Culture 3: Yum! ¡MmMm! ¡Qué rico!

Bibliography: Mora, Pat. 2007. Yum! ¡MmMm! ¡Qué rico! Ill. by Rafael López. New York: Lee & Low Books Inc. ISBN 9781584302711

Plot Summary:
This is Pat Mora's first book of haiku. She writes 14 different haikus about native foods of the Americas. Before each haiku, the reader is given a brief lesson on the origin of the food, some common uses for it, and other interesting facts.

Critical Analysis (Including Cultural Markers): Pat Mora’s book Yum! ¡MmMm! ¡Qué rico! teaches readers about native food of the Americas through haiku. Most of the foods are very common and will be easily recognized by young children which should add to their enjoyment of the book. The origin of the food is from either North, Central, or South America. In addition to the haiku, there is a brief snippet about its origin, its uses, and other interesting facts.

Rafael Lopez uses vibrant reds, oranges, blues, yellows, and greens in his illustrations. They really catch and hold the readers attention. Every race is represented in the pictures but there is a stronger Hispanic and Native American representation. Skin tones range from pale to light brown to dark brown. In addition to skin color, Lopez also marks the cultural attributes through hairstyles, clothing, hair texture, and the environment itself. The illustrations add to the haiku in a beautiful way.

Have you ever wondered why many Hispanic families have pineapple decorations somewhere in their houses? I learned from the book that the pineapple is a symbol of hospitality. If you see one in or around a friend’s house it means that you are welcome there. You will learn many other interesting facts like this when you read this book.

Review Excerpt(s):
From Booklist
"This inventive stew of food haiku celebrates the indigenous foods of the Americas." (English edition)
From Book Links
"Mora's descriptive poetry features wonderful word choices and gets it right to the essence of each food...Perfect for sharing as part of the curriculum or just for fun." (English edition)
From School Library Journal
"Teachers will find this a welcome addition to their social-studies units, but it should also win a broad general audience for its inventive, fun-filled approach to an ever-popular topic: food." (English edition)

Connections:
Discussion Questions and Activities:
*Research your favorite fruit or vegetable. Create a page for our own class book of Yum! ¡MmMm! ¡Qué rico!
*Choose one of the foods from the book and write your own haiku. Extension- draw a different illustration or explain why you would add/remove something from the current one.
*Look at the illustrations for "Chile". Write a haiku about what the little girl is thinking.
*Cover the haiku "Vanilla". Read the history of vanilla to the class, and then have them write their own haiku using the illustrations to guide them before reading the haiku aloud.
*Bring samples of papaya, grits, whole pecans, fresh pineapple, etc. for the students to taste.
Other Books by Pat Mora:
*Confetti: Poems for Children. ISBN 9781880000250
*Love to Mama: A Tribute to Mothers (edited by Pat Mora). ISBN 9780756947767
*Book Fiesta!: Celebrate Children's Day/Book Day; Celebremos El dia de los ninos/El dia de los libros. ISBN 9780061288777
*Tomas and the Library Lady. ISBN 9780679804017
*A Library for Juana: The World of Sor Juana Ines. ISBN 9780375806438

Culture 3: How Tía Lola Learned to Teach

Bibliography: Alvarez, Julia. 2010. How Tía Lola Learned to Teach. New York: Alfred A. Knopf. ISBN 9780375864605

Plot Summary: When the principal of Juanita and Miguel's school calls to ask Tía Lola to volunteer to teach Spanish to the students she is very hesitant. She did not attend school past the 4th grade, so she does not think she is smart enough to be a teacher. Her niece and nephew have to trick her into coming that first day, but Tía Lola quickly realizes that she has a lot she can teach the students. She soon becomes a favorite amongst the students, teachers, and even the whole community. One day Tía Lola gets a notice in the mail that her visa is about to expire and she must prepare to leave the country immediately. The whole community rallies around her and turns out for her hearing with the U.S. Department of Immigration. Will it be enough to save her?

Critical Analysis (Including Cultural Markers): Miguel and Juanita move from New York to Vermont with their mother after their parents' separation and eventual divorce. Tía Lola moves from the Dominican Republic to help her niece, who is more like a daughter, take care of the children. After several new Spanish speaking students enroll at Bridgeport Elementary, the principal asks Tía Lola to volunteer teaching Spanish at the school so everyone can communicate with each other. At first she is afraid because she only completed school through the 4th grade, but she quickly learns she has a lot she can teach the students and teachers at the school as well as the entire community.

