Chapter 18...... Teaching Through Children's Books
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
The goal of teaching literature is to help children become lifelong readers. When children love to read, they also become self-motivated and eager to continue their eduation. As a teacher, you also want children to realize that reading is worthwile. THe book also mentions how many people today have become educated, simply by reading books, and with no formal education. That is why many teacher's use children's books as a teaching tool, or a tradebook. Many times, we find as students that textbooks are pretty boring and unappealing. Trade books, on the other hand, are designed to engage readers. Book discussions and using creative writing activities can help children get the most out of what they read. I liked the chart in this chapter, called Death to the Traditional Book Report! This can create interest and promote reading by giving children a fun way of providing examples of how they understood what they read. I remember in highschool, when we had to read the Great Gatsby, that our teacher let us do a similar non-traditional book report activity. This one kid in class dressed up and re-wrote the song "Walk This Way" by Aerosmith, and sang the words "Great Gatsby" instead. To this day... I always think of that song when I hear "Walk This Way". I think this is a great way to get kids to be creative, while also being excited about what they read.
At the end of the chapter, the book lists three guidelines for using trade books as teaching tools that I felt were important:
1. Have children read the book as it was mean to be read (for enjoyment!)
2. Let children discover information on their own.... in other words, there is no right or wrong answer to what a child thinks the book means.
3. Let children share their insights with the class... who knows, something that a child has to say might surprise you and open your own eyes!
Thursday, January 31, 2008
Tuesday, January 29, 2008
Minn And Jake
Wong, Janet S. Minn and Jake. Illus. Genevieve Cote. New York: Francis Foster Books, 2003.
While this book seems like the simple story of the tallest girl in class becoming friends with the shortest boy in class, this book deals with a lot of issues for younger readers. The character Jake has just moved to Santa Brunella from Los Angeles. Jake does not exactly fit in right away, and Minn does not even like him at first. Any child who has had to deal with moving can understand Jake's position. This book also talks about the hardships of trying to fit in. The beginning of the book talks about how Minn feels "empty", "odd", and "lonely" because she has just lost her very best friend. The age group that the characters Minn and Jake deal with act the way real children of their age would act. There is also the character of Lola, a gossip queen who can talk the talk but has no actual backbone. There are also the charcters of Vik and Henry, who try to impress everyone by eating worms and following through with a dare to try and prove something. These character's true identities come out in the chapter, Rescue, where Minn tries to save Henry after reportedly falling down into the gulch. Minn is the only actual brave character because she rushes down into the gulch to try and rescue Henry, who was only trying to fool everyone. However, Minn ends up getting stuck and nobody except Jake knows what to do. Jake pulls out his cell phone and calls 911. This scene pretty much puts everyone in their place until the end of the story. Henry and Vik can no longer impress people, and Lola convinces herself that in no way was any of this her fault.
In the end of the story, Jake must move back to Los Angeles for the summer to visit with his sick grandmother. At first Minn is sad because she feels that Jake should understand how she feels and stay with her for the summer. However, Minn realizes that going to visit Jake in Los Angeles is not such a bad option. I think this story really shows a coming of age for Minn's character, because she realizes that you cannot be selfish in a friendship. Jake's character also tries to grow up, by trying to teach his younger brother to catch lizards (so the Jake still doesn't have to!)
One of my favorite parts of this story is when Jake tries to sell the old fish tank to Minn. At first his reasonings are selfish: he is trying to make some money. However, he also knows how badly that Minn loves lizards, and that building a terranium would be a much better way for Minn to watch the lizards. This scene is similar to when Minn doesn't actually want to be Jake's friend, however she feels it is her duty to teach him how to catch lizards so that people won't make fun of him. Both of these scenes display the instictual selfishness we can have as people, yet how we learn to actually be giving in a friendship.
