Genre III
1. BIBLIOGRAPHY
Florian, Douglas. 2007. COMETS, STARS, THE MOON, AND MARS: SPACE POEMS AND PAINTINGS. Orlando: Harcourt, Inc.. ISBN 9780329641634
2. PLOT SUMMARY
Florian shares beautiful poetry once again in this collection about the solar system entitled COMETS, STARS, THE MOON, AND MARS: SPACE POEMS AND PAINTINGS. Some are written in quick, sharp phrases and others are flowing and mystical. The engaging verses supply terrestrial facts as they entertain readers with humor, rhythm and rhyme. Readers are taken on a journey through our solar system as they begin “Skywatch”ing and finally come to rest in the land of black holes and “the Great Beyond.”
3. CRITICAL ANALYSIS
Florian’s collection of twenty poems is skillfully written and arranged from far-reaching subjects like “The Universe” to specific planets. Each poem describes and creatively communicates what is currently known about each planetary body. Using rhythmic couplets to free verse, Florian reaches across the vastness of space and brings distant, unfamiliar information into the hands of readers and makes them memorable. He uses consonance, repeated phrases, sensory words, listing and shaping to create images of these stellar subjects. Readers will connect emotionally to some of the funnier poems but most will not evoke deep emotion even in the most sensitive poetry lovers. A table of contents and “A Galactic Glossary” are included as well as a bibliography of suggested additional readings to assist curious readers. Florian is also the illustrator of this anthology. As is typical of his style, he uses collage, gouache and rubber stamps on brown (primed) paper bags and includes his signature cut outs on each two page painting. The collage pieces and the rubber stamped text are informational as well as artistic and are a valuable accompaniment.
4. REVIEW EXCERPT(S)
*SCHOOL LIBRARY JOURNAL: “Nothing gladdens the heart of believers of good poetry for children more than a new collection by Florian. . . . This one literally sings the music of the spheres. . . . In both language and artwork, Florian strikes the perfect balance between grandeur and whimsy.”
*THE NEW YORK TIMES BOOK REVIEW: “The poet-painter’s latest book brings warm wit to the outermost reaches of cold, dark space. . . . Florian’s illustrations depict the marvels of space with luminous texture and detail.”
5. CONNECTIONS
*Working in partners have students choose three poems to read and analyze for facts. Allow students to share the facts they learned from each poem with the class.
*Using the poem, “The Constellations”, its illustration, black construction paper, a shoebox and a pencil, have students create a mini planetarium.
Tuesday, June 29, 2010
Song of the Water Boatman by Joyce Sidman
Genre III
1. BIBLIOGRAPHY
Sidman, Joyce. 2005. SONG OF THE WATER BOATMAN. Ill. by Beckie Prange. New York: Houghton Mifflin Co.. ISBN 0329454722
2. PLOT SUMMARY
Joyce Sidman beautifully unites science and poetry in SONG OF THE WATER BOATMAN. Sidman reminds us that from season to season, the ecosystem of a pond can be a spectacular world and readers of all ages will enjoy the melody of her poetry while learning all about the interesting creatures who call this particular pond home. Sidman’s various styles of poems explore the flora and fauna found in wetland areas.
3. CRITICAL ANALYSIS
This collection of eleven witty poems and mini science units encourage readers to take a closer look at ponds and wetlands that may have been forgotten. It is a salute to the splendor and mystery that these ecosystems provide. This is Beckie Prange’s debut as an illustrator. Her experiences as a naturalist and printmaker equip her with all the sensitivity and skill needed to create hand-colored woodcuts with impressive precision. Her contrast of dark lines and seasonal water coloring supports the artistic and expository language. Sidman entertains us with rhythm, rhyme, sound, and imagery all the while educating readers with concise, easy to understand tidbits of scientific facts pertaining to specific creatures or plants found in or around the pond. The informational text set off to the side of the illustrations, sparks young readers’ curiosity and is a valuable compliment to this two page display format. Several occupants of the pond are explained in both art and text, which overflows with onomatopoeia, alliteration and almost every other poetic technique. From the eloquent style of “Fly Dragonfly!” to the enticing fun of “A Small Green Riddle”, Sidman provides interest with diversity. Not only are various styles of poetry such as Haiku, free verse, metered lines and riddles showcased but the text arrangement chosen for some of the poems adds more appeal. A particularly clever example is the design of “Into the Mud”. Readers may also find it useful to reference the glossary of scientific terminology that is included. This anthology was awarded the 2006 Lee Bennett Hopkins Poetry Award and was a Caldecott Honor book in 2006.
4. REVIEW EXCERPT(S)
HORN BOOK: "Sidman and Prange go beyond accuracy and clarity; with a humor born of skillful observation and light and color worthy of the Impressionists, they capture the essence of this environment in all its fascinating particularity."
BOOKLIST: "In this strikingly illustrated collection, science facts combine with vivid poems about pond life through the seasons."
5. CONNECTIONS
*Pair this collection with books from the 591 section of your library such as ANIMALS OF RIVERS, LAKES AND PONDS by Sandra Donovan and ANIMAL BABIES IN PONDS AND RIVERS by Jennifer Schofield.
*Take students to a pond to observe the creatures and plants there. Or take them to observe life in a school garden, patch of the playground or create your own ecosystem with crickets or frogs. Discuss and record the behaviors of the specimens.
1. BIBLIOGRAPHY
Sidman, Joyce. 2005. SONG OF THE WATER BOATMAN. Ill. by Beckie Prange. New York: Houghton Mifflin Co.. ISBN 0329454722
2. PLOT SUMMARY
Joyce Sidman beautifully unites science and poetry in SONG OF THE WATER BOATMAN. Sidman reminds us that from season to season, the ecosystem of a pond can be a spectacular world and readers of all ages will enjoy the melody of her poetry while learning all about the interesting creatures who call this particular pond home. Sidman’s various styles of poems explore the flora and fauna found in wetland areas.
