American Born Chinese

American Born Chinese

Gene Yang

I have to admit, I was not thrilled about reading a graphic novel for this week. I have never really been interested in comic-formatted books. I have always enjoyed reading "normal" books, because they move faster for me, and I think they are easier to understand.

This book is composed of three separate tales. It starts with a story about the monkey king, a God-like figure that struggles with his identity as a monkey. He goes through many struggles to eventually shed his identity and disguise himself as someone new. The second tale is of Jin Wang, a Chinese American student in Chinatown. He struggles to find his place in school, feeling as though he doesn't belong. Like most other students, he goes through the struggles of crushes and break ups with his interest, Amelia.

I particularly enjoyed the third tale of this book. I felt it had the most depth and possible implications for the classroom. It deals with Danny and his Chinese cousin, Chin-Kee. Chin-Kee fulfills a great number American-made stereotypes about the Chinese. Danny is embarrassed, and he combats the inner-struggles brought on by his cousin's visits.

This book highlights the racial stereotypes in American. The illustrations emphasize such stereotypes, with depictions of the Chinese with yellow skin and slanted eyes. This book could definitely lend itself into complex conversations about race and identity in a nation that claims to be accepting. In reality, Americans hold a variety of stereotypes about other cultures.

It is important to provide students with interesting and unique forms of text. Utilizing graphic novels is a great way to introduce difficult subjects, such as underlying racial stereotypes, in the classroom.

Biographical Texts & Choosing Not to Read

Change Has Come

This picture book is actually inspired by past speeches from President Obama. The illustrator captures moments from Obama's great words of wisdom and future promise. It invokes a sense of pride in the reader for his country, regardless of political party identification. I would certainly have this book inside of my classroom as a future teacher. I believe it provides insight to the presidential race of 2008, as Obama  unites the many faces (Asian-American, African-American, European-American, Native-American...) of the United States of America. Anyone should find themselves drawn to this book's national pride.

Nelson, K. (2009). Change has come: An artist celebrates our American spirit. New York: Simon &      Schuster BFYR

The Yellow House: Vincent Van Gogh and Paul Gaugin Side by Side

This book focuses on the renowned painters, Vincent Van Gogh and Paul Gaugin. Each page is filled with paintings, some from the two famous painters. I actually learned a lot from this book- I did not know about the painters living with one another for an entire year in Van Gogh's house in Arles, France. The two become very close and eventually for the "Studio of the South", a sort of family of painters in the south of France.  The author of the book includes an extensive list of sources as well as an author's note that details her research in France. The book's detailed account of the painters' friendship  is something I've never learned in the past. I believe any middle grades student would find this book interesting, but artistic students would especially be inclined to read this book.

Rubin, S. G. (2001). The yellow house. New York: Harry N. Abrams, Incorporated.

Kennedy Assassinated!

We all know about it; we've all read the historical texts; we've seen the history channel documentary a time or two. One of our most incredible, most challenged president, John F. Kennedy was assassinated on November 22, 1963 at 12:34 in the afternoon. We know the killer. We know Kennedy was pronounced dead in a Dallas hospital. What we don't know is the reporter's story. 

This book takes the reader into the hectic  November day of a newly-hired employee of United Press International. He experiences the stress of the FIRST phone call from his boss- "There have been three shots fired!" He soon realizes this will be the most memorable and most publicized phone call of his life. I could not stop reading this book once I started. In all honesty, I was not fully aware  of all of the facts surrounding Kennedy and the events that led up to his assassination. Though this book focuses primarily on Kennedy's assassination, I would certainly still classify this as a biographical book. The book is definitely informative. I learned more about this event and about Kennedy throughout the chapters of this book than I have in the past. 

The book is captivating, and it really shows the reader all of the facts and all of the chaos that took place on that fateful day. Hopefully, I will never experience the anxiety and chaos that comes with a presidential assassination. This book really shows what an individual citizen felt like during the nation's dire uncertainty. 

I would definitely have this book in an upper middle school classroom. However, I would not include it in a lower grade's classroom. It includes a great deal of authentic pictures and medical diagrams that I wouldn't necessarily deem "appropriate" for young children.

