Growing Up Pedro (Matt Tavares)

Title:  Growing Up Pedro

Author:  Matt Tavares

Illustrator:  Matt Tavares

Summary from the Publisher

Before Pedro Martinez pitched the Red Sox to a World Series championship, before he was named to the All-Star team eight times, before he won the Cy Young three times, he was a kid from a place called Manoguayabo in the Dominican Republic. Pedro loved baseball more than anything, and his older brother Ramon was the best pitcher he’d ever seen. He’d dream of the day he and his brother could play together in the major leagues—and here, Matt Tavares tells the story of how that dream came true.

Just the Beginning

“One sunny day in the village of Manoguayobo, Pedro Martinez sits in the shade and watches the older boys play. He wants to play too.”

Evaluation

Matt Tavares presents a compelling narrative about Pedro Martinez’s rise to baseball stardom. He begins with Pedro’s watching his brother, Ramon, play ball in their small village. Stars are in his eyes as he admires Ramon’s pitching skills.  His brother mentors him while they are growing up and even after he leaves to play professional ball. Immediately, Tavares sets the heart of the story not about baseball, but about the relationship and mentorship of the two brothers.

Years after his brother is drafted into the Major League, Pedro follows. Whenever he takes the mound, “he is a lion fighting for his food.” It is an apt description because he plays every game with everything he has in him. He remains determined and humble even when he reaches super stardom. 

Pedro has set backs and obstacles, but he always perseveres.  As Pedro succeeds, his countrymen in the Dominican Republic cheer along and celebrate with him, including his team’s experience in the American League Championship Series. 

The book ends where it begins—with the two brothers practicing back home in their village.  Pedro and Ramon never lose touch with what is important—family and community. Parents and educators can use the book to discuss important character qualities as well as to provide role models for young people. 

Brilliant watercolor illustrations round out this stunning oversized picture book, perfect for reading out loud in a classroom or cuddling up on the couch before bed. I recommend Growing Up Pedro for ages 5 and up.

Fairy Tale Friday: Cinderella (Multicultural)

Reading Mufaro’s Beautiful Daughters a few weeks ago, I was prompted to think about Cinderella stories.  It seems that nearly every culture has at least one such tale.  Mufaro’s Beautiful Daughters is not at all like the Western fairy tales I have read.  There is no evil step-mother.  The protagonist does not sit around and wait for fate. Instead, she goes on quest to meet the prince.  Along the way she completes different "tests."  Her snake companion (rather than birds and mice) is the prince in disguise!   I began reading similar fairy tales to examine:  What makes a narrative a Cinderella story?

In most contemporary Cinderella tales or retellings, a step-mother and sister(s) are the cause of hardship and oppression.  However, in The Egyptian Cinderella (by Shirley Climo) the protagonist (Rhodopis) is a slave, a Greek girl stolen as a child from her parents.   Three other slave girls in the house are envious of Rhodopis because of her blond hair, fair skin, and great beauty.  Like many of the tales, there is a benevolent father-figure.  In this case, it is the slave master.  He is oblivious of the ill-treatment the girl receives from the others.   Interestingly, in some early Cinderella tales, though, the father is the cause of the girl difficulties.   These tales have been modified or fallen out of use.   According to the Author’s Note, the tale of Rhodopis is one of the world’s oldest Cinderella stories, recorded in the first century B.C.   It is believed to be based on some truth because there was a Greek slave girl by the same name that married Pharaoh Amasis and became Queen of Egypt. 

The Korean Cinderella (by Shirley Climo) follows many of the familiar plot elements, beginning with the step-mother and step-sister being the nefarious task masters.   In this version, the protagonist is named Pear Blossom.  Most of the Cinderella protagonists are connected with nature, often through the friendship of animals.  Pear Blossom is connected by her name and through her only friends, the crickets.   She must complete several tasks in order to earn the right to attend the ball.  Each one is impossible but for the help of an animal (frog, sparrows, ox).  She eventually attends the party and marries a nobleman, rather than a king, who locates her using her lost sandal.

Adelita (Tomie dePaola) is a Mexican Cinderella story.  There are no animal helpers or direct connections to nature.   Instead, she receives help from a former servant who was her nurse maid when she was growing up.  There is no magic either. The beloved old woman reveals the location of her mother’s chest that holds what she needs to prepare for the party at the wealthy rancher’s home.  With one other exception, the other tales all use some sort of slipper or shoe.  Adelita is distinguished by her reboza (a type of shawl).  She hangs it outside her window after the party which allows the rancher’s son to identify her after the party. 

One Indonesian version is The Gift of the Crocodile (by Judy Sierra).  In this region, Cinderella tales are characterized by a heroine losing something in the river and finding a magical helper.  In this narrative, a crocodile befriends the protagonist, Damura.   Grandmother Crocodile helps the kind-hearted girl by not only retrieving her sarong but replacing it with a far lovelier one.  When the feast for the prince occurs, Grandmother Crocodile provides all that Damura needs to attend.  She successfully wins over the prince, but the step-mother and step-sister are eaten up with jealousy.  They feign kindness and reconciliation to lure her on a boat ride. The duo pushes Damura into the river where she is eaten by a crocodile.  Grandmother Crocodile rescues her.  The step-mother and step-sister flee.  From then on, Damura and her children safely splash in the river, talk to the animals, and play in the shade of the trees (again that connection to nature). 

