"Under the Mesquite" Book Review

1.      Bibliography

McCall, Guadalupe. 2011. UNDER THE MESQUITE. New York, NY: Lee & Low Books Inc. ISBN 9781600604294

2.      Plot Summary

“Under the Mesquite” is a novel in verse about a high school girl, Lupita, and her journey through staying strong for her family.  Lupita learns of her mother’s (Mami) cancer, and as the oldest of eight siblings, she struggles with how to handle the news and her role in the family.  Lupita shares her struggles of what life is like being the child of a cancer patient and how everything has changed, and yet keeps moving on.  The family is thrilled to learn the surgery healed Mami, then devastated to hear of the cancer’s return with little options, all the while, Lupita has a lot of life a head of her, she is a gifted writer, a growing actress, and has college dreams in her sight.  She shares her deep personal feelings through writing in her journal under the mesquite tree, the same tree her mother tried to get rid of but realized its fight for life, and welcomed it into her rose garden.  Lupita is still very connected to her homeland, Mexico, and she finds comfort and support with friends and family.  After her Mami passes, Lupita struggles with grief.  She finds peace in writing and eventually comes to the difficult decision of leaving her father and siblings to make her own way, just as her Mami wanted her too.  

3.      Critical Analysis

Guadalupe McCall’s novel in verse was inspired by her difficult experiences her family went through while she was in high school.  It seems only one who has truly experienced what it is like to watch a parent wither away could write such heart wrenching poetry of grief and the secret thoughts of a child in this position.  Readers learn the significance and symbolism of the mesquite tree early in the book, when McCall reveals the theme of something finding a way to survive and flourish, no matter how many times it has been dug up.  McCall is sure to highlight the Mexican culture as the foundation of Lupita’s family and the transition, or “transplant” that the family experienced of sharing two homes, one in Mexico and the other in Texas.  Readers will experience the impact an illness has on a family, and even how important is it to take different roles as a friend, family member, neighbor giving away food, or even a teacher encouraging and supporting a student.  Readers will leave this fast pace novel inspired by those who fight for life in many forms.

      

4.      Review Excerpt(s)

2013 Pura Belpre Award

2013 Tomas Rivera Mexican America Children’s Book Award

2013 International Literacy Association’s Promising Poet Award

2012 International Latino Book Awards – Honorable Mention

William C. Morris Young Adult Debut Award Finalist

5.      Connections

*Pair this novel in verse with other poems about grief and discuss the grieving process.

*Pull other Pura Belpre Award winning books and discuss similarities and differences.

"Voice of Freedom Fannie Lou Hamer" Book Review

1.      Bibliography

Weatherford, Carole Boston. 2015. VOICE OF FREEDOM FANNIE LOU HAMER: SPIRIT OF THE CIVIL RIGHTS MOVEMENT. Ill. By Ekua Holmes. Somerville, MA: Candlewick Press. ISBN 9780763665319

2.      Plot Summary

In this lyrical book, readers will learn about the life of Fannie Lou Hamer and she was known as “the voice of freedom”.  Fannie’s life is told in poems written as if Fannie herself was speaking right next to you.  Each poem plays a role in telling the chronological events in Hamer’s life beginning when she was born in Mississippi to a sharecropper family.  The book continues with the hardships and struggles she and her family face with surviving in the south with unequal treatment.  Readers learn of Fannie’s experience of racial injustice which inspires her to learn more about voting rights.  It was not an easy road for Fannie, but she worked hard to pass the test to vote and became an advocate for voting rights in the 1960’s.  The “Author’s Note” at the end of the story is a great summary of the story the poems are telling the reader.  Readers will also find a timeline, sources cited used for quotes of Fannie, and gives additional resources for the life of Fannie Lou Hamer.

