So You Want to be President? ISBN 0-399-23047-1. Judith St. George. David Small. 2000. Caldecott Medal. Ages 7 +. American. Historical Nonfiction.
So You Want to be President? by Judith St. George with illustrations by David Small, takes a look back at many common traits among our past American presidents. This is done in a fun, but educational manner. St. George makes recommendations to the reader about what they should do if they want to be president while including valuable information. She mentions how many presidents shared the name James, how many were born in log cabins, which of them were dishonest, and which were military heros, among many other trivial facts. In the back of the book, information is given on each president including when they were born, where they were born, and what they are known for.
The drawings of the presidents in this book are done in a caricature-like manner. Each page has a fun depiction of at least one president that coincides with the literature. This would be a great book to read in February, to commemorate President's Day. Any child would find this interesting, and maybe find something that they have in common with one of our past presidents.
Thursday, January 28, 2010
The Hello, Goodbye Window
The Hello, Goodbye Window. ISBN 0-7868-0914-0. Norton Juster. Chris Raschka. 2005. Caldecott Award. Ages 4-8. Caucasian and African American.
The Hello, Goodbye Window, by Norton Juster, tells the story of a little girl visiting her grandparents, Poppy and Nanna. Each time she visits her grandparents, she must pass by the "hello, goodbye window" which faces the front yard from their kitchen. She tells of all the fun things she does with her grandparents, including those things that include the window, like tapping on it from the outside upon arrival, seeing reflections in it at night, looking at the stars through it before bedtime, watching for guests like the pizza man, and finally saying "goodbye" through the window when mom and dad come to pick her up. She explains how at that moment, when mom and dad come, she feels happy and sad, and that it is possible to feel those two emotions simutaneously. The story is told from the perspective of the little girl, which is clear when she states that nothing happens while she's napping, until she gets up. This story shows the strong love that exists between a grandchild and her grandparents.
The pictures in this book consist of vibrant primary and secondary colors throughout. They are made with pastels and watercolors, and are drawn in a way that looks like a child could have drawn them. I would use this story in a classroom to talk about grandparents, and what sorts of activities we do with them. I'd also mention feeling happy and sad at the same time and would ask the students when they've felt that way. Each child could draw a picture of their own grandparents and themselves doing something together, using pastels.
The Hello, Goodbye Window, by Norton Juster, tells the story of a little girl visiting her grandparents, Poppy and Nanna. Each time she visits her grandparents, she must pass by the "hello, goodbye window" which faces the front yard from their kitchen. She tells of all the fun things she does with her grandparents, including those things that include the window, like tapping on it from the outside upon arrival, seeing reflections in it at night, looking at the stars through it before bedtime, watching for guests like the pizza man, and finally saying "goodbye" through the window when mom and dad come to pick her up. She explains how at that moment, when mom and dad come, she feels happy and sad, and that it is possible to feel those two emotions simutaneously. The story is told from the perspective of the little girl, which is clear when she states that nothing happens while she's napping, until she gets up. This story shows the strong love that exists between a grandchild and her grandparents.
The pictures in this book consist of vibrant primary and secondary colors throughout. They are made with pastels and watercolors, and are drawn in a way that looks like a child could have drawn them. I would use this story in a classroom to talk about grandparents, and what sorts of activities we do with them. I'd also mention feeling happy and sad at the same time and would ask the students when they've felt that way. Each child could draw a picture of their own grandparents and themselves doing something together, using pastels.
Friday, January 15, 2010
Strega Nona
Strega Nona. ISBN 0-671-66283. 1975. Tommy DePaolo. Caldecott Honor. Ages 4-8. Italian.
