Sunday, June 28, 2009

John Henry

Lester, Julius. 1994. JOHN HENRY. Ill. by Jerry Pinkney. New York, NY: Dial Books.
ISBN 0803716060

*Plot Summary

In this classic tale John Henry, who astounds his family and friends with his size and strength, gives his best to beat the steam drill.

*Critical Analysis

Lester and Pinkney work together to show John Henry as a likeable character who represents courage, strength, and perseverance. He is a good guy who does his best to reach victory, including in his bet against “the meanest man in the state, Ferret-Faced Freddy.” John Henry helps this one-time bad guy transform into Frederick the Friendly.

The plot is action-packed with one miracle of strength after another. There is a clear climax and a satisfying (if not completely happy) resolution. The setting is an unstated time in the past in West Virginia. John Henry grows up quickly and time passes fast in this traditional tale. The creatures, the sun and moon, and the rainbow also add to the setting of the book.

Themes of the book include sacrifice, strength, and living well. Lester’s style portrays an authentic voice. The story lends itself to being read aloud as it seems as if someone is orally reciting or telling the story. Figurative language also adds to the style of the tale. The sun “scurried from behind the moon’s skirts and went to bed,” Freddy’s voice “sounded like bat wings on tombstones,” and a boulder is “as hard as anger.” Onomatopoeia is also used throughout the book.

Pinkney’s illustrations, which earned a Caldecott Honor, add interest and detail to the book. The colorful pictures combine pencil, colored pencils, and watercolor. The illustrations also combine elements of realism (the people, the boulder, and the town) with elements of magic (the rainbow, the unicorn, and a smiling face on the sun). On the double-page spreads the illustrations use most of the page space and compliment the text. Pinkney uses color to draw readers’ attention to certain aspects of his illustrations. For example, earth tones are used throughout the book with splashes of bright primary colors used sparingly. The pictures also effectively convey movement and action which is important to the fast-paced story. Although Pinkney’s illustrations are outstanding, they do not distract from the story; instead the pictures make the story come to life.

Culture and cultural markers are well-represented in this traditional tale. The foreword gives a brief history of the tale of John Henry, and it explains how Lester constructed his story – what sources he used. The foreword, the illustrations, the story itself, and even the dedications represent elements of African American culture. In the pictures, the skin color, clothes, and hair styles and textures are authentic representations of the culture. In the text, the language pattern is a cultural marker.

*Response

This book would be a great one to read aloud, especially with the wonderful illustrations. I think students will enjoy learning about the history of this traditional tale and reading different variations of the story. I think they will also love the illustrations and finding elements (like rainbows) throughout the book.

*Review Excerpts

Based on the popular black folk ballad about the contest between John Henry and the steam drill, this picture-book version is a tall tale and a heroic myth, a celebration of the human spirit. Like Lester's great collections of the Uncle Remus tales, also illustrated by Pinkney, the story is told with rhythm and wit, humor and exaggeration, and with a heart-catching immediacy that connects the human and the natural world.
BookList *Starred Review*

The original legend of John Henry and how he beat the steam drill with his sledgehammer has been enhanced and enriched, in Lester's retelling, with wonderful contemporary details and poetic similes that add humor, beauty, and strength. Pinkney's evocative illustrations -- especially the landscapes, splotchy and impressionistic, yet very solid and vigorous -- are little short of magnificent.
Horn Book *Starred Review*

*Connections

-Read other versions of John Henry. How do the tales differ? How are they the same?
-Conduct research about the origin of the tale of John Henry.
-Discuss how Pinkney’s illustrations affect the story.
-Read other traditional tales.
-Read other books by Jerry Pinkney and Julius Lester.
-Discuss why this traditional tale is an important part of African American history/culture.

Uptown

Collier, Bryan. 2000. UPTOWN. Ill. by Bryan Collier. New York, NY: Henry Holt and Company.
ISBN 0329233130

*Summary

A young boy describes the sights, sounds, and tastes of his home, Uptown-Harlem, New York City.

*Critical Analysis

Bryan Collier’s Coretta Scott King Award winning book UPTOWN is a poem picture book which features a seemingly simple description of Harlem. The poem’s rhythm is composed of free verse with a pattern of description beginning with “Uptown is...” This sentence is followed by an opinion, musing, or description which provides more information regarding some aspect of Uptown. This pattern makes the rhythm of the poem casual and conversational; the voice of the young speaker is evident.