3.      Critical Analysis

Carole Boston Weatherford captivates her readers by giving them a beautiful biography written in poetry.  The events Weatherford choses to highlight in Fannie’s life keeps readers eager to turn the page and read more.  You find yourself on an emotional roller coaster as you learn about the racial injustices Fannie experienced, but then cheering at the end.  Children will have many questions after learning about “the beatings”, unfair pay, and learning about Fannie being tricked to undergo a surgery that the government issued to poor, black women so they would not be able to bear children.  The sources at the back of the book allow children to learn more about resources and how to use them. 

Ekua Holmes’ mixed-media collages allows readers to enter Fannie’s world.  Holmes captures the emotions of the hardships of what it was like for sharecroppers.  The hairstyles, clothes, and settings all work together to educate the reader of what life was like for Fannie Lou Hamer.  Readers of all ages will appreciate the poetry, the story, and the illustrations, all working together to educate others of an incredible life and how one person can make a difference for so many. 

  

4.      Review Excerpt(s)

2016 Caldecott Honor Book

2016 Robert F. Sibert Honor Book

2016 John Steptoe New Talent Illustrator Award Winner

The Horn Book – “This majestic biography offers a detailed, intelligible overview of Hamer’s life…”

5.      Connections

*Create a class timeline of Fannie’s life using the reference at the back of the book.  Students will research other events to fill in the timeline or do extensive research to learn more about the events given.

*Pull the biography references given at the back of the book.  Students will use other references to learn more on the life of Fannie Lou Hamer.

*Many questions will arise after learning about events featured in this book.  Have discussion questions ready and available for circle group discussion activities. 

"The Snowflake Sisters" Book Review

1.      Bibliography

Lewis, J. Patrick. 2003. THE SNOWFLAKE SISTERS. Ill. By Lisa Desimini. New York, NY: Simon & Schuster. ISBN 0689850298

2.      Plot Summary

J. Patrick Lewis presents a beautiful poem picture book in verse about two snowflake sisters, who are not identical by the way, and their journey of being a snowflake in winter.  The two sisters grab a hold of Santa’s sleigh and watch him deliver gifts.  Six days later, they drift to New York and see “the lady in the sky” (Statue of Liberty), and to Time Square during New Year’s Eve.  The snowflake sisters make their way to Central Park where they sit on a snowman’s shoulder until spring arrives and melts them and the snowman.  Their adventure ends with Winter calling out “I’ll bring you back again next year!” 

3.      Critical Analysis

Lewis’ rhythm and rhyme flow easily throughout every page of this poem picture book.  Children will enjoy the meter of reading the words and the rhyming pattern that moves the poem easily forward.  The adventure of the two snowflake sisters is more about the cycle of snow and winter more so than a poem about holidays.  The snowflakes experience time as they wait “six days” and are present for another holiday.  The sequential order of holidays and seasons teach children order of events in a creative approach.  Just as a child might be sad the snowflake sisters are melting away, they will be joyful to be reminded the snow will return again in the appropriate season.

Lisa Desimini presents creative college style pictures as a way to connect the poem to illustrations.  After studying each picture, you find yourself noticing she uses basic art supplies you can find at any store or even lying around your home, to create a world of adventure for these two sister snowflakes.  The New York scenes the snowflakes encounter, are created with cut-up advertisements, maps, articles, and more-all at which are from New York.  The text and illustrations work beautifully together to form a unique and creative experience for the reader. 

4.      Review Excerpt(s)

Booklist - “This clever blend of word and art will delight even poetry curmudgeons.”

Kirkus Reviews -  “Whimsical verse marries curious art…sly details abound.”

School Library Journal – “Dazzling…No one is better at clever wordplay than Lewis.”

5.      Connections

*Celebrate J. Patrick Lewis’ birthday on May 5^th with students.  Create birthday cards and words of affirmation about what they enjoyed about “The Snowflake Sisters”.

*Choose a season and a symbol of the season.  (Ex. autumn: leaf, or spring: seeds)  Students will write a poem about the cycle of the season and create an illustration using Lisa Desimini’s approach with collage artwork.

*Pull other poetry collections by J. Patrick Lewis.  Allow students to discuss the different poems and elements used in each.

