Module 3
Poetry
Additional Book
1. BIBLIOGRAPHY
Myers, Walter Dean. 2006. JAZZ. United States of America: Holiday House. ISBN 9780823415458
2. PLOT SUMMARY
In this book of jazz poetry Myers fills the readers mind, heart, and soul with description of jazz music. Each poem describes the melody from the beginning to the creativity of the musicians as he listens to the tune and feels with his heart and soul to decide where the melody will take him. They listen to the music, they feel it, and then they make it their own. All different cultures of music blended together borrowing from each other to create jazz music. This book of poems helps to give a better understanding of jazz and a better appreciation of the music and the musicians. The poems represent different aspects of the music genre.
4. CRITICAL ANALYSIS
The explosive color and very telling illustrations enhance the heart felt tone in the words of each poem. In the poem titled “Louie, Louie, How You Play So Sweet” the musician stetches across two full pages. The brilliant yellow and black increases the enjoyment of reading the poem. The type font runs the length of the musicians making the reader turn the book sideways in order to read. In the poem “It’s Jazz” they type is slanted diagonally as it take the form of the two dancers. A reader can almost feel the beat of the drums and the shuffling of the feet as the poem brings New Orleans to life.
Each poem represents different aspects of jazz along with creative musicians adding their heart and soul into the melody making it their own. The words take on a life of their own as they flow across the page. In the poem “Be Bop”, the changing moods of the musician as the melody sinks in to his soul causing him to re arrange the melody and make it his own.
4. REVIEW EXCERPT(S)
From Good Reads: “Jazz, by Walter Dean Myers, is full of beautiful illustrations and engaging poetry in celebration of the American art form known as jazz.”
From Publishers Weekly: “Walter Dean Myers infuses his lines (and the rests between them) with so much savvy syncopation that readers can't help but be swept up in the rhythms.”
5. CONNECTIONS
*You could involve the class in making different instruments and then they could write a poem about their instrument and the music they can create.
*You could also have them write a poem and add music to it. This can be another way they an express themselves.
Tuesday, February 28, 2017
Module 3
Poetry
Novel in Verse
1. BIBLIOGRAPHY
Lai, Thanhha. 2011.INSIDE OUT & BACK AGAIN. NewYork: NY. Harper Collins Publishers. ISBN 9780061962783
2. PLOT SUMMARY
In this novel in verse, Lai is a 10 year old girl telling her story beginning in 1975. The book is divided into parts. The parts are each a different part of her journey starting in her homeland, Saigon to her final home in Alabama. It begin is Saigon and the Vietnam war with their escape in the middle of the night boarding a ship for her journey at sea. They landed on an island in Guam, lived in tents with minimal food and water that they rationed with her family of five. When no one decided to sponsor them they flew to Florida and continued to live their life in a tent. One day a caring man from Alabama needed a mechanic to train, so he took the family with him back home. He saw potential in the oldest brother, Quang. The story describes the mother as the strongest member of the family. She is the glue that holds everybody together. Hà’s three brothers seem to adjust wherever they are and are very supportive. The sponsor enrolled her in school where she was bullied and treated as an outsider that didn’t belong. She tried to adjust and fit in with her peers, but her journey continued with pain and not being accepted by others. Hà’s brothers stepped in and teach her to stand up for herself. Finally, she starts being accepted and her friends start including her. She starts accepting her own life, seeing that it is not the same, but it is not bad.
3. CRITICAL ANALYSIS
As Hà tells her story, the dynamic language draws the readers into her world of poverty and an uncertain future. Inside Out & Back Again was a confusing title until you finish the book. You understand how Hà is torn from one life and thrown into another. She couldn’t see that she was leaving behind a worse life then what was to come. The title describes her journey perfectly.
The language draws the readers in to see Hà’s journey through her eyes. She describes her surroundings vividly to the readers; her emotions are understood as she describes leaving behind her papaya tree she planted with a seed.
“Brother Khôi spotted
the first white blossom.
Four years older,
He can see higher.” (p.8)
In this poem she describes how each brother can see a different part of the tree. They all make different comments because one is taller than the other. Point being, they were all apart of this tree she had to leave behind. Along with pictures of their family that had to be burned and all of their possessions. She writes her poems in such detail that you can really see a picture in your head.
