Research & Preparation Notes

1. Titles: Just in Case: A Trickster Tale and Spanish Alphabet Book

2. Author(s) (name and a little information):
Yuyi Morales is an artist, puppet maker, and previously hosted a Spanish-language radio
program for children.
3. Illustrator (name and a little information): Yuyi Morales
4. Date of publication: 2008
5. Statement of topic(s) or issue(s) and other information:
The book is a picture book that can help young children or students begin to learn some
basic Spanish words that are interlaced within the story and are given meaning either by their
context or definition. It also won the Pura Belpre Medal, which annually recognizes
Latino/Latina writers and illustrators for their work in celebrating and affirming the Latino
cultural experience.
6. Introductions of characters (if appropriate):
Senor Calavera is a living skeleton and is illustrated as wearing a striped tie additionally
there is also Grandma Beetle (both of whom are friends).
7. Introduction to plot action (if appropriate):
The plot revolves around Senor Calaveras collection of a gift as he travels from the
underworld to the land of the living to attend Grandma Beetles birthday.
8. Display of books (print copies)
9. Orally reading a brief excerpt from the book: Page 7
10. Display of visuals and artifacts/objects that complement or relate to the book(s)
11. Mentioning of alternative formats of the book(s) (e-book, audio book):
Can buy book in e-book form online.
12. Mention of other books on the topic or by the same author/illustrator:
Just a Minute and Los Gatos Black on Halloween which also won the Pura Belpre Medal.
Also wrote the Spanish version of Little Night called Nochecita which wone the Golden Kite
Award for Illustration and Americas Award Honor Books. The book ties into Just a Minute, a
Spanish number book, with the same characters but a different story.

1. Titles: The Legend of the Wandering King

2. Author(s) (name and a little information):
Laura Gallego Garcia is the writer and Dan Bellm is the poetry writer. Garcia won the El
Barco de Vapor award for her novel Apocalypse and then three years later won it again for The
Legend of the Wandering King.
3. Illustrator (name and a little information)
4. Date of publication: 2005
5. Statement of topic(s) or issue(s) and other information:
The story takes place in the ancient pre-Islamic Arabia. It is a work of historical fantasy
loosely based on an actual prince in the region. This story deals with the topic of redemption for
past misgivings and transgressions. The story also explores the idea of fate and destiny.
6. Introductions of characters (if appropriate):
Prince/King Walid is the son King Hujr, the raining ruler of Kinda. Walid seeks to be a
great ruler but also a great poet. Hammad ibn al-Haddad is a simple merchant who competes
against Walid in the local poetry competition.
7. Introduction to plot action (if appropriate):
Walids desire to be the best poet places him at odds with Hammad ibn al-Haddad who
wins the local poetry competition for three consecutive years denying Walid the ability to pursue
his poetry endeavors. Walids subsequent punishment of Hammad ibn al-Haddad takes a turn for
the worst and results in the creation of a carpet woven with fate. The carpet is stolen in the night
and Walid goes on a journey of unexpected twists and turns through the desert of Arabia and the
city of Damascus to an unexpected destinyto which may not have been fated.
8. Display of books (print copies)
9. Orally reading a brief excerpt from the book: pg. 72 - 73
10. Display of visuals and artifacts/objects that complement or relate to the book(s): The camel
on my key chain because its symbolic of a desert trek which adorns the cover of the book. A trip
through the desert is a trek I wish to embark on sometime in my life and that is why I picked the
book.
11. Mentioning of alternative formats of the book(s) (e-book, audio book):
Can purchase e-book online.