"Dark Emperor" Book Review

1.      Bibliography

Sidman, Joyce. 2010. DARK EMPEROR. Ill. By Rick Allen. New York, NY: Houghton Mifflin Harcourt. ISBN 9780547152288

2.       Plot Summary

“Dark Emperor” is an individual poet compilation by Joyce Sidman, with a topical connection about nocturnal animals and other living organisms.  Each poem features a different animal such as the raccoon and bat, and also includes descriptions of mushrooms, snails, crickets, and more.  The poems are paired with a page of descriptive facts of the nocturnal animal or organism featured.  In these descriptions, the reader will find bolded scientific words with an index glossary at the back of the book such as “stridulation” and “echolocation”.  The poem collection begins with dusk, before the sun sets, and travels through the night describing each animal through many styles of poetry, and ends with the break of dawn.  Readers will enjoy the combination of facts, poetry, and illustrations this book of poetry has to offer.  

3.      Critical Analysis

Joyce Sidman delivers a brilliant blend of a work that is both scientific and magical.  Each of the twelve poems featured is unique and can stand alone.  Some poems are rhythmic with the beat and rhyme while others are in free verse.  Readers will enjoy the variety of style while also learning about a topic-nocturnal animals and living organisms.    

Rick Allen uses linoleum cut prints to create a realistic and majestic world for the readers.  The illustrations and poetry work together as the reader learns about scientific facts.  The details in each picture keep the reader’s attention and focus.  The first illustration introduces the reader to many of the nocturnal animals and organisms they will later meet in the book.  Readers will also notice a wondering eft visiting each page as well as the moon traveling across the illustrations.  

4.      Review Excerpt(s)

Newberry Honor – 2011

Horn Book – “From the opening poem…Sidman celebrates the world that comes alive after dark.”

Booklist Review – “This picture book combines lyrical poetry and compelling art with science concepts.”

5.      Connections

*Students will choose a nocturnal animal or living organism presented in the book to continue further research on.  They may also pair other poems with their chosen animal.

*Students will choose a vocabulary word featured in the text.  They will do further research and create a presentation to present information about this scientific word and why it is important to the field of science.

*Genre connection- challenge students to research other poetry books that have topical connections. 

"Beautiful Blackbird" Book Review

1.      Bibliography

Bryan, Ashley. 2003. BEAUTIFUL BLACKBIRD. New York, NY: Atheneum Books. ISBN 0689847319

2.      Plot Summary

Ashley Bryan’s adaptation of this Zambia tale begins with birds of all colors flocking and admiring the only beautiful blackbird.  The birds start to ask Blackbird to share his beautiful black markings.  Blackbird brews some blackening in his medicine gourd and paints black markings on the birds that are the same markings as today.  Blackbird warns the birds “color on the outside is not what’s on the inside” and “Just remember, whatever I do, I’ll be me and you’ll be you.”  This rhythmic adaptation ends with Blackbird running out of black paint so he can no longer paint anymore designs on the colorful birds.  The birds surround Blackbird and sing “Our colors sport a brand-new look, a touch of black was all it took….black is beautiful, UH-HUH!”

 

3.      Critical Analysis

Ashley Bryan’s adaptation is meant to be read aloud with its rhythmic text and words that flow together.  This strong rhythmic style is fun for children to enjoy and move around to as the birds dance and chant “Blackbird stands out best of all.  Blackbird is the most beautiful.”  The theme is understood when the birds repeat “Black is beautiful” and Blackbird reminds them all beauty comes from within. 

The illustrations are bright and colorful and is a beautiful representation of Africa and the birds.  Ashley uses his unique cut-paper collage artwork to work together with the text which gives the reader a glimpse into the African culture.  Bryan also adds a touch of personality to the book with pictures of scissors used to create the illustrations in the pictures at the beginning and end of the book.  Audiences of other cultures will have an appreciation for the storytelling in this adaptation.  

  

4.      Review Excerpt(s)

Coretta Scott King Award – 2004

Kirkus Review – “This telling, by the master storyteller, just aches to be read aloud.”

