| 1. BIBLIOGRAPHY Simon, Seymour. 2004. CATS. Harper Collins Publishers. ISBN 0060289414. 2. PLOT SUMMARY This is non-fiction book about cats. It discusses many aspects about cats which include information on history, facts, behaviors, the young, care of, and types of cats. 3. CRITICAL ANALYSIS This is a very striking book which contains a lot of interesting information about cats. The facts in this book are very appealing. The book does not contain a table of contents or index. The book is organized by each double page spread discussing different information about cats. The author begins with some history about cats. He tells us that cats first became pets in ancient Egypt where they protected the Egyptian’s food supply from rodents. The book states that when these cats died their owners went through a period of mourning and then mummified their pet. This is certainly an attention grabbing fact! The book continues to provide accurate and significant facts. It discusses physical attributes which are unique to cats such as their amazing flexibility and ability to see in very dim light. Communication in the form of sound and body language is also discussed. The sounds and movements are interpreted, a screech is a warning to stay away. If the hair stands up along the spine and tail, and the tail is moving back and forth, then the cat is about to pounce. The section which tells about newborns is very specific and descriptive. The book describes exactly how the mother breaks the sac, cleans the kitten, and chews through the umbilicus. The book ends with questions to think about for prospective cat owners. The author, Seymour Simon, is a reliable, very well known author of non-fiction for children. He has written over 200 non-fiction books for children. The photos which accompany the text are outstanding and really help to visualize the information. One of the first pictures accompanies the information about the hunting habits of cats. The photo shows a cat pouncing and catching a rodent mid air with his claws. On the page which discusses the flexibility of cats, a picture shows, with multi shots, exactly how a cat falls and flips through the air. On the communication pages the photos show exactly how cats use their bodies to “talk”. On the page where the book tells about kittens the photo shows a newborn, bloody and umbilical cord still attached. Other pictures show the playful sides of kittens and the intense facial expressions of adults. The striking illustrations help to build interest and to support understanding. The writing in the book is written for younger children. Although the book is easily understood, interesting vocabulary, such as rodent, stalking, and umbilicus, is included. The vocabulary can be understood through the support of the context and the photos. The interesting information and brilliant photos will really encourage the reader to think about cats and their unique qualities. 4. REVIEW EXCERPTS Booklist – “Simon writes crisply for a young audience, who will eagerly turn the pages to see the next endearing color photograph. Simon’s always lucid prose is matched by sharp photos, most of which fill up the pages. An attractive way to introduce children to nonfiction.” Horn Book Guide – “Irresistible covers featuring color photos … will draw young readers in to learning some basic facts about two popular pets.” School Library Journal – “Intended primarily as introductions for prospective pet owners, these books will please even those who already own a cat or dog. The striking color photos, including many close-ups, create a feeling of intimacy.” 5. CONNECTIONS * Can be used as a guide to learn how to care for cats. * Can be used in a unit about pets. * Can be used in a unit about farm animals. * Can be used to supplement a science lesson on the characteristics of mammals. * Can be used as a model for writer’s workshop on informational writing. |
Monday, March 12, 2007
Review: CATS, Genre 4, Nonfiction
Friday, March 2, 2007
Review: OUT OF THE DUST, Genre 3, Poetry
1. BIBLIOGRAPHY
Hesse, Karen. 1997. OUT OF THE DUST. New York, NY: Scholastic. ISBN 0590360809
2. PLOT SUMMARY
This is a historical fiction novel which is written in verse form. The story line centers on Billy Jo who lives in the Oklahoma Dust Bowl during the depression. The book tells of her extreme struggle to survive as she grows up in this difficult time.
3. CRITICAL ANALYSIS
Organization
The reading of this novel is very fast paced. The verse form is rhythmic and very easy to read. The novel is written in first person in the format of a diary. Each entry is titled and dated. The content is very moving and makes the reader want to push on. This verse book is a fairly recent publication (1997) but the subject material is relevant to the 1920’s. This does not affect the feeling of the novel in that the topics are about the will to survive and flourish in ones life. Information about the author is included on the inside of the back book jacket.
Literary Merit
This is a very moving story which evokes strong feelings from the reader. The most extreme being when a bucket of kerosene is left by Billy Jo’s father by the inside stove. The kerosene ends up catching fire and burning Billy Jo and her mother. Mother’s injuries end up being fatal for her and her yet unborn child. The story is told in a very strong and visual way.
Daddy
has made a tent out of the sheet over Ma
so nothing will touch her skin,
what skin she has left.
I can’t look at her.
she smells like scorched meat.
Her body groaning there,
it looks nothing like my ma.
It doesn’t even have a face.
The remaining characters struggle to continue living with their grief and guilt for their parts in the accident. The story ends with the characters making peace with themselves and each and having some hope for the future. This story of perseverance and triumph will bring hope to anyone who reads it.
Poetic Elements
The novel is written in verse form. The lines on each page are short and flow nicely when read. The reading is easy and fast. The author commonly uses sensory words and the reader can really see, feel, and smell what life was like in the dust bowl during the great depression.
I was sulking in the truck beside my father
when
heaven’s shadow crept across the plains,
a black cloud,
big and silent as Montana,
boiling on the horizon and
barreling toward us.
More birds tumbled from the sky
frantically keeping ahead of the dust.
We watched as the storm swallowed the light.
The sky turned from blue
to black,
night descended in an instant
and the dust was on us.
The wind screamed.
The blowing dirt ran
so thick
I couldn’t see the brim of my hat
as we plunged from the truck,
fleeing.