The four different parts of the story carry the reader smoothly from beginning to end. This book if very heartfelt and moving as the words helps the readers feel her frightening journey and experiences as a young child that is torn from one life and forced into another.
4. REVIEW EXCERPT(S)
From Harper Collins: “Inspired by the author's childhood experience as a refugee—fleeing Vietnam after the Fall of Saigon and immigrating to Alabama—this coming-of-age debut novel told in verse has been celebrated for its touching child's-eye view of family and immigration.”
From The Christian Science Monitor: “In this remarkably told story for ages 9-12, Ha’s family reminds us of people we know, of families whose brothers irritate and whose mothers struggle and push their children to succeed. The beauty of this debut novel is that it’s the exotic made familiar.”
5. CONNECTIONS
*You could read this book and then have your students write their journey through poems. You could have them talk to their parents to help them create their book with poems.
*You could also relate this book with students that have moved from other places and are having a difficult time adjusting to their new home.
Poetry
Novel in Verse
1. BIBLIOGRAPHY
Lai, Thanhha. 2011.INSIDE OUT & BACK AGAIN. NewYork: NY. Harper Collins Publishers. ISBN 9780061962783
2. PLOT SUMMARY
In this novel in verse, Lai is a 10 year old girl telling her story beginning in 1975. The book is divided into parts. The parts are each a different part of her journey starting in her homeland, Saigon to her final home in Alabama. It begin is Saigon and the Vietnam war with their escape in the middle of the night boarding a ship for her journey at sea. They landed on an island in Guam, lived in tents with minimal food and water that they rationed with her family of five. When no one decided to sponsor them they flew to Florida and continued to live their life in a tent. One day a caring man from Alabama needed a mechanic to train, so he took the family with him back home. He saw potential in the oldest brother, Quang. The story describes the mother as the strongest member of the family. She is the glue that holds everybody together. Hà’s three brothers seem to adjust wherever they are and are very supportive. The sponsor enrolled her in school where she was bullied and treated as an outsider that didn’t belong. She tried to adjust and fit in with her peers, but her journey continued with pain and not being accepted by others. Hà’s brothers stepped in and teach her to stand up for herself. Finally, she starts being accepted and her friends start including her. She starts accepting her own life, seeing that it is not the same, but it is not bad.
3. CRITICAL ANALYSIS
As Hà tells her story, the dynamic language draws the readers into her world of poverty and an uncertain future. Inside Out & Back Again was a confusing title until you finish the book. You understand how Hà is torn from one life and thrown into another. She couldn’t see that she was leaving behind a worse life then what was to come. The title describes her journey perfectly.
The language draws the readers in to see Hà’s journey through her eyes. She describes her surroundings vividly to the readers; her emotions are understood as she describes leaving behind her papaya tree she planted with a seed.
“Brother Khôi spotted
the first white blossom.
Four years older,
He can see higher.” (p.8)
In this poem she describes how each brother can see a different part of the tree. They all make different comments because one is taller than the other. Point being, they were all apart of this tree she had to leave behind. Along with pictures of their family that had to be burned and all of their possessions. She writes her poems in such detail that you can really see a picture in your head.
The four different parts of the story carry the reader smoothly from beginning to end. This book if very heartfelt and moving as the words helps the readers feel her frightening journey and experiences as a young child that is torn from one life and forced into another.
4. REVIEW EXCERPT(S)
From Harper Collins: “Inspired by the author's childhood experience as a refugee—fleeing Vietnam after the Fall of Saigon and immigrating to Alabama—this coming-of-age debut novel told in verse has been celebrated for its touching child's-eye view of family and immigration.”
From The Christian Science Monitor: “In this remarkably told story for ages 9-12, Ha’s family reminds us of people we know, of families whose brothers irritate and whose mothers struggle and push their children to succeed. The beauty of this debut novel is that it’s the exotic made familiar.”
5. CONNECTIONS
*You could read this book and then have your students write their journey through poems. You could have them talk to their parents to help them create their book with poems.
*You could also relate this book with students that have moved from other places and are having a difficult time adjusting to their new home.
