Joey Pigza Swallowed the Key

Joey Pigza Swallowed the Key

By Jack Gantos

Cover image retrieved November 25, 2012 from

http://jacketupload.macmillanusa.com/jackets/high_res/jpgs/9780312661014.jpg

Bibliography

Gantos, Jack. Joey Pigza swallowed the key. New York: Square Fish, 2011.  ISBN 978-0312623555

Summary

Joey Pigza is a frenetic, frantic kid who wants to do right, but can’t seem to get away from bad choices. Joey struggles through his “dud meds”, which is how he describes the medication that is supposed to help him even out and gain some control over his wired behavior. Joey feels his life teetering on the edge of the danger zone at home, too. His mother is doing the best she can to deal with life’s challenges, and Joey worries that he will push her over that edge. Through lots of trials, and a handful of triumphs, Joey makes it through, eager to start each day fresh and give it his best shot.

Critical Review

Joey Pigza Swallowed the Key is, above all else, a novel about a boy seeking to do the best he can in life, despite the influences of his dysfunctional family and extreme ADHD. Joey has a zest for life, but knows that the deck is stacked against him as he deals with a loving but messed up mother, an absent father, and the ineffectual Grandma he lived with in the past. Joey does what he can to hold it all together, providing hilarious episodes mixed with reality that tugs at the heartstrings.

Focusing on the culture created by medical/physical challenges, Joey’s Attention Deficit Hyperactivity Disorder (ADHD) certainly plays a large role in this novel. He tries to cope with disappointment when his medications do not bring him the calm and steady results he hoped for. He continually makes poor choices, which causes him great stress. It worries Joey, which is common for ADHD kids: they have an idea of what “normal” looks like, and they are aware that they and other ADHS sufferers don’t measure up. Joey’s frenetic energy is very typical of the ADHD sufferer. Even though he is more under control with his meds, he is still a bundle of energy, looking for an outlet. His teacher, whom goes by the nickname Special Ed, does his best to mentor and guide Joey through the uncertainties of changing medication levels. Fortunately, when Joey hits rock bottom he turns to his solid rock, his mom. She is portrayed with plenty of flaws of her own, but her devotion to her son is apparent, now that she is attempting to get herself cleaner and closer to sober. 

The culture of dysfunction that ADHD often creates in a family is obvious throughout the novel. Reactions of the characters to the effects of ADHD are typical, which gives authenticity to the story. Joey’s likability, despite his annoying lack of control, will shine through for readers of all ages. This is a fun read, though the dysfunction of the family unit can be a downer. The authenticity of the characters shines through, and in the end is one of the strongest features of the story. This book is recommended for readers from 5-9 grade, and anyone who is interested in getting a glimpse into the frenetic mind and life of an ADHD sufferer.

Best Books Lists/Awards

Best Books:

Adventuring with Books: A Booklist for PreK-Grade 6, 12th Edition, 1999 ; National Council of Teachers of English; United States
Best Children's Books of the Year, 1999 ; Bank Street College of Education; United States
Books to Read Aloud to Children of All Ages, 2003 ; Bank Street College of Education; United States
Children's Catalog, Eighteenth Edition, 2001 ; H.W. Wilson; United States
Children's Catalog, Nineteenth Edition, 2006 ; H.W. Wilson; United States
Dealing with Alienation, 2000 ; Bank Street College of Education; United States
Great Middle School Reads, 2004 ; ALSC American Library Association; United States
Keep Smiling!, 2001 ; Bank Street College of Education; United States
Middle And Junior High School Library Catalog, Eighth Edition, 2000 ; H.W. Wilson; United States
Middle and Junior High School Library Catalog, Ninth Edition, 2005 ; H.W. Wilson; United States
Notable Children's Books, 1999 ; ALSC American Library Association; United States
Notable Social Studies Trade Books for Young People, 1999 ; National Council for the Social Studies NCSS; United States
Publishers Weekly Book Review Stars, October 1998 ; Cahners; United States
Recommended Literature: Kindergarten through Grade Twelve, 2002 ; California Department of Education; California
School Library Journal Best Books, 1998 ; Cahners; United States
School Library Journal Book Review Stars, December 1998 ; Cahners; United States

Awards, Honors, Prizes:

California Young Reader Medal, 2002 Winner Junior High California
Judy Lopez Memorial Award for Children's Literature, 1999 Honor Book California United States
Maine Student Book Award, 1999 Third Place Maine
Maryland Children’s Book Award, 2003 Winner Intermediate Maryland
Sasquatch Reading Award, 2001 Winner Washington
Virginia Young Readers Program, 2001 Winner Middle School Virginia 

State and Provincial Reading Lists:

Arizona Young Readers' Award, 2001 ; Nominee; Young Adult; Arizona
California Young Reader Medal, 2002 ; Nominee; Middle School/Junior High; California
Dorothy Canfield Fisher Children's Book Award, 2000 ; Nominee; Vermont
Flicker Tale Children's Book Award, 2000 ; Nominee; Juvenile Fiction; North Dakota
Golden Archer Award, 2000-2001 ; Nominee; Intermediate; Wisconsin
Great Stone Face Award, 2000-2001 ; Nominee; New Hampshire
Iowa Children's Choice Award, 2003-2004 ; Nominee; Iowa
Lone Star Reading List, 2000-2001 ; Reading List; Texas
Maine Student Book Award, 1999-2000 ; Nominee; Maine
Maryland Children’s Book Award, 2003 ; Nominee; Maryland
Massachusetts Children's Book Award, 2001 ; Nominee; Massachusetts
Maud Hart Lovelace Book Award, 1999-2000 ; Nominee; Minnesota
Maud Hart Lovelace Book Award, 2000-2001 ; Nominee; Minnesota
Prairie Pasque Award, 2001 ; Nominee; South Dakota
Sasquatch Reading Award, 2001 ; Nominee; Washington
Voice of Youth Award, 2004-2005 ; Nominee; 5th and 6th Grade; Illinois
Young Reader's Choice Award, 2001 ; Nominee; Grades 4-8; Pacific Northwest

Reviews

Deborah Stevenson (The Bulletin of the Center for Children's Books, November 1998 (Vol. 52, No. 3))

Joey knows that he’s “wired” and that his medication only intermittently enables him to calm down and focus on school tasks and reasonable behavior. More often he’s swallowing his house key on a bet, sharpening everything he can find (including his finger) in the pencil sharpener, and sneaking the special scissors out of the teacher’s desk--which results in another student’s trip to the emergency room. This drastic event results in Joey’s being moved from the special education class in his own school to “intensive counseling at the special-ed center downtown,” but it also results in a more comprehensive and ultimately more helpful approach to his problems. The plot has some similarities to familiar learning-disability problem novels, but the treatment is quite different indeed. For one thing this starts after most of them leave off--the problem isn’t that Joey’s undiagnosed, and mere recognition of the problem isn’t enough to solve it. Gantos has a heartbreaking honesty about the lot of a kid treated poorly by fate that makes you realize how much other children’s authors tend to pull their punches.

Susan Dove Lempke (Booklist, December 15, 1998 (Vol. 95, No. 8))

Joey Pigza, who lives with his hyperactive grandmother, understands that he's also "wired bad." Despite his best intentions, he can't concentrate and can't hold still. What's more, he can never resist an impulse: when his teacher assigns him to sharpening pencils to keep him from getting into mischief, he sharpens pencils, then chalk, then a Popsicle stick, and finally his own finger. He begins to settle down when his mother returns and gets him started on medication, but unfortunately, his morning pill wears off by noon every day. What makes this unusual is Gantos' sympathetic approach to all concerned. There are no bad guys among the adults, just well-meaning, occasionally exasperated grown-ups trying to help Joey get his behavior under control. Joey tells his own story, giving a vivid, keenly observed, detailed account of his actions and the reactions of others: "By lunchtime my meds had worn off again and I was spinning around in my chair like it was the Mad Hatter's Teacup ride at the church carnival." Most teachers and students know at least one child with attention deficit hyperactivity disorder (ADHD), and this book will surely help them become more understanding, even as they enjoy Gantos' fresh writing style and tart sense of humor.

Rayna Patton (VOYA, February 1999 (Vol. 21, No. 6))

Joey Pigza is hyperactive and ADD (Attention Deficit Disorder), and he knows it. Being wired is something that runs in his family; Joey's father skipped out when Joey was in kindergarten. His mother left shortly afterwards, abandoning Joey to the dubious care of a batty and abusive grandmother. For years Joey lived in chaos, until his mother came home sobered up and determined to take care of him. The trouble is that the meds Joey takes to control his condition work only half a day, and when they wear off he is quite literally off the wall, impossible in a classroom and a menace to himself and others. There are plenty of Joeys in schools today, and it is good to have one of their stories told with such skill and sympathy.

