Sunday, June 26, 2011

The Storyteller's Candle


 The Storyteller’s Candle    Lucia Gonzelez

Children’s Book Press. San Fransisco. (2008). 32p., ISBN-13: 987-0-89239-222-3, $16.95 hardcover
  
Target Audience:
Ages 7-12, possibly older
  
Synopsis/Characters:
Hildamar, her brother Santiago and their family, Pura Belpre, Residents of El Bario
Hildamar and Santiago are thrilled when they meet Pura Belpre at their new school.  They are new to the U.S. and are not used to the harsh winter and English language after leaving Puerto Rico.  Ms Belpre is the librarian at the New York Public Library branch in El Bario and she speaks Spanish! 
Miss Belpre hosts a Three Kings Festival at the library and invites anyone who would like to come, has a feast and a play, and shows the residents that the library is for everyone, English speakers, Spanish speakers and those who speak both!
  
What stands out:
This is a lovely book about the first Puerto Rican librarian for the New York Public Library. It is a true story that takes place during the Great Depression.  The pictures are rich and have newsprint from the time as part of each page.  If one looks closely, the newspaper tells information about the time and what is going on then.  There is an introduction that sets the stage for the story and more great information on the end paper of the book.  Not and inch is wasted!
The other wonderful part of this book is that it is written in both English and Spanish.  The text is presented in both ways on each page.
  
Notes for fellow SLMS or classroom teachers:
 This is a wonderful book to use as a read aloud.  It could easily be used in any Spanish or history class, no matter the level.  It offers a good look into how people felt as immigrants and the isolation that can be present even within a close community.  It is certainly appropriate for younger students.
  
Would you recommend the book to: classroom teachers, students, classmates, parents?
Yes – a super introduction to historical fiction in a very accessible way.  I enjoyed looking at the Spanish text after reading the English (I don’t speak Spanish) and trying to figure out how they aligned. The art is wonderful and warm and the addition of the newsprint is not distracting (I noticed it well into the book) but clever and meaningful.

The Butterfly


 The Butterfly    Patricia Polacco

Philomel Books. New York. (2000). 42p., ISBN-0-399-23170-6, $16.99 hardcover

 Target Audience:
Ages 7-12, possibly older

 Synopsis/Characters:
Monique and Marcelle Solliliage; mother and daughter; Sevrine; townspeople and soldiers
Monique and her Mother live in a small French village during the Nazi Occupation of France.  Monique tries to ignore the soldiers that she sees daily and go about her life as usual.  Things begin to change as people begin to disappear from the village and Monique starts to see ghosts at the foot of her bed at night.
Monique discovers that her mother, Marcelle, is hiding Jews in their basement and soon the whole family is in danger and must flee for their lives.
  
What stands out:
Patricia Polacco’s wonderful storytelling and beautiful pictures bring this true story to life.  Ms Polacco is known for using her own family history and life for her stories and this one is no different.  The story is told in third person narrative, but we seem to see things through the eyes of Monique and feel her curiosity and fear as the story unfolds.

 Notes for fellow SLMS or classroom teachers:
 This is a wonderful book to use as a read aloud.  Though thought of as a picture book, I would use this with older children due to the content and the honest way in which the story is told.  There will be questions and discussion about the book and the topic can be a difficult one for younger children.  This could be a great addition to a middle or even high school WWII class.
  
Would you recommend the book to: classroom teachers, students, classmates, parents?
Yes, but see above note.  I love Patricia Polacco and think all libraries should have her books!  She is not afraid to tackle difficult topics and make them accessible for even younger readers.

Regarding the Fountain


Regarding the Fountain   Kate  Klise. 

(1999). Harper Collins.  New York. 144 pg.  ISBN: 978-0-3807-9347-1 $5.99

Target Audience:
Ages 8-12, (this is the recommendation of the publisher, but I think one needs to be a good reader and a bit older to understand the jokes, wordplay and humor here.)

Synopsis/Characters:
The fountain at the Dry Creek Middle School is leaking and so a letter is sent to Flowing Waters Fountains, Etc. for a new one.  Most everyone in the school becomes involved including the Board President.   Sam N.’s fifth grade class finds that there is a mystery to be uncovered under it all.

