Bibliography
Smith, Cynthia Leitich. 2000. JINGLE DANCER. Ill. By Cornelius Van Wright and Yin-Hwa Hu. New York, NY: Morrow Junior Books. ISBN 0688162428.
Plot Summary
Jenna is a young Native American girl who is living in today’s world, yet has a deep love for her Native American traditions. Jenna wants to do the traditional jingle dance at the yearly powwow. She has a dress to wear, but it does not have any jingles on it. She goes around visiting relatives and friends and hopes to find enough jingles to so that she can dance at the powwow.
Critical Analysis
The setting of this story occurs during today’s modern times. Jenna is dressed as a typical young girl with a t-shirt and jeans through most of the story. All the characters in the story are dressed in modern clothes and the houses are decorated with modern furnishings. We see Native Americans and how they live just like everyone else. They live in houses and not Teepees. It gives a realistic view of life and not a stereotypical view. The book shows us that a powwow is a special occasion. The author’s beautiful style of writing creatively incorporates many Native American traditions and cultural markers into the story.
The plot revolves around Jenna getting enough jingles on her dress so that she will be able to dance at the powwow. We clearly see how very important this tradition is to her. She watches over and over the video of her grandmother dancing the traditional Indian dance. As she visits different friends and family members we see that they are just like all typical American families. Jenna’s cousin lives in an apartment and works for a law firm. Her friend Mrs. Scott lives in a brand new duplex.
Throughout the story Native American traditions are woven into the text. The author marks time with sayings such as “As Moon kissed Sun good night”. Jenna eats traditional food like fry bread with honey on it. The story has a beat within it. We hear the tink, tink, tink, tink, of the jingles and the brum, brum, brum brum of the powwow drum throughout the story. This gives it an authentic Native American feel.
The beautiful watercolor illustrations really add an authentic feel. We see how the modern day Jenna looks in her typical day to day surroundings, and then we see her dressed up in the traditional Native American dress for the powwow. The soft colors and muted tones add a southwestern feel to the story.
Review Excerpts
From Publishers WeeklySmith, a mixed-blood member of the Muscogee (Creek) Nation, convincingly juxtaposes cherished Native American tradition and contemporary lifestyle in this smooth debut. Watching a videotape of Grandma Wolfe performing a jingle dance, Jenna is determined to dance at an upcoming powwow. But she lacks the cone-shaped, tin jingles that are sewn on to dancers' dresses as part of the regalia. The girl walks down a suburban sidewalk lined with modern houses as she sets out to visit her great-aunt, a neighbor, a cousin and Grandma Wolfe, all of whom lend her jingles for her dress. Smith's language consciously evokes legend. For example, "As Sun caught a glimpse of the Moon" indicates the time of day; and Jenna is careful to borrow only a limited number of jingles, "not wanting to take so many that [another's] dress would lose its voice." Van Wright and Hu's (Jewels) lifelike renderings capture the genuine affection between Jenna and these caring older women. Their easy integration of Native and standard furnishings and clothing gracefully complement Smith's heartening portrait of a harmonious meshing of old and new. Ages 4-10. (Apr.) Copyright 2000 Reed Business Information, Inc.
From School Library JournalKindergarten-Grade 3-Without enough tin jingles to make her dress sing, how can Jenna be a jingle dancer just like Grandma Wolfe at the next powwow? She borrows one row from Great-aunt Sis, whose aching legs keep her from dancing; another from Mrs. Scott, who sells fry bread; one from Cousin Elizabeth, whose work keeps her away from the festivities; and a fourth row from Grandma, who helps Jenna sew the jingles to her dress, assemble her regalia, and practice her bounce-steps. When the big day arrives, the girl feels proud to represent these four women and carry on their tradition. Watercolor paintings in bright, warm tones fill each page. In scenes where she is dancing, backgrounds of blurred figures effectively represent both the large audience and the many generations whose tradition the gathering honors. Seeing Jenna as both a modern girl in the suburban homes of her intertribal community and as one of many traditionally costumed participants at the powwow will give some readers a new view of a contemporary Native American way of life. An author's note and glossary tell more about the Muscogee (Creek) Nation, the Ojibway origins of jingle dancing, and the significance of the number four in Native American tradition. This picture book will not only satisfy a need for materials on Native American customs, but will also be a welcome addition to stories about traditions passed down by the women of a culture.Ginny Gustin, Sonoma County Library System, Santa Rosa, CA
Connections
Students can do research on the history of the Jingle Dance
Students can research contemporary Native Americans
Students can research the Ojibway people who are credited (along with other Native women of Canada) with the Jingle Dance
Monday, July 14, 2008
Culture 4
Bibliography
Dorris, Michael. 1992. MORNING GIRL. New York, NY: Hyperion. ISBN 1562822845.
Plot Summary
This is the story of two children living with their family on an island. The two main characters are Morning Girl and Star Boy. The brother and sister tell their story in alternating chapters. We see life on the island as one of beauty and survival. The family endures the tragedy of losing a baby that does not make it to full term, and we see how each member of the family deals differently with the loss. There is a terrible storm that destroys most of the homes on the island, yet we see the resiliency of these people by seeing how easily they pick themselves up and are able to go on and rebuild their homes. This is all told through the eyes of two children. The end of the book, during the epilogue, hints that times will be changing for the worse for these people.
Critical Analysis
In this story the back cover is the only place that gives clues as to where and when the story takes place and the name of the people. The back cover tells us that this story of the Taino people living on a Bahamian island in 1492. The book starts right away with a young girl talking about her name. Naming a person is a very important cultural marker in this story and its theme is carried throughout the book. Morning girl was given her name because she always wakes up early and with something on her mind. We also find out that on this island a person’s name can change. Morning girl’s brother was originally named Hungry, because he was always hungry and loved food. His named changed as he got older and a more appropriate name was decided on by him and his parents. He becomes Star Boy in the second chapter because he likes the night, and sleeps late into the day. The plot revolves around the daily life of the family. The family faces many difficulties throughout the story, but the close knit family works through all these difficulties as a family. We also see Morning Girl and Star Boy as typical siblings. They annoy each other and often disagree and argue, and like most siblings they also care deeply about one another and are able to work out their differences. After one incident where Morning Girl helps Star Boy retain his pride, Star Boy calls his sister in private The One Who Stands Beside.
The text is well written and flows smoothly. The story does not have many culturally authentic words in it. The author gives good and vivid descriptions of his characters. At one point Morning Girl want to know who Morning Girl really is and her and her mother go over what her face looks like. Morning girl comes to this conclusion “She has a chin like a starfish, and brows like white clouds on the horizon. Her nose works. Her cheeks swell into mountains when she smiles. The only thing right about her is her ears.” There are these types of descriptions used throughout the book. Since it is written through children’s eyes they use what they know when they are describing things.
The abstract at the end of the story is from the diary of Christopher Columbus. In this letter we see that he feels that this group of people needs to be changed. They need Christianity and language. He feels that even though they are kind and welcoming to him that “they should be good and intelligent servants”. He could not just accept that they did not need to be changed. They were happy and self sufficient as they were. It was a sad ending.
