Monday, September 28, 2009
Review of YEH-SHEN, A CINDERELLA STORY FROM CHINA by Ai-Ling Louie
1. BIBLIOGRAPHY
Louie, Ai-Ling. 1982. YEH-SHEN. Ill. By Ed Young. New York: Philomel Books. ISBN 039920900X
2. PLOT SUMMARY
In China, a cave chief takes two wives and each gives him a daughter. One wife dies, and the chief also dies soon after. The orphaned daughter is raised by her stepmother. Yeh-Shen is beautiful, while the step-mother’s daughter is not. Yeh-Shen is ostracized by her step-mother and befriends a fish in her loneliness. The step-mother murders the fish, but the fish’s spirit lives on to grant Yeh-Shen anything that she needs. Yeh-Shen talks to the bones of her deceased fish. The Spring festival arrives, which is where young men and women pick a mate. The step-mother and daughter attend this event without Yeh-Shen. She tells her fish that she wants to go, but has no clothes. The fish gives her new clothes, along with Golden Shoes. She goes to the festival, but fears that she is recognized by her step-mother. She rushes home and loses one of her shoes. The shoe ends up in the hands of a prince. He tries to find the owner, and discovers that Yeh-Shen’s feet are the only ones to fit the shoes. He marries her and punishes the step-mother and daughter by banning them from the kingdom. They are left to live forever in their cave and are later crushed to death by falling stones.
3. CRITICAL ANALYSIS
This story is set in China, and was written during the T’ang dynasty (618-907 A.D.) The author was told this story by her grandmother. She researched the story to an ancient Chinese manuscript. The story is simple to read and will hold the interest of any age group. Most children will relate to a girl who grows up lonely and loses her only friend. Most children will also recognize that this is a variant of the Cinderella story.
The illustrations are beautiful. The illustrator uses pastels and shimmering water colors, which are set in panels like those of a Chinese printed screen. This adds to the authenticity of the story. Children of Chinese heritage will find the story and illustrations familiar. Every child will find the story appealing and the art work magical, but it also offers a glimpse into Chinese culture, which many might not otherwise have been exposed.
4. REVIEW EXCERPTS
BOOKLIST review: "A misty dreamlike air. A worthwhile addition to picture-book collections."
PUBLISHER‘S WEEKLY review: "Misty, jewel-like illustrations evoke the mythic past in this Chinese Cinderella story."
AWARDS:
* School Library Best Book of the Year,
* ALA notable Book
* IRA-CBC Children's Choice Book
5. CONNECTIONS
This book could be used to look further into Chinese culture. A non-fiction book about China could be used along with this book to show how the author and illustrations parallel the Chinese culture. This book could also be used with excerpts from novels by Laurence Yep, which focus on the difficulty some Chinese families have trying to blend in with American culture as new citizens. Another great short-story that goes along with this idea, would be “The All-American Slurp” by Lensey Namioka.
This Cinderella story could also be used as a compare and contrast activity when read along with the Disney Cinderella story with which most Americans are familiar.
You could display all the Cinderella variants that you have in your library and let students choose one. They could present it to the class and also look into the culture and talk about interesting facts about the culture from which their story originated.
Students could also write their own version of Cinderella. How could they come up with a story from their own family dynamics. Their brothers or sisters could become the wicked step-brothers, or their dog or pet could become their fairy-godmothers. If they can’t come up with the whole story, you could list the main characters and let them pick which characters from their own family or friends to use in the story. You could have a generic version and let them put in their own character names. Then, each could share their version for the class.
Louie, Ai-Ling. 1982. YEH-SHEN. Ill. By Ed Young. New York: Philomel Books. ISBN 039920900X
2. PLOT SUMMARY
In China, a cave chief takes two wives and each gives him a daughter. One wife dies, and the chief also dies soon after. The orphaned daughter is raised by her stepmother. Yeh-Shen is beautiful, while the step-mother’s daughter is not. Yeh-Shen is ostracized by her step-mother and befriends a fish in her loneliness. The step-mother murders the fish, but the fish’s spirit lives on to grant Yeh-Shen anything that she needs. Yeh-Shen talks to the bones of her deceased fish. The Spring festival arrives, which is where young men and women pick a mate. The step-mother and daughter attend this event without Yeh-Shen. She tells her fish that she wants to go, but has no clothes. The fish gives her new clothes, along with Golden Shoes. She goes to the festival, but fears that she is recognized by her step-mother. She rushes home and loses one of her shoes. The shoe ends up in the hands of a prince. He tries to find the owner, and discovers that Yeh-Shen’s feet are the only ones to fit the shoes. He marries her and punishes the step-mother and daughter by banning them from the kingdom. They are left to live forever in their cave and are later crushed to death by falling stones.