Thursday, January 24, 2008
Apple Pie, 4th of July Craft Lesson
This book mainly discusses different cultures and traditions. First we have the American Tradition of celebrating the 4th of July, while we also have the contrast of Chinese culture and food.
For older children...
We could begin by asking the kids what types of things we do to celebrate the 4th of July, such as parades, fireworks, eating hot dogs, etc. Then we can look at the Chinese traditions mentioned in the story, such as the different foods, as well as the fact that they have to work instead of take a day off. However, the book also mentions that fireworks are Chinese. We can use this to incorporate the two cultures together, as fireworks are something the Americans took from Chinese Culture. This can help children to understand where traditions come from, especially since most American traditions originated elsewhere.
ACTIVITY
Kids could look up other traditions that may have come from other cultures, such as games, stories, or foods. This can help the children to see the similarities that we might share with other countries, as well as to see the origin of where things came from.
For younger children...
This book uses a lot of visuals, sounds, and uses ways to manipulate the senses. We are able to hear the parade, "boom boom boom", smell the apple pie cooking upstairs, as well as the chow mien in the kitchen. Even for those who cannot read yet, this book uses alot of expression through the pictures to convey events, such as the fireworks. The text also lets us know that after sitting out all day, the noodles feel like "shoe laces". We can ask children if this makes the story more real to them by hearing or seeing the descriptions.
We can use this information to ask the children if they understand the events of the story. You can ask questions such as "How does the character feel in the beginning of this story?" Is she sad, mad, frustrated.... We can also ask the children what her dilemma or hopes are, does she want to be part of the 4th of July Celebration, or does she want to be in her parent's store working? And finally, How does the story end? Does the character finally get what they want? And how does the character cope with her situation?
Asking these types of questions should help the readers to think about what is going on in the story. This can help the children to become involved with reading and use these skills for critical thinking in future reading adventures.
ACTIVITY
After our discussion, have then children create their own short story or even draw a picture about something they may have been frustrated about. While the children may not know how to create the visuals like in Janet Wong's book, the kids could create their own sound effects for the story. The idea is to simply make the story their own by relating to the events, as well as to incorporate description by using the senses.
Buzz Craft Lesson
(For younger children, particularly those learning sounds and letters)
The main things going on in this book are the sound effects, and the fact that everything is moving at a fast pace. Everyone is trying to stay busy!
I thought that the best way to teach this book would be to have the children compare the book to their own experiences. What activities do they notice going on in the book? What activities do they do in the morning that are similar to the main character? What kinds of different things do they do? I think it would be good for the kids to talk about things that they do in their own home to get ready for class. This can help the children to understand why we eat breakfast in the morning, or even why they should brush their teeth.
Another aspect of the book shows different family dynamics. Not all the children will have a mom and dad who rush off to work, so we could talk about who helps them to get ready, or if there are siblings who help out. The child may even have a younger brother or sister that they have to help get ready in the morning.
The kids can also talk about the different noises that they read in the book. Do similar noises go on in their own house? Can they mimic the types of noises they hear? Such as the sound of a blender making a banana milkshake.
ACTIVITY:
After our discussion, kids could make their own books about how they get ready in the morning while creating their own sounds to go along.
I think if children are able to compare themselves and relate to the events happening in the story they will be able to see that everybody has to start out their day. I think it is good for kids to be able to relate to the similar aspects they share, as well as their differences.
Wednesday, January 23, 2008
Children's Literature, Briefly
Chapter 8.... Poetry
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
It is a common notion that most people do not appreciate poems due to extensive memorization drills and in-depth analization during their school years. I thought that it was interesting that the book mentioned how most people prefer limericks and narratives, while free-verse and haiku's are some of the poems that people avoid. I also like how this chapter brought back the book "Where the Sidewalk Ends", by Shel Silerstein. This book contains several humourous poems that anyone can enjoy.
Another point that this chapter makes about poetry is that orignally, poetry was meant to be oral. Poems seem to be enjoyed more when read aloud, rather than when read to oneself.
