Module 4: I, Juan de Pareja

a.       I, Juan de Pareja begins with Juan telling the reader about his life born into slavery. He describes his mistress with love as well as fear since she is a moody woman who hits as well as caresses. Juan takes care not to anger her and tries to be attentive so as to earn his treats, which really are scraps that she discards like leftover chocolate. His mistress makes sure he receives all of his sacraments through the Church so he feels special because of that. She also decides to teach him his letters so that he may take over that task for her as well. Juan feels proud that she chose him, although the reader can tell that it is more for her convenience than a reward for him. Upon her death, he is passed on to her heir Diego Velasquez. The Journey is hard and filled with cruelty that Juan has never experienced. In the protection of his mistress, he was disciplined and loved, but with this transporter, he is neglected, beaten and starved. When he finally arrived to his destination, he is so distrustful of his future that all he cares for is what kind of master he has. The person who takes him in, gently washes away his dried blood and applies his bandages with care reveals himself to be the master. Over time, Juan sees that he is a good master and treats Juan fairly. Juan learns that he likes to paint, but is unable to due to Spanish law. As Juan’s life continues, other characters come and go. He is given his freedom by his master in a touching manner and continues on as his assistant. He later marries and shortly after, the mistress dies. Master also dies shortly after from sadness, or so Juan thinks. With his inheritance, Juan decides to move back to Seville with his new wife. He reunites with his old friend Murillo and settles into life there. 

b.      Trevino, E. B. d. (1965) I, juan de pareja. New York: Farrar, Straus and Giroux.

c.       I did not look forward to picking this book up. The illustrations were sort of dull and didn’t add to the book. Although you shouldn’t judge a book by its cover, which is what I usually do. I look at the title and illustration first then, read the jacket if I’m still on the fence about it. Upon reading the book, I began to appreciate the tale that was unfolding about his life. The tragedy of his mother passing at such a young age helped to feel sympathy for the character, in addition to his life as a slave. Reading about his mistress was also sad because he didn’t really know true affection in his younger years, just the good moods of his spoiled mistress. I found it interesting to read about the life of a slave in a different setting. Overall, I felt that the book was very well-written. Its chapters flowed and held a bit of suspense and surprise that made you keep on reading to find out what happened next in his life. The point in the story where Juan is cared for and treated by an unknown person who ends up being the master made me want to cry. I was happy to see that he really was with a good master after all. If Master was a bad person, would he have taken the time to wash, bandage and treat his with such care? At the same time, I was hoping at every turn in his life that he would be freed but that was a long time coming. This book reminds you that slavery is wrong and cruel even with the most generous and kind masters. Juan may have ended up in a “good” home, but he is still denied the liberty to live his life as he wished and pursue the things he enjoyed the most for fear of the Law or displeasing his Master. I was touched by the way that Master gives him his freedom. I was sure that he was about to receive punishment for having broken the law. Unlike most tales of slavery, Juan is able to fulfill his wish to become a painter and enjoy his life.

d.      Figueroa, M. (1997). Children's books in spanish. School Library Journal, 43(5), 154.

e.       Since this book is long, I think it would work best with a book club. Students could gather on a weekly or biweekly basis and talk about the events that have unfolded. I would try to divide the novel into four sections so that readers would not get too far ahead or lose interest waiting for their classmates to catch up. A good skill to practice with this would be analyzing the changes that relationships undergo. 

Module 3: Owl Moon

a.       The Owl Moon starts with lovely illustrations of a natural setting covered in snow. A young girl and her father prepare to go owling, a pastime that her family shared. She remained very quiet while walking through the woods, hoping to hear an owl hoot. After several attempts to draw an owl out, her father did not get a response. The young girl was prepared for this through the tales of her brothers. She was fearless and silent, determined to maintain the silence of the night. Finally they both whistled, they heard a response. They tracked an owl down until they finally found it. They were able to watch the owl for what seemed like a short but long time all at once. They happily went home, thinking of the experience they just had.

b.      Yolen, J., (1987). Owl moon. New York: Philomel Books.

c.       I appreciate the illustrations because they helped to convey the experience of owling. Having very little outdoors/camping experience, I feel that this story and its illustrations really helped to envision this hobby or tradition. I liked that the character was portrayed as a capable and independent child who did not whine or complain about the experience. Her maturity is evident when she is not disappointed that they may go home without seeing an owl. Her determination to follow all of the rules of owling on her first night is sweet. I was able to focus on the night that unfolding, trying to find an owl. Fortunately, she was able to see her owl and enjoy that special moment with her father.  The author ended on a pleasant note that left me feeling satisfied with its unique tale.

d.      Vandergrift, K. E. (1987). Owl moon (Book Review). School Library Journal, 34(4), 78.

e.       

f.       This book would be a useful addition to a hobbies section. As a librarian, I would compare this book about owling with another hobby so that students could analyze the dedication required to sustain a hobby. 