Connections

Reading/Writing:

·      Joey must learn to overcome challenges in his life. Read biographies of athletes who also overcame challenges, such as those at http://www.beliefnet.com/Entertainment/Sports/Galleries/5-Inspiring-Athletes-Who-Overcame-Disabilities.aspx , or http://www.myhero.com/go/directory/page.asp?dir=Sports

·      Joey comically describes a few mini-disasters in his life. Students will write a narrative about a mini-disaster in their own life. This can be fiction or a real event. Illustrate and share with the class for an uproariously good time J

·      Joey’s mom comes to his rescue when he needs her most. Students will think about a time when a friend or family member was there for them in their time of need. Compose a narrative or poem about that experience, retelling the event and telling how the outcome would not have been as good if there had not been intervention.

·      Discover other Jack Gantos books at http://www.jackgantos.com  Students will find other award-winning books, with many themes and experiences related.

Art:

·      Our narrator, Joey, describes some hysterical misadventures in Joey Pigza Swallowed the Key. After the class has finished the book, select one of the scenes and illustrate it. Share the illustrations with the class, letting them guess which scene is depicted.

Health:

·      Joey has Attention Deficit Hyperactive Disorder (ADHD). Find out more about this disorder and ways to cope with it by visiting  http://kidshealth.org/parent/medical/learning/adhd.html . Students will view and discuss this website, noting features of expository text.

Other Books by Jack Gantos

·      Dead End in Norvelt

·      Joey Pigza Loses Control

·      What Would Joey Pigza Do?

·      I Am Not Joey Pigza

·      Jack Adrift: Fourth Grade Without  Clue

·      Jack on the Tracks: Four Seasons of Fifth Grade

·      Heads or Tails: Stories from the Sixth Grade

·      Jack’s New Power: Stories from a Caribbean Year

·      Jack’s Black Book

·      Rotten Ralph Helps Out

·      Practice makes Perfect for Rotten Ralph

·      Rotten Ralph Feels Rotten

·      Best in Show for Rotten Ralph

·      Three Strikes for Rotten Ralph

·      Rotten Ralph

·      Worse Than Rotten Ralph

·      Rotten Ralph’s Rotten Christmas

·      Rotten Ralph’s Trick or Treat!

·      Rotten Ralph’s Show and Tell

·      Happy Birthday to Rotten Ralph

·      Not So Rotten Ralph

·      Rotten Ralph’s Rotten Romance

·      Back to School for Rotten Ralph

·      The Nine Lives of Rotten Ralph

·      Hole in My Life

·      Desire Lines

·      The Love Curse of the Rumbaughs

Does My Head Look Big in This?

Does My Head Look Big in This?

By Randa Abdel-Fattah

Cover image retrieved November 25, 2012 from

http://www.randaabdelfattah.com/novel.asp?ID=6&title=Does%20My%20Head%20Look%20Big%20In%20This   

Bibliography

Abdel-Fattah, Randa. Does My Head Look Big in This?. New York: Orchard Books, 2007.   ISBN 978-0439922333

Summary

Amal Abdel-Hakim is a typical teenage girl, concerned with fashion, fitting in, friends, and finding her place in the world. Palestinian Muslim, living in Australia, she attends a high school where fitting in is a full-time job. Amal, inspired by an episode of Friends, decides to take a stand for her heritage and family faither and begin wearing a traditional hijab, a scarf worn over the head when in the presence of males who are not close family members. She encounters the expected prejudices, especially considering the time setting of 2002, soon after the 9/11/01 terrorist attacks that gave all Muslims the brand of terrorist. Amal has the support of her family, close friends of all faiths, and enough of the school population to continue with her experiment in representing her heritage, while still being a part of the modern world. 

