Module 5: Chato's Kitchen by Gary Soto

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BOOK SUMMARY: 

"Chato's Kitchen" by Gary Soto involves a sly cat named Chato, living in the barrio, who formulates a plan to invite a new family of rats over for dinner.  Unbeknownst to the rodents, Chato intends to eat the family for his dinner.  Despite his concoction, he and his friend, Novio Boy, cook up a feast made of tortillas, guacamole and frijoles.  The family asks if they can bring their friend Chorizo as well, to which, Chato is all to eager as it means an additional piece of meal.  When the mice arrive on Chorizo, Chato and Novio Boy are terrified because Chorizo is a dog.  A change of plans, ends the story with all sitting down for a wonderful dinner.    

APA REFERENCE OF BOOK: 

Soto, G., (1995).  Chato's kitchen. New York: G.P. Putnam's Sons.

IMPRESSIONS: 

A former barrio resident, I am familiar with Gary Soto's text because it is the language of my childhood.  Chato's Kitchen reminds me of many residents of my neighborhood, with their Spanglish accents and need to be "cool."  This book is true to the kind of conversations one would hear should they venture into any barrio across the United States.  Soto's use of vivid details like the tortillas and guacamole both paint a beautiful image of the kitchen as well as brings rumbles to the belly.  Accompanied by Susan Guevara's illustrations, which depict the colorful scenes of a culturally diverse neighborhood. While I do not find the memories of my childhood home particularly pleasant, Soto captures a typical day in the barrio even through his fictional plot of cats and mice at dinner; for it is customary to cook large meals, invite guests over and enjoy the work accomplished in the kitchen.            

PROFESSIONAL REVIEW: 

"K-Gr 3-Chato, the coolest low-riding cat in East L.A., invites his new neighbors, a family of 'tasty' mice, to dinner, but his intentions aren't at all neighborly.  His friend Novio Boy, 'a cat with soft green eyes, sleek fur, and the loveliest growl in the barrio,' drops by and stays to share in the feast.  The mice family arrives with their friend, Chorizo, and that's when the fun begins!  Soto adeptly captures the flavor of life in el barrio in this amusing tale.  The animal characters have distinct personalities, and their language, sprinkled with Spanish phrases and expressions, credibly brings them to life.  Best of all, though, are Guevara's striking illustrations that enrich the text with delightful, witty details.  Each page exudes 'East L.A. culture,' creating vivid scenes in which bold colors and shapes combine ot increase the humor and tension in the narrative.  The characters' expressions exhibit intense emotions, drawing readers into the plot beyond the reach of the written word.  A really cool book." - Graciela Italiano

Reference

Italiano, G., and Jones, T.E., (11995).  Soto, Gary. Chato's Kitchen [Review of the 
       book Chato's Kitchen, by Gary Soto]. School Library Journal, 41(7), 69.  

LIBRARY USES: 

This is a book that I would have on display because of it's catchy title and colorful images.  Children would be drawn to the animal characters immediately.        

Module 4: A Wrinkle in Time by Madeleine L'Engle

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BOOK SUMMARY: 

Madeleine L'Engle's novel A Wrinkle in Time is a science fiction novel whose main character, Meg Murry constantly questions her place in the world.  Meg, who is one of four children from the brilliant Murry family, feels like the black sheep.  Her mother is beautiful and brilliant, her twin brothers are popular and only her younger brother Charles Wallace, a five year old, is one of few who understands Meg.  The most difficult problem in Meg's life is the absence of her father; he is a scientist who was working for the government and has not been heard from in several years.  Perhaps if rumors circulating around town that the father has left out of his own free will, would cease, then Meg would find it an easier topic to discuss.  It is the very absence of Dr. Murry that takes Meg, Charles Wallace and a new friend Calvin on an adventure with 3 creatures: Mrs. Whatsit, Mrs. Who and Mrs. Which.  Disguised as elderly women while on earth, the 3 utilize the tesseract, a science term that describes the ability to move throughout the universe in shorter distances.  As explained by Mrs. Whatsit to Meg, the creatures use this fifth dimension.  Once in the universe, the Mrs. W's change into their true form and take the children to Uriel to explain the circumstances and what must be done, which is to save her father from IT, a darkness that has taken over the planet of Camzotz.  The Mrs. W's leave the children on this planet to fight the evil that has imprisoned Dr. Murry.  With only a pair of glasses and a few words of wisdom, the children must figure out a way to save their father and in turn, the universe.  It is in the center of the city, where they discover IT, an evil brain along with Dr. Murry.  Before they can escape, IT has taken over Charles Wallace's mind, forcing Dr. Murry to abandon his youngest child.  Despite his best efforts, Dr. Murry is inexperienced with tessering and Meg suffers physically and emotionally.  She resents her fathers inability to fix everything and after some time and discussions with the Mrs. W's, she realizes it is up to her to rescue Charles Wallace.  It is through love that Meg is able to remove Charles from the grips of IT, because as it inferred, love conquers all.  The novel ends with the missing Murry's back on earth, along with Calvin, who all greet the twins and Mrs. Murry.          