My favorite multicultural version is Sootface (by Robert D. San Souci), an Ojibwa Cinderella Story.  Sootface overcomes horrible bullying not only from her jealous sisters but from the rest of the village.  Because she works hard all day, her hair is singed, her face is dirty, and her clothes worn out.  She does not rely on magic or a helper to transform her.  Instead, her resourcefulness and diligence provide her with the necessary items.  Another unique plot element is the “prince.”  He is a famed hunter with the ability to become invisible.   One day, he tells his sister to announce that he will marry the woman who can see him, which means the woman is kind and honest.  To verify the maiden can in fact see him, she must describe his bow.  Of course, all the women try but fail.  Sootface is the only one who is able to truly see him.  The hunter changes her name to Dawn-Light, and they marry.  Every one is pleased, except her sisters who now have to do all the cooking and cleaning. 

From all these tales, it is clear there are many variations.  As a result, defining what makes a Cinderella tale a Cinderella tale is a challenge.  I realize, also, that I just reviewed a sampling.  From it, I can conclude that in all the tales a protagonist must overcome great hardship (usually as a result of family/step-family members) to become successful (which usually means finding a husband).  In all the mainstream tales, Cinderella is humble, obedient, and diligent.  Though in some tales (especially earlier ones), she had other character qualities, such as being clever, resourceful, and, even, vengeful.  The modern world’s fascination with Cinderella tales has always amazed me.  I cannot speak for all cultures, but it seems to me that what appeals most to us as Americans is that Cinderella is the quintessential icon of pulling one’s self up by his/her boot straps to be a success.  Isn’t that what the American dream is all about?

Non-Fiction Monday: Barnum Brown: Dinosaur Hunter (by David Sheldon)

Summary of Barnum Brown: Dinosaur Hunter (by David Sheldon):

On February 12, 1873, William and Clara Brown were blessed with a son.  Inspired by the great showman P.T. Barnum, they named their child Barnum.  Like his name sake, he grew into an extraordinary young man.  His family farm was on a site that had once been an ocean.  He loved spending his days exploring and finding fossils of ancient sea creatures.  His family often read the newspaper accounts of great dinosaur discoveries. These experiences prompted Barnum to long to discover a new dinosaur.  After studying paleontology, he landed a job at the American Museum of Natural History in New York.  He was sent on in search of dinosaur fossils.  His many discoveries are highlighted, leading scientists to a greater understanding of the field and prompting a fascination in the American public. 

Evaluation:

David Sheldon wrote and illustrated Barnum Brown: Dinosaur Hunter.  The textured, multi-dimensional illustrations are a mixture of India ink, gouache, and acrylic paint.  They often mix the fantastic with the realistic, illuminating Barnum’s imagination and reality. Sheldon pulls relevant details from Barnum’s early life to reveal how he developed his passion and work ethic.  The high points of his professional contributions are depicted with enthusiasm and fascination.  This book is a wonderful contribution to biography, history, and science.  Much is published about the discoveries but little is readily available about those who helped develop and shape the knowledge we possess.   I recommend Barnum Brown: Dinosaur Hunter as part of a dinosaur unit study or leisure reading at home.  It is ideal for ages 7 and up. 

This post is linked up with other Non-Fiction Monday reviews posted at Practically Paradise.  

Trashy Town (Andrea Zimmerman)

Summary of Trashy Town:  

Mr. Gilly drives around town doing an important job:  collecting trash.  As he goes to various places in the community—the school, the pizza parlor, the park, the doctor’s office, and the fire station—the following fun, rhythmic refrain is recited:

Dump it in,

smash it down,

drive around

the Trashy Town! 

Then, the question is posed:  “Is the trash truck full yet?”  Each time (except for the final one) the answer is “No.  Mr. Gilly drives on.”  The narrative ends with Mr. Gilly depositing the trash into the dump where “up, up, up goes the truck.   Down, down, down goes the trash.”   When he is done ridding the town of all its trash, he goes home where he cleans himself up. 

Evaluation:

Youngsters will love the catchy repetition and opportunities for interaction in Andrea Zimmerman’s Trashy Town.  Younger children can respond to the question at each stop and anticipate where Mr. Gilly will go next.  Older children can recite the chant along with adult readers.  The appealing illustrations (by Dan Yaccarino) are created with simple shapes and a coherent color scheme (blues, reds, neutrals).  For added fun, there are two little grey mice on each page.   Mr. Gilly’s amiable smile and hard-working behavior provide a positive view of this community helper.   The text and illustrations emulate a sense of pride and satisfaction in a job well done.  Trashy Town is good, clean fun that children ages 2-7 will enjoy experiencing over and over again. 

Teaching Opportunities: 

• Choral Reading: Recite the repetitive stanza and question/answer together.
•  Community Helpers—Add to a unity study of community helpers or transportation.   Even though being a trashman is far from glamorous, it is an essential job in the community.  Children can learn to appreciate their important contribution as well as where the trash ultimately goes.
•  Environmental Science: The story provides an opportunity for action!  If all the trash is being dumped in our environment, what can we do to limit what we discard?  Discuss recycling and composting along with ways to limit individual trash output.   
• Character Education: Mr. Gilly has a smile on his face and a cheerful attitude.  He epitomizes what it looks like to have joyful heart no matter what job you are doing.  Children can be reminded of the importance of doing their jobs or chores with a happy heart.   
•  Creative Movement/Physical Education: Around an open area (gym, playground, field), place “trash” all around.  This can be real (paper balls, food boxes, beverage containers) or fake items (small balls, cones, athletic equipment).    Have the children in small groups first collect it into smaller containers.  Then, dump into a larger one.  The first group with a full large container wins. 
• Music: Pick a tune familiar to the students.  Write original lyrics together teaching others about littering or recycling. 
• Art: Use trash items (bottle caps, newspaper, shoe boxes, wire bits, old magazines) to create an original work of art. 
•  Writing: As a class, write a thank you note to local trash men, thanking them for their essential community service.  Teach and demonstrate the parts of a friendly letter.