1. BIBLIOGRAPHY
Smith, Cynthia Leitich. 2001. RAIN IS NOT MY INDIAN NAME. New York: HarperCollins. ISBN 006029504
2. PLOT SUMMARY
Rain is has just turned 14 and has already faced several tragedies. Her mother died after being struck by lightning not long ago and on her birthday she is told her best friend Galen has been killed in a car/pedestrian accident. Rain’s father is in the military and is stationed overseas leaving Rain and her older brother Fynn to live with their grandfather. Fynn’s girlfriend, Natalie has moved in rather quickly only to find out that she is pregnant. After Galen’s death, Rain goes into seclusion for almost six months, not taking phone calls or attending Galen’s funeral. Rain decides to come out of seclusion when a local paper has asked her to photograph the Indian Camp that her aunt has put together in their community. When Rain accepts the job, she quickly realizes that there is racism and bigotry that accompanies the camp. When Rain steps up to join the fight she begins to honor her heritage and accept Galen’s death.
3. CRITICAL ANALYSIS
Rain Is Not My Indian Name is a heart wrenching story about a thirteen year old girl who must come to grips with her heritage and the tragic deaths of her mom and best friend, Galen. The setting for this story is in a small town in Hannesburg, Kansas. It is a community where inaccurate rumors are spread about Rain and Galen’s last night together. Smith gives enough details that make Hannesburg a town that is believable to readers. Cynthia Leitich Smith writes this story by drawing on her own experiences as a mixed blood Muscogee Creek Member, therefore bringing authenticity into the passages. Smith addresses the stereotypical labels placed on American Indians when Rain talks about how her school teaches about Native Americans around “Turkey Day by the cardboard cutouts of Pilgrims and the pumpkins and the squash taped to the windows at McDonalds. And the so-called Indians look like the bogeyman on the prairie, windblown cover boys selling paperback romances, or baby-faced refugees from the world of Precious Moments.”(13)Smith makes references to physical attributes such as Rain’s wheat colored hair and hazel eyes to Fynn’s darker complexion. Smith also includes a variety of Native American events, symbols, and customs such as the powwow that Rain and Galen attend back in June in Oklahoma City, the Indian taco they ate and the picture Rain describes while watching a girl dance, “a girl turning with a rose-quilted shawl. I shot her two ways, first to capture one footstep, one flying rose, and the slower to preserve the blur of her dance, the rhythm of the drums.”(6)
Another culture marker that brings Rains’ culture to the forefront is when she pulls out her mother’s “traditional tear dress.” Rain acknowledges that the dress, “looked wrong somehow, more like a museum piece than part of living.”(21)
Smith has written this story in a way that helps readers to connect to the Native American culture and open their eyes to the prejudices that they face like Rain did on a daily basis.
4. REVIEW EXCERPT(S)
Publisher’s Weekly: “Even so, readers will feel the affection of Rain's loose-knit family and admire the way that they, like the author with the audience, allow Rain to draw her own conclusions about who she is and what her heritage means to her.”
School Library Journal: “It's Rain's story and she cannot be reduced to simple labels. A wonderful novel of a present-day teen and her "patchwork tribe."-
Kirkus Review: “Tender, funny, and full of sharp wordplay, Smith's first novel deals with a whole host of interconnecting issues, but the center is Rain herself.”
