Pam Muñoz Ryan
By Tiffany Moore
Personal
Background
•Born and raised in Bakersfield,
California
•Childhood included lots of reading
and trips to the local library
•Currently resides in San Diego, CA
•Has 4 children
•Birthday: December 25, 1951
http://www.audiofilemagazine.com/features/A2065.html
Growing Up To Be a Writer
“One of the things that I think prepared me the
most for being a writer was that I was blessed
with a lot of big blocks of unchoreographed
time and a lot of benevolent neglect that gave
me the opportunity to spend a lot of time
playing and developing my imagination.”
(Ryan in a Reading Rocket’s Interview)
Educational Background
• Washington Junior High
• Editor of “Washington Hornet” newspaper
• Bakersfield High School
• Bakersfield Junior College
• San Diego State University
• Bachelor's Degree in Child Development
• Master’s of Education in Post Secondary
Education
Professional Journey
• Ryan started writing after a professor in her
master’s program encouraged her to try her hand
at professional writing. In a Reading Rockets
interview, Ryan commented, “Up to that point, I
hadn't (considered writing). But, you know, once
she planted the seed, I really couldn't stop
thinking about it.”
• She stepped into writing by working on books for
adults with colleagues
• First children’s book- “One Hundred Is a Family”
• Teacher and Writer
Over 30 Books and
Counting!
This section highlights a few Award
Winners!
Awards
• Pura Belpré Honor Book
• Tomas Rivera MexicanAmerican Children’s Book
Award
• International Reading
Association Notable Book
• NCTE Notable Children’s
Book in Language Arts
• NY Public Library Top 10
Titles for Reading and
Sharing!
Awards
• Jane Addams
Children’s Books
Award (2001)
• Pura Belpré Award
• ALA Top 10 Books for
Young Adults
• Americas Award Honor
Book
Awards
• Robert Siebert Honor
Book
• ALA Notable Book
• Parent’s Choice Gold
Award
• Orbis Pictus Award
• NCTE Notable
Children’s Book in
Language Arts
Awards
•California Young Reader Medal
•Willa Cather Award
•ALA Notable Book Selection
In The Classroom
Summary: This book explores the
possibilities of the imagination with
phrases such as, “Hole is tunnel
when you think you’ll reach
another land.”
My Find: I discovered this book
when I began studying my author’s
works. Prior to reading this book,
had not realized that Ryan wrote
for audiences this young.
Applications: This book would be a
great book to read with
kindergarteners to address
rhyming, but older students could
appreciate the theme of using your
imagination!
Mud is Cake
• Extensions: This book can be used with Kindergarteners to prepare
them for word sorting (pre-requisite is rhyming). The teacher reads the
book aloud to students, who point out rhyming words if able. If not, the
teacher revisit pairs of rhyming words after the whole book has been
read aloud for effect. Follow-up games include rhyming bingo, hot
potato rhyming, or picture memory with other rhyming words.
• Objective 1.02: Develop phonemic awareness and knowledge of
alphabetic principle: demonstrate understanding that spoken language is
a sequence of identifiable speech sounds.
• demonstrate understanding that the sequence of letters in the
written word represents the sequence of sounds in the spoken
word.
• demonstrate understanding of the sounds of letters and
understanding that words begin and end alike (onsets and rimes).
Summary: Rosa Maria prepares for
her granddaughter’s seventh
birthday with the assistance of a
few unexpected helpers. In this
comical story, Rosa Maria is
outsmarted by the mice she
despises. But soon she realizes,
that she should love an accept
them, returning kindness for
kindness.
My Find: This picture book with
bright illustrations would be
enjoyed by students in the primary
grades. However, teachers in
upper elementary could share the
book with their students to show
them how Ryan writes about her
Hispanic heritage.
Mice and Beans
• Applications: Kindergarten teachers can use this book to address
sequencing as well as the difference between fantasy and reality. The
teacher must first read the book aloud to the children. She may highlight
the sequence during the reading.
• Extensions: After reading, the teacher could have the students retell the
story in their own words, creating a LEA piece on sentence strips. Then
the sentences could be mixed up and sequenced in a pocket chart. This
could later become a center for follow-up practice. Fantasy and reality
could also be discussed while looking at the LEA sentences.
• Objective 2.08 Distinguish fantasy from reality when reading text.
Objective 2.09 Identify the sequence of events in a story.
The Author Study!
Our Author Study!
• My author’s study will be conducted with students in the sixth
grade. It will focus on the books, “Riding Freedom,” “Becoming
Naomi León,” and “The Dreamer.”
• The books can be linked together through the theme of selfidentity. Each book features a strong protagonist who goes after
what he or she wants, which leads to fulfilled dreams. In order to
access their strength, the characters must first find out who they
are and identify their goals/motives.
• “The Dreamer” and “Riding Freedom” can also be connected
since they are both based on the lives of real people.
