Sunday, September 27, 2009

Traditional Literature: Porch Lies: Tales of Slicksters, Tricksters, and Other Wily Characters by Patricia McKissack

1. Bibliographic data
McKissack, Patricia C. Porch Lies: Tales of Slicksters, Tricksters, and Other Wily Characters. Illustrated by Andre Carrilho. Schwartz & Wade Books, New York, 2006.

2. Brief plot summary
Porch Lies is a collection of short stories that all center around morally questionable characters. The author has taken stories she heard growing up on her grandparents’ front porch and wrote tales that had many of the same characteristics that she enjoyed.

3. Critical analysis
One of the great things about Porch Lies is that no story is exactly alike. Each story is set up with a back story, and each has a character that is so unbelievable they are believable. The stories each have a character who has to make a decision about what is right and what they want, and yet there is so much humor mixed in that even if they make the wrong choice you are rooting for them. Add in a sprinkle of illustrations by Andre Carrilho in which the characters are comically ill-proportioned with realistic facial expression, and you have story collection that students and families are going to enjoy reading aloud.

4. Review excerpts:
a. School Library Journal- “These 10 literate stories make for great leisure listening and knowing chuckles.”
b. Book List- “Great for sharing, on the porch and in the classroom.”

5. Connections
a. Related Books: The Dark Thirty: Southern Tales of the Supernatural by Patricia McKissack
b. Classroom Activities: This is the type of story collection that I would read in order to teach Voice in a language arts class. After reading a few of the stories, I would have the students try and write a similar story that could possibly be passed down through their family with focus on bringing themselves out in it.

Saturday, September 26, 2009

Traditional Literature: Cendrillion: A Caribbean Cinderella by Robert D. San Souci

1. Bibliographic data :
San Souci, Robert D.. Cendrillon: A Caribean Cinderella. Illustration by Brain Pinkney. Aladdin Paperbacks, New York, 1998. ISBN: 0-689-84888-9

2. Brief plot summary
Cendrillion takes us into the “Cinderella” story through the eyes of the “godmother”. The story starts out with a young girl whose mother leaves her a wand of mahogany before she dies. Growing up, she never found anyone to use the wand on. Later in life, she becomes a poor washerwoman who befriends a sickly woman who has just had a daughter. Before the mother dies, she names her godmother of her little girl. The girl grows up to be a beautiful young lady, with a stepmother and stepsister that make her their maid. When it is time for the ball, Cendrillion’s godmother finally finds a use for the wand her mother had given her. The drawback on the wand is that it only last for a short amount of time which means they must leave the ball by midnight. The “prince” must try finding her through the slipper that she left at the ball.

3. Critical analysis:
Cendrillion is a wonderful tale of a young girl’s constant optimism and the caring godmother that is always watching out for her. Although the approach to the story is different beacuse we see it from the godmother’s point of view, this classic story still grabs at your heart. Love is still the center of the plot as “happily ever after” sums up the story. Bringing in the French Creole language and the colorful artwork brings life to the story and will make it a favorite of many students. The beautiful illustrations inspire you to take a closer look at the artwork. The illustrator was able to put so much emotion into each the facial expression. Cendrillion is a book for all libraries for the young and the old alike.

4. Review excerpts:
a. Booklist: “Particularly vibrant, oth in it medldious language and its spirited art…A vital rendition of an old favorite.
b. School Library Journal: “ An outstanding Cinderella variant for any collection.”
c. Awards:
i. An ALA Notable Collection
ii. A Booklist Editors’ Choice

5. Connections
a. Related Books:
Domitila: A Cinderella Tale from the Mexican Tradition by J.R. Coburn
Little Gold Star: A Spanish American Cinderella by Robert D. San Souci
b. Activities:
Students could use “Cinderella” in projects that are focused on the different cultures. They could also compare and contrast different “Cinderella” stories and then show present the information to the class in a PowerPoint presentation. In a World Cultures class, the different versions of Cinderella would be a great way to start a unit.

Traditional Literature: A Frog Princess by Eric A. Kimmel

1. Bibliographic data:
Kimmel, Eric A. The Frog Princess: A Tlingit Legend from Alaska. Illustrated by Rosanne Litzinger. Holiday House, Inc., New York, 2006. ISBN 0-8234-1618-6

2. Brief plot summary:
The Frog Princess is about a princess who cannot find a suitor who she likes. Then a handsome young man came and she fell in love. Little did she know that her new home would be in the lake with the Frog People. As time went on her parents refused to let her go, so she was forced to return. Eventually she escaped back to the Frog People and lived happily ever after.

3. Critical analysis:
While I read this story, I kept thinking about wanting just find love, no matter race or religion. The princess becomes the dynamic character who changes within the book, leaving the life she had with her parents to live in the lake, where she feels like she belongs. All the while, her parents do not see her happiness. They see the fact that she is not with them anymore. Students from many different cultures and background can connect with this idea on some level. Symbolism is used by the illustrator by his choice of colors worn by the father and the daughter. Red was used for the father to show the power and importance he had for the tribe and his traditionalism, while a bright yellow that the daughter wore showed the contrasting beliefs between her and her father. This is a well-written book that would work well in the classroom.