I also thought that one of the poems that the book uses as an example was really cute. It is from a collection of poems chosen from the National Council of Teacher of English, titled "TeeVee", and is as follows:
In the house
of Mr and Mrs. Spouse
he and she
would watch TV
and never a word
between them spoken
until the day
the set was broken.
Then "How do you do?"
said he to she
"I don't believe
that we've
met
yet.
Spouse is my name
What's yourse?" he asked.
"Why, mine's the same!"
said she to he,
"Do you suppose that we could be--?"
But the set came suddenly right about
and so they never did find out.
-EVE MERRIAM, 1981
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
It is a common notion that most people do not appreciate poems due to extensive memorization drills and in-depth analization during their school years. I thought that it was interesting that the book mentioned how most people prefer limericks and narratives, while free-verse and haiku's are some of the poems that people avoid. I also like how this chapter brought back the book "Where the Sidewalk Ends", by Shel Silerstein. This book contains several humourous poems that anyone can enjoy.
Another point that this chapter makes about poetry is that orignally, poetry was meant to be oral. Poems seem to be enjoyed more when read aloud, rather than when read to oneself.
I also thought that one of the poems that the book uses as an example was really cute. It is from a collection of poems chosen from the National Council of Teacher of English, titled "TeeVee", and is as follows:
In the house
of Mr and Mrs. Spouse
he and she
would watch TV
and never a word
between them spoken
until the day
the set was broken.
Then "How do you do?"
said he to she
"I don't believe
that we've
met
yet.
Spouse is my name
What's yourse?" he asked.
"Why, mine's the same!"
said she to he,
"Do you suppose that we could be--?"
But the set came suddenly right about
and so they never did find out.
-EVE MERRIAM, 1981
Children's Literature, Briefly
Chapter 7.... Picture Books
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Picture books are not necessarily a genre but a format. There are several different types of picture books, however, such as ABC Books, Participating Books, and Storybooks. I liked this chapter because it was fun to go back and remember some of the different types of books that I read as a child. It was also neat to learn about other types of books out there that I could use in a future classroom, such as "Anno's Counting Book", which includes several different techniques to introduce numbers through pictures that can appeal to younger and older children. I also liked the idea behind the book "If You Hopped Like A Frog", which compares distances between animals.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Picture books are not necessarily a genre but a format. There are several different types of picture books, however, such as ABC Books, Participating Books, and Storybooks. I liked this chapter because it was fun to go back and remember some of the different types of books that I read as a child. It was also neat to learn about other types of books out there that I could use in a future classroom, such as "Anno's Counting Book", which includes several different techniques to introduce numbers through pictures that can appeal to younger and older children. I also liked the idea behind the book "If You Hopped Like A Frog", which compares distances between animals.
Children's Literature, Briefly
Chapter 6.... Organizing Children's Literature By Genre
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
This chapter bascially gave a good overview of the different types and genres of books. It also explained the differences (although there are not many) between poetry and prose. Poetry is known for its rhyme and being rhythmic, but this is not the case for all poems. However, prose should always be in paragraph form, while poetry may not necessarily be so. This chapter also explains the differences between Nonfiction and Fiction. While Fictional books may be based on Nonfictional events, the best way to differentiate the two is whether the facts can be proved or not. At the end of the chapter, the text also mentions that at a young age, most children do not recognize or care about the differences in genres because all kids want is a good book to read!
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
This chapter bascially gave a good overview of the different types and genres of books. It also explained the differences (although there are not many) between poetry and prose. Poetry is known for its rhyme and being rhythmic, but this is not the case for all poems. However, prose should always be in paragraph form, while poetry may not necessarily be so. This chapter also explains the differences between Nonfiction and Fiction. While Fictional books may be based on Nonfictional events, the best way to differentiate the two is whether the facts can be proved or not. At the end of the chapter, the text also mentions that at a young age, most children do not recognize or care about the differences in genres because all kids want is a good book to read!