3. CRITICAL ANALYSIS
This collection of eleven witty poems and mini science units encourage readers to take a closer look at ponds and wetlands that may have been forgotten. It is a salute to the splendor and mystery that these ecosystems provide. This is Beckie Prange’s debut as an illustrator. Her experiences as a naturalist and printmaker equip her with all the sensitivity and skill needed to create hand-colored woodcuts with impressive precision. Her contrast of dark lines and seasonal water coloring supports the artistic and expository language. Sidman entertains us with rhythm, rhyme, sound, and imagery all the while educating readers with concise, easy to understand tidbits of scientific facts pertaining to specific creatures or plants found in or around the pond. The informational text set off to the side of the illustrations, sparks young readers’ curiosity and is a valuable compliment to this two page display format. Several occupants of the pond are explained in both art and text, which overflows with onomatopoeia, alliteration and almost every other poetic technique. From the eloquent style of “Fly Dragonfly!” to the enticing fun of “A Small Green Riddle”, Sidman provides interest with diversity. Not only are various styles of poetry such as Haiku, free verse, metered lines and riddles showcased but the text arrangement chosen for some of the poems adds more appeal. A particularly clever example is the design of “Into the Mud”. Readers may also find it useful to reference the glossary of scientific terminology that is included. This anthology was awarded the 2006 Lee Bennett Hopkins Poetry Award and was a Caldecott Honor book in 2006.
4. REVIEW EXCERPT(S)
HORN BOOK: "Sidman and Prange go beyond accuracy and clarity; with a humor born of skillful observation and light and color worthy of the Impressionists, they capture the essence of this environment in all its fascinating particularity."
BOOKLIST: "In this strikingly illustrated collection, science facts combine with vivid poems about pond life through the seasons."
5. CONNECTIONS
*Pair this collection with books from the 591 section of your library such as ANIMALS OF RIVERS, LAKES AND PONDS by Sandra Donovan and ANIMAL BABIES IN PONDS AND RIVERS by Jennifer Schofield.
*Take students to a pond to observe the creatures and plants there. Or take them to observe life in a school garden, patch of the playground or create your own ecosystem with crickets or frogs. Discuss and record the behaviors of the specimens.
What My Mother Doesn't Know by Sonya Sones
Genre III
1. BIBLIOGRAPHY
Sones, Sonya. 2001. WHAT MY MOTHER DOESN’T KNOW. New York: Simon and Schuster Books for Young Readers. ISBN 0689841140
2. PLOT SUMMARY
In WHAT MY MOTHER DOESN'T KNOW, Sonya Sones captures the energy and anguish of female adolescence. Sophie’s experiences and responses are honest, accurate and emotional. No topic pertinent to young adults has been forgotten. Sophie deals with her feelings about her parents, friends, boyfriends, religion, peers and strangers she didn’t know could hurt her. “By Comparison” reveals how narrow and off target a young person’s perspective can be. “Deleted” gives a candid account of how easy it can be for a young girl to find herself in a dangerous cyber situation. “!!!” depicts an unforgettably romantic moment in Sophie’s life. Readers come along side Sophie in her quest for everlasting love while simultaneously trying to understand her parents’ strained relationship and coping with bad hair days as only a teenage girl can do.
3. CRITICAL ANALYSIS
Sones seamlessly weaves her 195 free verse poems into an eloquent narrative with a rewarding ending. The poetry is not ornate or complex. Sones writes in a short, occasionally rhythmic style. This makes for nimble poems that cause the reader to gasp out loud or pause reflectively before moving on to the next episode. Sones’s protagonist is resilient, natural and by all accounts a winner. Sophie's voice is conversational and personal. The natural flow from experience to experience makes this novel perfect for reluctant readers as well as those who love to read. The life changing events Sophie faces are skillfully disclosed; even Sones’s dedication is clever and intriguing. Some awards and recognitions this book received include being named a Texas Lone Star State Reading List Choice (2003 – 2004), an International Reading Association Young Adults' Choice (2003), as well as a Booklist Editor's Choice (2001). It was also unanimously chosen as an American Library Association Top Ten Quick Pick for Reluctant Young Adult Readers (2002).
4. REVIEW EXCERPT(S)
KIRKUS: "...romantic and sexy, with a happy ending that leaves Sophie together with Mr. Right, Sones ( Stop Pretending: What Happened when My Big Sister Went Crazy, 1999 ) has crafted a verse experience that will leave teenage readers sighing with recognition and satisfaction."
SCHOOL LIBRARY JOURNAL: "...Sones is a bright, perceptive writer who digs deeply into her protagonist's soul... Sones's poems are glimpses through a peephole many teens may be peering through for the first time, unaware that others are seeing virtually the same new, scary, unfamiliar things... Sones's book makes these often-difficult years a little more livable by making them real, normal, and OK."
5. CONNECTIONS
*Other free verse poetry books to share: LOVE THAT DOG by Sharon Creech, DIZZY IN YOUR EYES: LOVE POEMS by Pat Mora
*Ask students to rewrite one of the shorter poems as a narrative instead of a free verse style poem. Compare the two formats. What are their preferences? When the traditional format is possible why is poetry chosen by writers and readers?
