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After reading My Papi Has a Motorcycle, ask your students to list the areas of expertise that they and their family members hold. Students could draw, write, or collage to share this listing. Post their work in the classroom as a resource for you and for your students.

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After reading My Papi Has a Motorcycle, ask your students to list the areas of expertise that they and their family members hold. Students could draw, write, or collage to share this listing. Post their work in the classroom as a resource for you and for your students.

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What Makes & Who Builds a Community? In her Quintera poses the question: “Who are the people who build our cities and form our communities? Who are the people who get streets named after them and who are the people who lay the asphalt?” Your middle grade students can investigate these questions about your own community. Invite your town historian to discuss the origins of your town or city, how it was established, and what roles different population groups have played in its history and development.

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What Makes & Who Builds a Community? In her Quintera poses the question: “Who are the people who build our cities and form our communities? Who are the people who get streets named after them and who are the people who lay the asphalt?” Your middle grade students can investigate these questions about your own community. Invite your town historian to discuss the origins of your town or city, how it was established, and what roles different population groups have played in its history and development.

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Changes. Older students reading My Papi Has a Motorcycle will identify more readily with Daisy’s musings on the changes that she has experienced in her community. Ask students to reflect on changes they have experienced in their selves, their families, and in their communities. Discuss Daisy’s statement that “there are things that will always stay the same.” As you read texts throughout the school year, note the themes of change that surface, perhaps keeping an anchor chart of titles and examples.

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Changes. Older students reading My Papi Has a Motorcycle will identify more readily with Daisy’s musings on the changes that she has experienced in her community. Ask students to reflect on changes they have experienced in their selves, their families, and in their communities. Discuss Daisy’s statement that “there are things that will always stay the same.” As you read texts throughout the school year, note the themes of change that surface, perhaps keeping an anchor chart of titles and examples.

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Invite your students to pay attention to the ways that they, their classmates, and popular culture texts incorporate multiple languages orally and in writing. Gather a collection of children’s books that demonstrate translanguaging to read aloud and to have available for independent reading in your classroom. Classroom Bookshelf entry examples include: Juana & Lucas and La Princesa and the Pea.  Discuss the differences among bilingual books, translanguaging in written language, and translated books. 

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Invite your students to pay attention to the ways that they, their classmates, and popular culture texts incorporate multiple languages orally and in writing. Gather a collection of children’s books that demonstrate translanguaging to read aloud and to have available for independent reading in your classroom. Classroom Bookshelf entry examples include: Juana & Lucas and La Princesa and the Pea.  Discuss the differences among bilingual books, translanguaging in written language, and translated books. 

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Descriptive Writing. Following an initial reading and discussion, select and enlarge some of the descriptive passages in My Papi Has a Motorcycle. Ask your students to close their eyes and visualize the described scene as you read the passage aloud. Then unpack the techniques used by Quintero to help readers create vivid images in their minds. Mark up the enlarged passage, recording students’ observations about word choices. Guide students to notice the use of sensory information. Next, invite students to craft a piece of descriptive writing. Begin by having students draw or photograph a favorite person, place, or thing. Next, students should rehearse for writing by verbally describing the picture to a partner. After students have then drafted and revised their descriptive pieces, share them digitally or in the form of a class book.

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Descriptive Writing. Following an initial reading and discussion, select and enlarge some of the descriptive passages in My Papi Has a Motorcycle. Ask your students to close their eyes and visualize the described scene as you read the passage aloud. Then unpack the techniques used by Quintero to help readers create vivid images in their minds. Mark up the enlarged passage, recording students’ observations about word choices. Guide students to notice the use of sensory information. Next, invite students to craft a piece of descriptive writing. Begin by having students draw or photograph a favorite person, place, or thing. Next, students should rehearse for writing by verbally describing the picture to a partner. After students have then drafted and revised their descriptive pieces, share them digitally or in the form of a class book.

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Representing Latinx Experiences. Latinx experiences remain underrepresented in children’s literature. After reading My Papi Has a Motorcycle, invite your students to survey your classroom and school library for additional picture book titles that feature Latinx children, families, and communities. Use resources such as We Need Diverse Books, Latinxs in Kidlit, The Pura Belpre Award and the Tomas Rivera Book Award to expand the Latinx titles available to your students. Search The Classroom Bookshelf for entries on Pura Belpre award winning titles.