Module 3: The Three Pigs by David Wiesner

a. The Three Pigs is a non-traditional version of the old favorite three pigs that wear out a bad wolf who wants to eat them. This tale does wear him out and elude him but in a very unique way. The author and illustrator David Wiesner create this alternate universe that the pigs are puffed into, out of the book, and can hide from the wolf. Being the big bad wold that he is, he bluffs by saying that he ate each pig up. The pigs, who are in the white space along the pages, decide to take the wolf’s page and turn it into a paper plane. They fly through this other universe but eventually crash. They proceed to hop in and out of different stories, invite the cat and his fiddle and seemingly save a dragon and his golden rose. They all make it back to the brick house where the dragon intimidates the stubborn wolf. They all seem to live happily ever after. b. Wiesner, D., (2001). The three pigs. New York: Clarion Books. c. This book seemed like another version of the three pigs tale but I was pleasantly surprised to find that I was wrong. To be honest, when the story started to veer from the traditional tale, I had to double back to understand what happened. It took me a few seconds to realize that the pig was actually out of the story and no longer following along from house to house with his brothers. I enjoyed the creative illustrations that showed the difference between the 2D and 3D worlds. His illustrations also helped me envision a world where books are just strung up page by page and easily accessed should you free yourself from your tale. d. Flynn, K. (2001). The three pigs. Horn Book Magazine, 77(3), 341-342.

f. In the library, I would use this book, along with the traditional version, and do a compare and contrast. I would have the students make a prediction about both books and then read the traditional story first. After some discussion, we would move on to the Wiesner story. Using a Venn Diagram, we would list the similarities and differences together. The students would conclude with a statement that compares the two stories written on an exit slip.

Module 2: Shiloh Season by Phyllis Reynolds Naylor

a.      Shiloh Season is the second book in this series by Naylor. It continues to battle between two people who want the same thing: Shiloh. Marty and Judd Travers have secrets and deals that they don’t want anyone don’t want anyone to find out, unless it suits thems. After many run-ins with Judd and increasingly tense conversations, Judd has an accident that puts him in a very vulnerable state. As it happens, Shiloh is the one to rescue him, or at least get help. Being the stubborn man that he is, Judd continues to make threats and reject help that he does not deserve from his kind neighbors. The story is sweetly finished by a visit to Judd where the terrified Shiloh finally seems to open up to a kind Judd that he does not recognize.

b.      Naylor, P. R. (1996) Shiloh season. New York, NY: Atheneum.

c.       I read the first Shiloh book many years ago, so I had some background knowledge to this book. I thought this book provided a nice closure to the series in that it doesn’t stray from the believable grumpy old man that Judd is and the kind but strong-willed boy that Marty is. Marty’s voice in the story is easy to imagine with his improper grammar and way of speaking that adds to the story.  Naylor did not provide some sappy ending that would have killed the storyline. Sure, it is unlikely that a Lassie-like moment would save the bad guy, but this is fiction. The way that the author writes about friendly, and forgiving neighborly folk seems to fit right in with this story. I think that detail teaches readers that at the end of the day, it is on your own conscience to help someone who clearly needs it but is too stubborn to admit it.  Even though you may not be appreciated from your efforts, it is best to do the right thing those around you, even if it stings.

d.      E.S.W. (1996). Shiloh Season. Horn Book Magazine, 72(6), 737-738.

Marty's voice is consistently strong and true in this sequel to Shiloh, where he faces the consequences of his "bargain" with Judd Travers, the man who gave Shiloh to Marty in exchange for his silence about Judd's illegal out-of-season hunting. Judd has been drinking hard and growing increasingly reckless with both his truck and his gun, and Marty fears that he'll declare a "Shiloh season" any day. The tension is well-paced as scary incidents involving Marty and Judd pile up. But the scenes of Marty's family life add comfort and contrast; there's dry humor as well, as in a scene of flying rumors the day after Judd's dogs get loose and run amok: "By the time that bus rolls into the driveway at school, we have cats missing, babies missing, girls with their arms torn clear off their bodies, and a whole pack of men…all out lookin' for Judd Travers." A touch of deeper substance is added when some of life's big paradoxes ("I tell the truth, and look at what happens") are naturally integrated into the story without preaching. Shiloh fans will be well served by the sequel.

e.       I would like to use this book as well as the first book, Shiloh in a book study with the upper grades. If possible, I think it would be useful to collaborate with the teachers to try to incorporate all standards relevant to this particular series. This could be a semester long undertaking with weekly sessions in the library to discuss. This way, the library is more than just a check out and in spot. The students can feel comfortable to form their own groups and analyze their favorite books in the future. 