Module 3
Poetry
Nikki Grimes
1. BIBLIOGRAPHY:
Grimes, Nikki. 2015. POEMS IN THE ATTIC. Ill. by Elizabeth Zunon. New York, NY: The Kids at Our House. ISBN 9781620140277
2. PLOT SUMMARY
A little girl goes to her grandma’s house and finds poems in her attic that her mother wrote when she was a little girl. All the poems are about different places that her mother went too. Her mother’s father was in the Air Force, so they were always moving. Her mother would write a poem for all the places her family was stationed. There are many connections with the poems. The little girl would read some and think about something that her mother said about that place or time. The little girl was starting to miss her mom and thought about how hard it would be for her dad to be gone months at a time. The little girl decided to make her own poem book to give her mom when she returned to pick her up. She also made some to leave there for someone else to find.
2. CRITICAL ANALYSIS
The illustrations are very detailed. They match each place or activity they describe. Through out the book the grandma does some of the activities the little girl did with her mom. The poems jump from telling the stories of her mom and the little girl and grandma spending time together. For example, one of the poems was Paper Candleholders, so the grandma and little girl made some. This was something the mom did in New Mexico. It was funny to the little girl to think that her mom would do crafts and make a mess. This book also explored different cultures. At one point they were stationed in Japan, so the book discussed chopsticks with the little girl and her and her grandma ate with them. The illustrator did a great job with all the illustrations because they are all so different.
I like how all the poems write the book, but you could also just read one and there is still a meaning. Each poem has its own title and illustration to match. You could just read a couple to a class and discuss them. In the back of the book it talks about poetry forms you could discuss with your students. There is also a poetry form from Japan that you could share and practice with your students. It also discusses free verse poetry. I like how there are no limits to when you write free verse poetry. She ends the book with this poem…
“The word is an
amazing thing.
Set it loose
upon a page,
let it blossom,
hear it sing!
I think this would be a great thing to read to your students at the beginning of poetry because you can explain to them they can make anything poetry.
4. REVIEW EXCERPT(S)
From Good Reads: “The end of the book offers information about poetry/poetry writing and tells about the military bases which inspired the author during her travels as a military child.”
5. CONNECTIONS
*This is a really good book to share with kids that have mom and dads in the military. You could also share it with children that have to move a lot.
*This would also be a really great book to read at the beginning of poetry because it is a girl just writing poetry about where she is. You could also read the back about free verse poetry to your students.
Poetry
Nikki Grimes
1. BIBLIOGRAPHY:
Grimes, Nikki. 2015. POEMS IN THE ATTIC. Ill. by Elizabeth Zunon. New York, NY: The Kids at Our House. ISBN 9781620140277
2. PLOT SUMMARY
A little girl goes to her grandma’s house and finds poems in her attic that her mother wrote when she was a little girl. All the poems are about different places that her mother went too. Her mother’s father was in the Air Force, so they were always moving. Her mother would write a poem for all the places her family was stationed. There are many connections with the poems. The little girl would read some and think about something that her mother said about that place or time. The little girl was starting to miss her mom and thought about how hard it would be for her dad to be gone months at a time. The little girl decided to make her own poem book to give her mom when she returned to pick her up. She also made some to leave there for someone else to find.
2. CRITICAL ANALYSIS
The illustrations are very detailed. They match each place or activity they describe. Through out the book the grandma does some of the activities the little girl did with her mom. The poems jump from telling the stories of her mom and the little girl and grandma spending time together. For example, one of the poems was Paper Candleholders, so the grandma and little girl made some. This was something the mom did in New Mexico. It was funny to the little girl to think that her mom would do crafts and make a mess. This book also explored different cultures. At one point they were stationed in Japan, so the book discussed chopsticks with the little girl and her and her grandma ate with them. The illustrator did a great job with all the illustrations because they are all so different.
I like how all the poems write the book, but you could also just read one and there is still a meaning. Each poem has its own title and illustration to match. You could just read a couple to a class and discuss them. In the back of the book it talks about poetry forms you could discuss with your students. There is also a poetry form from Japan that you could share and practice with your students. It also discusses free verse poetry. I like how there are no limits to when you write free verse poetry. She ends the book with this poem…
“The word is an
amazing thing.
Set it loose
upon a page,
let it blossom,
hear it sing!