Critical Review

Does My Head Look Big in This is, in many ways, two stories in one: a tale of teenage angst and survival, and the story of the intermingling of cultures in a society that is only partially accepting of varied beliefs. Cultural markers abound throughout the book, with the most obvious being the subject of the title of the book: wearing a traditional hijab scarf. Amal’s decision to wear the hijab has mixed motivations. She wants to honor her heritage, yet at the same time she is not entirely opposed to the attention she receives. Amal turns her hijab into a fashion statement, coordinating it with her wardrobe, yet she does seek to honor her faith by finding a private location for daily prayers. Other references to clothing abound. She likes the fact that her hijab draws attention away from matters such as modesty and not exposing too much cleavage or skin. One of her best friends deals with weight issues, and Amal observes that beauty does not come from size, but from the kind of person one is. She feels confident that her decision to embrace this symbol of her faith and culture is a good one, and that in the end her inner beauty will be more evident than her clothing choices.

Use of language is another cultural marker apparent in this novel. Names are clearly cultural, with Amal telling the reader that her mother’s name, Jamila, means beautiful in Arabic. Amal points out multiculturalism through names, as she describes the street she recently moved from by the last names of her neighbors: the Chongs, the Papadopopoulouses, the Wilsons, the Slaviks, and the Xiangs.  Names figure heavily into the identification of ethnicity. 

Food and observed customs reflect the culture of Amal and her family. While discussing her mother’s healthy food obsession, she says that in elementary school she was forced to take oil-free tabouleh in her lunchbox. The fashion of various cultures is detailed, as examples of how Amal and her friends’ families are different in traditional dress, but similar in their woes of being stylish in a confusing, ever-changing world.

Religion is one of the foundations of this novel, and our narrator does an excellent job of explaining the similarities and differences between major religions. The reader gains factual knowledge, sees the relationships between religions, and observes how religion is an important thread in the fabric of most cultures. Does My Head Look Big in This? is a fun, light-hearted read that will have the reader laughing, empathizing, and learning. Young adult readers will find there is a great deal more to this realistic fiction than just an enjoyable tale.

Best Books Lists/Awards

Best Children's Books of the Year, 2008 ; Bank Street College of Education; New Beginnings: Life in a New Land; United States

Best Children's Books of the Year, 2008 ; Bank Street College of Education; United States

Booklist Book Review Stars , Jul. 1, 2007 ; American Library Association; United States

Booklist Top 10 First Novels for Youth, 2007 ; Booklist; United States

Booklist Top 10 Religious Books for Youth, 2007 ; Booklist; United States

Capitol Choices, 2008 ; The Capitol Choices Committee; United States

Children's Book Sense Picks , Summer 2007 ; American Booksellers Association; United States

Kirkus Best Young Adult Books, 2007 ; Kirkus; United States

Kirkus Book Review Stars, April 15, 2007 ; United States

Middle and Junior High Schoool Library Catalog, Ninth Edition Supplement 2008, 2008 ; H.W. Wilson Company; United States

State and Provincial Reading Lists:

Abraham Lincoln Illinois High School Book Award, 2010 ; Nominee; Illinois

Black-Eyed Susan Book Award, 2009 ; Nominee; High School; Maryland

Young Adult Book Award, 2008 ; Nominee; Pennsylvania

Young Reader's Choice Award, 2010 ; Nominee; Senior; United States

Reviews

Hazel Rochman (Booklist, Jul. 1, 2007 (Vol. 103, No. 21))

Starred Review* Like the author of this breakthrough debut novel, Amal is an Australian-born, Muslim Palestinian “whacked with some seriously confusing identity hyphens.” 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.

Kirkus (Kirkus Reviews, April 15, 2007 (Vol. 75, No. 8))

An "Australian-Muslin-Palestinian" teen opts to wear the hijab, the Muslim head scarf, full-time, embarking on a courageous exercise in self-understanding. Wearing the hijab full-time shuts some doors, but opens others for Amal as she emerges a bright, articulate heroine true to herself and her faith.

Claire Rosser (KLIATT Review, May 2007 (Vol. 41, No. 3))

We have been waiting for just such a book as this in YA literature! Abdel-Fattah is a Muslim, an Egyptian-Palestinian-Australian who lives in Sydney. Her narrator is Amal, a smart junior in prep school, whose parents are professionals and who is heading in that direction herself. What’s so good about the story is just how easy it is for non-Muslim readers to relate to Amal; and I’m sure Muslim readers will snap this one up since they rarely see themselves portrayed in YA literature. Fun and just what we need in the way of diversity.

Connections

Reading/Writing:

·      Students will imagine that they have been dropped off in a country where they do not speak the language, know much about the customs, or know anyone there. How will you survive? What will you need to do first? What tools and/or skills would be helpful in this situation? Students will compose an expository text, explaining how to survive such an experience.

