Multicultural/Global Literature - “The Composition” by Antonio Skarmeta and Alfonso Ruano

Part One

Book Information: Skármeta, A. (2000). The Composition. Toronto, Ontario: Groundwood Books.

Genre: Fiction, Historical because Antonio Skármeta was born and raised in Chile during a time of dictatorship

Grade Level: 3-5, I would recommend this book to any teacher who wants a realistic portrayal of a country ruled by a dictator, or to teach multicultural/ global studies

Part Two

Response to Book: Reflection, predictions, and thoughts about the book’s themes!

Before reading the story, I examined the cover and back to search for images or information that might reveal what the story was about. The book cover gave a few clues as to what the story might be about. On the cover, a boy stands with a large paper in his hands while a few armed soldiers are in seen the background. The large piece of paper in the boy's hands on the cover and the title, The Composition, led me to believe the story had something to do with composing a piece of art or writing. I had no idea what the armed soldiers meant, however, you could tell by the boy’s face that the soldiers were not a friendly presence.

The story presents some complicated issues and topics that students may not be familiar with. The book explores powerful themes and issues of social justice, the innocence/maturity of children, bravery/taking social action, and becoming a part of a community. The story depicts a young boy, Pedro, who lives in a South American country under a dictatorship. At the beginning of the story, Pedro is innocent and naïve to his country’s oppression. "'Children aren’t against anything,’ she said. ‘Children are just children. They have to go to school, study hard, play and be good to their parents.’” These are the words of Pedro’s mother that emphasize his innocence.  He doesn’t seem to understand why all the adults in his community sit around the radio every day after work. This all changes when one day he sees his friend Daniel’s father being taken away by soldiers. This is a turning point in the story where we see Pedro losing his innocence in a sense. When he asks his parents about what happened, he learns that Daniel’s father, as well as his own parents, are against the government dictatorship. I thought it was interesting how Pedro starts to become a part of his community in this way because he is exposed to the social injustices of his country. At the end of the book, a man in uniform enters Pedro’s classroom and asks all the children to write a composition as part of a contest called “What my Family Does at Night.” Pedro is no longer an innocent and naïve child at this point. He has matured from the experience with Daniel’s father and knows the devious motives of the soldier. It is somewhat suspenseful because as an audience we do not know if Pedro is going to unintentionally disclose how his parents listen to the resistance on the radio at night. However, the readers discover that Pedro describes a very boring, and blatantly false story of what his family does at night in his composition. In the end, we see how brave and fearless Pedro is to take such action.

I think the book incorporates many multicultural and global experiences. Although the country where Pedro lives is not given directly, the audience can assume it is in South America. Pedro and his friends love to play soccer, or fútbol, which is one of the most important South American sports. The portrayal of the dictatorship is also significant. This book exposes its audience to a culture that has a different govenerment. This is especially important for American students to see in my opinion. It teaches students that different cultures and governments can be unpleasant and oppressive. It also allows students to see the injustices of these types of governments and appreciate the great democracy we live in. I think it is a very effective example of multicultural literature.

Part Three

Overall, I felt that this book was a great story to introduce students to a different culture, country, and government. I think it is a powerful story with an age appropriate depiction of a oppressive government and it's affects on the people. The setting is general enough to relate to anyone who has lived in a dictatorship. I think the author did this purposefully. There is an enormous amount of character development that we see, especially with Pedro. The language is also suitable for elementary students, although it is somewhat lengthy in parts. I liked how there was some humor to highlight the innocence of the characters. It thought this contrasted well with the more somber parts of the story. The illustrations were realistically done, with a hints of color for more emphasis. I think the story does a great job of depicting an oppressive country and the social injustices. 