3. CRITICAL ANALYSIS
This story is set in China, and was written during the T’ang dynasty (618-907 A.D.) The author was told this story by her grandmother. She researched the story to an ancient Chinese manuscript. The story is simple to read and will hold the interest of any age group. Most children will relate to a girl who grows up lonely and loses her only friend. Most children will also recognize that this is a variant of the Cinderella story.
The illustrations are beautiful. The illustrator uses pastels and shimmering water colors, which are set in panels like those of a Chinese printed screen. This adds to the authenticity of the story. Children of Chinese heritage will find the story and illustrations familiar. Every child will find the story appealing and the art work magical, but it also offers a glimpse into Chinese culture, which many might not otherwise have been exposed.
4. REVIEW EXCERPTS
BOOKLIST review: "A misty dreamlike air. A worthwhile addition to picture-book collections."
PUBLISHER‘S WEEKLY review: "Misty, jewel-like illustrations evoke the mythic past in this Chinese Cinderella story."
AWARDS:
* School Library Best Book of the Year,
* ALA notable Book
* IRA-CBC Children's Choice Book
5. CONNECTIONS
This book could be used to look further into Chinese culture. A non-fiction book about China could be used along with this book to show how the author and illustrations parallel the Chinese culture. This book could also be used with excerpts from novels by Laurence Yep, which focus on the difficulty some Chinese families have trying to blend in with American culture as new citizens. Another great short-story that goes along with this idea, would be “The All-American Slurp” by Lensey Namioka.
This Cinderella story could also be used as a compare and contrast activity when read along with the Disney Cinderella story with which most Americans are familiar.
You could display all the Cinderella variants that you have in your library and let students choose one. They could present it to the class and also look into the culture and talk about interesting facts about the culture from which their story originated.
Students could also write their own version of Cinderella. How could they come up with a story from their own family dynamics. Their brothers or sisters could become the wicked step-brothers, or their dog or pet could become their fairy-godmothers. If they can’t come up with the whole story, you could list the main characters and let them pick which characters from their own family or friends to use in the story. You could have a generic version and let them put in their own character names. Then, each could share their version for the class.
Review of IN THE MOONLIGHT MIST by Daniel San Souci
1. BIBLIOGRAPHY
San Souci, Daniel. 1999. Ill. By Eujin Kim Neilan. Honesdale, Pennsylvania: Boyds Mills Press. ISBN 1563977540
2. PLOT SUMMARY
A woodcutter rescues a deer, and the deer offers to make the woodcutter’s secret wish come true. The woodcutter wishes for a wife. The deer grants the wish by having the woodcutter take the clothes of a heavenly maiden, while she is bathing in a lake. The deer warns the woodcutter that she should never put on the clothes that he took until she has given him two children. He rescues her, and she falls in love with him. They have a child, but she is soon homesick for heaven. The woodcutter gets her clothes and she puts them on, and she along with the baby descend to heaven, leaving the woodcutter alone with only his mother. The deer comes to the woodcutter and instructs him to go back to the lake and get in a bucket lowered from heaven, which descends to fill the heavenly maiden’s baths. He goes to the lake, but in his selflessness, he lets his mother join his wife and daughter in heaven so she won’t be lonely. The heavenly king sees this, and rewards the woodcutter for his unselfish act. He sends a dragon, and the woodcutter ascends to heaven to join his family.
3. CRITICAL ANALYSIS
The book’s story and theme teach several important moral lessons. The selflessness of the woodcutter is an inspiration. Readers see kindness to animals, kindness to elders, and putting other’s wants and needs before your own. Children of all ages will enjoy the story as well as the beautiful illustrations. The colors are bold. Neilan uses acrylic paints along with unusual brush strokes, which make the illustrations stand out.
4. REVIEW EXCERPTS
Review SCHOOL LIBRARY JOURNAL: “For libraries with large collections of Asian folklore, this would make an interesting comparison to the more famous Chinese and Japanese tale "The Cowherd and the Weaving Maid," but it is not a first purchase.”
Review PUBLISHER’S WEEKLY: “Neilan's images of the enchanted woodland, the maiden's ascent to the heavens with her babe in arms and of the woodcutter astride a magnificent winged dragon en route to join them emits a power readers will long remember.”
Awards: 1999 Parent Choice Award
5. CONNECTIONS
The book could be used as an opening lesson into Korean culture. The story has several moral lessons, which students could research to see if Korean culture supports the moral lessons in the story.
Students could try and find a variant of this story from another country, and analyze and provide evidence as to why they believe their story is a variant.
Students could compare and contrast this story with another Korean folk tale. They could dissect the characters, setting, and conflict, as well as what moral lessons are in each story.
Students could share a time when they gave up something they really wanted for the sake of someone else’s wants. Students could discuss it and then write about it. They could also illustrate their stories.
Students could also pick from one of the moral lessons in the story and write about a time when they did something for an animal, parents, friends, or grandparents, and write about it.