Collier’s effective use of figurative language includes similes, metaphors, and personification. “Uptown is a caterpillar,” and the windows with awnings “look like they’re all dressed up.” Similarly, the notes of the Harlem Boys Choir’s song land “like a butterfly.” This figurative language works well to create clear images of the scenes of Harlem. Another example of imagery is the young boy’s explanation of the brownstones which “look like they’re made of chocolate” to him as he walks looks down the block.

Emotions evoked by the poem are enthusiasm and pride. Through his young speaker, Collier communicates a love for family, friends, and the historical neighborhood. “Uptown is Harlem…Harlem world, my world,” the boy says. Collier’s style also contributes to the overall feeling of the poem. The descriptions are easy to understand; they are not forced or overly dramatic. Readers sense a genuine affection for the poem’s subject.

The award-winning illustrations definitely add to the appeal of the poem book. Using watercolor and photographs in collage, Collier depicts scenes which are at once realistic and somewhat abstract. The warmth and familiarity of the scenes and people make Harlem come to life on the pages of the book. A combination of single and double-page spreads compliment the words of the poem and may help younger readers have a better understanding of the poem’s meaning. The text of the poem itself is also arranged to add to the feeling of the poem. For example, “Uptown is a caterpillar” appears in the shape of a crawling caterpillar.

Cultural markers abound in both the text and illustrations of UPTOWN. The people are portrayed with hairstyles, clothes, and skin color consistent with the culture of Harlem. Food (chicken and waffles), religion (girls going to church in yellow dresses), entertainment (shows at the Apollo Theater), and art (Van Der Zee photograph) are also all true to the culture Collier is portraying in his book.

*Response

I absolutely love this book and I cannot wait to share it with my students in the library. The natural flow of the words and the beautiful illustrations make it a great one to read aloud. I think students of different ages will enjoy this book for different reasons. I know that the younger children will love to study the illustrations and find the photographs that accompany the watercolor paintings.

*Review Excerpts

Looking from his window high above the sights and sounds of the city, the young narrator concludes, "Uptown is Harlem-Harlem world, my world. Uptown is home." From his perspective, it's the very best place to be, and readers will find it difficult to disagree.
School Library Journal

It's the artwork that takes center stage, the gorgeous, textured collages giving impressions of spaces and moments in the boy's neighborhood. Suggest this to elementary-school teachers in lower grades who are looking for new materials about place and home.
BookList

*Connections

-Read other books illustrated by Bryan Collier. Compare and contrast the art.
-Conduct research on one of the landmarks of Harlem mentioned in the poem.
-Read other shape poems. Create a shape poem to share with the class.
-Write a poem about your hometown or neighborhood.

Feathers

Woodson, Jacqueline. 2007. FEATHERS. New York, NY: G.P. Putnam’s Sons.ISBN 9780399239892

*Plot Summary

In the winter of 1971, a boy “who belongs across the highway with the other white people,” comes to Frannie’s school. She deals with her friends’ reactions to the new boy and with her mom’s feeling sick at home. Yet, Frannie finds hope in her life at school and her life at home.

*Critical Analysis

In her Newbery Honor Book, FEATHERS, Jacqueline Woodson creates many multi-dimensional, realistic characters. Readers come to understand the characters through a good balance of narration and dialogue. Frannie, the narrator and protagonist, tells the story of her family and school experiences. She is easily relatable in the way she explains her world and her interactions with the people around her. For example, she admires and has great respect for her friend Samantha, yet she resents Maribel, a classmate who acts like “she couldn’t believe we even had to share the same air.”

A new boy at school, Jesus Boy, is another example of a well-rounded character. At times he appears serene and calm - so much so that Samantha thinks maybe he is the real Jesus. However, he also gets angry with the school bully Trevor. Likewise, Frannie’s older brother Sean is a realistic character; he is good-looking, athletic, and hearing-impaired. In Sean, Woodson creates a character who is not defined by his differences.

