LSSL 5391 Final Reflection

Please enjoy my course reflection using the app Book Creator by clicking the link below. 

https://read.bookcreator.com/4UK1EgsPMNUyc3JakDYEpRpCpgg1/X2LIKXRUTvqACKR4_fUaDw

Tea with Milk

Bibliography:

Say, A. (1999). Tea with milk. Harper Collins. 

Plot Summary:

May has grown up in San Francisco with her Japanese parents. When her parents decide to move back to Japan, May’s world is turned upside down. She is seen as a foreigner because she doesn’t speak the language, but also has difficulties with Japanese traditions such calligraphy, flower arrangements and tea ceremonies. Her parents expect May to marry and set up a matchmaker. May decides to travel to Osaka to create her own path.

Critical Analysis:

Allen Say’s story is incredibly touching and even more touching when you find that this is a true story based on his parents that you find out at the end of the book. Say shows the importance of Japanese culture when May moves back to Japan and has lessons to teach her flower arrangements and calligraphy. One thing that I loved about May’s story is that she found a way to integrate and appreciate her two cultures. She wore a kimono but was able to work and speak english. The illustrations are beautifully detailed that adds to the emotion of the story. At the end of the story, you learn to appreciate your culture but also find a way to pave your own path as well. 

Review Excerpts:

“Say’s story communicates both the heart’s yearning for individuality and freedom and how love and friendship can bridge cultural chasms.” - Publishers Weekly

“[A] thoughtful and poignant book that will appeal to a wide range of readers.” - School Library Journal

Connections:

Read other works by Allen Say: Grandfather’s Journey, Drawing from Memory and The Bicycle Man

Lon Po Po: a Red-riding Hood Story from China

Bibliography:

Young, E. (2012). Lon Po Po: A red-riding hood story from China. Penguin Putnam Books for Young Readers. 

Plot Summary:

Ed Young tells the ancient Chinese version of the fairy tale Little Red Riding Hood with a wolf trying to trick three little girls while their mother is away visiting their grandmother. 

Critical Analysis:

Ed Young tells the familiar story of Little Red Riding Hood but the Chinese version. The changes between the Chinese version and the American version is that we have three little girls that are left at home alone while their mother visits their grandmother. A wolf pretends to be their grandmother Po Po to gain entry into the house. The three protagonists Shang, Tao and Paotze show their strength and cleverness when they trick the wolf to get into a basket so they can raise him to get Gingko nuts, but as they raise him up, they continuously drop him until he dies. Chinese culture is shown throughout the story. We see the culture with the characters' names, Shang, Tao, Paotze and Po Po. The Gingko nuts that the girls are eating are a popular food in Chinese culture. The detailed illustrations bring out the suspense in the story but also show. At the end of the story, the reader is left with the theme that bravery and cleverness can help you overcome situations.

Review Excerpts:

Caldecott Award Winner

“A gripping variation of Red Riding Hood. This is an outstanding achievement that will be pored over again and again.” - School Library Journal

“The illustrations seem to throb with the mystery and terror of the wolf.” - Horn Book

“This compelling tale, translated from a “collection of Chinese folktales,” may be the finest book yet from this excellent illustrator… Absolutely splendid.” - Kirkus Reviews

Connections:

Read other books by Ed Young: Yeh-Shen: A Cinderella Story from China, The Emperor and the Kite and Cat and Rat: The Legend of the Chinese Zodiac

The Shadow Hero

Bibliography:

Yang, G. L., & Liew, S. (2014). The shadow hero. First Second. 

Plot Summary:

A graphic novel that shows the origin story of the first Asian American superhero that solves crimes and fights for injustice. 

Critical Analysis:

Gene Luen Yang and Sonny Liew create an enjoyable graphic novel that is filled with laughable moments and action of an Asian American superhero. Chinese culture is seen throughout the story. The Green Turtle isn’t born with superpowers but gets some from an ancient guardian spirit of China. Being a graphic novel, the illustrations are extremely detailed but the Chinese culture is shown throughout with Chinese writing on signs and even on The Green Turtle’s costume. The story also includes the immigration experience that makes the story more thought-provoking. Hank is a character that readers can relate to by having a job working in his family owned grocery store to fighting for justice. The story is entertaining and fun that readers will enjoy.

Review Excerpts:

“There’s plenty of humor in this lively, entertaining adventure story… At its heart, though, this book is a subtle comment on China’s changing cultural landscape and growing multiculturalism in America. A lovingly tongue-in-cheek homage.” - Booklist

“Award-winning author Yang and artist Liew tackle a lesser-known aspect of history, breathing new life into the Green turtle, a 1940’s comic book hero… A creative take on the superhero genre.” - School Library Journal 

“Abundant humor, strong characters and crackling good action.” - Horn Book

Connections:

Read other works by Gene Luen Yang: American Born Chinese, Prime Baby and Boxers & Saints

Read other works by Sonny Liew: Malinky Robot, Wonderland and My Faith in Frankie

The Year of the Dog

Bibliography:

Lin, G. (2018). The year of the dog: A novel. Little, Brown and Company. 