5.      Connections

*Pull other African Folktales and discuss elements and characteristics as well as compare and contrast.  “African Folktales” by Roger D. Abrahams and “Her Stories:  African American Folktales, Fairy Tales and True Tales” by Virginia Hamilton are a couple of those examples of works to use.

*Focus on Ashley Bryan and research his background with African Folktales and literature.  Pull other works from this author such as “Words to My Life Song” and “The Night Has Ears:  African Proverbs”.

"The Three Pigs" Book Review

1.      Bibliography

Wiesner, David. 2001. THE THREE PIGS. New York, NY: Clarion Books. ISBN 0618007016

2.      Plot Summary

David Wiesner begins the traditional tale of “The Three Pigs” with the predictable introduction of “One upon a time there were three pigs…” and quickly turns the storyline to a fractured fairy tale by having the first pig blown out of the original story by the wolf.  The first pig, who we all to know built his house out of straw, does not in fact get eaten because he is now out of the story.  As the wolf moves on to the second pig who built his house out of sticks, the first pig is able to run outside the story and warn his brother to join him.  The two pigs get their third brother all while the wolf is following the traditional story line of locating the pigs houses and blowing them down.  The three pigs decide to go for an adventure while outside their original story by folding up their story pages, flying on paper airplanes, and running into other traditional tales.  The pigs decide to return to their original story where they pick up where they left off with the wolf climbing down the brick house chimney.  Luckily for the pigs, they picked up another character from one of the tales they fell in, a fire breathing dragon that scares the wolf away for good.  Even defenseless characters such as pigs, can decide their own fate.   

3.      Critical Analysis

David Wiesner begins this fractured fairy tale with the original basic storyline of the “The Three Little Pigs” as we all know it.  Just when you are bored with the predictability of the tale, Wiesner pulls the pigs “out of the story”.  The three pigs are now in charge of the storyline’s fate.  Wiesner now has the reader on their toes with a plot that keeps them guessing.  The story goes on with a mix of the traditional tale happening on the page and the now “new” tale occurring at the same time.  The reader is able to watch the pigs’ decide a new fate for their story as it is happening.  Wiesner incorporates other tales in his story as the pigs fly and land in timeless children tales.  In order for children to understand and appreciate the humor David shares in this book, they would need a solid background of traditional tales.  As an adult, I did not know the fairy tale the pigs picked up their dragon in, but I was able to understand it was obviously from a traditional tale because of the other settings the pigs stopped in. 

Wiesner’s illustrations add to the brilliant magic of this tale.  Wiesner begins the story with a cartoonish style, then makes the pigs more realistic as they leave their story.  This technique helps the reader distinguish between the old and the new tale.  The pigs then use dialogue bubbles to communicate so the reader understands this is happening “behind the scenes.”  Wiesner has several pages of the pigs flying through open blank space on the pages to add to the drama of them leaving their story.  Each traditional tale the pigs land in has a unique artistic style that separates each tale from the next.  This helps the reader understand the difference in tales as they all come together in this fractured fairy tale.  

4.      Review Excerpt(s)

Caldecott Medal – 2002

Chair of 2002 Caldecott Medal Award Selection Committee Member – “…Witty dialogue and physical humor make this a selection that will have youngsters squealing with delight.”

5.      Connections

*Read other selections of “The Three Pigs” and have students compare each selection.

*Discuss how Wiesner pulled the characters out of the story and changed it.  Students will use a traditional story they are familiar with and pull the main characters out to change it as well.

*Read other fractured fairy tale selections and discuss how the authors of these selections changed the original tale. 