• Additionally, I would like my students to recognize Ryan’s use of
figurative language throughout her books. How does she use
figurative language to enhance the meaning of her texts?
Let’s Get Started!
• We will start the unit with a short brainstorming activity to
get us thinking about the upcoming themes in our novel.
• The students will be given several minutes to write down
words that describe their personality.
• Then they will turn their paper over and list words/phrases
that express their goals and desires.
• This pre-reading activity is designed to get students
thinking about what they are like and what is important to
them.
• It is my hope that it will help them better understand the
characters in our novels as well as the magnitude of the
conflicts they face. I hope that it will help them utilize text
to self connections as they move through the novel.
After Brainstorming
The students and I will start by reading “Riding Freedom.” The
book is shorter and easier to understand. This will help us
explore the author’s writing style and begin to think about
the theme of self-identity.
After finishing a unit on “Riding Freedom,” we will move on to
“Becoming Naomi León.” This book is longer and has more
subplots to navigate.
We will finish our author’s study by reading “The Dreamer.”
This book is more complex because of it’s philosophical
nature, its foreign setting (with the inclusion of unfamiliar
names of people and places), and the inclusion of complex
social issues (particularly disagreements over the Mapuche
people and the treatment of Neftalí by his father).
Objective Focus
• Objective 5.01 Increase fluency, comprehension, and insight through a
meaningful and comprehensive literacy program by:
• using effective reading strategies to match type of text.
• reading literature and other materials selected by the teacher.
• discussing literature in teacher-student conferences and small group
discussions.
• discussing and analyzing the effects on texts of such literary devices
as figurative language, dialogue, flashback and sarcasm.
• interpreting text by explaining elements such as plot, theme, point of
view, characterization, mood, and style.
• recognizing underlying messages in order to identify theme(s) within
and across works.
• exploring relationships between and among characters, ideas,
concepts and/or experiences.
Summary: This piece of historical
fiction represents the life of
Charlotte Darkey Parkhurst, a girl
who grew up in an orphanage.
Eventually, she ran away and then
made a living for herself by
pretending to be a man. In the
author’s note, Ryan explains that
the book is mostly factual, but she
“sometimes had to take a creative
license” in order to make the book
more suitable for the intended
audience.
Riding Freedom Activities
• The novel will be taught through a DRTA lesson plan,
consisting of a series of predictions and reflections.
The historical context will be addressed during these
discussions.
• Throughout the reading of this novel, the students will
work on the “fleshing out the character activity”
mentioned later.
• After reading, students will write a paragraph
explaining the significance of the setting (particularly
the time period). This will help students understand
how to approach historical fiction pieces.
Summary: Becoming Naomi León
is a realistic fiction piece about
timid Naomi Soledad Leon Outlaw,
who must learn to speak up for
herself in order to preserve her life
as she knows it. She lives with her
great grandmother (Gram) and her
brother Owen. However, her
absentee mother returns and
threatens to take her away from
the life she knows. She must travel
with her loved ones to Mexico to
find her father and seek his help.
While there, she discovers her
heritage and learns to appreciate
herself. Then she returns to the
United States to fight to continue
life as she knows it with Gram.
Becoming Naomi LeónCritics Acclaim!
• Hazel Rochman from Booklist says, “In true
mythic tradition, Ryan…makes Naomi’s search
for her dad a search for identity, and both are
exciting.”
• Christine Heppermann from Horn Book says,
“With its quirky characterizations and folksy
atmosphere, this engrossing family
drama…has its own uniquely affecting
emotional core.”
Becoming Naomi León
Activities
• This book will also be read in a DRTA fashion in a small
group (some silent and some out loud).
• The students will “flesh out” the character Naomi León.
• This book has one primary problem (Naomi’s mother is
trying to take her away from Gram and Owen). This leads
to a clear plot line, which can be examined in detail.
Students will create a plot line on a large sheet of
construction paper. They will fill it in with notes pertaining
to the introduction, rising action, climax, and resolution.
• After reading, the plot diagram can be referenced in a
discussion about the obstacles that Naomi overcame.
Summary: “The Dreamer” is a
fiction book, that is based on the
life of Pablo Neruda. The book
spans the life of Neftalí Reyes from
a timid seven year old to an
independent writer (alias Neruda)
in college. Neftalí experiences a
variety of challenges including
illness, a challenging home life,
trouble with peers, and opinions
that differ from those in power
during his time. These elements
combine to form a motivating read,
that children and adults will find
enchanting!
The Dreamer Activities
• I will introduce the book by showing the students
the Scholastic Book Talk for The Dreamer.
• We will read the book with a DRTA structure, and
we will “flesh out” the character Neftalí.
• Since this book is more detailed, I want the
students to take notes as they read. To do this, I
would have them write a 1-2 sentence summary at
the end of each chapter to keep track of
important events.