Strega Nona is the tale of an old woman with magical powers that lived long ago. The story takes place in the town of Calabria, which is in southern Italy. Strega Nona is often visited by the townspeople seeking help with their various problems, ranging from headaches to warts, though they all whisper about her behind her back. Strega Nona means, "Grandma Witch", after all. When Big Anthony is hired to help her around the house, her only requirement of him is that he does not touch her pasta pot. He overhears her casting a spell over the pot one day, realizes that she is able to magically make pasta, and can not resist giving it a shot when she leaves town. Big Anthony does not know how to make the pot stop producing pasta, however, and is responsible for engulfing the town in pasta. He is punished by Strega Nona. She makes him eat all of the pasta, as this punishment fits the crime.
There is a strong moral message in Strega Nona involving listening to elders, and doing what you are told. Not listening seems to be a strong temptation for all children, so this would be a valuable lesson to discuss with a class. Making choices that involve certain consequences could be discussed as well. There are many illustrations that go along with the story. They are all brightly colored in tones of pink, blue, gold, and green, which makes the story more vibrant. Children will be intrigued by the colorful pictures that literally tell the story as it unfolds. If I were reading this story, I would be sure to include a strong Italian accent when reading the part of Strega Nona to make the story more fun, and to emphasize the idea that this story takes place in Italy. Our class could then discuss our own culturally diverse backgrounds.
Strega Nona is the tale of an old woman with magical powers that lived long ago. The story takes place in the town of Calabria, which is in southern Italy. Strega Nona is often visited by the townspeople seeking help with their various problems, ranging from headaches to warts, though they all whisper about her behind her back. Strega Nona means, "Grandma Witch", after all. When Big Anthony is hired to help her around the house, her only requirement of him is that he does not touch her pasta pot. He overhears her casting a spell over the pot one day, realizes that she is able to magically make pasta, and can not resist giving it a shot when she leaves town. Big Anthony does not know how to make the pot stop producing pasta, however, and is responsible for engulfing the town in pasta. He is punished by Strega Nona. She makes him eat all of the pasta, as this punishment fits the crime.
There is a strong moral message in Strega Nona involving listening to elders, and doing what you are told. Not listening seems to be a strong temptation for all children, so this would be a valuable lesson to discuss with a class. Making choices that involve certain consequences could be discussed as well. There are many illustrations that go along with the story. They are all brightly colored in tones of pink, blue, gold, and green, which makes the story more vibrant. Children will be intrigued by the colorful pictures that literally tell the story as it unfolds. If I were reading this story, I would be sure to include a strong Italian accent when reading the part of Strega Nona to make the story more fun, and to emphasize the idea that this story takes place in Italy. Our class could then discuss our own culturally diverse backgrounds.
Monday, January 11, 2010
Tales From Grimm
Tales From Grimm. ISBN 0-8166-4936-7. Wanda Gag. 1936. Newbery Honor. Ages 9-12. Caucasian.
Tales from Grimm is composed of many fairy-tales and folk stories that teach some sort of life lesson. The idea that things aren't always what they appear to be is present in "Hansel and Gretel", "The Frog Prince", and "Snow White and Rose Red", with characters in these stories being rewarded for showing kindness to creatures that either transform into more desirable human friends or help them out in the midst of a predicament in the end. "Cat and Mouse Keep House" teaches the tough lesson that not everything is fair, and not everyone is to be trusted. "The Fisherman and His Wife" warns of the dangers of greed. Often in these stories we find characters that mean to do the protagonist harm for their own enjoyment. The witch in "Hansel and Gretel", the witch in ""Rapunzel, and the dragon in "The Dragon and His Grandmother" are all examples of these sort of characters. These folk tales do not always turn out as the reader expects, and are not sugar-coated by any means, but they all teach valuable lessons in a whimsical, fun way.
The illustrations in this book help tell the many stories well. The black and white sketches add a visual guide to what is being read, but in a sort of refined way. They are not found on every page. Someone could easily make caricatures to go along with these stories, but the illustrations in this book are not that sort of picture. They portray what is happening in each story by just showing a black and white sketch of a scene or character, which allows the reader to use their own imagination to fill in the rest.
