GRADE 4
Auntie Luce’s Talking Paintings written by Francie Latour; illustrated by Ken Daley
AT A GLANCE In this vibrant picture book, a young Haitian American girl, affectionately referred to as Ti Chou, reminisces about traveling to Haiti to visit her aunt. Auntie Luce is a painter, and the narrator reflects on the time she sat for a portrait. During this experience, the narrator and Auntie Luce discuss Haiti’s complicated history as well as the things that make Haiti home. Through the power of art, the narrator discovers a new appreciation for her culture and identity.
Genre/Text Type: Realistic Fiction/ Picture Book Social-Emotional Focus: Self-Awareness
Strategy Focus: Analyze Character STEAM Focus: Art
INTRODUCE THE BOOK Show students the cover illustration and help students notice that both the girl and the woman are holding paintbrushes . Say: This book tells the story of a girl who travels every winter to Haiti, where she visits with her Auntie Luce. Auntie Luce paints portraits of famous Haitians, as well as modern scenes and moments from Haiti’s history . Let’s see what this girl learns from her aunt’s art and what it means for a painting to “talk.” DURING READING As you read the book, pause to discuss the questions below. Encourage students to turn and talk with partners or share their thinking with the whole group. pp. 2–5 The narrator is remembering and reflecting on a time when she was younger. She uses vivid colors and details to describe the memories of Haiti. What does this tell you about the narrator and how she feels about her trip and visiting her aunt? (analyze character, make inferences) pp. 6–11 Ti Chou, the narrator, describes meeting Auntie Luce at the airport and driving through the city. What details stand out to you about Auntie Luce? What about the city where she lives? (key ideas and details) pp. 13–19 Auntie Luce quizzes Ti Chou on Haiti’s history and some of its famous figures. Why might Auntie Luce choose to paint these historical figures? (make inferences, analyze character) pp. 20–22 There are paintings of the narrator’s grandfather and great- grandmother on the wall. What is striking about these paintings hanging next to historical heroes? What does this tell you about the narrator’s view of them? (draw conclusions, make inferences) pp. 23–31 Why does Auntie Luce paint? Why does she choose to focus on subjects that may be difficult, as well as subjects that are beautiful? (key ideas and details, draw conclusions) pp. 32–33 Auntie Luce agrees that Ti Chou should take the portrait home. Auntie Luce tells her, “These colors, this people, this place
Rising Voices Theme Vision Note to the Teacher • Read-Aloud Tip Read with expression to emphasize how the narrator shares the sights of Haiti and the sounds as well, including a few phrases in Haitian Creole (Kreyòl). You may wish to use the bilingual glossary on page 35 of the book to practice pronunciation before you read aloud. • Language Support Clarify as needed what the author means by heroes and words naming family members. Focus on ideas all can identify with—bravery, culture, and connecting with family. • Background The author touches upon the complex history of Haiti. You may also want to share that the character of Auntie Luce was inspired by one of the most famous Haitian painters of the 20th century, Luce Turnier. Vocabulary easels (p. 13) standing frames used to hold canvases while they are being used palettes (p. 10) thin boards on which an artist mixes paints smocks (p. 17) loose garments used to protect clothing
belongs to you.” Have you ever felt connected to a piece of art? How did it “talk” to you? What did you take away from it? (make connections)
Auntie Luce’s Talking Paintings
AFTER READING
Strategy Focus: Analyze Character Remind students how readers analyze characters. Say: You learn about characters from • their words and actions, • their reactions to events, and • what others say and think about the characters. Ti Chou is both a main character and the narrator of Auntie Luce’s Talking Paintings . Because she is the narrator, we see events through her eyes. Ti Chou tells us what she sees, thinks, and feels. We also learn about her through her actions and what she says to Auntie Luce. Extend Learning Write an Artist Statement Share that many artists write “artist statements,” where they explain what they hope to achieve as artists. Have students write an artist statement from Auntie Luce, explaining her reasons for painting and what she hopes to achieve through her art. (informative/explanatory) Book Club Discussion Have children meet in small groups to think about the text and discuss the questions below. You may wish to provide the questions on cards for children to use in their groups. • Vision Throughout the book, the narrator points out the colors she sees. She is observing and thinking like an artist. How is being able to precisely identify what you see also important to writers and scientists? What do you think Ti Chou will be when she grows up? Why? • Reflecting on the Past By sitting for her portrait, Ti Chou learns more about herself. How did this experience help her connect to Haiti and her own family history?
Understanding Ti Chou helps us better appreciate her experiences and the story’s message. Revisit and reread the sentences on page 9, where Ti Chou says, “My first question is always the same. ‘Can I sit for you, Auntie Luce? Will you paint me this time, please?’.” Guide students to use what they have learned about both Ti Chou and Auntie Luce from the rest of the book to understand why having her portrait painted is so important to Ti Chou and what the author wants us to remember about her and her relationship with her aunt. Build Social-Emotional Awareness Say: Ti Chou tells Auntie Luce that she sometimes doesn’t feel Haitian enough, or American enough. Auntie Luce tells her, “Try not to think of it as one or the other, but both together.” What does Auntie Luce mean by this? Why is it important to appreciate that who you are reflects a variety of experiences and achievements both from the past and from the present? Have students turn and talk with a partner. Then select a few students to share their thinking with the class. ( CASEL Competency self-awareness) Think Like an Artist Discuss that artists choose subjects that matter to them. Auntie Luce painted great men and women from Haitian history as well as people from her own family—people that Ti Chou calls “her own heroes.” Provide art supplies and invite students to create a captioned portrait of someone they consider a hero.
Connect to the Internet Facts From the Author Visit the author’s website for information to share about her, the book’s illustrator, and the real artist, Luce Turnier, who was the inspiration for the character of Auntie Luce: www.francielatour.com .
ITEM #732364
Rising Voices: Books Empowering Girls in STEAM
Page i Page iiMade with FlippingBook - Online catalogs