What stands out:
The tale is told through letters, memos, postcards, school papers and documents.  The text is printed in such a way as to convey the different types of papers.  Ms Klise has a wonderful sense of humor that shows in every chapter.  The names of all characters involved relate to water somehow (Sam N. [Salmon], Florence Waters, Walter Russ, etc.) and that’s a drop in the bucket for the wordplay and humor- ;)  Ms Klise uses this sense of humor in all of her books, so if a reader were to like this book, there are more to come.

Notes for fellow SLMS or classroom teachers:
 A super mystery that could be used as a read aloud or class book as well as a great individual read for a mystery lover.
This book could be read aloud in a readers’ theater type of way.  Each person/group could take the part of one of the characters and read the correspondence from that person.

Awards:
IRA/CBC Young Adults’ Choice

Would you recommend the book to: classroom teachers, students, classmates, parents?
Yes! A super mystery with humor, wit and wordplay throughout.

Roxie and the Hooligans


Roxie and the Hooligans  Phyllis Reynolds Naylor

(2006). Aladdin .  New York. 116 pg.  ISBN:1-4169-0243-0  $16.95

Target Audience:
Ages 7-12, possibly older lower level readers.

Synopsis/Characters:
Roxie Warbler, niece of the great Explorer Dangerfoot; Uncle Dangerfoot, Lord Thistlebottom, The Hooligans: Helvetia Hagus, Freddy Filch, Simon Surly, and Smokey Jo.
Roxie wants more than anything to be a great explorer like her Uncle Dangerfoot and the great Lord Thistlebottom.  She has read and memorized Lord Thistlebottom’s book: Lord Thistlebottom’s Book of Pitfalls and How to Survive Them.  The most important piece of advice in the book, “Do Not Panic”, proves to be more valuable than Roxie could ever have thought when she gets marooned on an island with the same bunch of Hooligans from school (who have voted her Victim of the Year) and a pair of criminals!  Roxie proves her moxie (sorry – couldn’t help myself…) , survives and even gets the Hooligans on her side.

What stands out:
Ms Naylor’s wonderful sense of humor and ability to tell a story, make this book another must read for kids and adults alike.  Set in Chin-in-Hand, Massachusetts, in an indeterminate time, this story proves that no one is too small to be a heroine or too young to be a great explorer.  Roxie’s use of Lord Thistlebottom’s advice is priceless and gets her out of many a mess as she remembers not to panic.  Even if she can’t jump out of a plane, face a charging rhino or swim through a river of crocodiles, there are lots of things she can do!

Notes for fellow SLMS or classroom teachers:
 This is a wonderful book to use as a read aloud.  There are a lot of resources online for class/library lessons as well. 

Awards:
Chicago Public Library's Best of the Best,
Flicker Tale Children's Book Award Master List (ND),
Great Stone Face Book Award Master List (NH)

Would you recommend the book to: classroom teachers, students, classmates, parents?Yes! Anyone who has ever been picked on will fall in love with Roxie and her bravery!  Do not panic!  Read this!

Dr. Seuss and W.C. Williams


The Red Wheelbarrow by William Carlos Williams

so much depends
upon

a red wheel
barrow

glazed with rain
water

beside the white
chickens.


Retrieved from: The Academy of American Poets:
http://www.poets.org/viewmedia.php/prmMID/15537


I hated this poem because I never understood it. Then I watched a friend present it to a class and was so fascinated by the kids' responses that I've fallen in love with it.  I really enjoy W.C. Williams' work.



Out there things can happen
and frequently do
to people as brainy
and footsy as you.

And when things start to happen,
Don’t worry.  Don’t stew.
Just go right along.
You’ll start happening too.

From Dr. Seus’ Oh, the Places You’ll Go!  (1990)  Random House.

I so love the good Dr.!  He had such a way with making sense out of nonsense.  Except when he didn’t and that prob’ly meant there wasn’t much innit…

 He had a wonderful way of pointing out what needed to be seen (The Lorax, Oh, The Places…,), and having fun with words and sounds.