Alvarez's story offers many Hispanic cultural markers. Language is of course at the top of the list. Spanish words and phrases are found throughout the story since this is the only language Tía Lola knows. At the beginning of the story it is humorous to see how Mami (mom), Miguel, and Juanita all ask "Why?" in a different way. Mami asks "¿por qué?", Miguel asks "Why not?" and Juanita asks "por qué not?" Some other common words found in the story include abuelitas (grandparents), adiós (goodbye), muy bien (very good), mi'jo (my son), and mi'jita (my daughter). Alvarez usually translates the Spanish words and phrases, but she does so in a way the reader knows she is trying to teach the language. It does not become distracting to the reader in any way. She writes a message at the end of the story explaining how she doesn't want the reader to feel left out "just because they are not yet bilingual".

Other cultural markers include food, celebrations, dances, and clothing. Some of the food in the story is plantains and bacon for breakfast, huevos rancheros, arroz con habichuelas, flan, and dulce. Instead of singing "Happy Birthday" Tía Lola sings "Feliz Cumpleaños" at a birthday party, and after Juanita asks to have a "half birthday" in February, Tía Lola organizes a carnaval for the whole community. Several piñatas are made such as a shrimp, a flamingo, and the school building. Tía Lola spends some of her free time teaching how to dance the salsa, merengue, and cha-cha-cha. She is always dressed in bright colors and usually with a floral print. She wears her bright yellow scarf for special occasions.

The book is written in lessons rather than chapters. Each lesson is based on a proverb written first in Spanish and then in English. The story is centered around this proverb and the reader is able to learn the meaning of the proverb through the characters and their actions. The book also shows the struggles immigrants deal with visas and possible deportation. While I don't think the visa extension was a realistic portrayal overall the story is very authentic and fun to read.

Review Excerpt(s):
From School Library Journal
Gr 3-6–This sequel to How Tía Lola Came to Visit/Stay (Knopf, 2001) continues the story of the Guzman family: 8-year-old Juanita, 10-year-old Miguel, and irrepressible Tía Lola. The new school year has begun and the children's aunt has been invited to teach Spanish a few days a week, a prospect that first alarms her since she never finished school when she was growing up in the Dominican Republic. But the woman is a born teacher, full of life, enthusiasm, and a wise saying for every situation. Lola quickly finds herself a favorite at school, charming all with her stories and personality, organizing parties and treasure hunts, and involving everyone in their small Vermont town in her plans. Along the way, she also helps Miguel and Juanita adjust to their parents' divorce, the separation from their father, who lives in New York City, and a possible new stepmother. When the residents of the town learn that Lola's immigration status is in jeopardy, they rally behind her to convince the judge the entire town needs their “Tía.” Each chapter begins with one of Lola's maxims to set the stage, and Spanish words and phrases are clearly used throughout. A welcome return for a wonderful character whose heart encompasses the whole world.–Terrie Dorio, Santa Monica Public Library, CA.
From Booklist
Just as warm and upbeat as How Tía Lola Came to (Visit) Stay (2001), the second book about Miguel and Juanita’s aunt, who comes from the Dominican Republic to live with the kids’ family in Vermont, is written in the same lively, playful style. Language is a central focus as Tía Lola volunteers to teach Spanish in the local elementary school. The story builds to a tense climax when her visa is about to expire, and the whole town rallies for her to stay. Readers will enjoy both the messages and the humor in Tía’s wry, wise sayings. Grades 4-7. --Hazel Rochman

Connections:
Discussion Questions and Activities:
*Why do you think Miguel was hesitant in wanting Tía Lola to volunteer at his school every day? How would you feel if one of your relatives wanted to volunteer at your school?
*Miguel learned a very important lesson when he left his papi's house alone when he was sick. Describe a lesson you had to learn the hard way.
*Create a piñata that says something about you.
*Ask a parent or volunteer (or even the PE teacher) to come in and teach the kids a Latin dance such as the salsa, merengue, or cha-cha-cha.
*Research the Dominican Republic. Create a travel brochure highlighting at least 5 reasons people should visit the Dominican Republic.
Other Books by Julia Alvarez:
How Tía Lola Came to Stay ISBN 9780440418702
How Tía Lola Saved the Summer ISBN 9780375867279
How Tía Lola Ended Up Starting Over ISBN 9780375869143
Return to Sender (winner of the Pura Belpré Award and América's Award for Children's and Young Adults Literature) ISBN 9780375858383
Before We Were Free (winner of the Pura Belpré Award) ISBN 9780375815447

Culture 3: Taking Sides

Bibliography: Soto, Gary. 1991. Taking Sides. Orlando: Harcourt, Inc. ISBN 9780152046941

Plot Summary: After their house gets burglarized, Lincoln's mom makes the decision to move them to a better neighborhood. They move from the barrio to a rich, white neighborhood 10 miles away when he is in junior high. The one thing Lincoln has to hold on to is basketball, but Lincoln doesn't have anything in common with his new teammates other than basketball. His friends all play for his old school, Franklin Junior High. The first time his new school, Columbus, plays Franklin they won convincingly. But what will happen when they meet again at the end of the season when Lincoln feels loyalty to all of his freinds at Franklin?
Critical Analysis (Including Cultural Markers): Gary Soto has written a believable story about the struggles of being a teenager in a new school. Lincoln is a young man whose face is “brown, like coffee laced with cream” and hair is “black as a chunk of asphalt”. His mother decides to move from the barrio to a better neighborhood after their house in broken into and some of their property has been stolen. They move less than 10 miles away, but it is a whole new world to Lincoln.

