Literacy Group Week 3- Diverse Book

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Part One
Park, L. S. (2002). When My Name Was Keoko. Clarion Books.

Part Two
When My Name Was Keoko is a very intense book in terms of the emotional story that is provided. During the reading I considered why historically I have never been taught, and why we do not teach more of this topic in history class. It is so important for students to understand all sides of history without undermining and feeling a certain race is not important, especially in a World War. It was hard to imagine not being able to speak your own language, and being unable to showcase or be proud of a heritage that is a part of your family.

Part Three

This book in particular would be considered a quality book. It has a lot of structure in terms of plot, setting, theme, style, and point of view. There is also a feeling of reflection when reading the story where readers can question why this has happened to this specific group, and how we as readers would feel if it happened to us. The book's purpose is to engage readers and help them through an almost personal journey with this family to help readers understand history from a different point of view. The book trails along the theme of fear, doubt, and insecurities and has a strong after effect for readers, it is a great quality book and one that should be read in the classroom.

Part Four

9th-10th Grade.

Lesson Objective- After reading the book, "When My Name Was Keoko", the student will be able to reflect separately how s/he/they may feel by being stripped away of their heritage or growing up not ever knowing their heritage.


Discussion Question- In what ways do the characters in When My Name Was Keoko display Korean nationalism? 


Discussion Question- Imagine being a character in When My Name Was Keoko, forced to choose between staying true to their Korean culture or confiding to the Japanese rules. What would you do in that situation?

Standards- CDE Standards

9th-10th Grade Key Ideas and Details

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


Description- The students will read the story, and then discuss in small groups specific details of the text and state their personal opinions. They will then write a reflection on how they would feel if their heritage was taken away from them, and how their heritage in part of their identity.


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