Part Four 

Lesson Sketch

Grade: 5^th

Lesson Objectives:

Students will:

• Be able to define the words dictatorship and democracy mean
• Provide examples from the book “The Composition” about dictatorship, and how it took control of people’s lives and their freedom
• Describe the type of government that they live in
• Be able to identify their rights and freedoms as individuals

Lesson Outline:

1. Read the book “The Composition” by Skarmeta and Ruano.
2. Talk to students more about dictators and how much power they have. Then show the government that we live in the United States. This is a good time to go over the governments branches to test students’ background knowledge on our government. Explain that our government is balanced out between many people who we have ELECTED as officials by voting.
3. We will then designate one student to be the dictator for the day. This student will come up with a couple of ridiculous rules that all students must abide. If they do not they will have to face the consequences (which in this class may be sitting in a different chair across the room from the class.) But explain that in a real dictatorship this could mean being taken away from your family, like Pedro’s friend did in “The Composition” or you could even be killed. Examples of rules a student may use could be saying a specific word, such as the word desk or even another student’s last name.
4. Discuss dictatorships and give students many examples of different influential dictators and how they ruled their countries. Show some pictures of people living in a dictatorship and how hard it must have been to live during these times.

Discussion:

Class will have a grand discussion about the positive things that come from living in a free country. Have students name some of the rights they have just for living in this country. Example: freedom of speech, freedom of religion or freedom of press. Make sure that students understand the consequences of acting a certain way in a dictatorship. Have students name off a few of the dictators they know of.

• Complete this statement, “This book made me feel _____.”
• Did Pedro let his small size bother him or did he use it to his advantage?
• Do you think children can be against a dictatorship?  Why or why not?
• If you were given the same assignment that Pedro received, what would you write?  What if you lived in Pedro’s country?  Would your essay be different?  Why or why not?
• What was your favorite part of the book?  Your least favorite part?

Links to Outside Sources:

Advise and Consent-Limits of Power

http://www.learningtogive.org/lessons/unit3/le sson1.html

Bringing Down a Dictator

http://www.pbs.org/weta/dictator/classroom/le sson1.html

Dictator For a Day

http://school.discovery.com/lessonplans/progr ams/tlc-ancientrome/#que

Caldecott Award Book - "The Man Who Walked Between the Towers" by Mordicai Gerstein

Part One

Book Information: Gerstein, M. (2003). The Man Who Walked Between The Towers. Connecticut: Roaring Brook Press.

Genre: Historical/Contemporary Picture Book

Grade Level: Suited for grades 3-5, although some sensitive issues may arise because of the tragic events that took place at the World Trade Center on September 11, 2001. Although this allows older students to have rich discussions about the subtle symbolism and the way it pays tribute to the events. Younger students who are not familiar with these events will appreciate the book at face value.

Part Two

Response to Book: Personal connections and thoughts about the book’s theme!

“Once there were two towers side by side. They were each a quarter of a mile high; one thousand three hundred and forty feet. The tallest buildings in New York City.”

The first sentences of the book are powerful and emotional, especially for those old enough to remember the tragic events of September 11, 2001. I remember everything from that day so I felt a personal connection to the story. Turning the pages and seeing the two towers standing tall and proud was emotional for me, although, sadness is not all I felt. Gerstein does a fantastic job of depicting an uplifting and inspirational event that took place at the World Trade Center. In this sense if offers readers, both young and old, a happy image and history of the towers. I was even unfamiliar with the history behind the towers because it was before my time. Gerstein’s beautifully illustrated images and the story pays tribute to the American spirit and the memory of World Trade Center towers. The book respectfully commemorates and honors those who lost their the lives on September 11, 2001.

Gerstein does a wonderful job of subtly integrating American themes throughout the book. I think Philippe’s character parallels the American spirit in many ways. In the beginning of the story, Philippe is determined and driven by his dream to walk between the two towers. Even when people tell him “no” he does not stop and give up on his dream. Philippe is a risk-taker who perseveres and makes the most of every opportunity. When he finally gets his opportunity to walk between the towers, Philippe feels free. He was not afraid because he had waited so long for that moment. Gerstein describes Philippe as brave, independent, and free. These are characteristics and traits that are revered by Americans and truly tie in the American theme. I think Gerstein intentionally portrays Philippe this way in order to honor the Americans who died in the towers. Even the seagulls that flew around him as he walked across the rope looked like a bald eagles soaring across the sky.