·      Students will read non-fiction text to find our more about Muslim heritage, such as A Companion to Muslim edited by Amyn B. Sajoo at http://us.macmillan.com/acompaniontomuslimcultures/AmynBSajoo or   1001 Inventions  by Salim T.S. Al-Hassaini at http://www.1001inventions.com ,

·      Explore Randa Abdel-Fattah’s website at http://www.randaabdelfattah.com/index.asp for more books by this author and for Teacher’s Notes to go with this novel.

Social Studies:

·      Amal’s family made a big move from Palestine to Australia before she was born. Students will put themselves in that scenario, imagining what it would be like to make such a major move. Students will locate Palestine on a world map. Using the map scale, students will calculate the distance between Palestine and their hometown. Students will write procedural text detailing the steps to travel between their home and Palestine. There will be several variations of acceptable modes of travel. Students could use online resources to devise an actual travel itinerary, such as the train, bus, car, boat, and/or plane travel and estimated time to make the journey.

·      Students will research the tradition of wearing a hijab at  http://www.tebyan.net/newindex.aspx?pid=65911 or http://civicdilemmas.facinghistory.org/content/brief-history-veil-islam. Students will create a flow chart that shows the history of the hijab.

·      Students will research to find out about the currencies of Palestine and Australia. Students will find out the exchange rate for the various coins/currency units and create a table that shows the conversion of common currency units from Palestine and Australia to US money.

Art:

·      Learn more about traditional Islamic art by viewing and discussing examples and history at http://www.historyforkids.org/learn/islam/art/ and http://britton.disted.camosun.bc.ca/Islamic_Art_and_Geometric_Design.pdf  Students will create their own Islamic art mosaic design to display in the classroom.

Other Books by Randa Abdel-Fattah

Does My Head Look Big In This

No Sex in the City

Noah's Law

Ten Things I Hate About Me

The Friendship Matchmaker

The Friendship Matchmaker Goes Undercover

Where The Streets Had A Name

In Our Mothers' House

In Our Mothers’ House

By Patricia Polacco

cover image retrieved November 25, 2012 from

http://www.patriciapolacco.com/books/in_house/index.html

Bibliography

Polacco, Patricia. In Our Mothers' House. New York: Philomel Books, 2009. ISBN 978-0399250767

Summary

This story of the love of a family is told by the oldest of the three adopted kids in the family.  She and her younger brother and sister are of different ethnicities, but there is unconditional love and acceptance here, where they are growing up with two mothers and no father. Ordinary activities, which kids of all family arrangements experience, are related with love and compassion. The happiness and dedication of a family over a lifetime is portrayed with simplicity and tenderness.

Critical Review

Broaching a once-taboo subject, growing up in an ethnically blended home with lesbian parents, is handled with compassion and directness, even if it is presented a bit idyllically at times. This story also has the rare quality that the three adopted children in the family are from different races. Many books featuring adoption focus on same race additions to a family, or one race, rather than this multicultural mix. Ms. Polacco treats both areas with kind humanity, centering on the family’s enduring love.

Cultural markers are challenging to identify, since there are so few children’s books about living in a family with lesbian parents from which to draw comparisons. Illustrations depict the mothers with short, close-cropped hair. This is stereotypically considered to be indicative of lesbians. Other markers, that are more societal, include the family dealing with the disproval of a neighbor, and making every effort to build the family life they desire, such as participating in school events with the kids. The narrator describes her upbringing as one filled with love, which I believe would be just as culturally authentic as an upbringing in any family arrangement. The mothers are depicted in the illustrations glowing with love as they look at the children and at one another. This, too, is reasonable in a family that chooses to work at providing a loving, stable home.

The ethnicities of the adopted children provide another opportunity to examine cultural accuracy. Illustrations show the beautiful skin tones of the brother and sisters, depicting their different racial origins. Hairstyles are accurate, with the oldest sister having nappy black hair characteristic of African Americans, Will (the middle child) sporting straight, jet black hair characteristic of Asian Americans, and Millie, the baby of the family, with pale white skin, pink cheeks, and bright red hair commonly associated with those of Irish descent. One of the mothers, Meema, is described as being of Italian descent, and characterized as a wonderful cook. The full-figured Italian mother-cook is stereotypical of Italians.