I think this would be a great thing to read to your students at the beginning of poetry because you can explain to them they can make anything poetry.
4. REVIEW EXCERPT(S)
From Good Reads: “The end of the book offers information about poetry/poetry writing and tells about the military bases which inspired the author during her travels as a military child.”
5. CONNECTIONS
*This is a really good book to share with kids that have mom and dads in the military. You could also share it with children that have to move a lot.
*This would also be a really great book to read at the beginning of poetry because it is a girl just writing poetry about where she is. You could also read the back about free verse poetry to your students.
Module 3
Poetry
Award Winning Book
1. BIBLIOGRAPHY
Sidman, Joyce. 2007. THIS IS JUST TO SAY. Ill. by Pamela Zagarenski. New York, NY: Houghton Mifflin Books. ISBN 978061861680
2. PLOT SUMMARY
In Sidmans’s book of poems of apology and forgiveness she has brought to life the experiences of children with their poems of apology and the response of the people who received the poem. The introduction explained by a 6th grader about how the poems began and why the second part was written in response to the people that received the poem was helpful in understanding the organization of the book. All the poems in the book are something that happen daily to children. They are able to relate and talk about these things because they are facing them everyday.
3. CRITICAL ANALYSIS
This collection of poems is accessible to a child audience. It is full of experiences a child can relate to and make a connection with. Anywhere from the stealing of a cookie to the death of a pet, argument with a friend, or something with their parents. The author and illustrator capture the feelings and emotions with the words and pictures throughout the book. The words are powerful even though they don’t rhyme. They help the reader create a mental picture of the emotions each child experiences with the creative language. Even though all poems create this, this book is a great book for children to relate too. The similes and metaphors enhance the mental picture. The illustrations could almost stand alone to tell you the story.
One of the poems in the book is to a mother about a boy that lost the spelling bee. In my opinion it shows how he is disappointed in himself and how his mother is disappointed in him. It is a pantoum type of poem. This is where the second and fourth lines of each stanza are repeated as the first and third lines in the next stanza. When you read the poem you create a mental image of how the mother is disappointed “ I know I disappointed you; I saw it in your face when I misspelled,” the boy writes. In the illustration I think it shows that the boy is disappointed in himself. I think that one of the great things about poetry is that they can be interpreted so many different ways, but sometimes just the way you need it to be interpreted.
4. REVIEW EXCERPT(S)
Kirkus Reviews: “Packed with the intensity of everyday pain and sorrow, kids and adults exchange the words that convey grief, delight, love and acceptance of themselves and others.”
From Good Reads: “Sidman's word choice and poem topics almost convinced me that the poems had been written by actual students. She had a wonderful way of expressing her insights through the eyes of children.”
5. CONNECTIONS
* This would be good to read to students, so they could see how they can express their feelings through poetry. They could do it through writing, through pictures, or both.
* You might want to pick and choose which ones you have your students read because some would be for older kids, more than younger. The book has the word pissed in it and some kiddos would make a big deal about it. You could also use it as a teaching point though, just depends on the age.
Poetry
Award Winning Book
1. BIBLIOGRAPHY
Sidman, Joyce. 2007. THIS IS JUST TO SAY. Ill. by Pamela Zagarenski. New York, NY: Houghton Mifflin Books. ISBN 978061861680
2. PLOT SUMMARY
In Sidmans’s book of poems of apology and forgiveness she has brought to life the experiences of children with their poems of apology and the response of the people who received the poem. The introduction explained by a 6th grader about how the poems began and why the second part was written in response to the people that received the poem was helpful in understanding the organization of the book. All the poems in the book are something that happen daily to children. They are able to relate and talk about these things because they are facing them everyday.
3. CRITICAL ANALYSIS
This collection of poems is accessible to a child audience. It is full of experiences a child can relate to and make a connection with. Anywhere from the stealing of a cookie to the death of a pet, argument with a friend, or something with their parents. The author and illustrator capture the feelings and emotions with the words and pictures throughout the book. The words are powerful even though they don’t rhyme. They help the reader create a mental picture of the emotions each child experiences with the creative language. Even though all poems create this, this book is a great book for children to relate too. The similes and metaphors enhance the mental picture. The illustrations could almost stand alone to tell you the story.
