Shen's Books: A World of Stories

I'm a niche blogger. I know that and I still sleep at night. I will not be in anyone's top ten list unless, of course, the list is titled "Best Blogs for Helping Upper Elementary and Middle School Teachers Use Picture Books in Their Instruction."

But even then, I'm not a sure thing.

But being a niche guy, I love to explore books from niche children's publishers. Like my blog, they choose to focus their efforts on a single purpose. I've blogged about Lee and Low in the past, and that publishing house absolutely fits this description. But now let me introduce you to Shen's Books.

In their own words,

Shen’s Books is a publisher of multicultural children’s literature that emphasizes cultural diversity and tolerance, with a focus on introducing children to the cultures of Asia. Our incredibly talented authors and illustrators have created books for elementary grade children that reflect the highest standards of art and literature.

Through books, we can share a world of stories, building greater understanding and tolerance within our increasingly diverse communities as well as throughout our continuously shrinking globe.

I checked out their web site and many of their books, and they absolutely deliver on these promises. But while providing a much needed emphasis on multicultural storytelling, they in no way skimped on storytelling and illustration, the very heart and soul of picture books.

In Grandfather's Story Cloth, for example, young Chersheng is upset by his grandfather's memory loss due to Alzheimer's disease. His memories seem to return when Grandfather studies the images on the story cloth he created while in a refugee camp following the Vietnam War. Even then, Chersheng wonders why the memories end there. Why didn't grandfather create another story cloth to illustrate his immigration to America and the new life he made? Chersheng discovers a way to make that happen.

For me, this book generated many possible connections for classroom study:

• Like Mem Fox's Wilfrid Gordon MacDonald Partridge, this books holds many possibilities for discussions of memory, as well as our relationships with older generations. Like that book, Grandfather's Story Cloth doesn't offer solutions but understanding. See the guiding questions at a previous post for Wilfrid Gordon; many can be adapted for use with Grandfather's Story Cloth.
• Many grade level curriculums include units on immigration, and this book provides a glimpse of a cultural group that is often forgotten when discussing this topic. The Hmong people who helped the United States during the Vietnam War sacrificed their loved ones and their homeland, and came to America as true refugees. What conflicts were evident in their struggle to acclimate to this new country, while trying to maintain the memories and traditions of the old?
• Many picture books employ quilts as metaphors for relationships. This book uses a similar symbol, but in a way that isn't contrived. How is Grandfather's Story Cloth similar in theme to Valerie Flournoy's The Patchwork Quilt? What do both books tell us about our relationships with our family members?
• Teachers may wish for students to explore other ways in which cultures have recorded their stories: How is this story cloth similar to ancient petroglyphs found the world over? How is it similar to Sioux picture writing, to Egyptian hieroglyphics, to the Bayeux Tapestry? Do we as a culture still share messages in a similar way?
  

Chinese History Stories: Stories from the Zhou Dynasty is a collection of fantastic stories about "foolish kings, clever scholars, brave generals, and kind-hearted princesses." The best part? They're all true!

Students will recognize universal themes of bravery, sacrifice, and loyalty while at the same time learning "just enough" about Chinese history and culture to allow these stories to transcend simple anecdotes. I love that each story is illustrated by a different artist; this definitely adds to each tale's unique personality. Stories from the Zhou Dynasty is the first book of a two volume set (the second volume tells tales of China's Imperial Period, from 221 BC to 1911 AD).

How could teachers use this book in the classroom?

• I would absolutely use this book as a theme setter (an introductory book) before launching into a novel study. If I were about to teach a novel on the theme of loyalty, determination, or loss, I could easily find a story in this collection which would enable my students to construct their own understandings and connection to those themes.
• Each of the nineteen stories can act as a writing model. Following a read aloud of one of these tales, the teacher might ask: How does the author draw a picture of each character so quickly? What devices are used to move the story line? How is what's left out of the story as important as what's included? What are readers left to infer for themselves?
• Students can draw conclusions about Chinese culture and customs from the stories. What does this story teach us about Chinese culture? Would or could this same story take place in our culture? Have we heard similar themes in tales from other cultures?

