Jingle Dancer (Module 4)

1. BIBLIOGRAPHY

Smith, Cynthia Leitich. 2000. Jingle Dancer. Cornelius Van Wright and Ying-Hwa Hu, illus. New York: Morrow Junior Books. ISBN: 9780688162412.

2. PLOT SUMMARY

Jenna wants to dance at the next powwow, but she needs to find enough jingles for her dress. She finds that she can borrow a line of jingles from different women in her life so that her own dress can have jingles as well.

3. CRITICAL ANALYSIS

Jingle Dancer is a wonderful contemporary story of a young girl who is both Muscogee (Creek) Nation and Ojibway (Chippewa/Anishinabe). The emphasis of Cynthia Leitich Smith seems to be pointing to how Native Americans live today. Jenna lives in Oklahoma in a neighborhood that looks like it could be just about anywhere USA. She practices her dance steps by watching a recording of her grandmother dance on TV. The women who cannot dance are selling flatbread, working as lawyers, or unable physically to dance. The text emphasizes that Native Americans are not a historical people that no longer exist. They are living lives that any reader could relate to in some way.

The illustrations are light and airy. They show a variety of face structures, skin colors, and decorating styles among the characters. There is nothing stereotyped about how these Native Americans are depicted. The illustrations of Jenna dancing are especially beautiful as they show the grace of the dance and a varied community in the blur of the audience.

Children should be able to relate to Jenna wanting to be old enough to do something. They will like how she solved the problem herself by asking her community to help her. As is important to this culture, the theme of four (needing four rows of jingles) is prevalent as well as respect for elders and the importance of community. Jingle Dancer is a great example of contemporary Native American literature and can help readers relate to this culture. An author's note and glossary conclude the book and help educate readers more on cultural aspects they may not have understood.

4. REVIEW EXCERPT(S)

• School Library Journal: a welcome addition to stories about traditions passed down by the women of a culture.
• Publisher's Weekly: Smith, a mixed-blood member of the Muscogee (Creek) Nation, convincingly juxtaposes cherished Native American tradition and contemporary lifestyle in this smooth debut.
• Kirkus Reviews:  A useful portrayal of an important cultural event in a Creek girl's year. 

5. CONNECTIONS

• Cynthia Leitich Smith has a website that is full of wonderful resources. She has four pages of teacher's guides on this book that include an overview with other websites to visit, prereading questions, comprehension questions, and bloom's multiple intelligence discussion questions and projects. Use these to lead students in discussions that will help them with text-to-text, text-to-self, and text-to-world connections.
• Cornelius Van Wright and Ying-Hwa Hu have had great careers as illustrators. The interview that is on Cynthia Leitich Smith's website talks about how they got started in illustrating and some of the works they have done. Another interview on The Brown Bookshelf with Van Wright talks a little more about the multicultural aspects of their illustrations. Do an illustrator study on these two and have students look at the multicultural aspects of the different characters. Have them note different features, skin tones, home environments, etc. Ask them to talk about what they can learn from simply “reading” the illustrations.
• Other Native American picture books with contemporary settings:
  
  Manuel, Margaret. I See Me. ISBN: 978-1-894778-85-5.
  
  
  Sneve, Virginia Driving Hawk. The Christmas Coat: Memories of My Sioux Childhood ISBN: 9780823421343.
  
  
  Tingle, Tim. Saltypie: A Choctaw Journey from Darkness into Light. ISBN: 9781933693675.

A Boy Called Slow (Module 4)

1. BIBLIOGRAPHY

Bruchac, Joseph. 1994. A Boy Called Slow: The True Story of Sitting Bull. Rocco Baviera, illus. New York: Philomel Books. ISBN: 9780613073875
2. PLOT SUMMARY

In the Hunkpapa band of the Lakota Sioux, a little boy was given the name Slow because he always moved at such a slow pace. He had to earn a new name through a vision or brave act. During a battle against the Crow, he earned a new name for his bravery—Sitting Bull.
3. CRITICAL ANALYSIS

Bruchac not only tells the story of Sitting Bull's youth in this picture book, but he also takes the time to explain part of the culture of the Lakota Sioux. He lays out in detail how names are given through observing the child and then changed as a new name is earned through an act of bravery or a vision. The book also gives details about the folklore on how horses came to be a part of their lives. The importance of family and its influence and teachings to the children on subjects like generosity and bravery cannot be missed.

