Module 3

A. BIBLIOGRAPHY

Munoz Ryan, Pam. Esperanza Rising. New York: Scholastic Inc., 2000.

B. PLOT SUMMARY

A young girl in Mexico who has it all, she has beautiful dresses, lives on a huge hacienda, servants take care of everything even bathing and combing her hair. She is an only child and her father spoils her.

Unfortunately, tragedy befalls her family, and Esperanza and her mother are forced to travel from Mexico to the United States during the Great Depression to face their new life in the farm labor camps.

Esperanza is plunged into a new life that deals with immigration and assimilation, not only to a new country but also into a different social class. Esperanza is ill prepared for the hard work and difficult conditions she now faces. She quickly learns household chores, though, and when her mother falls ill, she works packing produce until she makes enough money to bring her beloved abuelita to the U.S. The story weaves cultural, economic, and political unrest into Esperanza's life. Esperanza faces hardships that make her a stronger person and while reading the novel you learn about the boycotting of grapes, labor camps that are segregated and the unjust treatment of farm workers.

The symbolism is heavy-handed, as when Esperanza pricks her finger on a rose thorn just before her father is killed.

C. CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS)

Throughout the novel the characters teach others through their philosophical sayings (dichos) a characteristic of Mexican culture.

'Aguantate tantito y la fruta caera en tu mano,' he said. 'Wait a little while and the fruit will fall into your hand. You must be patient, Esperanza."' Prolog, p. 2

"No hay rosa sin espinas. There is no rose without thorns." Chapter 1, Las Uvas, p. 14

In Mexico there is division among the social classes, this are some examples from the novel:

“Mama, tall and elegant, her hair in the usual braided wreath that crowned her head” p. 5

“She was a Zapotec Indian from Oaxaca, with a short solid figure and blue-black hair in a braid down her back.” p. 15

“Miguel was the housekeeper’s son and she was the ranch owner’s daughter and between them ran a deep river.” p. 18

The Mexican culture is family oriented, this is portrayed throughtout the novel when the families all help each other out, during difficult times. They take care of each others children, they provide food for everyone not just for their family and they always pool their resources to help the less fortunate.


D. REVIEW EXCERPTS

Publishers Weekly, starred review
“Told in a lyrical, fairy-tale like style …Readers will be swept up”

School Library Journal, starred review

“Easy to booktalk, useful in classroom discussions, and accessible as pleasure reading, this well-written novel belongs in all collections.”


E. CONNECTIONS

Discuss how the story of the phoenix rising from a pile of ashes to form a new life parallels Esperanza's life.

Trace the four main changes in Esperanza's life, beginning with her childhood in Mexico as a wealthy family's daughter.

Discuss the conflicts between the strikers and those workers who are satisfied to continue with their lives as they are.

Research topics: Mexican Revolution, Cesar Chavez, Depression, Labor Camps



A. BIBLIOGRAPHY

Soto, Gary (1992). The Skirt. New York: Bantam Doubleday Dell Books for Young Readers.

B. PLOT SUMMARY
Miata is always loosing her belongings. Her mother lets her borrow her old folklorico skirt that she had worn in Mexico to use at a dance that she will be participating in at school. Miata and her best friend Ana were on the bus, they were moving from one seat to another to get away from the boys that were bothering them. While moving, to get away from the boys, Miata forgot the skirt. When she realizes that she left the skirt on the bus it is to late, the bus has left. She does not want to tell her mother that she has lost the skirt so Miata and Ana go to where they keep the buses and get into the locked area. They find the skirt and Miata is able to get the skirt safely home but not before having some adventures. She hangs the skirt on the clothesline and goes inside. Her mother tells her that she has a surprise for her, she gives her a new skirt, Miata is both happy and sad. The day of her dance she wears both skirts, the old one under the new one. Her mother sees what she has done and feels proud of her daughter.

C. CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS)

The story revolves around a skirt that is to be used for a folklorico dance that is part of the Mexican culture. Folkloric skirts are adorned with bright colored ribbons. “The skirt was old, but a rainbow of shiny ribbons still made it pretty.” (p. 7)

The Spanish language is used throughout the story. “!Ay, Dios!” her mother chirped. “You scared me prieta.” (p. 13) “?Que Paso,” she said to Ana as she hurried off the bus. (p.47)

Mexican people are normally portrayed as dark skin, eyes and hair but not all Mexicans have those characteristics. “Little Ana had curly hair and a galaxy of freckles on her face. Miata had known one other Mexican girl who had freckles.” (p.14)

The illustrations are all done in pencil, black and white, it would have been more effective if color had been used to portray the rich colors used when describing the skirt.

D. REVIEW EXCERPTS

“Light, easy reading . . . offering readers a cast and situations with which to identify, whatever their own ethnic origins.”—The Bulletin

“A light, engaging narrative that successfully combines information on Hispanic culture with familiar and recognizable childhood themes.”
—School Library Journal

E. CONNECTIONS
Childrens literature network features books with latino characters
http://www.childrensliteraturenetwork.org/resource/readlist/favlatin.html

Cross-curricular unit designed to introduce students to Mexican culture.
http://www.cis.yale.edu/ynhti/curriculum/units/1997/1/97.01.04.x.html

Explains how to make a star pinata.
http://www.nacnet.org/assunta/nacpinat.htm

History of Mexico, explore each state of the Mexican Republic, and play games!
http://www.elbalero.gob.mx/kids/



A. BIBLIOGRAPHY
Mora, P. (2005). Doña Flor: A Tall Tale About a Giant Woman with a Great Big Heart. Colon, R. (Illus.). NewYork: Knopf Books for Young Readers.

B. PLOT SUMMARY

This story is set in the Southwest and is about a giant woman, Dona Flor, who lives peacefully in a village. This story is about compassion, friendship, and bravery.

Dona Flor is larger than life. Flor’s mother sang to her corn plants and they “grew as tall as trees”; and “when she sang to her baby… Flor grew and grew too.” She grew until she was a giant. At first the children are intimidated and laugh at the tall woman, but they soon grow used to their generous neighbor who is always willing to help them out. Flor wakes the village up every morning as she pats tortillas into shape for their morning meal. There are always extras, convenient for roofs; the children float on others, making tortilla rafts. There is no end to Flor’s creativity; even her sunflowers can be used for umbrellas. Dona Flor is wise, and eager to befriend everyone in her little pueblo.
When she was grown up she allowed everyone in her home, whether animal or person. One day the villagers are scared out of their wits by the deafening roar of a mountain lion. When the wind starts making a fuss as well Flor gets him under control with a big old hug. Finally, Flor finds the source of the giant cat's cries. Seems a puma has set up a somewhat clever hollow log device that blasts its voice over the countryside. Flor befriends the puma then she and all her animal friends settle in for the night on some comfy fluffy clouds.



C. CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS)


Raul Colon does a wonderful job of illustrating Dona Flor she has the tan skin dark long hair that is worn with two straight braids down her back and dark eyes.

In the picture that Dona Flor is plucking a star for her friends to find their way home she is wearing a red reboso that is a traditional garment in Mexico.

The colors used in the illustrations are vibrant and very appealing and help bring the bigger than life protagonist to life.

It incorporates some Spanish words and phrases as well as a glossary.

D. REVIEW EXCERPTS

Book Links

Mora's poetic text is sprinkled with Spanish words and phrases, and Colon's whimsical scratchboard art adds an uplifting tine to this satisfying tale.

Kirkus Reviews
“Doña Flor, beautiful giantess of the American Southwest, is so tall she plucks estrellas from the sky and grabs snow from mountaintops to wake herself up in the morning. Her can tortillas are so big that her neighbors use the extra ones as roofs. This gentle giant is una amiga and protector to all, so when a roaming, roaring mountain lion begins to scare the villagers, she vows to find the guilty gato. Since she speaks all languages (even rattler), she recruits her animal friends and successfully locates the kittenish culprit on a mesa-a tiny prankster puma using a long, hollow log to generate a big "Rrr-oarrr!" that echoes down the valley. Doña Flor, serene as la luna, turns the roars to purrs and all ends well with Pumito sleeping atop her big toes. [Raul] Colón's gorgeous illustrations (with his round, swirling scratchboard style in warm, buttery colors) . . . .”