Activity for Every Book
•
Since the common theme for these books is self-identity, I want my students to “Flesh
Out” the protagonist for each book (Naomi, Neftalí, and Charlotte).
•
In the book, “Yellow Brick Roads: Shared and Guided Paths to Independent Reading 412,” the author includes a diagram that is helpful for character analysis. The students
look at a skeleton diagram and label it with “Thoughts, Plans, What she said, Feelings,
What she did, What she tried to do, Strengths, and Weaknesses.”
•
The students will read the book with the teacher, following a DRTA lesson plan. Some
reading will be done out loud in the small group, while some parts will be done silently.
All reading will be paced by the teacher, with probing questions/predictions/reflections.
•
At the end of each day’s reading, the students will work in partners to add 1-2 notes to
their skeleton diagram.
•
At then end of the book, students will come together as a reading group to talk about
their notes. From there, we will talk about the conflicts the character faced and how
he/she addressed those conflicts. This will also give us a chance to discuss the
character’s dynamic nature.
Wrapping Up
• 1.04 Reflect on learning experiences by:
• describing personal learning growth and changes in perspective.
• identifying changes in self throughout the learning process.
• After reading the three books, I would like to have students choose the
character that they most identified with and write about why they were
drawn to that character.
• Then, I would like to have the students revisit the brainstorming activity that
we completed at the beginning of the story. This time I will give them more
time and have them complete a bubble map that describes there personality
and a bubble map that explains their long-term goals and motives.
• Then, they will write short paper explaining who they are, what they want
from life, and they will note any changes that occurred after reading the
novels from our author study.
From the Author
Words of Advice
• “I want children to know…I’m not really a
writer. I’m a rewriter, and it doesn’t come out
like they read it the first time, and my job is a
series of starting over and sometimes
failures.”
Scholastic Video Interview 4 with Pam Munoz
Ryan
Words of Advice
• “Book is door if you
escape to where
you’ve never been.”
• This darling quote from
“Mud is Cake” shows
Ryan’s desire to tap
deep into the
imagination as she did
as a child.
I’m Glad You Told Me!
• A growing number of Ryan’s book stem from
her Hispanic heritage, including:
•
•
•
•
Esperanza Rising
Our California
Nacho and Lolita
How Do You Raise a Raisin
• Many of Ryan’s books are also available in
Spanish!
Teacher Resources
• Pammunozryan.com offers readers’s theater
scripts for the following books:
•
•
•
•
Nacho and Lolita
Becoming Naomi Leon
Esperanza Rising
The Dreamer
Contact Her!
Standard Mail:
Pam Muñoz Ryan
C/O Scholastic, Inc.
557 Broadway
New York, NY 10012-3999
Note-Class letters should be mailed
collectively in one large envelope.
E-Mail:
PMunozRyan@aol.com
http://elizabethvaradansfourthwish.blogspot.com/2010/09/
interview-with-pam-munoz-ryan.html
Video Interviews
• 5 Questions with Pam Munoz Ryan (You Tube)
• Reading Rockets Interviews with Pam Munoz
Ryan
• Scholastic Video Interview with Pam Munoz
Ryan
References
• Allen, J. (2000). Yellow brick roads: shared and guided paths to
independent reading 4-12. Portland, ME: Stenhouse Pub.
• Heppermann, Christine M. "Pam Munoz Ryan: Becoming Naomi Leon."
The Horn Book Magazine 80.5 (2004): 598. Literature Resource Center.
Web. 20 June 2011.
• Ryan, P. (1998). Riding freedom. New York, NY: Scholastic INC.
• Ryan, P. (2001). Mice and beans. New York, NY: Scholastic Press.
• Ryan, P. (2002). Mud is cake. New York, NY: Hyperion Books for Children.
• Ryan, P. (2004). Becoming naomi león. New York, NY: Scholastic Press.
• Ryan, P, & Sís, P. (2010). The dreamer. New York, NY: Scholastic Pr.
References
•
"Pam Muñoz Ryan (1951-)." Something about the Author. Vol. 197. Detroit: Gale, 2009. 156-161.
Something About The Author Online. Gale. Appalachian State University - Belk Library. 19 June 2011
•
http://0-galenet.galegroup.com.wncln.wncln.org/servlet/SATA_Online/boon41269/BH2177975066.
•
"Pam Munoz Ryan." Contemporary Authors Online. Detroit: Gale, 2011. Literature Resource Center.
Web. 20 June 2011.
•
www.pammunozryan.com
•
http://www.readingrockets.org/books/interviews/ryan/transcript/
•
http://www2.scholastic.com/browse/video.jsp?pID=1640149541&bcpid=1640149541&bclid=578264650
01&bctid=86953451001
•
http://www2.scholastic.com/browse/video.jsp?pID=1640183585&bcpid=1640183585&bckey=AQ~~,AA
AAAFv844g~,BASb5BU03X_L2cn86MC9qSzQHunGEilJ&bclid=1683701961&bctid=1688353635