5. CONNECTION
Smith, Cynthia Leitich. INDIAN SHOES. ISBN 9780060295318
Smith, Cynthia Leitich. JINGEL DANCER. ISBN 9780688162412
Saturday, October 25, 2008
Monday, October 20, 2008
Sees Behind Trees
1. BIBLIOGRAPHY
Dorris, Michael. 1996. SEES BEHIND TREES. New York: Hyperion. ISBN 0786822155
2. PLOT SUMMARY
Sees Behind Trees is a coming-of-age story about a young Native American boy, Walnut, who must prove his readiness to move from boyhood to manhood by completing a skills test that requires shooting a bow and arrow. If Walnut passes the test, he will then earn his adult name. Walnut becomes frustrated because his poor vision hinders him from accurately shooting. Walnut’s uncle figures out the problem and relays it to his mom. Walnut’s mom then begins to work with him on seeing things without his eyes open. When the skills test begins all the boys are given a special test that requires them to see with their eyes shut. Walnut passes his test and is given his adult name “Sees Behind Trees.” Sees Behind Trees’ skills are put to the test when he goes on a journey with Gray Fire, who wants to find the “Land of Water”, which he found when he was little. During their journey Sees Behind Trees and Gray Fire come across strangers which are the first time Sees Behind Trees have ever seen any. The strangers offer them pieces of jerky and tea. After a little while the couple brings out a baby to show Sees Behind Trees and Gray Fire. The couple then invites them to stay the night. The next morning they set off on their journey. They finally reach their destination only to lose Gray Fire to death. When Sees Behind Trees begins the journey back alone he goes back to the stranger’s camp only to find it has been burned and the couple has been taken. Sees Behind Trees does find the couple’s baby and takes her and finds his way back home.
3. CRITICAL ANALYSIS
Michael Dorris has written Sees Behind Trees as a coming-of-age story that is in chronological order with several memory flashbacks sprinkled throughout. This story is written through the eyes and voice of Sees Behind Trees. The plot centers around Sees Behind Trees poor vision and the gift to use his senses to help Gray Fire find his “Land of Water,” which he has never been able to go back to. There are several underlying themes including, you can take your weakness and turn it into strength and overcoming problems are a big part of life. This story is intertwined with cultural markers all throughout. These markes include; when the boys of the tribe become men when they turn twelve by taking a skills test, their years are counted by the passing of the moons, when they pass the skills test they are given an adult name which signifies their ability such as Gray Fire and Brings’ the Deer; clothes and tools that were used by Native Americans such as, “I pulled a deerskin robe closer around my chest,” (48) and “I packed some flint, shell knife, a strong coiled rope of grapevine.” He hesitated. “Ashes from the cooking fire,” he added gruffly. “ To remind you where you live.”(50), There is also the mention of using medicine which Native Americans used to heal, an example is when Gray Fire explained how Otter wrapped his damaged foot in poultice (soft, moist mass of cloth, bread, meal, herbs applied hot as a medicament to the body) made of leaves. (43) Another cultural marker described Gray Fire with, “black hair was streaked with white and his face was brown and round as a chestnut. With so many cultural markers it helps to give authenticity to the story that will help readers to connect to the emotions that are presented and the knowledge that, it doesn’t matter what culture or century you grow up in, growing up has the same basic elements.
4. REVIEW EXCERPT(S)
Publisher’s Weekly: “The authenticity of the characterizations and setting will ease readers toward acceptance of the quasi-mystical adventure that crowns the story. It's a thrilling read, with the pleasures compounding at every turn of the page.”
School Library Journal: “There's a timeless quality to this 15th-century adventure that will be meaningful and immediate for young people today.”
Kirkus Review: “The exquisitely crafted language remains so simple it can be enjoyed by middle-graders, while the brevity and adventure promise wide readership among less-skilled teenage readers.”