E. CONNECTIONS

•Introduce the tall tale tradition and have students explore if it is a uniquely American tradition. Have them select their favorite tall tale and illustrate it.

•Have students do a comparison of Flor and another tall tale.

•Of course, have students write and illustrate their own tall tales and, if possible, present them to another class. These could make wonderful dramatizations that could include music and technology.

http://www.patmora.com/ideas_dona.htm
this site has an audience participation poem linked with the book.

Module 2

A. BIBLIOGRAPHY

Woodson, Jacqueline. HUSH. New York: G. P. Putnam's Sons, 2002. Print.

B. PLOT SUMMARY

Hush is told through the eyes of a thirteen year old girl, Toswiah. She is living in Denver with her family and has never really experienced discrimination. Her father is a police officer, her mother is a school teacher and her older sister is a cheerleader. They live in a nice house; have their family and friends to share their life with.

Toswiah’s father witness two white police officers kill a young black unarmed teenager; he has to make a decision about keeping quite or doing the right thing and testifying against his friends. After much deliberation he decides to testify against the white cops, the mostly white community turns against him, and the family enters the witness protection program. Their whole life changes over night. They are whisked away to a hotel where they are kept for three weeks without any outside communication. They leave behind everything.

Toswiah is now Evie and her sister Cameron is called Anna. This story describes the family's struggles and triumphs as seen through Evie/Toswiah's eyes. The mother once a confident school teacher is now a religious fanatic. She joins the Jehovah’s Witness and wants the girls to join also. The father sits by the window doing looking at life pass him by, he tries to commit suicide. Evie only outlet is joining the track team ironically she loves running, but running away is what has turned her life into chaos. Her sister enrolls in college to get away from the life that she despises.

This novel deals with identity, racism, class and moral obligations.


C. CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS)

The novel address the skin tones of the characters, even though they are all African American they have different color of skin. “Her mother’s brown reminds her of everything she loves: Chocolate, Dark wool, the smell of earth, Trees. The girl and her sister’s own skin is coppery – somewhere between their mother’s deep brown and their father’s lighter skin. (p. 2)

Another issue that is addressed is that blacks are often treated unfairly just because they are black. “Because he was black. That boy was standing, facing them, with his hands raised. And they shot him.” (p. 45)

“Anyone stop to think that there aren’t even enough black boys in Denver to make up an all-black gang?” (p. 47)
The father in this novel came from a middle class family that had been able to live in a white class world without suffering the prejudice that lower class black families had.
“My father was a lawyer and his father was judge. And her I am – a cop. You say it’s in Randall’s and Dennis’s blood – well, it’s in mine, too. They shouldn’t have killed Taylor.” (p. 49)

D. REVIEW EXCERPTS

Publishers Weekly

“Once again, Woodson handles delicate, even explosive subject matter with exceptional clarity, surety and depth.”

School Library Journal

“As usual, Woodson’s characterizations and dialogue are right on . . . Powerful and engaging.”

Kirkus Reviews

“Readers will be caught up in this searing and gritty story; Woodson composes a plot without easy answers…[An] involving novel about a family struggling to remain intact in sprite of tremendous obstacles.”

E. CONNECTIONS

Teaching About Tolerance Through Music" Hand out lyrics of songs that depict prejudices or racism like Peter, Paul and Mary's "Right Field" or "Don't Laugh at Me." After students have had a chance to read the lyrics, engage them in a discussion of the song's message. Following a discussion have students do one of the following: paint or draw a picture showing the song's emotions, write a poem about their personal feelings dealing with prejudices against them, or join other students to perform the song discussed. Summarized from Education World, a lesson plan by Gary Hopkins at http://www.educationworld.com/alesson/03/lp294-04.shtml ]

Write about an individual who overcame obstacles of prejudice to accomplish something worthwhile. This could be a great political leader, a teacher, or even a family member.

