Go Singing through the World: The Childhood of Pablo Neruda (Biography)

Go Singing through the World: The Childhood of Pablo Neruda

Written and illustrated by Deborah Kogan Ray
(Biography/Primary-Intermediate reader)

Go Singing through the World is the story of the now famous poet Pablo Neruda’s early life growing up in the town of Temuco in Chile. Always curious with an adventuresome spirit, Pablo observed the world and loved stories and words. With the help of a teacher, Pablo finds his true voice through poetry.

Biographies tell narrative stories about a person’s life and can range from fictional to factual (Galda, 2010, p. 285). Go Singing through the World is an example of an episodic biography, focusing on Pablo Neruda’s childhood. The book combines biographical information from Neruda’s early life and excerpts from his writing, particularly his memoirs and autobiographical poetry, set in italics, to paint an authentic portrait of his experiences (Ray, 2006).

Key characteristics of the biography genre include accuracy, setting and plot, portrayal of subject, style, themes, and illustrations (Galda, 2010). The author drew from several sources to create this book. She includes condensed biographical information for Pablo Neruda and Gabriela Mistral, Neruda’s influential teacher and mentor, in the end pages. Ray also includes a chronology of important events in Neruda’s life and acknowledgments that credit her sources for the writings and poetry of Neruda woven into the book. All of these notes help ground her story in fact, though the overall tone of her writing is fluidly narrative-based and not a stark account of facts or dates. The book clearly gives the reader an understanding of Neruda’s origins, his family, his struggles as a child (including a stutter) and how his eventual identity as a writer was shaped by this. These are the physical and social details of Neruda’s life, the setting and plot, that contribute to a fully developed picture of Neruda.

Ray’s portrayal of Neruda is complex. His character is not overwhelmed by the legend of the man he becomes, but is rooted in being a child: when his father leaves to work on the railway, Neruda worries about him; Neruda finds comfort in his stepmother, the only mother he remembers; he plays in the nearby rainforest; he knows what it’s like to feel like an outsider at school. Themes include growing up, finding one’s voice, loneliness, nature, and art.

Ray’s stylistic choice to incorporate Neruda’s writing into the book infuses the story with the subject’s own voice. The author chooses this material carefully, making sure it enhances and illustrates the story instead of distracting from it. Neruda's writings enter her narrative seamlessly. An illuminating section written by Neruda about his father effectively offers the reader Neruda’s unique perspective of one man who was hugely influential in his life. “It’s my father. The centurions of the road surround him: railway men wrapped in wet ponchos, steam and rain cloak the house with them, the dining room was filled with hoarse stories, glasses were drained” (Ray, 2006).

This is a picturebook and the illustrations help place the reader in Neruda’s world. Maps of Chile and Temuco in 1906 decorate the front and back endpages and pastdowns to give the reader a sense of Neruda’s environment. Throughout the book, Ray’s use of color in her paintings differentiate between the natural landscape of Neruda’s town and the people and life within it. Representational scenes with rough texture help set the story in the past.

ACTIVITIES:

1. This book contains samples of Neruda’s meditations on nature and his environment. Have students write a short free-verse poem about their town, neighborhood, or home.

2.  Use the study of Pablo Neruda to learn more about Chile’s culture and landscape. Create a poster with the class drawing information about Chile from the text and additional information from other resources. Compare and contrast the Chile/Temuco of Neruda’s childhood (early 1900s) with today.

READER RESONSE QUESTIONS:

1. Why do you think Pablo liked spending time outside in the rainforest so much? Do you have a special place you like to be?

2. Pablo has an influential teacher and mentor in Gabriela Mistral. What makes her so important to him and to this story? What adult or teacher has made a positive impact on your life?

3. What did you learn about Pablo from his trip to the villages in Araucania?

The illustrations and language in this book work together to create a beautiful, fluid depiction of young Pablo Neruda. This book is also an example of multicultural literature in that is offers readers a glimpse of life in another country and culture, presenting this diversity of life experience respectfully and positively. Be sure to note Neruda's poem, “Poetry” printed in its entirety after the story in the original Spanish and the English translation.