Review Excerpts
From School Library JournalGrade 3-6. A story of a Taino girl and her brother, set in 1492 in the Bahamas. Sibling rivalry, jealously, and love?all are related with elegance and warmth, reflecting a simplicity of lifestyle and universality of experiences. Copyright 1997 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.
Kirkus Reviews( August 15, 1992 ; 1-56282-284-5 ) Like the quiet lap of waves on the sand, the alternating introspections of two Bahamian island children in 1492. Morning Girl and her brother Star Boy are very different: she loves the hush of pre-dawn while he revels in night skies, noise, wind. In many ways they are antagonists, each too young and subjective to understand the other's perspective--in contrast to their mother's appreciation for her brother. In the course of these taut chapters concerning such pivotal events as their mother's losing a child, the arrival of a hurricane, or Star Boy's earning the right to his adult name, they grow closer. In the last, Morning Girl greets-- with cordial innocence--a boat full of visitors, unaware that her beautifully balanced and textured life is about to be catalogued as ``very poor in everything,'' her island conquered by Europeans. This paradise is so intensely and believably imagined that the epilogue, quoted from Columbus's diary, sickens with its ominous significance. Subtly, Dorris draws parallels between the timeless chafings of sibs set on changing each other's temperaments and the intrusions of states questing new territory. Saddening, compelling--a novel to be cherished for its compassion and humanity. (Fiction. 8+)
Connections
Students can research the Taino people
Discuss the relationship between the Native Taino people and the Europeans
Discuss present day Taino people
Dorris, Michael. 1992. MORNING GIRL. New York, NY: Hyperion. ISBN 1562822845.
Plot Summary
This is the story of two children living with their family on an island. The two main characters are Morning Girl and Star Boy. The brother and sister tell their story in alternating chapters. We see life on the island as one of beauty and survival. The family endures the tragedy of losing a baby that does not make it to full term, and we see how each member of the family deals differently with the loss. There is a terrible storm that destroys most of the homes on the island, yet we see the resiliency of these people by seeing how easily they pick themselves up and are able to go on and rebuild their homes. This is all told through the eyes of two children. The end of the book, during the epilogue, hints that times will be changing for the worse for these people.
Critical Analysis
In this story the back cover is the only place that gives clues as to where and when the story takes place and the name of the people. The back cover tells us that this story of the Taino people living on a Bahamian island in 1492. The book starts right away with a young girl talking about her name. Naming a person is a very important cultural marker in this story and its theme is carried throughout the book. Morning girl was given her name because she always wakes up early and with something on her mind. We also find out that on this island a person’s name can change. Morning girl’s brother was originally named Hungry, because he was always hungry and loved food. His named changed as he got older and a more appropriate name was decided on by him and his parents. He becomes Star Boy in the second chapter because he likes the night, and sleeps late into the day. The plot revolves around the daily life of the family. The family faces many difficulties throughout the story, but the close knit family works through all these difficulties as a family. We also see Morning Girl and Star Boy as typical siblings. They annoy each other and often disagree and argue, and like most siblings they also care deeply about one another and are able to work out their differences. After one incident where Morning Girl helps Star Boy retain his pride, Star Boy calls his sister in private The One Who Stands Beside.
The text is well written and flows smoothly. The story does not have many culturally authentic words in it. The author gives good and vivid descriptions of his characters. At one point Morning Girl want to know who Morning Girl really is and her and her mother go over what her face looks like. Morning girl comes to this conclusion “She has a chin like a starfish, and brows like white clouds on the horizon. Her nose works. Her cheeks swell into mountains when she smiles. The only thing right about her is her ears.” There are these types of descriptions used throughout the book. Since it is written through children’s eyes they use what they know when they are describing things.
The abstract at the end of the story is from the diary of Christopher Columbus. In this letter we see that he feels that this group of people needs to be changed. They need Christianity and language. He feels that even though they are kind and welcoming to him that “they should be good and intelligent servants”. He could not just accept that they did not need to be changed. They were happy and self sufficient as they were. It was a sad ending.
Review Excerpts
From School Library JournalGrade 3-6. A story of a Taino girl and her brother, set in 1492 in the Bahamas. Sibling rivalry, jealously, and love?all are related with elegance and warmth, reflecting a simplicity of lifestyle and universality of experiences. Copyright 1997 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.
Kirkus Reviews( August 15, 1992 ; 1-56282-284-5 ) Like the quiet lap of waves on the sand, the alternating introspections of two Bahamian island children in 1492. Morning Girl and her brother Star Boy are very different: she loves the hush of pre-dawn while he revels in night skies, noise, wind. In many ways they are antagonists, each too young and subjective to understand the other's perspective--in contrast to their mother's appreciation for her brother. In the course of these taut chapters concerning such pivotal events as their mother's losing a child, the arrival of a hurricane, or Star Boy's earning the right to his adult name, they grow closer. In the last, Morning Girl greets-- with cordial innocence--a boat full of visitors, unaware that her beautifully balanced and textured life is about to be catalogued as ``very poor in everything,'' her island conquered by Europeans. This paradise is so intensely and believably imagined that the epilogue, quoted from Columbus's diary, sickens with its ominous significance. Subtly, Dorris draws parallels between the timeless chafings of sibs set on changing each other's temperaments and the intrusions of states questing new territory. Saddening, compelling--a novel to be cherished for its compassion and humanity. (Fiction. 8+)
Connections
Students can research the Taino people
Discuss the relationship between the Native Taino people and the Europeans
Discuss present day Taino people
Saturday, July 5, 2008
Culture 3
Bibliography
Ryan, Pam Muñoz. 2000. ESPERANZA RISING. New York, NY: Scholastic. ISBN 043912042x.
Plot Summary
Esperanza has lived a privileged life. She is the daughter of a wealthy land owner. The day before her thirteenth birthday her world comes crashing down around her. Her father is killed by bandits. Her two ruthless uncles plot to take over everything. They burn down Esperanza’s house and threaten to do more damage unless Esperanza’s mother will marry one of them. Esperanza’s mother and Esperanza decide that the only way that they can be together is by going to live and work in America. Their former servants and friends take them to America where they must work long hours. We see how they struggle to survive in this new land.
Critical Analysis
In this 1930’s story we are given a window into the lives and struggles of many Mexican immigrants. In this story we see how Esperanza and her mother must adjust their lifestyle. They go from a life of privilege that included having servants and field workers, to becoming field workers themselves. Their hardships and struggles are vividly painted for us by the author. The language of the book is very realistic and the author often writes a phrase or a word in Spanish, and then gives the English translation. This adds to the overall cultural authenticity of the story. Esperanza is a well developed character and we see her grow from a pampered and somewhat selfish young girl into a caring young woman in the span of one year. We see how in the 1930’s the Great Depression was affecting everyone’s lives and that to be a Mexican migrant worker was to be in one of cultures that suffered the most. The living conditions in the camps were all very bad, but for example the Oakies camp was going to have a swimming pool at it. Discrimination was very evident at that time.
