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Children's Literature Lesson Plan 1 | ENM2 Task 1 Western Governors University

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A. The children's book I chose for this task assessment was Yoko, written and illustrated by Rosemary Wells. The positive diverse representation in this book is that of the main character, a little ... girl, Yoko who is of Japanese ethnicity in a multicultural school but she doesn’t quite fit in. However, in the end she finds a friend who can accept her differences and share in her culture. B. Wells’ book helps students gain perspective for understanding diversity in the world by seeing that there are many children in school who have different backgrounds, ethnicities, and come from other countries who may be different, but share one thing in common: food. A cultural exchange occurs after the teacher notices that Yoko is ostracized because of the food she brings to school which is very unusual compared to the other student’s lunches, and the teacher wants her to feel included and not made fun of for the kind of food she eats. 1. The students in Yoko’s class are excited to share their cultural backgrounds with others by presenting traditional foods during an “International Food Day” at school. There are many cultures shared in the book including traditional food, dress and the countries’ flags such as France, Italy, Ireland, Israel, Brazil, and others, (Wells, 1998). 2. The literary theme of the book Yoko is “acceptance”. a. One example of this literary element supports the plot. The scene after lunch, where the student’s made fun of Yoko for bringing sushi. Afterwards during recess Yoko didn’t want to play, so the teacher asked her what was wrong. “Everybody laughed at my lunch,” answered Yoko. “They’ll forget about it by snack time,” said Mrs. Jenkins, (Wells, 1998) [Show More]

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