Resources

Galda, L., Cullinan, B. E., & Sipe, L. R. (2010). Literature and the child (7th ed.). Belmont, CA:

            Wadsworths, Inc

Ray, D. K. (2006). To go singing through the world: the childhood of Pablo Neruda. New York:

Farrar, Straus and Giroux.

Images from http://www.dkray.com/books/neruda.html

Elephant Talk: The Surprising Science of Elephant Communication (Nonfiction)

Elephant Talk: The Surprising Science of Elephant Communication

By Ann Downer

(Nonfiction/Advanced reader)

If you’ve ever gazed in wonder at an elephant and wondered about their trunks, the sounds they make, the way interact with one another, Elephant Talk is the book for you. While focusing on the science of elephant communication, this book delves into many facets of elephant life and is full of facts that are sure to astound you.

Elephant Talk is a nonfiction book; it presents information and facts about elephants (Galda, 2010, p. 304). There are several criteria for evaluating quality nonfiction works including accuracy, organization, design, and style. Elephant Talk includes an author’s note presenting Downer’s relationship with the information and personal investment in elephant conservation (a possible source of bias) as well as resources for readers get involved and help elephant populations. The book also includes a basic dictionary of elephant sounds, index, source notes, an extensive bibliography, and print and online resource for curious readers to learn more. This book presents much of its information as fact, which is why citing sources is important to its sense of accuracy. However, some information expressed is shown to be conjecture or theory only, for example, “At the beginning of the nineteenth century, scientists think there may still have been 27 million elephants in Africa” (Downer, 2011, p. 83).

Organizationally, the book is broken into chapters on specific topics including herd relations, elephant calls and sounds, infrasound, and body language, presenting a logical way to travel through the information. The author interweaves bits of narrative to present real scenarios so readers can understand the context of elephant behavior and life better. Interspersed within the chapters are pages that highlight facts (see image below), an interesting side note about elephants or a scientist’s research, and even matching games to test reader’s knowledge or guesses about elephant behavior. Occasionally, the placement of these one-off pages may interrupt the flow of the longer chapter, but readers can always come back to them after finishing the entire chapter. Cues from font color, size, and style help keep readers on track as they read through a chapter.  

The book is designed with many wonderful photographs of elephants in different settings, close-ups of their feet, trunks, and mouth, and of researchers and other humans interacting with them. These images help illustrate the information being presented. A close-up of the tip of an elephant’s trunk shows vibrissae, or whiskers, pairs with a discussion on what researchers are still learning about elephants’ trunks (Downer, 2011, p. 59). The book’s style reveals the writer’s enthusiasm for the subject (Galda, 2010, p. 308) Her inclusion of storytelling gives context and life to the information she presents. Subheadings often have a playful sound (“Elephants on tiptoe,” “A whole lotta shakin goin’ on”), encouraging readers to continue on. Elephant Talk also incorporates a great deal of scientific terminology which is defined and used in a way so readers can learn about the term or concept naturally. Still, the vocabulary level of this book places it at a more advanced reading level.

ACTIVITIES:

1. This book includes website links to listen to elephant sounds described in the text. Have students listen to these sounds together. In small groups, have students research an audio file of a more complex elephant call or conversation and identify all the different sounds they hear in the audio. Have them present their findings to the class.

2. This book focuses a lot on animal conservation. Along with information presented in the book, have students conduct additional research of their own to see other views of animal conservation. Students can write a short paper expressing what they found in their research and their own opinion, supported by sources, on elephant conversation.

These activities align with St. Leo’s core value of respect because they provide opportunities for students to express opinions and findings to a larger audience with the understanding that their exchange of ideas and any potential differences of opinion will be met with respectful dialogue rather than judgment. Activity two, in particular, seeks to explore varied viewpoints on the subject of animal conservation, recognizing that even in our differences of opinion, we can be unified by the respect we show one another.

READER RESPONSE QUESTIONS:

1. Elephant Talk describes ways in which elephants communicate through body language (Chapter 4). Identify any elephant cues described in the book that you as a human might be able to understand. Describe at last three examples from your own life of humans communicating through body language.

2. Chapter 1 talks about living in a herd. Compare and contrast aspects of elephant and human society.

3. Write 2-3 questions you have about elephants or animal conservation after reading this book. What information did the book offer relative to your questions and why do you want to learn more?