One of the poems in the book is to a mother about a boy that lost the spelling bee. In my opinion it shows how he is disappointed in himself and how his mother is disappointed in him. It is a pantoum type of poem. This is where the second and fourth lines of each stanza are repeated as the first and third lines in the next stanza. When you read the poem you create a mental image of how the mother is disappointed “ I know I disappointed you; I saw it in your face when I misspelled,” the boy writes. In the illustration I think it shows that the boy is disappointed in himself. I think that one of the great things about poetry is that they can be interpreted so many different ways, but sometimes just the way you need it to be interpreted.
4. REVIEW EXCERPT(S)
Kirkus Reviews: “Packed with the intensity of everyday pain and sorrow, kids and adults exchange the words that convey grief, delight, love and acceptance of themselves and others.”
From Good Reads: “Sidman's word choice and poem topics almost convinced me that the poems had been written by actual students. She had a wonderful way of expressing her insights through the eyes of children.”
5. CONNECTIONS
* This would be good to read to students, so they could see how they can express their feelings through poetry. They could do it through writing, through pictures, or both.
* You might want to pick and choose which ones you have your students read because some would be for older kids, more than younger. The book has the word pissed in it and some kiddos would make a big deal about it. You could also use it as a teaching point though, just depends on the age.
Wednesday, February 15, 2017
Module 2
Folktales
Additional Book
1. BIBLIOGRAPHY
Zelinsky, Paul. 1986. RUMPELSTILTSKIN. New York: Dutton Children’s Books. ISBN 0140558640
2. PLOT SUMMARY
Rumpelstilskin is someone that is going to help, but he is going to get something is return for his service. There was a poor miller that had a beautiful daughter. The miller told the king that his daughter could spin straw into gold. He brought his daughter to the king. The king put her in a room full of straw and told her she had to spin all of it into gold or she would die. She knew should could not spin the straw into gold, so she just sat there and wept. Then a little man shows up and told her he could spin the straw into gold. He asked what she would give him in return and she gave him her necklace. He agreed and spun all her straw into gold. When the king came back in the morning he saw all the gold and wasn’t satisfied, so he put her in an even bigger room full of straw to spin if she valued her life then she would do it. Again, she just sat there and wept because she knew she couldn’t do it. The little man came back again and offered to spin it for her. This time she gave him her ring. When the king came back he still wanted more. This time he put her in a room and told her if you spin all of this I will make you my wife. The little man came back for a third time and this time the woman had nothing to offer him. So, he told her when you marry the kind and have your first-born child you have to give it to me. She agreed because she wasn’t sure if any of this would happen. He spun all of the straw into gold, then the king came back and the morning and said he was going to marry her. Sure enough a year after they marry they have little baby boy. The little man shows up and wants the baby. She offers him all the royal treasure to keep her child and he still says no. He gives her three days to tell figure out his name. If she does she gets to keep her baby. She sends her best servant to figure out the name and sure enough her does. The little man comes back, she tells him his name, he says the devil told her and then her disappears. She never sees the little man again.
3. CRITICAL ANALYSIS
This story is a very clear story of Rumplstilskin. This would be a good one to read if introducing this folktale for the first time. The illustrations are very detailed and show exactly what is going on. For example whenever you see a picture of the woman you can tell how she feels based on the emotions on her face. You can also tell by the look on the little man’s face that he is up to no good. You would need to be careful whom you read it to because it does talk about death and beer.
4. REVIEW EXCERPT(S)
Good Reads review: “I would use Zelinsky's version to teach the story since it is clear and well told. I would also use his illustrations to showcase artistic skills and for art criticism lessons.”
Happily Ever Tales Blog review: “I really enjoy the painting of the scene where the queen guesses the little man's name. The queen's stance and face are perfect and the baby is icing on the cake. These are smooth, pretty illustrations, which add to this classic tale.”
5. CONNECTIONS
*This story would be good to read to older kids. They could discuss how we should offer something we really don’t want to give. Also, they could re-write this using something they like.