San Souci, Daniel. 1999. Ill. By Eujin Kim Neilan. Honesdale, Pennsylvania: Boyds Mills Press. ISBN 1563977540
2. PLOT SUMMARY
A woodcutter rescues a deer, and the deer offers to make the woodcutter’s secret wish come true. The woodcutter wishes for a wife. The deer grants the wish by having the woodcutter take the clothes of a heavenly maiden, while she is bathing in a lake. The deer warns the woodcutter that she should never put on the clothes that he took until she has given him two children. He rescues her, and she falls in love with him. They have a child, but she is soon homesick for heaven. The woodcutter gets her clothes and she puts them on, and she along with the baby descend to heaven, leaving the woodcutter alone with only his mother. The deer comes to the woodcutter and instructs him to go back to the lake and get in a bucket lowered from heaven, which descends to fill the heavenly maiden’s baths. He goes to the lake, but in his selflessness, he lets his mother join his wife and daughter in heaven so she won’t be lonely. The heavenly king sees this, and rewards the woodcutter for his unselfish act. He sends a dragon, and the woodcutter ascends to heaven to join his family.
3. CRITICAL ANALYSIS
The book’s story and theme teach several important moral lessons. The selflessness of the woodcutter is an inspiration. Readers see kindness to animals, kindness to elders, and putting other’s wants and needs before your own. Children of all ages will enjoy the story as well as the beautiful illustrations. The colors are bold. Neilan uses acrylic paints along with unusual brush strokes, which make the illustrations stand out.
4. REVIEW EXCERPTS
Review SCHOOL LIBRARY JOURNAL: “For libraries with large collections of Asian folklore, this would make an interesting comparison to the more famous Chinese and Japanese tale "The Cowherd and the Weaving Maid," but it is not a first purchase.”
Review PUBLISHER’S WEEKLY: “Neilan's images of the enchanted woodland, the maiden's ascent to the heavens with her babe in arms and of the woodcutter astride a magnificent winged dragon en route to join them emits a power readers will long remember.”
Awards: 1999 Parent Choice Award
5. CONNECTIONS
The book could be used as an opening lesson into Korean culture. The story has several moral lessons, which students could research to see if Korean culture supports the moral lessons in the story.
Students could try and find a variant of this story from another country, and analyze and provide evidence as to why they believe their story is a variant.
Students could compare and contrast this story with another Korean folk tale. They could dissect the characters, setting, and conflict, as well as what moral lessons are in each story.
Students could share a time when they gave up something they really wanted for the sake of someone else’s wants. Students could discuss it and then write about it. They could also illustrate their stories.
Students could also pick from one of the moral lessons in the story and write about a time when they did something for an animal, parents, friends, or grandparents, and write about it.
Review of AND THE GREEN GRASS GREW ALL AROUND by Alvin Schwartz
1. BIBLIOGRAPHY
Schwartz, Alvin. 1992. AND THE GREEN GRASS GREW ALL AROUND. Ill. By Truesdell, Susan. New York: Harper Collins. ISBN 0060227575
2. PLOT SUMMARY
The book contains 250 folk poems, an index, and notes, explaining the different types of folk poetry included, a history, and why they are included in the book. The book has chapters which include folk poetry, rhymes, riddles, and chants which are about the chapter title. The chapters include: people, food, school, teases and taunts, wishes and warnings, love and marriage, work, stories, nonsense, riddles, fun and games, rain and shine, a tree, animals and insects, and ends with, other things. Each chapter varies in length, most are 10-15 pages long. The book contains almost any rhyme you are familiar with from childhood, and many that you probably haven’t heard. The book is an easy way to find almost any childhood rhyme and get an explanation about its origin, and whether it was a song, was used for a childhood activity, such as jump rope, or ways to combat childhood taunts.
3. CRITICAL ANALYSIS
This book is a great resource for students interested in the background of their childhood rhymes, as well as what the rhymes were originally. Students will enjoy seeing the rhymes they say to each other in writing, as well as learning many more. The illustrations are in black and white, and are comical, to go along with the lightheartedness of the book. I would have preferred the illustrations inside the book to be in color like the front cover of the book. I think it would make them more noticeable and appealing to kids. I also wish the book would include a CD of the songs in the book. I think children would love to listen to these selections.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL Review: “ A marvelous book that is sure to become a classic if children have any say in the matter. Schwartz has gathered sassy, funny, scary, and slightly naughty children's folk poetry heard on school grounds and wherever else kids are having fun. It's hard to imagine illustrations better suited to the book's silly, energized tone than Truesdell's big-eyed, animated, and humorous characters. Given plenty of white space, they tumble, goof, and guffaw across the pages, in ideal tandem with the poetry. These drawings may be in black and white, but readers will never pick up a more colorful book. “
KIRKUS Review:
“Not since Carl Withers's A Rocket in My Pocket (1948) has there been such a grand compilation of familiar (and unfamiliar) rhymes and chants from the children's own tradition: riddles, games, wishes and taunts; poems about love, food, school, or animals; parodies, nonsense, and stories.”
