friend develop a plan to steal a valuablestatue from the town's church. The plot backfires when Rosa's conscience forcesher to seek out the priest and reveal their intentions, and the two men are jailed.Rosa runs back to the kindly Day-Keeper,who takes her in and gives her the courageto make a new life for herself. When Uncleescapes, Rosa must confront him and, in adramatic scene in which he plunges off acliff, she learns that she was kidnapped.With the help of the Day-Keeper and ascrap of paper found in his wallet, Tzununis reunited with her parents. Cameronlayers her compelling story with vividdescriptions of setting and weaves into thenarrative the complexities inherent in the blending of Mayan and ladino cultures andreligious practices. This is reflected in the book's title, which is the Spanishtranslation of Tzunun's name. A well-written and engrossing read.
Lexile Score: 730L
Learning Resources Guidelines
The novel meets the Learning Resources Guidelines.
Content Standard 1—Students construct meaning as theycomprehend, interpret,analyze and respond to literary works.Content Standard 2—Students recognize and evaluate howlanguage, literary devices,and elements contribute to the meaning and impact of literaryworks.Content Standard 3—Students reflect upon their literaryexperiences and purposefully select from a range of works.Content Standard 4—Students interact with print and nonprintliterary works fromvarious cultures, ethnic groups, traditional and contemporaryviewpoints written by both genders.Content Standard 5—Students use literary works to enrich personal experience andto connect to the broader world of ideas, concepts and issues.
Content Standard 1—Students write clearly and effectively.Content Standard 2—Students apply a range of skills andstrategies in the writing process.Content Standard 3—Students evaluate and reflect on their growth as writers.Content Standard 4—Students write for a variety of purposesand audiences.Content Standard 5—Students recognize the structures of various forms and applythese characteristics to their own writing.Content Standard 6—Students use the inquiry process, problem-solving strategies,and resources to synthesize and communicate information.
Content Standard 1—Students construct meaning as theycomprehend, interpret, andrespond to what they read.Content Standard 2—Students apply a range of skills andstrategies to read.Content Standard 3—Students set goals, monitor, and evaluatetheir progress inreading.Content Standard 4—Students select, read, and respond to print and nonprintmaterial for a variety of purposes.Content Standard 5—Students gather, analyze, synthesize, andevaluate informationfrom a variety of sources, and communicate their findings inways appropriate for their purposes and audiences.