This particular illustration might not be full of detail, but the emotions it conjures are meaningful and real.

Review Excerpt(s):

“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, May 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, Starred Review, June 2010 

Connections:

More books about amblyopia:

Headley, Justina Chen. 2006. The Patch. Ill. by Mitch Vane. Watertown, MA: Charlesbridge.

ISBN 9781580891707

Kobliner, Beth and Shaw, Jacob. 2013. Jacob's Eye Patch. Ill. by Jules Feiffer.  New York: Simon and Schuster.

ISBN 9781476737324

Classroom Activities: Here is a great printable guide full of activities for The Pirate of Kindergarten including vocabulary scaffolding, before and after discussion questions and art projects:

http://www.rif.org/documents/us/The-Pirate-of-Kindergarten-ALL.pdf

Aristotle and Dante Discover the Secrets of the Universe

Citation:

Sáenz, Benjamin Alire. 2012. Aristotle and Dante Discover the Secrets of the Universe. New York: Simon & Schuster BFYR.

ISBN 9781442408920

Summary:

15-year-old Aristotle Mendoza has so many questions. He doesn’t understand why his father is so distant, why his family won’t acknowledge his brother, or why his own existence is even necessary. When Ari meets Dante, his world seems to change. He begins to see things in a different light and he finds the courage to open up to his parents and ask the hard questions that for so long went unanswered. Dante becomes someone Ari depends on and Ari eventually realizes his relationship with Dante is so much more than just a casual friendship.

 

Critical Analysis: 

Author Benjamin Alire Sáenz’s novel Aristotle and Dante Discover the Secrets of the Universe, delves into the psyche of fifteen-year-old Ari both delicately and honestly. Ari’s negative reactions toward himself and life in general are believable and the first person account makes the overall experience much more vivid and real.  Ari’s self-perception is apparently low through numerous comments and negative thoughts; however these seem to lessen once Dante enters his life: “I was mostly invisible. I think I liked it that way. And then Dante came along” (p. 23). The reader sees Ari’s slow transformation from a character unhappy with himself and his family life, to someone with much more confidence. He is able to break down barriers between his parents and discover happiness through a relationship with Dante.

 

The parental figures are perhaps the most refreshing element within the novel. Dante’s family in particular are very close and Ari is quick to pick up on this fact: “It made me smile, the way they got along, the easy and affectionate way they talked to each other as if love between a father and a son was simple and uncomplicated” (p. 26). Dante and Ari love their parents and there is no evidence of judgment towards the boys from either family. The fact that both Dante and Ari’s parents are present in each of their lives, allows for a very optimistic outcome. Both Ari and Dante’s parents accept them for who they are and it is encouraging that there is no conflict concerning Ari and Dante’s relationship.

Review Excerpt(s):

“This moves at a slower pace than many YA novels, but patient readers, and those struggling with their own sexuality, may find it to be a thought-provoking read.” ~ Booklist, January 2012

“Meticulous pacing and finely nuanced characters underpin the author's gift for affecting prose that illuminates the struggles within relationships." ~ Kirkus Reviews, Starred Review, May 2012

 

         Connections:         

Other books by Benjamin Alire Saenz:

 

Sáenz, Benjamin Alire. 2010. He Forgot to Say Goodbye. New York: Simon & Schuster.

ISBN 9781416994343

Sáenz, Benjamin Alire. 2009. Last Night I Sang to the Monster: A Novel. El Paso, TX: Cinco Puntos.

ISBN 9781935955092

The Year of the Dog

Citation:

Lin, Grace. 2006. The Year of the Dog: A Novel. New York: Little, Brown.

ISBN 9780316060028

Summary:

The year of the dog is the year in which one will find true friendship and oneself.  Pacy hopes that this is her year. But as the year progresses, her enthusiasm fades and she struggles to find her true calling. There are times she begins to think that the year of the dog might not be so lucky for her after all.  Along the way, Pacy must learn to overcome her insecurities and embrace her life as a Taiwanese American.

Critical Analysis:

Grace Lin has created a refreshing, honest read with her first novel, The Year of the Dog. Told in first-person, the novel follows a young girl named Pacy (Grace is her American name) and explores her struggle to find her true identity. Pacy is Taiwanese American, but sometimes refers to herself as Chinese. Lin provides a thorough explanation as to why she does this within her final Author’s Note. As a Taiwanese American, she often finds herself confused with how to balance her family traditions with American life. She often feels awkward and doesn’t seem to fit in completely with either group; “It’s not fair. To Americans, I’m too Chinese, and to Chinese people, I’m too American. So which one am I supposed to be?” (p. 105). The Year of the Dog is an upbeat read that most young girls, particularly Asian American girls, will be able to find an immediate connection to after just a few pages.