5. CONNECTIONS
This book would be a great way to introduce a writing assignment. Students could come up with their own poems, based on the chapter introduced. You could keep assignments from each chapter, and they could make their own book or collections.
The book could also be used as an art project. Students could illustrate their favorite poem, or illustrate their own poem.
The poem about the “Titanic,” could be used to expand on that event. A non-fiction book about the voyage of the Titanic, could be read, as well as a picture book version. Students may have no information about this event in history. DEAR AMERICA: VOYAGE ON THE GREAT TITANIC: THE DIARY OF MARGARET ANN BRADY, R.M.S. TITANIC, 1912 by Ellen Emerson White, could be used, as well as MAGIC TREE HOUSE RESEARCH: TITANIC by Will Osborne and Mary Pope Osborne.
This book could also be used for a discussion with students about their own favorite rhymes, poems, and chants. They could share them, write them down, and illustrate them, and present them to the class.
Students could also make their own recording of their favorite piece or song, and play it for the class. The teacher could put them all together and make a recording for everyone that participates.
Schwartz, Alvin. 1992. AND THE GREEN GRASS GREW ALL AROUND. Ill. By Truesdell, Susan. New York: Harper Collins. ISBN 0060227575
2. PLOT SUMMARY
The book contains 250 folk poems, an index, and notes, explaining the different types of folk poetry included, a history, and why they are included in the book. The book has chapters which include folk poetry, rhymes, riddles, and chants which are about the chapter title. The chapters include: people, food, school, teases and taunts, wishes and warnings, love and marriage, work, stories, nonsense, riddles, fun and games, rain and shine, a tree, animals and insects, and ends with, other things. Each chapter varies in length, most are 10-15 pages long. The book contains almost any rhyme you are familiar with from childhood, and many that you probably haven’t heard. The book is an easy way to find almost any childhood rhyme and get an explanation about its origin, and whether it was a song, was used for a childhood activity, such as jump rope, or ways to combat childhood taunts.
3. CRITICAL ANALYSIS
This book is a great resource for students interested in the background of their childhood rhymes, as well as what the rhymes were originally. Students will enjoy seeing the rhymes they say to each other in writing, as well as learning many more. The illustrations are in black and white, and are comical, to go along with the lightheartedness of the book. I would have preferred the illustrations inside the book to be in color like the front cover of the book. I think it would make them more noticeable and appealing to kids. I also wish the book would include a CD of the songs in the book. I think children would love to listen to these selections.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL Review: “ A marvelous book that is sure to become a classic if children have any say in the matter. Schwartz has gathered sassy, funny, scary, and slightly naughty children's folk poetry heard on school grounds and wherever else kids are having fun. It's hard to imagine illustrations better suited to the book's silly, energized tone than Truesdell's big-eyed, animated, and humorous characters. Given plenty of white space, they tumble, goof, and guffaw across the pages, in ideal tandem with the poetry. These drawings may be in black and white, but readers will never pick up a more colorful book. “
KIRKUS Review:
“Not since Carl Withers's A Rocket in My Pocket (1948) has there been such a grand compilation of familiar (and unfamiliar) rhymes and chants from the children's own tradition: riddles, games, wishes and taunts; poems about love, food, school, or animals; parodies, nonsense, and stories.”
5. CONNECTIONS
This book would be a great way to introduce a writing assignment. Students could come up with their own poems, based on the chapter introduced. You could keep assignments from each chapter, and they could make their own book or collections.
The book could also be used as an art project. Students could illustrate their favorite poem, or illustrate their own poem.
The poem about the “Titanic,” could be used to expand on that event. A non-fiction book about the voyage of the Titanic, could be read, as well as a picture book version. Students may have no information about this event in history. DEAR AMERICA: VOYAGE ON THE GREAT TITANIC: THE DIARY OF MARGARET ANN BRADY, R.M.S. TITANIC, 1912 by Ellen Emerson White, could be used, as well as MAGIC TREE HOUSE RESEARCH: TITANIC by Will Osborne and Mary Pope Osborne.
This book could also be used for a discussion with students about their own favorite rhymes, poems, and chants. They could share them, write them down, and illustrate them, and present them to the class.
Students could also make their own recording of their favorite piece or song, and play it for the class. The teacher could put them all together and make a recording for everyone that participates.
Sunday, September 13, 2009
Review of JOSEPH HAD A LITTLE OVERCOAT by Simms Taback
1. BIBLIOGRAPHY
Taback, Simms. 1999. JOSEPH HAD A LITTLE OVERCOAT. Ill. by Simms Taback. New York: The Penguin Group. ISBN 0670878553
2. PLOT SUMMARY
A Jewish man named Joseph has a worn out overcoat. He recycles the material into various pieces of clothing, and wears each piece to a different social event. In the end, he loses the final piece of the overcoat and is left with nothing. However, he uses his experiences to write a book about the overcoat. This is how he creates something out of nothing. He can keep the book forever, to remind him of the coat he once had.