Folktales
Additional Book
1. BIBLIOGRAPHY
Zelinsky, Paul. 1986. RUMPELSTILTSKIN. New York: Dutton Children’s Books. ISBN 0140558640
2. PLOT SUMMARY
Rumpelstilskin is someone that is going to help, but he is going to get something is return for his service. There was a poor miller that had a beautiful daughter. The miller told the king that his daughter could spin straw into gold. He brought his daughter to the king. The king put her in a room full of straw and told her she had to spin all of it into gold or she would die. She knew should could not spin the straw into gold, so she just sat there and wept. Then a little man shows up and told her he could spin the straw into gold. He asked what she would give him in return and she gave him her necklace. He agreed and spun all her straw into gold. When the king came back in the morning he saw all the gold and wasn’t satisfied, so he put her in an even bigger room full of straw to spin if she valued her life then she would do it. Again, she just sat there and wept because she knew she couldn’t do it. The little man came back again and offered to spin it for her. This time she gave him her ring. When the king came back he still wanted more. This time he put her in a room and told her if you spin all of this I will make you my wife. The little man came back for a third time and this time the woman had nothing to offer him. So, he told her when you marry the kind and have your first-born child you have to give it to me. She agreed because she wasn’t sure if any of this would happen. He spun all of the straw into gold, then the king came back and the morning and said he was going to marry her. Sure enough a year after they marry they have little baby boy. The little man shows up and wants the baby. She offers him all the royal treasure to keep her child and he still says no. He gives her three days to tell figure out his name. If she does she gets to keep her baby. She sends her best servant to figure out the name and sure enough her does. The little man comes back, she tells him his name, he says the devil told her and then her disappears. She never sees the little man again.
3. CRITICAL ANALYSIS
This story is a very clear story of Rumplstilskin. This would be a good one to read if introducing this folktale for the first time. The illustrations are very detailed and show exactly what is going on. For example whenever you see a picture of the woman you can tell how she feels based on the emotions on her face. You can also tell by the look on the little man’s face that he is up to no good. You would need to be careful whom you read it to because it does talk about death and beer.
4. REVIEW EXCERPT(S)
Good Reads review: “I would use Zelinsky's version to teach the story since it is clear and well told. I would also use his illustrations to showcase artistic skills and for art criticism lessons.”
Happily Ever Tales Blog review: “I really enjoy the painting of the scene where the queen guesses the little man's name. The queen's stance and face are perfect and the baby is icing on the cake. These are smooth, pretty illustrations, which add to this classic tale.”
5. CONNECTIONS
*This story would be good to read to older kids. They could discuss how we should offer something we really don’t want to give. Also, they could re-write this using something they like.
Module 2
Folktales
Caldecott Award
1. BIBLIOGRAPHY
Pinkney, Jerry. 2013. THE TORTOISE AND THE HARE. New York: New York. ISBN 978654321
2. PLOT SUMMARY
This version of THE TORTISE AND THE HARE has very little words. The book begins with the beginning of the race. This page has words and it says “On your marks, get set…” and then on the next page it says “GO!”. Throughout the rest of the book it has the word “slow” then starts to say “slow and steady” and then finally says, “slow and steady wins the race.” The rest of the works are all in the pictures. You see how the hare takes breaks because he thinks he is just going to win because the tortoise is so slow, but the tortoise never stops. The hare stops to eat and take a nap. The tortoise does come up on a few obstacles, but he doesn’t let that stop him. The tortoise keeps on going, never gives up and he wins the race.
3. CRITICAL ANALYSIS
This story tells the whole thing through the illustrations, except for about 25 words. Every picture is very detailed. For example, all the other animals watching the tortoise and the hare are very detailed with their own little personalities. They all have a special accessory to go with them. You can see how the hare feels based on the expression on his face. For example, at the very end of the story when the hare sees that he is going to loose, you see it in his face. You can see that the hare is very shocked, nervous, and sad that he is about to loose the race. I like how the author was able to show so much in emotion. Also, at the end when the tortoise wins all the other animals are so happy.
4. REVIEW EXCERPT(S)
Good Reads review: “Few in words, lush in illustrations, this is the ageless story of the turtle who keeps a slow, steady pace, and a rabbit who races and is easily distracted at times.”
Caldecott Award
5. CONNECTIONS
*This would be a good story to show your class and then have them write more words to go with it. You could explain what the author did and what they think about it then have them add more words and explain why they would do that.