 The inclusion of small, simple pictures representing the main characters sketches of her experiences are fun and provide the reader with a charming extra glimpse into Pacy's mind. So many cultural markers are present throughout the novel. Food and celebrations are very important and the descriptions of food are extensive. For example, the explanation of the Chinese New Year dinner is considerable and culturally accurate: “There was a whole fried fish – crispy and brown, meat dumplings fried golden, vegetables shining with oil, steamed buns that looked like puffy clouds, shrimp in a milky sauce, and pork colored a brilliant ruby pink” (p. 2). Celebrations including the red egg party for baby Albert and Chinese (Lunar) New Year help make the book both authentic and educational for those unfamiliar with these Taiwanese customs. Lin also includes helpful family stories told by Grace’s parents. They do a great job connecting experiences of their childhood in Taiwan to Grace’s experiences and make effective parallels between American life and Taiwanese life.

Review Excerpt(s):

“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, December 2005

“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, Starred Review, January 2006

Connections:

Other “Pacy Lin Novels”:

Lin, Grace. 2008. The Year of the Rat: A Novel. New York: Little, Brown.

ISBN 9780316033619 

Lin, Grace. 2012. Dumpling Days: A Novel. New York: Little, Brown.

ISBN 9780316125895 

Classroom Activities: There are several great ideas to use in the classroom that work well with The Year of the Dog on Grace Lin’s official website. There are lesson examples which include memoir writing and Chinese Horoscopes and a craft activity explaining how to make a New Year banner:

http://www.gracelin.com/content.php?page=book_yeardog&display=activities

The Firekeeper's Son

Citation:

Park, Linda Sue. 2003. The Firekeeper's Son. Ill. by Julie Downing. New York: Clarion.

ISBN 9780547237695

Summary:

In Korea during the eighteenth century, Sang-hee’s father has the task of lighting the fire on the nearest mountain to signal peace to the king. If the fire is not lit, the king will understand there is an enemy threat and will in turn send soldiers to Sang-hee’s village to help. When Sang-hee’s father injures his ankle on his way to light the fire, Sang-hee must light the flame.

Critical Analysis: 

While the characters in Linda Sue Park’s The Firekeeper’s Son are fictional, the historical fires are not. Set in eighteenth century Korea, The Firekeeper’s Son is a story based upon a historically accurate tradition with authentic cultural markers throughout the text and illustrations. Park’s descriptions are detailed and expressive, particularly when she uses similes (ex. “Our part of Korea is like a dragon with many humps.” p. 9). A helpful Author’s Note is included at the conclusion of the story which furthers the credibility of the story and allows the reader to make important connections to this interesting element of Korean history.

Artist, Julie Downing illustrates this tale beautifully. Her watercolors are vivid and eloquent with accurate character portrayals and the panoramic landscapes are impressive. Clothing is accurate to the time period and culture, for example Sang-lee’s father is wearing a straw satgat in several illustrations and Sang-lee is depicted wearing a traditional tunic. Facial features are detailed and accurate and there is an obvious attention to detail in hair color and styles as they relate to Korean culture. The illustrations detailing the flames of the bonfire and its embers contrast well with the dark blue coloring of the night and vibrant orange and yellow embers seem to glow among the surrounding hues.

 

Review Excerpt(s):

“Downing's handsome, watercolor-and-pastel double-page pictures personalize the history, showing realistic close-ups of the child, who plays soldiers and dreams of the excitement of battle.”

 ~ Booklist, February 2004

“Children will be intrigued by this early form of wireless communication, caught up in the riveting dilemma, and satisfied by the resolution.”

~School Library Journal

Connections:

Other books by Linda Sue Park:

Park, Linda Sue. 1999. Seesaw Girl. Ill. by Jean Tseng and Mou-Sien Tseng. New York: Clarion.

ISBN 9780547248882

Park, Linda Sue. 2001. A Single Shard. New York: Clarion ISBN 9780547534268

Classroom Activity: Pair The Firekeeper’s Son with a lesson on similes. Read the story out loud with students or try the audio version (like this one: http://www.amazon.com/The-Firekeepers-Son-Norm-Lee/dp/1402599196). Help students identify the various similes found throughout the story. A couple examples to use:

“Gleaming bright as…as a soldier’s sword.” (p. 26)

“Our part of Korea is like a dragon with many humps.” (p. 9)

 

The Boy in the Garden

Citation

Say, Allen. 2010. The Boy in the Garden. Boston: Houghton Mifflin for Children.