For the younger crowd, Cora Cooks Pancit (written by Dorina K. Lazo Gilmore and illustrated by Kristi Valiant) is a definite winner. Little Cora is eager for her chance to act as Mama's assistant chef, and when the time comes, it's pancit that they create. What's pancit? What better way to find out than to read the book and then use the simple recipe included in back to create that same Filipino dish in your own classroom.

This book has received very high marks in picture book circles (yeah, that cool crowd in which I so often travel), and would be a great addition to any elementary unit on families, cultures, heritage, foods, relationships, or immigration. I love the big, lush pictures, as well as the many perspectives from which the reader is allow to view the action. (A great book to tie in with some old favorites of mine by Nora Dooley: Everybody Brings Noodles, Everybody Cooks Rice, Everybody Bakes Bread, and Everybody Serves Soup. These terrific titles discuss the similarities of cultural cooking in a fun way).

I recommend you visit the site for yourself (be sure to enter the drawing for free books). You'll find that while this publisher does specialize in certain topics, the variety of the books it offers is quite large. In addition to the historical tales I mentioned above, Shen's also produces more traditional nonfiction titles about Asian culture including D is for Doufu: An Alphabet Book of Chinese Culture (in addition to Romanized versions of the words, Chinese pictograms are frequently included), and Land of Morning Calm: Korean Culture Then and Now.

Seeing Through New Eyes

The Seeing Stick
written by Jane Yolen
illustrated by Daniela Jaglenka Terrazzini

The Seeing Stick was originally written by Jane Yolen in 1977, and was a recipient of the Christopher Medal in 1978. The book tells the tale of young princess Hwei Ming, whose name, when translated to English, means “the lightless moon on the last day of the month...becoming luminous.” This is a fitting name, for the princess is blind, and enjoys none of what she is given due to the darkness of her world.

Hwei Ming’s father, the emperor of Peking, announces that if anyone can help his only daughter to see, that person will be rewarded with fortune in jewels. In rhythmic prose begging to be replicated the author writes:

"Monks came, of course, with their prayers and prayer wheels, for they thought in this way to help Hwei Ming to see. Magician-priests came, of course, with their incantations and spells, for they thought in this way to help Hwei
Ming to see. Physicians came, of course, with their potions and pins, for
they thought in this way to help Hwei Ming to see..."

but none can find a cure.

A solitary old man hears the emperor’s request, so he travels a great distance to Peking. “The sun rose hot on his right side, and the sun set cool on his left” provides the reader with the idea that the journey is long and not undertaken lightly.

When the old man finally arrives, clothes tattered and dirty from his travels, he is turned away by the city guards. But through cleverness and creativity the old man is brought before the emperor, and there he is able to show the princess a new way of seeing (no spoiler here!). Hwei Ming then becomes a teacher to other blind children of Peking. Only on the last page does the reader discover that the old man was blind as well.

My first concern as a teacher is to ask, "Does this book's treatment of blindness minimalize or stereotype that condition?"

In researching that question, I came across an excellent article in the Future Reflections, a publication of the National Federation for the Blind. In the The Lack of Insight in Children’s Literature Regarding Blindness by Merry‑Noel Chamberlain, the author takes to task many authors' rather contrived treatments of the topic of blindness. Their books, she argues, fall prey to nine stereotypes. But in speaking of The Seeing Stick, Chamberlain says:

Like Knots on a Counting Rope, this folk tale is successful in avoiding the nine stereotypes about blindness... While there were earlier ‘hints’ that the man was blind, that fact was not truly revealed until the end of the book. Thus, the young readers, who may not know much about blindness, would probably think of this character as simply an ‘individual’ and not a ‘blind person.’ The author showed that a blind individual is quite capable of traveling without a sighted escort, and she did this without suggesting that he had miraculous powers. By the same token, The Seeing Stick did not portray blindness “as total tragedy.” The book did show the grieving of Hwei Ming’s father, but this was later turned around when Hwei Ming learned some alternatives. There might have been a touch of Dr. Jernigan’s themes of “Blindness as a perfect virtue” and “Blindness as purification” in the characterization of the princess. She seemed to be disconnected with the world around her or somewhat shy. Apart from this, however, the book educated its readers about blindness in an accurate and dignified manner.