APA REFERENCE OF BOOK: 

L'Engle, M. (1962).  A Wrinkle in Time. New York: Farrar, Straus and Giroux.

IMPRESSIONS: 

This is the best children's book I have ever read.  It is truly wonderful to have a science fiction novel where the awkward girl is the heroine.  Meg encompasses the difficult years that most adolescent girls experience, even if for a moment.  The Murry's are a wonderful role-model family that love learning and love each other, which makes this novel highly suitable for all.  Additionally refreshing is the idea that love is the driving force against all evil; that we are better as a human race if we all remain unique.  IT represents the darkness that often times takes over our lives and quite possibly, forces us to be like one another rather than embrace our individuality, which can have a greater impact on the world.  This novel covers many topics from science fiction to love to evil and even identity issues.  It is an uplifting story of facing our fears and conquering the worst task that could possibly be set in front of anyone; evil, which can come in many forms.  This is a novel that should be read by all children.         

PROFESSIONAL REVIEW: 

"One need only look at lists of Newbery Medal winners in the decades prior to Madeleine L'Engle's A Wrinkle in Time to recognize the novelty of the 1963 committee's choice.  Even today, the relative scarcity of youth science fiction is reflected in more recent crops of medalists; how much more surprising, then, that the historical and realistic stories dominating the pre-1963 Newbery Medalists came to be joined by a book involving tesseracts, theoretical physics, and, perhaps most startling of all, a heroine at a time when male characters like Tom Swift were most strongly associated with children's sf...Not surprising, given the book's central message about preserving intellectual and creative freedom over 'totalitarian, absolutist, and fundamentalist thinking on a level' (Voiklis' words.)  Indeed, in an era of No Child Left Behind controversy, L'Engle's comments in her Newbery acceptance speech have the same timeless resonance as her fiction: 'There are forces working in the world as never before in the history of mankind for standardization, for the regimentation of us all, or what I like to call making muffins of us, muffins all like very other muffin in the muffin tin.'" - Jennifer Mattson   

Reference:

Mattson, J., (2007). Another look at: A wrinkle in time [Review of the book A Wrinkle in Time, by Madeleine L'Engle]. Booklist, 103(18), 58-59.  

    

LIBRARY USES: 

L'Engle's book is lends itself to the making of a book trailer because of the many science fiction and physics concepts that could be displayed on a video.  The descriptions from the text are visually stimulating such as when describing the transformations of the Mrs. W's. The trailer could be played as part of morning announcements or in the background in the library or linked from the library homepage.           

Module 3: A Tree is Nice by Janice May Udry

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BOOK SUMMARY: 

"A Tree is Nice" by Janice May Udry presents all of the ways a tree serves its purpose.  The narrator takes us on a journey to discover trees of all sorts from forests to orchards and even trees that are beginning to grow in someone's yard.  Udry demonstrates that trees are more than scenery, they can provide shade and a place to play.  As you learn how a tree can be nice, she ends with a reminder that you too will want to plant a tree of your own.  

APA REFERENCE OF BOOK: 

Udry, J.M. (1956).  A tree is nice. USA: Harper & Row Publishers.

IMPRESSIONS: 

The watercolor illustrations by Marc Simont provide readers a natural visual that is not overly stimulating to the eye.  The pages switch from color to black and white, which essentially allows the pages to stand out from one another because the eye must re-focus between the two types.  Udry's story is more than a narrative; it borders between fiction and non-fiction in that information on the purpose of trees is provided.  For instance, she writes that "A tree is nice because it has a trunk and limbs" (Udry, 1956), which is a fact but then she explains that those trunks and limbs can be climbed, making trees a fun place to play.  While the story lacks plot and character development, the narrative is "nice," with its basic vocabulary and calming tone.          