5. CONNECTION
Borris, Michael. MORNING GIRL. ISBN 9780786813582
Borris, Michael. GUEST. ISBN 9780786813568
Borris, Michael. THE WINDOW. ISBN 9780786813179
Dorris, Michael. 1996. SEES BEHIND TREES. New York: Hyperion. ISBN 0786822155
2. PLOT SUMMARY
Sees Behind Trees is a coming-of-age story about a young Native American boy, Walnut, who must prove his readiness to move from boyhood to manhood by completing a skills test that requires shooting a bow and arrow. If Walnut passes the test, he will then earn his adult name. Walnut becomes frustrated because his poor vision hinders him from accurately shooting. Walnut’s uncle figures out the problem and relays it to his mom. Walnut’s mom then begins to work with him on seeing things without his eyes open. When the skills test begins all the boys are given a special test that requires them to see with their eyes shut. Walnut passes his test and is given his adult name “Sees Behind Trees.” Sees Behind Trees’ skills are put to the test when he goes on a journey with Gray Fire, who wants to find the “Land of Water”, which he found when he was little. During their journey Sees Behind Trees and Gray Fire come across strangers which are the first time Sees Behind Trees have ever seen any. The strangers offer them pieces of jerky and tea. After a little while the couple brings out a baby to show Sees Behind Trees and Gray Fire. The couple then invites them to stay the night. The next morning they set off on their journey. They finally reach their destination only to lose Gray Fire to death. When Sees Behind Trees begins the journey back alone he goes back to the stranger’s camp only to find it has been burned and the couple has been taken. Sees Behind Trees does find the couple’s baby and takes her and finds his way back home.
3. CRITICAL ANALYSIS
Michael Dorris has written Sees Behind Trees as a coming-of-age story that is in chronological order with several memory flashbacks sprinkled throughout. This story is written through the eyes and voice of Sees Behind Trees. The plot centers around Sees Behind Trees poor vision and the gift to use his senses to help Gray Fire find his “Land of Water,” which he has never been able to go back to. There are several underlying themes including, you can take your weakness and turn it into strength and overcoming problems are a big part of life. This story is intertwined with cultural markers all throughout. These markes include; when the boys of the tribe become men when they turn twelve by taking a skills test, their years are counted by the passing of the moons, when they pass the skills test they are given an adult name which signifies their ability such as Gray Fire and Brings’ the Deer; clothes and tools that were used by Native Americans such as, “I pulled a deerskin robe closer around my chest,” (48) and “I packed some flint, shell knife, a strong coiled rope of grapevine.” He hesitated. “Ashes from the cooking fire,” he added gruffly. “ To remind you where you live.”(50), There is also the mention of using medicine which Native Americans used to heal, an example is when Gray Fire explained how Otter wrapped his damaged foot in poultice (soft, moist mass of cloth, bread, meal, herbs applied hot as a medicament to the body) made of leaves. (43) Another cultural marker described Gray Fire with, “black hair was streaked with white and his face was brown and round as a chestnut. With so many cultural markers it helps to give authenticity to the story that will help readers to connect to the emotions that are presented and the knowledge that, it doesn’t matter what culture or century you grow up in, growing up has the same basic elements.
4. REVIEW EXCERPT(S)
Publisher’s Weekly: “The authenticity of the characterizations and setting will ease readers toward acceptance of the quasi-mystical adventure that crowns the story. It's a thrilling read, with the pleasures compounding at every turn of the page.”
School Library Journal: “There's a timeless quality to this 15th-century adventure that will be meaningful and immediate for young people today.”
Kirkus Review: “The exquisitely crafted language remains so simple it can be enjoyed by middle-graders, while the brevity and adventure promise wide readership among less-skilled teenage readers.”
5. CONNECTION
Borris, Michael. MORNING GIRL. ISBN 9780786813582
Borris, Michael. GUEST. ISBN 9780786813568
Borris, Michael. THE WINDOW. ISBN 9780786813179
Friday, October 17, 2008
Skeleton Man
1. BIBLIOGRAPHY
Bruchac, Joseph. 2001. SKELETON MAN. New York: HarperCollins. ISBN 0060290765
2. PLOT SUMMARY
Skeleton Man is about Molly who wakes up one morning to find her parents have disappeared. Social Services steps in and takes her only to release her to a great-uncle that she has never met or heard about. When Molly moves in with her uncle he locks her bedroom door at night. Molly begins having dreams about the Skeleton Man, which comes from and Old Mohawk tale that her father use to tell. These dreams seem to be warning Molly that she is in danger but in order to help herself she must understand what they mean.