Poetry: Trees






Butterfly Eyes and Other Secrets of the Meadow (2006) by Joyce Sidman

TREES
I think that I shall never see
A poem lovely as a tree

A tree whose hungry mouth is pressed
Against the earth's sweet flowing breast;
A tree that looks at God all day
And lifts her leafy arms to pray,
A tree that may in summer wear
A nest of robins in her hair
Upon whose blossom snow has lain;
Who intimately lives with rain.
Poems were made by fools like me
But only God can make a tree.
­Joyce Kilmer

Green Eggs and Ham


Green Eggs and Ham   Theodore Seuss Geisel
Beginner Books Inc.  1992.  New York. 62 pp. ISBN: 0-394-80016-8
Target Audience-K-2
Summary-The main character, who has no name, meets Sam-I-Am, who tries to convince him to try green eggs and ham.  Sam continues to pester the Other character and offers many different options for trying the new foods, but the Other character will have none of it.   The end of the book finds the Main character giving in if only to get Sam off his back and realizes he does, indeed, like green eggs and ham and learns the “don’t knock it ‘till you try it” lesson.
Characters-Sam-I-Am, the Main Character, assorted Seuss characters
How does this book appeal to younger readers? The large pictures and rhyming verse make this book very appealing for young readers.  The colors are basic and limited, only red, green, yellow and black are used.  The illustrations are typical Seuss: simple and silly at the same time.  In this book there are no made up creatures, but the familiar objects are drawn with Seuss flair.   The book appeals to young readers because the entire text consists of only 50 words and these are used repeatedly.  The repetition lets new readers master a few words and begin to recognize them as the words are presented over and over.   The theme of not wanting to try new things is also appealing to young people.
Is there staying power for this book? Yes, because it’s Suess.  The reasons stated above also add to the staying power.  Having said that however, the book, even in newer printings, does seem dated in its illustrations, use of color and the type of paper used, most especially in the older editions.  There are no indications of a period of time, but the style is definitely older.  Because of the rhyming scheme and the silliness of the pictures, I don’t think any of this will matter to children.
What recommendations will you make for classroom use/library use of this book? This book can be used with a K-2 audience. The repetition and rhyme make it a wonderful beginning book for a new reader, alone or in a group situation.  This book could be used in a choral reading situation or a call and response type of reading.  The children could also say the Main character’s response to Sam as a group after the teacher, other student, or half the class reads Sam’s part.  Puppets could be made to perform the scenes as new characters are added, or the whole thing could be presented on a flannelboard.

I would recommend this book.

Milo and the Magical Stones


Milo and the Magical Stones  Marcus Pfister
North – South Books. New York.  1997. 26 pp.   ISBN: 1-55858-682-2
Target Audience-K-3 however this book could be used in grades as old as fifth to discuss themes like conservation and greed.
Summary- Milo is a young mouse who lives on an island with the other cliff mice.  They are happy and content with their lives and enjoy the simple things that life has to offer, collecting food, skipping stones, being with friends, and appreciating the nature around them.  After a winter storm, Milo hunts for food, but instead finds a wonderful gold stone that glows and gives off warmth.  The other mice of course want their own stones.  As Milo sets off to show them, the mice are all counseled by the old and wise Balthazar.  He tells the mice that the stones belong to the island and if they take something from the island, they must give something in return.  Here the book literally splits into two endings.  The pages are cut in half and the top half is the happy ending; the bottom half, the sad ending.   In the happy ending the mice follow Balthazar’s advice, but in the sad ending only Milo chooses to heed the old mouse’s words and tragedy befalls the island.
Characters-Milo, Balthazar, Island Mice
How does this book appeal to younger readers? The softly colored, large pictures and clear font make this book very appealing.  The colors are soft and muted, and the illustrations themselves are gentle and soft and blurred.  Most pages however have a stone that is bright, shiny, and that glitters in the light, contrasting to the rest of the page around it.  The theme is familiar for young children, who love to hunt and collect things, and who always seem to want what others have.  I think the beginning of the story, which shows Milo finding the first stone, will be very appealing, children love to find and have unusual things.  The happy ending is very much in line with picture books in that all works out well and everyone is happy, as all is well with the world and a lesson is simply learned.  The sad ending is surprising and unusual in its realistic consequences of greed and selfishness.  Here, too, a lesson is learned, but not so simply or reversibly, at least for the mice.
Is there staying power for this book? Very much so.  This book tackles the issues of conservation, sharing and greed.  These are timeless themes that are presented in a modern and understandable way.  There is no time period indicated in the book, so there is not a chance of dating the book either by the illustrations or the story itself.  This is reminiscent of Dr. Seuss’s The Lorax.
What recommendations will you make for classroom use/library use of this book? This book can certainly be used with a K-3 audience.   The children can read or listen to the book and have a discussion about the two endings.  The dual endings provide a format for comparing and contrasting, and supporting one’s opinion.  The book could also be used with older students as a jumping off point for a paper on environmentalism, the damage humans do to the Earth when over-using resources, and as an Earth Day “Mascot Book”. 