For the most part the setting of the story revolved around what was happening in their camp and their daily struggles, with only bits and pieces of the how the outside world was viewing them. Esperanza has to learn a whole new way of life. Her former servants are now her equals and to a certain extent have even more authority in America since they are accustomed to hard work and are better able to cope in this new environment. Esperanza and her mother do not go to America for the “American Dream”. They go to escape their corrupt uncles, and to be able to stay together. Esperanza’s friend Miguel is more excited about the American Dream, since he figures that in Mexico he can never be more than the “class system” will allow him to be. In America he finds out that because of discrimination towards Mexicans that the American Dream is not that easy to attain. He does not give up on it, though, and continues to believe that he will one day attain his dreams. The story does not have a clear cut happy ending, but it does leave one feeling that there is always hope.
The descriptions of the characters are very good and authentic. The author does a good job of describing the the character’s appearances. She describes Hortencia the servant/friend as a solid figure with blue/black hair in a braid down her back. She describes one girl as plump with a fair complexion, and another girl as delicate and frail, having big brown eyes and resembling a deer. She describes the twins as dark-eyed cherubs with thick mops of black hair. At one point in the story the character of Miguel points out to Esperanza that “Those with Spanish blood, who have the fairest complexions in the land, are the wealthiest.” These cultural markers are present throughout the story. The celebrations and foods also play a very important role. The author pays close attention to the important themes of family and foods. The titles of the chapters are names of fruits. She carries this theme through out the book. In the last chapter as Esperanza is telling her grandmother what has happened to them in the last year she tells the story through the use of fruits and vegetables “like a field worker would tell a story”. In the author’s notes we find out that this fictional story is loosely based on the author’s grandmother. She intertwines some of her grandmother’s stories into the telling of the story of Esperanza.
Review excerpts
From Publishers Weekly"With a hint of magical realism, this robust novel set in 1930 captures a Mexican girl's fall from riches and her immigration to California," said PW in our Best Books citation. Ages 8-12. (June) Copyright 2002 Reed Business Information, Inc. From School Library JournalGrade 6-9-Ryan uses the experiences of her own Mexican grandmother as the basis for this compelling story of immigration and assimilation, not only to a new country but also into a different social class. Esperanza's expectation that her 13th birthday will be celebrated with all the material pleasures and folk elements of her previous years is shattered when her father is murdered by bandits. His powerful stepbrothers then hold her mother as a social and economic hostage, wanting to force her remarriage to one of them, and go so far as to burn down the family home. Esperanza's mother then decides to join the cook and gardener and their son as they move to the United States and work in California's agricultural industry. They embark on a new way of life, away from the uncles, and Esperanza unwillingly enters a world where she is no longer a princess but a worker. Set against the multiethnic, labor-organizing era of the Depression, the story of Esperanza remaking herself is satisfyingly complete, including dire illness and a difficult romance. Except for the evil uncles, all of the characters are rounded, their motives genuine, with class issues honestly portrayed. Easy to booktalk, useful in classroom discussions, and accessible as pleasure reading, this well-written novel belongs in all collections.Francisca Goldsmith, Berkeley Public Library, CA Copyright 2000 Reed Business Information, Inc.
Connections
Students can research the celebrations that are talked about in the story
Research the 1930’s and the Great Depression
Read other stories by Pam Munoz Ryan: Becoming Naomi Leon
Riding Freedom
Paint the Wind
Ryan, Pam Muñoz. 2000. ESPERANZA RISING. New York, NY: Scholastic. ISBN 043912042x.
Plot Summary
Esperanza has lived a privileged life. She is the daughter of a wealthy land owner. The day before her thirteenth birthday her world comes crashing down around her. Her father is killed by bandits. Her two ruthless uncles plot to take over everything. They burn down Esperanza’s house and threaten to do more damage unless Esperanza’s mother will marry one of them. Esperanza’s mother and Esperanza decide that the only way that they can be together is by going to live and work in America. Their former servants and friends take them to America where they must work long hours. We see how they struggle to survive in this new land.
Critical Analysis
In this 1930’s story we are given a window into the lives and struggles of many Mexican immigrants. In this story we see how Esperanza and her mother must adjust their lifestyle. They go from a life of privilege that included having servants and field workers, to becoming field workers themselves. Their hardships and struggles are vividly painted for us by the author. The language of the book is very realistic and the author often writes a phrase or a word in Spanish, and then gives the English translation. This adds to the overall cultural authenticity of the story. Esperanza is a well developed character and we see her grow from a pampered and somewhat selfish young girl into a caring young woman in the span of one year. We see how in the 1930’s the Great Depression was affecting everyone’s lives and that to be a Mexican migrant worker was to be in one of cultures that suffered the most. The living conditions in the camps were all very bad, but for example the Oakies camp was going to have a swimming pool at it. Discrimination was very evident at that time.
For the most part the setting of the story revolved around what was happening in their camp and their daily struggles, with only bits and pieces of the how the outside world was viewing them. Esperanza has to learn a whole new way of life. Her former servants are now her equals and to a certain extent have even more authority in America since they are accustomed to hard work and are better able to cope in this new environment. Esperanza and her mother do not go to America for the “American Dream”. They go to escape their corrupt uncles, and to be able to stay together. Esperanza’s friend Miguel is more excited about the American Dream, since he figures that in Mexico he can never be more than the “class system” will allow him to be. In America he finds out that because of discrimination towards Mexicans that the American Dream is not that easy to attain. He does not give up on it, though, and continues to believe that he will one day attain his dreams. The story does not have a clear cut happy ending, but it does leave one feeling that there is always hope.
The descriptions of the characters are very good and authentic. The author does a good job of describing the the character’s appearances. She describes Hortencia the servant/friend as a solid figure with blue/black hair in a braid down her back. She describes one girl as plump with a fair complexion, and another girl as delicate and frail, having big brown eyes and resembling a deer. She describes the twins as dark-eyed cherubs with thick mops of black hair. At one point in the story the character of Miguel points out to Esperanza that “Those with Spanish blood, who have the fairest complexions in the land, are the wealthiest.” These cultural markers are present throughout the story. The celebrations and foods also play a very important role. The author pays close attention to the important themes of family and foods. The titles of the chapters are names of fruits. She carries this theme through out the book. In the last chapter as Esperanza is telling her grandmother what has happened to them in the last year she tells the story through the use of fruits and vegetables “like a field worker would tell a story”. In the author’s notes we find out that this fictional story is loosely based on the author’s grandmother. She intertwines some of her grandmother’s stories into the telling of the story of Esperanza.