I found this book fascinating and learned so much about elephants, one of my favorite animals, from every page. I was especially drawn into the narrative portions of the book, the photographs, and the researcher highlights. Readers will be challenged by the academic, though accessible writing and come away looking at elephants in a whole new way!

Resources

Downer, A. (2011). Elephant talk: the surprising science of elephant communication.

Minneapolis, MN: Twenty-First Century Books.

Galda, L., Cullinan, B. E., & Sipe, L. R. (2010). Literature and the child (7th ed.). Belmont, CA:

            Wadsworths, Inc

Images from https://www.lernerbooks.com/products/t/11278/9780761357667/elephant-talk

Number the Stars (Historical Fiction)

Number the Stars, by Lois Lowry 

(Historical Fiction/Intermediate reader)

Number the Stars, by Lois Lowry, tells the story of young Annemarie Johansen who lives in Nazi-occupied Copenhagen during World War II. Annemarie’s best friend Ellen is Jewish, and when the German soldiers begin to separate out the Jewish families in town, Annemarie and her family must act to help Ellen’s family and others get to safety.

Number the Stars falls into the historical fiction genre, realistic fiction set in the past. The book is part of this genre because while its characters did not exist or live out this particular story, they could have. The book is set in a real time and place, Copenhagen, Denmark, 1943. Author Lois Lowry has researched her topic and setting well so that the story is historically accurate, although it is fiction. Lowry even includes an afterword that offers factual support to the information she has presented in the story. For example, a memory she gives to Annemarie’s younger sister Kirsti about being awakened by “fireworks” for her birthday is based on an actual event that took place in 1943 when the Danes sunk their naval fleet to keep the ships out of the hands of the Germans (Lowry, 1989, p. 31-32, 134).

The characters behave believably and the plot grows from historical facts, two additional characteristics of good historical fiction. The Johansen family are a fictional example of people who helped Jews escape to Sweden through well-documented methods (in this case on fishing boats). They approach the task with a realistic combination of bravery, fear, and sense of duty. Annemarie is also believable in that she gradually gains a greater awareness of the gravity of events surrounding her by observing her environment and the way her parents behave. The entire book is infused with history without letting it overwhelm the storytelling. German soldiers with rifles and helmets patrol neighborhood streets, Annemarie and Kirsti snack on bread, without butter because there is no butter or sugar to be had (Lowry, 1989, p. 9).  

Themes include war, bravery, discrimination, love, and growing up. These themes reflect the era but are of lasting value (Galda, 2010, p. 259). The book is written in English, but we know the characters are speaking other languages (Danish and German). Annemarie mentally comments on one soldier’s Danish being very poor after he asks stops she and Ellen for running in the street Lowry, 1989, p. 3). This style of writing allows Lowry to write for an English-speaking audience while being true to her characters and the story. She does include some Danish street names and other cultural references for authenticity.

There are no illustrations in this book, but the front cover has a black and white photograph of a young blond girl we might imagine to be Annemarie with a golden Star of David necklace printed over the photo. The necklace holds special meaning to the story and provides the only color on the cover, giving it a place of importance.

ACTIVITIES:

1.     Pair this book with a history segment on World War II. Assign chapters individually and read together as a class throughout the module to give students a chance to connect with characters who lived during that time. Make a poster to keep track of students’ questions, predictions, and observations while reading. Come back to these ideas as students learn more from the book and more about the era.

2.     Encourage students to keep a list of words and descriptions that paint a picture in their minds as they read. Have each student create an illustration for a different scene or setting in the book. Combine all the illustrations to create a picture book to accompany the text.

READER RESPONSE QUESTIONS:

1.     What themes do you see in the book? Can you relate to any of these themes? Give examples from your own life that connect with themes from the book.

2.     Annemarie’s late sister Lise comes up quite a lot in this book. What is Lise’s significance to Annemarie? To Annemarie’s parents? To the plot?

3.     What do you think of Annemarie’s approach to interacting with the soldiers she encounters on the way to deliver the important package to her uncle? What might you have done in the same situation?