Teaching Plan
Just in Case can be used as an introduction to some basic Spanish vocabulary in an intro
level high school Spanish class or for younger grades in a Spanish bilingual school. The book
provides the students with a contextual definition of the new vocabulary with English
descriptions below their respective Spanish words. The book requires a grade 1-3 reading level
but can be appreciated by individuals of all ages.
The book could initially be read together in a group with the teacher reading the Spanish
vocabulary words as the students follow along. The second reading of the book could have
students collectively reading the Spanish words and pronouncing them out loud. The teacher
could formatively assess for proper pronunciation by listening for any students that may be
mispronouncing the new words. The third reading of the book could be done individually where
the teacher can circulate the room listening for any further student difficulty. A writing exercise
or activity could be administered where they are to write new sentences using the new words and
prior vocabulary knowledge. The students could then read the newly constructed sentences out to
a partner. The teacher could then formatively assess the conversations between students to gauge
student Spanish vocal competency. The exercise sheets could also be collected for formative
assessment of student Spanish literacy skills and previously learned knowledge.
The Legend of the Wandering King can be used for grades 5-9 in Language Arts to study
or examine central themes or motifs in the book such as fate, redemption, and destiny. This book
has a complex story arch and character development that can be explored by students. The book
also has poetry that rich in metaphors and other literary devices that can be examined in class.
The complexity of the book is more suited for grade 9 Language arts outcomes. The
grade 9 language arts Program of Studies deals more with the credibility of characters and
resolution of conflict that is inherent within the story. The Program of Studies also explores the
historical contexts of stories which is prudent for this story since it is set in pre-Islamic Arabia. I
would have the students read the story over a period of a few weeks. Throughout the reading I
would get the students to note any character changes that occur or any resolutions that occur.
Once completed I would explore, with the students, the historical context of the story. I would
then get them to write a paper outlining the character development of Walid and the progression
towards conflict resolution with respect to the historical context of the story. I would gather the
papers for summative assessment of their learning and other learning outcomes related to
grammar, punctuation, etc. outlined in the Program of Studies.

Reflection
An exceptional presentation requires a skillful interplay between a multitudes of different
factors such as animation, expression, volume, clarity, interaction with the audience. The book
talk, like any presentation, follows these criteria. I found the book talk to be an insightful
exercise into the preparation and execution of a presentation.
The books that I had chosen for the book talk were diverse in many respects. They
employed multiple modalities such as illustrations and poetry and I considered them thoroughly
entertaining readings for student literature. My preparation for the book talk consisted of a
reading of each text along with pertinent web searches on categories I had little familiarity with
such as author backgrounds. I outlined my planned deliberations according to the categories
required for the book talk. My preparations were not seen to fruition because I neglected to
thoroughly practice my vocalization of the written dialogue that I had prepared something that
was relatively evident upon presenting my book talk. The coherency of my deliberations during
the book talk did not falter as a result but my remembrance of crucial book talk components was
affected and my animation and expression left something to be desired.
The peer assessments were all filled predominantly with praise on the execution of the
presentation. The most frequent praise was given towards my choice of the book Just in Case for
its Spanish language connection and for my excellent elaboration on the visuals presented within
the book. The coherency of my book talk was excellent though my animation and expression of
the information was given the most constructive feedback. Many feedback comments
encouraged me to speak with more animation, projection, and expression. I realized after the
presentation that my enthusiasm and by extension animated nature diminished gradually
throughout my presentation. This has been a recurrent issue in my presentations throughout life
though it has successively improved over time.
I usually have to make a consorted effort to be animated and full of expression when I
present because I naturally have a more monotone and flat voice. I have usually tried to mitigate
this by extensively practicing with animation and expression before the presentation. I neglected
to properly run through the required repetition of practice for this book talk because of my lack
of a perceived need for a 10 minute presentation. In future, I will not underestimate the rehearsal
needed for a presentation regardless of its brevity.
I have always wanted to improve my presentation skill in this aspect by enrolling in a
drama class. I believe that a drama class will help with various difficulties I face with
presentation. It can give me the opportunity to improve my animation, projection, and expression
through performance based activities. I have the intention of enrolling in a drama class next
semester (if my schedule allows it) to improve these aspects. These aspects are also crucial for
the practice of teaching because teachers need to be able to engage students sometimes solely
with their voice and body language. It is an essential skill for all good teachers regardless of
taught subject matter or age range.
In summation, the book talk was an informative experience in which my areas of
competency were praised and my areas of improvement were constructively criticized. It has

provided me with valuable insights into what I need to improve to become a better presenter and
more importantly a better teacher.