Many cultural markers appear in Woodson’s depiction of the characters. Frannie describes the new boy’s “pale face,” Trevor’s light skin that turns the “prettiest copper brown” in summer, and her own “dark brown.” The clothes of the characters also convey culture as well as historical details; for example, Frannie’s classmate Rayray wears a t-shirt that says “Black is Beautiful” and has the Black Power fist. The language patterns of the characters also represent culture and history. As when Frannie explains to her grandmother why she calls a person cat, “That’s what you say. It’s the seventies! It’s jive talk.”

The plot of the novel is realistic and plausible. The appearance of Jesus Boy adds a bit of mystery to the story. The climax and resolution are easily identifiable. Although the resolution is hopeful, it is realistic and not “happily ever after.” For example, Mama’s unborn baby is healthy for now but a successful birth does not take place before the end of the story. The historical details of the 1970’s add to the story, but they do not overwhelm the plot. Cultural markers are also present in the plot – such as, much of the conflict involves race and a town divided by a highway and skin color.

FEATHERS is set in the 1971 and the setting is evident in the details of the characters and plot. Cultural markers and historical details work together to create a clear picture of Frannie’s town and school. For instance, when Frannie describes the different sides of the highway, she says, “There weren’t white people on this side of the highway. You didn’t notice until one appeared. And then you saw all the brown and light brown everywhere.” Other historical and cultural details include the references to the Vietnam War, the Michael Jackson spin, and Wilt Chamberlain. The style of dress also adds to the setting – Sean wears “a black turtleneck and his black peacoat, jeans and new boots.” Mama said he looks like “one of the Black Panthers.”

Themes of the novel include family, friendship, hopefulness, and judgment upon appearances. Woodson’s style is a combination of Frannie’s voice through first-person narration and dialogue, including Sean’s mode of communication which is sign language. The dialect of the time period and the cultures represented add to the style as well. At times, Woodson’s narration seems poetic. “…he walked into our classroom. Stepped through that door white and softly as the snow.”

* Response

I really enjoyed reading this book. Woodson creates such an authentic voice and narrator in Frannie that I was hooked on the story after the first few pages. I will definitely recommend this book to my students in the library.

*Review Excerpts

Woodson deftly weaves some large ideas through her story, but it's the small moments that linger profoundly.
Horn Book *Starred Review*

There's a lot going on in this small, fast-moving novel that introduces big issues--faith, class, color, prejudice, family, disability, and friendship. Woodson tells her story with immediacy and realism through the stirring first-person narrative of a young girl, Frannie, growing up in 1971… A good choice for discussion.
BookList

*Connections

-Conduct research regarding one of the historical figures or events mentioned in the novel. (Vietnam War, Black Panthers, Wilt Chamberlain, first landing on the moon, etc.)
-Read selected poetry by Emily Dickinson.
-Discuss the two sides of the highway. What do you think Jesus Boy’s life was like on the other side?
-Read Woodson’s LOCOMOTION. Discuss similarities and differences.
-Do a character study of Frannie.
-Write a journal entry about how the story would be different if Sean weren't hearing impaired.

Friday, June 19, 2009

Animalia

Base, Graeme. 1987. ANIMALIA. Ill. by Graeme Base. New York, NY: Harry N. Abrams, Inc.ISBN 0590440861

*Summary

This alphabet book features examples of alliteration and a multitude of images for each letter.

*Critical Analysis

This informational book represents the alphabet and is organized with each letter filling a one or two page spread (with a couple of exceptions). The letter of the alphabet is represented by the sentence and illustrations – almost all words (and images) beginning with the featured letter. This book encourages both browsing and in-depth searches and study with a small amount of text for each letter and a great deal of detail in the illustration for each letter. Cultural markers include Australian animals featured for the letter “k” (kookaburra, kangaroo, koala) and word choice (queuing).

The design of ANIMALIA is inviting to readers of all ages. The illustrations are consistently detailed with various colors, themes, and moods representing each letter. Base has created imaginative scenes which grab the attention of readers and compliment the text on each page. The text is sparse and appears varied with many different font sizes and styles which match well with the sentences and illustrations.

The style of writing is light-hearted and in the realm of fantasy. The illustrations convey many different feelings, but each seems to convey a passion that Base instilled with his attention to detail. The text and illustrations encourage the imagination and can be studied or enjoyed. For example, older readers will appreciate the literary device (alliteration) used in each sentence and the interesting, colorful vocabulary. Younger children will enjoy the sound of the sentences read aloud and the challenge of finding all the objects hidden within the picture.