This is a moving story filled with love and suspense. The characters are immediately lovable, and their stories keep the reader invested all the way through. I would recommend it for advanced intermediate readers because of the subject matter. Although the book doesn’t contain a great deal of violence, there is the ever-present threat of violence made more real, perhaps to readers who are familiar with WWII history. Because of this, I think it would be a good piece of literature to use when introducing WWII material.

References

Galda, L., Cullinan, B. E., & Sipe, L. R. (2010). Literature and the child (7th ed.). Belmont, CA:

Wadsworths, Inc.

Lowry, L. (1989). Number the stars. New York: Houghton Mifflin Harcourt Publishing Co.

Cover image from https://www.amazon.in/Number-Stars-Lois-Lowry/dp/0395510600

Lon Po Po: A Red-Riding Hood Story from China (Multicultural)

Lon Po Po: A Red-Riding Hood Story from China

Translated and illustrated by Ed Young

 (Multicultural/Folklore/Primary-Intermediate reader)

Lon Po Po tells the story of three sisters, Shang, Tao and Paotze who are left home alone when their mother goes out to visit their grandmother for her birthday. A wolf comes to their house, disguised as their grandmother and the children must try and outwit the wolf to stay alive.

Multicultural literature can take many forms. Lon Po Po is an example of “culturally rich” literature (Galda, 2010, p. 24) in that it is an example of a story embedded in a particular culture. This story comes from the Chinese folklore tradition. Elements of the story naturally root it in its cultural heritage. For example, the title, Lon Po Po comes from the Chinese for Granny Wolf. Additionally, the sisters climb a gingko tree, native to China, to get away from the wolf under the pretense of picking nuts for their Granny.

While the story is rooted in its culture of origin, readers will be able to recognize universal elements of other Red Riding Hood folklore such as the wolf disguising itself as the children’s grandmother and the children slowly discovering the wolf is not what it seems, “Po Po, Po Po, your hand has thorns on it” (Young, 1989). Readers will also be able to identify the clear traits present in the characters as is typical of folkore as well as universal themes. The wolf is deceptive. Two of the sisters are more naïve and initially believe the wolf’s charade, but one sister is older and wiser and leads her other sisters to safety as they outsmart the wolf. Good triumphs over evil.

This book does contain pictures and the illustrations further add to the story telling. The author/illustrator has chosen to illustrate the book in a way that blends the old and the new, using techniques from “ancient Chinese panel art with a powerful contemporary palette of watercolors and pastels” (Young, 2010). This approach serves the book’s sense of cultural diversity and fits the subject matter very well. The cover features a darkly colored wolf whose form wraps around the back of the dust jacket. The figure is placed on an orange-red background. This design gives the reader a clear sense of the subject matter and the danger within the story. The illustrations inside the book tend to be of a dark color palatte and impressionistic style. Landscapes especially are less sharply defined, focusing instead on capturing a “fleeting impression of reality” (Galda, 2010, p. 83). Rough texture created through intentional line marks further builds this impressionistic style. Young uses elements of design to his advantage in his images, casting the wolf as a large, powerful presence both in terms of size and location on the page as in the picture below.

ACTIVITIES:

1.     Read another version of the Red Riding Hood story and have students compare and contrast between the two tales. Pay attention to the settings, perhaps both are set in the country, but the representations of the plants are different. Consider the cultural meaning of these similarities and differences.

2.     Create a lesson on Chinese panel art to give students greater context to the illustrations in Lon Po Po. Have students create their own illustrations inspired by this ancient form.

READER RESPONSE QUESTIONS:

1.     Why does the wolf keep blowing out the candles? What does light represent in this story?

2.     What do you make of the ending of the story where the wolf’s heart is broken into pieces by his fall?

I love this book as a way to introduce children to another culture through a familiar tale. Being exposed to similarities in structure and characters across cultures as well as differences in plot and setting will broaden students’ views of the world. Even though the subject matter may be a little frightening for younger readers, Young’s illustrations have a beauty and appeal even in their more intimidating moments.

References

Galda, L., Cullinan, B. E., & Sipe, L. R. (2010). Literature and the child (7th ed.). Belmont, CA:
            Wadsworths, Inc.

Young, E. (1989). Lang Po Po. New York: Philomel Books.

Both images from: https://gatheringbooks.org/2011/02/01/lon-po-po-a-red-riding-hood-story-from-china-by-ed-young/