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Representing Latinx Experiences. Latinx experiences remain underrepresented in children’s literature. After reading My Papi Has a Motorcycle, invite your students to survey your classroom and school library for additional picture book titles that feature Latinx children, families, and communities. Use resources such as We Need Diverse Books, Latinxs in Kidlit, The Pura Belpre Award and the Tomas Rivera Book Award to expand the Latinx titles available to your students. Search The Classroom Bookshelf for entries on Pura Belpre award winning titles.

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Duet Model Reading. Pair a reading of My Papi Has a Motorcycle with a reading of Margarita Engle’s All the Way to Havana. Have students compare and contrast the family relationships, the journey, the communities, and the themes of these stories. Expand this text study with a reading of Last Stop on Market Street and then invite your students to write and draw about a special trip that they have taken with loved ones.

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Duet Model Reading. Pair a reading of My Papi Has a Motorcycle with a reading of Margarita Engle’s All the Way to Havana. Have students compare and contrast the family relationships, the journey, the communities, and the themes of these stories. Expand this text study with a reading of Last Stop on Market Street and then invite your students to write and draw about a special trip that they have taken with loved ones.

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Community Stories. Read My Papi Has a Motorcycle as part of a text set focusing on communities. Include texts such as those featured on The Classroom Bookshelf: Trombone Shorty, Maybe Something Beautiful, Hey, Wall: A Story of Art and Community, Windows and Last Stop on Market Street. Construct an anchor chart to record patterns across the texts, noting how each features community members, landmarks, history, culture, events, and activism. Use favorite texts as mentor texts for students to co-write stories of your community (this could be your school community or community defined more broadly).  

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Community Stories. Read My Papi Has a Motorcycle as part of a text set focusing on communities. Include texts such as those featured on The Classroom Bookshelf: Trombone Shorty, Maybe Something Beautiful, Hey, Wall: A Story of Art and Community, Windows and Last Stop on Market Street. Construct an anchor chart to record patterns across the texts, noting how each features community members, landmarks, history, culture, events, and activism. Use favorite texts as mentor texts for students to co-write stories of your community (this could be your school community or community defined more broadly).  

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Food and Community. Food figures largely in Daisy and Papi’s travels through their community. Gather a collection of photographs of the food items mentioned in the story (if your school does not have food sharing restrictions, consider bringing in the food items themselves for students to sample). Read additional texts that feature local foods and eating practices (for examples from the Classroom Bookshelf see Chef Roy Choi and the Street Food Remix and It’s Our Garden: From Seeds to Harvest in a School Garden). Ask students to discuss, write about, and draw their favorite community-based foods. If possible, arrange for a local field trip to a specialty restaurant or food truck in your community or bring in local chefs for interviews and to share food preparation demonstrations.

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Food and Community. Food figures largely in Daisy and Papi’s travels through their community. Gather a collection of photographs of the food items mentioned in the story (if your school does not have food sharing restrictions, consider bringing in the food items themselves for students to sample). Read additional texts that feature local foods and eating practices (for examples from the Classroom Bookshelf see Chef Roy Choi and the Street Food Remix and It’s Our Garden: From Seeds to Harvest in a School Garden). Ask students to discuss, write about, and draw their favorite community-based foods. If possible, arrange for a local field trip to a specialty restaurant or food truck in your community or bring in local chefs for interviews and to share food preparation demonstrations.

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ZP Visual is the studio work of Zeke Peña. Zeke creates hand-crafted work in pencil, paint, and wood. He lives and works in El Paso Texas on the Southwest Border. Work includes paintings, painted woodworks, and illustration for media and literary publication.

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From the organization's press release:

The 24th International Latino Book Awards Ceremony showcased the flourishing talent of the fastest-growing group in the U.S., with four ceremonies held on August 19th and 20th at Los Angeles City College. These Awards are by far the largest Latino cultural distinction in the country, honoring 249 winners in 105 categories this year. The grand total of authors and publishers honored over the last two decades now stands at 3,719, proof that books by and about Latinos are in high demand in both English and Spanish. Gold, Silver, and Bronze-place winners in fiction, nonfiction, poetry, children's books, translation, and many more were announced over the two-day event.

