THE HUNGRIEST BOY IN THE WORLD

By Lensey Namioka Illustrated by Aki Sogabe

Image Credit: www.lensey.com

1. Bibliographic

Namioka, Lensey, and Aki Sogabe. The Hungriest Boy in the World. New York: Holiday House, 2001. Print. ISBN 9780823415427

2. Plot Summary
Jiro is a young Japanese boy who puts everything into his mouth including the Hunger Monster. Jiro begins to eat everything and his parents call in the family doctor, village priest, and a medium to figure out why Jiro is eating everything including a fish net and his blanket. With the help of a puppet and a puppeteer, they lure the Hunger Monster out of Jiro. The Hunger Monster gets swept out the door.

3. Critical Analysis
THE HUNGRIEST BOY IN THE WORLD appears to be an old folktale but the author does not include this information if the story is indeed a folktale. Jiro is the main character of the story who is always hungry due to the Hunger Monster and takes every ones food. We also see a family that cares for their son and would do anything to cure him. Many children will find this story humorous due to Jiro eating his blanket, fish nets, seaweed, and fish guts.

There are many culture markers present in this story. These cultural markers include food, customs, doctors making house visits, and fisherman as an occupation. Many of the names include Jiro, Taro, and Awaji which are names we would find in the Japanese culture. The readers is also introduced to the bowing custom to show respect and thankfulness. "Jiro's father bowed back. 'Our food is poor, but we are honored by your presence. Please don't hold back.'"

The illustrations are full page with bright colors and many details including food and objects that Jiro is eating. The skin color is light brown and the clothing is traditional Japanese. We also see tables low to the ground, pallets on the floor, and the style of houses found in Japanese.

Due to the story line and bright illustrations, I would recommend this story for a read aloud. Many children would enjoy hearing a story about the Hunger Monster.

4. Review Excepts
~SCHOOL LIBRARY JOURNAL (4/2001): "The story is told economically but with wit and humor. Sogabe's illustrations, created using cut paper over rice paper that has been colored by airbrush or watercolor, complement the text with their elegant simplicity."

~BOOKLIST (4/2001): "The silly, farcical story is spiced with images kids will love (Jiro eats "a bucket of fish guts,"for example), and Namioka adds to the story's texture with family dynamics every kid can relate to. Sogabe's striking, cut-paper-and-paint illustrations extend the comedy with full-page pictures of round-cheeked Jiro that kids can spot at a distance. A good choice for reading aloud."

5. Connections

~Students could write a continuing story of what happened to the Hunger Monster after his left Jiro.

TEA WITH MILK

By Allen Say

Image Credit: www.barnesandnoble.com

1. Bibliographic

Say, Allen. Tea with Milk. Boston: Houghton Mifflin, 1999. Print. ISBN 0395904951

2. Plot Summary

May was a young girl who grew up in California with her family. Her family became homesick for Japan and decided to move back when May graduated from high school. In Japan, May had to attend more school and was an outsider to others. May left home and found a job in Osaka where she worked at a department store working with customers who speak English. There she meet Joseph and they became friends.

3. Critical Analysis

TEA WITH MILK by Allen Say is historically based. This is a story about Allen Say's mother and how she struggled as a Japanese woman in Japan and how she met his father. With each page, the readers will be anxious to see what will happen next in the story. This story has a meaning that many young children may not understand. May learns that she can make a home for herself in any country including Japan. "May, home isn't a place or a building that's ready-made and waiting for you, in America or anywhere else."

Cultural markers present include the reference to kimonos that women wear in Japan and sitting for long periods of time. We also learn that May was expected to arrange flowers and write in calligraphy. "Gaijin" which means foreigner was used several times in the story. The meaning of the word could be found in the following sentence.  May also refers to food that is no longer available to her including pancakes, fried chicken, and spaghetti.

The illustrations are full page with print on the facing page. The illustrations do a wonderful job of showing May's emotions. At the beginning we she her as a happy child in front of her home and the American flag. We also see the angry emotions on her face when she is back in Japan. The illustrations resemble photos with delicate detail and color.

