Children's Literature Analysis

Sarah, Plain and Tall

MacLachlan, P. (1985). Sarah, plain and tall. New York, NY: Harper Collins Publisher

Interest Level: 3-5 grade Reading level: 4.2

Key Words:
• Stepparent
• Family
• Farming
• 1800’s

Summary:
After Caleb and Anna’s mother dies following Caleb’s birth, the family is left with an absence in their home that their relatives and neighbors cannot fill. After several years, their father submits an ad to find a wife. Sarah, a strong and passionate woman, answers their plight and agrees to move to unfamiliar territory to try it out for a month.

Personal Response:
In reading Sarah, Plain and Tall, I discovered a new type of story. Unlike many fiction books, this one was told simply and effectively instead of needing a big, dramatic climax. It showed a seemingly normal blended family going through day-to-day struggles. All of the professional reviews I could find were positive responses to the story. It is simple but full of caring, compassion, and family in a way that is relatable to most people’s relationships with loved ones. Every day is not necessarily a soap opera, but we go through live with fears, love, and learning. This book encompassed that for me.

Curricular Connections:
I find that the story had many pros and cons for me as far as using it in the classroom. Used in the right context and with guided discussions about some of the misconceptions that could be interpreted, this story would be great for integrated literature and social studies lessons. In The Library Journal’s review of Sarah, Plain and Tall, they state many positive aspects of the story that would be beneficial for children. It gives students a peek at a blended family which could be beneficial for students in the same situation to relate to and for other students to have some background knowledge about what this experience might be like. Not only could it be used to demonstrate the many shapes and sizes families come in, it also can show the way a person is affected when they leave one culture to go to another. Sarah doesn’t move to a new continent, but she has to adjust to a new lifestyle in a new place. Transportation, crops, and entertainment are just a few barriers she must overcome when she moves to the prairie. The portrayal of what a prairie looks like, the equipment used, and the attire that is worn are also benefits from reading historical fiction. Students relate this time period with how it is shown to them in the book. This leads me to my next thought. For historical fiction to be of the highest value the information should be in line with real occurrences, so students have a reliable reference. Throughout my review search, I was unable to find much criticism for this book. While I did not find a formal published review that accurately portrayed some of my concerns about this story, I think that they are valid points to investigate before using this book in instruction. Like stated before, the story relates this families’ life to one of the 1800’s. This raised many questions for me. Would Sarah really have been able to wear overalls and take on many traditional “male roles” around the farm? I think that these are great questions to ask, this does not deter me from using this book, it actually encourages me. If I read this within my own classroom we could have these discussions. They would learn about the time period, relate many meaningful aspects of the book to this, and critically discuss the aspects that are inaccurate to come to the conclusion of what the culture was actually like during this time to our knowledge.




Thanking the Moon

Lin, G. (2010). Thanking the moon: Celebrating the mid-autumn moon festival. New York, NY: Random
House.

Interest Level: 4-8 years

Key Words:
• Culture
• Traditions
• Holidays
• Asian-American, Asian
• Mid-Autumn Festival or Moon Festival

Summary:
Each member of a family contributes to celebrating the Mid-Autumn Moon Festival. The book explains many aspects of the traditions that surround it and what different objects or foods symbolize within the celebration.

Personal Response:
I had a lot of fun reading this book. I had never heard of this holiday or celebration. I always think that it is fascinating to learn about other cultures and traditions and compare them to my own. One of my most memorable elementary school experiences was our “All Around the World” unit. We learned about how countries all around the world celebrate Christmas or the season and compared them. I think that the book Thanking the Moon could be an exciting preface for a lesson like that one.

Curricular Connections:
The story is told in a very simple way so students can read it on their own. The book also has pictures and vocabulary that relate to the holiday. I really appreciated the last page of the book that explains some of the symbolism of the holiday. I think that this would be a great book to read when introducing a lesson or unit on cultural diversity. When introduced in the right way students will be eager to share their own experiences with holidays. This does bring me to my only concern about this story. In Idaho, the number of schools that cannot celebrate holidays in class is growing. Once again, it is important to know my school’s policies and the students in my class. Not only can students use this as an opportunity to learn about others’ cultures, they can relate and become more comfortable sharing about their own traditions when they are openly and positively integrated into class. While reading profession reviews for this book I liked how Linda Perkins of Booklist described the stories’ possible implications into the classroom. She said that it is “A beautiful, welcome choice for multicultural studies, this also adds diversity to autumnal thanksgiving themes”. I want to incorporate as many cultures and traditions into the classroom, so that each student feels that they are represented and important to our classroom community.




Suki’s Kimono

Uegaki, C, & Jorisch, SSuki’s kimono.(2003). Suki’s Kimono. Tonawanda, NY.

Interest Level:k-2 Reading Level:3.8

Key Words:
• Character and Values
• Asian American
• Culture

Summary:
Suki is excited to wear her kimono on the first day of school. Her siblings and classmates tell her that she should wear something more “normal”, but Suki is proud of her kimono and what it represents to her. She struggles to overcome other student’s opinions of who she should act and dress like.

Personal Response:
This story taught a great character lesson as well as helps students build on their cultural knowledge. The book incorporates new vocabulary words that are easily interpreted within context and gives vocabulary and definitions of Japanese words at the beginning. The Chinese brush art adds to the culture that is being represented within the book.

Curricular Connections:
The way that the story unfolds allows a vast range of students the ability to relate. The underlying theme helps students empathize with a child that is laughed at only because of the clothing she chooses to wear. Readers that have been bullies or are bullied can see the effects on the different parties. Suki, the student being laughed at, gives students in the same situation a person to emulate. Although it is not easy, Suki with little exception stays proud of who she is and what the kimono means to her. On the other hand, students that are more prone to being the bully can see what effect the taunting does have on Suki. Although she never says anything, it is hard for her to be laughed at and it slowly begins to break down her spirit.
Another group and perspective that could relate to this story is that of racial minorities within the classroom. Suki gives students a strong example to follow. She is proud of her culture and all of the fond memories that her clothing represents. She just wishes that others understood. Once she finds a way to show her peers why these things are important to her and what they represent in her life, it is easier for them to understand and relate. This story could help students gain the confidence to take pride in their culture and share it with others. A reading like this one could encourage any student to ask questions about their own culture and genealogy as well as others.