4. Review excerpts:
a. School Library Journal : “Bright swaths of watercolors illuminate the landscapes and backgrounds.”
b. Booklist: “The story is gracefully told…”

5. Connections
a. Related Books:
Tlingit Tales, Potlatch, and Totem Poles By Lorie K. Harris
Heroes and Heroines: Tlingit-Haida Legend By Mary G. Beck
b. Activities:
In order to allow the students to know more about the Tlingit, I would bring in other traditional tales from the culture. I would also bring in other versions of the “The Frog and the Princess” to help them compare and contrast. With so many different cultures making up the United States, comparing this story with other Indian tribes versions or tales would show the students how diverse the United States is. This book would also work well in teaching symbolism.

Sunday, September 13, 2009

Picture Books: Knuffle Bunny

1. Bibliographic data:
Willems, Mo. Knuffle Bunny. Illustrator: Mo Willems. Hyperion Books for Children, New York, 2004. ISBN: 0-7868-1870-0

2. Brief plot summary:
Trixie and her dad are on the way to do errands and along the way she loses her prize possession. She tries to tell her dad this, but he doesn’t understand what she wants until Mom helps to translate.

3. Critical analysis:
Students are going to fall in love with Knuffle Bunny. It is the perfect mix of story and illustration. The simplicity of the story mixed with the emotions that are exhibited through the pictures, makes this a story that children, teachers, and parents, will all enjoy. Children will connect with the inability of adults to understand everything they say.
The pictures is what grabbed my attention the most. The idea of taking black and white pictures and adding in colorful cartoons make this a Mo Willems story that I will read over and over with my family.

4. Review excerpt(s):
a. School Library Journal: “A seamless and supremely satisfying presentation of art and text.”
b. Booklist: “Even children who can already talk a blue streak will come away satisfied that their own strong emotions have been mirrored and legitimized, and readers of all ages will recognize the agonizing frustration of a little girl who knows far more than she can articulate.”
c. Awards:
2005 Caldecott Honor Book
2007 Carnegie Medal

5. Connections
a. I would also bring in Knuffle Bunny Too: A Case of Mistaken Identity to read. This continues with Trixie and her Knuffle Bunny, and now Trixie is off to school. I would also bring in other books by Mo Willems, such as the “Pigeon” books. They are so simple, but the children are drawn to them.
b. An activity I would have the students do is to tell about a time when a grown up did not understand what they needed, You could teach mood this was by having them draw a picture of their feelings and discuss how feelings can change a character and the story.

Tuesday, September 8, 2009

Picture Books: Artists to Artists

  1. Bibliographic data :

Artist to Artist: 23 Major Illustrators Talk to Children about Their Art. Illustrations by Eric Carle, Tomie dePaola, Jane Dyer, Steven Kellogg, and many more. Philomel Books, New York, 2007 ISBN13- 9780399246005

2. Brief plot summary:

In order to connect with young artist, many renowned illustrators have taken a moment to describe their start as an artist as well as how they were inspired. With each illustrator, there are pictures of them growing up, and many of their early works.

3. Critical analysis:
Artist to Artist is a great blend of background information of some of the renowned illustrators, and the pictures that they loved to draw. Not only did they write letter to the reader, they invited them in to the place that inspire them. With each letter, the artists drew a self-portrait that symbolizes who they are.
For a student who loves art, this is the perfect inspiration for them. Each illustrator has a different experience for students to draw from, as well as different techniques. Looking through the different illustrations, I could not believe all the creativity flowing through the pages.

4. Review excerpt(s):
School Library Journal "...a gorgeous, browsable gallery of international treasures. "

5. Connections:
In Art class, I would have students look through this book and see which artists they connect the most with. I would also have them write their own bios and inspirations, for future students. Then we could make a class “Artists to Artists book.
In order for them to connect the artists they favor the most, I would have them choose that author and read as many of their books as they can get their hands on. Then makes connections between the different books and the illustrations.

Picture Book: The Invention of Hugo Cabret

1. Bibliographic data:
Selznick, Brian. The Invention of Hugo Cabret . Brian Selznick, Scholastic Press, New York, 2007. ISBN 10- 0-439-81378-6

2. Brief plot summary:
The Invention of Hugo Cabret is about an orphaned boy who must use his knowledge of fixing things to survive. Hugo must continue to care for the clocks at a train station in Paris to keep from going to an orphanage. It is here where he befriends a young girl and her godfather. He does not realize that they will unlock the key to mysterious object his father left behind.

3. Critical analysis:
When I started this book I did not know what to expect. The first forty-five pages are illustrations. At that point I was hooked. Although I knew very little about the characters, I could already feel their pain. Then the writing started and I knew this was going to be one of those books that I HAD to finish in one sitting. Between Hugo, Papa Georges, and Isabelle, the story is driven by heartache, responsibility, and love.
This beautifully written story that has a well-mix of words and amazing illustrations. The pencil drawings, although without color, capture every detail. Many of the pictures focus on the eyes, and they emit the character’s emotions better than words could. It will capture the imagination of the young and the old alike.

4. Review excerpt(s):
a. Awards:
2008 Caldecot Winner
National Book Award Finalist
#1 New York Times Bestseller
New York Times Best Illustrated Book of 2007
b. Publisher’s Weekly: “Here is a true masterpiece…”
c. School Library Journal: “This is a masterful narrative that readers can literally manipulate.”

5. Connections:
a. Activities: I would bring in the different elements of the book, such as the mechanics of clocks and the different elements of drawing. This is a book that I would also bring into to a Video Production, Multimedia, or Art class. The creative elements of the book lend themselves to teach students about these elements.
In a Reading class, I would also use this book to teach conflict. By making a chart, you could make connections between the different conflicts and how they intertwine.