Review excerpts
From Publishers Weekly"With a hint of magical realism, this robust novel set in 1930 captures a Mexican girl's fall from riches and her immigration to California," said PW in our Best Books citation. Ages 8-12. (June) Copyright 2002 Reed Business Information, Inc. From School Library JournalGrade 6-9-Ryan uses the experiences of her own Mexican grandmother as the basis for this compelling story of immigration and assimilation, not only to a new country but also into a different social class. Esperanza's expectation that her 13th birthday will be celebrated with all the material pleasures and folk elements of her previous years is shattered when her father is murdered by bandits. His powerful stepbrothers then hold her mother as a social and economic hostage, wanting to force her remarriage to one of them, and go so far as to burn down the family home. Esperanza's mother then decides to join the cook and gardener and their son as they move to the United States and work in California's agricultural industry. They embark on a new way of life, away from the uncles, and Esperanza unwillingly enters a world where she is no longer a princess but a worker. Set against the multiethnic, labor-organizing era of the Depression, the story of Esperanza remaking herself is satisfyingly complete, including dire illness and a difficult romance. Except for the evil uncles, all of the characters are rounded, their motives genuine, with class issues honestly portrayed. Easy to booktalk, useful in classroom discussions, and accessible as pleasure reading, this well-written novel belongs in all collections.Francisca Goldsmith, Berkeley Public Library, CA Copyright 2000 Reed Business Information, Inc.
Connections
Students can research the celebrations that are talked about in the story
Research the 1930’s and the Great Depression
Read other stories by Pam Munoz Ryan: Becoming Naomi Leon
Riding Freedom
Paint the Wind
Culture 3
Bibliography
Soto, Gary. 2003. THE AFTERLIFE. Orlando, FL: Harcourt. ISBN 0152052208.
Plot Summary
In this story a young teenage boy is murdered at the beginning of the story. His real name is Jesus, but he goes by Chuy. Chuy goes to a nightclub with a friend and while he is in the restroom he tells another young man that he likes his yellow shoes. Then before Chuy even knows what is happening the man with the yellow shoes stabs him. Chuy dies in the restroom. The story is then told by Chuy’s ghost and the experiences that he has after he dies.
Critical Analysis
Chuy is a Mexican-American. Even though the story is about what happens to him after he dies, there are many cultural markers that link to the Mexican-American culture. In the story we see glimpses of his life and how it was for him and his family living in the U.S. and being Mexican-American. The author writes the story in English, but frequently uses many Spanish words and phrases. There is a glossary at the end of the book, but it not really a necessity since most of the words or phrases are explained within the text. Family is a major theme throughout the story and Chuy often speaks about his family members using Spanish words. His cousin is referred to as his primo, and his family is mi familia. The use of Spanish words throughout the text adds to its cultural authenticity.
The language and style the author writes in gives it an authentic feel. In the beginning of the book we are introduced to the main character Chuy and we get a feel for him and the culture right from the start. On the opening page it begins with Chuy’s insights: “When you’re an ordinary-looking guy, even feo, you got to suck it up and do your best. You got to shower, smell clean, and brush your teeth until the gums hurt. You got to dress nice and be Señor GQ. You got to think, I’ll wow the chicas with talk so funny that they’ll remember me.” The author quickly established the setting and style. The main character uses some Spanish in his thoughts and throughout the book the language is that of a typical teenage boy.
The setting is basically set in Chuy’s neighborhood in Fresno. Since he is a ghost he has the power to get to different places, but except for going to a football game, he stays within areas that he knows. He goes to his parent’s house, his high school, and around the city he grew up in. He describes many of the things he sees while he flying around as a ghost and he often uses Spanish terms in his descriptions. Most of the people that he encounters are Mexican-American and the words that Chuy uses to describe the people give it an authentic and real feel. He often describes the foods that he sees people eating. He tells of Churros, pan dulce, menudo, and chicarrones. The author accurately shows a Hispanic teenager and the struggles he faces both in life and as a ghost. In both places he just wants to find a place where he fits in.
Review Excerpts
From School Library JournalGrade 7 Up–Gary Soto's novel (Harcourt, 2003) about how a 17-year-old murder victim experiences and analyzes his world across the first week or so of his death is capably read by Robert Ramirez who skillfully weaves together the interspersed Spanish phrases with the largely English text. Chuy goes to a local dance hoping to hitch up with a favorite girl, but when he's in the men's room to give his hair a final appraisal, he unexpectedly dies at the hands of a stranger, a young man wearing yellow shoes. Chuy narrates as his own bleeding body is discovered, police are summoned, and his family is informed of his demise. He sets off to solve the mystery of his own death and, along the way, befriends a homeless man and a fellow spirit, a girl who committed suicide. Soto injects just the right amount of lightness into this tale to keep it from becoming morbid or depressing. Chuy, a complex character, continues to develop—and even decompose in terms of his physical identity—as the plot moves along.–Francisca Goldsmith, Berkeley Public Library, CA
Publishers Weekly(April 18, 2005; 0-15-205220-8; 978-0-15-205220-1)"Soto pens a sort of Lovely Bones for the young adult set, filled with hope and elegance," said PW. "The author counterbalances difficult ideas with moments of genuine tenderness as well as a provocative lesson about the importance of savoring every moment." Ages 12-up. (Apr.) Copyright 2005 Reed Business Information.
Connections
Read and discuss other books by Gary Soto: PETTY CRIMES
BURIED ONIONS
BASEBALL IN APRIL
Research and discuss themes relating to the afterlife
Soto, Gary. 2003. THE AFTERLIFE. Orlando, FL: Harcourt. ISBN 0152052208.
Plot Summary
In this story a young teenage boy is murdered at the beginning of the story. His real name is Jesus, but he goes by Chuy. Chuy goes to a nightclub with a friend and while he is in the restroom he tells another young man that he likes his yellow shoes. Then before Chuy even knows what is happening the man with the yellow shoes stabs him. Chuy dies in the restroom. The story is then told by Chuy’s ghost and the experiences that he has after he dies.
Critical Analysis
Chuy is a Mexican-American. Even though the story is about what happens to him after he dies, there are many cultural markers that link to the Mexican-American culture. In the story we see glimpses of his life and how it was for him and his family living in the U.S. and being Mexican-American. The author writes the story in English, but frequently uses many Spanish words and phrases. There is a glossary at the end of the book, but it not really a necessity since most of the words or phrases are explained within the text. Family is a major theme throughout the story and Chuy often speaks about his family members using Spanish words. His cousin is referred to as his primo, and his family is mi familia. The use of Spanish words throughout the text adds to its cultural authenticity.
The language and style the author writes in gives it an authentic feel. In the beginning of the book we are introduced to the main character Chuy and we get a feel for him and the culture right from the start. On the opening page it begins with Chuy’s insights: “When you’re an ordinary-looking guy, even feo, you got to suck it up and do your best. You got to shower, smell clean, and brush your teeth until the gums hurt. You got to dress nice and be Señor GQ. You got to think, I’ll wow the chicas with talk so funny that they’ll remember me.” The author quickly established the setting and style. The main character uses some Spanish in his thoughts and throughout the book the language is that of a typical teenage boy.
