Module 6 Django: World's Greatest Jazz Guitarist

A. BIBLIOGRAPHY
Christensen, Bonnie. 2009. DJANGO: WORLD’S GREATEST JAZZ GUITARIST. New York, NY: Roaring Brook Press. ISBN 1596434228.

B. PLOT SUMMARY
Born into extreme poverty in a gypsy encampment, Django Reinhardt overcame tremendous obstacles, including debilitating injury, to become the world’s most acclaimed jazz guitarist.

C. CRITICAL ANALYSIS (INCLUDLING CULTURAL MARKERS)
An interesting read about a persistent man who overcame his injury. Students will most likely not gravitate towards this book due to the muted illustrations and slow pace. If read aloud and discussed, the main character will look like a hero because of his courage and strong will. The writing style is very short and choppy. “Hard life everywhere. Work at this. Work at that. Hard life.” More description might have added to the overall story. Christensen’s illustrations are detailed. When Django is injured in the hospital room, the illustrations change to gray and black. This conveys the mood very well.
Django’s injury is depicted in a very caring and realistic way. When Django begins to play again, he is pitied by others. “Looks of pity cross the circle. Left hand’s useless. What’s he thinking?” Although others see his injury as a burden, Django continues to persevere. In addition to his injury, Django is also a gypsy. Gypsy life is discussed and pictures of tents and camping out are common. The illustrations show women wearing head scarves and dresses and the men in caps and pants. When the gypsies dance, the women carry tambourines and puffy sleeves on their shirts. This attire seems appropriate for gypsies. The artist takes special care to make the individuals have unique characteristics and not all look the same.
Christensen completes the tale of the guitarist's success with an author's note, a brief paragraph on the Roma people, and a bibliography/discography.

D. REVIEW EXCERPTS
2010 ALA Schneider Award Winner for Young Children’s Books

“Starred Review. …In stark colors, Christensen conveys the hopelessness of the musician's situation, trapped in his iron-railed hospital bed. He refused to give up, though, and the next page finds him rapt, guitar clasped to his chest, eyes closed in the effort of drawing forth music again. She includes enough detail to give perspective, but it is her lush paintings that so effectively give life to the man's effervescent charm and determined courage. This inspiring account of an individual overcoming tragedy and adversity should find a wide audience.” SCHOOL LIBRARY JOURNAL

“*Starred Review* … Christensen supports the inspirational story with rich, vibrant paintings that capture the texture and tone of the landscapes in Django’s life: burnt oranges and various shades of brown bring the Gypsy campfires to vivid life, while bright blues shimmering under the sharp yellows of stage footlights depict the electricity of the guitarist in performance. The art steals the show here, but the text works fine, too, describing the essence of Django’s story without overwhelming middle-graders with too much detail.” BOOKLIST

E. CONNECTIONS
Discuss how the illustrations change when Django is injured.
Learn more about the Roma culture and Django Reinhardt.

Module 6 Does My Head Look Big in This?

A. BIBLIOGRAPHY
Abdel-Fattah, Randa. 2005. DOES MY HEAD LOOK BIG IN THIS? New York, NY: Orchard Books. ISBN 439919479.

B. PLOT SUMMARY
Amal, a Muslim-Australian high school student, decides to wear the hijab, the Muslim head scarf full-time as a badge of faith. She encounters threats and warnings but learns a lot about herself too.