1. BIBLIOGRAPHY
Sones, Sonya. 2001. WHAT MY MOTHER DOESN’T KNOW. New York: Simon and Schuster Books for Young Readers. ISBN 0689841140
2. PLOT SUMMARY
In WHAT MY MOTHER DOESN'T KNOW, Sonya Sones captures the energy and anguish of female adolescence. Sophie’s experiences and responses are honest, accurate and emotional. No topic pertinent to young adults has been forgotten. Sophie deals with her feelings about her parents, friends, boyfriends, religion, peers and strangers she didn’t know could hurt her. “By Comparison” reveals how narrow and off target a young person’s perspective can be. “Deleted” gives a candid account of how easy it can be for a young girl to find herself in a dangerous cyber situation. “!!!” depicts an unforgettably romantic moment in Sophie’s life. Readers come along side Sophie in her quest for everlasting love while simultaneously trying to understand her parents’ strained relationship and coping with bad hair days as only a teenage girl can do.
3. CRITICAL ANALYSIS
Sones seamlessly weaves her 195 free verse poems into an eloquent narrative with a rewarding ending. The poetry is not ornate or complex. Sones writes in a short, occasionally rhythmic style. This makes for nimble poems that cause the reader to gasp out loud or pause reflectively before moving on to the next episode. Sones’s protagonist is resilient, natural and by all accounts a winner. Sophie's voice is conversational and personal. The natural flow from experience to experience makes this novel perfect for reluctant readers as well as those who love to read. The life changing events Sophie faces are skillfully disclosed; even Sones’s dedication is clever and intriguing. Some awards and recognitions this book received include being named a Texas Lone Star State Reading List Choice (2003 – 2004), an International Reading Association Young Adults' Choice (2003), as well as a Booklist Editor's Choice (2001). It was also unanimously chosen as an American Library Association Top Ten Quick Pick for Reluctant Young Adult Readers (2002).
4. REVIEW EXCERPT(S)
KIRKUS: "...romantic and sexy, with a happy ending that leaves Sophie together with Mr. Right, Sones ( Stop Pretending: What Happened when My Big Sister Went Crazy, 1999 ) has crafted a verse experience that will leave teenage readers sighing with recognition and satisfaction."
SCHOOL LIBRARY JOURNAL: "...Sones is a bright, perceptive writer who digs deeply into her protagonist's soul... Sones's poems are glimpses through a peephole many teens may be peering through for the first time, unaware that others are seeing virtually the same new, scary, unfamiliar things... Sones's book makes these often-difficult years a little more livable by making them real, normal, and OK."
5. CONNECTIONS
*Other free verse poetry books to share: LOVE THAT DOG by Sharon Creech, DIZZY IN YOUR EYES: LOVE POEMS by Pat Mora
*Ask students to rewrite one of the shorter poems as a narrative instead of a free verse style poem. Compare the two formats. What are their preferences? When the traditional format is possible why is poetry chosen by writers and readers?
Wednesday, June 23, 2010
Yummy Eight Favorite Fairytales
Genre II: Traditional Literature
1. BIBLIOGRAPHY
Cousins, Lucy. Yummy Eight Favorite Fairytales. Somerville: Candlewick Press.2009. ISBN 9780763644741
2. PLOT SUMMARY
In her anthology of fairy tales, Cousins included all the well known characters from eight favorite fairytales. She selected Little Red Riding Hood, The Three Billy Goats Gruff, The Enormous Turnip, Henny Penny, Goldilocks and the Three Bears, The Little Red Hen, The Three Little Pigs, and The Musicians of Bremen. She adds her own style to each story without altering the characters or their circumstances. The tales are presented in a more concise format but the integrity of each is intact. Cousins adds her signature outbursts and onomatopoeia to the retellings.
3. CRITICAL ANALYSIS
Yummy Eight Favorite Fairytales is a great collection of some beloved tales but not necessarily the very best known stories. True to the culture of these narratives, Cousins uses authentic language and rhythmic text as well as some of the less gentle versions of the accounts (e.g., the wolf looses his head to the hunter’s ax). The expected lessons and outcomes of good conquers evil, be prepared not lazy, and beware of tricksters are still evident and always lead to the vital “happy ending” we anticipate with fairytales. However, choosing some yarns that many may not be intimately familiar gives this album a fresh feel. Certainly The Three Billy Goats Gruff, The Enormous Turnip and The Musicians of Bremen are not as frequently found in other collections as Little Red Riding Hood and The Three Little Pigs are. Including these treasures here is a treat for beginning and accomplished readers alike. Cousins of course illustrates her collection with her usual technique know as gouache. This technique produces a more strongly colored picture than ordinary watercolor and is Cousins’s signature design. The solid primary colored backgrounds and the thick painted declarations and outlines accomplish a beautiful and enticing creation.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: Beloved classics are successfully served by these bold, striking renditions. There's no sugarcoating here, as the wolf in "Little Red Riding Hood" is shown receiving his gruesome comeuppance and Henny Penny's friends never return from Foxy Woxy's lair. Large, arresting gouache spreads in Cousins's signature style utilize saturated colors and thick, dark outlines against solid backgrounds. Expressive characters enhance the stories' shifting moods.
KIRKUS: Along with crowd-friendly illustrations done in her customary bright colors and broadly brushed lines, the author adds big hand-lettered taglines ("Bye-bye, Wolf") as cues for shouted-out commentary. Though the Three Bears look like teddy bears and as a concession to more pacifist audiences the author includes a severely compressed rendition of "The Enormous Turnip," on the whole this lap-sized collection offers younger children an eye-opening cross-section of the far-from-innocuous world of folk literature.
3. CONNECTIONS
*Lucy Cousins is inspired more by elementary schools than museums. (http://www.maisyfunclub.com/maisyframe.asp?section=lucy). Ask children what they think she might find inspiring at their school and why.
*After reading other books by Lucy Cousins, allow students to try the gouache technique. What is so appealing about this technique?