ISBN 9780547214108

Summary:

While visiting Mr. Ozu’s garden, Jiro spots a crane statue and recalls the story of The Grateful Crane his mother often told him. After falling asleep, he begins to dream about the story and suddenly becomes a part of the tale.

Critical Analysis:

Allen Say beautifully tells and illustrates the book, The Boy in the Garden. Before the story begins, readers are introduced to the Japanese fairy tale The Grateful Crane; a fairy tale that serves as a basis for the main story. This is very helpful to those unfamiliar with the traditional tale. The main character, Jiro, is a sweet child with a gentle heart and vivid imagination. Japanese characters are authentically portrayed through illustrations, as well as text. For example, the text includes accurate Japanese names and mentions the traditional Japanese garment, the kimono.

The illustrations are perhaps one of the most impressive aspects of the book. Say’s watercolors are vibrant and detailed. Each has a serene quality with soft tones and delicate lines. Japanese characters are represented realistically through soft tan skin colors and life-like facial features. The Japanese architecture is impressively illustrated and represented, from the gentle curving roof of Mr. Ozu’s house to the vertical sliding panels (fusuma) of the teahouse.  The lush bonsai trees scattered throughout Mr. Ozu’s garden are another credible addition. A favorite illustration is the introduction of the mysterious woman complete with a stunning green scarf, flowing white kimono, and blue oil-paper umbrella.

 

Review Excerpt(s):  

“This is a beautiful, moving, quietly mysterious read, ripe with possibilities for interpretation and contemplation.” ~ Kirkus, Starred Review, October 2010

 

“Say's artwork, with its clean, quiet scenes, always pleases, and the more perceptive child will take much away from this.” ~Booklist, September 2010

Connections:

Other books by Allen Say-

Say, Allen. 1999. Tea with Milk. Boston: Houghton Mifflin ISBN 9780547237473

Say, Allen. 1993. Grandfather's Journey. Boston: Houghton Mifflin ISBN 9780547076805

 

Crossing Bok Chitto

Citation:

Tingle, Tim. 2006. Crossing Bok Chitto: A Choctaw Tale of Friendship & Freedom. Ill. by Jeanne Rorex Bridges. El Paso, TX: Cinco Puntos.

ISBN 9780938317777

Summary: 

In the early 1800’s, the Bok Chitto river divided the Choctaw Nation and a series of plantations. A young Choctaw girl, Martha Tom, wanders across the river and discovers a congregation of slaves from the plantation having Sunday morning service. She befriends Little Mo and when his mother is sold to another plantation, Martha Tom and her Choctaw family lead Little Mo and his family to freedom.  

Critical Analysis: 

Crossing Bok Chitto is a touching and inspiring story rich in culture, not only of the Choctaw heritage, but the African American experience, as well. The story is told simply, yet has a powerful message of friendship, courage, and hope. The language is easy to follow for all ages and the inclusion of a native Choctaw wedding song, as well as a Choctaw translation of the classic hymn “I am bound for the Promised Land”, are authentic, interesting touches.  Since author Tim Tingle is a member of the Choctaw Nation of Oklahoma, there is definite sense of credibility in the creation of the book.  He includes several pages of factual information concerning Choctaw storytelling, a brief history of the Choctaw Nation, and short reasoning as to why the book was written and how the story has come to be; “Crossing Bok Chitto is an Indian book, written by Indian voices and painted by an Indian artist.”

 

The acrylics provided by Jeanne Rorex Bridges are realistic and moving. Characters are lifelike and it seems as if they almost stare out at the reader from the pages. Colors are muted, but detailed in clothing, backdrop, and facial expressions. Skin tones and hair are accurate to both the Choctaw and African American characters. Choctaw characters are represented in standard period dress consisting of long cotton dresses with aprons and moccasin shoes. The flowing white cotton dresses illustrated during the Choctaw wedding ceremony and the escape (depicted on the cover, as well) are beautifully simple and bright. Strangely, the river is barely noticeable in most pictures. Bridges represents this key element of the story with little color, thus giving many of the illustrations a murky quality.