"Rapunzel" Book Review

1.      Bibliography

Zelinsky, Paul O. 1997. RAPUNZEL. New York, NY: Dutton Children’s Books. ISBN 0525456074

2.      Plot Summary

Paul Zelinsky’s retelling of the traditional tale “Rapunzel” begins in a beautiful, Italian Renaissance style setting with a couple excited to learn they are pregnant after many years of sorrow with no children.  Rapunzel, is named after the plant her mother craves so severely she thought she may die, so her father agreed to allow a sorceress to keep their child in exchange for rapunzel to keep his beloved alive.  The sorceress cares for the child and wants to protect her from the outside world so she keeps her hidden away in a tall, beautiful tower where the only entrance is Rapunzle letting down her long hair.  A prince discovers Rapunzel in the forest and they quickly fall in love and marry in the tower without the sorceress knowing.  The sorceress learns of Rapunzel’s actions after Rapunzel reveals her dress “is growing so tight around my waist…”  Angry with Rapunzel, the sorceress exiles her to the wilderness and blinds the prince to stumble through the wilderness as well representing their true struggle into adulthood.    After much time of struggle, Rapunzel and the Prince find each other, Rapunzel’s tears heal the prince, and they return to their kingdom. 

3.      Critical Analysis

Zelinsky’s retelling of this classic tale is presented with beauty and sophistication.  The language used is this story is elegant and poised.  Zelinsky begins the tale with a couple who learn “the wife felt her dress growing tight around her waist” and he uses that same language in the turning point of Rapunzel and the sorceress’s relationship when Rapunzel tells the sorceress her dress “is growing so tight around my waist…”  The retelling of this tale does not necessarily reveal good verse evil characters.  Instead Zelinsky paints a picture of a protective mother caring for her stolen child and only wants to protect her from the outside world.  Only when she learns of Rapunzel’s actions of not being sheltered anymore, does she punish the characters.  Rapunzel and her Prince roam the wilderness alone and suffer many days representing true beginning into the adult world.  The context of pregnancy and marriage, higher vocabulary used, and the sufferings the characters experience may point to upper grades for a more appropriate audience.

Zelinsky’s illustrations capture the classic setting of this tale.  The details in the characters and surroundings are emotional and elegant.  His illustrations add to the beauty of the story of one’s longing to not allow a child to grow up.  Zelinsky illustrates the sorceress caring for the child and has the tower made with beauty verses a scary, rocky tower that would represent punishment and evil.  His works show the events in the story with an emotional truth.

4.      Review Excerpt(s)

Caldecott Medal – 1998

Horn Book – “…simply put, this is a gorgeous book.”

Kirkus Reviews – “…grandly evocative, composed and executed with superb technical and emotional command.”

5.      Connections

*Discuss elements of fairy tales.  Students will identify which of those elements are scene in this classic fairy tale.

*Pull other selections of this story like “Rapunzel” Retold by Barbara Rogasky or “Rapunzel” Retold by Bette Killion and compare.

"The Lion and the Mouse" Book Review

1.      Bibliography

Pinkney, Jerry. 2009. THE LION AND THE MOUSE. New York, NY: Little, Brown and Company. ISBN 9780316013567

2.      Plot Summary

In this nearly wordless picture book, Jerry Pinkney retells the traditional tale of “The Lion and the Mouse” with beautiful illustrations and only onomatopoeias.  Set in the African grasslands, the tale begins with a timid mouse escaping a screeching owl, only to find its way into the palm of a lion.  The lion frees the mouse who scurries home to mice babies.  The lion strolls along and is caught in a poachers net.  Helpless, the lion roars and gets the attention of the mouse he once set free.  The mouse sets out to find the roaring lion and returns the favor by biting the net and setting the lion free.  The lion and the mouse exchange grateful looks at each other and the mouse returns to the mice babies with a knot of the net for the mice to play with.  Both animals in this tale have equally large hearts for others.