PROFESSIONAL REVIEW: 

"The illustrations in A Tree is Nice, done by Marc Simont, text by Janice May Udry and published by Harper, have won the Caldecott Award...A Tree is Nice is a picture book which can be used in many ways, including the classroom; but, most important of all, it is a delight to the small child.  Despite its simplicity, it is thought-provoking and provides the child with new avenues down which his imagination can run.  A tree is nice for shade, beauty, and usefulness, for combing and playing; and it fills up the sky." - Charlemae Rollins

Reference

Rollins, C., (1956). Newbery and Caldecott awards [Review of the book A Tree is Nice, by Janice Udry]. Top of the News, 13, 14.  

LIBRARY USES: 

A Tree is Nice can be used to introduce environmental topics to students, specifically dealing with trees.  This book will activate prior knowledge on trees and set the stage for creating a unit on botany.  Students can then end a unit of study by planting trees on the school grounds, where they can learn how to grow and care for a tree.      

Module 2: Tales of a Fourth Grade Nothing by Judy Blume

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BOOK SUMMARY: 

Judy Blume's story "Tales of a Fourth Grade Nothing" follows the life of Peter Hatcher, who is a fourth grader, narrating the situations he encounters, especially those brought on by his 2 1/2 year old brother, Farley Drexel.  Fudge, as everyone calls him, is a typical toddler that is curious and full of energy.  Peter gets annoyed at how all the adults excuse Fudge's behavior and/or finds his toddler-talk adorable.  Fudge is constantly snatching Peter's belongings from his pet turtle Dribble, shoving it in the Yarby's face to wrecking Peter's Transportation poster with a magic marker.  It is after this moment that Peter finally expresses his frustration, yelling "I hate him" to his mother, who calmly reminds Peter that most of what Fudge does cannot be helped.  However, Peter has difficulty accepting Fudge's age and the behavior that come with toddlers.  Even in the end, when Fudge eats Peter's turtle.  The book ends with Mr. and Mrs. Hatcher rewarding Peter with a dog, showing him that his feelings are considered and that Fudge, although babied, does not always get his way.  

APA REFERENCE OF BOOK: 

Blume, J. (1972). Tales of a fourth grade nothing. New York: Puffin Books.

IMPRESSIONS: 

It is easy to relate to Peter's character in Tales, especially if siblings are involved.  Judy Blume creates believable characters such as Mrs. Hatcher, who loves both children and is trying to balance between allowing Fudge to be 2 and empathizing with Peter's frustration towards his younger brothers' nuisance.  The plot moves along very well, with each chapter involving a conflict of some sort that must be resolved.  This is an excellently written text for 9 and 10 year olds, who are learning to become more and more responsible, all the while, required to understand the undesired behavior of others, such as annoying little brothers.          

PROFESSIONAL REVIEW: 

"Tales of a Fourth Grade Nothing by Judy Blume. Hamburger Heaven (a typical family restaurant, specializing in burgers) What happens in this restaurant captures the group dynamic of the Hatcher family in which a little boy nicknamed Fudge seems to sabotage every family excursion. He is part fiend and part clown, and generally out-of-control. Yet, something about him is endearing. After a disastrous morning with Fudge and his mother at the shoe store, Peter, the older brother, is hoping that a meal at Hamburger Heaven will turn things around and make the outing worthwhile. This puts a lot of pressure on the meal, for Fudge’s behavior has been, as usual, atrocious.  As the three of them sit in a booth ordering lunch, Peter prays that Fudge will restrain himself and not engage in any antics that will draw attention to their family. With Fudge around, he can’t imagine eating a meal in peace or having a reasonable conversation. Since Fudge rarely holds back, the whole lunch is dominated by his attention-getting performance. His sloppy little show features the mashed potato smear, the dish of peas dump, and the big balloon pop in which he uses a fork as his popper. In this one scene, readers learn a lot about the Hatchers, and how ineffective the mother is at setting limits. They will also understand Peter’s frustration and embarrassment in having to be seen with the incorrigible Fudge, and in having to deal with his tantrums and messes. Although Peter can barely tolerate his brother, and would never encourage such behavior, he is sometimes amused by Fudge’s shenanigans." - Gary Zingher

Reference:

Zingher, G. g. (2013). Linguini on a waffle: Using restaurants as story settings [Review of the book Tales of a Fourth Grade Nothing, by Judy Blume]. School Library Monthly, 29(6), 45-47.

    

LIBRARY USES: 

Tales is the ideal book to use as a selection for a book club of fourth graders.  Students would have so much to discuss because the encounters in Peter's life are those of a typical fourth grader.  If any of the students have siblings, they will be able to relate to Peter's feelings towards his family, especially when Fudge is involved.  The librarian would be able to discuss literary elements during the book talk but mostly, the plot makes for excellent book club discussions.