*Response

Although I had seen this book on many library and classroom shelves, I had never stopped to read it. As soon as I saw the first page, I got the feeling that this is a book children of all ages would enjoy for different reasons. The silly phrases, the colorful illustrations, and the “hidden” pictures make it a fun book to share. Reading it has inspired me to plan new book displays in the library (Graeme Base books and ABC books).

*Review Excerpts

“Base has created an ABC book that goes far beyond a simple listing of items in alphabetical order… This Australian import makes for a delightful visual feast, though it lacks a clear conceptual coherence or unity of action or meaning on every page. No matter readers will have a fine time guessing at objects and searching for a small child who hides among the pages; and the meticulous artistry is far-reaching in its innovation, detail and humor. Base's monumental effort will not go unrewarded; if books could be honored for the sheer number of hours readers could pore over crammed pages, and for the inexhaustible supply of extra touches, this one surely would be a winner.”
Publisher’s Weekly

*Connections

-Use this book to introduce alliteration. Create similar pages to represent letters of name of student, state, school, etc.
-In groups, have students identify as many objects represented for each letter as they can find.
-Discuss illustrations. How do they add to the effectiveness of the book?
-Read other Graeme Base books.-Read other alphabet books.
-Create an alphabet book (text and illustrations).
-Since the books was first published in Australia, identify words and objects that represent Australia and think of ways Base could have further represented Australia in the book.

Koala Lou

Fox, Mem. 1988. KOALA LOU. Ill. by Pamela Lofts. San Diego, CA: Gulliver Books.
ISBN 0152005021

*Plot Summary

Koala Lou decides to enter the gum tree race in the hopes of winning the race and her mother’s heart, so she can hear her favorite words: “Koala Lou, I DO love you.”

*Critical Analysis

Fox has created a character with believable feelings and motivations. Koala Lou’s need to get her mother’s attention will definitely ring true for many young readers. Likewise, Koala Lou’s disappointment and frustration with the results of her big race make her an identifiable character. Similar to Koala Lou, Mom’s love for her children and her busy life make her a familiar character. Lofts’ illustrations add to the narrator's description of the characters. For example, Koala Lou’s sadness after losing the race to Koala Klaws is conveyed expertly as Koala Lou drags her medal behind her with a handkerchief hanging from her nose. A cultural marker for this Australian book is that many of the animals who take part in the story and who are shown in the illustrations live in Australia.

The plot is simple with a clear climax and resolution; readers will find it easy to understand. Most of the action is conveyed through the narration and the illustrations. The setting works together with the plot to add details and cultural markers to the story. The Bush Olympics, the gum tree race, and the many members of the animal kingdom presented in the book help readers learn that the story takes place in Australia. The setting compliments the plot and sets the stage for a satisfying resolution.

Themes of KOALA LOU include insecurity, love and acceptance, setting goals, and dealing with disappointment. Fox’s writing style is straight-forward, but not overly simplified. For example, when training for the gum tree race, Koala Lou “jogged and puffed and lifted weights and panted…she did push-ups till her stomach hurt…” Readers get a sense of the animal’s dedication to winning the race and getting her mother’s attention.

To add to the text, Lofts does an excellent job of balancing some simple illustrations full of emotion and other illustrations which feature lots of activity, many animals, or large settings. These pictures definitely add to the overall feeling of the book and the pacing of the plot. White space is plentiful so that each picture can be focused upon without too many distractions. The animals and vegetation featured in the illustrations are also cultural markers.

*Response

Upon seeing the first illustration of Koala Lou, I wanted to read her story. I could absolutely see how she was “a baby koala so soft and round that all who saw her loved her.” For me the illustrations and text work well together to create a lovely story about a mother’s love and dealing with feelings of disappointment. I think that students will love this book and it is a great book for discussion; I will definitely read it next year in the library.

*Review Excerpts

“A good choice for story hour, bedtime, or reading aloud.”
Horn Book *Starred Review*

“This satisfying reworking of a familiar and ever-important theme is appealingly illustrated--bright colors, soft-edged sculptural forms, precise detail, dozens of expressive animals. Another winning import from one of Australia's favorite authors.”
Kirkus Review

*Connections

-Write a journal entry describing a time you lost despite your best efforts.
-Study the illustrations to find animals from Australia. Choose one animal and conduct research about the animal.
-Read other Mem Fox books. How are they the same? How are they different?
-Discuss how the story would be different if Koala Lou had won the gum tree race.
-Discuss how the story would be different if it were set in a different place.