Module 2: Nana Upstairs & Nana Downstairs by Tomie dePaola

a.       Nana Upstairs & Nana Downstairs is a story about a boy named Tommy with a grandmother and great-grandmother that he loves very much and spends a good deal of time with. He has his routines that he loves to do with them. Over time, the reader learns that Nana Upstairs passed away and a quick explanation is given on death. Tommy continues to grow and spend time with family. The story quickly cuts to an illustration where Tommy is grown up and mentions that Nana downstairs is now Nana Upstairs too, because she had died too.

b.      DePaola, T. (1973) Nana upstairs & nana downstairs. New York: Putnam.

c.       I thoroughly enjoyed Nana Upstairs & Nana Downstairs because it gives attention to the love that a child has for his grandparents as well as the loss experienced when one passes. This story did a good job of illustrating the absence felt by a person who has passed away.  I made me miss my maternal grandmother and relive the twinge of loss felt from a loved one who has passed on. Like the story, I also had the opportunity to meet my maternal great grandmother, although I did not have to opportunity to really get to know her as Tommy did.

d.      Wittmann, T. (2006). Nana Upstairs & Nana Downstairs. School Library Journal, 52(8), 54.

- Every Sunday Tommy loves to visit his grandmother, Nana Downstairs, who always seems to be in the kitchen cooking, and his great-grandmother, Nana Upstairs, who stays in her bedroom because she is 94 four years old. There's a special bond between four-year-old Tommy and Nana Upstairs that is marked by long talks and sharing mint candies. It is especially sad when his great-grandmother dies. With the help of his family. Tommy comes to understand that she is still alive in his memory. When Tommy is grown and Nana Downstairs dies, he experiences the same sadness but now feels that both women are watching over him as stars in the sky. Author Tomie DePaola reads his moving picture book (Putnam, 1973). Sadness and love are heard in the different voices as he narrates the story that is based on his childhood. The instrumental background music fits the changing mood of the story. Youngsters can listen to the story with or without page-turn signals. A quality recording that introduces the concept of death to young children.

e.       Libraries can keep up with special dates throughout the year like the Day of the Dead. I would try to feature books like Nana Upstairs & Nana Downstairs, where death is tactfully explained and easy to understand by children. A display or special bookshelf with these books would be easy to create in the hall outside the library. 

Module 1: Guess How Much I Love You by Sam McBratney

a.      Guess How Much I Love You is a loving story that occurs at bedtime between father and son. They go on to give several comparisons of the extent of their love for one another. Father always manages to outdo his son, although he very nicely allows his son to fall asleep thinking he won, while whispering the last word. 

b.      McBratney, S. (1995). Guess how much I love you. Cambridge, Mass.: Candlewick Press.

c.       Impressions-This book was very loving and affectionate which is usually seen in mother and son/daughter books. It is not common to see this type of affection and attention by a father figure in story books. I enjoyed the soft illustrations and details given to make this tale enjoyable to see as well as read.

d.      Review

Radtke, K. K. (1995). Book Review: Preschool & primary grades fiction. School Library Journal, 41(5), 86.

In this simple story, a father and son try to outdo one another in expressing their affection. Little Nutbrown Hare says that he loves his father as high as he can reach. Big Nutbrown hare replies that he loves his son as high as he can reach- which is very high. Father seems to be winning- until the young rabbit tells dad that he loves him right up to the moon- which his father agrees is very far away. But as he kisses his son goodnight, he replies, “I love you right up to the moon-and back.” The water color illustrations are composed of scratchy lines and large areas of watery washes that are charming but not too sweet. Large typeface and repetitive refrains invite beginning readers. It is refreshing and realistic to see a father and son relationship that is both competitive and loving.

e.       I think this book would be useful to teach a lesson on sequencing or comparison. After it is read, students can be given note cards with the different statements by father and son, then as to place them in the correct sequence as a summary.