The setting is basically set in Chuy’s neighborhood in Fresno. Since he is a ghost he has the power to get to different places, but except for going to a football game, he stays within areas that he knows. He goes to his parent’s house, his high school, and around the city he grew up in. He describes many of the things he sees while he flying around as a ghost and he often uses Spanish terms in his descriptions. Most of the people that he encounters are Mexican-American and the words that Chuy uses to describe the people give it an authentic and real feel. He often describes the foods that he sees people eating. He tells of Churros, pan dulce, menudo, and chicarrones. The author accurately shows a Hispanic teenager and the struggles he faces both in life and as a ghost. In both places he just wants to find a place where he fits in.
Review Excerpts
From School Library JournalGrade 7 Up–Gary Soto's novel (Harcourt, 2003) about how a 17-year-old murder victim experiences and analyzes his world across the first week or so of his death is capably read by Robert Ramirez who skillfully weaves together the interspersed Spanish phrases with the largely English text. Chuy goes to a local dance hoping to hitch up with a favorite girl, but when he's in the men's room to give his hair a final appraisal, he unexpectedly dies at the hands of a stranger, a young man wearing yellow shoes. Chuy narrates as his own bleeding body is discovered, police are summoned, and his family is informed of his demise. He sets off to solve the mystery of his own death and, along the way, befriends a homeless man and a fellow spirit, a girl who committed suicide. Soto injects just the right amount of lightness into this tale to keep it from becoming morbid or depressing. Chuy, a complex character, continues to develop—and even decompose in terms of his physical identity—as the plot moves along.–Francisca Goldsmith, Berkeley Public Library, CA
Publishers Weekly(April 18, 2005; 0-15-205220-8; 978-0-15-205220-1)"Soto pens a sort of Lovely Bones for the young adult set, filled with hope and elegance," said PW. "The author counterbalances difficult ideas with moments of genuine tenderness as well as a provocative lesson about the importance of savoring every moment." Ages 12-up. (Apr.) Copyright 2005 Reed Business Information.
Connections
Read and discuss other books by Gary Soto: PETTY CRIMES
BURIED ONIONS
BASEBALL IN APRIL
Research and discuss themes relating to the afterlife
Culture 3
Bibliography
Mora, Pat. 1997. TOMÁS AND THE LIBRARY LADY. Ill. Raul Colón. New York, NY: Alfred A. Knopf. ISBN 0679804013.
Plot Summary
Tomás is a young migrant worker who travels with his family every year from Texas to the state of Iowa. His grandfather is a great story teller and Tomás enjoys listening to all of his stories. Tomás’ grandfather encourages him to go to the library to find even more stories. He is very nervous, but he goes to the library by himself, and here he meets a sweet and wonderful librarian who takes Tomás under her wing and shares her love of books with him.
Critical Analysis
This well written story paints a picture for us of a young boy’s experience with the library. In this story we see the struggles of a Mexican-American family. This family is an extended family of migrant workers that travel from Texas to Iowa every year picking fruits and vegetables. Tomás’ family includes his Mamá, Papá, Papá Grande, and his little brother Enrique. We see the important theme of family and how they all live and work together. The story is written in English, but there are many Spanish words integrated into the text. The words are sewn seamlessly into the text for a natural and authentic feel. The author typically says something in Spanish and it is followed by the English phrase. For example “En un tiempo pasado,” Papá Grande began. “Once upon a time…..on a windy night a man was riding a horse through a forest.” The author has a nice way of integrating the Spanish text so that it flows easily. The reader does not have to look up words in a dictionary or glossary because the English phrases follow the Spanish ones. The characters are all authentic and believable. We see Tomas as a likable and polite young boy, and his family is full of hard working and caring people. The librarian enjoys Tomas’s company and loves that she can share her love of reading with him. This theme is central to the plot. In the story Tomas and the librarian bond over their love of reading and Tomas helps the librarian to learn Spanish. We also see in the story that Tomas goes home and reads the books to his family, and it says that he reads to his family in both English and Spanish.
The book is beautifully illustrated with authentic looking pictures. The cover is done in subdued hues with greens and browns. It shows us a Hispanic young boy reading a book with a middle-aged Anglo woman. In the background there are dinosaurs. The whole story is illustrated using these brown and green colors. The pictures are well done and have an authentic feel to them. In one picture we see the car driving through dirt roads, and the reader can almost feel the heat and taste the dust. The illustrations definitely add an authentic feel to the story.
In the Story Notes we also find out that this book is based on the true story of Tomas Rivera who became a national education leader.
Review Excerpts
Booklist(February 1, 1998; Ages 4^-8. Based on a true incident in the life of the famous writer Tomas Rivera, the son of migrant workers, this picture book captures an elemental American experience: the uprooted child who finds a home in the library.
School Library Journal(October 1, 1997; Gr 2-4¿Tomás Rivera, who at his death in 1984 was the Chancellor of the University of California at Riverside, grew up in a migrant family. Here, Mora tells the fictionalized story of one summer in his childhood during which his love of books and reading is fostered by a librarian in Iowa, who takes him under her wing while his family works the harvest. She introduces him to stories about dinosaurs, horses, and American Indians and allows him to take books home where he shares them with his parents, grandfather, and brother. When it is time for the family to return to Texas, she gives Tomás the greatest gift of all¿a book of his own to keep. Colón's earthy, sun-warmed colors, textured with swirling lines, add life to this biographical fragment and help portray Tomás's reading adventures in appealing ways. Stack this up with Sarah Stewart and David Small's The Library (Farrar, 1995) and Suzanne Williams and Steven Kellogg's Library Lil (Dial, 1997) to demonstrate the impact librarians can have on youngsters.¿Barbara Elleman, Marquette University, Milwaukee, WI
Connections
Read and discuss these books by Pat Mora : Confetti
A Birthday Basket for Tia
The Night the Moon Fell
Mora, Pat. 1997. TOMÁS AND THE LIBRARY LADY. Ill. Raul Colón. New York, NY: Alfred A. Knopf. ISBN 0679804013.
Plot Summary
Tomás is a young migrant worker who travels with his family every year from Texas to the state of Iowa. His grandfather is a great story teller and Tomás enjoys listening to all of his stories. Tomás’ grandfather encourages him to go to the library to find even more stories. He is very nervous, but he goes to the library by himself, and here he meets a sweet and wonderful librarian who takes Tomás under her wing and shares her love of books with him.
Critical Analysis
This well written story paints a picture for us of a young boy’s experience with the library. In this story we see the struggles of a Mexican-American family. This family is an extended family of migrant workers that travel from Texas to Iowa every year picking fruits and vegetables. Tomás’ family includes his Mamá, Papá, Papá Grande, and his little brother Enrique. We see the important theme of family and how they all live and work together. The story is written in English, but there are many Spanish words integrated into the text. The words are sewn seamlessly into the text for a natural and authentic feel. The author typically says something in Spanish and it is followed by the English phrase. For example “En un tiempo pasado,” Papá Grande began. “Once upon a time…..on a windy night a man was riding a horse through a forest.” The author has a nice way of integrating the Spanish text so that it flows easily. The reader does not have to look up words in a dictionary or glossary because the English phrases follow the Spanish ones. The characters are all authentic and believable. We see Tomas as a likable and polite young boy, and his family is full of hard working and caring people. The librarian enjoys Tomas’s company and loves that she can share her love of reading with him. This theme is central to the plot. In the story Tomas and the librarian bond over their love of reading and Tomas helps the librarian to learn Spanish. We also see in the story that Tomas goes home and reads the books to his family, and it says that he reads to his family in both English and Spanish.
