La Llorona

Presented By Cristabell Bernadac EDEL 411 Section A

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Information About The Book

Author: Joe Hayes

Illustrator: Vicki Trego Hill & Mona Pennypacker

Genre:

Topic/Theme: Hispanic Legend

Awards:


  • Latino Literacy Hall of Fame Award
  • Best Children's Picture Book (Bilingual)


Hayes, J., Hill, V. T., & Pennypacker, M. (2004). La llorona = The weeping woman : an Hispanic legend told in Spanish and English (3rd ed.). El Paso, Tex.: Cinco Puntos Press.

La Llorona told by Joe Hayes
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About The Author

Joe Hayes is a nationally recognized teller of tales from the Hispanic, Native American, and Anglo culture. Hayes grew up in a small town in southern Arizona. Many, if not most, of his schoolmates and friends were Mexican-American. Joe was taught Spanish by his friends when he was young. Joe began reading the works of folklorist and anthropologists.

When Joe's children were young he would tell them stories, and that when he decided this would be the way he would earn a living. He also decided that he would us both English and Spanish when telling stories to children, so they could learn and love both languages. At the University of New Mexico he has taught teachers storytelling. He also has been guest lecturer at many universities.

About The Illustrators

Vicki and her daughter Mona worked together to illustrate La Llorona. Vicki drew the illustrations while her daughter added color to the wonderful illustrations.

Mona was born in New Mexico and spent her life in Texas, Colorado, and New Mexico. Mona has been using the computer as an artist's tool to create visual art pieces. She creates artwork with various mediums such as: drawing, painting, book arts, fiber, computer design and video production. She worked at the Denver Art Museum for nine years before she decided she do art for the rest of her life. In 2008, Mona opened her own graphic and website design company.

Vicki drew the original illustrations of La Llorona in 1987. For this new edition she modified some of the images and asked her daughter to add color to those images.

Criteria For High Quality Multicultural Literature

1. This book demonstrates unique language or style. La Llorona is written both English and Spanish language. When reading this book in English you come across words in Spanish that it makes you feel like you are in this legend.

2. Portrays cultural accuracy and authenticity of characters. The characters ware portrayed as Hispanics and with Hispanic names. María the character of the story is a beautiful young lady from the village and when she is knows the ranchero wants her to marry him she doesn't give in easily. For the Ranchero he is a rich gentleman who is riding his horse into the village and back in Mexico men in the small villages ride their horses.

3. This book is rich in cultural details. The homes illustrated in the book are accurately pot rayed. The clothing they are wearing is the same to what people in the past would wear and sometimes people still wear.

La Llorona Lesson Idea

Grade 2

RL.2.1-Ask and answer such question as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

The students all be able to identify who, what, when, where, why, and how.


  • I think that with this wonderful stories we can also teach some social studies to students. We can talk about Hispanic cultures and how they use this story. We can also use this story with a different standard in reading where they can compare and contrast the same story by two different authors. I know that this is a legend and there are different stories on La Llorona. Students can even research the most popular legends in different cultures and talk about them.
  • We would read out loud the objectives before we began the lesson. Then ask the students if they know what are the five w's and the h. After students have shared what they know I would explain what each of them meant and give them an example. As a whole class we can answer the 5w's and h after reading the story La Llorona. This way if students are not understanding I can explain it to them before I let them do it on their own or maybe even have to change my instruction.
  • Students can practice this by reading another short story of their choice with a partner and answer the 5w's and h. They can work with a partner so they can help each other out and if one has questions the other student can answer and they are learning from their peers. When they are explained by a peers they tend to understand better, since they use language not a teacher language.
  • Each student would have a short passage and then would have to answer the 5w's and h. We could even come up with a real story of what they did the day before in school and answer the five w's and h.