This book would easily capture the attention of children at many age levels, through junior high. When reading to a class, after each story, questions should be posed as to why the students think the characters acted in certain ways, and what they think the moral of each story is. It would be fun to allow the students to create their own drawings to accompany these stories, as there are many unique, and sometimes mystical, characters and settings throughout this book.
Tales from Grimm is composed of many fairy-tales and folk stories that teach some sort of life lesson. The idea that things aren't always what they appear to be is present in "Hansel and Gretel", "The Frog Prince", and "Snow White and Rose Red", with characters in these stories being rewarded for showing kindness to creatures that either transform into more desirable human friends or help them out in the midst of a predicament in the end. "Cat and Mouse Keep House" teaches the tough lesson that not everything is fair, and not everyone is to be trusted. "The Fisherman and His Wife" warns of the dangers of greed. Often in these stories we find characters that mean to do the protagonist harm for their own enjoyment. The witch in "Hansel and Gretel", the witch in ""Rapunzel, and the dragon in "The Dragon and His Grandmother" are all examples of these sort of characters. These folk tales do not always turn out as the reader expects, and are not sugar-coated by any means, but they all teach valuable lessons in a whimsical, fun way.
The illustrations in this book help tell the many stories well. The black and white sketches add a visual guide to what is being read, but in a sort of refined way. They are not found on every page. Someone could easily make caricatures to go along with these stories, but the illustrations in this book are not that sort of picture. They portray what is happening in each story by just showing a black and white sketch of a scene or character, which allows the reader to use their own imagination to fill in the rest.
This book would easily capture the attention of children at many age levels, through junior high. When reading to a class, after each story, questions should be posed as to why the students think the characters acted in certain ways, and what they think the moral of each story is. It would be fun to allow the students to create their own drawings to accompany these stories, as there are many unique, and sometimes mystical, characters and settings throughout this book.
Red Leaf, Yellow Leaf
Red Leaf, Yellow Leaf. ISBN 0-15-266197-2. Lois Ehlert. 1991. Boston Globe-Horn Book Award Honor. Ages 4-8. Multicultural.
Red Leaf, Yellow Leaf explains how a tree grows and ends up in a child's yard, from beginning to end. The setting is outdoors, in nature. The child is explaining to the audience how her tree began as a seedling in the forest, was picked and brought to a nursery, and then to a garden center where she chose it to bring home and plant in her yard. This book is nonfiction, and very factual and informative about the process, but easy to understand. The details in this book are outstanding. The tree is labeled at the nursery, and on this label is all of its vital information including how it likes sun and how tall it will be, which the reader gets to see. Other little details are labeled throughout, including garden gloves and a Black-Capped Chickadee.
Since the illustrator, who is also the author, has used many mediums to create her pictures throughout the book, this would be a great time for a class of children to do the same. The class could pick leaves off the ground, and use them in artwork. They could also use paper, sticks, ribbon, seeds, and a variety of other objects to create their own leaves and trees. This book introduces children to the idea of planting their own trees, so each child could actually bring home a seedling and watch it grow in their own yard.
Red Leaf, Yellow Leaf explains how a tree grows and ends up in a child's yard, from beginning to end. The setting is outdoors, in nature. The child is explaining to the audience how her tree began as a seedling in the forest, was picked and brought to a nursery, and then to a garden center where she chose it to bring home and plant in her yard. This book is nonfiction, and very factual and informative about the process, but easy to understand. The details in this book are outstanding. The tree is labeled at the nursery, and on this label is all of its vital information including how it likes sun and how tall it will be, which the reader gets to see. Other little details are labeled throughout, including garden gloves and a Black-Capped Chickadee.
Since the illustrator, who is also the author, has used many mediums to create her pictures throughout the book, this would be a great time for a class of children to do the same. The class could pick leaves off the ground, and use them in artwork. They could also use paper, sticks, ribbon, seeds, and a variety of other objects to create their own leaves and trees. This book introduces children to the idea of planting their own trees, so each child could actually bring home a seedling and watch it grow in their own yard.