I would definitely recommend this book.

Mean Soup

Mean Soup:  Betsy Everitt
 Harcourt Brace & Company. 1992.  New York. 16 pp. ISBN: 0-15-253146-7
Target Audience-K-3
Summary-Horace has had an awful day and comes home feeling mean!  He doesn’t know what to do until his mother suggests they make Mean Soup.
Characters-Horace, his mother
How does this book appeal to younger readers? The large pictures and single sentence on each page make this book very appealing for young readers.  The colors are basic and quite bright, and the shapes simple and uncluttered.  The theme is a familiar one for all, especially young readers who are learning to handle their emotions in a public and productive way.  I think the beginning of the story, which shows Horace’s awful day, will be very appealing.  The situations a bit contrived, but would have great appeal due to the humor and illustrations. 
Is there staying power for this book? Absolutely!  I use this book with my own class and they love it.  I have used it for many years and the appeal never lessens.  Dealing with our emotions in an acceptable but satisfying way is something that we all have to cope with throughout our lives.  I rank this with Judith Viorst’s  Alexander books.
What recommendations will you make for classroom use/library use of this book? This book can be used with a K-3 audience, or perhaps even older.  I have made Mean Soup and Mean Soup books with the class as a writing project in the beginning of the year.  We read the book and use a pot and wooden spoon.  We bang on the pot and yell into it, and then tell how we make Mean Soup when angry.  The children write out three ideas and we create a class book including all the pieces.  These are shared and the children are free to refer to the book whenever they need an idea.

I would definitely recommend this book.

Monday, June 13, 2011

Historical Fiction

 Henry’s Freedom Box: A true story from the Underground Railroad.
E. Levine
40 p.
Age – 4 -8 years
This story tells of the amazing and courageous escape to freedom by slave born, Henry “Box” Brown.  As a young child, Henry is sold by his master and painfully separated from his parents and family.  After enduring loneliness and hardship as an adult, Henry meets and marries Nancy.  But once again suffers a tragic separation from his family when his wife and young children are sold off while Henry is at work one day.  Sad and desperate, Henry devises a plan to escape from slavery.  With the help of a local doctor, he is enclosed and nailed shut into a wooden crate and shipped from Richmond, Virginia to Philadelphia.  Henry spends 27 hours trapped in the box but gains his freedom, becoming one of the most famous runaway slaves on the Underground Railroad.
Interesting Points – Not only is this story poignantly told, but its illustrations are beautiful.  During one point of the story, I was literally brought to tears while trying to read it to my 2nd grade class.  I had to pause in order to compose myself.   And although Henry does gain his freedom, the story does not tell of him reuniting with his family, which spurs another important aspect and discussion regarding slavery and the fight for freedom.

Folk Tales and Fairy Tales

Folktales and Fairy Tales

These are three Cinderella tales.  Tattercoats is from the Jewish tradition and was collected by Joseph Jacobs in the early 1900s.  Tattercoats is the granddaughter of a very rich man whose daughter has died in childbirth.  He refuses to see her and tells his servants to shun her.  The old man then spends his days crying over the loss of his daughter. 

Tattercoats wears rags, hence her name, and begs for scraps of food.  She is befriended by the local gooseheard and spends her days with him and his flock.

The invitation for the ball arrives and the old man comes out of his misery to go.  Tattercoats asks to go and he throws her out.  She goes to her beloved Gooseheard for comfort.  He listens and plays his flute to comfort her.  The music stops a caravan en route to the palace.  The prince is struck by Tattercoats’ kindness and beauty and dances with her to the music.  Her falls in love with her and asks for her hand, which she refuses. He brings Tattercoats to the ball in her rags and introduces her to all there.  The music transforms their hard hearts as well.  Her rags become a gown and the geese become her pages.  They marry and live happily ever after.  The old man is still in misery as he has sworn never to speak to her.  He lives out his life alone and in sorrow.

The pictures are very simple, using only a few colors and wispy pencil lines.  This adds to the simplicity of the story.  There is nothing but the author’s note to indicate that this story comes form the Jewish tradition.  It is presented in such a way that it could be anywhere in the world in any tradition.  The old man is disturbing as he throws away his life and happiness to sorrow because of something he can no longer have.  So much so that his hair and beard grow so long they tie him to his chair!