Folktales
Caldecott Award
1. BIBLIOGRAPHY
Pinkney, Jerry. 2013. THE TORTOISE AND THE HARE. New York: New York. ISBN 978654321
2. PLOT SUMMARY
This version of THE TORTISE AND THE HARE has very little words. The book begins with the beginning of the race. This page has words and it says “On your marks, get set…” and then on the next page it says “GO!”. Throughout the rest of the book it has the word “slow” then starts to say “slow and steady” and then finally says, “slow and steady wins the race.” The rest of the works are all in the pictures. You see how the hare takes breaks because he thinks he is just going to win because the tortoise is so slow, but the tortoise never stops. The hare stops to eat and take a nap. The tortoise does come up on a few obstacles, but he doesn’t let that stop him. The tortoise keeps on going, never gives up and he wins the race.
3. CRITICAL ANALYSIS
This story tells the whole thing through the illustrations, except for about 25 words. Every picture is very detailed. For example, all the other animals watching the tortoise and the hare are very detailed with their own little personalities. They all have a special accessory to go with them. You can see how the hare feels based on the expression on his face. For example, at the very end of the story when the hare sees that he is going to loose, you see it in his face. You can see that the hare is very shocked, nervous, and sad that he is about to loose the race. I like how the author was able to show so much in emotion. Also, at the end when the tortoise wins all the other animals are so happy.
4. REVIEW EXCERPT(S)
Good Reads review: “Few in words, lush in illustrations, this is the ageless story of the turtle who keeps a slow, steady pace, and a rabbit who races and is easily distracted at times.”
Caldecott Award
5. CONNECTIONS
*This would be a good story to show your class and then have them write more words to go with it. You could explain what the author did and what they think about it then have them add more words and explain why they would do that.
Module 2
Folktales
Version of the Three Little Pigs
1. BIBLIOGRAPHY
Galdone, Paul. 1970. THE THREE LITTLE PIGS. New York: New York. Clarion Books. ISBN 0395288134
2. PLOT SUMMARY
This version of THE THREE LITTLE PIGS was the story we all know and picture. The mother sent off her pigs because she could not afford to raise them. The first pig saw a man with straw and asked is he could have it, so the man gave it to him. He built his house with straw and the wolf showed up to his house and said “Little pig, little pig, let me come in” and the pig said, “no, no, not by the hair of my chinny chin chin.” Then the wolf said, “Then I’ll huff and I’ll puf, and I’ll blow your house in.” Well the wolf did what he said he was going to do and ate the pig. The second little pig ran into a man with sticks and asked if he could have them. The man gave him the sticks and the second pig built his house. The wolf showed up and said the same thing, blew the house down, and ate the pig. The third pig found a man with bricks and asked if he could have them. The man said yes and he built his house out of bricks. The wolf showed up and could not blow this house down. So, the wolf was going to try and trick him another way. The pig outsmarted the wolf every time. The wolf got very angry and told the pig he was going to come through the chimney. Well the pig had a big pot of boiling water waiting for him. The wolf fell right into it.
3. CRITICAL ANALYSIS
This story would be great to read as the original story of THE THREE LITTLE PIGS. The illustrations were great and matched all the words on the page. Also, the emotion of the animals matched the illustrations. For example, when the pigs were sad they were leaving their mommy they were crying. When they found the items to build their house they were happy. Throughout the whole book you can tell that the wolf is trying to be a trickster or mean. He always looks like he is up to no good. I think it would be a good book to focus on the characters and the parts they play. The pigs are different and have their own way of thinking and so does the wolf, the book does a good job at making each character their own. It is very clear each role they all play.
4. REVIEW EXCERPT(S)
From Good Reads: “This is a classic, and nothing can beat a classic! This book has survived the ages and everyone knows why because every child loves to hear the story of how the wolf was mean to the pigs.”
5. CONNECTIONS
*This story would work really well as a readers theatre. IT would also be cute to have them create their own readers theatre based on the book.
*This would also be a good book to practice fiction characteristics. It would not be hard for the students to retell the story.
*It would also be a good book to compare to a different version of THE THREE LITTLE PIGS.