3. CRITICAL ANALYSIS
The cover of the book is bright and appears to use pieces of cloth to make the title stand out. Taback used watercolor, Gouache, pencil, ink, and collage to achieve the effect for the illustrations. The illustrations are wonderful, and children of any age will find them engaging. They achieve a cheerful and lighthearted feeling, and you know this book will probably end happily. The book also uses die cuts on select pages so that Joseph’s overcoat fabric can be seen throughout the book in the cut outs. The black borders around each page highlight the bold yellow text.
The book was adapted from a Yiddish folk song. The writing is simple enough for even the youngest children to understand. Beginning readers should be able to read it independently. He uses repetition and rhyme which all readers will find engaging. The setting, shown through the illustrations, is from a time long ago, in a rural farm setting. Joseph and the villagers’ dress, although colorful, shows that these are not wealthy people. The fact that Joseph reuses his jacket until it is made into a button, also shows that he is thrifty and unable to just throw things away.
The theme of the story is displayed by Joseph’s continued optimism throughout the book. He continually strives to make the best of his situation. The book also shows today’s children, about a time and culture where things were not thrown away, but used until they were completely worn out. Children today will wonder why he doesn’t just throw the coat away and get a new one. They can learn that this was not possible during the time in history that the story depicts.
I also liked that the author puts a letter to readers on the back page where he explains how he came to write the book. He also discusses his earlier version of the book which was illustrated differently. This first book was published in 1977. He also includes the words and music to a song about his overcoat. I wish that he would have included a tape or a button to push that would have played the song. That would have made including the song more engaging for children. I can’t read music, so I couldn’t sing the song to my students. This way they could listen to how the song is supposed to sound, and then we could all sing it together.
4. REVIEW EXCERPTS
Winner of the 2000 Caldecott Award.
Reviewed in SCHOOL LIBRARY JOURNAL: “A book bursting at the seams with ingenuity and creative spirit.”
Reviewed PUBLISHERS WEEKLY: “Taback’s inventive use of die-cut pages shows off his signature artwork. It’s the bustling mixed-media artwork, highlighted by the strategically placed die-cuts, that steal the show.”
5. CONNECTIONS
Students might be interested to see the original book and compare it to the new version.
The story could be introduced by reading Taback’s, THERE WAS AN OLD WOMAN THAT SWALLOWED A FLY. You could then have students compare and contrast these two books. The use of die-cuts and the techniques the author uses in his illustrations would show similarities. Both books also use repetition, which students will pick up on.
The book could be used along with other books about farm life. This would help students understand what life was like was like in small rural villages when farming was a way of life.
For discussion, you could ask students if they have a favorite article of clothing. They could even make their own book about their article of clothing and what they might make out of it when it wears out.
The book could also be used for a lesson about inferences. Have students predict what Joseph will make next. You could also have them try to finish sentences in the book that rhyme.
The book could be used as a moral lesson for older students. Joseph shows them that even when things are bleak, you have to turn it around and try to make the best of your situation. Don’t dwell on what is negative in your life,
For art, you could show students how to make a collage, and then let them make their own. They could even create a collage of the article of clothing from their own personal book.
The book could also be used with other books showcasing the Jewish culture. Students could learn about Jewish celebrations, holidays, and customs. If there are any Jewish children in your school, you could have them come and talk to students. You could also try and have a Jewish adult come and talk to your students. Most students in my school have not been exposed to Jewish culture.
Taback, Simms. 1999. JOSEPH HAD A LITTLE OVERCOAT. Ill. by Simms Taback. New York: The Penguin Group. ISBN 0670878553
2. PLOT SUMMARY
A Jewish man named Joseph has a worn out overcoat. He recycles the material into various pieces of clothing, and wears each piece to a different social event. In the end, he loses the final piece of the overcoat and is left with nothing. However, he uses his experiences to write a book about the overcoat. This is how he creates something out of nothing. He can keep the book forever, to remind him of the coat he once had.
3. CRITICAL ANALYSIS
The cover of the book is bright and appears to use pieces of cloth to make the title stand out. Taback used watercolor, Gouache, pencil, ink, and collage to achieve the effect for the illustrations. The illustrations are wonderful, and children of any age will find them engaging. They achieve a cheerful and lighthearted feeling, and you know this book will probably end happily. The book also uses die cuts on select pages so that Joseph’s overcoat fabric can be seen throughout the book in the cut outs. The black borders around each page highlight the bold yellow text.
The book was adapted from a Yiddish folk song. The writing is simple enough for even the youngest children to understand. Beginning readers should be able to read it independently. He uses repetition and rhyme which all readers will find engaging. The setting, shown through the illustrations, is from a time long ago, in a rural farm setting. Joseph and the villagers’ dress, although colorful, shows that these are not wealthy people. The fact that Joseph reuses his jacket until it is made into a button, also shows that he is thrifty and unable to just throw things away.