Thursday, January 17, 2008
Children's Literature, Briefly
Chapter 5..... Children's Books: History and Trends
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Children's books were not initially well-recieved in the sense that until the 20th century, children were thought of as "little adults". Many classic novels today were actually meant for adults, but have been claimed as children's favorites.
It was not until the 1800's that classics such as Snow White, The Adventures of Alice in Wonderland, Mark Twain, and the Grimm's Fairy Tales were released. It was in this time frame that illustrations for children's books also began to be popularized.
In the early 1900's, Peter Pan and the Wizard of Oz were published. Publishing children's literature became a phenomenon that has lasted until present day. Presently we have classics such as Charlotte's Web, and The Lion, The Witch and The Wardrobe which have encouraged more andmore children's books to be published and sold.
In 1962, the first book about an African American as a protagonist was published in the book, A Snowy Day. This new wave of Realism featured books about minorities, children's relationships with their parents, and physical maturation. An emphasis for younger readers was also established in books such as Cat in the Hat.
The government also began funding money to libraries for children's books, as well as introducing paperbacks for a cheaper price. In the marketplace, Children's Publishing became a high dollar industry.
Currently children's books recieve awards and praise, while the slogan for reading is running strong. You can see that the rise in children's books over the past few years has encouraged many children to start reading, even at ages where they cannot decode the words.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Children's books were not initially well-recieved in the sense that until the 20th century, children were thought of as "little adults". Many classic novels today were actually meant for adults, but have been claimed as children's favorites.
It was not until the 1800's that classics such as Snow White, The Adventures of Alice in Wonderland, Mark Twain, and the Grimm's Fairy Tales were released. It was in this time frame that illustrations for children's books also began to be popularized.
In the early 1900's, Peter Pan and the Wizard of Oz were published. Publishing children's literature became a phenomenon that has lasted until present day. Presently we have classics such as Charlotte's Web, and The Lion, The Witch and The Wardrobe which have encouraged more andmore children's books to be published and sold.
In 1962, the first book about an African American as a protagonist was published in the book, A Snowy Day. This new wave of Realism featured books about minorities, children's relationships with their parents, and physical maturation. An emphasis for younger readers was also established in books such as Cat in the Hat.
The government also began funding money to libraries for children's books, as well as introducing paperbacks for a cheaper price. In the marketplace, Children's Publishing became a high dollar industry.
Currently children's books recieve awards and praise, while the slogan for reading is running strong. You can see that the rise in children's books over the past few years has encouraged many children to start reading, even at ages where they cannot decode the words.
Children's Literature, Briefly
Chapter 4..... How to Recognize a Well-Illustrated Book
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Children are much more visually aware than adults.
"The function of art is to clarify, intensify, or otherwise enlarge our experience of life." (30)
Artists use various styles in art, typically painterly and graphic. Painterly media would use common tools such as paint and pencil, while graphic media uses carvings or through a collage.
Artists use visual elements such as lines, shapes, color, texture, and composition. The composition ties all of these elements together to form an illustration.
I like that there are so many different types of art to reach out to children. Simple pictures such as stick figures can do the same job as an ellaborate collage. Pictures are great for helping children to interpret the story, especially for children who cannot read. A girl in class last night mentioned that one of her 3-year-olds loves to "read" a book to her, even though the girl makes up a story by using the pictures.
Illustration is an important form of communication for children, and it is also appealing to the eye.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Children are much more visually aware than adults.
"The function of art is to clarify, intensify, or otherwise enlarge our experience of life." (30)
Artists use various styles in art, typically painterly and graphic. Painterly media would use common tools such as paint and pencil, while graphic media uses carvings or through a collage.
Artists use visual elements such as lines, shapes, color, texture, and composition. The composition ties all of these elements together to form an illustration.