1. BIBLIOGRAPHY
Cousins, Lucy. Yummy Eight Favorite Fairytales. Somerville: Candlewick Press.2009. ISBN 9780763644741
2. PLOT SUMMARY
In her anthology of fairy tales, Cousins included all the well known characters from eight favorite fairytales. She selected Little Red Riding Hood, The Three Billy Goats Gruff, The Enormous Turnip, Henny Penny, Goldilocks and the Three Bears, The Little Red Hen, The Three Little Pigs, and The Musicians of Bremen. She adds her own style to each story without altering the characters or their circumstances. The tales are presented in a more concise format but the integrity of each is intact. Cousins adds her signature outbursts and onomatopoeia to the retellings.
3. CRITICAL ANALYSIS
Yummy Eight Favorite Fairytales is a great collection of some beloved tales but not necessarily the very best known stories. True to the culture of these narratives, Cousins uses authentic language and rhythmic text as well as some of the less gentle versions of the accounts (e.g., the wolf looses his head to the hunter’s ax). The expected lessons and outcomes of good conquers evil, be prepared not lazy, and beware of tricksters are still evident and always lead to the vital “happy ending” we anticipate with fairytales. However, choosing some yarns that many may not be intimately familiar gives this album a fresh feel. Certainly The Three Billy Goats Gruff, The Enormous Turnip and The Musicians of Bremen are not as frequently found in other collections as Little Red Riding Hood and The Three Little Pigs are. Including these treasures here is a treat for beginning and accomplished readers alike. Cousins of course illustrates her collection with her usual technique know as gouache. This technique produces a more strongly colored picture than ordinary watercolor and is Cousins’s signature design. The solid primary colored backgrounds and the thick painted declarations and outlines accomplish a beautiful and enticing creation.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: Beloved classics are successfully served by these bold, striking renditions. There's no sugarcoating here, as the wolf in "Little Red Riding Hood" is shown receiving his gruesome comeuppance and Henny Penny's friends never return from Foxy Woxy's lair. Large, arresting gouache spreads in Cousins's signature style utilize saturated colors and thick, dark outlines against solid backgrounds. Expressive characters enhance the stories' shifting moods.
KIRKUS: Along with crowd-friendly illustrations done in her customary bright colors and broadly brushed lines, the author adds big hand-lettered taglines ("Bye-bye, Wolf") as cues for shouted-out commentary. Though the Three Bears look like teddy bears and as a concession to more pacifist audiences the author includes a severely compressed rendition of "The Enormous Turnip," on the whole this lap-sized collection offers younger children an eye-opening cross-section of the far-from-innocuous world of folk literature.
3. CONNECTIONS
*Lucy Cousins is inspired more by elementary schools than museums. (http://www.maisyfunclub.com/maisyframe.asp?section=lucy). Ask children what they think she might find inspiring at their school and why.
*After reading other books by Lucy Cousins, allow students to try the gouache technique. What is so appealing about this technique?
Tuesday, June 22, 2010
Fanny's Dream by Caralyn Buehner
Genre II: Traditional Literature
1. BIBLIOGRAPHY
Buehner, Caralyn. Fanny’s Dream. Ill. by Mark Buehner. New York: Dial Books for Young Readers.1996. ISBN 0803714963
2. PLOT SUMMARY
In a small farming community, during a not so distant past, Fanny Agnes is a plain, brawny, girl with dreams fit for a princess. She wants to live in a castle, attend fancy balls and ultimately marry a prince. Heber Jensen also has dreams. He longs for someone with whom he can share a life of joyful farming. Heber finds Fanny waiting for her fairy godmother to cast a spell that is certain to secure the romantic fantasy she has read about. When her fairy godmother doesn’t show, Heber proposes. Reluctantly, Fanny accepts and they begin a life together that turns out to be full of laughter, hard work, babies, and eventually “happily ever after”.
3. CRITICAL ANALYSIS
Fanny’s Dream is a great “reality is better than fantasy” surprise. In her very own Cinderella-like story, Buehner creates a story in which actuality is chosen over make-believe when the heroine realizes her life is better than the fairy tale she dreamt about. The author references some of the elements of traditional tales, (fairy godmothers, princes and balls) but they are not central to the plot. Traditional language is replaced with verbiage of the farm. Buehner takes us beyond the style of speech and into the mentality and lifestyle of farmstead folk when she tells of frozen laundry brought in to thaw, outhouses, and caring for animals day after day. She uses short, powerful sentences to mark critical turning points in the text (e.g.: “Heber thought this over”, “I don’t do windows”, “Then Fanny and Heber built the house again”, “Not”). Mark Buehner’s illustrations are accomplished by using oil paints over acrylics. The result is that the reader enjoys brightly textured fabrics and cool evenings under the stars. Additionally, we are treated to clever features such as clouds in shapes of Cinderella characters and Heber’s bedtime story choice-Cinderella. The most significant detail for me is how he paints the expression in Fanny’s eyes brighter and more intense as the story unfolds.
4. REVIEW EXCERPT(S)
BOOKLIST: A truly wonderful mix of storytelling and art from a husband-wife team with a fine sense of humor. Having a familiar fairy tale at its heart, this homespun yarn tells the whimsical story of a small-town girl who has big dreams. What's more, there's plenty for youngsters to enjoy in the robust, bucolic pictures, which seem almost to jump off the page. Rich, glowing colors and a plethora of detail--from pictures on walls to animal shapes.
KIRKUS: This clever tale from the Buehners has smart twists and takes and is shot through with such tenderness that the telling nearly shimmers off the page. The text yields corny humor and rural circumstance; the artwork is just plain wonderful.
3. CONNECTIONS
*Have students create a compare and contrast visual aid discussing what skills and talents are needed to be a successful farmer versus a member of government or royalty. Use the conversation between Heber and Fanny to get them started.
*Ask students to verbalize what they think Fanny learned in this story. What did Heber learn? What about the fairy godmother? Or ask students to use inference skills by answering: What do you think the fairy godmother did after Fanny went back inside the house? Why was she late?