The theme of the story is displayed by Joseph’s continued optimism throughout the book. He continually strives to make the best of his situation. The book also shows today’s children, about a time and culture where things were not thrown away, but used until they were completely worn out. Children today will wonder why he doesn’t just throw the coat away and get a new one. They can learn that this was not possible during the time in history that the story depicts.
I also liked that the author puts a letter to readers on the back page where he explains how he came to write the book. He also discusses his earlier version of the book which was illustrated differently. This first book was published in 1977. He also includes the words and music to a song about his overcoat. I wish that he would have included a tape or a button to push that would have played the song. That would have made including the song more engaging for children. I can’t read music, so I couldn’t sing the song to my students. This way they could listen to how the song is supposed to sound, and then we could all sing it together.
4. REVIEW EXCERPTS
Winner of the 2000 Caldecott Award.
Reviewed in SCHOOL LIBRARY JOURNAL: “A book bursting at the seams with ingenuity and creative spirit.”
Reviewed PUBLISHERS WEEKLY: “Taback’s inventive use of die-cut pages shows off his signature artwork. It’s the bustling mixed-media artwork, highlighted by the strategically placed die-cuts, that steal the show.”
5. CONNECTIONS
Students might be interested to see the original book and compare it to the new version.
The story could be introduced by reading Taback’s, THERE WAS AN OLD WOMAN THAT SWALLOWED A FLY. You could then have students compare and contrast these two books. The use of die-cuts and the techniques the author uses in his illustrations would show similarities. Both books also use repetition, which students will pick up on.
The book could be used along with other books about farm life. This would help students understand what life was like was like in small rural villages when farming was a way of life.
For discussion, you could ask students if they have a favorite article of clothing. They could even make their own book about their article of clothing and what they might make out of it when it wears out.
The book could also be used for a lesson about inferences. Have students predict what Joseph will make next. You could also have them try to finish sentences in the book that rhyme.
The book could be used as a moral lesson for older students. Joseph shows them that even when things are bleak, you have to turn it around and try to make the best of your situation. Don’t dwell on what is negative in your life,
For art, you could show students how to make a collage, and then let them make their own. They could even create a collage of the article of clothing from their own personal book.
The book could also be used with other books showcasing the Jewish culture. Students could learn about Jewish celebrations, holidays, and customs. If there are any Jewish children in your school, you could have them come and talk to students. You could also try and have a Jewish adult come and talk to your students. Most students in my school have not been exposed to Jewish culture.
Review of KNUFFLE BUNNY TOO, A CASE OF MISTAKEN IDENTITY by Mo Willems
1. BIBLIOGRAPHY
Willems, Mo. 2007. KNUFFLE BUNNY TOO, A CASE OF MISTAKEN IDENTITY. Ill. by Mo Williams. New York. Hyperion Books For Children. ISBN 9781423102991
2. PLOT SUMMARY
The main character Trixie, takes her treasured Knuffle Bunny to preschool so she can show it to everyone. She arrives and is upset to find that another child, Sonja, has the same bunny. This leads to an argument, and both bunnies are taken away by the teacher. They are returned later in the day, before school dismisses. When Trixie can’t sleep that night, she realizes that she has the wrong Knuffle Bunny.
The parents of both girls are forced out into the night to exchange bunnies. This exchange allows the girls to become best friends.
3. CRITICAL ANALYSIS
The book is written simply enough for children of any age to enjoy. Beginning readers could read it independently. The setting is a large modern city. The illustration is what really stands out in this story. The city backgrounds are black and white photographs, with the characters drawn as colorful cartoons. I think most children would enjoy the artwork. The author uses hand drawn ink sketches. The sketches were colored and shaded digitally. The background black and white photographs were taken in Brooklyn.
I liked this book because any child can relate to being separated from their most prized possession. How many of us as adults remember a time when something we treasured was accidentally mixed up with another child’s? For me, it was a pair of brown boots. It almost destroyed a friendship. Fortunately, the parents in the book remedy the situation, and the story ends happily. My parents did the same thing in my situation.
I think the theme is that friendships can be formed in unlikely ways. The two girls would probably have never become friends if it wasn’t for the error the teacher made when she gave the girls the wrong bunnies. The author also makes one family African American and the other family white. This could possibly be to show conflict between races, and then in the end, we see racial unity.
4. REVIEW EXCERPTS
Caldecott Honor Book, 2008.
Review in SCHOOL LIBRARY JOURNAL: “A seamless and supremely satisfying presentation of art and text.”
Review in NEW YORK TIMES: “Willems has a brilliant knack for exposing early childhood’s developmental pivot points, and for lampooning the best efforts of today’s hip but hapless parents to do the right thing.”