This story is presented in a very idealized way. Is it a true representation of growing up in a family with lesbian parents? Possibly, but it should not be seen as typical. My personal experiences with children from such families is not nearly as positive, though I know that should not be considered the norm, either. Growing up differs vastly for all kids, regardless of home structure. In Our Mothers’ House tells one loving family’s story very well. It is a sweet picture book that can be enjoyed by readers who are interested in stories of family life, told from different perspectives.

Best Books Lists/Awards

Rainbow List, 2010 ; American Library Association; United States

Reviews

Linda Perkins (Booklist, May 1, 2009 (Vol. 105, No. 17))

The oldest of three adopted children recalls her childhood with mothers Marmee and Meema, as they raised their African American daughter, Asian American son, and Caucasian daughter in a lively, supportive neighborhood. Filled with recollections of family holidays, rituals, and special moments, each memory reveals loving insight. Similar in spirit to the author’s Chicken Sunday, this portrait of a loving family celebrates differences, too.

Kristine Wildner (Catholic Library World, March 2010 (Vol. 80, No. 3))

An idealized story filled with unconditional love and understanding, the narrative begins with the joy of a difficult adoption, explained in metaphoric terms as the mothers “flew over tall mountains and trekked through fierce storms just to bring me home.” Most of the book is filled with anecdotes of their happy lives with “Meema” and “Marmee”. The story concludes “happily ever after” with the women growing old together, and the children happily married to the opposite sex. Clearly, Polacco has written this book to fill a void in children’s literature to recognize and honor alternative family structures. The story itself is not remarkable--well-written, nicely illustrated, but not an outstanding effort. Whether or not our values condone this lifestyle, there are children in our Catholic schools living in similar situations. Many will welcome the recognition of these families in this story. Nevertheless, this book is bound to raise a lot of eyebrows, and perhaps displeasure, especially in a religious school. Librarians should understand their student and parent population, and consult with their principal prior to purchase.

Kirkus (Kirkus Reviews, March 15, 2009 (Vol. 77, No. 6))


The placement of the title's possessive apostrophe here is no typo: Two mothers own this house, and they have filled it with lots of love. Unfortunately, while this ambitious picture book seeks to offer an inclusive vision of family, it ultimately comes up short. Meema and Marmee's eldest daughter offers a sweeping narrative about three children embraced by their loving, interracial, adoptive family and multicultural community, with their "mothers' house" at the center of it all. It is outside of this safe haven that the children face overt and neatly contained homophobia in the character of one bad apple, who declares, "I don't appreciate what you two are!" The distillation of hate into a single character undermines the reality of systematic oppression faced by same-sex couples; furthermore, the flash-forward narration depicting each child grown and married into heterosexual, mono-racial unions ironically presents this family as an anomaly. There is a desperate need for books that present queer families as just another part of the American quilt, but this title, despite its obvious good intentions, doesn't do it.

Connections

Reading/Writing:

·      Students will brainstorm a list of things they enjoy doing with their family. They will then each select one event that is a treasured time with the family. Create a graphic organizer detailing the specifics of that event- Who is involved, Where does it take place, When is it most likely to occur, What goes on, Why is it special? Students will use this information organizer to write a three - five paragraph paper about this special event. Illustrate the text.

·      This is a story of a non-traditional family. Students will read other stories of non-traditional families, such as Do I Have a Daddy? : A Story for a Single-Parent Child by Jeanne Warren Lindsay,  Black, White, Just Right! by Marguerite W. Davol, or All Kinds of Families by Norma Simon.  Students will select one of the stories and compose a poem about growing up in that type of family. Poems should include sensory and emotive descriptions.

Art:

·      The family in In Our Mothers’ House enjoys time spent together. Select at least five events described in this story to illustrate together, creating a mural of special family activities.

·      The narrator describes and the illustrator captures the physical descriptions of the narrator and her siblings. Students will create a self-portrait and write a brief description of themselves from the shoulders up. E.g.: hair, eyes, skin tone, facial features, etc.

Social Studies:

·      Students will research their family heritage, back to at least their great-grandparents on one side of the family. Students will create a family tree, showing family members on each side of the family, names, illustration, and a sentence describing the person, based on interviews with family members.

Other books by Patricia Polacco

·      Boat Ride with Lillian Two Blossom

·      The Keeping Quilt

·      Meteor!