1. BIBLIOGRAPHY
Buehner, Caralyn. Fanny’s Dream. Ill. by Mark Buehner. New York: Dial Books for Young Readers.1996. ISBN 0803714963
2. PLOT SUMMARY
In a small farming community, during a not so distant past, Fanny Agnes is a plain, brawny, girl with dreams fit for a princess. She wants to live in a castle, attend fancy balls and ultimately marry a prince. Heber Jensen also has dreams. He longs for someone with whom he can share a life of joyful farming. Heber finds Fanny waiting for her fairy godmother to cast a spell that is certain to secure the romantic fantasy she has read about. When her fairy godmother doesn’t show, Heber proposes. Reluctantly, Fanny accepts and they begin a life together that turns out to be full of laughter, hard work, babies, and eventually “happily ever after”.
3. CRITICAL ANALYSIS
Fanny’s Dream is a great “reality is better than fantasy” surprise. In her very own Cinderella-like story, Buehner creates a story in which actuality is chosen over make-believe when the heroine realizes her life is better than the fairy tale she dreamt about. The author references some of the elements of traditional tales, (fairy godmothers, princes and balls) but they are not central to the plot. Traditional language is replaced with verbiage of the farm. Buehner takes us beyond the style of speech and into the mentality and lifestyle of farmstead folk when she tells of frozen laundry brought in to thaw, outhouses, and caring for animals day after day. She uses short, powerful sentences to mark critical turning points in the text (e.g.: “Heber thought this over”, “I don’t do windows”, “Then Fanny and Heber built the house again”, “Not”). Mark Buehner’s illustrations are accomplished by using oil paints over acrylics. The result is that the reader enjoys brightly textured fabrics and cool evenings under the stars. Additionally, we are treated to clever features such as clouds in shapes of Cinderella characters and Heber’s bedtime story choice-Cinderella. The most significant detail for me is how he paints the expression in Fanny’s eyes brighter and more intense as the story unfolds.
4. REVIEW EXCERPT(S)
BOOKLIST: A truly wonderful mix of storytelling and art from a husband-wife team with a fine sense of humor. Having a familiar fairy tale at its heart, this homespun yarn tells the whimsical story of a small-town girl who has big dreams. What's more, there's plenty for youngsters to enjoy in the robust, bucolic pictures, which seem almost to jump off the page. Rich, glowing colors and a plethora of detail--from pictures on walls to animal shapes.
KIRKUS: This clever tale from the Buehners has smart twists and takes and is shot through with such tenderness that the telling nearly shimmers off the page. The text yields corny humor and rural circumstance; the artwork is just plain wonderful.
3. CONNECTIONS
*Have students create a compare and contrast visual aid discussing what skills and talents are needed to be a successful farmer versus a member of government or royalty. Use the conversation between Heber and Fanny to get them started.
*Ask students to verbalize what they think Fanny learned in this story. What did Heber learn? What about the fairy godmother? Or ask students to use inference skills by answering: What do you think the fairy godmother did after Fanny went back inside the house? Why was she late?
Saturday, June 19, 2010
Little Plum by Ed Young
Genre II: Traditional Literature
1. BIBLIOGRAPHY
Young, Ed. Little Plum. New York: Philomel.1994. ISBN 0399226834
2. PLOT SUMMARY
Little Plum is a Chinese folktale that takes place in a small, farming village at the foot of a mountain and is centered around an old couple and their remarkable son. The characters are exactly what we expect in a folktale in that they are proud, hard working and endure great hardships. The couple, having been childless all of their marriage, is desperate for a child. Their desperation turns to elation when they finally have a son. Although he is no bigger than the seed of a plum, the couple is so proud of what a hard worker their son becomes. As time quickly passes he impresses everyone with his determination. No matter his size, Little Plum is able to accomplish much and is a tremendous help to his parents causing the other village parents to berate their own children for not measuring up to Little Plum (pardon the pun). However, when the villagers suffer under an evil lord, even Little Plum’s mother doesn’t believe he is able to fulfill his promise to save them.
3. CRITICAL ANALYSIS
Young expertly maintains the sincerity of the ancient tellings of this folktale and even offers in his author’s notes the Chinese word for plum (jujube) to authenticate his retelling further. His portrayal of the common folktale theme “good people win out over cruel leader and live happily ever after” will be warmly accepted by readers as he also skillfully wraps the reader in the small, farming village, culture of China. However, the beauty of the story’s language may have been sacrificed in translation for I feel that Little Plum’s supernatural feats are explained more mechanically and lack emotional provocations. Yet, it is Young’s pastel paintings illustrating this story that restores any beauty lost in the text. Young’s use of contrasting light and dark colors, shades and shadows pull the reader past the vague lines and into the heart of the tale.
4. REVIEW EXCERPT(S)
BOOKLIST: Kids will identify with Little Plum; he may appear to be lost in a gigantic world, but he's able to control the great creatures that tower over him. Young's sweeping double-page-spread pastels, full of energy and movement, dramatize that this story is about perspective.
SCHOOL LIBRARY JOURNAL: Young's spare, action-filled text will hold listeners' attention, while his artwork adds emotional resonance, rhythm, and unity to the tale. He fills each page with pastel paintings in a rich, dark palette, emphasizing mass over line in a style reminiscent of European expressionists.
3. CONNECTIONS
*Universal themes in literature: After discussing the theme of the story, reread it and have students write down a time when the good people enjoyed something wonderful and when they suffered something terrible. Talk about how these types of events happen to all people making this theme “universal”.
*After reading the book ask students why the animals were so important to the villagers. Have students work in groups to create lists of what role animals play in the lives of farmers and villagers and what is different about the roles animals play in their own lives.