The dust swarmed
like it had never swarmed before.
Sensory words and imagery are also frequently used. Some examples include “as foul as maggoty stew” and “the night sky kept flashing, lightning danced down on its spindly legs.” The text in this novel truly lets the reader use his senses to get into the Oklahoma dust bowl.
Appeal to Readers
This story is very appealing to young people. The reading is meaningful and dramatic. Children will enjoy learning about life in the past through this extremely moving, powerful, and interesting look into Billy Jo’s life. This story will make most students reflect upon their own lives and compare their situations to that of Billy Jo. Most will feel very fortunate.
4. REVIEW EXCERPTS
1998 Newbery Medal Winner
School Library Journal – “Powerful and Moving, this 1998 Newbery Medal winner is a recommended purchase for all school and public libraries.”
Publishers Weekly – “This intimate novel, written in stanza form, poetically conveys the heat, dust and wind of Oklahoma. With each meticulously arranged entry Hesse paints a vivid picture of her heroine’s emotions.”
Horn Book rating: Superior, well above average
School Library Journal – A triumphant story, eloquently told through prose-poetry.
Booklist – The story is bleak, but Hesse’s writing transcends the gloom and transforms it into a powerfully compelling tale of a girl with enormous strength, courage, and love.
Kirkus Reviews – In Billie Jo, the only character who comes to life, presents a hale and determined heroine who confronts unrelenting misery and begins to transcend it. The poem/novel ends with only a trace of hope; there are no pat endings, but a glimpse of beauty wrought from brutal reality.
5. CONNECTIONS
* This novel can be used to supplement history lessons.
* This novel can be used to model journal writing.
* This novel is an excellent model for language, sensory words, imagery, and voice.
* This novel is a powerful model for personal narratives which evoke feeling.
Hesse, Karen. 1997. OUT OF THE DUST. New York, NY: Scholastic. ISBN 0590360809
2. PLOT SUMMARY
This is a historical fiction novel which is written in verse form. The story line centers on Billy Jo who lives in the Oklahoma Dust Bowl during the depression. The book tells of her extreme struggle to survive as she grows up in this difficult time.
3. CRITICAL ANALYSIS
Organization
The reading of this novel is very fast paced. The verse form is rhythmic and very easy to read. The novel is written in first person in the format of a diary. Each entry is titled and dated. The content is very moving and makes the reader want to push on. This verse book is a fairly recent publication (1997) but the subject material is relevant to the 1920’s. This does not affect the feeling of the novel in that the topics are about the will to survive and flourish in ones life. Information about the author is included on the inside of the back book jacket.
Literary Merit
This is a very moving story which evokes strong feelings from the reader. The most extreme being when a bucket of kerosene is left by Billy Jo’s father by the inside stove. The kerosene ends up catching fire and burning Billy Jo and her mother. Mother’s injuries end up being fatal for her and her yet unborn child. The story is told in a very strong and visual way.
Daddy
has made a tent out of the sheet over Ma
so nothing will touch her skin,
what skin she has left.
I can’t look at her.
she smells like scorched meat.
Her body groaning there,
it looks nothing like my ma.
It doesn’t even have a face.
The remaining characters struggle to continue living with their grief and guilt for their parts in the accident. The story ends with the characters making peace with themselves and each and having some hope for the future. This story of perseverance and triumph will bring hope to anyone who reads it.
Poetic Elements
The novel is written in verse form. The lines on each page are short and flow nicely when read. The reading is easy and fast. The author commonly uses sensory words and the reader can really see, feel, and smell what life was like in the dust bowl during the great depression.
I was sulking in the truck beside my father
when
heaven’s shadow crept across the plains,
a black cloud,
big and silent as Montana,
boiling on the horizon and
barreling toward us.
More birds tumbled from the sky
frantically keeping ahead of the dust.
We watched as the storm swallowed the light.
The sky turned from blue
to black,
night descended in an instant
and the dust was on us.
The wind screamed.
The blowing dirt ran
so thick
I couldn’t see the brim of my hat
as we plunged from the truck,
fleeing.
The dust swarmed
like it had never swarmed before.
Sensory words and imagery are also frequently used. Some examples include “as foul as maggoty stew” and “the night sky kept flashing, lightning danced down on its spindly legs.” The text in this novel truly lets the reader use his senses to get into the Oklahoma dust bowl.
Appeal to Readers
This story is very appealing to young people. The reading is meaningful and dramatic. Children will enjoy learning about life in the past through this extremely moving, powerful, and interesting look into Billy Jo’s life. This story will make most students reflect upon their own lives and compare their situations to that of Billy Jo. Most will feel very fortunate.
4. REVIEW EXCERPTS
1998 Newbery Medal Winner
School Library Journal – “Powerful and Moving, this 1998 Newbery Medal winner is a recommended purchase for all school and public libraries.”
Publishers Weekly – “This intimate novel, written in stanza form, poetically conveys the heat, dust and wind of Oklahoma. With each meticulously arranged entry Hesse paints a vivid picture of her heroine’s emotions.”
Horn Book rating: Superior, well above average
School Library Journal – A triumphant story, eloquently told through prose-poetry.
Booklist – The story is bleak, but Hesse’s writing transcends the gloom and transforms it into a powerfully compelling tale of a girl with enormous strength, courage, and love.
Kirkus Reviews – In Billie Jo, the only character who comes to life, presents a hale and determined heroine who confronts unrelenting misery and begins to transcend it. The poem/novel ends with only a trace of hope; there are no pat endings, but a glimpse of beauty wrought from brutal reality.