·      Uncle Vova's Tree

·      Babushka's Doll

·      Just Plain Fancy

·      Thunder Cake

·      Appelemando's Dreams

·      Dream Keeper

·      Some Birthday!

·      Chicken Sunday

·      Mrs. Katz and Tush

·      Picnic at Mudsock Meadow

·      Babushka Baba Yaga

·      The Bee Tree

·      Firetalking

·      My Rotten Redheaded Older Brother 

A Single Shard

A Single Shard

By Linda Sue Park

cover image retrieved 11/9/12 from

http://www.lindasuepark.com/books/singleshard/singleshard.html

Bibliography

Park, Linda Sue. A Single Shard. New York: Clarion Books, 2001.  ISBN  978-0395978276

Summary

Tree-Ear is a young orphan who lives under a bridge with a kindly old man who cares for him, Crane-man. Though they are destitute, Crane-man teaches Tree-Ear survival tactics, how to have dignity, and the importance of believing in himself. Tree-Ear is fascinated with a local potter, the best in the region. In his efforts to sneak a peak at the potter’s new vase, he accidentally breaks it and must work to pay back the damages. As part of his work Tree-Ear must take a vase to the King’s Court. Along the dangerous journey Tree-Ear gains a greater understanding of who he is, what he is capable of, and what matters in life.

Critical Review

“Work gives a man dignity. Stealing takes it away.” So begins this novel that exudes dignity and life lessons. Though rooted in the culture of 12th century Korea, A Single Shard is a universal story of the virtues of integrity and hard work. Through the simple narrative compelling truths ring clear that transcend culture and time.

Cultural markers abound in this novel. The architecture of the buildings, both in the small village where Tree-Ear has lived most of his life, and at the royal palace are described in detail. Words carefully chosen by the author draw a clear picture for the reader of the landscape as Tree-Ear travels to the palace to show the emissary the pottery of Min. Tree-Ear makes a long, arduous journey walking over the land, which was the standard mode of travel in the day. As a reward for bringing a fine sample of pottery for the emissary, it is arranged for Tree-Ear to travel by ship to return home. This would have been a too expensive type of travel for an orphan peasant, so the arranged trip is an unexpected extravagance.

Mannerisms typical of the Asian culture are evident throughout the novel. Bowing in respect, speaking only when spoken to, and using formal titles are all typical cultural markers. After accepting a commission for his master from the emissary, Tree-Ear is ecstatic, but responds with calm reserve. He observes, “There are some things that could not be molded into words.” This composure is a distinct cultural phenomena.

Traditional Korean names, both of people and places, are used throughout. Near the end of the novel, the Potter Min and his wife Ajima invite Tree-Ear to live with them and work as an apprentice with Min. after Tree-Ear accepts the invitation, Ajima asks him to take the name Hyung-pil. Tree-Ear recalls that Min and Ajima had a son, whom they lost, who had the name Hyung-gu. This is very significant culturally to Tree-Ear, as he knows that sharing a syllable with a sibling is an honor within a family. The simple offer of that name signifies that he will no longer be an orphan, but will now have a familial relationship with this couple.

This simple, touching story conveys life lessons and great insight into a culture from long ago.  It is an unexpected gem, which is recommended for readers in upper elementary through high school.

Reviews

Carolyn Phelan (Booklist, Apr. 1, 2001 (Vol. 97, No. 15))

Readers will feel the hunger and cold that Tree-ear experiences, as well as his shame, fear, gratitude, and love. A well-crafted novel with an unusual setting.  A starred review.

Marie Salvadore (Parents Guide, Fall 2001 (Vol. 4, No. 1))

The spare telling is evocative, bringing to life the setting in 12th century Korea. This compelling story provides a stirring glimpse at distant time and place.

Nina Lindsay (VOYA, April 2002 (Vol. 25, No. 1))

Historical details are included deftly, and in a lengthy author's note, Park describes her research process, letting the reader know what is documented and what is speculation.  With scant historical fiction available in this area, this 2002 Newbery Award-winning book makes a unique offering, and its inviting length and appealing tone should find it wide use. Tree-ear and his companions might be just too truehearted for some, but the story's satisfying arc makes rich reading for those looking for an involving and insightful historical novel.