3. CRITICAL ANALYSIS
In this fictional tale, Molly is the heroine and protagonist of the story. Molly’s uncle is the antagonist. Both characters are well developed enough that the readers experiences the emotions that Molly express and the eerie feelings that surround her uncle. Although this is a fictional tale and has a supernatural touch to it is grounded in reality therefore giving the tale an element of probability.
There are several Native American markers that can be found throughout the tale. The first is Molly’s explanation of the Mohawk’s Skeleton Man story told by her father whom she believes is coming true after her parents disappear and she moves in with her uncle. Another marker is when Molly dreams and explains them as “aware dreams,” where she is wearing deerskin and moccasins. Bruchac makes it evident to the readers that Molly has been influenced by Native American teachings when he writes that Molly’s father tells her to “trust your dreams….That’s our old way, our Mohawk way. The way of our ancestors.” (48) and “Something my dad said comes back to me, some of the Mohawk warrior wisdom he was always teaching me. It doesn’t matter if you are the hunted or the hunter. Sometimes the most important thing you can do in a tough situation is to keep quiet, breathe slowly, and think.”
Bruchac gives hints about Molly’s Native American appearance by describing her with thick eyebrows that almost meet in the middle and ink-black hair that grows thick. (30) There are also a few black and white pictures that can be found throughout the tale that portray Molly with dark hair and braided. Although the pictures do not enhance the text, it is nice to see pictures that depict what Molly and the Skeleton man look like.
Skeleton Man is definitely a chilling and suspenseful tale that will keep readers on edge.
4. REVIEW EXCERPT(S)
Publisher Weekly: "The mix of traditional and contemporary cultural references adds to the haunting appeal, and the quick pace and suspense will likely hold the interest of young readers.”
Kirkus Review: “Bruchac adds believable details, vigorously cranks up the suspense, and pits a deliciously ghastly creature who likes to play with his food against a resourceful young heroine who draws both on courage and cultural tradition to come out on top. A natural for under-the-blanket reading.”
School Library Journal: “In the classic horror tradition, Bruchac offers a timely tale that will make hearts beat and brows sweat, and it has the bonus of a resourceful heroine to put the world right again”.-
5. CONNECTION
Bruchac, Joseph. THE RETURN OF SKELETON MAN. ISBN 9780060580926
Bruchac, Joseph. BEARWALKER. ISBN 9780061123092
Bruchac, Joseph. WABI: A HERO’S TALE. ISBN 9780142409473
Bruchac, Joseph. 2001. SKELETON MAN. New York: HarperCollins. ISBN 0060290765
2. PLOT SUMMARY
Skeleton Man is about Molly who wakes up one morning to find her parents have disappeared. Social Services steps in and takes her only to release her to a great-uncle that she has never met or heard about. When Molly moves in with her uncle he locks her bedroom door at night. Molly begins having dreams about the Skeleton Man, which comes from and Old Mohawk tale that her father use to tell. These dreams seem to be warning Molly that she is in danger but in order to help herself she must understand what they mean.
3. CRITICAL ANALYSIS
In this fictional tale, Molly is the heroine and protagonist of the story. Molly’s uncle is the antagonist. Both characters are well developed enough that the readers experiences the emotions that Molly express and the eerie feelings that surround her uncle. Although this is a fictional tale and has a supernatural touch to it is grounded in reality therefore giving the tale an element of probability.
There are several Native American markers that can be found throughout the tale. The first is Molly’s explanation of the Mohawk’s Skeleton Man story told by her father whom she believes is coming true after her parents disappear and she moves in with her uncle. Another marker is when Molly dreams and explains them as “aware dreams,” where she is wearing deerskin and moccasins. Bruchac makes it evident to the readers that Molly has been influenced by Native American teachings when he writes that Molly’s father tells her to “trust your dreams….That’s our old way, our Mohawk way. The way of our ancestors.” (48) and “Something my dad said comes back to me, some of the Mohawk warrior wisdom he was always teaching me. It doesn’t matter if you are the hunted or the hunter. Sometimes the most important thing you can do in a tough situation is to keep quiet, breathe slowly, and think.”