The book is beautifully illustrated with authentic looking pictures. The cover is done in subdued hues with greens and browns. It shows us a Hispanic young boy reading a book with a middle-aged Anglo woman. In the background there are dinosaurs. The whole story is illustrated using these brown and green colors. The pictures are well done and have an authentic feel to them. In one picture we see the car driving through dirt roads, and the reader can almost feel the heat and taste the dust. The illustrations definitely add an authentic feel to the story.
In the Story Notes we also find out that this book is based on the true story of Tomas Rivera who became a national education leader.
Review Excerpts
Booklist(February 1, 1998; Ages 4^-8. Based on a true incident in the life of the famous writer Tomas Rivera, the son of migrant workers, this picture book captures an elemental American experience: the uprooted child who finds a home in the library.
School Library Journal(October 1, 1997; Gr 2-4¿Tomás Rivera, who at his death in 1984 was the Chancellor of the University of California at Riverside, grew up in a migrant family. Here, Mora tells the fictionalized story of one summer in his childhood during which his love of books and reading is fostered by a librarian in Iowa, who takes him under her wing while his family works the harvest. She introduces him to stories about dinosaurs, horses, and American Indians and allows him to take books home where he shares them with his parents, grandfather, and brother. When it is time for the family to return to Texas, she gives Tomás the greatest gift of all¿a book of his own to keep. Colón's earthy, sun-warmed colors, textured with swirling lines, add life to this biographical fragment and help portray Tomás's reading adventures in appealing ways. Stack this up with Sarah Stewart and David Small's The Library (Farrar, 1995) and Suzanne Williams and Steven Kellogg's Library Lil (Dial, 1997) to demonstrate the impact librarians can have on youngsters.¿Barbara Elleman, Marquette University, Milwaukee, WI
Connections
Read and discuss these books by Pat Mora : Confetti
A Birthday Basket for Tia
The Night the Moon Fell
Saturday, June 21, 2008
CULTURE 2
FORGED BY FIRE
Bibliography
Draper, Sharon M. 1997. FORGED BY FIRE. New York, NY: Simon Pulse. ISBN 068980699X.
Plot Summary
Gerald is a toddler when the story begins. He is left alone in the apartment by his mother, and while she is gone the young Gerald finds a cigarette lighter and starts the apartment on fire. He is saved by a teenage neighbor. His mother is sent off to jail for abandonment and Gerald goes to live with Aunt Queen. Aunt Queen is a loving and nurturing woman and at the same time she is a force to be reckoned with. Under her care and guidance Gerald is living a happy and secure life, with only occasional flashbacks. His happy life comes crashing down around him on his ninth birthday. On this day his mother, Monique, comes back into his life. She is coming to see him and is bringing a surprise. She has a daughter, who is Gerald’s half sister. This meeting is very stressful especially since she brings her husband Jordon Sparks with her. Gerald instantly bonds with his fragile little sister, but the day goes from bad to worse. While Gerald and his little sister are outside playing Aunt Queen has a heart attack and dies. Monique and Jordan take Gerald back to live with them. Jordon is very abusive to all of them and Monique lives in complete denial. The story goes on to tell about how Gerald goes on to struggle and survive and actually come out on top in the end against all odds.
Critical Analysis
This well written story show’s the difficult struggle that many children of all cultures and races can face. Physical, emotional and sexual abuse is present in all cultures. The story is written through the eyes of a young African-American male. The characters are authentic and believable. The plot of the story is gripping because the characters are so well defined and believable. The character of Aunt Queen is very well defined. She could be found in any culture. The take charge woman with a heart of gold. The author is well aware of many stereo types and often addresses them in the dialog. In the following excerpt Aunt Queen is having a discussion with Gerald’s doctor after the first fire. The doctor says “Are you his only relative? Does he have a father?” Aunt Queen replies: “Of course he has a father!” “Don’t you have a father? I know you doctors are getting pretty good at making test-tube babies, but the last I checked, it still took a mother and a father to make a baby” “What I meant was---“ “I know what you meant. Since this kid is poor and black and his mother is living alone and unmarried, his father must be long gone. Well, I’m here to tell you that not all black men are like that. There’s zillions of black families with a mama and a daddy and two kids like the ‘average’ American family.” “But unfortunately, this ain’t one of them. I don’t know where the boy’s daddy is. I just didn’t want you to assume. You coulda been wrong, you know?” The reader at once feels that if Aunt Queen is going to be in charge that all will be right with the world. Unfortunately Aunt Queen dies. We definitely see how Aunt Queen influenced Gerald throughout the story. The same way that Aunt Queen saved Gerald, we see Gerald save Angel. The language flows naturally, and when the teens talk to each other they sound like typical teens. The author does a good job of accurately portraying the type of life that an inner-city child might have. We see the good the bad and the ugly. We see some very good heroes in this story. Even though life is not easy for them they continue to persevere and come out strong and courageous. The ending leaves the readers with a feeling of hopefulness at the end. I wouldn’t call it a happy ending, but it had a good ending that leaves the readers to believe that even though bad things happen, people can go on and live productive lives.
Book Excerpts
School Library Journal(March 1, 1997; 0-689-80699-X; 978-0-689-80699-5)Gr 7-10¿Gerald, a battered and neglected African-American child, is severely burned in a fire at the age of three, having been left home alone by his single mother, Monique. Upon leaving the hospital he goes to live with his warm and caring Aunt Queen. When he is nine, his mother reenters his life for the first time since the accident. Monique introduces him to Angel, his four-year-old half-sister, and Jordan Sparks, Angel's surly father. When Aunt Queen dies suddenly of a heart attack, Gerald is returned to his mother and takes on the role of loving protector of his little sister. He soon learns that Sparks, who mentally and physically abuses all of the family, is sexually abusing Angel. Gerald and Angel's testimony helps send Sparks to prison, but upon his release six years later, he returns to the family, with the blessing of Monique, whose own life is checkered with bouts of substance abuse. A terse confrontation erupts into a fiery climax when Sparks again attempts to molest Angel. The riveting first chapter was originally published as a short story in Ebony magazine under the title "One Small Touch." While the rest of the book does not sustain the mood and pace of the initial chapter, Forged by Fire is a grim look at an inner-city home where abuse and addiction are a way of life and the children are the victims. There's no all's-well ending, but readers will have hope for Gerald and Angel, who have survived a number of gut-wrenching ordeals by relying on their constant love and caring for one another.¿Tom S. Hurlburt, La Crosse Public Library, WI
Booklist(February 15, 1997; 0-689-80699-X; 978-0-689-80699-5)Gr. 7^-10. Gerald Nickelby, a minor character in Tears of a Tiger (1994), emerges full-fledged and courageous in this companion story. His stable life with a firm but loving aunt (who is caring for him while his mother serves a prison sentence for child neglect) is shattered when his mother returns to claim him on his ninth birthday. With her is a young daughter, Angel, to whom Gerald is drawn, and her husband, Jordan, whom Gerald instinctively dislikes. When Gerald learns that Jordan is sexually abusing Angel, he risks physical assault and public embarrassment to rescue her. Although written in a more conventional form than the earlier novel, the dialogue is still convincing, and the affection between Angel and Gerald rings true. With so much tragedy here (the car crash and death of Gerald's friend Rob in Tears are again recounted, though Draper, thankfully, stops before Andy Jackson's suicide), there is some danger of overloading the reader. Nevertheless, Draper faces some big issues (abuse, death, drugs) and provides concrete options and a positive African American role model in Gerald. --Candace Smith
Connections
Students can research abuse and neglect- The National Child Abuse Hotline is given at the end of the book
Students can read these other books by the author Sharon M. Draper:
TEARS OF A TIGER
DARKNESS BEFORE DAWN
ROMIETTE AND JULIO
Bibliography
Draper, Sharon M. 1997. FORGED BY FIRE. New York, NY: Simon Pulse. ISBN 068980699X.