5. CONNECTIONS
This book is definitely for discussion and sharing. I would read the first Knuffle Bunny book before reading the second. This will make the children relate to Trixie even more. They could relate better to why she feels the way she does about Knuffle Bunny.
After discussion, I would have the younger children draw their most prized possession. They could also draw how they would feel if they were in Trixie’s situation. Older students could write about it. They could also write about how they would feel if something happened to it. Next, they could also illustrate their stories.
Students could also compare and contrast the two books.
I also like to use picture books with the older students as an easy, quick way to explain Literary Genre. Older students can better understand Genre, with as many examples as possible. With a long novel, you only go over one Genre in 6 weeks, where you can read a few picture books each day. They get more exposure to many Genres, in much less time. Older students also really enjoy reading picture books.
I would also introduce students to other books by Mo Willems, and we could compare and contrast techniques in illustration that he has used in other books. I also think a history of his life would be engaging for students because he has won Emmys for his writing on SESAME STREET. They would also enjoy that he created SHEEP IN THE BIG CITY. Students don’t really understand that you also have to have someone write television. We might even watch one of his television shows. This might encourage some young writers.
Willems, Mo. 2007. KNUFFLE BUNNY TOO, A CASE OF MISTAKEN IDENTITY. Ill. by Mo Williams. New York. Hyperion Books For Children. ISBN 9781423102991
2. PLOT SUMMARY
The main character Trixie, takes her treasured Knuffle Bunny to preschool so she can show it to everyone. She arrives and is upset to find that another child, Sonja, has the same bunny. This leads to an argument, and both bunnies are taken away by the teacher. They are returned later in the day, before school dismisses. When Trixie can’t sleep that night, she realizes that she has the wrong Knuffle Bunny.
The parents of both girls are forced out into the night to exchange bunnies. This exchange allows the girls to become best friends.
3. CRITICAL ANALYSIS
The book is written simply enough for children of any age to enjoy. Beginning readers could read it independently. The setting is a large modern city. The illustration is what really stands out in this story. The city backgrounds are black and white photographs, with the characters drawn as colorful cartoons. I think most children would enjoy the artwork. The author uses hand drawn ink sketches. The sketches were colored and shaded digitally. The background black and white photographs were taken in Brooklyn.
I liked this book because any child can relate to being separated from their most prized possession. How many of us as adults remember a time when something we treasured was accidentally mixed up with another child’s? For me, it was a pair of brown boots. It almost destroyed a friendship. Fortunately, the parents in the book remedy the situation, and the story ends happily. My parents did the same thing in my situation.
I think the theme is that friendships can be formed in unlikely ways. The two girls would probably have never become friends if it wasn’t for the error the teacher made when she gave the girls the wrong bunnies. The author also makes one family African American and the other family white. This could possibly be to show conflict between races, and then in the end, we see racial unity.
4. REVIEW EXCERPTS
Caldecott Honor Book, 2008.
Review in SCHOOL LIBRARY JOURNAL: “A seamless and supremely satisfying presentation of art and text.”
Review in NEW YORK TIMES: “Willems has a brilliant knack for exposing early childhood’s developmental pivot points, and for lampooning the best efforts of today’s hip but hapless parents to do the right thing.”
5. CONNECTIONS
This book is definitely for discussion and sharing. I would read the first Knuffle Bunny book before reading the second. This will make the children relate to Trixie even more. They could relate better to why she feels the way she does about Knuffle Bunny.
After discussion, I would have the younger children draw their most prized possession. They could also draw how they would feel if they were in Trixie’s situation. Older students could write about it. They could also write about how they would feel if something happened to it. Next, they could also illustrate their stories.
Students could also compare and contrast the two books.
I also like to use picture books with the older students as an easy, quick way to explain Literary Genre. Older students can better understand Genre, with as many examples as possible. With a long novel, you only go over one Genre in 6 weeks, where you can read a few picture books each day. They get more exposure to many Genres, in much less time. Older students also really enjoy reading picture books.
I would also introduce students to other books by Mo Willems, and we could compare and contrast techniques in illustration that he has used in other books. I also think a history of his life would be engaging for students because he has won Emmys for his writing on SESAME STREET. They would also enjoy that he created SHEEP IN THE BIG CITY. Students don’t really understand that you also have to have someone write television. We might even watch one of his television shows. This might encourage some young writers.
Review of A CALDECOTT CELEBRATION by Leonard S. Marcus
1. BIBLIOGRAPHY
Marcus, Leonard S. 1998. A CALDECOTT CELEBRATION, SIX ARTISTS AND THEIR PATHS TO THE CALDECOTT MEDAL. New York. Walker and Company. ISBN 0802786561
2. PLOT SUMMARY
The author interviews the following six Caldecott Award Winners: Robert McCloskey, Marcia Brown, Maurice Sendak, William Steig, Chris Van Allsburg, and David Weisner. He gives a brief biography of each author, and explains how each developed their award winning book. He also discusses with each, how winning the award felt, and how it has affected their careers. He also lists all the award winners from 1938-1998. At the end of the book he provides a glossary of terms, and an index of proper nouns.