For one week, keep a listing of television programs in which prejudiced comments or actions are shown. Discuss these with your family or class. How do these programs affect our views of each other and how we treat each other?


A. BIBLIOGRAPHY

Pinkney, Brian. Max Found Two Sticks. New York: Aladdin Paperbacks, 1997.

B. PLOT SUMMARY

On a day when Max doesn't feel like talking to anyone, a strong breeze shakes two heavy twigs to the ground in front of his brownstone home. Picking them up, the young African-American boy begins to beat out a rhythm that imitates the sound of pigeons startled into flight. Soon he is tapping out the beat of everything around him-rain against the windows, the chiming of church bells, and the thundering sound of a train on its tracks. While reading this delightful book you can hear the rhythms that Max is imitating from the sounds that he hears around the city.

C. CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS)

The story takes place in New York and you can see the World Trade Center on the page where the train is speeding by.

Several pictures show the children standing and playing on the stoop of their houses. Which is also a feature that is found in houses in New York City.

Max Found Two Sticks was lauded by critic Hazel Rochman for its high-quality balance between text and art. In her Booklist review, Rochman termed the text "a spare, rhythmic accompaniment" to Pinkney's oil and scratchboard illustrations, which "swirl and circle" through the pages, "filling them with energy and movement."

D. REVIEW EXCERPTS

Publishers Weekly (June 2, 1997)

"The fluid lines of Pinkney's distinctive scratchboard illustrations fairly swirl with energy, visually translating Max's joy in creating rhythm and sound," said PW about this account of a novice drummer. Ages 5-8.

E. CONNECTIONS
Discuss how music, like stories and writing, can have a main idea. Play three music selections from different genres. Have students work in small groups to determine the main idea of each selection.
Current pop song ("So Yesterday" by Hilary Duff, "Complicated" by Avril Lavigne)
Traditional song ("I've Been Working on the Railroad," "Clementine")
Classical song ("Toccata and Fugue in D Minor" by Bach, "William Tell Overture" by Rossini)
Divide students into small groups.
Play one of the music selections again in full. You may want to print or discuss the song lyrics. As you listen to each piece, ask each group to fill out a Graphic Organizer (PDF) to record the main ideas and details of each piece.




A. BIBLIOGRAPHY

Lester, Julius (1997). John Henry. New York: Puffin Book. Pictures by Jerry Pinkney

B. PLOT SUMMARY

This tall tale is about a man named John Henry, he is exceptional from the time that he is born. He grows at an alarming rate. He grew so fast that "his head and shoulders busted through the roof which was over the porch" of his family's home in 1870s West Virginia.
John Henry is always doing good deeds that help not only his family but others as well.
He challenges the meanest man in the state, Ferret-Faced Freddy to a race. Freddy will use his horse while John Henry will run using just his legs, John Henry wins and Freddy becomes Fredrick the Friendly. Ultimately he comes across crew that is building a railroad track through the mountain. He volunteers to help, the John Henry challenges the boss to a contest “Your steam drill against me and my hammers.” When John Henry and the stream drill met inside the mountain, the boss was amazed to find that while he had come only a quarter of a mile, John Henry had come a mile and a quarter. John Henry walked out of the tunnel to the cheers of the other workers, then fell to the ground and died. Everyone who was there came to the realization that "Dying ain't important. Everybody does that. What matters is how well you do your living."


C. CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS)

The illustrations are beautifully done, the animals have expressions and the colors that are used make it seem so real. The picture of John Henry as a baby holding the cradle above his head show some features of an African American, his skin tone and the texture of his hair.

Southern dialect is also used in John Henry “Don’t make me no never mind”

D. REVIEW EXCERPTS

From Publishers Weekly
A great American hero comes fully to life in this epic retelling filled with glorious, detailed watercolors. From his momentous birth, when all the animals come to see him and the sun won't go to bed, John Henry works wonders. As a child he helps his father by adding "a wing onto the house with an indoor swimming pool and one of them jacutzis"-and that's just before lunch. Other episodes trace the growth of his generous spirit. His greatest feat is, of course, in his battle against the steam drill, as he races the machine to cut through "a mountain as big as hurt feelings." He dies ("he had hammered so hard and so fast and so long that his big heart had burst"), but the onlookers understand that "dying ain't important.... What matters is how well you do your living."