Plot Summary:

As Pacy celebrates the Chinese New Year with her family, she discovers that this is the year that she will also “find herself.”

Critical Analysis:

The Year of the Dog is a book that you won’t be able to put down. It keeps the reader entertained throughout. Pacy goes through the story looking for self discovery but learns about her Chinese/ Taiwanese American culture along the way. Each chapter of the book serves as its own separate moment for Pacy during the lunar new year of the dog, but it flows together to create Pacy’s journey. There are tiny black and white illustrations every so often that add to the Taiwanese American culture such as a bowl of rice, celebrating the year of the unicorn or egg foo young with chopsticks. Grace Lin’s cute story will keep a smile on your face from beginning to end. 

Review Excerpts:

“This comfortable first-person story will be a treat for Asian-American girls looking to see themselves in their reading, but also for any reader who enjoys stories of friendship and family life.” - Kirkus Reviews

“A heartwarming story.” - BookPage

“The story, interwoven with several family anecdotes, is entertaining and often illuminating. Appealing, childlike decorative line drawings add a delightful flavor to a gentle tale full of humor.” - The Horn Book

Connections:

Read other works by Grace Lin: The Year of the Rat and Dumpling Days

How Turtle's Back was Cracked: a Traditional Cherokee Tale

Bibliography:

Ross, G., & Jacob, M. (1995). How turtle’s back was cracked: a traditional Cherokee tale. Dial Books for Young Readers. 

Plot Summary:

A turtle’s shell is cracked when wolves plot against him because of his arrogance. 

Critical Analysis:

Gayle Ross tells a Cherokee tale that has been passed down for generations of Cherokee people. The story reminds me of folktales and fables that I heard when I was little where personification is used with animals being the main characters and of course a lesson is learned at the end of the story. The lesson in this tale is about bragging and how it can get you into trouble. The illustrations by Murv Jacob stand out throughout the story. The illustrations are very detailed, but you see how the Cherokees are represented with the clothes that the animals wear. Ross also provides the reader with more information about the Cherokee on the last page of the book that helps them be more aware and in the knowing. 

Review Excerpts:

“The prose reflects Ross’s expertise as a professional storyteller as well as her intimacy with Cherokee culture.” – Publishers Weekly

“Ross notes that she remembers the tale from her childhood, found a written source, and developed it through storytelling to its present form. Jacob’s distinctive acrylic paintings illustrate the story’s dramatic moments in scenes rich in colors and patterns. An entertaining picture book to read aloud.” – Booklist 

Connections:

Read other works by Gayle Ross: How Rabbit Tricked Otter: And Other Cherokee Trickster Stories and The Legend of the Windigo: A Tale from Native North America

When the Chenoo Howls: Native American Tales of Terror

Bibliography:

Bruchac, J. (1998). When the chenoo howls: Native American tales of terror. Walker & Co. 

Plot Summary:

Twelve unique stories from the northeast woodland Native Americans for children of all cultures to enjoy.

Critical Analysis:

When the Chenoo Howls: Native American Tales of Terror offers twelve scary stories that are from different Native American groups. At the beginning of the book, Joseph and James Bruchac give an introduction about the Northeast Woodland Native American culture that will help give a little understanding before you start the stories. At the end of each story, a short blurb is given that explains the background. This helps to connect the story to the Native American tribe that it comes from. At the back of the book, the reader is also given a pronunciation guide. I love this because it helps to show respect and understanding. The illustrations are simple black and white pictures but very much depict the Native American culture. The stories aren’t your typical ghost and vampire stories but deal with stone giants and animal-human hybrids. At the end of each story, the reader is either left with some kind of lesson or used to scare kids into not venturing off by themselves.  

Review Excerpts:

“Full-page black-and-white pen and ink drawings and spot art effectively evoke the spooky but concrete creepiness of the tales.” – The Bulletin of the Center for Children’s Books

“Joseph Bruchac and son James have collected 12 scary stories from the northeast woodland Native Americans. A worthy addition to Native American folklore collections.” – Booklist

Connections:

Read other books by James and Joseph Bruchac: The Girl Who Helped Thunder and Other Native American Folktales and How Chipmunk Got His Stripes

How I Became a Ghost

Bibliography:

Tingle, T. (2023). How I became a ghost. The RoadRunner Press. 

Plot Summary:

Ten-year-old Isaac tells the story of his tribe’s removal from its homeland in Mississippi. Isaac and the Choctaws depart to the West on the Trail of Tears, that leads him to become a ghost. 