Plot Summary
Gerald is a toddler when the story begins. He is left alone in the apartment by his mother, and while she is gone the young Gerald finds a cigarette lighter and starts the apartment on fire. He is saved by a teenage neighbor. His mother is sent off to jail for abandonment and Gerald goes to live with Aunt Queen. Aunt Queen is a loving and nurturing woman and at the same time she is a force to be reckoned with. Under her care and guidance Gerald is living a happy and secure life, with only occasional flashbacks. His happy life comes crashing down around him on his ninth birthday. On this day his mother, Monique, comes back into his life. She is coming to see him and is bringing a surprise. She has a daughter, who is Gerald’s half sister. This meeting is very stressful especially since she brings her husband Jordon Sparks with her. Gerald instantly bonds with his fragile little sister, but the day goes from bad to worse. While Gerald and his little sister are outside playing Aunt Queen has a heart attack and dies. Monique and Jordan take Gerald back to live with them. Jordon is very abusive to all of them and Monique lives in complete denial. The story goes on to tell about how Gerald goes on to struggle and survive and actually come out on top in the end against all odds.
Critical Analysis
This well written story show’s the difficult struggle that many children of all cultures and races can face. Physical, emotional and sexual abuse is present in all cultures. The story is written through the eyes of a young African-American male. The characters are authentic and believable. The plot of the story is gripping because the characters are so well defined and believable. The character of Aunt Queen is very well defined. She could be found in any culture. The take charge woman with a heart of gold. The author is well aware of many stereo types and often addresses them in the dialog. In the following excerpt Aunt Queen is having a discussion with Gerald’s doctor after the first fire. The doctor says “Are you his only relative? Does he have a father?” Aunt Queen replies: “Of course he has a father!” “Don’t you have a father? I know you doctors are getting pretty good at making test-tube babies, but the last I checked, it still took a mother and a father to make a baby” “What I meant was---“ “I know what you meant. Since this kid is poor and black and his mother is living alone and unmarried, his father must be long gone. Well, I’m here to tell you that not all black men are like that. There’s zillions of black families with a mama and a daddy and two kids like the ‘average’ American family.” “But unfortunately, this ain’t one of them. I don’t know where the boy’s daddy is. I just didn’t want you to assume. You coulda been wrong, you know?” The reader at once feels that if Aunt Queen is going to be in charge that all will be right with the world. Unfortunately Aunt Queen dies. We definitely see how Aunt Queen influenced Gerald throughout the story. The same way that Aunt Queen saved Gerald, we see Gerald save Angel. The language flows naturally, and when the teens talk to each other they sound like typical teens. The author does a good job of accurately portraying the type of life that an inner-city child might have. We see the good the bad and the ugly. We see some very good heroes in this story. Even though life is not easy for them they continue to persevere and come out strong and courageous. The ending leaves the readers with a feeling of hopefulness at the end. I wouldn’t call it a happy ending, but it had a good ending that leaves the readers to believe that even though bad things happen, people can go on and live productive lives.
Book Excerpts
School Library Journal(March 1, 1997; 0-689-80699-X; 978-0-689-80699-5)Gr 7-10¿Gerald, a battered and neglected African-American child, is severely burned in a fire at the age of three, having been left home alone by his single mother, Monique. Upon leaving the hospital he goes to live with his warm and caring Aunt Queen. When he is nine, his mother reenters his life for the first time since the accident. Monique introduces him to Angel, his four-year-old half-sister, and Jordan Sparks, Angel's surly father. When Aunt Queen dies suddenly of a heart attack, Gerald is returned to his mother and takes on the role of loving protector of his little sister. He soon learns that Sparks, who mentally and physically abuses all of the family, is sexually abusing Angel. Gerald and Angel's testimony helps send Sparks to prison, but upon his release six years later, he returns to the family, with the blessing of Monique, whose own life is checkered with bouts of substance abuse. A terse confrontation erupts into a fiery climax when Sparks again attempts to molest Angel. The riveting first chapter was originally published as a short story in Ebony magazine under the title "One Small Touch." While the rest of the book does not sustain the mood and pace of the initial chapter, Forged by Fire is a grim look at an inner-city home where abuse and addiction are a way of life and the children are the victims. There's no all's-well ending, but readers will have hope for Gerald and Angel, who have survived a number of gut-wrenching ordeals by relying on their constant love and caring for one another.¿Tom S. Hurlburt, La Crosse Public Library, WI
Booklist(February 15, 1997; 0-689-80699-X; 978-0-689-80699-5)Gr. 7^-10. Gerald Nickelby, a minor character in Tears of a Tiger (1994), emerges full-fledged and courageous in this companion story. His stable life with a firm but loving aunt (who is caring for him while his mother serves a prison sentence for child neglect) is shattered when his mother returns to claim him on his ninth birthday. With her is a young daughter, Angel, to whom Gerald is drawn, and her husband, Jordan, whom Gerald instinctively dislikes. When Gerald learns that Jordan is sexually abusing Angel, he risks physical assault and public embarrassment to rescue her. Although written in a more conventional form than the earlier novel, the dialogue is still convincing, and the affection between Angel and Gerald rings true. With so much tragedy here (the car crash and death of Gerald's friend Rob in Tears are again recounted, though Draper, thankfully, stops before Andy Jackson's suicide), there is some danger of overloading the reader. Nevertheless, Draper faces some big issues (abuse, death, drugs) and provides concrete options and a positive African American role model in Gerald. --Candace Smith
Connections
Students can research abuse and neglect- The National Child Abuse Hotline is given at the end of the book
Students can read these other books by the author Sharon M. Draper:
TEARS OF A TIGER
DARKNESS BEFORE DAWN
ROMIETTE AND JULIO
CULTURE 2
JOHN HENRY
Biblioghraphy
Lester, Julius. 1994. JOHN HENRY. Ill. Jerry Pinkney. New York, NY: Dial Books for Young Readers. ISBN 059053937X.