C. CRITICAL ANALYSIS (INCLUDLING CULTURAL MARKERS)
Australian 11th-grader Amal is smart, funny, outspoken, a good student and a loyal friend. Readers will relate to her boy crushes and drama with girl cliques at school. The stress she and her friends put on themselves to be thin and accepted is right on target. The only thing that sets Amal apart is that she’s a devout Muslim who decides to wear the hijab, or head covering, full-time.
Amal is also battling the misconceptions of non-Muslims about her religion and culture. She is asked by many people if her parents are forcing her to wear the hijab. “So your parents have made you wear the veil permanently now?” Amal is a strong character and she views the hijab as a personal choice and stands up to many bullies. “I feel independent and I know I’ve got the choice to be whoever I want to be.” Midway through the book, Amal does have a crisis of faith and get tired of explaining her choices. Her mother says, “Everybody’s scared of what they don’t know.”
Approriate use of Muslim details like Ramadan and fasting are used in the book. Amal struggles with parts of her faith, like people do in every religion. Prayer regimes and hijab techniques are also discussed.
The only stereotypical character that gets very old is the Greek neighbor, Mrs. Vaselli. Her Greek accent is way overdone. “My husband, you know, he get sick of factory. So we say why not open ze shop and sell ze fish and chips.” Abel-Fattah should stick to what she knows and leave Greek characters to others.

D. REVIEW EXCERPTS
“ …While the novel deals with a number of serious issues, it is extremely funny and entertaining, and never preachy or forced. The details of Amal's family and social life are spot-on, and the book is wonderful at showing the diversity within Muslim communities and in explaining why so many women choose to wear the hijab. Amal is an appealing and believable character. She trades verbal jibes with another girl, she is impetuous and even arrogant at times, and she makes some serious errors of judgment. And by the end of the story, she and readers come to realize that "Putting on the hijab isn't the end of the journey. It's just the beginning of it.” SCHOOL LIBRARY JOURNAL

“*Starred Review* …Without heavy preaching, the issues of faith and culture are part of the story, from fasting at Ramadan to refusing sex before marriage. More than the usual story of the immigrant teen's conflict with her traditional parents, the funny, touching contemporary narrative will grab teens everywhere.” BOOKLIST

E. CONNECTIONS
Research Abel-Fattah’s background and learn more about her choice to write this novel.
 

Module 6 Rainbow Road

A. BIBLIOGRAPHY
Sanchez, Alex. 2005. RAINBOW ROAD. New York, NY: Simon & Schuster. ISBN 68986565.

B. PLOT SUMMARY
While driving across the United States during the summer after high school graduation, three young gay men encounter various bisexual and homosexual people and make some decisions about their own relationships and lives.

C. CRITICAL ANALYSIS (INCLUDLING CULTURAL MARKERS)
Sanchez’s final book in the Rainbow series is a compelling read for high school readers. The three main characters are struggling with their identities as gay Americans, in addition to teenage angst like acne, athletics and prom.
The character, Kyle, is the one that’s overly stereotypically gay with his feminine glasses and pink hair and language like “Fabulous”. The other characters resent his behavior and it causes friction. When the trio encounters other anti-mainstream homosexuals, there is more conflict. “They’re not freaks, they’re just gay people like us.” The issue of acceptance definitely takes on more than one meaning.
Even though the main characters identify as being homosexual, they still question their sexual identity. “Her rose perfume brought back memories as she planted a tender kiss on his cheek.” Many readers will be able to relate to many of these confusing feelings.
Sexually transmitted diseases, like HIV, are also discussed. Nelson was in an intimate relationship with an HIV positive man. Discussion about condom use not being 100% failsafe is also mentioned. “Even with a condom, he might’ve had some disease besides HIV. Every day the news reports some new drug resistant STD.” These conversations are realistically portrayed and not overly dramatized.
This is a book for mature readers in a high school setting. In addition to sex scenes, transexuality is a major topic and the details of dressing like a woman. “Okay, now pull everything back between your legs.” As important as these topics are for the right audience, it is important to remember that this book was written for older readers.

