The Lunch Box Note. CommonKnowledge. Pacific University. Sabrina Cortes Pacific University

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1 Pacific University CommonKnowledge Starting a Conversation: Children's Books on Race College of Arts and Sciences 2017 The Lunch Box Note Sabrina Cortes Pacific University Follow this and additional works at: Recommended Citation Cortes, Sabrina, "The Lunch Box Note" (2017). Starting a Conversation: Children's Books on Race This Book is brought to you for free and open access by the College of Arts and Sciences at CommonKnowledge. It has been accepted for inclusion in Starting a Conversation: Children's Books on Race by an authorized administrator of CommonKnowledge. For more information, please contact CommonKnowledge@pacificu.edu.

2 The Lunch Box Note Publisher Pacific University Libraries ISBN This book is available at CommonKnowledge:

4 The Lunch Box Note

6 Para mi familia Cortes & my Delta Chi Delta family. Thank you for reminding me to stick to my convictions, and for continually pushing me to be someone that I can be proud of.

7 4 The house smelled of the food that Papi had been making since he got home from work. Lisette was thinking about something she did not understand at lunch today.

8 Papi, Lisette called. Yes, mija? Papi replied. Today at school Gianna had a note from Mrs. DiMercurio and I didn t understand it. Well, what did the note say? It said, ti amo, buon appetito. Why was that confusing? Papi asked. Because I think it was spelled wrong. In Spanish it s te amo, disfrute tu almuerzo. Right? So I wanted to say something, but I wasn t sure how. Papi chuckled, Lisette, there are a lot of things you still need to learn about other people, languages, and cultures. Be open to the idea that other people are different than you. How do I do that? Lisette asked. Listen and see, mija. What do I always say? It always Works out. Lisette finished. 5

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10 The next day Lisette tried to be open, and spent more time listening than talking. She was trying to see what Papi was talking about, but she still didn t understand. Lisette decided she was going to ask Gianna for help. Maybe she would know more. G? Lisette called softly. Yeah? Gianna replied. What does your note mean? What do you mean? Well I have a note in my lunch box too, Lisette explained, But my note says Te amo. Disfrute tu almuerzo, which means I love you. Enjoy your lunch. and that doesn t look the same as what your note says. Oh! G exclaimed, That s because your note is in Spanish and my note is in Italian. Mine says I love you. Enjoy your lunch too. It just looks different because it is different, but the message is the same. Really? That s so cool. Do other people have that too? Well yeah, Gianna said, A lot of people in this class have notes. Madeline has a note, Kaleb has a note, Takahiro has a note. I think even our teacher gets notes because she always smiles at the beginning of lunch. 7

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12 By this point the other kids had started to pay attention when they heard their names. What about me? Madeline asked. We were talking about our lunch box notes, Lisette replied. Gianna was saying that you all also have notes. Oh! Yeah I do. Mine says Je t aime. Bon appetite!. Madeline said. Mine says Ich liebe dich. Guten Appetit! Kaleb said. I don t know what the teacher s note says, but she always smiles, so I assume it s happy like ours. Gianna finished. 9

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14 I had no idea, Lisette said. I think it s really neat that we all get lunch box notes. I did too when I first figured it out. G said, Now I think it s really amazing that no matter how we grew up, what language we speak, or even what foods we eat, we all have love to give. The kids all went back to their original lunch conversations, and Lisette felt content in her heart. 11

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16 Papi was right, she thought, I do have a lot to learn, but I m more excited now that I know that no matter what the differences we each have are, our love is the same. 13

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Demonstration Lesson: Inferring Character Traits (Transcript)

Demonstration Lesson: Inferring Character Traits (Transcript) [Music playing] Readers think about all the things that are happening in the text, and they think about all the things in your schema or your background knowledge. They think about what s probably true