MULTICULTURAL/GLOBAL LITERATURE

Part One

Lai, T. (2013). Inside Out and Back Again. N.p.: HarperCollins.

            Grade Level 3-7 Suggestion

Part Two

I loved that the book was written in poems, I thought that it was a very powerful piece of literature that illustrated the realities surrounding culture shock and the experience many immigrants have in their journey to the United States. The biggest personal connection I had with it was that many of my family members experienced that same culture shock in their coming to the states from Mexico.

   Part Three

The fact that the book was written in a series of poems created so much more depth to the story. I loved that it was written in a series that seemed to come as though the reader was being given the main character’s diary. The illustrations also contributed to that.

Part Four

Lesson Sketch:

I would have my third grade students write a series of three poems about an important event that had since then occurred in their life that was either difficult or important to their becoming the person they are today.

Questions to ask: Is it easier or harder to write about these things in the form of poetry? Why or why not? How does poetry contribute to the beauty behind this literature?

Do a poetry Review on one of your own poems or your table partners:

Standards Addressed:

ELA:

LISTENING AND SPEAKING
1.0 Listening and Speaking Strategies

Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension

1. 1.1  Retell, paraphrase, and explain what has been said by a speaker.
2. 1.2  Connect and relate prior experiences, insights, and ideas to those of a speaker.
3. 1.3  Respond to questions with appropriate elaboration.

3 Useful Links:

Link 1

Link 2

Link 3

Caldecott Book

Part One

Yolen, J. (1987). Owl Moon (4th ed.). N.p.: Philomel Books.

1-3 GRADE SUGGESTION

Part Two

I would definitely talk to the students about the theme of silence. The book speaks so often about being “quiet” and I think it would be interesting to first question the students of a reoccurring theme throughout the book and how/why it plays such an important role.

   Part Three

In terms of criticism, I think that it was so interesting that the book was from the child’s point of view, and included so many interesting illustrations. The illustrations definitely helped illuminate the words within the pages and bring to life this idea of “silent night” with the soft aesthetics of each illustration.

Part Four

Lesson Sketch:

After reading and discussing the story…

I would have my second grade students choose a task that revolves around the very important the theme of silence (that which pertains to their own culture/family) that requires silence; the students will both write it out and illustrate the task on the worksheet.

Questions to ask: Why is silence so important? How does talking take away from the moment? Is this a religious thing? Tradition? etc?

Content Standards:

ELA:

1.0 Listening and Speaking Strategies

Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

i.e: 

Comprehension

1. 1.1  Determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment).
2. 1.2  Ask for clarification and explanation of stories and ideas.

VISUAL ARTS:

3.0 Historical and Cultural Contexts:

Role and Development of the Visual Arts

• 3.1 Explain how artists use their work to share experiences or communicate ideas.

3 Additional Resources:

LINK 1-SCHOLASTIC

LINK 2

LINK 3

 

 

Touchstone Book

Part One

Schmidt, G. (2011). Okay For Now. New York, NY: Clarion.

6-8 GRADE SUGGESTION

Part Two

I think a reoccurring theme here is the coming of age, and characterization. Students would definitely be focusing on finding either the connect or disconnect with how the main character is from a low socio-economic background, has family issues, and issues in school and still manages to find his way into coming of age.

Part Three

In terms of criticism, the book definitely included some elements into it that are a little less than believable (part of the reason it is fiction), was definitely intended at a more mature audience (it used some curse words), and included some elements that might come off as offensive to students. However, all in all, I also found a lot to connect with in terms of reaching out to its intended audience. I think a lot of students can identify with moving, coming from a lo socio-economic background, and having to deal with parents that have marital issues, or finding themselves having bigger problems and priorities than they should have at that age.

Part Four

Lesson Sketch:

After reading and discussing the story…

I would have my students choose a problem within the story whether they focus on Doug’s (the main character)issues with his family, issues with coming from a low socio-economic background, having issues in school, etc. After choosing an issue from Doug’s life, they should then list three contributing factors to the issue (i.e. what caused this? is he doing anything to change the circumstances? if not, why? what is keeping him from changing them? is anyone or any outside factor contributing or taking away from this?) and identify the theme that this teaches or shapes within the novel (coming of age, you are not your past, etc). They will then characterize Doug and two supporting characters and write three sentences as to how their character traits either help or hinder their circumstances!

Questions to ask: What is characterization? How do we see this in characters throughout the story? How does the plot change? Are there any major plot changes that we see throughout the progression of the story? What are they? What theme do these contribute to?

link to questions to ask for this portion:

Content Standards:

7th Grade: ELA:
Reading:

Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).
3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters.
3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).
3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work.

3 Additional Resources:

Students can use this to help with the characterization of the characters:

Students may choose to shape their charts like this one:

Idea for chart of plot and character:

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Book Club meeting notes:

In response to the touchstone book we read, I was surprised at how much I was able to get out of it in terms of its usefulness to literature and the classroom:

HOW CAN STUDENTS RELATE TO THIS?

-low socio economic status

-family issues

-issues in school

WHAT CAN THIS BE USED TO TEACH?

big in characterization, coming of age, story lines (falling, rising, climax, etc).

-responsibility to priorities/self: getting a job

-becoming the better version of your circumstances: learning to draw, getting a job (dedicated to his job), learning to read, being put in Excellence and Promise work groups in school with Lil

-Identity, he did not follow the example of his brothers/dad

–teach teachers “you are not your brother in this classroom”

not to limit students to past experiences with them/family

GRADE LEVEL SPECIFIC?

-more mature, says words like “stupid” “shut up”

WHAT TO KEEP IN MIND WHEN SELECTING BOOKS TO READ TO STUDENTS?

-can it be offensive? appropriate? language?

CAN THIS BOOK IN ANY WAY BE OFFENSIVE OR MAKE ANYONE FEEL UNCOMFORTABLE?

-yes, in relation to real events.

HOW AUTHENTIC IS IT TO TODAYS CULTURE / SOCIETY?

-very, but is that a good thing? facing harsh realities? students read things like the holocaust, etc.

CAN THIS BOOK BE APPLIED TO ANY OTHER SUBJECT AREAS AND THOSE CONTENT STANDARDS?

-Not that I can think of