I like that there are so many different types of art to reach out to children. Simple pictures such as stick figures can do the same job as an ellaborate collage. Pictures are great for helping children to interpret the story, especially for children who cannot read. A girl in class last night mentioned that one of her 3-year-olds loves to "read" a book to her, even though the girl makes up a story by using the pictures.
Illustration is an important form of communication for children, and it is also appealing to the eye.
Children's Literature, Briefly
Chapter 3.... How to Recognize a Well-Written Book
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
When people describe a book as "well-written", they are most likely meaning that the book is pleasing to them. However, to attain the title of a well-written book, the book should pass a few qualifications. First of all, the author has to choose the right word choice. The word choice canbe conveyed through vocabulary, language, and dialogue. Typically the text needs to explain the events in visual way so that the reader can see what the writer are talking about. Text can be delivered in other forms as well, such as in an understatement. Oftentimes, if the author has done their job, they can end with a short and brief statement that proves how well the reader has understood the story.
Another form a author can deliver their text is through an unexpected insight. This thought can pop into your head as "oh, he's right!". Unexpected insights can also make you laugh, or realize something you may not have thought about before. The important part of writing a book is making sure that you can get the point across to your reader. In other words, good writing should be believable and interesting. A teacher also has to be careful that the book they are choosing for their students does not undermine them, or use a condescending tone.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
When people describe a book as "well-written", they are most likely meaning that the book is pleasing to them. However, to attain the title of a well-written book, the book should pass a few qualifications. First of all, the author has to choose the right word choice. The word choice canbe conveyed through vocabulary, language, and dialogue. Typically the text needs to explain the events in visual way so that the reader can see what the writer are talking about. Text can be delivered in other forms as well, such as in an understatement. Oftentimes, if the author has done their job, they can end with a short and brief statement that proves how well the reader has understood the story.
Another form a author can deliver their text is through an unexpected insight. This thought can pop into your head as "oh, he's right!". Unexpected insights can also make you laugh, or realize something you may not have thought about before. The important part of writing a book is making sure that you can get the point across to your reader. In other words, good writing should be believable and interesting. A teacher also has to be careful that the book they are choosing for their students does not undermine them, or use a condescending tone.
Wednesday, January 16, 2008
Children' Literature, Briefly
Chapter 2..... What is a Good Book?
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
A "good book" varies from opinion to opinion... but we choose books mainly by the lessons taught, illustrations, and other things that might appeal to us. There are several different ways that a book offers quality, through Style & Language, Character, Plot, Design & Layout... etc.
However, merit and quality are not necessarily the equation to a good book, and vise versa. People like to choose books that they can relate to and feel close to. If the book leaves one with a sense of connectedness, they are going to feel that the book was good. If a child is forced to read a classic story, but cannot figure out how to relate to the main character, then the reader will gain nothing from the reading experience. As teachers, we need to realize when a child responds or does not respond to a book. When we find a character that we can relate to in a book, we are able to appreciate the book and feel that it is our own story being told through the character.
As George Woods is quoted at the end of the chapter; "we know a good book because it hits us in the gut" (16) In class we talked about books such as "Sweet Valley High", or "The Babysittiers Club", (yes, I was also a fan!). And although these books do not have awards or may not be considered wonderful writing, they grab the attention of those who read them. These books are also like a foot out the door to continue reading in the future.
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
A "good book" varies from opinion to opinion... but we choose books mainly by the lessons taught, illustrations, and other things that might appeal to us. There are several different ways that a book offers quality, through Style & Language, Character, Plot, Design & Layout... etc.
However, merit and quality are not necessarily the equation to a good book, and vise versa. People like to choose books that they can relate to and feel close to. If the book leaves one with a sense of connectedness, they are going to feel that the book was good. If a child is forced to read a classic story, but cannot figure out how to relate to the main character, then the reader will gain nothing from the reading experience. As teachers, we need to realize when a child responds or does not respond to a book. When we find a character that we can relate to in a book, we are able to appreciate the book and feel that it is our own story being told through the character.