Bruchac gives hints about Molly’s Native American appearance by describing her with thick eyebrows that almost meet in the middle and ink-black hair that grows thick. (30) There are also a few black and white pictures that can be found throughout the tale that portray Molly with dark hair and braided. Although the pictures do not enhance the text, it is nice to see pictures that depict what Molly and the Skeleton man look like.
Skeleton Man is definitely a chilling and suspenseful tale that will keep readers on edge.
4. REVIEW EXCERPT(S)
Publisher Weekly: "The mix of traditional and contemporary cultural references adds to the haunting appeal, and the quick pace and suspense will likely hold the interest of young readers.”
Kirkus Review: “Bruchac adds believable details, vigorously cranks up the suspense, and pits a deliciously ghastly creature who likes to play with his food against a resourceful young heroine who draws both on courage and cultural tradition to come out on top. A natural for under-the-blanket reading.”
School Library Journal: “In the classic horror tradition, Bruchac offers a timely tale that will make hearts beat and brows sweat, and it has the bonus of a resourceful heroine to put the world right again”.-
5. CONNECTION
Bruchac, Joseph. THE RETURN OF SKELETON MAN. ISBN 9780060580926
Bruchac, Joseph. BEARWALKER. ISBN 9780061123092
Bruchac, Joseph. WABI: A HERO’S TALE. ISBN 9780142409473
Tuesday, October 14, 2008
Accidental Love
1. BIBLIOGRAPHY
Soto, Gary. 2006. ACCIDENTAL LOVE. Orlando, Florida: Harcourt Books. ISBN 9780152061135
2. PLOT SUMMARY
Accidental Love is about Marisa Rodriguez, a 14 year old Latino girl who is known for a hot temper and bad grades. When Marisa gets in a fight with Roberto, her best friend’s boyfriend, Rene who is Roberto’s math tutor breaks it up. During the brawl, Marisa accidentally picks up Rene’s cell phone. When Marisa and Rene exchange cell phones and instant attraction becomes evident. Marisa transfers to Rene’s school where their relationship continues to grow and together they decide to work on their fitness, Marisa losing weight and Rene lifting weights. As they continue to date, Rene’s mother finds out and forbids him from seeing Marisa. When Rene doesn’t stop seeing Marisa, his mother informs the school that Marisa does not live in the district and is using her aunt’s address. Marisa is forced to return to her old school where she is treated as an outsider. Marisa suggests to Rene that he talk to his dad about his mom’s domineering and mean attitude toward him. When his dad finds bruises and scratches on Rene, he suggests that he move in with him. This move places Rene in Marisa’s old school district and helps to reunite them once again.
3. CRITICAL ANALYSIS
Gary Soto has written Accidental Love with young people in mind. This is a sensitive yet humorous love story that brings both emotion and teenage issues into the forefront. It deals with issues that include popularity, obesity, abuse, and relationships. The characters that are presented in this story are both realistic and credible which will help readers relate to the problems that they face throughout the story. However, Marisa’s character seems to be the one that matures and grows the most. You see this when she struggles with her anger outburst and tries to control them. In the end she seems like she has succeeded in her endeavors to keep her temper at hand.
Some cultural markers include the closeness that is portrayed when the aunt allows Marisa to use her address so that she can attend the Magnet school and she sleeps over several times a week. There are Spanish words that are sprinkled throughout the text that gives authenticity to the text such as mentiroso(liar), cholo (gangsters), and pendejo(dummy) with a glossary at the back of the book to help the reader understand. There are also foods that are connected to the Latino/Hispanic culture used such as enchiladas, refried beans, rice and churno’s(Mexican doughnuts).
The author lets the reader know that Rene’s mother takes a stereotypical view on Marisa and views her as a gangster girl because she lives in the wrong neighborhood.