The Thief Lord

Funke, Cornelia. 2002. THE THIEF LORD. Trans. Oliver Latsch. New York, NY: Scholastic, Inc.ISBN 0439404371

*Plot Summary

Prosper and Bo, along with a band of children, seek to make a home for themselves in modern-day Venice. With the help of the mysterious Thief Lord, they solve mysteries and find magic which bring them all closer to happiness.

*Critical Analysis

Cornelia Funke’s BatchelderAward winning novel is full of interesting, distinctive characters. Because each character is portrayed so differently through action, narration, and dialogue; the characters though numerous, do not overwhelm the story. For example, Scipio is a mysterious, larger than life boy whose personality and actions seemed largely defined by his relationship with his father. Hornet is a practical, kind girl who whose past is quite mysterious also. The two main characters, brother Bo and Prosper, are quite different. One is younger and “carefree” and the other is a “tall, serious boy.” Readers will be drawn into the story by the interesting characters who not only contribute to the plot of the novel, but also seem to have stories of their own. Cultural markers among the characters include their names (Ernesto, Riccio, Mosca)and physical descriptions (“Mosca’s skin was beautifully black”).

The plot of THE THIEF LORD is packed with mystery and bits of magic as the children “work” to provide for themselves on the streets on Venice, Italy. Action also moves quickly as detective Victor Getz tracks Bo and Prosper. Additionally, the children become interested in solving a few mysteries of their own. All of this action works together to keep readers interested. Although the plot is quite involved, the resolution is satisfactory and fitting to the rest of the story.

The city of Venice itself acts a large part of the plot. Funke’s effective description of this unique city make it both intriguing and accessible. Much of the mystery – hiding, tracking, traveling – takes place in the alleys of Venice. Also, readers are treated to descriptions of the canals, churches, and homes; “…the whole city was one huge invitation to play hide-and-seek.” The plot and setting include several cultural markers. As the characters move through the Venice, readers learn of actual locations and descriptions of the canals, alleys, and people. The language used by the characters to address and greet one another also adds to the authenticity of the book. Funke also includes a map, small sketches to begin each chapter, and a glossary of Italian terms used in the book.

Themes of THE THIEF LORD include magic, good versus evil, family, and cooperation. Funke’s style of writing combines successfully magic, mystery, and adventure. Her narration is easy to follow yet detailed and rich. She creates a believable setting and characters.

*Response

Having never traveled to Italy, I really enjoyed the experience of reading THE THIEF LORD. Funke does an excellent job of setting the scene and creating interesting characters, so I felt compelled to keep reading. I look forward to recommending this book to students in the library, especially those who may not have seen or heard about the movie. I always love informing students about the movie after they’ve read the book!

*Review Excerpts

“A bestselling author in Germany, who has reached the US for the first time, Funke delights readers in the feelings of childhood, what it feels like to be innocent, afraid, curious, and safe; need friends and love; and want independence yet also to be cared for. Although the core of this tale is heartwarming, the merry-go-round, like Ray Bradbury's carousel in Something Wicked This Way Comes, hints at darkness, leaving its riders and the novel's readers changed forever.”
Kirkus *Starred Review*

“Funke delineates her characters and the changing textures of their relationships with masterful subtlety, as well as sometimes-puckish humor. It's a compelling tale, rich in ingenious twists, with a setting and cast that will linger in readers' memories.”
School Library Journal

“This story is captivating and easy to follow. Though there are many characters and plot twists, it is extremely well written.”
Library Media Connection

*Connections

-Perform research on the city of Venice, Italy and locations mentioned in the novel.
-Create a visual art representation of one of the scenes or settings from the novel. Explain the significance of the action or setting to the plot.
-Write a journal response to the presence of stealing in the novel. Is stealing ever justified? Share responses with the class or small groups.
-Write an additional chapter that follows the actions of one character or set of characters.
-Read another Cornelia Funke novel and compare/contrast the use of magic in that book with the use of magic in THE THIEF LORD. How does magic affect the overall feeling of the book?