3.      Critical Analysis

Jerry Pinkney retells this traditional tale with a genius twist of only using onomatopoeias for the text.  The detailed illustrations allow the reader to understand the storyline and actions of the tale.  The facial expressions Pinkney illustrates on the lion and the mouse show the communication taking place and no words are needed.  The lion appears to be irritated with the mouse and the mouse has its front paws over its head in a sign of submission and fear.  The mouse is crouched down with timid body language as it is looking at the lion letting the reader know it is scared and communicating with the lion.  My favorite scene is after the lion is set free, the illustration shows the lion and the mouse looking eye to eye.  The mouse is standing on its hind legs which is quite the opposite of crouching down in the beginning of the tale.  This scene leaves room for the imagination on what exactly the lion and the mouse are saying to each other.  Are they exchanging words of gratitude for each other?  Is there a mutual respect between beast and a small creature? 

I originally thought children would need background knowledge of the classic tale to understand the wordless one.  I read the book with my six year old son who has not yet been exposed to this story.  Even at a young age with no background knowledge, he was able to infer what was taking place on each page.

Pinkney’s pencil and watercolor illustrations are stunning.  The details and movement tell the storyline on their own and words are not needed.  

4.      Review Excerpt(s)

Caldecott Medal – 2010

Publishers Weekly – “Pinkney has no need for words; his are speaks eloquently for itself.”

5.      Connections

*Pull other selections of “The Lion and the Mouse” such as “The Lion and the Mouse” retold by Carol Jones and “The Lion and the Mouse” retold by Beverly Randell and compare.

*Students prepare a Readers Theater for the two characters, the lion and the mouse.  Students act out these lines.

*Discuss elements of traditional tales as a class and identify which elements are used in “The Lion and the Mouse”. 

Finding Winnie - Book Review

1.      Bibliography

Mattick, Lindsay. 2015. FINDING WINNIE: THE TRUE STORY OF THE WORLD’S MOST FAMOUS BEAR. Ill. By Sophie Blackall. Boston, MA: Little, Brown and Company. ISBN 9780316324908

2.      Plot Summary

This picture book is the true story behind our all-time favorite bear, Winnie-the-Poo.  The author, Lindsay Mattick, is actually the great granddaughter of Harry Colebourn, and is telling this bedtime story to her son.  Mattick goes on to tell how Winnie was found and bought at a train station and named after Winnipeg, Colebourn’s home.  Colebourn was working in the army and Winnie joined him.  After many travels with the army, Colebourn made the difficult decision to take Winnie to the London Zoo where he met a young boy named Christopher Robin Milne.  Christopher was allowed to enter the bear cage and play with Winnie who he referred to as Winnie-the-Poo. Christopher Robin’s father then began to write adventures of his son and his favorite bear leading the reader to understand how the Winnie-the-Poo collection began.  The story ends with explaining what happened to Harry Colebourn and shows a collection of family photographs of Winnie and Colebourn.

3.      Critical Analysis

Lindsay Mattick presents a true story that is very appealing to children by setting the stage of “story time”.  Children of all ages get excited about a “bed time story” so to begin a true story in this style was brilliant.  Mattick invites instant connections to readers by explaining Harry is homesick and looking for ways to distract himself.  Animal lovers will appreciate his love and care for the bear even if they do not immediately make the connection of who the bear is in our literature history.  Mattick allows the reader to understand the bond between Harry and Winnie in learning of all the adventures and places they traveled together.  The deep love Harry has for Winnie is revealed when he makes the difficult decision to take him to the London Zoo which shows he is doing what is best for the bear and not for his own selfish desires.  Right when reads are filled with sadness that Winnie is left at the zoo, they are excited to hear “where one story ends another begins”.  Learning who Winnie actually is in our literature history is exciting for readers. 

Sophie Blackall artfully illustrates this true story picture book with believable scenes from the past.  Blackall use of soft neutrals in army scenes make the reader realize how serious and gloomy the soldiers felt while serving.  More vibrant colors appear on pages where the mood changes. 

4.      Review Excerpt(s)

The Caldecott Award 2016

Caldecott Medal Committee Chair –“…Blackall offers a tour-de-force of visual storytelling.”

5.      Connections

*Gather a collection of Winnie-the-Poo stories for students.  Students will encouraged to read a book and make connections to our true story.

*Pair with another text for Veterans Day to celebrate and appreciate their service to our country. 