Critical Analysis:

Tim Tingle brings an event that takes place in history to create a fictional story about a Choctaw boy living through the event. The story is told through Isaac’s point of view that helps to make the story even more powerful. The suffering that the Choctaw people experienced is explained to the reader when they see the families going through freezing weather, starvation and soldiers killing family members. These experiences stick with the reader even after they finish the book. Tingle does a great job keeping the reader on the edge of their seat throughout the story. 

Review Excerpts:

2017 Rebecca Caudill Young Reader’s Book Award Master List Title

2016 Sequoyah Master List Title

“The beginning of a trilogy, this tale is valuable for both its recounting of a historical tragedy and its immersive Choctaw perspective.” – Kirkus Reviews

“Tingle, a Choctaw storyteller, relates his tale in the engaging repetitions and rhythms of an oft-told story… Spare and authentic.” – The Horn Book

Connections:

Read other works by Tim Tingle: When a Ghost Talks, Listen and Crossing Bok Chitto: A Choctaw Tale of Friendship

Fire Keeper's Daughter

Bibliography:

Boulley, A. (2021). Fire keeper’s daughter. Henry Holt and Company. 

Plot Summary:

Daunis Fontaine is a girl that doesn’t fit in and must put her college dreams on hold to help take care of her mother. She begins to fall for the new hockey recruit Jamie but thinks that he is hiding something. Her life is changed when she witnesses a murder and agrees to go undercover for the FBI that uses her knowledge of chemistry and Ojibwe traditional medicine to help. As more deaths continue and deceptions come to light, Daunis must decide how far to go to protect her community and family.

Critical Analysis:

Fire Keeper’s Daughter is a thriller mystery that also provides insight into Native American culture, layers of characters and survival skills. The story is well-paced that keeps you glued to find out what happens next. Daunis is a character that readers will relate to and root for throughout the story. Readers will become invested in her from the beginning of the story until the very end. She is awkward, smart, kind-hearted and tough. Young adults will find understanding as she doesn’t seem to fit in with her Native American tribe, but still cares deeply about. She has had many struggles in her life such as putting college off to care for her mother. There are many sensitive topics that are discussed in the story such as addiction, abuse and grief that I think is done very intentional and meaningful. 

Review Excerpts:

“This suspenseful tale filled with Ojibwe knowledge, hockey, and the politics of status.” – Kirkus Reviews

“A character-driven crime thriller packed with Ojibwe culture and high-stakes tension with themes of identity, trust, and resilience.” – School Library Journal

“This suspenseful upper-YA novel will keep readers wondering who Daunis can trust.” - Horn Book

Connections:

Book also by Angeline Boulley: Warrior Girl Unearthed

Universal Design For Learning

 The Universal Design for Learning is a framework that was developed to improve learning for all students. There are three main components that make up the framework which is the why, what, and how of learning. Within each of these components, there are three levels of implementation which are access, build and internalize. There is also a goal for each component. 

Looking through these guidelines, I notice that there are things that I already do in my classroom. There are some things that I could implement easily in the classroom and there are some things that I can implement, but I might need help or time to utilize within the classroom. In the classroom, I feel that I foster collaboration and community. In my activities, I try to create cooperative learning groups for my students that allows them to interact and support each other. My classes have different types of learners that are on different levels so differentiation is a must. Because of the different levels, scaffolding for students is a must. Students respond differently so also providing individualized differentiated feedback is also present in the classroom.

Something that I feel that I can implement easily in the classroom is supporting planning and strategy development. I think it would be easy to add that would enhance the teaching and outcome of the student’s learning. This would include showing and explaining my work, providing checklists and project planning templates. Another guideline that I could easily add to the classroom is developing self-assessment and reflection. This could help the students not only monitor their own behavior with a chart but it could also allow them to reflect on it and that could encourage motivation in their classwork as well. 

There are things that I can add to my classroom that I need help with in order to utilize this. One thing would be offering alternatives for auditory information and visual information. Being in a classroom and/or library, you don’t know what students you are going to have so having students that need assistance with hearing or seeing. Looking at the suggestions from the UDL website gave me ideas that I can consider such as providing captions on videos or automated text to speech. For students with visual impairments, the UDL website offered using more tactile objects, using more spoken descriptions and verbal cues to provide assistance. I’m also considering providing larger text or changing the colors and looking at the layout. Both of these could also be helped with technology devices that will take more help and training to learn. I think learning educational technology and how it can be used in the classroom by the students and teacher would be something that I would want to explore more. Technology can help assist students with visual and hearing impairments but it can also help increase engagement, comprehension and motivation for students as well. 

References:

CAST. (2023). The UDL Guidelines: UDL. CAST.org. Retrieved July, 2024, from https://udlguidelines.cast.org/

https://www.eschoolnews.com/innovative-teaching/2023/06/12/how-to-use-udl-inspired-technology-to-reengage-students/