As George Woods is quoted at the end of the chapter; "we know a good book because it hits us in the gut" (16) In class we talked about books such as "Sweet Valley High", or "The Babysittiers Club", (yes, I was also a fan!). And although these books do not have awards or may not be considered wonderful writing, they grab the attention of those who read them. These books are also like a foot out the door to continue reading in the future.
Chilren's Literature, Briefly
Chapter 1....... Why Read?
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Everyone can agree.... reading is good! Reading can be stiumulating, and when reading for enjoyment, is "worth it". Some even consider reading as "bibliotherapy" because of its therapeutic feelings, insight into different perspectives, and it creates a feeling of connectedness with others who have also enjoyed a specific book.
There are two types of reading... Unengaged, and Engaged. Typically Unengaged reading can be described as anything that is being forced onto a reader without any actual personal motivation. Engaged reading, however, is something a reader does for enjoyment or to gain something such as knowledge or an experience.
I enjoyed the quote by Walter Matthau, from the book "Books that Made the Difference," when talking about his favorite book: "I fell so in love with the book that I searched out and married the girl who wrote it."(8)
Tunnell, Michael O. and James S. Jacobs. Children's Literature, Briefly. 4e. Upper Sadle River NJ: Pearson/Merrill Prentice Hall, 2008.
Everyone can agree.... reading is good! Reading can be stiumulating, and when reading for enjoyment, is "worth it". Some even consider reading as "bibliotherapy" because of its therapeutic feelings, insight into different perspectives, and it creates a feeling of connectedness with others who have also enjoyed a specific book.
There are two types of reading... Unengaged, and Engaged. Typically Unengaged reading can be described as anything that is being forced onto a reader without any actual personal motivation. Engaged reading, however, is something a reader does for enjoyment or to gain something such as knowledge or an experience.
I enjoyed the quote by Walter Matthau, from the book "Books that Made the Difference," when talking about his favorite book: "I fell so in love with the book that I searched out and married the girl who wrote it."(8)
Buzz
Wong, Janet S. Buzz. Illus. Margaret Chodos-Irvine. San Diego CA: Voyager Books/Harcourt, Inc., 2000.
Buzz is another cute story about a little boy who recognizes the simple noises from every-day morning activities, including his father's shaver and the noise of the coffee pot. The boy also tries to act out and immitate the things his parents do or mock the noises that he hears.
This book helps children to become familiar with simple words and noises. I think this is a good beginner book that can be read to a child at any age, even if they cannot speak yet.
Sunday, January 13, 2008
Apple Pie 4th of July
Wong, Janet S. Apple Pie 4th of July. Illus. Margaret Chodos-Irvine. Orlando FL: Voyager Books/Harcourt, Inc., 2002.
Apple Pie 4th of July is a cute story about a little girl whose parents own a Chinese Restaurant. She is trying to fit in with the American holiday, 4th of July. However, she feels that her parents do not understand American tradition because their Chinese restaurant is open even though nobody is coming inside. The girl feels that nobody would even think about eating Chinese food on the 4th of July.
I think this is a good story for all children because it tells the story from the perspective of a person coming from a non-traditional background. This way, the story shows children that people do have different histories and traditions, as well as showing other children that some backgrounds are just like their own. I think that it is good for children to see that we can find similarities and differences in almost anyone.
At the end of the story, people finally decide to come in and get some Chinese food. The character also gets to eat her apple pie and enjoy the fireworks, just like everybody else on the 4th of July. The author even mentions that fireworks are Chinese. I like this incorporates that part of Chinese tradition (fireworks) are used in American traditions as well. This helps kids to understand some of the similiarities that our cultures share. It also shows how our cultures and traditions have been intertwined in the fact that her Chinese parents participate in the 4th of July, while still remembering their heritage.
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