When my name was Keoko

when-my-name-was-keoko

Part One

Park, L. S. (2004). When my name was Keoko. New York: Dell Yearling.

Historical Fiction : Elementary-Middle School

Part Two

I was surprised in how much I liked this book. I really didn’t expect to enjoy it as much as I did. I listened to an audio version, and each chapter switched off from brother to sister. I do wonder had I not of listened to the book like that would I of been able to follow as easily? If I were to read this with my class I would probably want to make sure we are keeping the characters in check, because I could see the switching off getting confusing after a while. Besides that the book was amazing. Even though the books characters were fictional, it doesn’t mean the history was. This was a great book to introduce the impact of war, the people, the crops, the education system, it really brought you into the culture of Koreans that were under Japanese rule. You could feel the fear when soldiers would do checks and then the joy when Tae-yuol was back home.

Part Three

As I had mentioned the point of view would switch from chapter to chapter, from sister to brother, mostly the sister though. The story takes place in Korea in the 1940’s during a time when they were under the Japanese rule. The Koreans lose their culture and are forced to learn Japanese traditions. This impacted what they learned, how they learned, they even had to change their Korean names to Japanese names. I would say the theme of the book was to never forget your culture.

Part Four

When reading this book with my class I would like them to keep a reading journal and write down something new they learned from every chapter. Before the book I think it is important to discuss WWII and ask the students what their previous knowledge is. Also another approach would be to ask them about culture and what does it mean to them, how would they react to their culture being taken away? While reading the book I think it would be good to reflect back on the previous questions, and see if the students are making connections. At the end of the book I would like students to name who they identified the most with, if any and why. I could connect this book to almost any disicpline from social studies to art. I think my objective would be for students to develop universal values and behaviors necessary for promoting a culture of peace.

  1. How do roles for boys and girls differ in this time and place?
  2. How do Sun-hee and her family secretly preserve their culture? Why is this so important to them?
  3. Why do you think the author chose to use young adults to narrate instead of adults?

https://www.randomhouse.com/catalog/teachers_guides/9780440419440.pdf

http://www.echo-korea.org/jml/news/27-book-review-with-questions-when-my-name-was-keoko

http://www.bmionline.com/files/samples/S3796-sample.pdf

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Caldecott : The Little House

little

Part One

Burton, V. L. (1942). The little house. Boston: Houghton Mifflin.

Classic; K-2

Part Two

I personally have never read this book before, that I can recall. However, I can totally relate to it. I didn’t know where the book was going to go in the beginning, I assumed it would just be about a kid growing old in the house, but that was not the case entirely. The book had several messages, some were ancient like to be careful what you wish for, and others are more current like how fast we change. I agree that we are losing our connection with nature when we live in a world today full of technology and touch screens. We are surrounded by city lights that obscure our view of the glorious night sky. We level forest and natural vegetation to build parking structures and gas stations. When reading this book to children I could get them engaged by bringing their personal life into the story, like with some of their experiences with nature and the city. I could have them start to notice open fields or construction zones. Perhaps even recall when a store was being built.

Part Three

This picture book was actually a very touching book. The pictures told the story, I literally could have just looked at the pictures and understood what was going on. The illustrations were lines with some color and cross stitching. The text simply told the story but the pictures gave the details. It started off with the once upon a time opening sentence and had a happy ending as well. Definitely a classic!!

 Part Four:

This is a great book for a read aloud as you can really get everyone to work on their visual literacy. I would read the book aloud without showing them any pictures and ask them what they envisioned and what they remembered about the plot. Then I would read the book again this time focusing on all the imagery and then ask what they remembered and if their envisions/predictions about the images were correct.

Objective: Students will be read the story and make predictions on the imagery.

http://environment.nationalgeographic.com/environment/habitats/urban-sprawl/

http://www.brighthubeducation.com/lesson-plans-grades-1-2/19582-the-little-house-lesson-plan-for-kindergarten-to-3rd-grade/

http://www.scholastic.com/parents/blogs/scholastic-parents-learning-toolkit/visual-literacy-through-childrens-picture-books

Touchstone

lon-po-poowlthe-true-story-of-the-3-little-pigs_cover

Part One:

Young, E. Lon Po Po: A Red-Riding Hood story from China. New York: Philomel Books, 1989.

-Fables, Folklore, & Myths K-2

Yolen, J., Owl moon, Schoenherr, J., New York : Philomel Books, 1987.

-Fables, Folklore, & Myths K-2,

The true story of the 3 little pigs, Smith, L. New York, N.Y., U.S.A. : Viking Kestrel, 1989.

-Fables, Folklore, & Myths K-2

Part Two:

With the book Lon Po Po, I was expecting a similar story to little red riding hood. It was similar but yet so different. The culture really shines through not only in the words but through the colorful pictures. I could easier ask my students questions while reading the book even if the questions are about the pictures. With the book Owl moon, there was a different tone then I expected. The book was a mellow read, it was very calming and I didn’t expect that. I had expected the book to be about owl eyes or a pet owl. With the book the true story of the 3 little pigs, I was amused. The book was actually funny and catchy and it totally came from the wolves perspective rather than the three little pigs. I liked the story because the pigs get eaten, I know that sounds horrible but it’s true.

Part Three:

For the book Lon Po Po, overall I thought it was a great book. The style used for the images were watercolor and lines. It was an open page spread and was constructed in a way that the text is compatible with the images, they go together. For the book Owl moon, I believe it was watercolor as well with line. The images in this book were actually really cool because it takes place at night time so there is only the moon light lighting up the night. The snow is bright white almost blue. It really makes you feel like you are in the middle of the story trying to be quit with the child as they go owl calling. It was written in the child’s point of view, shes describes everything she sees, feels and thinks. As for the book the about the true story of the 3 little pigs, the pictures were bright and playful. The book is written from the wolves point of view so it lets you into his head.

Part Four:

Objective: After reading any of the three pictures books mentioned above, students will be able to create an alternate ending with pictures to one of the stories within 10 minutes.

Activity:

http://www.scholastic.com/teachers/lesson-plan/lon-po-po-chinese-fairy-tale-lesson-plan

http://www.scholastic.com/teachers/lesson-plan/true-story-3-little-pigs-extension-activities

http://www.scholastic.com/teachers/lesson-plan/owl-moon-extension-activities