So the wonderful narrative of Jane Yolen not only stands the test of time, but it stands the test of current theory and practice. But understand what's equally cool about this new edition are the incredible illustrations by Daniela Jaglenka Terrazzini. Like the original version, the first pictures are monochromatic; color is slowly introduced as the old man enters Peking. But in this new edition, the full color pages, (reminiscent in their flowery detail and complexity of medieval manuscripts and Chinese calligraphy), are printed on glossy paper, with many elements of each illustration raised off the page, so the images can be almost read with the fingers. I've read an incredible number of picture books, but the beauty of these pages was a surprise even for me. I was, quite literally, seeing the story in a new way.

This book would make a wonderful addition to any well-rounded collection of international tales. It should also find its place into any unit or discussion on disabilities, perhaps better called differences (see this lower grade unit on Studying Differences through Literature for some ideas). If you're looking for some other picture books on differences, this list from the ESSL Children's Literature Blog is a good start, as is A Guide to Children's Literature and Disability.

Some 300 books into her career, Jane Yolen continues to be an incredible agent of change for children's literature. Be sure to visit her site to view her other titles, as well as the great collection of resources and interviews collected there.

One Grain of Rice

One Grain Of Rice: A Mathematical Folktale
by Demi

Universal Themes:Cause and Effect, Change, Ingenuity, Magnitude, Patterns, Resourcefulness, Wisdom

Before Reading Questions

• Who here receives an allowance? Are you required to work for that allowance?
• Would you walk my dog each day if I paid you $2.00 a day? Would you do it if I paid you just one penny a day?
• Suppose I paid you one penny on the first day, two pennies on the second day, and four pennies on the third. What pattern develops? Would you work for that pay for one whole month? Let's each make a guess as to what the total number of pennies would be by the month's end.
• Today's tale is set in India. Who can locate India on our map? What can you tell me about India?

Summary

Long ago in India, a raja ruled wisely and fairly. Or so he thought. He was wise in that he required much of the rice that was grown to be stored away, in case of famine. He was fair in that he would provide the people of the land with rice, should famine ever strike.

When it does, however, the raja is reluctant to let the rice go (even though it was never his, of course). "Who knows how long the famine will last?" he wonders to himself. "What if there is finally no rice left, not even for the raja himself?"

One day a clever young girl named Rani does a small favor for the raja, who wished to reward her accordingly. He's surprised when she asks for just one grain of rice. Today, that is, and then two the next day, and four the next, and so on for thirty days. The raja agrees, stunned that the girl should not want more.

Over the next thirty days we see the rice being delivered by a colorful procession of animals. We also see the amount of grains delivered each day growing larger and larger, until the author/illustrator is forced to use fold-out pages to show the dozens of elephants required to bring the rice on the last day.

As Demi proves in her chart at the book's close, this simple doubling pattern produces 1,073,741,823 grains of rice (compounded total) by the end of thirty days. If this were pennies, the sum would total $10,737,418.23.

The raja is dumbfounded by the math, and dismayed by his new-found scarcity of rice. Rani informs him that the rice will be used to feed the people, but that she will leave a basket for him if he promises to be "wise and fair" from then on. And he does.

After Reading Questions

• Were our guesses about the total number of pennies for thirty days close to what Rani received?
• At the beginning of the book, the raja believes that he is wise and fair. If that's so, then why wouldn't he share the rice with his people?
• At what point did the raja begin to realize the effects of the doubling?
• Why didn't the author tell us about every single day?