Where The Wild Things Are
Where The Wild Things Are. ISBN 978-0-06-443178-1. Maurice Sendak. 1963. Caldecott Medal. Ages 4-8. Caucasian.
Where the Wild Things Are by Maurice Sendak tells the story of young Max and where his imagination can lead him. When sent to his room by his mother for acting too wild and talking back, Max finds himself in a new land inhabited by other wild things. He soon becomes the leader of all wild things and throws a "wild rumpus" where all can dance, climb trees, and howl at the moon. Although he is having a fantastic time acting as wild as he pleases, it doesn't take long for him to realize that he misses home, so he heads back to his bedroom where his dinner is waiting for him.
Children have vivid, limitless imaginations that can take them anywhere they want to go. This book illustrates that well, by taking us into Max's imagination with drawings of a far away land and monster-like creatures. It also reminds children that though they may be frustrated with their parents disciplining their wild behaviors, it is done with love, and home is better than any other place they may be tempted to go. It would be good to ask students if they have ever felt like Max in the beginning of the story to open up a discussion about feelings and discipline. We could also talk about if the forest that grew in Max's room was real or not, and plant our own "forests" with seeds, cups, and dirt. We could also draw are own creatures. I'd end the unit by discussing how the students think Max felt when he finally returned home to his mom and a warm dinner.
Where the Wild Things Are by Maurice Sendak tells the story of young Max and where his imagination can lead him. When sent to his room by his mother for acting too wild and talking back, Max finds himself in a new land inhabited by other wild things. He soon becomes the leader of all wild things and throws a "wild rumpus" where all can dance, climb trees, and howl at the moon. Although he is having a fantastic time acting as wild as he pleases, it doesn't take long for him to realize that he misses home, so he heads back to his bedroom where his dinner is waiting for him.
Children have vivid, limitless imaginations that can take them anywhere they want to go. This book illustrates that well, by taking us into Max's imagination with drawings of a far away land and monster-like creatures. It also reminds children that though they may be frustrated with their parents disciplining their wild behaviors, it is done with love, and home is better than any other place they may be tempted to go. It would be good to ask students if they have ever felt like Max in the beginning of the story to open up a discussion about feelings and discipline. We could also talk about if the forest that grew in Max's room was real or not, and plant our own "forests" with seeds, cups, and dirt. We could also draw are own creatures. I'd end the unit by discussing how the students think Max felt when he finally returned home to his mom and a warm dinner.
Thursday, January 7, 2010
Olivia
Olivia. ISBN0-689-82953-1. Ian Falconer. 2000. Caldecott Honor. Age 3-7. Multicultural.
Olivia is a young pig who is full of energy and curiosity. The reader is allowed to take a glance into the life of Olivia, which is filled with activities that many young people and parents partake in. Her precocious personality adds humor to the story. Olivia tries on all of her clothes, moves her cat, wards off her younger brother Ian, goes to the beach, the museum, and gets into a bit of trouble. The end of the day brings bedtime, which also brings deal-making time with mom as to how many books will be read before bedtime. The book ends with Olivia's mother telling her that she wears her out, but that she loves her "anyway", which many teachers, parents, and children will relate to.
This book is a Caldecott Honor winner, which is apparent throughout, with the illustrations telling most of the story. Falconer, the author and illustrator, writes about how Olivia wears people out, then includes many little pictures of Olivia doing all sorts of things that kids do: singing loud songs, jump roping, kicking a ball, and playing with a yo-yo are a few. Olivia's trip to the museum is enhanced through illustration, as she imagines herself as one of the ballerinas in the Degas painting she is looking at. The reader is allowed to see what she is seeing as Falconer actually draws her into the painting.
Olivia could be used in the classroom to open up a conversation about what children enjoy doing with their free time, besides watching television and playing video games. The trip to the museum could spark a conversation about art and an introduction to the artists Degas and Pollock. The students could be encouraged to use their imaginations to make their own art, just as Olivia does.
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