1. BIBLIOGRAPHY
Young, Ed. Little Plum. New York: Philomel.1994. ISBN 0399226834
2. PLOT SUMMARY
Little Plum is a Chinese folktale that takes place in a small, farming village at the foot of a mountain and is centered around an old couple and their remarkable son. The characters are exactly what we expect in a folktale in that they are proud, hard working and endure great hardships. The couple, having been childless all of their marriage, is desperate for a child. Their desperation turns to elation when they finally have a son. Although he is no bigger than the seed of a plum, the couple is so proud of what a hard worker their son becomes. As time quickly passes he impresses everyone with his determination. No matter his size, Little Plum is able to accomplish much and is a tremendous help to his parents causing the other village parents to berate their own children for not measuring up to Little Plum (pardon the pun). However, when the villagers suffer under an evil lord, even Little Plum’s mother doesn’t believe he is able to fulfill his promise to save them.
3. CRITICAL ANALYSIS
Young expertly maintains the sincerity of the ancient tellings of this folktale and even offers in his author’s notes the Chinese word for plum (jujube) to authenticate his retelling further. His portrayal of the common folktale theme “good people win out over cruel leader and live happily ever after” will be warmly accepted by readers as he also skillfully wraps the reader in the small, farming village, culture of China. However, the beauty of the story’s language may have been sacrificed in translation for I feel that Little Plum’s supernatural feats are explained more mechanically and lack emotional provocations. Yet, it is Young’s pastel paintings illustrating this story that restores any beauty lost in the text. Young’s use of contrasting light and dark colors, shades and shadows pull the reader past the vague lines and into the heart of the tale.
4. REVIEW EXCERPT(S)
BOOKLIST: Kids will identify with Little Plum; he may appear to be lost in a gigantic world, but he's able to control the great creatures that tower over him. Young's sweeping double-page-spread pastels, full of energy and movement, dramatize that this story is about perspective.
SCHOOL LIBRARY JOURNAL: Young's spare, action-filled text will hold listeners' attention, while his artwork adds emotional resonance, rhythm, and unity to the tale. He fills each page with pastel paintings in a rich, dark palette, emphasizing mass over line in a style reminiscent of European expressionists.
3. CONNECTIONS
*Universal themes in literature: After discussing the theme of the story, reread it and have students write down a time when the good people enjoyed something wonderful and when they suffered something terrible. Talk about how these types of events happen to all people making this theme “universal”.
*After reading the book ask students why the animals were so important to the villagers. Have students work in groups to create lists of what role animals play in the lives of farmers and villagers and what is different about the roles animals play in their own lives.
Wednesday, June 16, 2010
Show & Tell by Dilys Evans
Genre 1: Picture Books
1. BIBLIOGRAPHY
Evans, Dilys. 2008.Show & Tell: Exploring the Fine Art of Children's Book Illustration. San Francisco: Chronicle Books.ISBN: 9780811849715
2. PLOT SUMMARY
Show & Tell is a collection of Dilys Evans’ professional observations, critiques and interviews that features twelve children’s book illustrators. Ms. Evans founded the Original Art Exhibition. It is an annual show that is dedicated to the idea that children’s picture books should be classified as fine art. Evans is an accomplished curator, author and speaker. In the past, she has served as the art director of Cricket magazine and advised Caldecott committees. Evans explains in the author’s notes that her objective in writing this book was to “help all who value the fine art of children’s books to find a universal language to use when discussing the illustrations…” She chose illustrators whose work is worthy of ”celebration and recognition” and "looked for powerful imagery and storytelling that goes beyond a simple interpretation of the text.” Each chapter features an analysis and short biography of an illustrator. The artists she covers are Harry Bliss, Bryan Collier, Denise Fleming, Trina Schart Hyman, Hilary Knight, Betsy Lewin, Petra Mathers, Brian Selznick, David Shannon, Lane Smith, David Wiesner and Paul O. Zelinsky.
3. CRITICAL ANALYSIS
The story of each artist’s life is told in combination of first person responses to interview questions and expository text. Evans describes the artist in addition to the artistic process. Images of each artist’s creations are used to illustrate this book. The reproductions are used to provide visual models of Evan’s narrative explanations. She is brilliant at explaining why certain illustrations work with certain books. I enjoyed these illustrations in their original books but now have a deeper awareness of what they communicate. Readers will recognize that Evan’s charismatic biographies connect them to the artists. They will appreciate her explanations of how each artist’s unique style enriches the stories they illustrate. This collection highlights great artists who illustrate lovable stories with incredible talent.
4. REVIEW EXCERPT(S)
BOOKLIST: “This attractive title will be a boon for librarians, teachers, students, and anyone else who wants to learn to look at and talk about the art in children\'s books, as well as better understand the stories behind the pictures.”
SCHOOL LIBRARY JOURNAL STARRED REVIEW: “An enlightening must-read for all picture-book enthusiasts.”
5. CONNECTIONS
*This text is a valuable resource when sharing author studies with students as many of these illustrators are also writers. Some have illustrated each other’s books. After sharing some of Evan’s analysis, ask students why.
*At the end of a personal narrative writing lesson, have students write their own observations (and maybe mini biographies, too) of each other’s stories and illustrations.
1. BIBLIOGRAPHY
Evans, Dilys. 2008.Show & Tell: Exploring the Fine Art of Children's Book Illustration. San Francisco: Chronicle Books.ISBN: 9780811849715
2. PLOT SUMMARY
Show & Tell is a collection of Dilys Evans’ professional observations, critiques and interviews that features twelve children’s book illustrators. Ms. Evans founded the Original Art Exhibition. It is an annual show that is dedicated to the idea that children’s picture books should be classified as fine art. Evans is an accomplished curator, author and speaker. In the past, she has served as the art director of Cricket magazine and advised Caldecott committees. Evans explains in the author’s notes that her objective in writing this book was to “help all who value the fine art of children’s books to find a universal language to use when discussing the illustrations…” She chose illustrators whose work is worthy of ”celebration and recognition” and "looked for powerful imagery and storytelling that goes beyond a simple interpretation of the text.” Each chapter features an analysis and short biography of an illustrator. The artists she covers are Harry Bliss, Bryan Collier, Denise Fleming, Trina Schart Hyman, Hilary Knight, Betsy Lewin, Petra Mathers, Brian Selznick, David Shannon, Lane Smith, David Wiesner and Paul O. Zelinsky.
