Grade: 3

Subject: Language Arts

Length of Lesson:

Topic/Theme: Multiculturalism


Submitted by : Susan Bouwer


Materials, Resources, Methods, Classroom procedures:

Author:

Phil Mendez

Title:

The Black Snowman

Publisher:

Scholastic Inc.

Date:

1989

Genre:

Contemporary realism combined with fantasy

Readability:

Read together


Background Knowledge:

Carole Byard illustrations are striking. Bold colors and clearly defined facial expressions of the characters capture the emotions and the struggle the author describes.

The cover illustration depicts the main components of the story. This is achieved in two ways: the subjects in the picture; the brothers, the snowman, and the Kente; as well as the illustrators’ use of the color black for the building, the railing in background, and then the bright, bold Kente in the foreground immediately stimulates the reader into wondering what significance the cloth the boy is holding has on those in the illustration.

The book deals with a child’s low self-esteem. A little boy named Jacob has low self-esteem because he feels being black is connected to only a negative meaning. We see his frame of reference as he tells his mother that in stories the black knight is the bad character and the white knight is good and always conquers. He says you never hear of a black house, but you often hear of the important white house.

His mother tries to show him black does not signify 'bad'; as she is doing this, a pancake burns and she says look we have a “man in the pan”. Jacob asks if she thinks the pancake man is happy and his mother tells him, “happy ain’t got no color.”

This does not quench Jacob’s doubt about his worth and he goes out. His younger brother follows suit and once outside begins building a snowman out of the dark snow on the side of the street. Jacob helps him and they complete the snowman with items they find around the garbage. The snowman comes to life when they place the Kente on him like a shawl. The author introduces fantasy to address Jacob’s belief about the color black being a 'bad' quality.

When the snowman comes to life he changes from gray to pink; to red, yellow, blue, and finally solid black. The author is conveying that all colors are equally worthy.

When Jacob tells the snowman black is bad, the author uses a comparison or analogy to demonstrate that one’s beliefs come from a fixed idea or perception and you, the reader, and Jacob need to be open to new perspectives.

Through the snowman the author challenges all of us to reconsider what we value by having the snowman ask Jacob, “what is more important in a book--the white pages, the black words, or the message the book holds?”

The author makes an analogy for students to help them come to terms with racial discrimination. He examines something concrete through words in a book and their meaning, and compares this to the abstract concept of people’s inner qualities that make self worth and inner strength.

The author is using a friendly and familiar character (an alive snowman) to instruct Jacob and all children on a difficult concept. The use of fantasy incorporates aspects that make understanding easier.

Jacob still does not understand what the snowman is telling him. Peewee demonstrates what is meant by courage and strength by going on his own into an old, abandoned warehouse to gather bottles to earn money for his mother’s Christmas present.

Meanwhile, the snowman visits Jacob and shows him (through conjuring up real life images) his ancestors; their bravery and skillfulness. The people should make him feel proud because they are a part of his heritage.

Jacob is then challenged to use his inner strength when he must use his courage to rescue his little brother from the burning warehouse. He finds a courage he did not know he had. He leads his brother out of the burning building. The snowman has passed on the courage of their African ancestors with his words and wrapping them in the magic Kente. The Kente symbolizes diversity, for it is woven from many colors and it has lasted many generations, thus conveying the strength, endurance, and inner strength of the African people.

The story ends with the Kente being picked up by a fireman at the scene, symbolizing that Jacob no longer needs the support of the Kente. He has developed a belief in his own ability and realizes that the color of his skin does not alter his abilities and inner characteristics, such as caring and loving.


Body of Lesson:

I would begin a multiculturalism unit with this book. I would read the story aloud then discuss the story with the children, asking them what they liked and why.

Then, I would ask the students to take out their journal and write what is their favorite part of the story, and to explain why. This encourages children’s development of an aesthetic stance which I feel is the foremost essential gold of good literature.

The next day, I would have the students together in small groups (6), and have them read to each other their favorite part of the story. In doing this, they are reviewing and recalling the story. After this I would have them return to working individually, and answer questions that would draw out their understanding of the text and emphasize important passages. In this activity, the focus is developing their comprehension or efferent stance.

The next day, I would move to developing the concept of adjectives and adverbs, but without explaining these terms. At this level, giving these terms could overwhelm and intimidate the students. I would begin the class by explaining that writing a sentence is like rolling a snowball down a hill or rolling a snowball to make a snowman. The little bit of snow can grow and grow.

I would use an example from the book.

Jacob dressed.

Jacob dressed quickly.

Jacob dressed quickly and followed delicious breakfast smells.

Jacob dressed quickly and followed delicious breakfast smells coming from the kitchen.

I would refer to this example and explain that in order to make your writing more colorful and interesting it is important to use descriptive words that we would post for them for reference.

I would then ask the students to take their responses to the questions and write them again using our descriptive words where it is appropriate to make more colorful sentences.

Questions for understanding and writing development:

  1. Why does the story telling come to an end in the village in western Africa?
  2. What does Jacob think of the color black? Give examples that illustrate your answer.
  3. What did Jacob help his little brother build?
  4. How does the snowman help Jacob to see things differently?
  5. What did you think of Peewee going into the abandoned warehouse?
  6. What does the snowman mean when he calls out restore?

Possible descriptive words:

vast delicate useless
rapidly furious quickly
slowly bitter sweet
quietly crispy brightly
dim

I think this book does an excellent job of introducing the concept of inequities based on color or race. It is a good book because it uses real life settings which enable children to relate to the story. It also makes a very challenging and abstract quality, race, relevant to young children.

Through the use of fantasy, the author enables both the main character and the audience, to come to terms with, and find a solution to, the problem of low self-esteem because of the difference in color or race.

It is important to use multicultural books in the classroom to help students who may be grappling with the same issues presented in these narratives.

These books also make other students aware of their own possible fixed ideas of concepts, and the challenges faced by individuals or a different race.


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