Uchida, Y. (1976). The Bracelet. New York, N Y: Philomel Books.  Illustrated by Joanna Yardley.  ISBN: 0-399-22503-X.

 

 Emi and her family are sent to a Japanese internment camp.  Her best friend gives her a bracelet so she won’t ever forget her and within a few days at the camp, the bracelet is lost and she is upset.  Her mother helps her to realize that her friend and her memories will remain always in her heart.

   

Illustrations are done in watercolor.

 Rating:  4Q/3P

Theme

 

World War II

Japanese Internment Camps

Friendship

Curriculum Use:

 

American History:  World War II

 

                                             Treatment of Japanese; Internment camps

 

Japanese Culture

 

 

MWood

 

Uchida, Y.  (1993).  The bracelet.   Yardley, J. (illus.).  New York:  Philomel Books.  038822503.  5Q/4P.  Original watercolor paintings.

 

 

Emi learns the true meaning of friendship and readers learn about a dark period in American History.

* Grade: 6-8, Subject: American History, WWII and Japanese Internment Camps.

 

jw 05/06/08

 

 Uchida, Y. and Yardley, J. (Ills.). (1993). The bracelet. New York: Philomel Books. ISBN: 0-374-30922-1.

 

 

 

Annotation – Japanese relocation experienced through the eyes of a Emi, young Japanese girl whose best friend gives her a bracelet before Emi leaves for an internment camp.

Media  – water colors

Rating  – 3 Quality of Text and Illustrations and 3 Popularity

Comments – A sensitive retelling of a general story about the internment of Japanese Americans from the west coast of the United States to fenced camps in the intermountain west.

Nancy

 

 

The Bracelet by Yoshiko Uchida and Joanna Yardley, ill. New York: Putnam, 1993. 0-698-11390-X

 

Annotation: Emi,a Japanese American second grader, is sent with her family to an internment camp during WW II.

Media: Pen & ink

Rating: 5th-7th 5Q/5P

Curriculum Connection: Upper elementary; An extension to dry, factual, history texts with an emotional connection of a personal story told by someone who lived the history.

 

Lesson Plan 1 for Five Lesson Plan Unit "Learning history through picturebbooks about peopole who lived it" 

               (Note: See The Wall for LP 2; freedom summer for LP 3; Richard Wright and the Library Card for LP 4; John's Secret Dreams for LP 5)

 

Unit Prep – Teacher procures 25(or one for each student) picturebooks that make a curricular connection between biography and history. Group books by time period, making sure there are at least two books per era or classification. Prepare modeling for Lessons 1, 2, & 5: Teacher will “show” each lesson by example.

 

•    Hand out each book randomly. Say: “Let’s take two minutes to look through the picturebook in front of you, but don’t start reading it yet. Look at the cover. Flip through, scanning the words and pictures. You may read the book jacket description.”

 

•    “Do you like your book or would you like to trade it for another? Let’s take two more minutes walking around, looking at our neighbor’s books and making that

 decision.”

 

•    Teacher models a 5W’s exercise. Using two books he/she has chosen, teacher explains how he/she determined the who, what, where, when and possibly why (why the author & illustrator chose the person they wanted to focus on) of the book just by scanning. She/he also states what could not be determined.

 

        Example: While showing book, The Bracelet, say: “I can tell by looking at the pictures in this book that it is about a girl and possibly her family. I can tellright away that the story might be about traveling because of the picture on the title page of a suitcase. I can tell that they are in or at least travel through San Francisco because one of the pictures is of the Golden Gate Bridge. I can tell by the cars and the clothes people are wearing that the story takes place in the first half of the 20th Century. Maybe the author and illustrator put this book together because one of them was the girl. What I can’t tell by scanning is the meaning of the title. I wonder how a bracelet fits in. I also wonder what the soldiers are doing on one of the pages.”

 

•    Now it is the students’ turn. Instruct them to get out paper and pencil and bullet the answers to the 5W questions and one or two things they can’t determine by scanning their book.

 

•    “When you are finished with your 5W’s, you may begin reading your picturebook. If you don’t finish in class, finish at home tonight so that you’ll be ready for tomorrow’s lesson.

 

lvanburen/6-09