5. CONNECTIONS
* This novel can be used to supplement history lessons.
* This novel can be used to model journal writing.
* This novel is an excellent model for language, sensory words, imagery, and voice.
* This novel is a powerful model for personal narratives which evoke feeling.
Review, A HIPPOPOTAMUSN'T AND OTHER ANIMAL POEMS, Genre 3 Poetry
1. BIBLIOGRAPHY
Lewis, J. Patrick. 1990. A HIPPOPOTAMUSN’T AND OTHER ANIMAL POEMS. Ill. by Victoria Chess. New York, NY: Puffin Pied Piper Books.
2. PLOT SUMMARY
This book is a collection of poems By J. Patrick Lewis. All of the poems in this selection are about animals.
3. CRITICAL ANALYSIS
Organization - The poems in this anthology are all by J. Patrick Lewis and are all about animals. This book was written in 1990 but this date does not affect the animal characteristics which are written about. The last page in the book tells about the author and the artist. There is no table of contents for this book. The book begins right off with short poems which are about animals and their characteristics.
Literary Merit – The poem BRAGGING IN THE BARNYARD is about roosters. The poem states that it is ridiculous for a rooster with his red crown to think himself a king because in the end the only king he is likely to be is chicken a la king. The poems are very cleverly written. They frequently focus in on a physical or innate characteristic of the animal and focus on it, such as the “red crown” in this poem.
Poetic Element – The poems in this book are short and fun to read. The main idea of each poem is evident and they frequently remind the reader of a special attribute or characteristic of an animal such as the rhinoceros’ nose in HOW THE RHINOCEROS GOT HIS NOSE and the eyes of the owl in ALL EYES. The poems are all fun to read and include use of sound elements such as rhythm, rhyme, and alliteration, which are all evident in the first two lines of ALL EYES. “Silly bird is Mr. Owl / Hoots a single silly vowel.” Some of the poems even help you to visualize the animal with the text in the verse. This is apparent in the use of the B and the D when discussing the bactrian (two humps) and the dromedary (one hump) camels in the poem, HOW TO TELL A CAMEL, and the placing of the words in the shape of a flamingo in the concrete poem, A FLAMINGO.
Appeal to Readers – The poems in this book are very appealing to children. Children love animals and these short, humorous poems are very fun to read. The topics are mostly familiar but when studied more closely, children are very likely to learn new information about animals, such as the difference between one and two humped camels. The topic of animals will continue to appeal to children across time and ethnicity.
Illustrations – The illustrations in this book are very colorful and help the reader to visualize the poem. In the poem BRAGGING IN THE BARNYARD, the illustrations show the rooster strutting around like a prince while the people and the dog have a thinking bubble overhead which shows a plucked chicken ready for the pot. This illustration definitely adds to the humor and understanding of the poem.
4. REVIEW EXCERPTS
"A collection of marvelous light verse as fresh as spring".--The Horn Book, starred review.
School Library Journal’s Best Book of the Year
Booklist Editor's Choice
Ohio Reading Circle Award.
5. CONNECTIONS
* This book can be used to enhance science vocabulary and teach animal facts.
* This book can be used to teach poetic elements of sound such as rhythm, repetition,
alliteration, and consonance.
* These poems can be used to illustrate the use of puns, word play, and humor.
* This book can be used to teach vocabulary and figurative language.
* This book can be used to teach sound / symbol correspondence.
* This book can be used to promote oral language development.
Lewis, J. Patrick. 1990. A HIPPOPOTAMUSN’T AND OTHER ANIMAL POEMS. Ill. by Victoria Chess. New York, NY: Puffin Pied Piper Books.
2. PLOT SUMMARY
This book is a collection of poems By J. Patrick Lewis. All of the poems in this selection are about animals.
3. CRITICAL ANALYSIS
Organization - The poems in this anthology are all by J. Patrick Lewis and are all about animals. This book was written in 1990 but this date does not affect the animal characteristics which are written about. The last page in the book tells about the author and the artist. There is no table of contents for this book. The book begins right off with short poems which are about animals and their characteristics.
Literary Merit – The poem BRAGGING IN THE BARNYARD is about roosters. The poem states that it is ridiculous for a rooster with his red crown to think himself a king because in the end the only king he is likely to be is chicken a la king. The poems are very cleverly written. They frequently focus in on a physical or innate characteristic of the animal and focus on it, such as the “red crown” in this poem.
Poetic Element – The poems in this book are short and fun to read. The main idea of each poem is evident and they frequently remind the reader of a special attribute or characteristic of an animal such as the rhinoceros’ nose in HOW THE RHINOCEROS GOT HIS NOSE and the eyes of the owl in ALL EYES. The poems are all fun to read and include use of sound elements such as rhythm, rhyme, and alliteration, which are all evident in the first two lines of ALL EYES. “Silly bird is Mr. Owl / Hoots a single silly vowel.” Some of the poems even help you to visualize the animal with the text in the verse. This is apparent in the use of the B and the D when discussing the bactrian (two humps) and the dromedary (one hump) camels in the poem, HOW TO TELL A CAMEL, and the placing of the words in the shape of a flamingo in the concrete poem, A FLAMINGO.
Appeal to Readers – The poems in this book are very appealing to children. Children love animals and these short, humorous poems are very fun to read. The topics are mostly familiar but when studied more closely, children are very likely to learn new information about animals, such as the difference between one and two humped camels. The topic of animals will continue to appeal to children across time and ethnicity.