Lincoln’s new school is made up mostly of white people who have money. At first he enjoys the peaceful, clean neighborhood, but a few months later he misses his old school and its “mural of brown, black, and yellow kids linking arms in friendship”. He especially missed his best friend Tony whom he’s known since the first grade. Throughout the story Lincoln is comparing his old life with his new one. Where does his loyalty lie when the two schools meet again in a basketball game? He wants his old school to win because he likes the people on the team better, but he also wants to play the best game he can.

Spanish words and phrases are used throughout the story giving it cultural authenticity. Soto translates most of the Spanish immediately which seems to take away from the story itself since that is not how it would be spoken naturally. Some examples include “Oye a este chavalo. Listen to the guy,” “Y que no se te olvide. And don’t you forget it” and “Qué grande te has puesto. How tall you’ve gotten”. Even words and phrases that can be inferred are translated which starts to become a nuisance.

The Hispanic culture is also evident by the food mentioned in the story and the importance of religion. Frijoles, papas, and tortillas are a staple at many meals. They also eat carne asada, enchiladas, and bologna sandwiches in a “twice-used paper bag” for lunch. Lincoln’s mother attends church every Sunday, and Monica (the girl he has a crush on) talks about her church and asks him which one he attends.

Overall this is a good story for junior readers. It is easy to relate to the characters and the struggles they face. There is also a glossary of Spanish words and phrases at the end of the story for those who want to learn and/or practice the Spanish language.

Review Excerpt(s):
From Publishers Weekly
This touchingly realistic story explores the divided loyalties of a Hispanic basketball player who has recently moved from a poor neighborhood to a more affluent one. Initially, eighth grader Lincoln feels like a traitor when he plays ball for the predominantly white school he now attends. To make matters worse, his new coach seems to hold a grudge against both Lincoln and his former school, Franklin Junior High. As a game against Franklin approaches, tension mounts and Lincoln experiences clashes with several people, including some teammates. But he manages to have fun on the night of the big game and eventually makes peace with his friends. Once again, Soto ( Baseball in April ) masterfully conveys the Hispanic-American experience, and readers will respect Lincoln's values and good sportsmanship. Ultimately, the boy learns to adjust to a new situation and accept new challenges without compromising his individuality.
From School Library Journal
This light but appealing story deals with cultural differences, moving, and basketball. Eighth-grader Lincoln Mendoza and his mother have just moved from a San Francisco barrio to a wealthy, predominantly white suburb. He misses his Hispanic friends, the noise, camaraderie, and even the dirt and fights in his old neighborhood. Having made first-string on the basketball team, he finds that the coach dislikes him for no good reason. Plot development hinges on an upcoming game between his new school and the old one. As the big day approaches, Lincoln cannot decide which team he wants to win. He's not sure where he truly belongs, but the game helps to clarify this for him. Readers will easily understand the boy's dilemma. The conflicts of old vs. new and Hispanic vs. white culture are clearly delineated. So is the fact that the differences are not as great as they first appear. Lincoln is a typical adolescent: energetic, likable, moody at times, but adaptable. Other characters are less finely drawn. The coach is the stereotypical obnoxious jock. Lincoln's divorced mother works hard and tries to be a good parent. Her boyfriend Roy is a minor player but he helps Lincoln to deal with his problems. Because of its subject matter and its clear, straightforward prose, the book will be especially good for reluctant readers. A glossary of Spanish words appears at the end of the book. --Bruce Anne Shook, Mendenhall Middle School, Greensboro,

Connections:
Discussion Questions and Activities:
*Describe a time when you were the new student at school or how you treated a new student in your class. *Compare and contrast Lincoln's old life and his new life.
*Do you think it was fair Lincoln was benched at the beginning of the game against Colombus and Franklin? Why or why not?
*Create a welcome packet for students new to your school. What should they know about the school, neighborhood, etc.
*You will be partnered with a student from another school in our district. You will interview each other through email, Skype, and/or phone calls. What things do you have in common? What are your differences? What is their school like? How is it different from ours? How is it the same?

Other Books by Gary Soto:
Baseball in April and Other Stories ISBN 9780780704473
Too Many Tamales ISBN 9780399221460
Chato's Kitchen ISBN 9780399226588
Snapshots from the Wedding ISBN 9780613121170
A Summer Life ISBN 9780833574732