Booklist, starred review

A tall tale and heroic myth, a celebration of the human spirit....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." –

E. CONNECTIONS

Tall Tales. Read other tall tales. How is a tall tale like and unlike other stories? How was the story exaggerated?

Compare Tales. How does this tall tale compare to other tall tales. Read Paul Bunyan, Swamp Angel, Johnny Appleseed or other tall tales.

African American Tale. Many tall tales are about white men. How is this tale different? Does the race of John Henry impact the story? How?

Write a Whopper. Some people call tall tales "whoppers." Write a whopper.

Module 1

The Shadows of Ghadames





A. BIBLIOGRAPHY

The Shadows of Ghadames, Joelle Stolz, Delcorte Press, New York, 1999.
Originaly published in France in 1999 by Bayared Editions Jeunesse
ISBN: 0-385-73104-3

B. PLOT SUMMARY

Malika lives in a town in Libya in the late nineteenth century. Women stay in the houses and on the rooftops, while men are free to walk the streets. As her brother goes out and begins working, and her merchant father sets out on another long trading journey, Malika feels increasingly imprisoned by her circumscribed life, in which she is not even permitted to learn to read and write, but knows she will be married off soon.

When her father's second wife rescues a wounded man being chased by a mob, she puts the whole family in danger. Hiding him in the house where there are women is strictly forbidden. But Malika is glad, because he begins teaching her how to read.


C. CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS)

Stolz explores gender roles, courage, and gives a fascinating glimpse into Berber culture.
In this book it gives the reader an insight of the way that people dress in Libya. “His camel-hair burnoose is slung over his shoulders and his head is wrapped in a turban with the flaps floating around his neck.” Women in this culture must cover up completely and never allow anyone but the husband to see them with out their traditional clothing and veil. Women also are tattooed mostly on their hands and arms each tattoo has a significant meaning.

The father’s character is different from traditional Muslim men. He follows his Muslim beliefs by taking a second wife when his first wife (Malika’s mother) can not give him a child. He is reluctant to do so even though his family strongly suggests that he must find a wife that can produce a child for him. He takes his second wife and she gives birth to a son, shortly after Merium (Malika’s mother) also gets pregnant. He is a fair man and tries to give his daughter freedom that is frowned upon in their society. Malika is asking her father to let her go with him to the end of the city, her brother tells her that she can not go because “she is just a girl” the father responses “Since you are the two children God has given me,” my father declares “both of you will come.” The character of the father is used to put into the minds and mouths of the characters ideas from Western culture that doesn’t belong there: those women should have more freedom, that their lives are unfair, that their culture and religion are wrong.

The life of a women being confined to rooftops is interesting. They have their own way of adding excitement to their lives by painting gardens on the wall, having their own market and they have a strong bond between them. The author does a good job of portraying a vivid picture of the rooftop community. The rooftops of Ghadames are like a city above the city, an open, sunny town for women only, where they walk about, lead their own lives, visit one another, and never talk to men. Twenty feet below, the men walk in the cool shade of the alleyways, conduct business, and never talk to women. These two worlds, my mother often says, are as necessary and different as the sun and the moon. And the sun and the moon never meet, except at the beginning and end of the night."

One night a man is wounded, he is being chased out of the city because he has come to preach a new way of life. Bilkisu decides to bring the man into their house. She then tells her son that he is now a man and is no longer allowed on the rooftop with the women, to keep the man a secret. While nursing him back to good health he starts teaching Milika how to read. She is a fast learner and when her father comes back from his trip he arranges for her to continue learning even though it goes against their beliefs.

This book provides a lot of opportunities to discuss cultural expectations, and "doing the right thing."