Plot Summary
This is the folktale of an extraordinary man called John Henry. John Henry is so special that when he is born animals from all over come to see him. Both the sun and the moon come to see him. He grows so big on his first day of life that his head went straight through the roof. He is an extraordinarily hard worked with a big heart. One day he decides to go off into the world and his parents give him two sledgehammers that belonged to his granddaddy. He is easily able to chip away rocks and boulders. He was able to swing his hammers so fast that he created a rainbow that stayed around his shoulders. One day he gets into contest against a new piece of machinery called a steam drill. The magnificent John Henry easily wins the contest, but after giving it his all he dies. The folktale goes on to say that some people say he was buried on the White House lawn.
Critical Analysis
This intriguing folktale is told in a way that demonstrates all the good qualities of life such as strength and determination without being preachy about it. The writing is very poetic in places and there is a song that is repeated throughout the tale. “I got a rainbow RINGGGG! RINGGGG! Tied round my shoulder RINGGGG! RINGGGG! It ain’t gon’ rain, No, it ain’t gon’ rain. RINGGGG! RINGGGG!” The text is well written and stays within the context of the times. His poetic use of words adds to the drama. He says things that can make you stop and think, such as “What he saw was a mountain as big as hurt feelings”. The beautiful pictures that help to tell the story were done with pencil, colored pencils, and watercolor. The illustrations are done in mostly earthy tones with splashes of color. The people are dressed in the appropriate clothes for the time period. The hairstyles look correct for the time period. Some things look exaggerated, but it is because it is a folktale and things are supposed to be larger than life. Overall the pictures and text tell a beautiful, well written story.
Review Excerpts
Horn Book Magazine(; 0-8037-1606-0; 978-0-8037-1606-3)The original legend of John Henry and how he beat the steam drill with his sledgehammer has been enhanced and enriched, in Lester's retelling, with wonderful contemporary details and poetic similes that add humor, beauty, and strength. Pinkney's evocative illustrations -- especially the landscapes, splotchy and impressionistic, yet very solid and vigorous -- are little short of magnificent. With source notes. From HORN BOOK 1994, Copyright © The Horn Book, used with permission.
Booklist(; 0-8037-1607-9; 978-0-8037-1607-0)/*STARRED REVIEW*/ Ages 4 and up. Based on the popular black folk ballad about the contest between John Henry and the steam drill, this picture-book version is a tall tale and a heroic myth, a celebration of the human spirit. Like Lester's great collections of the Uncle Remus tales, also illustrated by Pinkney, the story is told with rhythm and wit, humor and exaggeration, and with a heart-catching immediacy that connects the human and the natural world. ("This was no ordinary boulder. It was as hard as anger . . . a mountain as big as hurt feelings"). The dramatic climax of the story is set at the time of the building of the railroad through the Allegheny Mountains in West Virginia, but Lester begins with the hero's birth, when all the birds and animals come to see the baby and the sun is so excited it forgets to go to bed. Pinkney's dappled pencil-and-watercolor illustrations capture the individuality of the great working man, who is part of the human community and who has the strength of rock and wind. John Henry swings his hammer so fast, he makes a rainbow around his shoulders, and the pictures show that light everywhere, "shining and shimmering in the dust and grit like hope that never dies." (Reviewed June 1994)0803716060Hazel Rochman
Connections
Read and discuss a variety of Folktales
Discuss the qualities that make John Henry a hero
Write a folktale
Biblioghraphy
Lester, Julius. 1994. JOHN HENRY. Ill. Jerry Pinkney. New York, NY: Dial Books for Young Readers. ISBN 059053937X.
Plot Summary
This is the folktale of an extraordinary man called John Henry. John Henry is so special that when he is born animals from all over come to see him. Both the sun and the moon come to see him. He grows so big on his first day of life that his head went straight through the roof. He is an extraordinarily hard worked with a big heart. One day he decides to go off into the world and his parents give him two sledgehammers that belonged to his granddaddy. He is easily able to chip away rocks and boulders. He was able to swing his hammers so fast that he created a rainbow that stayed around his shoulders. One day he gets into contest against a new piece of machinery called a steam drill. The magnificent John Henry easily wins the contest, but after giving it his all he dies. The folktale goes on to say that some people say he was buried on the White House lawn.
Critical Analysis
This intriguing folktale is told in a way that demonstrates all the good qualities of life such as strength and determination without being preachy about it. The writing is very poetic in places and there is a song that is repeated throughout the tale. “I got a rainbow RINGGGG! RINGGGG! Tied round my shoulder RINGGGG! RINGGGG! It ain’t gon’ rain, No, it ain’t gon’ rain. RINGGGG! RINGGGG!” The text is well written and stays within the context of the times. His poetic use of words adds to the drama. He says things that can make you stop and think, such as “What he saw was a mountain as big as hurt feelings”. The beautiful pictures that help to tell the story were done with pencil, colored pencils, and watercolor. The illustrations are done in mostly earthy tones with splashes of color. The people are dressed in the appropriate clothes for the time period. The hairstyles look correct for the time period. Some things look exaggerated, but it is because it is a folktale and things are supposed to be larger than life. Overall the pictures and text tell a beautiful, well written story.
Review Excerpts
Horn Book Magazine(; 0-8037-1606-0; 978-0-8037-1606-3)The original legend of John Henry and how he beat the steam drill with his sledgehammer has been enhanced and enriched, in Lester's retelling, with wonderful contemporary details and poetic similes that add humor, beauty, and strength. Pinkney's evocative illustrations -- especially the landscapes, splotchy and impressionistic, yet very solid and vigorous -- are little short of magnificent. With source notes. From HORN BOOK 1994, Copyright © The Horn Book, used with permission.
Booklist(; 0-8037-1607-9; 978-0-8037-1607-0)/*STARRED REVIEW*/ Ages 4 and up. Based on the popular black folk ballad about the contest between John Henry and the steam drill, this picture-book version is a tall tale and a heroic myth, a celebration of the human spirit. Like Lester's great collections of the Uncle Remus tales, also illustrated by Pinkney, the story is told with rhythm and wit, humor and exaggeration, and with a heart-catching immediacy that connects the human and the natural world. ("This was no ordinary boulder. It was as hard as anger . . . a mountain as big as hurt feelings"). The dramatic climax of the story is set at the time of the building of the railroad through the Allegheny Mountains in West Virginia, but Lester begins with the hero's birth, when all the birds and animals come to see the baby and the sun is so excited it forgets to go to bed. Pinkney's dappled pencil-and-watercolor illustrations capture the individuality of the great working man, who is part of the human community and who has the strength of rock and wind. John Henry swings his hammer so fast, he makes a rainbow around his shoulders, and the pictures show that light everywhere, "shining and shimmering in the dust and grit like hope that never dies." (Reviewed June 1994)0803716060Hazel Rochman
Connections
Read and discuss a variety of Folktales
Discuss the qualities that make John Henry a hero
Write a folktale
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