The illustrations from Rocco Baviera are beautiful and full of emotion. They are full of muted colors with moments of brightness, often brought in by the light of the sun or fire. The illustrations depict the people without drawing a lot of detail and often from the profile as is appropriate for this culture. The jacket biography of Baviera shares how he went to the Dakotas to do research and was able to meet Sitting Bull's great-great-grandson, Isaac Dog Eagle. This shows his desire to create accurate and sensitive illustrations that would honor the Lakota Sioux and the story of Sitting Bull.

In this coming of age biography, Bruchac has given a window into how a boy becomes a hero to a nation. Although not all children can relate to the details of the ways names are given, they should all be able to relate to wanting to grow up and be taken more seriously. It is an excellent window into the culture through its text and illustrations.

4. REVIEW EXCERPT(S)

• Booklist: "Bruchac's sensitively told history of Sitting Bull's coming-of-age reassures young boys that success comes through effort, not birth.”
• School Library Journal: An inspiring story.
• Publisher's Weekly: Satisfying for its attention to historical and multicultural issues; stirring in its consummate storytelling.

5. CONNECTIONS

• Joseph Bruchac has an interesting website that includes a biography, audio of him reading some poetry, and a video of him singing a song. Use this as a jumping off place for an author study.
• Research Sitting Bull further. Look for historical narratives from multiple perspectives and have students analyze how who is telling the history makes a difference in how it is told.
• Behind the Name has an article about naming which includes some different cultures and how names are given. Encourage students to go home and ask how their own names were selected. Then, how each student report back on what s/he found out.
• Other Native American picture books based on historical events:
  
  
  Kawai'ae'a, Kekauleleana'ole. Kohala Kuamo'o: Nae'ole's Race to Save a King. ISBN: 9780873362320.
  
  
  Ortiz, Simon. The People Shall Continue. ISBN: 9780892391257.
  
  
  Tingle, Tim. Crossing Bok Chitto: A Choctaw Tale of Friendship and Freedom. ISBN: 9781933693200.

The Birchbark House (Module 4)

1. BIBLIOGRAPHY

Erdrich, Louise. 1999. The Birchbark House. Nicole Littrell, narrator. 2008. Middletown, RI: Audio Bookshelf. ISBN: 9781883332839.

2. PLOT SUMMARY

Through all four seasons of one year, Omakayas, a young Ojibwa girl, tells her story of life on an island in Lake Superior in the 1840s. With each season, there are trials and triumphs as well as a chance to see inside minute details of the daily life of the Ojibwa during this time period.

3. CRITICAL ANALYSIS

As with much of Native American literature, Erdrich's story is slower paced and more indirect than the fact-paced novels more common today, which could mean that readers could take awhile to get into it. It is worth getting into though. The characters draw the reader in the further the novel goes. The reader may be surprised at how deeply he has come to feel for the characters (I was).

Using her Ojibwa roots, Erdrich created a well-researched novel that as informative as it is a pleasurable read. Daily life is outlined with much detail, like what and how the Ojibwa ate, how they created their clothes, and how they spent their time during cold nights of winter. It follows a motif of four, another cultural marker of Native American literature, and each section is a season of the year. The language of the Ojibwa is also woven throughout with such ease that it is easy not only to understand but also to pick up some of the language while reading. The print version also has glossary and map of the area.

The audiobook has flute music at the beginning and end of each season to set the mood and give a bit of an entrance into the Ojibwa life. The narrator captures different characters well through her voice and draws the listener into this tight knit community.

The Birchbark House is a wonderful novel that lays out the beauty of family and community within the Ojibwa during the 1840s. The audiobook is wonderful to listen to as it brings the characters to life and helps the reader to learn the pronunciation of the words throughout. Although slow to get into, the characters become part of the reader's heart and won't soon be forgotten.