The Way Meat Loves Salt is also from the Jewish tradition and is presented as such.  The story takes place in Poland and is told using many Yiddish words and phrases.  These are explained in the text.  Reyzeleh, Khaveleh, and Mireleh live with their parents in a small town.  Their father, a rabbi, wants to know how much the girls love him and asks.  The eldest two reply by saying more than diamonds and more than silver.  Mireleh’s answer is “more than meat loves salt.”  The rabbi is furious with this and banishes Mireleh.  She wanders and is frightened when a stranger comes to her. He comforts her and gives her a gift of a magic stick.  With it Mireleh can wish for whatever she needs.  The old man directs her to the next town and the rabbi there.  She lives with the rabbi, and his wife and son.  She sleeps in the attic and acts as a servant.  The family goes to Cracow (sic) to a wedding feast and leaves Mireleh behind.  She too wants to go and uses the stick to get a dress, shoes and a way to get there.

Everyone is taken with her even though she doesn’t utter a sound.  The rabbi’s son dances only with her and falls in love with her, even in her silence.  He tricks her and gets one of Mireleh’s shoes.  He vows to marry only the person who fits the shoe.  The story follows the traditional Cinderella here until the son refuses to marry Mireleh once he sees she is the mystery maiden.  The same old man comes to his parents in a dream to say the son must keep his word.  The son comes to this decision after getting to know Mireleh better.  They marry and her family comes to the wedding not knowing the bride is their daughter. 

Mireleh has all the food for the feast made without salt and her father complains of the taste.  She asks what is wrong and her realizes who she is and the error he has made.  Mireleh forgives them.  The old man appears again to bless the couple and Mireleh realizes that he is Elijah the Prophet.  He blesses them and disappears.  Mireleh has two daughters and breaks the magic stick to give each a piece because good fortune should always be shared.  The story ends by saying that the stick is long gone, but the “blessings of Elijah can stay with us always, as long as we care for each other, from one generation to the next with kind and loving hearts.”


I love that the author uses Yiddish throughout the story.  It places the tale firmly in Poland and gives the feel of the time setting.  The pictures are watercolor with soft lines placed within and around the text.  The colors and clothes represent the time well and let the reader know that the story is of another time.  I love that Elijah is the magic role and watches over Mireleh throughout the tale.  The moral, while told outright is also beautiful.


The Turkey Girl is from the Zuni Native American tradition.  The author is of English and Native American background and makes note of how different the versions are.  The Turkey Girl lives in a small village and is so poor that she herds the villagers’ turkeys for a living.  Her clothes are rags and her shoes are of worn yucca fibers.  The wealthy villagers take care of her by paying her with corn or cast off clothes.

The Turkey Girl takes good care of the flock and talks to them as she brings them out at dawn and back at duck each day.  They care for her, though they never say a word to her.

There is a dance to be held in the next village and all the people are invited.  The Turkey Girl wants to go but cannot.  She goes to her friends the turkeys and cries to them.  They speak and tell her that they will help her.  They clean and care for her, make her beautiful clothes and jewels.  This is a true Native American story because nothing is wasted.  The turkeys use her old clothes and breathe new life into them.  They clean her with their tails, and her jewels are from pieces that careless people have lost and the turkeys have found.

The Turkey Girl thanks them and promises that she will abide by their one request:  that she not forget her turkey brothers and will return before the sun sets.  If she forgets them they will know she is mean of spirit and deserves the hard life she has.

The Turkey Girl goes to the dance, meets a handsome brave and they dance.  The brave falls in love with the girl as they dance all day.  She tries to leave several times and is persuaded to stay by the brave.  By the time the girl comes to her senses, the sun is setting.  She returns too late; the turkeys are all gone and her clothes have become rags once more.  The girl realizes that the turkeys are gone forever and she is returned to her hard life.  The moral is that the turkeys will always live apart from their tall brothers because they were forgotten by the girl.

The pictures are dark and wispy, not very detailed.  They enhance the darkness of the story even when things go well for the girl.  There is a lot of description of the way of life of the Native American people in this book and the feel of the pictures adds to this.  The colors are very earthy and soft.

I found it interesting that this tale does not end well, but shows the punishment the girl brings upon herself, even though she regrets her actions before the changes occur.