Illustrations – The illustrations in this book are very colorful and help the reader to visualize the poem. In the poem BRAGGING IN THE BARNYARD, the illustrations show the rooster strutting around like a prince while the people and the dog have a thinking bubble overhead which shows a plucked chicken ready for the pot. This illustration definitely adds to the humor and understanding of the poem.
4. REVIEW EXCERPTS
"A collection of marvelous light verse as fresh as spring".--The Horn Book, starred review.
School Library Journal’s Best Book of the Year
Booklist Editor's Choice
Ohio Reading Circle Award.
5. CONNECTIONS
* This book can be used to enhance science vocabulary and teach animal facts.
* This book can be used to teach poetic elements of sound such as rhythm, repetition,
alliteration, and consonance.
* These poems can be used to illustrate the use of puns, word play, and humor.
* This book can be used to teach vocabulary and figurative language.
* This book can be used to teach sound / symbol correspondence.
* This book can be used to promote oral language development.
Review: ROLLING HARVEY DOWN THE HILL, Genre 3, Poetry
1. BIBLIOGRAPHY
Prelutsky, Jack. 1980. ROLLING HARVEY DOWN THE HILL. Ill. By Victoria Chess. New York, NY: Mulberry Books. ISBN 0688122701
2. PLOT SUMMARY
This book is a collection of poems by Jack Prelutsky. This selection includes humorous poems which tell of the antics of five friends whom live in the same neighborhood.
3. CRITICAL ANALYSIS
The Poems in this anthology by Jack Prelutsky all center around the topic of friendship and what goes on in the mischievous day to day lives of 5 neighborhood boys. Some to the poem topics include smoking, eating bugs, cheating, bragging, breaking rules, fighting, bad habits, practical jokes, and bullies. The poems in this selection are very funny, and most young boys will relate to them.
Organization – This selection includes more than a dozen short poems by the famous author/poet Jack Prelutsky. There is a page at the end of the book which gives background information on Prelutsky and the illustrator, Victoria Chess. There is a contents page in the beginning. This page builds anticipation. The titles of the poems set the tone for the antics of the boys which are portrayed.
Literary Merit- One selection, SMOKING IN THE CELLAR, centers on breaking rules. It gives a detailed description of the boys’ first try of a cigarette. The reader can visual the secretiveness of the action by the description. The boys “slipped inside the storage room and bolted shut the lock”. The reader can also “smell and taste” the nastiness of the cigarette,
“We coughed and wheezed and sputtered
as we breathed in clouds of smoke,
Will turned white and Lumpy green,
And Tony and I just choked.”
This vivid description should help to deter readers who have mischievous ideas. The characters are bold with strong traits. In this poem the character is stealing cigarettes from his grandmother. This poem, and the others in the book, will pertain to boys across time and ethnicity. They will relate to the topics. The topics are mostly about boyish qualities which are not to be bragged about but are definitely things boys do.
Poetic Elements – The poems in this selection are easy to read. They consist of short, easy to read lines. Rhythm and repetition are frequently present, “ slurp, slupp he ate it up,…….slupp, slurp Willie burped. The poems are very real and funny and often there is a lesson which is learnt at the end, such as in THE RACE. In this poem the character, Harvey, brags that he is the best and he can win any race. He is fast but when he turns to look back-
"He tripped and lost his footing
and smacked right into a wall-
it’ll be a week till Harvey brags
or plays with us at all."
The poem, MR. MULLIGANS WINDOW, also has a very interesting ending. In this poem the boys are playing baseball where they were not suppose to play and a window is broken when a home run is hit.
"Though Anthony busted the window,
I had written MY name on the ball."
Illustrations – The illustrations definitely add to the text. They are simple and in black and white but they capture the main idea of the poems. In the poem SMOKING IN THE CELLAR the expressions on the faces of the boys show just how sick the cigarettes are making them. In the poem LUMPY IS MY FRIEND the expressions on the faces of the characters show just how mischievous Lumpy is and by the expression of his friend, how confusing it can be to have a friend who does things which you do not agree with. These expressions help the reader to know just how the characters are feeling.
Appeal to Readers – These poems are very appealing to young readers, especially boys. The topics are all things which they can relate to. They are things which have happened or will happen to most any boy. My boys, age 5 and 7, thought that this book was great!!
4. REVIEW EXCERPT
Starred review in BOOKLIST - "Fresh and funny."
Booklist –“ Illustrated with line drawings guaranteed to provide chuckles, this series of poems details the misadventures of five neighborhood kids, four of whom in the title poem gleefully give a bully his due at the end of the book.”
5. CONNECTIONS
*This book can be used to model poetry which portrays situations which are personal.
* Can be used in writer’s workshop to model personal narratives in a poetic form.
* This book can be used to teach poetic elements of sound such as rhythm, repetition,
alliteration, and consonance.
* These poems can be used to illustrate the use of puns, word play, and humor.
* To teach vocabulary and figurative language.
* To teach sound / symbol correspondence.
* Used to promote oral language development.
Prelutsky, Jack. 1980. ROLLING HARVEY DOWN THE HILL. Ill. By Victoria Chess. New York, NY: Mulberry Books. ISBN 0688122701
2. PLOT SUMMARY
This book is a collection of poems by Jack Prelutsky. This selection includes humorous poems which tell of the antics of five friends whom live in the same neighborhood.