Best Book Lists/Awards

Adventuring with Books: A Booklist for PreK-Grade 6, 13th Edition, 2002 ; National Council of Teachers of English; United States

Best Children's Books of the Year, 2002 ; Bank Street College of Education; United States

Booklist Book Review Stars, Apr. 1, 2001 ; American Library Association; United States

Booklist Editors' Choice: Books for Youth, 2001 ; American Library Association; United States

Booklist Top 10 Historical Fiction for Youth, 2002 ; American Library Association; United States

Books to Read Aloud to Children of All Ages, 2003 ; Bank Street College of Education; United States

Capitol Choices, 2001 ; The Capitol Choices Committee; United States

Children's Catalog, Eighteenth Edition, Supplement, 2002 ; H.W. Wilson; United States

Children's Catalog, Nineteenth Edition, 2006 ; H.W. Wilson; United States

Kaleidoscope, A Multicultural Booklist for Grades K-8, Fourth Edition, 2003 ; National Council of Teachers of English; United States

Kirkus Book Review Stars, January 15, 2001 ; United States

Los Angeles' 100 Best Books, 2001 ; IRA Children's Literature and Reading SIG and the Los Angeles Unified School District; United States

Middle and Junior High School Library Catalog, Ninth Edition, 2005 ; H.W. Wilson; United States

Middle and Junior High School Library Catalog, Supplement to the Eighth Edition, 2002 ; H.W. Wilson; US

Notable Children's Books, 2002 ; ALSC American Library Association; United States

Parent's Guide to Children's Media, 2001 ; Parent’s Guide to Children’s Media, Inc.; United States

Publishers Weekly Book Review Stars, March 2001 ; Cahners; United States

School Library Journal Best Books, 2001 ; Cahners; United States

School Library Journal Book Review Stars, May 2001 ; Cahners; United States

Special Interest Group of the International Reading Association, 2002 ; Special Interest Group of the International Reading Association; United States

YALSA Best Books for Young Adults, 2002 ; American Library Association; United States

Asian Pacific American Award for Literature, 2001-2003 Honorable Mention Text United States

John Newbery Medal, 2002 Winner United States

Connections

Reading/Writing:

·      Students will discover a wealth of information and activities on author Linda Sue Park’s website at http://www.lspark.com/index.html Students will try out their knowledge and luck under the Fun tab, taking quizzes on Newberry Award winning books and children’s books in general.

·      Students will learn more about the writing process by examining Ms. Park’s Writing tab on her website. Students will use the novel structures described here to outline a story. Students will create a about a person who faces a challenging task, using this outline format.

Social Studies:

·      Students will learn more about the people and culture of Korea at http://tkdbible.com/korculture/index.html and http://www.koreanculture.org.au/about/korean-culture-worldwide  Students will take a virtual field trip of ancient Korea at http://www.koreanfolk.co.kr/folk/english/index.htm . Students will create a journal of the things they learn through this field trip, with summaries and illustrations.

·      Students will explore the geography, history, culture, food, religion, and language of Korea on Hidden Korea at http://www.pbs.org/hiddenkorea/index.htm Students will create a map of Korea, depicting important cities, geographic features and landforms, and neighboring countries. Students will write a five-paragraph paper describing the important and historic features of Korea.

Art/Social Studies:

·      Students will learn more about the Age of Celadon at http://www.korean-arts.com/about/age_of_celadon.htm  Students will study the examples of celadon pottery and create a still life drawing of one of the vases.

Other books by Linda Sue Park

Seesaw Girl (1999)

The Kite Fighters (2000)

When My Name Was Keoko (2002)

The Firekeeper's Son (2004)

Mung-Mung: A Foldout Book of Animal Sounds (2004)

What Does Bunny See?: A Book of Colors and Flowers (2005)

Yum! Yuck!: A Foldout Book of People Sounds From Around the World (2005)

Project Mulberry (2005)

Bee-bim Bop (2005)

Archer's Quest (2006)

Click: One novel ten authors, chapter one (2007)

Storm Warning (2010)

A Long Walk to Water (2010)

Poetry

"On Meeting a Poet,"

"Changing the Sheets,"

"Mobius,"

"Fourth-Grade Science Project,"

"Handstand"

"Seven Sins: Portrait of an Aristocratic Young Woman,"

"Irreversible Loyalty,"

"A Little World,"

"The Ramparts at Calvi,"

"Armchair Journey,"

"Hyphen,"

"Picturing the Words,"

"When the Last Panda Died,"

"Tide Pool,"