3. CRITICAL ANALYSIS
This book is definitely for older readers. I think it could be read aloud in sections as an introduction to the author, for younger readers. I don’t think it would hold younger children’s interest if you tried to read the whole book. The book is 45 pages long, which is too long for young children.
The cover of the book, although colorful, is not an attention getter. In our school library, this book has never been checked out. Mr. Marcus allows approximately 6-7 pages for each author. He shows the authors’ rough drafts and first sketches, to engage readers. It is interesting to see that they don’t just draw a quick picture and have a finished product. Most of the authors studied and observed what they were going to illustrate for months, and some even years. The books are taken from Award winners from different decades, which is interesting because of what technology has done for illustrations. The authors also tell about where they were and how exciting it was to win the award.
The book would be of interest to anyone student interested in writing or illustrating, because it tells how each got started in their careers, and how each broke into the book business.
I think the book would also be of interest for teachers to use in their literary curriculum.
4. REVIEW EXCERPTS
Reviewed in CHILDREN’S BOOKPAGE: “Marcus’s short but wide-ranging discussion of each artist will appeal to both older school-age children as well as adults. My only gripe about this lovely book is that it isn’t longer!”
Reviewed in BOOKLIST: “Marcus who interviewed each artist, provides a lively, informative introduction to each book and its maker. A beautifully made book, this will serve as a fine resource for children interest in illustration and for teachers researching author/illustrator studies.”
5. CONNECTIONS:
I would use the book to introduce one of these authors, followed by reading their award winning book. You could then read other titles by that author.
The book could also be used in a lesson about book illustrations. Students could compare and contrast the similarities and differences in each author’s technique or process.
Students could read the book and make a chart with each author listed. Students could compare the different authors on such points as: Did they all go to art school? Did they all begin drawing as young children or wait until they were adults? Were their families supportive of their career choice? Did they have other careers before they began writing and illustrating? As each author is discussed, they could fill in their charts.
Older students could pick an author and do more research for a paper or poster about their author and then present it.
Marcus, Leonard S. 1998. A CALDECOTT CELEBRATION, SIX ARTISTS AND THEIR PATHS TO THE CALDECOTT MEDAL. New York. Walker and Company. ISBN 0802786561
2. PLOT SUMMARY
The author interviews the following six Caldecott Award Winners: Robert McCloskey, Marcia Brown, Maurice Sendak, William Steig, Chris Van Allsburg, and David Weisner. He gives a brief biography of each author, and explains how each developed their award winning book. He also discusses with each, how winning the award felt, and how it has affected their careers. He also lists all the award winners from 1938-1998. At the end of the book he provides a glossary of terms, and an index of proper nouns.
3. CRITICAL ANALYSIS
This book is definitely for older readers. I think it could be read aloud in sections as an introduction to the author, for younger readers. I don’t think it would hold younger children’s interest if you tried to read the whole book. The book is 45 pages long, which is too long for young children.
The cover of the book, although colorful, is not an attention getter. In our school library, this book has never been checked out. Mr. Marcus allows approximately 6-7 pages for each author. He shows the authors’ rough drafts and first sketches, to engage readers. It is interesting to see that they don’t just draw a quick picture and have a finished product. Most of the authors studied and observed what they were going to illustrate for months, and some even years. The books are taken from Award winners from different decades, which is interesting because of what technology has done for illustrations. The authors also tell about where they were and how exciting it was to win the award.
The book would be of interest to anyone student interested in writing or illustrating, because it tells how each got started in their careers, and how each broke into the book business.
I think the book would also be of interest for teachers to use in their literary curriculum.
4. REVIEW EXCERPTS
Reviewed in CHILDREN’S BOOKPAGE: “Marcus’s short but wide-ranging discussion of each artist will appeal to both older school-age children as well as adults. My only gripe about this lovely book is that it isn’t longer!”
Reviewed in BOOKLIST: “Marcus who interviewed each artist, provides a lively, informative introduction to each book and its maker. A beautifully made book, this will serve as a fine resource for children interest in illustration and for teachers researching author/illustrator studies.”
5. CONNECTIONS:
I would use the book to introduce one of these authors, followed by reading their award winning book. You could then read other titles by that author.
The book could also be used in a lesson about book illustrations. Students could compare and contrast the similarities and differences in each author’s technique or process.
Students could read the book and make a chart with each author listed. Students could compare the different authors on such points as: Did they all go to art school? Did they all begin drawing as young children or wait until they were adults? Were their families supportive of their career choice? Did they have other careers before they began writing and illustrating? As each author is discussed, they could fill in their charts.
Older students could pick an author and do more research for a paper or poster about their author and then present it.
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