3. CRITICAL ANALYSIS
The story of each artist’s life is told in combination of first person responses to interview questions and expository text. Evans describes the artist in addition to the artistic process. Images of each artist’s creations are used to illustrate this book. The reproductions are used to provide visual models of Evan’s narrative explanations. She is brilliant at explaining why certain illustrations work with certain books. I enjoyed these illustrations in their original books but now have a deeper awareness of what they communicate. Readers will recognize that Evan’s charismatic biographies connect them to the artists. They will appreciate her explanations of how each artist’s unique style enriches the stories they illustrate. This collection highlights great artists who illustrate lovable stories with incredible talent.
4. REVIEW EXCERPT(S)
BOOKLIST: “This attractive title will be a boon for librarians, teachers, students, and anyone else who wants to learn to look at and talk about the art in children\'s books, as well as better understand the stories behind the pictures.”
SCHOOL LIBRARY JOURNAL STARRED REVIEW: “An enlightening must-read for all picture-book enthusiasts.”
5. CONNECTIONS
*This text is a valuable resource when sharing author studies with students as many of these illustrators are also writers. Some have illustrated each other’s books. After sharing some of Evan’s analysis, ask students why.
*At the end of a personal narrative writing lesson, have students write their own observations (and maybe mini biographies, too) of each other’s stories and illustrations.
Thursday, June 10, 2010
Thunder Rose written by Jerdine Nolen and illustrated by Kadir Nelson
Genre I: Picture Books
1. BIBLIOGRAPHY
Nolen, Jerdine. 2003. Thunder Rose. Ill. by Kadir Nelson. San Diego: Harcourt, Inc. ISBN 0152164723
2. PLOT SUMMARY
Thunder Rose is a tall tale of an extraordinary Texas girl born “free and clear” during a tremendous storm. From the very beginning this African American child achieves great feats in true tall tale style. What is unique about Rose’s story is the deep love she and her parents express to one another. At her birth both Ma and Pa lift their “voices in song” out of the joy they feel. Rose responds, “There is a music ringing so sweetly in my ears…It’s giving me a fortunate feeling rumbling deep in the pit of me. I’ll register it here at the bull’s eye set in the center of my heart and see what I can do with it one day!” That day comes when Rose battles a “riotous” storm to save her herd of Longhorn cattle on the way to an Abilene market.
3. CRITICAL ANALYSIS
Nolen’s powerful, expressive, regional and historical language is irresistible in this Texas tall tale. The author depicts those able to thrive in the Wild West as determined and resolute folks. Her African American characters also portray a culture of independent, sturdy people who are strong in body, mind and spirit.
While the colorful and rich voice of Nolen’s tale is a delight, I found the story to be disconnected and heavy with uninteresting mini adventures. Even for a tall tale, there were so many episodes of legendary acts performed by our heroine that the overall story fell flat and almost lost its appeal. Almost but not quite, for I am a true fan of Texas tall tales and this one has a special charm about it.
Kadir Nelson used a combination of oil, water color and pencil to create his illustrations. His choices of bright but realistic colors bring life to the text. His attention to the facial expressions and body language of the characters help the reader to “see” the emotion and confidence of each one. Nelson brilliantly portrays the “fortunate feeling” of which Thunder Rose speaks through his art.
4. REVIEW EXCERPT(S)
BOOKLIST: "Exuberant . . . A terrific read-aloud.”
SCHOOL LIBRARY JOURNAL: "A wonderful tale of joy and love, as robust and vivid as the wide West . . . A splendid, colorful, and most welcome addition to the tall-tale genre."
CORETTA SCOTT KING ILLUSTRATOR HONOR AWARD BOOK 2004
IRA-CBC CHILDREN’S CHOICE AWARD WINNER 2004
NICK JR. FAMILY MAGAZINE BEST BOOK OF THE YEAR 2004
5. CONNECTIONS
*When planning a unit of tall tale studies include this book and challenge students to think of other nontraditional legendary heroes.
*Enrich an African American or pioneer unit with this unique tall tale.
*This story should be read aloud with the proper accent and enthusiastic expression in which it is written or the audience will not experience the full effect of the story.
1. BIBLIOGRAPHY
Nolen, Jerdine. 2003. Thunder Rose. Ill. by Kadir Nelson. San Diego: Harcourt, Inc. ISBN 0152164723
2. PLOT SUMMARY
Thunder Rose is a tall tale of an extraordinary Texas girl born “free and clear” during a tremendous storm. From the very beginning this African American child achieves great feats in true tall tale style. What is unique about Rose’s story is the deep love she and her parents express to one another. At her birth both Ma and Pa lift their “voices in song” out of the joy they feel. Rose responds, “There is a music ringing so sweetly in my ears…It’s giving me a fortunate feeling rumbling deep in the pit of me. I’ll register it here at the bull’s eye set in the center of my heart and see what I can do with it one day!” That day comes when Rose battles a “riotous” storm to save her herd of Longhorn cattle on the way to an Abilene market.
3. CRITICAL ANALYSIS
Nolen’s powerful, expressive, regional and historical language is irresistible in this Texas tall tale. The author depicts those able to thrive in the Wild West as determined and resolute folks. Her African American characters also portray a culture of independent, sturdy people who are strong in body, mind and spirit.