Part Three

Critique

Overall, I felt this book was a brilliantly illustrated and written book about the World Trade Center towers that tells as truly inspirational, uplifting, and courageous story. The book chronicles the adventure of Philippe Petit, a street performer, who fearlessly walked on a tight rope between the Twin Towers in 1974. As I expressed earlier, the word choice and language Gerstein uses ties into the American theme. I feel Gerstein uses loaded words that have strong emotional connotations throughout his story. I think he does this to honor and commemorate the events of that fateful day. The plot of the story is also affected by the American theme. Philippe is not just described as a playful street performer, he is described as man who has a dream and is determined make his dream a reality. He perseveres and in the end he reaches his goal.  The story of Philippe resembles in a way the American Dream. I also think this is a story that hits home with most Americans. In this way, we can see how Gerstein wrote this to reach a specific audience. Since the book is the 2004 Caldecott Medal Winner, it is important to note Gerstein’s beautiful ink and oil paintings. The perspectives of these illustrations are what amazed me most. There are two foldout pages in the book that show incredible views of Philippe from the ground looking up and from a bird looking down towards him. The text and illustrations both marvelously depict the dangerous and astonishing risk Philippe took that day. The illustrations in the book are truly remarkable because you almost feel you feel like you are walking the tightrope with Philippe (a bit scary since I’m afraid of heights!). This book serves as a great memory for Philippe Petiti's daring show, but also of the towers themselves and the mark they have left on the entire country.

Part Four

Lesson Sketch

Grade: 4^th

Lesson Objectives:

Students will:

• Define character traits
• Use inference skills to analyze a character using character traits
• Cite evidence from text to support conclusions
• Compare and contrast literature and informational text

Lesson Outline:

1. Before reading, have students choose a favorite movie, TV, or book character. Ask students to describe that character using specific words. Using chart paper, have the class come up with a list of “Character Traits” they might use to describe a person.
2. Distribute the Philippe Petit Character Trait Chart to each student.
3. As the story is read, pause at key points, and have the students fill in the chart. Have the students leave the boxes labeled character trait empty until after the story is finished. Discuss how his actions, words, feelings, and thoughts determine his character.
4. After the story is finished have the students reread their responses for how Philippe acted, what he said, thought and felt. Students should then use that information to infer character traits to describe Philippe Petit. They may use the Character Traits chart made before reading the story for help.
5. After reading, have the students choose a book they can read independently. While reading, have the students fill out a blank character trait worksheet about the main character.

Discussion Questions:

• Why was Philippe confident he could walk between the two towers without falling?
• Why did the police arrest Philippe? Do you think he was wrong?
• What were the reactions of the crowd when they saw Philippe walking on the high wire? What would you do if you saw him up there?
• What do you think was the most amazing part of the story?
• How did Philippe feel when he was out on the high wire?
• Do you know a character or person who shares the same character traits as Phillipee? If so, what character traits do they have in common and why?

Links to Outside Sources:

http://corkboardconnections.blogspot.com/2012/09/honoring-911-delicate-balance.html

Great resource for extension activities, including compare and contrast literature and informational text activity, an exploring numbers and measurements activity, and experiment with center of gravity activity.

http://www.carolhurst.com/titles/manwhowalked.html

This is another great resource for activities to do during reading and after. One of my favorites is the gym activity where students can try walking back and forth on a balance beam set close to the floor to get some sense of Philippe’s feat.

http://www.liveoakmedia.com/client/guides/94258.pdf

Here’s an activity guide with some great information about how to create cross-curricular activities while reading the story with students. 

Here's a picture of Philippe Petit! 

Touchstone Book - "Pink and Say" by Patricia Polacco

Part One

Book Information: Polacco, P. (1994). Pink and Say. New York: Scholastic, Inc

Genre: Historical, is classified as Fiction, however Patricia Polacco states it is based off true events she heard through family, particularly her great-great grandfather, Sheldon Russell Curtis, who is one of the main characters in the story

Grade Level: 3-8, I would recommend this book for older elementary students, or middle school students, because the book contains images of wounded soldiers. Also, the book involves multiple deaths, which might be difficult to discuss with younger students.  