The underlying theme of the story and the lesson that Marisa learns is that, as long as you are happy and like yourself it doesn’t really matter what anyone else thinks.
4. REVIEW EXCERPT(S)
Publisher’s Weekly: “The teens' struggles shine through with simplicity and authenticity. Soto fluidly incorporates Spanish words into the dialogue (and ends with a glossary). He successfully bridges gender and cultural issues that affect teens, while pinpointing details that portray life in California's Central Valley.”
School Library Journal: “However, it's hard not to like spunky Marisa and appreciate the fresh point of view she brings to what otherwise might be a typical teen romance.”
Booklist: “With humor and insight, he creates memorable, likable characters in Marisa and Rene, who find support and love by valuing authenticity and sweetness over cool.”
5. CONNECTIONS
Soto, Gary. BASEBALL IN APRIL AND OTHER STORIES. ISBN 9780152025670
Soto, Gary. BURIED ONIONS. ISBN 9780152062651
Soto, Gary. THE AFTERLIFE. ISBN 0152047743
Soto, Gary. 2006. ACCIDENTAL LOVE. Orlando, Florida: Harcourt Books. ISBN 9780152061135
2. PLOT SUMMARY
Accidental Love is about Marisa Rodriguez, a 14 year old Latino girl who is known for a hot temper and bad grades. When Marisa gets in a fight with Roberto, her best friend’s boyfriend, Rene who is Roberto’s math tutor breaks it up. During the brawl, Marisa accidentally picks up Rene’s cell phone. When Marisa and Rene exchange cell phones and instant attraction becomes evident. Marisa transfers to Rene’s school where their relationship continues to grow and together they decide to work on their fitness, Marisa losing weight and Rene lifting weights. As they continue to date, Rene’s mother finds out and forbids him from seeing Marisa. When Rene doesn’t stop seeing Marisa, his mother informs the school that Marisa does not live in the district and is using her aunt’s address. Marisa is forced to return to her old school where she is treated as an outsider. Marisa suggests to Rene that he talk to his dad about his mom’s domineering and mean attitude toward him. When his dad finds bruises and scratches on Rene, he suggests that he move in with him. This move places Rene in Marisa’s old school district and helps to reunite them once again.
3. CRITICAL ANALYSIS
Gary Soto has written Accidental Love with young people in mind. This is a sensitive yet humorous love story that brings both emotion and teenage issues into the forefront. It deals with issues that include popularity, obesity, abuse, and relationships. The characters that are presented in this story are both realistic and credible which will help readers relate to the problems that they face throughout the story. However, Marisa’s character seems to be the one that matures and grows the most. You see this when she struggles with her anger outburst and tries to control them. In the end she seems like she has succeeded in her endeavors to keep her temper at hand.
Some cultural markers include the closeness that is portrayed when the aunt allows Marisa to use her address so that she can attend the Magnet school and she sleeps over several times a week. There are Spanish words that are sprinkled throughout the text that gives authenticity to the text such as mentiroso(liar), cholo (gangsters), and pendejo(dummy) with a glossary at the back of the book to help the reader understand. There are also foods that are connected to the Latino/Hispanic culture used such as enchiladas, refried beans, rice and churno’s(Mexican doughnuts).
The author lets the reader know that Rene’s mother takes a stereotypical view on Marisa and views her as a gangster girl because she lives in the wrong neighborhood.
The underlying theme of the story and the lesson that Marisa learns is that, as long as you are happy and like yourself it doesn’t really matter what anyone else thinks.
4. REVIEW EXCERPT(S)
Publisher’s Weekly: “The teens' struggles shine through with simplicity and authenticity. Soto fluidly incorporates Spanish words into the dialogue (and ends with a glossary). He successfully bridges gender and cultural issues that affect teens, while pinpointing details that portray life in California's Central Valley.”
School Library Journal: “However, it's hard not to like spunky Marisa and appreciate the fresh point of view she brings to what otherwise might be a typical teen romance.”