Here are the winners-gold, silver, and bronze medals-in the children's books categories. Click on the book covers for more information:

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The Alma Flor Ada Best Latino Focused Children's Picture Book Award - English
GOLD MEDAL Child of the Flower-Song People: Luz Jiménez, Daughter of the Nahua, Gloria Amescua, Illustrated by Duncan Tonatiuh SILVER MEDAL Tía Fortuna's New Home, Ruth Behar, Illustrated by Devon Holzwarth BRONZE MEDAL Bisa's Carnaval, Joana Pastro, Illustrated by Carolina Coroa
The Alma Flor Ada Best Latino Focused Children's Picture Book Award - Spanish
GOLD MEDAL ¡Corre, pequeño Chaski! Una aventura en el camino Inka, Mariana Llanos, Illustrated by Mariana Ruiz Johnson SILVER MEDAL Pura's Cuentos: How Pura Belpré Libraries Reshaped Libraries with Her Stories, Annete Bay Pimentel, Illustrated by Magaly Morales
Best Children's Fiction Picture Book - Bilingual
GOLD MEDAL Let's Be Friends / Seamos Amigos, René Colato Laínez; Illustrated by Nomar Perez SILVER MEDAL Isabel and Her Colores Go to School, Alexandra Alessandri, Illustrated by Courtney Dawson
Best Children's Fiction Picture Book - English
GOLD MEDAL Abuelita and Me, Leonarda Carranza, illustrated by Rafael Mayani SILVER MEDAL Tía Fortuna's New Home, Ruth Behar, Illustrated by Devon Holzwarth BRONZE MEDAL May Your Life Be Deliciosa, Michael Genhart, Illustrated by Loris Lora
Mejor libro ilustrado de ficción para niños
GOLD MEDAL Pitu le Baila al Mar, Gama Valle; Illustrated by Yamel Figueroa SILVER MEDAL La Jirafa que no Cabía en su Cuento, Haydée Zayas Ramos BRONZE MEDAL El monstruo más feo del mundo, Luis Amavisca, Illustrated by Erica Salcedo
Best Children's Nonfiction Picture Book - English
GOLD MEDAL One Whole Me, Dia Mixon, Illustrated by Natalia Jiménez Osorio

SILVER MEDAL In the Spirit of a Dream: 13 Stories of American Immigrants of Color, Aida Salazar, Illustrated by Alina Chau BRONZE MEDAL Alphabet & Affirmations with The Black Unicorn, Sandra Elaine Scott
Best Children's Nonfiction Picture Book - Spanish or Bilingual
GOLD MEDAL Pura's Cuentos: How Pura Belpré Libraries Reshaped Libraries with Her Stories, Annete Bay Pimentel, Illustrated by Magaly Morales
Best Educational Children's Picture Book - Bilingual
GOLD MEDAL Pura's Cuentos: How Pura Belpré Libraries Reshaped Libraries with Her Stories, Annete Bay Pimentel, Illustrated by Magaly Morales SILVER MEDAL Popol Vuh Stories for Children, Denis O'Leary BRONZE MEDAL Lala and the Pond by the Rock / Lala y el Charco de la Piedra, Susana Illera Martínez
Best Educational Children's Picture Book - English
GOLD MEDAL Child of the Flower-Song People: Luz Jiménez, Daughter of the Nahua, Gloria Amescua, Illustrated by Duncan Tonatiuh SILVER MEDAL We Move Together, Kelly Fritsch, Anne McGuire, Illustrated by Eduardo Trejos
Best Educational Children's Picture Book - Spanish
GOLD MEDAL Morderse las uñas, Paula Merlán, Illustrated by Brenda Figueroa
Most Inspirational Children's Picture Book - Bilingual
GOLD MEDAL Pura's Cuentos: How Pura Belpré Libraries Reshaped Libraries with Her Stories, Annete Bay Pimentel, Illustrated by Magaly Morales SILVER MEDAL The Last Butter!y / La última mariposa, Regina Moya & Carmen Tafolla
Most Inspirational Children's Picture Book - English
GOLD MEDAL Courageous Camila: A story about finding your inner warrior, Naibe Reynoso & Giselle Carrillo; Illustrated by María Tuti SILVER MEDAL The Voices of the Trees, Elisa Guerra y Fernando Reimers; Illustrated by Ana RoGu

BRONZE MEDAL Child of the Flower-Song People: Luz Jiménez, Daughter of the Nahua, Gloria Amescua, Illustrated by Duncan Tonatiuh

Most Inspirational Children's Picture Book - Spanish
GOLD MEDAL Tienes un color especial, Lorena Sierco Espino; Mr. Momo, Lantia Publishing Group