3. CRITICAL ANALYSIS
The Poems in this anthology by Jack Prelutsky all center around the topic of friendship and what goes on in the mischievous day to day lives of 5 neighborhood boys. Some to the poem topics include smoking, eating bugs, cheating, bragging, breaking rules, fighting, bad habits, practical jokes, and bullies. The poems in this selection are very funny, and most young boys will relate to them.
Organization – This selection includes more than a dozen short poems by the famous author/poet Jack Prelutsky. There is a page at the end of the book which gives background information on Prelutsky and the illustrator, Victoria Chess. There is a contents page in the beginning. This page builds anticipation. The titles of the poems set the tone for the antics of the boys which are portrayed.
Literary Merit- One selection, SMOKING IN THE CELLAR, centers on breaking rules. It gives a detailed description of the boys’ first try of a cigarette. The reader can visual the secretiveness of the action by the description. The boys “slipped inside the storage room and bolted shut the lock”. The reader can also “smell and taste” the nastiness of the cigarette,
“We coughed and wheezed and sputtered
as we breathed in clouds of smoke,
Will turned white and Lumpy green,
And Tony and I just choked.”
This vivid description should help to deter readers who have mischievous ideas. The characters are bold with strong traits. In this poem the character is stealing cigarettes from his grandmother. This poem, and the others in the book, will pertain to boys across time and ethnicity. They will relate to the topics. The topics are mostly about boyish qualities which are not to be bragged about but are definitely things boys do.
Poetic Elements – The poems in this selection are easy to read. They consist of short, easy to read lines. Rhythm and repetition are frequently present, “ slurp, slupp he ate it up,…….slupp, slurp Willie burped. The poems are very real and funny and often there is a lesson which is learnt at the end, such as in THE RACE. In this poem the character, Harvey, brags that he is the best and he can win any race. He is fast but when he turns to look back-
"He tripped and lost his footing
and smacked right into a wall-
it’ll be a week till Harvey brags
or plays with us at all."
The poem, MR. MULLIGANS WINDOW, also has a very interesting ending. In this poem the boys are playing baseball where they were not suppose to play and a window is broken when a home run is hit.
"Though Anthony busted the window,
I had written MY name on the ball."
Illustrations – The illustrations definitely add to the text. They are simple and in black and white but they capture the main idea of the poems. In the poem SMOKING IN THE CELLAR the expressions on the faces of the boys show just how sick the cigarettes are making them. In the poem LUMPY IS MY FRIEND the expressions on the faces of the characters show just how mischievous Lumpy is and by the expression of his friend, how confusing it can be to have a friend who does things which you do not agree with. These expressions help the reader to know just how the characters are feeling.
Appeal to Readers – These poems are very appealing to young readers, especially boys. The topics are all things which they can relate to. They are things which have happened or will happen to most any boy. My boys, age 5 and 7, thought that this book was great!!
4. REVIEW EXCERPT
Starred review in BOOKLIST - "Fresh and funny."
Booklist –“ Illustrated with line drawings guaranteed to provide chuckles, this series of poems details the misadventures of five neighborhood kids, four of whom in the title poem gleefully give a bully his due at the end of the book.”
5. CONNECTIONS
*This book can be used to model poetry which portrays situations which are personal.
* Can be used in writer’s workshop to model personal narratives in a poetic form.
* This book can be used to teach poetic elements of sound such as rhythm, repetition,
alliteration, and consonance.
* These poems can be used to illustrate the use of puns, word play, and humor.
* To teach vocabulary and figurative language.
* To teach sound / symbol correspondence.
* Used to promote oral language development.
Friday, February 16, 2007
Review: THE OLD WOMAN AND HER PIG, Genre 2, Traditional Literature
1. BIBLIOGRAPHY
Kimmel, Eric. 1992. THE OLD WOMAN AND HER PIG. Ill. By Giora Carmi. New York:Holiday House. ISBN 0823409708
2. PLOT SUMMARY
This tale is a retelling of the classic THE OLD WOMAN AND HER PIG. The author states in the beginning that this is a “lighter version.” In this version there is no hanging of the butcher or killing of the ox. These instances are replaced by lassoing of a cowboy and spurring of a horse. In this story the old woman’s pig refuses to climb a stile which keeps them from getting home. The old woman tries time and time again to get help. She is finally successful in persuading one animal to begin a chain of events which eventually enables her and her pig to get home at night.
3. CRITICAL ANALYSIS
This is a cumulative tale which is great fun to read out loud. The text is repetitious and very rhythmic. Children will chime right in with the reading of the dialogue. Each new scene builds upon the last. Children are likely to pay very close attention in order to enable them to recall the sequence of events in the correct order. In this story the old woman travels from character to character trying to get help to convince her pig to cooperate and get over a fence. The solutions which she seeks are humorous; “dog nip pig”, “stick poke dog”, “fire burn stick”, “water quench fire”, “horse drink water”, etc. The circumstances of the characters are quite interesting and promote reflection of their situations. The old woman is persistent and this pays off when she if finally able to use her cleverness (which is questionable) and convince the cat to help her. The cat begins physically persuading each character in turn to help the old woman with her predicament. This chain of events is quite a production but in the end the simple old woman triumphs and is able to get home at night.
The illustrations are extremely interesting in this selection. The animal and inanimate characters are all given personified characteristics. Most everything in this story has a face. The trees and bushes, the wall, vegetables, and the haystacks are only some of the objects which are portrayed with human faces. In first half of the story the word “no” appears in each page. The word is hidden in the animal or object that is telling the old woman “no” they are not willing to help her. Children will have great fun pointing out all the “faces” and the “no” words. The illustrations are not only great entertainment but they are also very bright and colorful.
