Keesha’s House
Written by Helen Frost – 2003
New York, N.Y.: Farrar, Straus and Giroux
ISBN-10: 0374340641
ISBN-13: 978-0374340643
It is a book written about seven teenagers facing problems of pregnancy, homosexuality and abuse, much like a soap opera, but they find refuge in Keesha’s House. The storyline of each individual is written in chapters as Part I, Part II, etc. and within each Part each situation of each individual has their own title. It reflects the turmoil and hardships that each one is facing and the everyday tasks of trying to survive. Keesha having run away from her abusive alcoholic father, has found refuge at Joe’s house. Joe having a big heart and a huge house provided Keesha with a roof over her head and a new start in life. As Keesha meets other teens in trouble, she offers them a place to stay until they can work out their problems, as Joe had provided for her.
Analysis
Keesha having been a runaway finds ways to repay Joe for what he had taught her. A place to stay may be the one thing one needs in times of trouble to figure out what to do. The people she meets are teens like herself that have found themselves in situations that may need some guidance. Though, Keesha’s way of helping might not be the conventional way a state deals with runaways, she feels the need to help these individuals as much as possible. Stephanie is a pregnant young girls, Dontay, who is a foster care runaway, and Harris, who is trying to deal with his homosexuality and the family not accepting his decision. Frost uses the characters as we see kids in our everyday life. The characters seem so real because these are the kind of situations that students can make connections with and finds a unique and passionate voice for each character. Her usage of sestina and/or sonnet forms has a flowing poetic style and easy to read. Though, there are not any conversations monologues when characters are speaking to each other, at times it makes if difficult to know when they are talking to one another. As the story progresses through sestina writing, the fate of each character builds up for the last Part, but it might not be the ending one hopes for, but when is life fair. I would recommend this book for young adults.
Reviews
Revealing heartbreak and hope, these poems could stand alone, but work best as a story collection. Teens may read this engaging novel without even realizing they are reading poetry.
School Library Journal
. . .this moving first novel tells the story in a series of dramatic monologues that are personal, poetic, and immediate. . . characters, drawn with aching realism. . .speak poetry in ordinary words and make connections.
Booklist
. . .sestinas and sonnets. . .prove an . . .effective format for this poignant contemporary book. . ..Each [character] grows and learns. In the final chapter each is hopeful for the future....[Frost] is a published poet and has written many nonfiction books. This is her first novel. I hope it won't be her last.
Children's Literature
. . . in Frost's multi-voiced story of teens struggling to find their way in the world. . . Frost underplays her virtuosity to let readers focus on the characters and their plight. . . .In a surprisingly rigid format, the poems manage to seem spontaneous and still carry the plot easily. With a number of threads to follow, no one character is at the center, but there is great satisfaction in seeing the narratives gradually mesh as the isolation recedes and support is given. Impressive.
Kirkus
. . .artfully revealed. . . Frost makes her characters and their daily lives seem relevant and authentic...Making the most of the poetic forms, the author breathes life into these teens and their stories, resulting in a thoughtfully composed and ultimately touching book.
Publisher's Weekly
. . the final section is a crown of sonnets narrated by the teens, poignantly suggesting that the development of their own adult voices depends on the interconnectedness of their lives. . .the voices are authentic and complex; there is much potential for sophisticated analysis of both form and content.
The Bulletin of the Center for Children's Books:.
Connection
Helen Frost website: http://home.att.net/-frost-thompson/poetry.html
She has provided some good activities.
Language Arts: read the novel and discuss the used of the poetic forms sestina and
sonnet.
Drama: Use excerpts from the book for nonlogues or act out the whole book as
a play.
Psychology: Discuss how Keesha has provided a safe haven for these teens.