 

Review Excerpt(s):

“…the artist has done a wonderful job of depicting all of the characters as individuals, with many of them looking out of the page right at readers.” ~ School Library Journal

 

“This book unites the spoken language of story with the visual language of paintings to pass on a story that tells something important about its people.” ~ The Lorgnette- Heart of Texas Reviews

 

Connections:

Other books by Tim Tingle:

Tingle, Tim. 2007. When Turtle Grew Feathers: A Folktale from the Choctaw Nation. Ill. by Stacey Schuett. Atlanta, GA: August House LittleFolk. ISBN 9780874837773 

Tingle, Tim. 2010. Saltypie: A Choctaw Journey from Darkness into Light. Ill. by Karen Clarkson. El Paso, TX: Cinco Puntos. ISBN 9781933693675

 

Classroom Activity: Teaching books.net has some great resources for introducing Crossing Bok Chitto including author interviews and audio files with pronunciation explanations, Tim Tingle’s website, and lesson plans.

http://www.teachingbooks.net/tb.cgi?tid=1600&a=1

 

Jingle Dancer

Citation:

Smith, Cynthia Leitich. 2000. Jingle Dancer. Ill. by Cornelius Van Wright and Ying-Hwa Hu. New York: Morrow Junior.

ISBN 9780688162412

Summary:

Jenna longs to jingle dance in the next powwow, but does not have enough jingles to make her dress “sing”. She ventures to nearby relatives hoping to collect enough jingles for her and Grandma Wolfe to sew on her dress in time for the powwow.

Critical Analysis:

Cynthia Leitich Smith’s first book is a delightful account of a young Native American girl of Muscogee (Creek) Nation and Ojibway (Chippewa/Anishinabe) decent who is determined to carry on a family tradition. The relationship between Grandma Wolfe and Jenna is endearing and highlights the importance of family and heritage. Jenna’s determination to dance like her grandmother is touching and the fact that she is willing to dance for those who are unable to do so is encouraging. The contemporary story blends with Native American culture flawlessly by depicting a modern girl carrying on traditional customs. Personification is a predominate literary device used in the story, for example, the relationship between the Sun and Moon (Ex. “As Moon kissed Sun good night…”). Author Cynthia Leitich Smith includes a helpful Author’s Note which adds to the authenticity of the story immensely. The fact that Smith is a member of the Muscogee (Creek) Nation, gives an authoritative touch to the story and her additional history on the custom of jungle dancing is very interesting. The Glossary included is helpful, which includes terms found in the story such as regalia, powwow, and fry bread, a traditional Native American food.

The vibrant watercolors provided by Cornelius Van Wright and Ying-Wha Hu are impressive and do a fabulous job portraying contemporary Native American life. Hair and skin color are reflective of the culture, while dress and hair styles remain true to modern day living. For example, Cousin Elizabeth is a lawyer and is painted with a business suit, brief case and newspaper under one arm.  Contemporary setting and dress are predominate while traditional Native American dress is subtly highlighted from beginning to end. The Illustrations of the jingle dancing regalia are detailed and accurate, working well with Smith’s description of traditional jingle dancer attire in her Author’s Note. The illustrations work well with the text and effectively blend a contemporary setting with Native American tradition.   

Review Excerpt(s):

“The author is deliberately showing us, it would seem, that all Native Americans are not poor or live on rundown reservations. A useful portrayal of an important cultural event in a Creek girl's year.”

~ Kirkus, April, 2000 

“There are lyrical turns of phrase in this picture book about a contemporary Mucogee/Ojibway child who achieves her dream with love and support from her elders. Jenna, her family, and friends all embrace cultural traditions while living contemporary lives, as the full-page watercolor illustrations emphasize”

~CCBC, 2001

Connections:

Ancona, George. 1993. Powwow. San Diego: Harcourt Brace Jovanovich ISBN 9780152632694

Smith, Cynthia Leitich. 2002. Indian Shoes. New York: Harper Collins ISBN 9780060295325

Classroom Activity: View authentic jingle dances on YouTube with students. Here are a couple of examples:

http://www.youtube.com/watch?v=9yPAwU6M0AU&feature=related

http://www.youtube.com/watch?v=BZFefZKlR3g

The Story of the Milky Way: A Cherokee Tale

Citation:

Bruchac, Joseph and Gayle Ross. 1995. The Story of the Milky Way: A Cherokee Tale. Ill. by Virginia A. Stroud. New York: Dial for Young Readers.

ISBN 9780803717374

Summary:

After an elderly couples’ cornmeal is stolen overnight, their grandson sets out to find the thief. He is shocked to discover a giant, glowing dog who comes at night to eat the cornmeal. The grandson asks the village to sneak up on the dog the next time it visits and make a great deal of noise in order to scare it away. The noise frightens the dog and in turn it runs into the sky leaving a trail of cornmeal behind it, thus forming the Milky Way.