A Ball for Daisy- Book Review

1.     Bibliography

Raschka, Chris. 2011. A BALL FOR DAISY. New York, NY: Random House, Inc. ISBN 9780375968618

2.     Plot Summary

In this beautiful word less picture book, Chris Raschka introduces us to a dog (Daisy) who clearly has a favorite red ball.  Daisy sleeps and cuddles with the red ball on the couch and is excited when her owner takes the red ball with them on a walk to the park.  Daisy has emotional ups and downs about the ball.  Daisy is excited to bring the ball to the park and then sad when it is caught in a fence.  Daisy is they joyful again when her owner retrieves the ball for Daisy to play with.  A larger dog then joins in and breaks the ball.  Daisy returns home sad and upset without her beloved toy.  This sad Daisy returns to the park with her owner and the same larger dog brings Daisy a blue ball.  Daisy shares the ball at the park and is able to take it home to keep.

3.     Critical Analysis

Raschka creates a beautifully written story without any words.  The expressions on Daisy’s face and her body language along with the action on the page portrays the real emotion of the joy and sadness a special toy or object can bring.  This story relates to anyone who has/had a special toy and the frustrations of someone else breaking/losing it.  Raschka’s story of Daisy appeals to children who love dogs, and can come in assistance to a teacher or parent who has a child who lost something special. 

The illustrations in this word less picture book come to life and speaks to the reader.  The watercolor pictures are arranged in clips of action in order to follow the plot.  The reader can truly see and feel the emotions Daisy experiences as the day goes on with her beloved toy. 

This picture book would be a great source in teaching young children that sometimes losses can lead to unexpected surprises, like Daisy getting a blue ball and a friend.

4.     Review Excerpt(s)

The Caldecott Award 2012

New York Times Best Seller

New York Times Best Illustrated

5.     Connections

*For upper grades, put students in groups of four and assign characters from the story: Daisy, Daisy’s owner, brown dog, brown dog owner.  Students can create a Readers Theater on what they infer the characters are saying in the story.

*For younger grades, have students retell the events in the story to a partner and create a sequence chart using a thinking map.

The Snowy Day- Book Review

1.      Bibliography

Keats, Ezra Jack. 1962. THE SNOWY DAY. New York City, NY: Viking. ISBN 0670654000

2.      Plot Summary

In the picture book The Snowy Day, Ezra Jack Keats introduces us to Peter, a young boy who is excited to learn snow had fallen while he was asleep.  Peter starts his snow day adventure by admiring and experimenting with the snow.  He begins by simply walking through the snow to feel the crunch and discover the designs he can make with his feet and with a stick he picked up along the way.  Peter learns that poking a tree with snow on it will make the snow plop on your head.  He attempts to join a snowball fight but realizes he may not be old enough for that snow activity so he moves on to more age appropriate activities like building a snowman, making snow angels, and using his imagination to pretend to climb up a snow mountain and slid down.  Peter wants to preserve this memory by keeping a snowball in his coat which he quickly learns had melted away.  He is thrilled to learn the snow is still there the next day and he and a friend begin a new day of snow adventures together while the reader is able to reflect on their childhood snow days.

3.      Critical Analysis

Ezra Jack Keats use of simple sentences creates a childlike mood.  As you read, you truly believe you are in the mind of this young, curious, adventurous boy.  Readers experience what Peter is learning about snow with him.  Peter notices the “snow was piled up very high along the street to make a path for walking.”  Readers are able to imagine walking through the snow, feeling the “crunch” and how it feels to “walk s-l-o-w-l-y to make tracks.”  Keats presents the innocence and curiosity of the young boy by having him find a simply object, a stick, and create more fun with it in the snow.  Keats also has Peter attempt an adventure that he just may not be ready for (snowball fight with older kids) and he finds another activity to enjoy which many children can relate to.  Keats reveals Peter is not very familiar with snow at the end of the story by having the character try to keep snow in his pocket.  Readers can relate to the desire to hold onto a memory, but really you can just create more.