Other websites:
http://inspired2write.com/wordweave/exers/sestina.html
http://www.baymoon.com/-ariadne/form/sonnet.html
Tuesday, June 30, 2009
Monday, June 29, 2009
Genre 3 Poetry Grimes
Aneesa Lee and the Weaver’s Gift
Written by Nikki Grimes – 1999
Illustrated by Ashley Bryan
New York, N.Y. – Lothrop, Lee & Shepard Books
ISBN 0-688-15997-4 ISBN 0-688-15998-2
The book of poems is about a young girl that has been given the gift of weaving. It is about her love for weaving the colors of threads into beautiful pieces of tapestries. The art of weaving has been handed down from her mother and it becomes a family affair as they all join in to gather the flowers, berries, roots, dandelions, nettles, and all sorts of mother nature’s creations to create different colors for Aneesa’s tapestries. The love put into every strand of thread, the planning for her creations and the moments she spends working the loom to create cloth can be seen in the words. How this art of weaving bring the whole family together as Aneesa shares her gift.
Analysis
These thirteen interrelated poems and the many radiant illustrations in tempera and gouache creates rhythm and flow as it is read. The imagery of the language used in the poems is helped by the vivid ancient art illustrations provided by Ashley Bryan. It has an appealing rhyme that children will enjoy. The poems have a lot sensory words that you can visually see the pictures of the events. The book is just long enough to be enjoyed in one sitting as it tells a story, even though each poem has a different title. You can see the love Aneesa has for weaving “Twist,twirl/Twist,twirl/,The spinning wheel whirls, all time forgotten/As, magically, once gossamer stuff/Becomes through her fingers sturdy enough/For weaving cloth that is sure to last/At least one hundred years”, is a good example of gift. Students will find this and easy read and enjoyable book.
Reviews
“In a series of thoughtful, interlocking poems, Grimes skillfully uses the metaphor of weaving to explore the world of a talented girl… The poet reveals Aneesa Lee’s life and thoughts through the intricate patterns of her work (herringbone of sadness,/threads of anger and gladness;” “Her yarns express her deepest thoughts/in variegated tints:)….A list of terms integral to the craft will aid novices. For adult weavers, the book will be a treasure, and for children, it serves as a glimpse into the intricacies not only of weaving, but the patterns of daily life.
Publishers Weekly
…”Decorative borders reflect the artistic unity of words and illustrations. A glossary of “Weaving Words” and a picture of a fully labeled loom precede the poems. This sensitive tribute to an ancient art may best be appreciated by those who pursue the craft themselves.”
Library Journal
“13 poems about the art of weaving, literally and figuratively. The poems describe the art and the craft of weaving including gathering natural materials for making dyes, spinning yarn, warping the board, dressing the loom, and completing the tapestry….The illustration of Aneesa, her family, and the weaving process contain bright threads of unexpected color, creating another kind of tapestry. Some pictures achieve a shimmering intensity: those created for “Sunset” and “Once” are so full of motion, they harly lie still on the page.”
Kirkus
Connection
Pre – reading by showing students an example of a tapestry.
Discuss color the artist in the book chose, design and texture. Talk the book.
Knowledge of words and comprehension by describing Aneesa Lee in your own words.
Http://www.nikkigrimes.com/teacher/aneesatgl/html
Use other books about weaving
Abuela’s Weave by O. Castaneda
Agatha’s Feather Bed by C. Deedy
Amos’ Sweater by Lunn and LaFave
Granpa Bear’s Fantastic Scarf by G. Heal
Lyddie by K. Paterson
The Legend of the Persian Carpet by T. De Paola
Written by Nikki Grimes – 1999
Illustrated by Ashley Bryan
New York, N.Y. – Lothrop, Lee & Shepard Books
ISBN 0-688-15997-4 ISBN 0-688-15998-2
The book of poems is about a young girl that has been given the gift of weaving. It is about her love for weaving the colors of threads into beautiful pieces of tapestries. The art of weaving has been handed down from her mother and it becomes a family affair as they all join in to gather the flowers, berries, roots, dandelions, nettles, and all sorts of mother nature’s creations to create different colors for Aneesa’s tapestries. The love put into every strand of thread, the planning for her creations and the moments she spends working the loom to create cloth can be seen in the words. How this art of weaving bring the whole family together as Aneesa shares her gift.