Hampton, W. (1997). Kennedy assassinated!. Cambridge: Candlewick Press.

Choosing Not to Read: Understanding Why Some Middle Schoolers Just Say No

This article is fascinating! I think every middle school reading/literature/English teacher should read it in order to better understand some of their "more challenging" students.  It analyzes the reasons behind some students' lack of reading desire. It's no secret that a great deal of students think reading is "uncool" or lame, but why is that?

Beers makes the claim that, "... the less students read, the poorer the readers they become... the poorer readers they become, the harder reading is for them..." This is absolutely true. We know that reading is a foundation for knowledge. If one does not read, he or she is likely to not fully understand material in any given subject. On top of that, non-readers, in my opinion, are less likely to develop critical thinking and deeper analysis skills.  Beers makes the point that students who hated reading in school are likely to become parents that hate reading... making for more students who hate reading, and the cycle continues. 

The comments for the alliterate students were really interesting and informative to a future teacher. These students' reasons for choosing not to read are much deeper and more complex than the basic, "... because it's boring" excuse. A number of these students claim they are smart even though they don;t get recognition for it. They blend into the background, because they feel as though that is where they belong due to some past negative influence in their schooling. 

Figure 3.1 shows the five different types of readers: avid, dormant, uncommitted, unmotivated, and unskilled. In the same section, Beers goes on to discuss the various types of illiteracy. Teachers cannot FORCE students to like reading. We can't make students enjoy reading- UNLESS we provide them with captivating texts, suited to their interests. We take the risk factor out of reading; we need to make it a choice, a freedom. I am skeptical of this, of course, for I feel it is easier said than done. 

Beers's discussion on motivation really highlights the importance of a teacher's role to direct learning in a student-led manner. It is important to note that motivational activities must encourage interest as well as the desire to read. The interest cannot simply replace the want to read. 

Beers makes several valid claims in the article as well as provides helpful tips to encourage reading in students who hold a sort of negative stigma about the subject. Though difficult, perceptions about reading can be changed. "We must encourage students that their response are important and valued." When we value our students' opinions, we show them we care. We show they are worth-while, and we show them we listen! 

Informational Texts

        Bomb

Steve Sheinkin

Wow. This books was captivating from the prologue. I have never read any book about the race to make (and steal) the atomic bomb. Obviously, I have read a great deal about the use of the Atom Bomb in World War II in history classes. I have also read a lot of articles and studies about whether or not Truman made the right decision about using the bombs in Japan. I still haven't completely made up mind about whether or not I feel as though the bomb was necessary, but that's a different story. 

Bomb follows the story of the historical characters on their individual journeys through the intense years in which the bomb was being created. Each character is thoroughly developed, like those typically found in fiction. I had to keep reminding myself that this was actually a true story, which made it even more intriguing. I felt like a detective, as I was following the story of Oppenheimer and Gold. 

Sheinkin's inclusion of an extensive source list shows how thorough he was in his research before writing this book. It's amazing how much time and effort went into this book, and it certainly shows in the complex story line and detailed characters. There are so many different aspects to the story of the atomic bomb, and I never really realized it before reading this book. In all honesty, I believe this book taught me more about the nuclear race than any other educational text. 

My favorite part of the book is actually the epilogue. Sheinkin summarizes the story, and sort of provides an extension with further explanation of Gold's confession. Sheinkin ends the book with a warning. He says, "The big question is: Will any of these bombs ever be used?", talking about Pakistan, North Korea, and Iran. He gives the details about the current situation in the realm of atomic bombs. Living in a world with bombs that can destroy cities is kind of terrifying. The uncertainty that surrounds nuclear weapons is scary, but also intriguing. The story of the atomic bomb hold a binary.  It is an amazing story of genius effort and determined teamwork. "But it's also the story of how humans created a weapon capable of wiping our species of the planet" (Sheinkin, 2012, p. 236).

I would most definitely use this book in my future classroom. 

Sheinkin, S. (2012). Bomb. New York: Roaring Book Press.