4. REVIEW EXCERPTS
From School Library Journal - Kimmel's books are always welcome for their potential storyhour use, and this rendition of a standard English folktale is no exception. The familiar cumulative tale of the old woman and her pig has been done in an excellent version by Galdone (McGraw 1960; o.p.), and is the title story in Anne Rockwell's fine collection (Crowell, 1979). However, Kimmel offers a ``lighter alternative'' (his words) to the originally bloodthirsty text, making it a kinder, gentler story. Thus the dog doesn't bite the pig but ``nips'' him, the stick ``pokes'' the dog, the cat ``chases'' rather than eats rat, etc. It works very well, with no loss of rhythm. Carmi's colorful illustrations are wild, crazy, and full of life; they catch the spirit immediately. Almost everything pictured has a face (rocks, trees, clouds, flowers, even the initial caps on each page). Each successive person or thing forms the word ``no'' as an answer to the old woman's requests; children will have fun locating it on each page. Putting aside reservations about the necessity of watering down folktales, the volume is bursting with fun, and will certainly be well loved by children and storytellers alike.
5. CONNECTIONS
*This tale can be used to teach the sight word “no”.
* This tale can be used in a lesson on personification.
*This tale can illustrate that persistence pays off.
*This tale can definitely be used to teach cause/effect.
Kimmel, Eric. 1992. THE OLD WOMAN AND HER PIG. Ill. By Giora Carmi. New York:Holiday House. ISBN 0823409708
2. PLOT SUMMARY
This tale is a retelling of the classic THE OLD WOMAN AND HER PIG. The author states in the beginning that this is a “lighter version.” In this version there is no hanging of the butcher or killing of the ox. These instances are replaced by lassoing of a cowboy and spurring of a horse. In this story the old woman’s pig refuses to climb a stile which keeps them from getting home. The old woman tries time and time again to get help. She is finally successful in persuading one animal to begin a chain of events which eventually enables her and her pig to get home at night.
3. CRITICAL ANALYSIS
This is a cumulative tale which is great fun to read out loud. The text is repetitious and very rhythmic. Children will chime right in with the reading of the dialogue. Each new scene builds upon the last. Children are likely to pay very close attention in order to enable them to recall the sequence of events in the correct order. In this story the old woman travels from character to character trying to get help to convince her pig to cooperate and get over a fence. The solutions which she seeks are humorous; “dog nip pig”, “stick poke dog”, “fire burn stick”, “water quench fire”, “horse drink water”, etc. The circumstances of the characters are quite interesting and promote reflection of their situations. The old woman is persistent and this pays off when she if finally able to use her cleverness (which is questionable) and convince the cat to help her. The cat begins physically persuading each character in turn to help the old woman with her predicament. This chain of events is quite a production but in the end the simple old woman triumphs and is able to get home at night.
The illustrations are extremely interesting in this selection. The animal and inanimate characters are all given personified characteristics. Most everything in this story has a face. The trees and bushes, the wall, vegetables, and the haystacks are only some of the objects which are portrayed with human faces. In first half of the story the word “no” appears in each page. The word is hidden in the animal or object that is telling the old woman “no” they are not willing to help her. Children will have great fun pointing out all the “faces” and the “no” words. The illustrations are not only great entertainment but they are also very bright and colorful.
4. REVIEW EXCERPTS
From School Library Journal - Kimmel's books are always welcome for their potential storyhour use, and this rendition of a standard English folktale is no exception. The familiar cumulative tale of the old woman and her pig has been done in an excellent version by Galdone (McGraw 1960; o.p.), and is the title story in Anne Rockwell's fine collection (Crowell, 1979). However, Kimmel offers a ``lighter alternative'' (his words) to the originally bloodthirsty text, making it a kinder, gentler story. Thus the dog doesn't bite the pig but ``nips'' him, the stick ``pokes'' the dog, the cat ``chases'' rather than eats rat, etc. It works very well, with no loss of rhythm. Carmi's colorful illustrations are wild, crazy, and full of life; they catch the spirit immediately. Almost everything pictured has a face (rocks, trees, clouds, flowers, even the initial caps on each page). Each successive person or thing forms the word ``no'' as an answer to the old woman's requests; children will have fun locating it on each page. Putting aside reservations about the necessity of watering down folktales, the volume is bursting with fun, and will certainly be well loved by children and storytellers alike.
5. CONNECTIONS
*This tale can be used to teach the sight word “no”.
* This tale can be used in a lesson on personification.
*This tale can illustrate that persistence pays off.
*This tale can definitely be used to teach cause/effect.
Review: BUBBA THE COWBOY PRINCE: A FRACTURED TEXAS TALE, Genre 2, Traditional Literature
1. BIBLIOGRAPHY
Ketteman, Helen. 1997. BUBBA THE COWBOY PRINCE. Ill. By James Warhola. NewYork: Scholastic. ISBN 0590255061
2. PLOT SUMMARY
This book is a Southwestern take on the traditional Cinderella tale. The gender roles have been reversed, Bubba the Cowboy is mistreated by his stepbrothers and stepfather. Miz Lurleen is the rich ranch woman looking for a husband. A fairy god cow assists Bubba in getting to the ball and when the spell is broken at midnight Miz Lurleen is left with a cowboy boot. She searches for and finds the owner of the boot, her true love Bubba, and they ride off into the sunset and live happily ever after.