Extension Ideas: Language Arts

• Compare this book to The King's Chessboard, a similar mathematical tale also set in India. Have students discuss and list the differences. They may also want to compare and contrast the two rulers, and compare and contrast the two beneficiaries, noting their motives in their requests for the odd form of payment.
• The book is full of authentic, specific words such as implored, famine, and plentifully. Discuss with students how context clues helped to define those words. If a word could not be defined through context clues, did that affect the reading of the story?
• Compare this story to other Indian folktales. Are there common characters or themes?

Extension Ideas: Math

• Rather than offer math ideas, I would like to introduce my readers to Mathwire, an awesome math site which features lesson plans for math-related picture books, as well as free, downloadable related resources for classroom use. For One Grain Of Rice, for example, the site features a lesson plan with pdf handouts, and an interactive website called The Million Dollar Mission. 
• On that same Mathwire page you'll discover Two of Everything, a Chinese folktale describing a pot which has magic doubling powers. This book makes another terrific comparison piece for discussion.

The Empty Pot

The Empty Pot
by Demi

Universal Themes:
Choices, Consequences, Honesty, Integrity, Virtue

Before Reading Questions

• Who has ever heard the expression that “honesty is the best policy”? What does that mean?
• How many of you have chores that you’re expected to do at home? How many of you complete those chores on your own, without nagging from your parents?
• Today’s tale is from China. Who can locate China on our map? What do you know about China?

Summary

The ancient Chinese emperor has decided that it is time for him to choose a successor to the throne. The flower-loving ruler decides that this shall be accomplished through a contest. Each child will be given a seed and told to do their best.

Ping, a young boy who also loves to grow lovely things, has great hope that he will be successful. Imagine his dismay, then, when he discovers that, despite the success of his friends, his own seed yields not even a single leaf.

Disappointed and ashamed, he approaches his father and asks for advice. His father tells him that he has done the best that he can, and that he has nothing to be ashamed of.

As the emperor examines the beautiful flowers brought before him on the final day, his face expresses nothing but disapproval. Finally, approaching Ping, he asks why the pot is empty. Ping explains that he did his best, but to no avail. The emperor then reveals that the seeds were cooked, and therefore could not grow. The contest was to find not the greatest gardener in the land, but the leader with the greatest integrity.

After Reading Questions

• Did the emperor ask each child to grow a beautiful flower? (He actually asked each child to do his/her best).
• What do you think the word integrity means? (Note: Integrity is often defined as “Doing the right thing, even when no one is watching.” How is that definition exemplified in this story?)
• What other stories have we read that show a character acting with integrity?
• What advice did Ping’s Father give him? Has anyone ever given you advice like that?
• Can you think of a time when it would be hard to tell the truth? Why is it still a good idea to tell the truth in these situations?

Extension Ideas: Math

• Tangrams are Chinese puzzle pieces used to create both simple and complex pictures. Grandfather Tang’s Story by Ann Tombert is an excellent picture book which tells a simple story in both tangrams and conventional watercolor illustrations. (Also check out Tangram Magicianby Ernst). After sharing this story together, allow children to create pictures using paper tangram pieces. You may also wish to let them explore online tangrams.

Extension Ideas: Language Arts

• Create a class chart titled “Integrity is…” and allow each student to complete the sentence with a concrete example of integrity in action.
• Older students can make individual posters with that same theme, or write stories or poems which illustrate integrity at work.
• Have students research words that come from the same base word as integrity (integer, integral, integrate). How are all of these words related?

Extension Ideas: Science

• Encourage students to collect seeds from various foods at home and then plant them in class.
• As a class, remove the seeds a bell pepper. Cook half of them and then plant the cooked seeds in one container, and the uncooked seeds in another. Is it true that cooked seeds won’t grow? Older students can research to learn about some special seeds which actually require fire in order to grow.

Extension Ideas: Social Studies

• China has given the world an immense number of innovations including paper, noodles, and gunpowder. Have students research these and other Chinese firsts.
• Why was the Great Wall of China built? Was it effective? What lessons did the Chinese learn from this wall?
• Who are some famous Chinese Americans? How can we learn about others?