As a current student teacher, walking through the halls of my placement, I came to a startling realization: schools have become devoid of magic. I’m not writing about the type of magic you’d see in Hogwarts, but the type of magic that drew me to becoming a teacher. Growing up, schools were places where I was given opportunities to reflect on who I was and the different parts of my identity that made me who I am today. Instead of completing worksheet after worksheet, we would play games of pretend, of discovery. Reading David Bowles and Guadalupe Garcia McCall’s novel Secret of the Moon Conch reminded me of this magic. This novel, which brings two characters together over the span of 500 years, reflects the importance of knowing who you are now and the history that brought you there.
While there are many ways you could use this novel in a classroom, I present to you two writing prompts that focus on this magic of self-discovery. The first prompt focuses on where one comes from (setting). The second prompt focuses on authentic language.
Multimodal Setting Creation with YA Literature
Rich settings immerse readers into the plot of a story; it’s the glue that allows fictional worlds to come to life. By understanding how to write a setting loaded with imagery, students will be able to create vivid, realistic stories.
This YA novel is split between two main characters and their respective settings: Sitali living in modern-day Mexico and Calizto living in Tenochtitlán in 1521. The following passage is in Calizto’s point of view as he describes his walk through his neighborhood. Note the strong imagery he uses to describe his journey.
Passage:
“I walk through my neighborhood of Metztonalco. Twilight deepens into night. A new moon. Only stars emerge, first Venus, celestial protector, and then the rest, constellations glittering in the canals as I pass over rickety bridges. My father’s house stands silent at the lip of the city, lake water just a stone’s throw from the courtyard” (10).
Questions for Students to Think About:
“I walk through my neighborhood of Metztonalco. Twilight deepens into night. A new moon. Only stars emerge, first Venus, celestial protector, and then the rest, constellations glittering in the canals as I pass over rickety bridges. My father’s house stands silent at the lip of the city, lake water just a stone’s throw from the courtyard” (10).
Draw Student’s Attention to the Following:
After analyzing the passage, have students draw a map of their own neighborhood and the surrounding city, as well as their most important places to go. Then, have them draw a line showing how they get from one place to another. An example of what this might look like is below (color is not necessary).
Writing Prompt:
After completing their maps, present students with the following writing prompt:
The places we alive are important; they define who we are. Authors use specific sensory details to create imagery within their stories to transport readers from their beds or couches to the worlds of their characters. Using the map you’ve created of your neighborhood, write a paragraph that takes the reader on a journey. You should have a starting and end ending point that exists somewhere in your neighborhood. Describe what you see, hear, smell, and feel along your journey.
Authentic Language in YA Literature
For too long, authors have sacrificed the words that they want to use for the ease of reader comprehension. This is commonly seen in stories where it is assumed a character is speaking their native language, but the narrative written in only English. However, Secret of the Moon Conch by David Bowles and Guadalupe García McCall show readers just how easy it can be to weave authentic language and explanatory information for readers.
Passage One:
The following is a passage from the novel that can be used to show students how authors integrate authentic language in their story while also helping readers understand what that language means. Here, the authors use the word “mochila,” Spanish for “backpack,” and use vivid details that lead readers to that conclusion.
“‘I found a conch,’ I say, pointing to my mochila, which I haven’t used since I left school last year. It has hung in the corner of the room from the head of a rusty nail for months, empty and sad as a dry cornhusk until today, when I filled it with the bulk of my clothes and the pink shell” (16).
After reading this passage with students, ask them to write or discuss the following questions:
Passage Two:
Then, show students the following passage from the point of view of Calizto in the novel.
“‘That won’t stop a Spanish bullet. Or a cannonball.’ Grimacing, I stare at him. ‘It’s not meant to, Ofirin. Where’s my macchuahuitl?’ ‘Your what?’ ‘My sword. Wooden macana, razor-sharp obsidian blades all along its edges, able to slice through Spanish armor like an oar through water?” (23).
After reading this passage with students, ask them to write or discuss the following questions:
Student Scaffolding:
Once students understand the various techniques authors use to explain what a word means, students can begin to create their own authentic language charts. Students can either choose their native language or words, such as slang words, they use daily that others might not know the meaning of if they were to read them in the text. If students choose a native language, have them choose words that are the most significant to them. Below is an example of what a chart might look like.
Word
Definition
Example when the word is used
Ghosted
When you ignore another person
I ghosted my friend when she asked if I wanted to hang out because I was too busy.
Slap(s)
Said when something is really good
These pancakes slap! Loaded with maple syrup and blueberries, these truly make the perfect breakfast treat.
Gezelligheid
A Dutch word that means coziness or togetherness
Wat een gezellige huiskamer.
What a cozy living room.
Writing Activity:
After brainstorming some of their own authentic language, have students write a short narrative using their own authentic language. For each authentic word they use, have them build in details that hint at the word’s meaning. This can also be done as poetry.
While there are many ways you could use this novel in a classroom, I present to you two writing prompts that focus on this magic of self-discovery. The first prompt focuses on where one comes from (setting). The second prompt focuses on authentic language.