REVIEW EXCERPTS
“… These boys are distinct personalities and genuine teens, searching for clarity and identity and acceptance, trying to make sense of themselves and a world that can be equally bright and dark. Sanchez writes with humor and compassion. Some mature romance scenes, occasional frank language, and an inclusion of transgender/transsexual/bisexual story lines translate into a tender book that will likely be appreciated and embraced by young adult readers.” SCHOOL LIBRARY JOURNAL

“…About halfway through the cross-country journey, however, Kyle begins questioning his relationship with bisexual Jason, and the story becomes more involving as characterization finally takes the driver's seat. Flamboyant Nelson remains annoyingly predictable, alas, but the other two boys are sympathetic charmers, and fans of Sanchez's first two Rainbow novels will certainly want to read this one.” BOOKLIST

D. CONNECTIONS
Read the other books in the Rainbow series and discuss the growth of the characters.

Module 5 Tea With Milk

A. BIBLIOGRAPHY
Say, Allen. 2006. TEA WITH MILK. New York, NY: Sandpiper. ISBN 0547237472.

B. PLOT SUMMARY
After growing up near San Francisco, a young Japanese woman returns with her parents to Japan but she feels foreign and out of place.

C. CRITICAL ANALYSIS (INCLUDLING CULTURAL MARKERS)
Say’s story is deeply personal because it is about his mother and father. His mother, Masako or May, is the central character who feels out of place when she moves back to Japan. Many immigrant people will relate to the feelings of May. Say adds Japanese details nicely. May is not accepted by her Japanese classmates and is called “gaijin” which means foreigner. She does not understand Japanese culture and traditions like the kimono or tea ceremony. She enjoys wearing American dresses and hats instead of the kimono. Being a “good Japanese wife” is very important to May’s parents and May revolts. The theme of acceptance is seen as May moves to the city of Osaka and gets a job.
Say’s illustrations add to the story by showing how May stands apart. When she dresses in bright red and the rest of the picture is muted, it clearly shows how different she is. Say attempts to differentiate the characters by their hairstyles and facial expressions. Primarily, May stands apart by her different attire.

D. REVIEW EXCERPTS
ALA Notable Book
SLJ Best Book
“Continuing the story he started in Grandfather's Journey (Houghton, 1993), Say explores familiar themes of cultural connection and disconnection. The pages are filled with detailed drawings featuring Japanese architecture and clothing, and because of the artist's mastery at drawing figures, the people come to life as authentic and sympathetic characters. This is a thoughtful and poignant book that will appeal to a wide range of readers, particularly our nation's many immigrants who grapple with some of the same challenges as May and Joseph, including feeling at home in a place that is not their own.” SCHOOL LIBRARY JOURNAL

“Say's masterfully executed watercolors tell as much of this story about a young woman's challenging transition from America to Japan as his eloquent, economical prose. His exquisite, spare portraits convey emotions that lie close to the surface and flow easily from page to reader: with views of Masako's slumping posture and mask-like face as she dons her first kimono, or alone in the schoolyard, it's easy to sense her dejection. Through choice words and scrupulously choreographed paintings, Say's story communicates both the heart's yearning for individuality and freedom and how love and friendship can bridge cultural chasms.” PUBLISHER’S WEEKLY

E. CONNECTIONS
Read Say’s GRANDFATHER’S JOURNEY and see how these characters began.
Study author Allen Say’s biography and learn more about his background.

Module 5 The Name Jar

A. BIBLIOGRAPHY
Choi, Yangsook. 2001. THE NAME JAR. New York, NY: Alfred Knopf. ISBN 375906134.

B. PLOT SUMMARY
After Unhei moves from Korea to the United States, her new classmates help her decide what her name should be.

C. CRITICAL ANALYSIS (INCLUDLING CULTURAL MARKERS)
Choi writes a book that most adolescent children will relate to because of the childhood themes of fitting in and acceptance by peers. When Unhei moves to the United States she wants to be a regular American child, like the ones she sees on her school bus. She feels like her Korean name is holding her back from fitting in. The setting is present day and depicted accurately by modern buildings and neighborhoods. Unhei experiences name calling like, “Oh, it’s Yoo-hey, like You, hey!” The ending of the story is poignant because the central character decides to accept her name and embrace the Korean culture within her.
Many Korean elements are seen throughout the book. The Korean name symbol is used extensively and is seen as a cherished possession to Unhei. The family cooks kimchi and shops at a Korean grocery. The mom says, “Just because we’ve moved to America doesn’t mean we stop eating Korean food.” The parents reinforce some of the stereotypical Asian stereotypes by stressing academics. “You must study hard, behave nicely, and get good grades to show that you’re a good Korean.”
The illustrations are in yellow and gold tones and depict a Korean American family. There is a Korean calendar on the wall and scenes with chopsticks. The American classmates are diverse looking with a variety of skin tones and hair color. All the Koreans look the same. Their eyes are the same size and eyebrows are identical.