4. REVIEW EXCERPT(S)

• 2006 Winner American Indian Youth Literature Award (middle grades category).
• Kirkus Reviews: "A novel that is by turns charming, suspenseful, and funny, and always bursting with life."
• New York Times Book Review: "The Birchbark House establishes its own ground, in the vicinity of Laura Ingalls Wilder's 'Little House' books."
• School Library Journal: "Nicolle Littrell's slow, clear narration is rich and inviting."
• Publisher's Weekly: "captivating"

5. CONNECTIONS

• A sample of the audiobook is available at the audiobook publisher's website. Listen to it to introduce the book or simply to enhance a reading as it has the aforementioned flute music.
• Erdrich has started a book shop with a website called Birchbark Books. It has an extensive section of educator resources available on the site with recommended books broken down by grade level and subject area. Louise Erdrich's blog can also be found at the site.
• Louise Erdrich was interviewed  by Bill Moyers for PBS. The episode contains commercials and other stories, so it is recommended to preset it before viewing. Louise Erdrich's interview begins around 20 minutes into the episode. I would recommend listening to only the first three minutes to get a good introduction to her life. Following that is a discussion of Shadow Tag (an adult book about a dissolving marriage) and some aspects of the culture of Native Americans that differ from other cultures.
• Other middle school American Indian Youth Literature Award winners:
  
  
  Guest, Jacqueline. Free Throw. ISBN: 9781552776865.
  
  
  Guest, Jacqueline. Triple Threat. ISBN: 9781552776902.
  
  
  Medicine Crow, Joseph. Counting Coup: Becoming a Crow Chief on the Reservation and Beyond. ISBN: 9780792253914.
  
  
  Simermeyer, Genevieve. Meet Christopher: An Osage Indian Boy from Oklahoma. ISBN: 9781571782175.

Petty Crimes (Module 3)

1. BIBLIOGRAPHY
Soto, Gary. 1998. Petty Crimes. San Diego: Harcourt Brace. ISBN: 9780152016586.

2. PLOT SUMMARY
Ten short stories featuring Mexican-American young adults growing up in tough, urban neighborhoods. Some are getting into trouble, some are trying to keep out of it, and others are simply dealing with family and life.

3. CRITICAL ANALYSIS

Gary Soto is a master at the short story weaving in metaphors and poetic language, quickly introducing the reader to characters that have depth, and leaving the reader with just enough satisfaction while evoking strong emotions as well. For example, in “Mother's Clothes,” Alma's mother dies of cancer and her father makes a clean sweep of their lives including giving away all of the mother's clothing. Alma begins to see other women in the clothing and vows to get it all back. She finds it at the Salvation Army and gets back everything that hasn't been sold already. She then spends time creating outfits across her bed “like Barbie's clothes.” The last line of the story is haunting as she finishes one winter outfit and states, “There. She is ready to go.”

Although the stories are about urban youth living their lives in tough circumstances, Soto infuses his stories with beauty and hope. Obviously, there are themes of coming of age in some of the stories. Many also focus on the strong family ties that are a large part of the Latin culture. For example, “Try to Remember” is entirely about Laura realizing that her grandfather can no longer remember simple lists and lives in something of a fog. The common theme of the search for identity as a Latino is also found in stories like “La Guera” about a half-white, half-Mexican girl who is literally fighting to find out where she fits and “Born Worker” about a Jose acting on who he wants to become instead of who others may pressure him to be. Soto's characters often code switch between English and Spanish just as the same teens would do from this culture.

Soto has written ten stories that many will find as either a reflection of their own experiences or a view into a world they have never experienced. Either way, all readers should find themselves identifying with some of these characters in their struggles, decisions, and responses to life. It is a collection of short stories that is not quickly forgotten for its beauty and its harshness.