In Keats collage illustrations, he creates contrast in the snow by adding a variety of colors instead of just plain white snow.  The illustrations partner with the words in the picture book and help develop the plot.  Peter “…walked with his toes pointing out, like this:” and the illustrations show the footprints in the snow so readers can make the connections.  Keats created Peter to be a young African American child by having dark skin and hair which was an important aspect to this book in its age.    

4.      Review Excerpt(s)

The Caldecott Medal – 1963

Barnes and Noble – “Keat’s sparse collage illustrations capture the wonder and beauty a snowy day can bring to a small child.”

Horn Book Magazine – “the very first full-color picture book to feature a small black hero.”

5.      Connections

*Gather other Caldecott Medal winners from the previous year and year after.  Compare the books to see if there are any similarities and differences in the winners.

*For younger readers, students can practice vivid and descriptive adjectives by filling in the blank “Snow is __________.” 

Goldilocks and the Three Dinosaurs- Book Review

1.       Bibliography

Willems, Mo. 2012. GOLDILOCKS AND THE THREE DINOSAURS. New York, NY:    HarperCollins. ISBN 9780062104182

2.      Plot Summary

In this humorous fractured fairy tale, Willems mirrors a famous story of Goldilocks and the Three Bears and alters it with wit and sarcasm.  There is a Papa Dinosaur, Mama Dinosaur, and “some other Dinosaur who happened to be visiting from Norway” who prepare their home before they go “someplace else”.  The Papa Dinosaur prepares three bowls of chocolate pudding at different temperatures while Mama Dinosaur makes up three beds and arranges three chairs.  While the dinosaurs are waiting in the forest for a little girl to enter their home, Goldilocks arrives.  She eats the pudding, attempts to sit in the large chairs, and almost lays in the bed before realizing she is not in the correct story and is in fact, in a dinosaur home, and quickly exists through the back door just as the dinosaur family rushes in.    

3.      Critical Analysis

Mo Willems cleverly retells a well-known tale with his sense of humor shining through.  Readers who know the original story are surprised with the twists Mo Willems altered.  This humor is set on the first page with “…there were three Dinosaurs; Papa Dinosaur, Mama Dinosaur, and some other Dinosaur who happened to be visiting from Norway.”  Willems portrays the characters to be acting innocent in this situation by adding dialogue “I sure hope no innocent little succulent child arrives by our unlocked home…”  The narration adds to this sarcastic approach as well when Goldilocks enters as a “poorly supervised girl” and she is “not the type of little girl who listened to anyone or anything.”  The predictable pieces of the story are present and altered to surprise the reader.  Goldilocks wants to sit in a chair but “the first chair was too tall, the second chair was too tall, but the third chair-WAS TOO TALL.” 

Mo Willems famous cartoon-style illustrations are present and easily recognizable.  The bright and full page illustrations are simple and easy to focus on.  Of course Willems illustrations add to the humor of the story and you find yourself searching for details just to laugh.  The pictures on the refrigerator show the dinosaurs enjoying a beverage with human legs sticking out, the décor in the house said “Home Sweet Dinosaur Home”, and the welcome mat by the front door said “Welcome (Tee-Hee)” which added to the concept that the dinosaurs where planning on a visitor the entire time.  The expressions on the characters faces added to the plot and helped tell the story.

The humor and sarcasm in this book would be difficult to understand if the students did not have a firm foundation of the actually tale this story mirrors.   

4.      Review Excerpt(s)

Notable Children’s Book – 2013

Good Reads – “This new take on a fairy tale classic is so funny and so original- it could only come from the brilliant mind of Mo Willems.”

5.      Connections

*Gather other books written by Mo Willems and look at how his words and illustrations bring humor to readers.

*Gather more fractured fairy tales such as Ninja Red Riding Hood by Corey Rosen Schwartz and Jack and the Baked Beanstalk by Colin Stimpson.  Students will take their own approach in planning, drafting, revising, and editing their own version of a fractured fairy tale.