D. REVIEW EXCERPTS

School Library Journal
This quiet story is notable for the intimate picture of the traditional Muslim world that it conveys; unfortunately, not until the author's note at the end is the time period made evident. The imprecise use of language may make it difficult for readers to visualize this distant world and to understand the characters' motivations. Still, this novel would be useful in schools studying this part of the world

BookList
*Starred Review*
Stolz invigorates her tale with elegant prose and a deft portrayal of a girl verging on adolescence. The vivid backdrop is intoxicating, but the story's universal concerns will touch readers most: sibling jealously, confusion about adult customs, and a growing interest in a world beyond family.

E. CONNECTIONS

QUESTIONS FOR GROUP DISCUSSION

1. Malika has been taught her place in the society in which she lives, but she does not seem satisfied with her lot in life. She longs to travel with her father and to have an education like her brother. What are her feelings toward her culture? How does she come to terms with her desires and the traditions of her people?

2. Abdelkarim tells Malika, “I learned several things while I was in hiding on your rooftop. For example, that the world of women is not as stupid as I thought” (p. 102) What did he observe and hear that led him to this conclusion?

3. Malika’s father is more open-minded than most men in his culture. What are some of the traditions he is willing to relinquish? Why?


INTERNET RESOURCES

Taking It Global
understanding.takingitglobal.org/diversity
Discusses cultural diversity in America.

Cultural Diversity–a CCSD research program
www.ccsd.ca/subsites/cd/docs/iy/lifestyl.htm
Lifestyle patterns of immigrant youth.

Muslim Culture
http://www.buzzle.com/articles/muslim-culture-and-traditions.html
http://www.islamiclearningmaterials.com/muslim-culture.html

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Chronicle of a Death Foretold



A. BIBLIOGRAPHY

Chronicle of a Death Foretold, Gabriel Garcia Marquez, Alfred A. Knopf, Random House, 1982. Translated from teh Spanish by Gregory Rabassa.



B. PLOT SUMMARY

The narrator dredges up the twenty-seven-year old murder of Santiago Nassar by speaking to the man's mother and several others familiar with the story. The story is told by five different points of views.

One morning Nassar wakes up groggy from the wedding festivities held the night before. Like his father Ibrihim, an Arab immigrant, Nassar has a fondness for young virginal girls. He is portrayed as a womanizer and is not well liked by the towns people. His behavior indicates that he thinks that because he is rich he is entitled to do as he pleases with the women that he encounters. A warning note, giving the details of his pending murder, is slipped under his door but goes undetected until afterward. Waiting with knives are Pedro and Pablo Vicario, the twin brothers of disgraced, beautiful, and newly wed Angela Vicario. When it was discovered by her groom that the young bride was not a virgin, she was returned to the house of her parents in humiliation. As retribution, Nassar was to be killed for their shame.


C. CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS)

This short novel details the actions of the Vicario brothers and Nasar in the hours leading up to Nasar's death. The novel is not really about either the killers or the victim, however, it's about the people of their small Caribbean village.

The variety of characters in this novel provides an insight into the diversity of different groups.

Bayardo San Roman The man who marries Angela Vicario. He comes from a wealthy and prestigious family. When he arrives in town, he is described as having a slim waist and golden eyes.

Santiago Nasar of Arab decent. He speaks with his father in his native language creating a special bond between them. His arrogance is evident in the way that he tries and succeeds in seducing the young girls in the village. His social status allows him to get away with his actions.

Placida Linero , Santiago's mother. She has a well-earned reputation as an interpreter of dreams. She never forgives herself for misinterpreting the dream about trees and birds that her son had the night before his death. The superstitions and religious beliefs are found throughout the novel.

The latino “machismo” which a part of their culture is evident when the two Vicario brothers tell everyone that they encounter that they are planning to kill Santiago no one does anything to stop the murder. It seems that the brothers do not want to commit the murder and want to be stopped. They are avenging the family honor by murdering the man that took their sister’s virginity. Several passages throughout the book mention the sister’s honor. “the brothers Vicario had proved their status as men, and the seduced sister was in passion of her honor once more.” (p. 84) The women also believed that the family honor should be protected. Prudencia Cotes Pablo Vicario's finance, says “she would not have married Pablo if he had not upheld the honor of his sister by killing the man who took her virginity.”