4. REVIEW EXCERPT(S)

• Kirkus Reviews Starred: “A well-crafted collection that's lively, absorbing, and meaningful.”
• School Library Journal: “A colorful potpourri of 10 ironic short stories.”
• Publisher's Weekly: “In this sharply honed collection of stories, Mexican American children on the brink of adolescence are testing the waters, trying to find their place in a world ruled by gangs and 'marked with graffiti, boom boxes, lean dogs behind fences....'”

5. CONNECTIONS

• Do an author study on Gary Soto. He has a webpage with a lot of interesting tabs including photos from throughout his life. There is also information about the Gary Soto Literary Museum at Fresno City College in California. If you are unable to go to the museum, there is an audio tour you can access through a phone number (scroll down to the bottom of the page). You can call this number even if you are not at the museum and press a button 1-9 to hear about different exhibits in the museum narrated by Gary Soto. Although you cannot see what he is talking about, the descriptions are quite detailed and worth listening to.
• Reread the first and last lines of some of the short stories. Gary Soto is a master at beginning and ending his stories well. Have students write their own short stories. Analyze and use Gary Soto's stories to workshop their own.
• Other recommended books for young adults by Latino/a authors:

Cisneros, Sandra. The House on Mango Street. ISBN: 9780679734772.

Engle, Margarita. The Firefly Letters: A Suffragette’s Journey to Cuba. ISBN: 9780805090826.

Saenz, Benjamin Alire. Aristotle and Dante Discover the Secrets of the Universe. ISBN: 9781442408920.

Saldaña, Jr., René. The Jumping Tree: A Novel. ISBN: 9780440228813.

Nino Wrestles the World (Module 3)

1. BIBLIOGRAPHY
Morales, Yuyi. 2013. Nino Wrestles the World. New York: Roaring Book Press. ISBN: 9781596436046.

2. PLOT SUMMARY
Nino fights many fantastical foes as a lucha libre fighter and defeats them all. His worst foes, his twin sisters, then wake up from their nap, and he has to figure out how to win with them as well.

3. CRITICAL ANALYSIS

Morales uses a digital collage of multiple artforms to create a fun comic book style art work. Nino is a lovable hero wearing his lucha mask and underwear, and there are a lot of comic-type fighting words featured, like “Whunk,” “Slish,” and “Bloop.” The action is so exciting that it doesn't always fit completely on the page (especially when we are introduced to some new foe) which makes the reader want to keep turning pages. Some of the foes may be a bit scary for sensitive younger children (like the mummy and wailing mother ghost that steals children), but overall, they are illustrated in a style that makes them seem more harmless and silly. Nino's methods of defeating them are clever with a bit of pun involved that will also make children laugh, like using the “Puzzle Muzzle move” on the Olmec head to blow his mind. “It is a real skull-cracker!”.

There is a great interspersing of English and Spanish. The opponents' names are all in Spanish as well as many of Nino's exclamations during the fights. A glossary of sorts is on the inside covers with “cards” set up for each luchador giving a pronunciation of his or her name and fun facts, like temperament, lucha style, and battle cries. Readers unfamiliar with lucha libre will soon be fascinated by this form of wrestling.

The reader will be surprised to find the worst foes are real “opponents,” Nino's sisters. The solution of joining with them is a great idea that takes sibling fighting and turns it on its head. This book emphasizes an aspect that all kids with siblings will identify with and reinforces the common theme of strong familial ties of this culture. A fun and adventurous book, Nino Wrestles the World packs a one-two punch with its comedy throughout and feel good ending.


4. REVIEW EXCERPT(S)

• Kirkus Reviews: "Sure to be a smash."
• School Library Journal: "In comic-book fashion, the bold portrayal of each match includes dialogue bubbles and sound effects printed in decorative fonts (“whunk,” “bloop,” “krunch”)."
• Publisher's Weekly: "Morales takes her theme from Mexican professional wrestling, and the resulting story is every bit as fun and campy as the theatrical fighting it's based on."