       Minty

Though a lot of this story is fiction, it actually encompasses a great deal of factual information about Harriet Tubman. The story follows a young African American girl, Minty. She struggles with her strained relationship with her owner, Mrs. Brodas. Mrs. Brodas does not think Minty is a well behaved slave-child. Rather, she believes Minty acts out to spite her... In frustration, Mrs. Brodas takes Minty's beloved doll, Esther. She hurls the doll into a fire and tells Minty that such an action will teach her a lesson. Minty runs away to tell her mother, who gives her advice on Minty's new job- a field slave. Minty says she wants to run away. Her mother tells her she shouldn't run away. Minty listens, and she works hard in the field for several months. She meets a woman named Amanda, who knows Minty's dreams to escape. Amanda tells her escaping- or even trying to escape- is not worth it. Despite this warning, Minty tries to flee a few days later. She is caught, and Mrs. Brodas tells Sanders to whip her. This part of the story made me really upset. Minty was only eight when this happened. It reminded me of the harsh realities of slavery. Minty still wants to run away, even after the whipping. Her father teaches her how to use nature to aid her in her escape, even though he advises her to not run away. He still wanted her to know about the stars and trees. By the end of the story, Minty still has not escaped. The author writes a note to the reader at the end of the book. He tells the reader that Minty grew up to be the wonder of Harriet Tubman. 

       

Schroeder, A., & Pinkney, J. (1996). Minty: A story of young harriet tubman. New York: Dial Books  for Young Readers.

      Free at Last

This book encompasses use of poetry and song to convey the sentiments of those in need of emancipation. though some of the book utilizes poetry, most of it is informational text. The book's detailed accounts allow for an introduction to many prominent figures in the times of slavery. these figures include Ida B. Wells, Booker T. Washington, and Jackie Robinson... just to name a few. Each character brings a new perspective to and reason for emancipation  The story is written chronologically, and it includes factual information about the African American population's journey to absolute freedom. This book would be great to include in a social studies class at any age level.



Rappaport, D. (2003). Free at last!, stories and songs of emancipation. Candlewick.

Poetry Week

Three Children's Poetry Picture Books

The Great Migration

This book is prefaced by a note from the author. Greenfield introduces the poetry by explaining the history between 1915 and 1930, discussing how African Americans moved from the South to the North, in order to escape racial discrimination and injustice as well as institutional racism.She explains this movement is known as The Great Migration.inequalities still existed. Greenfield concludes the introduction on a personal note, "... I had become a part of The Great Migration". 

Each page has an individual poem that links to the following page- detailing the process of one travelling from the South to the North during this time period. The pages are composed of dark images, perhaps insinuating the sorrow and pain brought forth by the hardships of living in the South as an African American during the early 1900s. Poems are told from varrying perspectives of men, women, and children. It is interesting to notice the difference and similarities of the very realistic characters in this story. Though they are nameless, each character's perspective brings a new tone to the story as a whole. For the most part, the poetry is written in free verse, and it is seemingly literal. The poems use a great deal of imagery, as there is hardly any need for the pictures on each page. The story goes on to detail the journey to the North, involving the train transportation. In this section of the book, one poem is carried out for several pages, titled "The Trip". My favorite poem in the book is: 

 Question 

Men and Women:

Will I make a good life 

for my family, 

for myself? 

The wheels are singing, 

"Yes, you will, 

you will, you will!"

I hope they're right. 

I think they're right. 

I know they're right. 

We're going to have

a great life. Got to try it. 

Going to do it. Going to

make it. Not mater what. 

           I enjoy the uncertainty and determination that this poem highlights. I am sure many of the migrant felt this very way on their journey to the North. I especially enjoy the rhythmical meter in this poem. I also find the spacing very intriguing at the end of this poem. It causes me to think of the reasons behind Greenfield's purpose in placing incomplete thoughts with each other in the last three lines. 

          

           Overall, this book is extremely effective in creating a personal connection from the reader to various realistic characters in history. I think the fact that having the author be someone from the actual era from which this book is written bring a a great deal of authenticity to the overall effect of the book.  It would be great to use this book as a supplemental reading in a social studies class. I would use this book in upper elementary school and middle school. 
          