The novel suggests that women should be a virgin until they marry and that men can have sexual encounters without any consequences is part of the culture.

The novel portray women to be inferior to men they had to obey what their parents and then their husbands ordered. “imposed on her the obligation to marry a man whom she had barely seen.” (p. 34). Angela was not allowed to go see the house that her fiancé had purchased for her without being accompanied by her parents. “The girls had been reared to get married. They knew how to do screen embroidery, sew by machine, weave bone lace, wash and iron, make artificial flowers and fancy candy, and write engagement announcements.” (p. 31)

Angela does the unthinkable; she decides that she will not trick her groom into thinking that she is a virgin. She knows that she will be humiliated but decides to go ahead and tells the truth.

D. REVIEW EXCERPTS

The New York Times Book Review

“Exquisitely harrowing. . . . Very strange and brilliantly conceived. . . . A sort of metaphysical murder mystery. . . . The murder will stand among the innumerable murders of modern literature as one of the best and most powerfully rendered.”


E. CONNECTIONS
themes - Ritual, powerlessness of women, importance of cultural traditions like honor

motifs - Magic realism
symbols - Dreams; the weather

Investigate Latin American culture to gain an understanding of the idea of "male honor." What is the view of male image in Latin American culture today? How has this affected the treatment of women in Latin America?
Compose character sketches of the women in Chronicle of a Death Foretold. Describe their lives, their aspirations, the choices that are available to them, and their individual responses to the circumstances in which they find themselves.

*********************************************************************************
Koala Lou





A. BIBLIOGRAPHY


Koala Lou / written by Mem Fox ; illustrated by Pamela Lofts. San Diego : Harcourt Brace Jovanovich, [1989], c1988.


B. PLOT SUMMARY

Koala Lou mother is always telling her how much she loves her. After her mother has more koalas she gets very busy and does not tell Koala Lou that she loves her like she use to. Koala Lou is feeling rejected when new brothers and sisters arrive. She thinks she is not special anymore. Koala is trying to find a way to get her mother’s attention and she wants to hear that she loves her. She starts training for the Bush Olympics; she wants to win so that her mother will be proud of her and tell her that she loves her once more. Unfortunately Koala Lou comes in second, she runs away to hide up in a tree. Her mother is waiting for her and tells her “Koala Lou, I DO love you”.

C. CRITICAL ANALYSIS (INCLUDING CULTURAL MARKERS)
Koala Lou addresses the issue about sibling rivalry. Koala feels that she is not loved because her mother does not tell her all the time. It also teaches the reader that winning a competition is not the answer to her problem. In the end Koala understands that her mother does love her even though she does not always tell her.

Lofts's colored-pencil drawings portray the Australian flora and fauna beautifully, including a few of the more exotic species. The illustrator made all the animals look menacing, but not terrifying. The drawing of the emu really gives the reader the idea that this emu doesn't tend to like other animals.

D. REVIEW EXCERPTS

The Horn Book
“A first-rate choice for bedtime, story hour, or reading aloud.”--

Publishers Weekly
Fox's books send out positive messages to children about the wonders of being human: Koala Lou celebrates the eternal love of a mother for her child without the sentimentality of Robert Munsch's Love You Forever.

Children's Literature Review:
The koala heroine enters the Bush Olympics and hopes to win the gum tree-climbing event so that her mother--overwhelmed by the birth of many, many koala babes--will tell her eldest daughter "Koala Lou, I DO love you." Even though Lou loses the event, she gains what she most wants: the knowledge that her mother loves her--and always will. My favorite illustration shows fluffy Lou racing in red sneakers and pumping weights. Reviewed by Mary Quattlebaum.

E. CONNECTIONS

Activating schema relating to Australian animals and the Olympics would be essential to comprehension of this story.

Koalas - what koalas look like, what koalas eat, where they live.

Zoom School Australia - This is a visually appealing web site geared toward young children. They can click on different pictures to learn many facts about Australia.

Australian Animals - This is a great interactive web site where children can click on animals to see and learn about them (location, habitat, and description).