3. CRITICAL ANALYSIS
This is a very funny take on the Cinderella tale. The setting is in the southwest and the great vocabulary (“downright disgraceful”) and dialogue (“You’re sorrier than a steer in a stockyard”) certainly supports this. When read aloud in a country twang, the story is very entertaining. The writing is fun and rhythmic. There are magical elements present. The fairy godcow swishes her tail and Bubba is magically dressed in a crisp, shiny, dazzling and a “whiter than a new salt lick” suit and an ordinary steer in transformed into a beautiful white stallion. The story ends with love conquering all and the happy couple “rode off into the sunset” and “lived happily ever after, roping, and cowpoking, and getting them doggies along.”
The illustrations really add to the text in this story. They are bright, vibrant, and full of action. The expressions on the character’s faces are full of emotion. They really help to show what Bubba and the other characters are going through and what they are feeling at the time. The illustrations are loud and colorful just like the language in this story.
4. REVIEW EXCERPTS AND AWARDS
Nominated for Children's Book Award (North Carolina), 1999 Nominated for Washington Children's Choice Picture Book, 2000 Nominated for Arizona Young Reader's Award, 2000 Nominated for Children's Book Award (Colorado), 2000 Reciepient of Golden Sower Award, 2001 Kirkus Reviews - "Bubba and babe, hair as big as a Texas sun, ride off to al life of happy ranching, and readers will be proud to have been along for the courtship."
5. CONNECTIONS
*This book can be a fun addition to a unit on ranching or farming.
*This book can be used to illustrate interesting dialogue in a writer’s workshop.
*This book can be used in conjunction with other southwestern takes on Cinderella or other fairy tales. Some examples include:
Lowell, Susan. CINDY ELLEN: A WILD WESTERN CINDERELLA. ISBN 0064438643
Holub, Joan. CINDERDOG AND THE WICKED STEPCAT. ISBN 0807511781
Lowell, Susan. THE BOOTMAKER AND THE ELVES. ISBN 0531071383
Lowell, Susan. THE THREE LITTLE JAVELINAS. ISBN 0873585429.
Huling, Jan. PUSS IN COWBOY BOOTS. ISBN 0689831196
Johnston, Tony. THE COWBOY AND THE BLACK-EYED PEA. ISBN 069811356X
Hopkins, Jackie. THE HORNED TOAD PRINCE. ISBN 1561451959
Ketteman, Helen. 1997. BUBBA THE COWBOY PRINCE. Ill. By James Warhola. NewYork: Scholastic. ISBN 0590255061
2. PLOT SUMMARY
This book is a Southwestern take on the traditional Cinderella tale. The gender roles have been reversed, Bubba the Cowboy is mistreated by his stepbrothers and stepfather. Miz Lurleen is the rich ranch woman looking for a husband. A fairy god cow assists Bubba in getting to the ball and when the spell is broken at midnight Miz Lurleen is left with a cowboy boot. She searches for and finds the owner of the boot, her true love Bubba, and they ride off into the sunset and live happily ever after.
3. CRITICAL ANALYSIS
This is a very funny take on the Cinderella tale. The setting is in the southwest and the great vocabulary (“downright disgraceful”) and dialogue (“You’re sorrier than a steer in a stockyard”) certainly supports this. When read aloud in a country twang, the story is very entertaining. The writing is fun and rhythmic. There are magical elements present. The fairy godcow swishes her tail and Bubba is magically dressed in a crisp, shiny, dazzling and a “whiter than a new salt lick” suit and an ordinary steer in transformed into a beautiful white stallion. The story ends with love conquering all and the happy couple “rode off into the sunset” and “lived happily ever after, roping, and cowpoking, and getting them doggies along.”
The illustrations really add to the text in this story. They are bright, vibrant, and full of action. The expressions on the character’s faces are full of emotion. They really help to show what Bubba and the other characters are going through and what they are feeling at the time. The illustrations are loud and colorful just like the language in this story.
4. REVIEW EXCERPTS AND AWARDS
Nominated for Children's Book Award (North Carolina), 1999 Nominated for Washington Children's Choice Picture Book, 2000 Nominated for Arizona Young Reader's Award, 2000 Nominated for Children's Book Award (Colorado), 2000 Reciepient of Golden Sower Award, 2001 Kirkus Reviews - "Bubba and babe, hair as big as a Texas sun, ride off to al life of happy ranching, and readers will be proud to have been along for the courtship."
5. CONNECTIONS
*This book can be a fun addition to a unit on ranching or farming.
*This book can be used to illustrate interesting dialogue in a writer’s workshop.
*This book can be used in conjunction with other southwestern takes on Cinderella or other fairy tales. Some examples include:
Lowell, Susan. CINDY ELLEN: A WILD WESTERN CINDERELLA. ISBN 0064438643
Holub, Joan. CINDERDOG AND THE WICKED STEPCAT. ISBN 0807511781
Lowell, Susan. THE BOOTMAKER AND THE ELVES. ISBN 0531071383
Lowell, Susan. THE THREE LITTLE JAVELINAS. ISBN 0873585429.
Huling, Jan. PUSS IN COWBOY BOOTS. ISBN 0689831196
Johnston, Tony. THE COWBOY AND THE BLACK-EYED PEA. ISBN 069811356X
Hopkins, Jackie. THE HORNED TOAD PRINCE. ISBN 1561451959
Review: GHOSTS! GHOSTLY TALES FROM FOLKLORE, Genre 2, Traditional Literature
1. BIBLIOGRAPHY
Schwartz, Alvin. 1991. GHOSTS! GHOSTLY TALES FROM FOLKLORE. Ill. By Victoria Chess. USA: HarperTrophy.