SILVER MEDAL Memoria de un abedul, Daniel Cañas, Illustrated by Blanca Millán BRONZE MEDAL Peque y yo, Alicia Acosta, Illustrated by Mercé Galí
Best Learn to Read Book
GOLD MEDAL The Awesome Reading Adventures of Super Sammy and Marvelous Megan, Vanessa Caraveo
Best Youth Latino Focused Chapter Book
GOLD MEDAL Falling Short, Ernesto Cisneros SILVER MEDAL Sofía Acosta Makes a Scene, Emma Otheguy
Best Youth Chapter Fiction Book
GOLD MEDAL Falling Short, Ernesto Cisneros SILVER MEDAL Catalina Incognito, Jennifer Torres BRONZE MEDAL Julia y el mar, Olvido Guzman Pons

Most Inspirational Youth Chapter Book
GOLD MEDAL Barefoot Dreams of Petra Luna, Alda P. Dobbs SILVER MEDAL Efren Divided, Ernesto Cisneros SILVER MEDAL Raulito: The First Latino Governor of Arizona, Roni Capin Rivera-Ashford
Best Young Adult Latino Focused Book
GOLD MEDAL On the Hook, Francisco X. Stork SILVER MEDAL Lifetime Passes, Terry Blas, Illustrated by Claudia Aguirre
Best Young Adult Fiction Book
GOLD MEDAL The Immortal Boy / El Inmortal, Francisco Montaña Ibáñez SILVER MEDAL Encarnación Castro's Journey in the Anza Expedition
1775-1776, Linda Castro Martinez SILVER MEDAL Three, Brenda Nicole Peña BRONZE MEDAL Fat Angie: Homecoming, e.E. Charlton Trujillo
Best Young Adult Fantasy & Adventure - English
GOLD MEDAL The Grimrose Girls, Laura Pohl SILVER MEDAL The Ghost Tracks, Celso Hurtado
Best Young Adult Fantasy & Adventure - Spanish
GOLD MEDAL El Último Dragón: Las espadas del legado, José del Real Antiquera SILVER MEDAL Catarina Freytas y el anillo perdido, Raymond Vollmond BRONZE MEDAL El Mundo del Olvido, Cristian Otárola Jiménez
Best Young Adult Romance Book
GOLD MEDAL Monstrua, NLa Contreras SILVER MEDAL La descendiente, Marie D.
Best Educational Young Adult Book
GOLD MEDAL No te creas todo lo que leas, Didi Whitefalcon, Illustrated by Verónica Rodríguez
SILVER MEDAL Voices of Diversity, Vanessa Caraveo
Most Inspirational Young Adult Book
GOLD MEDAL Harvesting Dreams, Erica Alfaro; Barker & Jules SILVER MEDAL Your Heart, My Sky, Margarita Engle; Simon & Schuster

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Exploring the world of Latinx YA, MG, & children's literature

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1. Explore the use of comic book elements and visual story telling through out thebook.● Learn about the concept of a story board.● Ask students to tell a story with pictures/drawings and no words.2. Spanglish as a living language. (See the vocabulary list below.)● Ask students to note the use of spanish as well as the code switchingor bilingual text throughout.● This is an opportunity to explore the assets of multiple languageability among your students.● How would the narrative change if there was no Spanish languageused throughout?3. Explore the history of Corona california and other citrus grove towns.● https://www.coronaca.gov/about-us4. Note some of the clues throughout the book alluding to gentrification, i.e. closingbusinesses, rapid development...

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1. Explore the use of comic book elements and visual story telling through out thebook.● Learn about the concept of a story board.● Ask students to tell a story with pictures/drawings and no words.2. Spanglish as a living language. (See the vocabulary list below.)● Ask students to note the use of spanish as well as the code switchingor bilingual text throughout.● This is an opportunity to explore the assets of multiple languageability among your students.● How would the narrative change if there was no Spanish languageused throughout?3. Explore the history of Corona california and other citrus grove towns.● https://www.coronaca.gov/about-us4. Note some of the clues throughout the book alluding to gentrification, i.e. closingbusinesses, rapid development...

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Text to Text Connections:Once Upon a Cool Motorcycle Dude by Kevin O’MalleyLast Stop on Market Street by Matt de la PenaChef Roy Choi and the Street Food Remix by Jacqueline Briggs Martin and June Jo Lee. 

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Text to Text Connections:Once Upon a Cool Motorcycle Dude by Kevin O’MalleyLast Stop on Market Street by Matt de la PenaChef Roy Choi and the Street Food Remix by Jacqueline Briggs Martin and June Jo Lee. 