            Greenfield, E. (2010). The great migration: Journey to the North. New York: Harper Collins       Publishers. 
         

         A Lucky Thing
         
           This collection of poetry surrounds itself on seemingly mundane aspects of life-  mainly farming aspects. Simple things like a barn are turned into magnificent images of detailed happenings through the authors used if imagery. The poems detail small happenings- allowing the reader to make sense of why robins might envy chickens. This book is a fun and engaging read, with beautiful paintings on each page. My favorite part of the poems is their use of space among each page. The spacing of the lines and stanzas lends itself to the meaning of the words within the poem. This book would be a great introduction to any poetry unit. Students could get a glimpse at effective use of imagery and instrumental diction. I would use this book all the way up through high school for this purpose. 

         Schertle, A. (1999). A lucky thing. New York: Browndeer Press. 


          Night Garden: Poems from the World of Dreams

           I loved reading Wong's interpretations of dreams. Dreaming has always intrigued me, and this collection of poems explores the mysterious aspects of the world of dreams. Each poem deals with a part of dreaming that one encounters during the night. For example, "Old Friend" details that happening of an individual turning up in a dream that the dreamer has not seen in a long while. In this poem, the dreamer questions himself, asking why this particular old friend has turned up in the dream. Other poems involve dreams dealing with flying, falling, and dogs. Each poem is surrounded by pictures, depicting themes within the dream- some are unclear, perhaps showing that some dreams are also unclear. My favorite poem is the ending poem:

There is a Place

There is a place

where the museum houses thousand of paintings

seen nowhere else in the world, 

the colors so bright they grab your eyes 

and hold you there, looking,

where the library is filled with brand new books

waiting for you to open them first, 

to tell stories only you could know, 

where fresh cherries have no pits, 

where puppies never grow old. 

There is such a place,

hidden deep

in me. 

           This poem is so great! It discusses the magic and uniqueness within every individual. We all are museums full of wonderful paintings. No one else in the world will ever be able to see the wonders within our minds. Such places are hidden within each of us, and we have endless opportunities to discover within ourselves. 

          Wong, J.S. (2000). Night garden: Poems from the world of dreams. Hong Kong: Margaret K. McElderry Books.

      Bronx Masquerade 

           Bronx Masquerade is an excellent book of poetry for middle school students. It is written from the perspectives of eighteen different characters. Thus, each character is depicted by a different voice. Grimes' close attention to detail and characterization of the particular narrator for a given section of the book made the story seem more authentic. The story follows each character during high school, through their ups and downs. Tyrone, perhaps the most familiar character in the book, provides a glimpse into the lives of the other voices, so the reader can better understand each individual story. 

           Each character deals with some sort of problem they're facing. For some, the death of a relative plagues their memories... others feel as though they're trapped, and others deal with abusive acquaintances. The reader follows the characters through the use of short strings of text along with brief poems. 

          

           I believe this book would be great to use in a classroom. It shows that, despite our multicultural diversity, we all carry burdens. It also brings up the idea that we can help one another simply by listening to one another and showing that we really- honestly- care. It is so often - too often- that we forget what a positive difference simple kindness can make in another's life. 

           I also appreciate the fact of reading this book before I go into teaching. it is a good reminder about my need to be there for all of my students. It also reminds me of the fact that all students are individuals and that they all have different stories to tell. Such stories might impact the manners in which they behave in class towards me as well as to one another. 

           Furthermore, this books made me realize the opportunities that poetry instructional units can bring into the classroom. Some students might secretly love enjoy poetry. For these students  I should provide ample ways in which they can showcase their work, like Open Mic. I thought having students write poems and share them was an excellent idea. Students can also work on performing poems this way as well.

           After reading this book, I am not as nervous about teaching poetry as I had been. It is a fun and creative way to let kids let out their problems and worries. It also provides an ample way in which students can perform and take pride in their own work. 

          Grimes, N. (2002). Bronx masquerade. New York: Dial Books.