While the colorful and rich voice of Nolen’s tale is a delight, I found the story to be disconnected and heavy with uninteresting mini adventures. Even for a tall tale, there were so many episodes of legendary acts performed by our heroine that the overall story fell flat and almost lost its appeal. Almost but not quite, for I am a true fan of Texas tall tales and this one has a special charm about it.
Kadir Nelson used a combination of oil, water color and pencil to create his illustrations. His choices of bright but realistic colors bring life to the text. His attention to the facial expressions and body language of the characters help the reader to “see” the emotion and confidence of each one. Nelson brilliantly portrays the “fortunate feeling” of which Thunder Rose speaks through his art.
4. REVIEW EXCERPT(S)
BOOKLIST: "Exuberant . . . A terrific read-aloud.”
SCHOOL LIBRARY JOURNAL: "A wonderful tale of joy and love, as robust and vivid as the wide West . . . A splendid, colorful, and most welcome addition to the tall-tale genre."
CORETTA SCOTT KING ILLUSTRATOR HONOR AWARD BOOK 2004
IRA-CBC CHILDREN’S CHOICE AWARD WINNER 2004
NICK JR. FAMILY MAGAZINE BEST BOOK OF THE YEAR 2004
5. CONNECTIONS
*When planning a unit of tall tale studies include this book and challenge students to think of other nontraditional legendary heroes.
*Enrich an African American or pioneer unit with this unique tall tale.
*This story should be read aloud with the proper accent and enthusiastic expression in which it is written or the audience will not experience the full effect of the story.
Joseph Had A Little Overcoat by Simms Taback
Genre I: Picture Books
1. BIBLIOGRAPHY
Taback, Simms. 1999.Joseph Had a Little Overcoat. New York: Scholastic.ISBN 0439216974
2. PLOT SUMMARY
Joseph is a very likeable, playful farmer. Although he has little money and must find ways to “recycle” his overcoat many times over, he has the good fortune of family and friends. He maintains a positive, cheerful attitude as he presses on to find ways the coat can continue to serve him as it ages and wears. In doing so, he shares his new creations with those around him when he attends weddings, fairs, and community events. The life lesson that this folktale teaches is that “you can always make something out of nothing.”
3. CRITICAL ANALYSIS
Taback adapted this story from a Yiddish song he enjoyed as a child. His patterned text and lighthearted style attract readers. However, the vibrant, heavily textured, die cut and collage illustrations are even more appealing. His technique of “cut out windows” is intriguing and encourages the reader’s curiosity.
Taback has hidden little treasures of language throughout the story. If readers look closely enough, they will find little bits of wisdom and fun written in both English and Yiddish.
I am more fond of the rhythmic voice, clever anecdotes (found in the illustrations) and the cultural connections than the illustrations.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: “The rhythm and repetition make it a perfect story time read-aloud.”
2000 CALDECOTT WINNER: "Vibrant rich colors, playful details, and skillfully-placed die cuts contribute to the book's raucous merriment that takes this Yiddish folk song far beyond the simple words," Barbara Z. Kiefer, chair of the Caldecott Award Selection Committee.
5. CONNECTIONS
*Consider using this book during your next recycling or Earth Day unit. It could be the foundation of almost any multi-subject unit as it easily crosses over into music, social studies and art.
*Using the cut out windows in Taback’s illustrations, have students work on inference skills by having them make predictions as to what piece of clothing Joseph has made out of the coat. Give students the opportunity to create their own art with windows to share.
*Other books by Simms Taback:
The Was An Old Lady Who Swallowed A Fly. New York: Viking, 1997. ISBN: 0670869392
This Is The House That Jack Built. New York: Putnam, 2002. ISBN: 0142402001
1. BIBLIOGRAPHY
Taback, Simms. 1999.Joseph Had a Little Overcoat. New York: Scholastic.ISBN 0439216974
2. PLOT SUMMARY
Joseph is a very likeable, playful farmer. Although he has little money and must find ways to “recycle” his overcoat many times over, he has the good fortune of family and friends. He maintains a positive, cheerful attitude as he presses on to find ways the coat can continue to serve him as it ages and wears. In doing so, he shares his new creations with those around him when he attends weddings, fairs, and community events. The life lesson that this folktale teaches is that “you can always make something out of nothing.”
3. CRITICAL ANALYSIS
Taback adapted this story from a Yiddish song he enjoyed as a child. His patterned text and lighthearted style attract readers. However, the vibrant, heavily textured, die cut and collage illustrations are even more appealing. His technique of “cut out windows” is intriguing and encourages the reader’s curiosity.
Taback has hidden little treasures of language throughout the story. If readers look closely enough, they will find little bits of wisdom and fun written in both English and Yiddish.
I am more fond of the rhythmic voice, clever anecdotes (found in the illustrations) and the cultural connections than the illustrations.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: “The rhythm and repetition make it a perfect story time read-aloud.”
2000 CALDECOTT WINNER: "Vibrant rich colors, playful details, and skillfully-placed die cuts contribute to the book's raucous merriment that takes this Yiddish folk song far beyond the simple words," Barbara Z. Kiefer, chair of the Caldecott Award Selection Committee.
5. CONNECTIONS
*Consider using this book during your next recycling or Earth Day unit. It could be the foundation of almost any multi-subject unit as it easily crosses over into music, social studies and art.
*Using the cut out windows in Taback’s illustrations, have students work on inference skills by having them make predictions as to what piece of clothing Joseph has made out of the coat. Give students the opportunity to create their own art with windows to share.
*Other books by Simms Taback:
The Was An Old Lady Who Swallowed A Fly. New York: Viking, 1997. ISBN: 0670869392
This Is The House That Jack Built. New York: Putnam, 2002. ISBN: 0142402001
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