5. CONNECTIONS

• Have students think about real life problems that they also have. Brainstorm fun ways to solve that problem. Each student can create his or her own comic book in the style of the book, Lucha Libre. The comic books can be on paper (use printable templates) or look at some of the online comic book maker tools like readwritethink's interactive comic.
• Students should research lucha libre masks. Each one is unique and holds meaning for the fighter. Use the instructions at Firstpallette.com, including multiple templates, to have students draw out their own masks (for younger kids, there are templates they can simply color in). Students can write a paragraph explaining the symbols and colors they chose to have on their mask and why.
• Author Yuyi Morales has a webpage that can lead you to information about her and her books. A link to her YouTube page can take you to how she learned English through Sesame Street as an adult and a wonderful video called “Why I love picture books.” The Nino Wrestles page has a template for a lucha mask for each character and Pinterest board. 

Yum! Mmmm! Que Rico!: Americas' Sproutings (Module 3)

1. BIBLIOGRAPHY
Mora, Pat. 2007. Yum! Mmmm! Que Rico!: Americas' Sproutings. Ill. by Rafael Lopez. New York: Lee and Low. ISBN: 9781584302711.

2. PLOT SUMMARY
Crops local to the Americas are presented in haiku with bright and colorful pictures. Each one featured also includes a paragraph with historical facts and geographical information. Some of the crops featured are blueberries, chiles, and vanilla.

3. CRITICAL ANALYSIS

A smattering of Spanish is woven together with English in this Japanese form of poetry, Pat Mora has written a fun book with great poetry in the Japanese tradition of haiku. The poems are succinct and yet full of wonderful images as good haikus are supposed to be. Also found in the poems are themes of family and the love of traditional foods common to the Hispanic culture.

The illustrations are colorful and full of whimsy as they take the metaphors in the haikus to an even greater level. Many of the illustrations are so bold and fun that they make the book and the haikus easy to remember. For example, the chile poem speaks of the fire within and the illustration shows Dad as a fire-breathing dragon. Lopez, a Mexican illustrator and Pura Belpre Award recipient, brought into his artwork the bright colors and bold lines that are often found in Mexican artwork with a surreal edge to this very real topic of food and its origins.

This nonfiction book informs and keeps the reader's interest. Each page has a paragraph with more details on the food and its origin. There is also a final author's note that shares some of the debates about the origins of the foods that are featured along with a “jump-rope” rhyme of all the foods in the book. Informative and imaginative, Yum! Mmmm! Que Rico!: America's Sproutings will make students hungry for food and more information.


4. REVIEW EXCERPT(S)

• Library Media Connection: “With the sparkling words and the alluring illustrations, the reader will crave something to eat.”
• School Library Journal: “Teachers will find this a welcome addition to their social-studies units, but it should also win a broad general audience for its inventive, fun-filled approach to an ever-popular topic: food.”
• Booklist Starred: “From blueberries to prickly pears to corn, the acrylic-on-wood-panel illustrations burst with vivid colors and stylized Mexican flair.”

5. CONNECTIONS

• Use a map and point out the areas where each food is grown. Place a pictures of each food on the map it the correct area. This can also be down digitally with Google maps and pinpoints. See WikiHow for information on how to do this.
• Bring in examples of each type of food mentioned. Some students may have a lot of experiences with the foods but for others they may have never seen a vanilla bean before. If possible, allow students to taste each food (be careful with those the chiles!).
• Yes, there are loads of students writing terrible haikus all the time. However, don't feel that this means you can't try to lead your students in writing some as well. Analyze how Pat Mora makes hers feel fresh and real. Then, lead students to write haikus on their favorite food. Scholastic has a Haiku Helper that can assist students in writing their own. Make sure students do research on the origin of their foods and write an informative paragraph to go along with it. Encourage them to create illustrations in Rafael Lopez's style to go with their haiku. Consider taking these creations and making a class book.
• On Pat Mora's webpage on this book, there are multiple videos of Pat Mora talking about this book and how it came to be, as well as her reading an excerpt from it. In one video, she talks about following wacky ideas, like her writing haikus for this book. Ask students to share wacky ideas they have had or heard of others having that they have followed with good results. Discuss the importance of having the freedom to go outside of what is expected for creativity to flourish.