Soto, Gary. (1991). A Summer Life. New York: Bantam Doubleday Dell, 150 pp.

Grade Range: 6-12

Genre: nonfiction

Summary and Critique

Gary Soto describes his childhood in thirty nine brief essays. He vividly conveys a wide variety of sensory experiences in full detail to express the mindset of a young boy growing up in Fresno, California. Soto focuses on tiny, yet important details that only a child would notice. Tennis shoes, almonds, a haircut, an inner tube, and a shirt are more than mere objects to a child. The book is separated into three sections. Soto begins with stories of when he was around five (Part 1) and continues through his high school years (Part 3). Three stories stood out as my favorites. in "The Shirt," Soto uses a piece of clothing to represent his love for both his Uncle Shorty and his yearning for adventure. in "The Hand Brake," Soto provides an excellent illustration of how a child can take a single object and turn it into hours of entertainment. "The Pie" uses fantastic imagery to tell of Soto's decision to steal a pie and the subsequent consequences.

Gary Soto writes so lucidly that the reader feels like a part of the story – wincing when he is injured, laughing at his naiveté, and almost becoming angered with his foolish decisions. Most of the stories can be frustrating to a reader who considers consequences of actions before acting, but entertaining to those who relish a good cringe at another's misfortune. It is written in a very simply style, since it is the memories of a child, and it is a quick, easy read. High school students should have no trouble flying through the stories, and middle school students should find it right up their alley.

Themes/Topics

Families

Friends and Enemies

Generations

Race, Ethnicity, and Culture

Challenges and Triumphs

War and Peace

The Individual vs. Society

Nature/Science

Love, Sex, and Romance

Animals

Sports

Adventure

Author/Illustrator/Editor Information

Gary Soto was born in Fresno, California, in 1952. He is an accomplished writer of novels, short story collections, ten poetry collections for adults, and an opera libretto. He began writing at the age of twenty before graduating from Fresno State College as an English major. Soto and his wife currently reside in Oakland, California.

For more information on Gary Soto:

http://www.garysoto.com/index.html The Official Gary Soto website offering information about Gary Soto (e.g., FAQ, catalog of works to date, order forms, and awards received).

Media Connections

Movies/Documentaries

The Pool Party (1992) A family movie produced by Gary Soto

Biunui wangbi (1970) After Japan annexes Korea, the last Korean monarch is taken to be raised by the emperor's court. He was not allowed to return immediately after the Korean War, but had to wait until 1960. This movie ties in to the book's stories of the Korean War.

Meet the Parents (2000) Greg Focker meets his girlfriend's parents on a weekend trip before proposing to her. He makes many painfully funny mistakes throughout the weekend due to poor decision-making skills – elicits similar sentiments as A Summer Life.

Problem Child (1990) A seven-year-old boy is adopted after the nuns of his orphanage trick his foster parents into choosing him. He is taken to his new home where his father provides him with unconditional love (despite the child's atrocious behavior) and attempts to drive his new parents over the edge. Gary Soto caused a multitude of problems, similar to this movie.

The Breakfast Club (1985) A group of high school students find out about themselves and each other as they spend a Saturday in detention. This movie ties into the book because as Gary Soto enters high school he encounters self-realization and a minimal knowledge of girls.

The Goonies (1985) A group of kids finds a pirate's treasure map and decides to follow it to find the treasure. On the way, they encounter booby-trapped caves, convicts, and many other adventures. Similarly, as a child Soto seemed to be in an endless search of adventure.

Stand by Me (1986) After a boy's brother dies, he and three friends go on a trip to find the body of another boy their age that has gone missing. Gary Soto always seemed to be full of bad ideas that lead to nothing but trouble, as these boys seem to be doing.

Television

The Wonder Years – any episode (family relationships and growing up)

That's So Raven – any episode (growing up and facing differences)

Music/Audio Recordings

"Anything You Can Do, I Can Do Better." Irving Berlin. From Annie Get Your Gun. 1999. Soto mentally competes with his cousin who is a gymnast.

Online Resources

http://www.eduplace.com/kids/hmr/mtai/soto.html Introduction to Gary Soto, some of his works, and his favorite food, geared toward an adolescent audience.

http://www.sdcoe.k12.ca.us/score/soto/sototg.html Provides a supplemental unit for Soto's Baseball in April and Living Up The Street. This Web site provides many activities and links.

http://bookpage.com/books-7035-Petty+Crimes An interview with Gary Soto after Petty Crimes is published. This website includes a biography and descriptions of a few of his other books.

http://www.classzone.com/novelguides/litcons/taking/guide.cfm This is a lesson plan over Taking Sides, a popular book for 8^th graders. Provides a story summary, personal connections, linking to today, cross-curricular activities, and a research project.

http://www.georgetown.edu/faculty/bassr/heath/syllabuild/iguide/soto.html This Web site discusses themes, classroom issues, historical perspectives, artistic conventions, comparisons, connections, and provides questions for reading and discussion.

http://www.harcourtbooks.com/authorinterviews/bookinterview_Soto.asp Provides an interview with Soto after The Afterlife is published. He talks about his writing style, use of specific details, and connections to real life.

Related Texts

Jimenez, Francisco. (1997). The Circuit: Stories from the Life of a Migrant Child. Albuquerque : University of New Mexico Press. 134 pp. A collection of short stories about a migrant family working in different labor camps just north of the Mexico border, told from the point of view of a young boy. The main character faces obstacles similar to Soto's while growing up, though as an illegal immigrant, Jiminez is constantly on the move and avoiding the Border Patrol.