2. PLOT SUMMARY
This is an “I Can Read” level 2 book. This selection contains several short folktales and poems relating to ghosts. The cover advertises “Ghostly Tales from Folklore”. The stories involve death and ghosts but they are presented in a matter of fact way and not too scary. The back of the book includes a section which gives information about the origin of these folktales and rhymes.
3. CRITICAL ANALYSIS
This book is fun for young children. It is not too detailed or complex, perfect for a beginning reader to read on his/her own. The subject matter is about dead people and ghosts, but this is presented in a way which is more fun than scary. In the story, “The Little Green Bottle,” the school bully dies quickly and without fuss. She attempts to continue to bully by haunting. The main character ends up outsmarting her and she lives forever trapped in a bottle. This is “just punishment” for a bully of her type. The rhymes are “cute” and fun to read such as “ghosts sitting on posts eating toast”. The book ends with a rhyme which will keep ghosts away, “Crisscross, double-cross, Ghost, get lost!” This ending will help to ensure that there are no nightmares. This “scary book” is fun and will give young readers confidence and a feeling of reading “older” subject matter.
The illustrations are colorful and simple. They are a nice compliment to the text. The faces are full of expression. The eyes and the mouths are a bit eerie and add to the text. The illustrations, like the text, are more interesting than scary, once again making this book appropriate for younger audiences.
4. REVIEW EXCERPTS
School Library Journal- Those familiar with Schwartz's ability to produce the best of scary tales for young readers will find this newest addition to be a hit. The sentences are short with a manageable vocabulary, even for those kindergarteners who can tackle the challenge of an early reader. The text is complemented with primitive watercolor illustrations executed in attractive pastels; while the facial expressions are given a semblance of ghoulishness, the total effect is one of enticement (and even humor) rather than of horror. While these stories are not as heart-thumping as those in Schwartz's In A Dark, Dark Room (HarperCollins, 1985), this will nevertheless provide a fun introduction to the "ghostly" genre, and give children a chance to check out a "scary" book. Appended is a page on the origins of the tales and legends.
Kirkus Reviews- From its foreword to its notes on ``Where the Stories Come From,'' this
“I Can Read” collection of seven appealing, mildly scary stories is a model of authenticity: the simplified but effective retellings honor both their sources and their intended audience. Chess's tongue-in-cheek illustrations add a perfect gruesome touch.
5. CONNECTIONS
* The simple stories can be used as models in writer’s workshop, possibly near Halloween. The students can write their own scary stories or rhymes.
* These stories can also be used to model (teach) rhyme, dialogue, and cumulative stories.
* These stories can be studied to distinguish what could be real and what is fantasy.
Schwartz, Alvin. 1991. GHOSTS! GHOSTLY TALES FROM FOLKLORE. Ill. By Victoria Chess. USA: HarperTrophy.
2. PLOT SUMMARY
This is an “I Can Read” level 2 book. This selection contains several short folktales and poems relating to ghosts. The cover advertises “Ghostly Tales from Folklore”. The stories involve death and ghosts but they are presented in a matter of fact way and not too scary. The back of the book includes a section which gives information about the origin of these folktales and rhymes.
3. CRITICAL ANALYSIS
This book is fun for young children. It is not too detailed or complex, perfect for a beginning reader to read on his/her own. The subject matter is about dead people and ghosts, but this is presented in a way which is more fun than scary. In the story, “The Little Green Bottle,” the school bully dies quickly and without fuss. She attempts to continue to bully by haunting. The main character ends up outsmarting her and she lives forever trapped in a bottle. This is “just punishment” for a bully of her type. The rhymes are “cute” and fun to read such as “ghosts sitting on posts eating toast”. The book ends with a rhyme which will keep ghosts away, “Crisscross, double-cross, Ghost, get lost!” This ending will help to ensure that there are no nightmares. This “scary book” is fun and will give young readers confidence and a feeling of reading “older” subject matter.
The illustrations are colorful and simple. They are a nice compliment to the text. The faces are full of expression. The eyes and the mouths are a bit eerie and add to the text. The illustrations, like the text, are more interesting than scary, once again making this book appropriate for younger audiences.
4. REVIEW EXCERPTS
School Library Journal- Those familiar with Schwartz's ability to produce the best of scary tales for young readers will find this newest addition to be a hit. The sentences are short with a manageable vocabulary, even for those kindergarteners who can tackle the challenge of an early reader. The text is complemented with primitive watercolor illustrations executed in attractive pastels; while the facial expressions are given a semblance of ghoulishness, the total effect is one of enticement (and even humor) rather than of horror. While these stories are not as heart-thumping as those in Schwartz's In A Dark, Dark Room (HarperCollins, 1985), this will nevertheless provide a fun introduction to the "ghostly" genre, and give children a chance to check out a "scary" book. Appended is a page on the origins of the tales and legends.
Kirkus Reviews- From its foreword to its notes on ``Where the Stories Come From,'' this
“I Can Read” collection of seven appealing, mildly scary stories is a model of authenticity: the simplified but effective retellings honor both their sources and their intended audience. Chess's tongue-in-cheek illustrations add a perfect gruesome touch.
5. CONNECTIONS
* The simple stories can be used as models in writer’s workshop, possibly near Halloween. The students can write their own scary stories or rhymes.
* These stories can also be used to model (teach) rhyme, dialogue, and cumulative stories.
* These stories can be studied to distinguish what could be real and what is fantasy.
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