Analysis
These thirteen interrelated poems and the many radiant illustrations in tempera and gouache creates rhythm and flow as it is read. The imagery of the language used in the poems is helped by the vivid ancient art illustrations provided by Ashley Bryan. It has an appealing rhyme that children will enjoy. The poems have a lot sensory words that you can visually see the pictures of the events. The book is just long enough to be enjoyed in one sitting as it tells a story, even though each poem has a different title. You can see the love Aneesa has for weaving “Twist,twirl/Twist,twirl/,The spinning wheel whirls, all time forgotten/As, magically, once gossamer stuff/Becomes through her fingers sturdy enough/For weaving cloth that is sure to last/At least one hundred years”, is a good example of gift. Students will find this and easy read and enjoyable book.
Reviews
“In a series of thoughtful, interlocking poems, Grimes skillfully uses the metaphor of weaving to explore the world of a talented girl… The poet reveals Aneesa Lee’s life and thoughts through the intricate patterns of her work (herringbone of sadness,/threads of anger and gladness;” “Her yarns express her deepest thoughts/in variegated tints:)….A list of terms integral to the craft will aid novices. For adult weavers, the book will be a treasure, and for children, it serves as a glimpse into the intricacies not only of weaving, but the patterns of daily life.
Publishers Weekly
…”Decorative borders reflect the artistic unity of words and illustrations. A glossary of “Weaving Words” and a picture of a fully labeled loom precede the poems. This sensitive tribute to an ancient art may best be appreciated by those who pursue the craft themselves.”
Library Journal
“13 poems about the art of weaving, literally and figuratively. The poems describe the art and the craft of weaving including gathering natural materials for making dyes, spinning yarn, warping the board, dressing the loom, and completing the tapestry….The illustration of Aneesa, her family, and the weaving process contain bright threads of unexpected color, creating another kind of tapestry. Some pictures achieve a shimmering intensity: those created for “Sunset” and “Once” are so full of motion, they harly lie still on the page.”
Kirkus
Connection
Pre – reading by showing students an example of a tapestry.
Discuss color the artist in the book chose, design and texture. Talk the book.
Knowledge of words and comprehension by describing Aneesa Lee in your own words.
Http://www.nikkigrimes.com/teacher/aneesatgl/html
Use other books about weaving
Abuela’s Weave by O. Castaneda
Agatha’s Feather Bed by C. Deedy
Amos’ Sweater by Lunn and LaFave
Granpa Bear’s Fantastic Scarf by G. Heal
Lyddie by K. Paterson
The Legend of the Persian Carpet by T. De Paola
Genre 3 Poetry Florian
Insectlopedia
Written and illustrated by Douglas Florian – 1998
New York, N.Y. – Harcourt Brace & Company
ISBN 0-15-201306-7
This is a collection of insect poems. The poems are funny and they have a nice rhythm to them. The wording is such that you learn about the insects as you read each poem. Some of the poems have a creative text format that make it easy and fun to read, like in the Inchworm. The illustrations are very creative collages, almost childlike paintings. Students will be able to make connections with the book in various ways, especially for those students interested in insects.
Anaylsis
This book tends to blend science in a very informative way with wordplay. This wonderful book of poems captures the youthful joy and enchantment of the insect world that would equate in a child’s point of view. The arrangement of the words, accompanying the illustrations are unique and whimsical complementing the poems, take the “Praying Mantis,” for example: “upon a twig/I sit and pray/For something bigot wend my way: A caterpillar,/Moth,/or bee--/I swallow. This type of poems would be considered a Topical Collection of poems that have a visual appeal to both adults and children. This book of poems is illustrated by using watercolor paints and collages on primed brown paper bags.
Reviews
“The silly, imaginative verses about whirligig beetles and waterbugs (almost) match the exquisite pictures in playfulness and wit. The result is downright stunning,”.