D. REVIEW EXCERPTS
“…The bold, bright paintings that illustrate the story are realistic, warm, and appealing. Unfortunately, the text sags under the weight of its mission to describe how it might feel to immigrate. A well-meaning and visually attractive effort, but uninspired.” SCHOOL LIBRARY JOURNAL

“….The paintings are mostly in gold and earth tones, and the figures have both stature and simplicity--as does the story.” BOOKLIST

E. CONNECTIONS
Discuss different names among students. Many students have names that have traditional meaning.
Discuss if any students shop at specific markets when Unhei shops at the Korean grocery store. Ask them what ingredients they shop for. 

Module 5 Year of the Dog

A. BIBLIOGRAPHY
Lin, Grace. 2006. THE YEAR OF THE DOG. New York, NY: Little, Brown and Company. ISBN 316060003.

B. PLOT SUMMARY
A young Taiwanese American girl, Grace, sets out to apply the lessons of the Chinese Year of the Dog, make friends and achieve goals set for herself.

C. CRITICAL ANALYSIS (INCLUDLING CULTURAL MARKERS)
Grace is a sweet character that will be enjoyed by most young girl readers. She has many of the same struggles that most adolescents have with friends, boys and family members. In addition to the regular modern day struggles, Grace uses this year to figure out more about being Taiwanese American. This book is a good example of separating out the many different Asian cultures. Lin writes about the unique characteristics of being from Taiwan and getting lumped together with all other Asian cultures. “But I’m not really Chinese either. It’s kind of confusing. My parents came from Taiwan. Some people thought Taiwan was part of China.” Luckily Grace doesn’t get bogged down in the details, she is confident that she’s the right amount Taiwanese and the right amount American. One literary element that was overused was the retelling by Grace’s mom. Every retelling session began, “Did I ever tell you about the time I…” This was too formulaic and could have been handled better.
Many cultural elements are included in the book. The book starts with the New Year celebration. Chinese is spoken to relatives to share New Year greetings, “Gong xi-gong xi!” Lin also incorporates appropriate use of special foods for these celebrations. One unique part was where Grace visits a friend’s house and doesn’t recognize the Chinese food. “Are you sure this is Chinese food?” she asks. This is a very realistic depiction because every family has a different take on special food dishes. Grace also struggles to “American enough” to have a role in the school play, Wizard of Oz, because she knows there were no Asian munchkins. Grace also criticizes the famous Chinese book, The Seven Chinese Brothers, by stating, “Those aren’t real Chinese people, your brother doesn’t have a ponytail.” This realization leads Grace to write her own book with “people like us-Chinese Americans.” Other struggles as a Chinese American are relatable to many multicultural students when Grace wants a turkey for Thanksgiving but her parents prefer fried dumplings.
The illustrations are simple pen and ink sketches that are similar to what a preteen would have in a journal. Many of the drawings are helpful to the reader because they identify different foods, like the New Year’s Tray, rice porridge and Chinese symbols. Due to the simple nature of the illustrations, all facial features are similar and very linear.