Critical Analysis:

The Story of the Milky Way: A Cherokee Tale is a touching retelling of a traditional legend. Authors Joseph Bruchac and Gayle Ross include a factual page entitled The Origin of the Story before the tale begins outlining their personal introductions to the legend as well as explaining the addition of the grandson to this particular version. The importance of storytelling as it relates to numerous Native American tribes, including Cherokee, is apparent when the story begins with a father sharing this particular legend with his two children. The story is told simply and the Cherokee are adequately and authentically represented through the story telling.

Virginia A. Stroud provides original illustrations that are dynamic and accurate. Her illustrator’s note provides further insight into the period dress she includes in the book’s illustrations. Interestingly, character faces are expressionless, but traditional clothing and setting are true to life of the time. Women are depicted with long, black hair and are dressed in colorful, flowery dresses which were popular during the early 1800’s, the time Stroud has chosen to illustrate. The men don colorful robes and moccasins. Since corn is the predominate food of the time and tribe, the text explains this thoroughly and the illustrations provide a reliable representation of the corn and its preparation in large, decorative baskets. The large, star covered dog is one of the most impressive illustrations. A favorite is its final leap into the sky with the cornmeal trailing behind.

Review Excerpt(s):

“Stroud's distinctive, stylized acrylics harmoniously oppose starkly delineated characters with intricately patterned backgrounds.” ~Publisher’s Weekly, September, 1995

“It is accessible on many levels; it will hold the attention of young listeners, yet remain interesting to older readers.” ~ School Library Journal, 1995

Connections:

Bruchac, Joseph. 1993. The First Strawberries: A Cherokee Story. Ill. by Anna Vojtech. New York: Dial for Young Readers. ISBN 9780140564099

Oughton, Jerrie. 1992. How the Stars Fell into the Sky: A Navajo Legend. Ill. by Lisa Desimini. Boston: Houghton Mifflin. ISBN 978-0395779385

Classroom Activities:

Discuss Pourquoi stories and relate the discussion to The Story of the Milk Way: A Cherokee Tale. A good website for reference: http://rwtverio.ncte.org/lessons/lesson_view_printer_friendlyf843.html

 

 

The Skirt

Citation:

Soto, Gary. 1992. The Skirt. Ill. by Eric Velasquez. New York: Delacorte.

ISBN 9780440409243

                                                 
                                                         Summary:

Miata Ramirez is constantly loosing things. When she leaves her folklórico skirt on the bus Friday afternoon, she is sure to disappoint her parents who are eagerly awaiting her folklórico dance in the skirt. She recruits her best friend, Ana, to help her retrieve the skirt from the bus before her performance on Sunday.

Critical Analysis:

 Gary Soto’s novel The Skirt is a quick, enjoyable read that showcases a number of Latino traditions, while blending American culture subtly throughout. Miata Ramirez and her family are Mexican American and Soto effortlessly incorporates the Spanish language, traditional Hispanic foods (frijoles and papas fritas), and the Latin American tradition of folkloric dance or folklórico from beginning to end. Miata’s interactions with her family are thoughtful. The Spanish language is used often between them and readers can easily interpret meaning to unknown Spanish words using basic inferencing skills. Eric Velasquez lends a handful of pencil illustrations that are somewhat bland; however the drawings do portray accurate Latino characters. Soto’s story is an authentic and thoughtful portrayal of a modern Mexican American family able to embrace American life while continuing to honor their own heritage and customs.

Review Excerpt(s):

“A good beginning chapter book, this uses simple words without sounding too simplistic.”

~ Booklist, October 1992

“Miata's family and friends are typical without becoming stereotypical, offering readers a cast and situation with which to identify, whatever their own ethnic origins.” ~ The Bulletin of the Center for Children’s Books, October 1992

Connections:

Soto, Gary. 1990. Baseball in April and Other Stories. San Diego: Harcourt Brace Jovanovich.

 ISBN 9780152025670

Soto, Gary. 1993. Too Many Tamales. Ill. by Ed Martinez. New York: Putnam. ISBN 9780698114128

Classroom Activities: Since Gary Soto’s The Skirt is a novel with no color pictures, explore some websites with traditional folklórico dress. YouTube also has some great performances to share!

http://www.photohouston.com/Mexican-folk-dance/ballet-folklorico-stock-photos.html