Booklist: “With humor and insight, he creates memorable, likable characters in Marisa and Rene, who find support and love by valuing authenticity and sweetness over cool.”
5. CONNECTIONS
Soto, Gary. BASEBALL IN APRIL AND OTHER STORIES. ISBN 9780152025670
Soto, Gary. BURIED ONIONS. ISBN 9780152062651
Soto, Gary. THE AFTERLIFE. ISBN 0152047743
Saturday, October 4, 2008
Tomas' and the Library Lady
1. BIBLIOGRAPHY
Mora, Pat. 1997. Ill by Raul Colon. New York: Random House Inc. ISBN 0679804013
2. PLOT SUMMARY
Tomas’ and the Library Lady is about Tomas, a young boy whose family are migrant workers traveling from Texas to Iowa each year during summer to work on farms. As Tomas’s family works in the fields, he helps with chores and helps bring water to them. When Tomas’ isn’t working, he spends his time playing games with a ball his mom has made from and old teddy bear and listens to his grandfather, PaPa Grande, tell stories. Tomas’ PaPa Grande encourages him to go to the library so he can come back and tell him more stories. As Tomas’ is looking in the library, the librarian invites him into the library to get a drink of water. While he is there the librarian brings him books to read. By the end of the day the librarian checks two books out to him and he takes them home to share with his family. Tomas’ continues to visit the library throughout the summer. By the end of summer, Tomas’ gives the librarian a farewell gift and in return she gives him a book of his own.
3. CRITICAL ANALYSIS
This book is based on Tomas’ Rivera’s life as a Mexican American boy and growing up in a migrant family. Mora gives the readers an insight of what it was to live as a migrant farm worker. Tomas’ family is not wealthy. The story begins with Tomas’ on their way to Iowa to work on a farm. They are traveling in an “old car” that has no air condition because Tomas’ tells his mom, “If I had a glass of cold water, I would drink it in large gulps. I would suck the ice. I would pour the last drops of water on my face.” When the family arrives in Iowa, his family shares a small house with other workers and Tomas’ must sleep on a cot. Tomas’ family works in the fields picking corn while Tomas’ and his brother fetch water for them and other workers. Sometimes Tomas’s and his brother play ball that their mother made from an old teddy bear. Tomas’ family would also go to the town dump and look for pieces of iron to sell while Tomas’ looked for books.
Mora’s use of names such as Tomas’ and Enrique are examples of cultural markers. When Tomas’ talks to his mother, father and grandfather, he addresses them as Mama’, Papa’, and Papa’ Grande which are a part of the culture. Throughout the story, Mora uses Spanish dialect to bring more authenticity to the text and translations after each phrase and word to help readers understand their meanings by using words like, “Buenas noches,” meaning “good night,” “En un tiempo pasado” meaning “once upon a time,” and “Que’ tigre tan grande!” meaning, “what a big tiger.”
The underlying theme seems to be strong family ties. Tomas’ family travels from Texas to Iowa working together, playing, going through the dump to find things to sell, listening to stories, and encouraging Tomas’ to explore the library and the books it offers and sharing those stories.
Raul Colon is the illustrator and his has done a wonderful job depicting the 1940 era. He has added cultural marker by giving Tomas’ and his family skin tones of light brown. The colors that Colon has chosen to use give the reader a sense of warmth and contentment. The illustrations show a family that is united and a boy who has the freedom to have adventures while reading books. Both the text and illustrations complement each other to provide the readers with a story that is enjoyable to read and encourages the enjoyment of reading and shows the impact that it can have on one’s life.
4. REVIEW EXCERPT(s)
Booklist: “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.”
Kirkus Review: “A charming, true story about the encounter between the boy who would become chancellor at the University of California at Riverside and a librarian in Iowa.”