Part Two

Response to Book: My predications and thoughts about the book’s issues/themes!

I chose this book because I was not familiar with the title or author when I was reviewing our 50 Children’s Literature Touchstones Worksheet. “Pink and Say” also sounded like a unique title, which piqued my curiosity. Before reading the book, I examined the cover and back to search for images or details that might indicate what the story was about. The cover depicts an image of two young boys, one white and one black, both in tattered clothing and reading a book. The cover revealed the story might be about racial inequality or prejudices.

After reading the book, I found the story tackled many difficult issues and themes that are not typically found in most children’s literature. The book confronts controversial themes like the Civil War, race relations, and slavery, during this momentous time in U.S. history. At first, I felt that a book with multiple murders was certainly not fit for the elementary classroom (I won’t disclose which characters in case you want to read the story!). Although, after much thought, I decided that the atrocities and violence that occurred during the time of the Civil War is an important topic to cover with students of all ages because it was a significant time in our country’s history. The story also highlights the friendship of two young boys who are fighting for the Union. I think friendship is a common theme among children’s literature. The book discusses many aspects of the Civil War, including many social, political, economic issues, which are important to discuss with students. For example, I particularly like how the book covered how Say, who was white, could not read and Pink, who was black, could. Most elementary students wouldn’t realize that during these times it was not common for blacks to be educated. I like that this element of the story opens up the conversation about the social and economic conditions of the slaves and even the freed blacks. Small facts like these are carefully intertwined through, which I think it great. The story is presented in a rich and powerful format that can be used by teachers to discuss many language arts and social studies concepts.

Part Three

Critique

Overall, I felt this book was an informative and heart-warming (as well as tragic!) story. This beautifully written and illustrated book teaches students to see history through the lives of the individuals that lived through these specific events. Polacco’s word choice and powerful language allows the audience to sympathize and relate personally to each character. It literally brought tears to my eyes because you begin to identify and empathize with the characters hardships. Also, Polacco’s dialect between her characters seemed to remain true to the Civil War era. The plot of the story highlights the injustices and difficulties during these times. The plot and major themes of war and slavery opens the readers’ eyes to a time in our history where people were treated unfairly and cruelly. It also exposes readers to a time where our country was divided and people fought (until death) for what they believed. The powerful illustrations done in with a mixture of mediums (markers, paint, and pencil) truly capture the southern Civil War setting The detailed faces of her characters are illustrated with a great deal of emotion that speaks to the audience. It a great story to introduce elementary students to the Civil War, which is normally not a topic covered until high school.

Part Four

Lesson Sketch

Grade: 4^th

Lesson Objectives:

            The student will:

·      Understand how the Civil War affected the lives of men and women in the South.

·      Compare and contrast an African American Union soldier with a white Union soldier.

·      Analyze how choice of language, setting, and information contributes to the author’s purpose

Lesson Outline:

1. Listen to and discuss historical fiction book “Pink and Say” by Patricia Polacco.  
2. List reasons the author wrote the book and decide whether or not her choice of language and information aided in accomplishing her purpose.
3. Make comparisons between historical fiction and non-fiction books about the Civil War.
4. Work in pairs to discuss and record information about African American and white Union soldiers on their Venn diagram. Write a summarizing statement about their data on the Venn diagram describing how the war affected each.
5. Complete the 10 question multiple choice quiz for “Pink and Say” assessing their comprehension of the story.

Discussion Questions:

·      Why did Pink want to fight in the war?

·      Why is reading important? (refer to Pink’s ability to read)

·      What were some similarities and differences between Pink and Say?

·      Why do you think the author wrote this book?

·      What can we learn from this story?

·      Is war good or bad? Why?

Links to Outside Sources:

http://www.civil-war.net/ (basic info)

http://www.sonofthesouth.net/ (Harper’s Weekly newspapers that printed during the time of the Civil War, used as primary resources!)

http://www.historyplace.com/civilwar/index.html (basic info)

http://americancivilwar.com/pictures (pictures)