Tom, Karen, and Kiki, eds. (2001). Angst!: Teen Verses From the Edge! New York: Workman Pub. 140 pp. A Web site devoted to adolescent girls providing the latest gossip, beauty tips, and information about other site visitors has compiled the best poetry submitted to the site to create this b4teens_book. It is filled with honest, powerful, questioning, and humorous poems about girls breaking-up, bonding, falling in love, being unpopular, awkwardness, clothes, and other main concerns of every adolescent girl's life.

Bitton-Jackson, Livia. (1997). I Have Lived A Thousand Years. New York: Simon and Schuster Children's, 224pp. Thirteen-year-old Livia and her family are taken by the Nazis to a Jewish ghetto, then transported to Auschwitz where she tells a harrowing tale of survival. The young teen speaks concisely and effectively of graduation, the yellow star, her relationship with her mother, and how they both survived despite her mother's paralysis after a terrible accident. These events present racial issues both similar to and different from Soto's experiences.

Beals, Melba Pattillo, and Anne Greenburg. (1994). Warriors Don't Cry. New York: Pocket Books, 266pp. Recounts the story of the nine African American children who became the first"colored" students in a Little Rock, Arkansas, school after the 1945 Brown vs. Board of Education ruling. This book tells not only of the struggles the students faced on a daily basis, but also of a homecoming of the nine students, hosted by Governor Bill Clinton, thirty years later. This serves as a severe contrast to the issues of race faced by Gary Soto.

Soto, Gary. (1991). Taking Sides. San Diego: Harcourt Paperbacks, 138pp. A Hispanic boy moves to a predominantly white high school to play basketball. His coach appears to hold a grudge against him, and he also clashes with teammates and old friends. The young athlete overcomes all challenges by the night of the big game and never loses his sense of self. This novel expresses the Hispanic-American experience, as does A Summer Life.

Soto, Gary. (1997). Buried Onions. San Diego: Harcourt Brace, 149pp. A nineteen-year-old boy in Fresno, California, tries to leave his violent past behind him after getting a job, and tries to walk the straight and narrow path. However, after his cousin is murdered, the teen is pulled back into the vicious cycle of violence. Experience his struggles as he tries to regain control of his life that grows increasingly chaotic.

Soto, Gary. (1997). Novio Boy: A Play. San Diego: Harcout, Brace, & Co., 78pp. A one-act play about a Mexican American boy seeking guidance from family and friends concerning a date. He asks a girl out and she agrees. Now he must figure out the rest! This is a very funny play and appropriate for middle and high school students.

Teaching Ideas

(1) "Reading Through Writing Through Rashomon: A Re-viewpointing Strategy" Rashomon, a movie told through different viewpoints, is where the activity gets its name. After the students read/hear a story, have them write it from the viewpoint of another character or even a character not mentioned in the story.

[Summarized from "Reading Through Writing Through Rashomon: A Re-viewpointing strategy" by Rose Reissman. Brooklyn, New York. Notes Plus. Urbana, IL: National Council of Teachers of English. March 1997, pp. 6-8.]

(2) "Small Groups for Enlarged Understanding" With students in groups of five, have each one choose a title/job.

-"Literary Luminary": this person locates sections of the text that they feel is important in some way. It can be funny, powerful, puzzling, etc. They decide if they will read it aloud or everyone will read it silently, then discuss it. They should write page numbers and get 8-10 quotes.

-"Illustrator": this person draws pictures relating to the text. It doesn't have to be great art – a sketch, diagram, cartoon, flow chart, stick figure scene, or anything else will work. They can use words with their pictures, but it should be based on a significant part of the text and offer insight.

-"Connector": this student finds and explains connections between the text and real world. It can relate to their own life, school, the community, similar events at other times or places, or people or problems they are reminded of, or to writings on similar topics. They should find 4-5 connections.

-"Director": this student develops a list of questions their group might discuss. They shouldn't focus on tiny details, but the big picture. Their ideas as they read should prompt good questions for them to list. Questions should be specific and significant – include page number to reference each question.

-"Summarizer": this student summarizes the reading and gives a 1-2 minute synopsis. Their summary should include key points, main highlights, and not every little detail.

-"Vocab Enricher": this student finds puzzling, unfamiliar, or important, known words. They should define the unknown words they highlight and identify repeated or significant, known words - have page numbers for each word.

After the students gather their information, they share with the rest of the class. Students will undoubtedly retain much information when hearing the different variations and ideas from each of the groups.

[Summarized from "Small Groups for Enlarged Understanding" by Margaret Mortenson. Orem, Utah. Notes Plus. Urbana, IL: National Council of Teachers of English. March 1997. pp 2-3.]

(3) "A Quick Chapter Review Strategy" Provide each student with a handout that asks the following:

Chapter _____________

I learned:

I relearned:

I want to remember:

I wished:

I was angry that:

I wasn't expecting:

I am confused about:

I wonder:

Find one quote from the chapter that you think is important or significant in some way. Copy and explain its significance.

____________________________________________________________________________________________________________________________________________________________

This activity is good for individual work, small groups, or homework. It doesn't require long answers, they reflect on what they got out of the reading, it provides great discussion starters, and is good for both simple and complex novels.

[Summarized from "A Quick Chapter Review Strategy" by Sharon Arbiture. Libertyville, Illinois. Notes Plus. Urbana, IL: National Council of Teachers of English. January 1997. pp 6-7.]

(Review written by Jennifer Russell and edited by Jennifer E. Moore)