Publishers Weekly
…The design adds to the overall appeal. Each selection is given its own page, allowing for the use of large type and plenty of glossy white space, and paired with a full-page watercolor with a neat border of white. These portraits building on the imaginatively integrated realistic and anthropomorphic images created in the text. There are other books of poetry about insects and lots of collections of humorous verses about animals but none match Insectlopedia.
School Library Journal
…..The clever artwork, deftly constructed, and the entertaining collection of insect and arachnid verse it illustrates will delight readers.
Booklist
Connection
Insectlopedia Book Activities
· Choose your favorite poem and illustrate it.
· Write and type your own book of poems about your favorite type of animal.
· Find an example of a poem that uses the shape of the writing to convey a
message. Write your own.
· Make a spreadsheet on the computer keeping track of the number of times you
see different insects this summer. Make a graph when you are finished.
Written and illustrated by Douglas Florian – 1998
New York, N.Y. – Harcourt Brace & Company
ISBN 0-15-201306-7
This is a collection of insect poems. The poems are funny and they have a nice rhythm to them. The wording is such that you learn about the insects as you read each poem. Some of the poems have a creative text format that make it easy and fun to read, like in the Inchworm. The illustrations are very creative collages, almost childlike paintings. Students will be able to make connections with the book in various ways, especially for those students interested in insects.
Anaylsis
This book tends to blend science in a very informative way with wordplay. This wonderful book of poems captures the youthful joy and enchantment of the insect world that would equate in a child’s point of view. The arrangement of the words, accompanying the illustrations are unique and whimsical complementing the poems, take the “Praying Mantis,” for example: “upon a twig/I sit and pray/For something bigot wend my way: A caterpillar,/Moth,/or bee--/I swallow. This type of poems would be considered a Topical Collection of poems that have a visual appeal to both adults and children. This book of poems is illustrated by using watercolor paints and collages on primed brown paper bags.
Reviews
“The silly, imaginative verses about whirligig beetles and waterbugs (almost) match the exquisite pictures in playfulness and wit. The result is downright stunning,”.
Publishers Weekly
…The design adds to the overall appeal. Each selection is given its own page, allowing for the use of large type and plenty of glossy white space, and paired with a full-page watercolor with a neat border of white. These portraits building on the imaginatively integrated realistic and anthropomorphic images created in the text. There are other books of poetry about insects and lots of collections of humorous verses about animals but none match Insectlopedia.
School Library Journal
…..The clever artwork, deftly constructed, and the entertaining collection of insect and arachnid verse it illustrates will delight readers.
Booklist
Connection
Insectlopedia Book Activities
· Choose your favorite poem and illustrate it.
· Write and type your own book of poems about your favorite type of animal.
· Find an example of a poem that uses the shape of the writing to convey a
message. Write your own.
· Make a spreadsheet on the computer keeping track of the number of times you
see different insects this summer. Make a graph when you are finished.
Friday, June 26, 2009
Genre 2 Traditional Literature Folktale Retold
Iktomi and the Boulder
Written and Illustrated by Goble, Paul – 1988
New York, NY: Orchard Books
ISBN-10:083356861, ISBN-13:978-0833568670
This story is about a mischief Indian named Iktomi. He gets dressed in his best clothes and goes to the next village to visit relatives and friends. As he is walking and the sun rises higher in the sky, it begins to get hot and realizes that he put on too many clothes. He decides to take his blanket off and give it to the rock, thinking he will not need it. But a storm comes and he takes the blanket off the rock and puts it over himself to keep from getting wet. This angers the boulder. Soon the rain stops but he feels the earth shake and a thump – crash - bump. Wondering what it could be he notices, that it is the boulder that is following him. He runs here and there trying to get away, but to no avail he gets trapped under the boulder. He yells for help, tries to get all different kinds of animals to push the boulder but nothing happens. Darkness comes, he see the bats, in order to get the bats to help he plays a trick on the bats, by saying that the boulder rude remarks about them. The bats get angry and begin to dart this way and that way at the boulder until there was nothing left but little chips all over the ground.
Now Iktomi was able to get up and walk away. The legend has it that how come the bats have flattened faces and why there are many rocks scattered all over the Great Plains.
