1. Bibliography
Behar, R. 2017. Lucky Broken Girl. New York, NY: Puffin Books. ISBN 9780399546457
2. Summary
After Ruthie and her family move from Cuba to Queens in New York City, she is placed in the “dumb” 5th grade class. However, after showing her advanced spelling skills, she is moved to a “regular” 5th grade class. After things were making a good turnout for Ruthie in America, a car crash leaves her bed-ridden in a body cast from her torso to her feet for eight months, and her neighbor/best friend, Ramu, is forced to move back to India after the death of his younger brother, Avik. While in bed, she is homeschooled and befriends the new neighbor, Francisco (Chicho), who helps her cope with being bed-ridden for so long by introducing her to her new love for painting. Finally, after she finds the courage to walk again, Ruthie develops a positive outlook of her life in America despite her tragic setbacks.
3. Discussion
This book made me sob when Ruthie’s best friend and neighbor, Ramu, loses his brother, Avik . I had to take a break from reading before I could continue. I was also heartbroken when Ramu had to move back to India.
This book made me sob when Ruthie’s best friend and neighbor, Ramu, loses his brother, Avik . I had to take a break from reading before I could continue. I was also heartbroken when Ramu had to move back to India.
I can see Lucky Broken Girl being in a school library ranging from elementary to high school. This book would especially be beneficial to have in a Bilingual/Spanish-speaking school. As discussed in chapter 17 of our textbook, librarians need to be able to offer diverse books that students will be able to relate to. The Hispanic culture seen throughout the book may have a student feeling at home and accepted.
Chapter 11 in our textbook suggests to think of the question “Is everything consistent with the real world in which contemporary kids live?” when critiquing realistic fiction books, and I kept this in mind while reading this story. Lucky Broken Girl may be fiction, but the storyline of Ruthie and all other aspects of the story that are discussed has me viewing this book as realistic fiction rather than just fiction. Some examples of this include: Ruthie’s family moving to New York from Cuba; the different people she meets while she is bedridden; and the setting of the story. Hispanic students can relate to the cultural homage that the author describes, such as drinking Cuban coffee from little cups and welcoming people into their home, something that Ruthie's mother does with her family, the neighbor, Francisco (Chicho), and the nurse, Amara.
4. Connections
This book would be great to use in a classroom setting to discuss Ruthie's character growth throughout the story. The beginning of the story is spent discussing how her move from Cuba affected her school life, thinking she was dumb because of her class placement. Ruthie’s dedication to be moved to the smart class can be used to discuss character feelings with students. Ruthie’s character development continues as the reader sees her personal growth in her acceptance of her car accident, accepting what happened to her and trying to see the good in such a horrible life situation. She ultimately learns to accept it and appreciates life when she is no longer bedridden. These topics can be great for classroom discussions for students to discuss her acceptance in the accident and in life throughout the whole story. Furthermore, the discussions can be broken up into the five parts (as the story is written), as each part is an influential part in her life.
Chapter 11 in our textbook suggests to think of the question “Is everything consistent with the real world in which contemporary kids live?” when critiquing realistic fiction books, and I kept this in mind while reading this story. Lucky Broken Girl may be fiction, but the storyline of Ruthie and all other aspects of the story that are discussed has me viewing this book as realistic fiction rather than just fiction. Some examples of this include: Ruthie’s family moving to New York from Cuba; the different people she meets while she is bedridden; and the setting of the story. Hispanic students can relate to the cultural homage that the author describes, such as drinking Cuban coffee from little cups and welcoming people into their home, something that Ruthie's mother does with her family, the neighbor, Francisco (Chicho), and the nurse, Amara.
4. Connections
This book would be great to use in a classroom setting to discuss Ruthie's character growth throughout the story. The beginning of the story is spent discussing how her move from Cuba affected her school life, thinking she was dumb because of her class placement. Ruthie’s dedication to be moved to the smart class can be used to discuss character feelings with students. Ruthie’s character development continues as the reader sees her personal growth in her acceptance of her car accident, accepting what happened to her and trying to see the good in such a horrible life situation. She ultimately learns to accept it and appreciates life when she is no longer bedridden. These topics can be great for classroom discussions for students to discuss her acceptance in the accident and in life throughout the whole story. Furthermore, the discussions can be broken up into the five parts (as the story is written), as each part is an influential part in her life.
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