4. Review Excepts

~PUBLISHERS WEEKLY (3/1999): "His exquisite, spare portraits convey emotions that lie close to the surface and flow easily from page to reader: with views of Masako's slumping posture and mask-like face as she dons her first kimono, or alone in the schoolyard, it's easy to sense her dejection. Through choice words and scrupulously choreographed paintings, Say's story communicates both the heart's yearning for individuality and freedom and how love and friendship can bridge cultural chasms."

~SCHOOL LIBRARY JOURNAL (5/1999): "This is a thoughtful and poignant book that will appeal to a wide range of readers, particularly our nation's many immigrants who grapple with some of the same challenges as May and Joseph, including feeling at home in a place that is not their own."

5. Connections

~Research more about the history of tea with milk and enjoy a serving of tea with milk

~Students can interview older generations in their family that may have moved to a different state or country with emphasis on how they adapted. 

THE YEAR OF THE DOG

by Grace Lin

Image Credit: www.bookpage.com

1. Bibliographic

Lin, Grace. The Year of the Dog: A Novel. New York: Little, Brown, 2006. Print. ISBN 0316060003

2. Plot Summary

Grace is a Taiwanese/Chinese American who is celebrating "the Year of the Dog." Grace, as known as Pacy, knows that this means a year of good luck. Grace becomes friends with Melody who is also a Taiwanese/Chinese American and these two friends share many things in common including life in America, school, and friendships.

3. Critical Analysis
In THE YEAR OF THE DOG, the main character of the story is Grace who is growing up in America. Many of the people at her school see her as Chinese and she doesn't seem to fit in with Americans. The Chinese see her as too American and therefore she is faced with trying to find where she belongs. We also see reference to FIVE CHINESE BROTHERS when Grace and her friend Melody go to the library and ask for a Chinese book. "Those aren't real Chinese people, though...Your brother doesn't have a ponytail." With this event the reader is told that not all Chinese people look the same. Grace and Melody become good friends and find that each one of them is different and valuable. Grace finally understands that she is accepted in America when she gets an applause for a munchkin part in the Wizard of Oz play and when the book she writes about a Chinese American girl get fourth place in a contest. 

There were many culture markers present in the story including Grace's mom telling of past events that happened to her when she was growing up in China. We also learn of various food that is eaten by Chinese people including tofu, rice pudding, and fired dumplings. The reader is introduced to a "Red Egg" party to welcome the new baby of the family. When Grace's mom tells her stories of growing up in Chinese, we learn about the school inspector, women binding their feet, how her mother had to learn to adjust to living in America. A few Chinese words were in the text and the meaning of the words could be found a sentence or two later in the text. 

Illustrations in the book included various drawings by the main character of the story. The drawings were all back and white, but included details to help the readers see how fried dumplings look, their thanksgiving dinner, and how to color an egg red.  

This is a wonderful story for any child who is having a hard time fitting in with others. I would recommend the book to children in 3rd to 5th grade and advanced second graders. I would also like to read the sequel THE YEAR OF THE RAT.

4. Reviews Experts
~KIRKUS REVIEW (12/2005): "Elementary school readers will enjoy the familiar details of school life and the less familiar but deliciously described Chinese holiday meals. Interspersed with the happenings of daily life are her mother's stories of Pacy's grandparents' lives and her own struggles as a new immigrant. Occasional black-and-white drawings by the author enliven the text. This comfortable first-person story will be a treat for Asian-American girls looking to see themselves in their reading, but also for any reader who enjoys stories of friendship and family life."

~PUBLISHERS WEEKLY (1/2006): "The well-structured story, divided into 29 brief chapters, introduces traditional customs (e.g., Hong Bao are special red envelopes with money in them, given as New Year's presents), culture and cuisine, and includes several apropos "flashback" anecdotes, mainly from Pacy's mother. The book's inviting design suggests a journal, and features childlike spot illustrations and a typeface with a hand-lettered quality. Girls everywhere, but especially those in the Asian-American community, will find much to embrace here." 

5. Connections

~Students could research more about Chinese celebrations including "The Year of the Dog"

~Read the sequel THE YEAR OF THE RAT