5. CONNECTION
Mora, Pat. CONFETTI: POEMS PARA NINOS/POEMS FOR CHILDREN. ISBN 9781584302704
Mora, Pat. THE BAKERY LADY/ LA SENORA DE LA PANADERIA’. ISBN 978155885340
Mora, Pat. YUM! MMMM! QUE RICOL: AMERICAS SPROUTINGS. ISBN 9781584302711
Mora, Pat. 1997. Ill by Raul Colon. New York: Random House Inc. ISBN 0679804013
2. PLOT SUMMARY
Tomas’ and the Library Lady is about Tomas, a young boy whose family are migrant workers traveling from Texas to Iowa each year during summer to work on farms. As Tomas’s family works in the fields, he helps with chores and helps bring water to them. When Tomas’ isn’t working, he spends his time playing games with a ball his mom has made from and old teddy bear and listens to his grandfather, PaPa Grande, tell stories. Tomas’ PaPa Grande encourages him to go to the library so he can come back and tell him more stories. As Tomas’ is looking in the library, the librarian invites him into the library to get a drink of water. While he is there the librarian brings him books to read. By the end of the day the librarian checks two books out to him and he takes them home to share with his family. Tomas’ continues to visit the library throughout the summer. By the end of summer, Tomas’ gives the librarian a farewell gift and in return she gives him a book of his own.
3. CRITICAL ANALYSIS
This book is based on Tomas’ Rivera’s life as a Mexican American boy and growing up in a migrant family. Mora gives the readers an insight of what it was to live as a migrant farm worker. Tomas’ family is not wealthy. The story begins with Tomas’ on their way to Iowa to work on a farm. They are traveling in an “old car” that has no air condition because Tomas’ tells his mom, “If I had a glass of cold water, I would drink it in large gulps. I would suck the ice. I would pour the last drops of water on my face.” When the family arrives in Iowa, his family shares a small house with other workers and Tomas’ must sleep on a cot. Tomas’ family works in the fields picking corn while Tomas’ and his brother fetch water for them and other workers. Sometimes Tomas’s and his brother play ball that their mother made from an old teddy bear. Tomas’ family would also go to the town dump and look for pieces of iron to sell while Tomas’ looked for books.
Mora’s use of names such as Tomas’ and Enrique are examples of cultural markers. When Tomas’ talks to his mother, father and grandfather, he addresses them as Mama’, Papa’, and Papa’ Grande which are a part of the culture. Throughout the story, Mora uses Spanish dialect to bring more authenticity to the text and translations after each phrase and word to help readers understand their meanings by using words like, “Buenas noches,” meaning “good night,” “En un tiempo pasado” meaning “once upon a time,” and “Que’ tigre tan grande!” meaning, “what a big tiger.”
The underlying theme seems to be strong family ties. Tomas’ family travels from Texas to Iowa working together, playing, going through the dump to find things to sell, listening to stories, and encouraging Tomas’ to explore the library and the books it offers and sharing those stories.
Raul Colon is the illustrator and his has done a wonderful job depicting the 1940 era. He has added cultural marker by giving Tomas’ and his family skin tones of light brown. The colors that Colon has chosen to use give the reader a sense of warmth and contentment. The illustrations show a family that is united and a boy who has the freedom to have adventures while reading books. Both the text and illustrations complement each other to provide the readers with a story that is enjoyable to read and encourages the enjoyment of reading and shows the impact that it can have on one’s life.
4. REVIEW EXCERPT(s)
Booklist: “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.”
Kirkus Review: “A charming, true story about the encounter between the boy who would become chancellor at the University of California at Riverside and a librarian in Iowa.”
5. CONNECTION
Mora, Pat. CONFETTI: POEMS PARA NINOS/POEMS FOR CHILDREN. ISBN 9781584302704
Mora, Pat. THE BAKERY LADY/ LA SENORA DE LA PANADERIA’. ISBN 978155885340
Mora, Pat. YUM! MMMM! QUE RICOL: AMERICAS SPROUTINGS. ISBN 9781584302711
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