| BASIC INFO | LANGUAGE LEVEL | COMPREHENSION-AIDING FEATURES |
|---|---|---|
| Book Title Los Piratas del Caribe & El Triangulo de las Bermudas Author(s) Carol Gaab, Christine Tiday Illustrator(s) Irene Jimenez Casanovas Other Contributors Published by Fluency Matters Genre Historical Fiction, Mystery & Adventures Publication date 2012 #Ownvoices No | From the author/publisher’s website Beginner Total Word Count 9,900 | Illustrations YES Glossary YES Guiding Questions NO Context NO Other |
| IDENTITIES PRESENT IN THE TEXT | SYNOPSIS | |
|---|---|---|
| Races, Ethnicities, and Nationalities Latinx Venezuelan Languages spoken Spanish English Sex and Genders Male – main characters Female Ages Teenager, Adult Social classes Poor Upper Class References to enslaved people | Sexual Orientation Heterosexual Abilities Non-disabled Religions N/A Family Structures Heteroparental Body Type Non curvy | From the author/publisher’s website When Tito and his father set sail from Florida to Maryland, they have no idea that their decision to pass through the Bermuda Triangle could completely change the course of their voyage, not to mention the course of their entire lives! They soon discover that rough seas and bad weather are the least of their worries, as they become entangled in a sinister plan to control the world and subsequently become the target of Henry Morgan and his band of pirates. Will they escape from the Triangle and from the pirates, and save their new friend, Carlos, in the process? |
| ILLUSTRATIONS | STORY | SOCIAL JUSTICE |
|---|---|---|
| To what extent do the illustrations present positive and thoughtful representations of identities? The illustrations are consistent with the events. Illustrations of Tito and his dad depict a genuine and affectionate father-son bond. Pirates are very stereotypical looking. Carlos and his family are displayed as characters under a lot of stress and anguish. | We understand identities are complex and no single story represents the spectrum of identity-based experiences. Also, a text may address a stereotype, misrepresentation, or generalization without relying on it. Does any stereotype, misrepresentation, or generalization affect any positive and thoughtful representations of identities in the text? A Black character is represented as an enslaved person. Problems faced by this Black character are resolved through the benevolent intervention of a White person. | This section is for teachers who are working towards sourcing more texts within the four domains of anti-bias education. We are excited about reading all books and we understand that not all books are written for this specific purpose. Does this text work toward goals within any of the four domains of anti-bias education as defined by Teaching Tolerance? Identity: Promote a healthy self-concept and exploration of identity Justice: Raise awareness of prejudice and injustice |
| LLLAB’s REVIEW |
|---|
Readers need to be aware of the mentions of enslaved people, and the real possibility of triggering situations. Piratas is a book that feels much like a fusion between sci fi, history, and surrealistic/futuristic passages. High frequency words are very well explained and elaborated on with sufficient context, making this reading very enjoyable and pleasant for someone who is reading language learner literature for the first time. This book is helpful for students seeking Free Volunteer Reading time (FVR) and provides a relaxed and immersive experience for those students seeking to strengthen their foundations of Spanish. Contrasts between preterite vs imperfect, ser vs estar, and the narration vs description in the past are useful and relevant to the context of the story. The book also introduces some interesting and enticing geography terms like the Orinoco, or the Caribbean area of the Bermuda territory/triangle. This can start meaningful conversations about social studies geography and foster some cross curricular comparisons. The book could be really confusing if students are not prepared to follow a traditional plot. For example, in chapter 2, the “Misterio of vuelo 19” switches the narrative style, and it feels somehow disconnected from the overall plot. Some readers might encounter difficulties in finding the main narrative versus the non-linear narrative. It would be helpful if there was a follow up to these transitions for context and clarification. It should be noted that in chapter 11, there is a reference to an enslaved person and the description of an “African man” and his family. Initially, this could be problematic because of the constant representation of Black trauma and Black characters as enslaved individuals in literature. The empathy and compassion shown by Tito, and the genuine desire to undo the wrongs and the injustices done to the enslaved man and his family are prevalent throughout the story. Though, this could potentially be seen as saviorism. |
LLLAB 