Multimodal Setting Creation with YA Literature
Rich settings immerse readers into the plot of a story; it’s the glue that allows fictional worlds to come to life. By understanding how to write a setting loaded with imagery, students will be able to create vivid, realistic stories.
This YA novel is split between two main characters and their respective settings: Sitali living in modern-day Mexico and Calizto living in Tenochtitlán in 1521. The following passage is in Calizto’s point of view as he describes his walk through his neighborhood. Note the strong imagery he uses to describe his journey.
Passage:
“I walk through my neighborhood of Metztonalco. Twilight deepens into night. A new moon. Only stars emerge, first Venus, celestial protector, and then the rest, constellations glittering in the canals as I pass over rickety bridges. My father’s house stands silent at the lip of the city, lake water just a stone’s throw from the courtyard” (10).
Questions for Students to Think About:
- What do you notice about this passage?
- What different parts of his neighborhood does his describe?
- Does his neighborhood sound similar or different than yours? How? Why?
- What’s the importance of where he lives? How do you know?
“I walk through my neighborhood of Metztonalco. Twilight deepens into night. A new moon. Only stars emerge, first Venus, celestial protector, and then the rest, constellations glittering in the canals as I pass over rickety bridges. My father’s house stands silent at the lip of the city, lake water just a stone’s throw from the courtyard” (10).
Draw Student’s Attention to the Following:
- Strong word choices (bolded)
- Appositive phrases to add more detail to the described places in his description (underlined)
- Varied sentence structure and the use of phrases
- Description includes action of the environment around him
- “Twilight deepens,” “stars emerge,” “house stands”
- Figurative language - personification (italicized)
After analyzing the passage, have students draw a map of their own neighborhood and the surrounding city, as well as their most important places to go. Then, have them draw a line showing how they get from one place to another. An example of what this might look like is below (color is not necessary).
Writing Prompt:
After completing their maps, present students with the following writing prompt:
The places we alive are important; they define who we are. Authors use specific sensory details to create imagery within their stories to transport readers from their beds or couches to the worlds of their characters. Using the map you’ve created of your neighborhood, write a paragraph that takes the reader on a journey. You should have a starting and end ending point that exists somewhere in your neighborhood. Describe what you see, hear, smell, and feel along your journey.
Authentic Language in YA Literature
For too long, authors have sacrificed the words that they want to use for the ease of reader comprehension. This is commonly seen in stories where it is assumed a character is speaking their native language, but the narrative written in only English. However, Secret of the Moon Conch by David Bowles and Guadalupe García McCall show readers just how easy it can be to weave authentic language and explanatory information for readers.
Passage One:
The following is a passage from the novel that can be used to show students how authors integrate authentic language in their story while also helping readers understand what that language means. Here, the authors use the word “mochila,” Spanish for “backpack,” and use vivid details that lead readers to that conclusion.
“‘I found a conch,’ I say, pointing to my mochila, which I haven’t used since I left school last year. It has hung in the corner of the room from the head of a rusty nail for months, empty and sad as a dry cornhusk until today, when I filled it with the bulk of my clothes and the pink shell” (16).
After reading this passage with students, ask them to write or discuss the following questions:
- How has Sitlali treated her mochila?
- What are some key words from the passage that tell you when and where a mochila is used?
- How does the figurative language in the passage help you picture the mochila?
- Why does Sitlali use her mochila now?
- What do you think a mochila might be based on the clues in the passage? Why might she choose to use the word “mochila” instead of one you might be more familiar with?
Passage Two:
Then, show students the following passage from the point of view of Calizto in the novel.
“‘That won’t stop a Spanish bullet. Or a cannonball.’ Grimacing, I stare at him. ‘It’s not meant to, Ofirin. Where’s my macchuahuitl?’ ‘Your what?’ ‘My sword. Wooden macana, razor-sharp obsidian blades all along its edges, able to slice through Spanish armor like an oar through water?” (23).
After reading this passage with students, ask them to write or discuss the following questions:
- What is a “macchuahitl?” How does the authors help you know that?
- What are some details that help paint a picture of what a macchuahitl is?
- Why might he say the word “macchuahitl” instead of “sword?” Why is word this important?
- How does the figurative language in the passage help you picture the macchuahitl?
Student Scaffolding:
Once students understand the various techniques authors use to explain what a word means, students can begin to create their own authentic language charts. Students can either choose their native language or words, such as slang words, they use daily that others might not know the meaning of if they were to read them in the text. If students choose a native language, have them choose words that are the most significant to them. Below is an example of what a chart might look like.
Word
Definition
Example when the word is used
Ghosted
When you ignore another person
I ghosted my friend when she asked if I wanted to hang out because I was too busy.
Slap(s)
Said when something is really good
These pancakes slap! Loaded with maple syrup and blueberries, these truly make the perfect breakfast treat.
Gezelligheid
A Dutch word that means coziness or togetherness
Wat een gezellige huiskamer.
What a cozy living room.
Writing Activity:
After brainstorming some of their own authentic language, have students write a short narrative using their own authentic language. For each authentic word they use, have them build in details that hint at the word’s meaning. This can also be done as poetry.
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