For You Are a Kenyan Child
Presented by: Elissa Post Block B Section B EDEL 411
Information About the Book
Illustrated by: Ana Juan
Genre: Humor and Comedy, Fiction
Theme: Comparing daily activities of life in Kenya with that of your own, more specifically family aspects and your community.
- 2006 Maine Lupine Award: Most Outstanding Children's Picture Book Writing
- Ezra Jack Keats Award: Outstanding Children's Picture Book Writing
About the Author
About the Illustrator
Criteria for Renowned Multicultural Literature
2. Language should reflect distinctive vocabulary, style, and patterns of speech of the cultural group. The book represents the Kenyan and African culture by integrating Swahili throughout the book. Since the book is directed more for a younger age there are some repeated sayings and words for children to understand and connect the meaning of the language to the story. Due to Cunnane having so much experience in Africa the story flow and comprehension was easy to understand without there being a gap for children with a lack of understanding Swahili.
3. Characterization should be true to life and balanced, representing both positive and negative behaviors and traits. The story goes through and portrays a boy who has a job to do and instead gets distracted with other things going on in his community. Shows that in real life this could be realistic and in fact there is a negative behavior since he is not taking care of his grandfather's cows. At the end of the story is what really brings the story true to life and balanced in a sense that it then also connects the story to everyone by ending with "Until they fall asleep, like you, like us." Overall this ending helps connect the reader to the boy in the story.
Teaching Application - Lesson Idea
Standard: CCSS RL.1.7: Use illustrations and details in the story to describe its characters, setting, or events.
Objective: Students will analyze the story to describe how the setting and community in the story is alike or different to themselves and where they live.
- The teacher will first ask students if they have ever traveled anywhere and a discussion will take place about how the place they visited was different or alike where they live now. The teacher will then introduce the book and explain that it takes place in a different place outside of the U.S.A. and point to Africa on a map explaining that this is were Kenya is and where the story takes place. Also touching on the point that there is another language in the book called Swahili and to listen close to the reading.
- The teacher will then read the story out loud to the students and periodically has stopping points to ask questions or review in case students may be confused. This would also be important to make sure your students understand what you are reading. Also giving students a chance to pair and share with their shoulder partner is important to review what has happened thus far in the book and what they think will happen. Also throughout the story asking if students have recognized or observed anything that they have in common with the story or the boy.
- After the book is over the students will then draw a picture of where they live and then on another page draw where the boy lives. Then the students will write a sentence or two about what was one or two things they observed that the boy and them have in common with where they lived, who they lived with, who was in their community etc.