Folktales
Version of the Three Little Pigs
1. BIBLIOGRAPHY
Galdone, Paul. 1970. THE THREE LITTLE PIGS. New York: New York. Clarion Books. ISBN 0395288134
2. PLOT SUMMARY
This version of THE THREE LITTLE PIGS was the story we all know and picture. The mother sent off her pigs because she could not afford to raise them. The first pig saw a man with straw and asked is he could have it, so the man gave it to him. He built his house with straw and the wolf showed up to his house and said “Little pig, little pig, let me come in” and the pig said, “no, no, not by the hair of my chinny chin chin.” Then the wolf said, “Then I’ll huff and I’ll puf, and I’ll blow your house in.” Well the wolf did what he said he was going to do and ate the pig. The second little pig ran into a man with sticks and asked if he could have them. The man gave him the sticks and the second pig built his house. The wolf showed up and said the same thing, blew the house down, and ate the pig. The third pig found a man with bricks and asked if he could have them. The man said yes and he built his house out of bricks. The wolf showed up and could not blow this house down. So, the wolf was going to try and trick him another way. The pig outsmarted the wolf every time. The wolf got very angry and told the pig he was going to come through the chimney. Well the pig had a big pot of boiling water waiting for him. The wolf fell right into it.
3. CRITICAL ANALYSIS
This story would be great to read as the original story of THE THREE LITTLE PIGS. The illustrations were great and matched all the words on the page. Also, the emotion of the animals matched the illustrations. For example, when the pigs were sad they were leaving their mommy they were crying. When they found the items to build their house they were happy. Throughout the whole book you can tell that the wolf is trying to be a trickster or mean. He always looks like he is up to no good. I think it would be a good book to focus on the characters and the parts they play. The pigs are different and have their own way of thinking and so does the wolf, the book does a good job at making each character their own. It is very clear each role they all play.
4. REVIEW EXCERPT(S)
From Good Reads: “This is a classic, and nothing can beat a classic! This book has survived the ages and everyone knows why because every child loves to hear the story of how the wolf was mean to the pigs.”
5. CONNECTIONS
*This story would work really well as a readers theatre. IT would also be cute to have them create their own readers theatre based on the book.
*This would also be a good book to practice fiction characteristics. It would not be hard for the students to retell the story.
*It would also be a good book to compare to a different version of THE THREE LITTLE PIGS.
Module 2
Folktakes
Eric A. Kimmel
1.
BIBLIOGRAPHY
Kimmel, Eric. 1993. THE GINGERBREAD MAN. Ill. by Megan Lloyd. United State of America: ISBN 0823408248
2. PLOT SUMMARY
This version of
THE GINGERBREAD MAN is very close to the original story. The old woman and the old man whip up some
gingerbread and then cut the dough and make a gingerbread man. When he was finished baking they let him cool
and then decorated him. After he was all
decorated he took off. The gingerbread
man ran and ran. He passed a pig, dog,
horse, and a cow. He told all of the
animals “I’ll run and run as fast as I can. You can’t catch me. I’m the Gingerbread man!” Then the gingerbread came to a river that he
was going to need help to get across.
There was a fox at the river that offered to help him across. The fox convinced the gingerbread that he was
his friend. He told the gingerbread man
to get on his back and he would take him across the river. As the water got deeper and deeper the
gingerbread got closer and closer to the fox’s mouth. Then the gingerbread was on the fox’s snout
and the fox threw his head back and ate the gingerbread. That was the end of that gingerbread man, but
don’t worry he wasn’t the last gingerbread man.
3.
CRITICAL
ANALYSIS
I thought this
story was perfect for telling the original story of the gingerbread man. It was very basic and got to the point. The illustrations told the story as well as
the words on the page. I feel you could
almost show the pictures to a class and they would be able to tell the
story. It used the repeated phrase that
we all know when we think of the gingerbread man.
4. REVIEW EXCERPT(S)
Good Reads
review: “Kimmel brings warmth to this humorous retelling of the classic
tale. Children love the fluid prose with its fast pace. The illustrations keep
the movement going from page to page.”
5. CONNECTIONS
*This story would be an excellent reader’s theater because of how it repeats and most children would be familiar with it. Most folktales would be good readers theatres, but I think this would be good for your younger kids because it is not as complex as others.
*This story
would also be good for English Language Learners because it repeats and the
illustrations tell the story so well.
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