D. REVIEW EXCERPTS
APAAL Honorable Mention in Text for Children and Young Adult Literature Award

“A lighthearted coming-of-age novel with a cultural twist. Readers follow Grace, an American girl of Taiwanese heritage, through the course of one year–The Year of the Dog–as she struggles to integrate her two cultures. Throughout the story, her parents share their own experiences that parallel events in her life. These stories serve a dual purpose; they draw attention to Graces cultural background and allow her to make informed decisions. She and her two sisters are the only Taiwanese-American children at school until Melody arrives. Small, captioned, childlike black-and-white drawings are dotted throughout. This is an enjoyable chapter book with easily identifiable characters.” SCHOOL LIBRARY JOURNAL

“*Starred Review*…Most of the chapters are bolstered by anecdotes from Grace's parents, which connect Grace (and the reader) to her Taiwanese heritage. Lin does a remarkable job capturing the soul and the spirit of books like those of Hayward or Maud Hart Lovelace, reimagining them through the lens of her own story, and transforming their special qualities into something new for today's young readers.” BOOKLIST

E. CONNECTIONS
Discuss different family traditions among students. Many students probably incorporate family cultures into the “traditional American” holidays.
Learn more about Taiwan and its history.

Module 4 Jingle Dancer

A. BIBLIOGRAPHY
Smith, Cynthia L. 2000. JINGLE DANCER. New York, NY: Morrow Junior Books. Illustrated by Cornelius Van Wright and Ying-Hwa Hu. ISBN 688162428.

B. PLOT SUMMARY
A young Muscogee Ojibway Indian, Jenna, borrows metal jingles from the dresses of several women in the community so she can perform the traditional jingle dance at the powwow.

C. CRITICAL ANALYSIS (INCLUDLING CULTURAL MARKERS)
Smith captures Jenna’s struggle to get enough jingles in a very honest and sincere fashion. Most students will relate to the themes of wanting something and being accepted as a young adult. Onomatopoeia like, tink tink and brum brum is used to enhance the sounds of the dancing. The book is a nice addition to any collection because it is the story of a modern day Native American child and family. Her relatives are professionals, like lawyers, in addition to dancers at a powwow. Jenna’s family lives in a suburban house that most students will be able to relate to.

Many Native American elements are seen throughout the story. Smith mentions many important Creek and Chippewa elements, like frybread, powwows, Indian taco and dancing regalia. Smith also uses phrases that incorporate nature into the story. For example, “As Sun fetched morning and as Sun arrived at midcircle” are used to help tell time. The importance of the celebratory powwow was also central to the story. Jenna was dancing to represent her family and her family members stressed this importance by saying, “Will you dance for me?” The number four is emphasized in the story. Jenna asks four women for help to create her dress.

The afterword by the author and the glossary are important for readers. She explains the significance for jingle dancing and the origin of jingle dresses. These explanations help the reader understand Ojibway culture better.

The illustrations are soft and muted with watercolorings. Native American elements are very abundant throughout the book. Jenna and her grandmother are dark skinned and their hair is very dark. When Jenna dances her dress and regalia are depicted accurately, according to the author’s note. Her hair is in one long braid and carries a feather and beaded belt.

D. REVIEW EXCERPTS“…Watercolor paintings in bright, warm tones fill each page. In scenes where she is dancing, backgrounds of blurred figures effectively represent both the large audience and the many generations whose tradition the gathering honors. Seeing Jenna as both a modern girl in the suburban homes of her intertribal community and as one of many traditionally costumed participants at the powwow will give some readers a new view of a contemporary Native American way of life. An author's note and glossary tell more about the Muscogee (Creek) Nation, the Ojibway origins of jingle dancing, and the significance of the number four in Native American tradition. This picture book will not only satisfy a need for materials on Native American customs, but will also be a welcome addition to stories about traditions passed down by the women of a culture.” SCHOOL LIBRARY JOURNAL

“Smith, a mixed-blood member of the Muscogee (Creek) Nation, convincingly juxtaposes cherished Native American tradition and contemporary lifestyle in this smooth debut. Van Wright and Hu's (Jewels) lifelike renderings capture the genuine affection between Jenna and these caring older women. Their easy integration of Native and standard furnishings and clothing gracefully complement Smith's heartening portrait of a harmonious meshing of old and new.” PUBLISHERS WEEKLY

E. CONNECTIONS
Use media to view clips of jingle dancing.
Try to invoke legend into group writing assignment by telling time or phrases in the manner that Smith used.
Discuss the author's personal history and see the influences in the writing.