Analysis
For the illustrations Paul Goble uses India ink and watercolor, reproduced in combined line and halftone. His illustrations are simple the background depict the time of day without it being mentioned much. Portraying Iktomi as a trickster, the children are able to relate to such trickery. It is such a universal behavior that children will be intrigue waiting to find out how he gets out of his situation. The idea of the reason why bats have flat faces will continue to make the children wonder.
Reviews
“Iktomi and the Boulder” is the first in a series of stories about the trickster of the Lakota retold and illustrated by Paul Goble. The trickster is a universal character in North American myths and legends, known by different names in different parts of the country…Goble usually asks a question that puts Iktomi’s actions in a different light or point out his, inconsistencies (e.g., animals are almost always laughing at Iktomi). Goble actually wants listeners to make rude remarks about Iktomi, to really get into the spirit of the story. He also point out that at some point the storyteller should lift their forefinger for silence so that they can go on with the story.
School Journal
“A memorable picture book…A wonderful read-aloud for school-age children.”
Booklist 8/88
“Deadpan asides and playful watercolors enliven this trickster tale take from Sioux lore…”
San Francisco Chronicle 11/27/88
Connection
- Use the subject of bats to introduce science. For example, Sway’s Bats: Mammals that Fly examines how bats fit in with other creatures in the animal kingdom and how they relate to other mammals. The scientific name for bats is Chiroptera, meaning “handwing,” and students will be fascinated to see how the “fingers” in a bat’s wings really do resemble hands.
- All bats can be divided into two categories: megabats and microbats. Have students look at what characteristics differentiate the two categories.
- Half of the species in the United States are endangered; invite students to research endangered species.
Written and Illustrated by Goble, Paul – 1988
New York, NY: Orchard Books
ISBN-10:083356861, ISBN-13:978-0833568670
This story is about a mischief Indian named Iktomi. He gets dressed in his best clothes and goes to the next village to visit relatives and friends. As he is walking and the sun rises higher in the sky, it begins to get hot and realizes that he put on too many clothes. He decides to take his blanket off and give it to the rock, thinking he will not need it. But a storm comes and he takes the blanket off the rock and puts it over himself to keep from getting wet. This angers the boulder. Soon the rain stops but he feels the earth shake and a thump – crash - bump. Wondering what it could be he notices, that it is the boulder that is following him. He runs here and there trying to get away, but to no avail he gets trapped under the boulder. He yells for help, tries to get all different kinds of animals to push the boulder but nothing happens. Darkness comes, he see the bats, in order to get the bats to help he plays a trick on the bats, by saying that the boulder rude remarks about them. The bats get angry and begin to dart this way and that way at the boulder until there was nothing left but little chips all over the ground.
Now Iktomi was able to get up and walk away. The legend has it that how come the bats have flattened faces and why there are many rocks scattered all over the Great Plains.
Analysis
For the illustrations Paul Goble uses India ink and watercolor, reproduced in combined line and halftone. His illustrations are simple the background depict the time of day without it being mentioned much. Portraying Iktomi as a trickster, the children are able to relate to such trickery. It is such a universal behavior that children will be intrigue waiting to find out how he gets out of his situation. The idea of the reason why bats have flat faces will continue to make the children wonder.
Reviews
“Iktomi and the Boulder” is the first in a series of stories about the trickster of the Lakota retold and illustrated by Paul Goble. The trickster is a universal character in North American myths and legends, known by different names in different parts of the country…Goble usually asks a question that puts Iktomi’s actions in a different light or point out his, inconsistencies (e.g., animals are almost always laughing at Iktomi). Goble actually wants listeners to make rude remarks about Iktomi, to really get into the spirit of the story. He also point out that at some point the storyteller should lift their forefinger for silence so that they can go on with the story.
School Journal
“A memorable picture book…A wonderful read-aloud for school-age children.”
Booklist 8/88
“Deadpan asides and playful watercolors enliven this trickster tale take from Sioux lore…”
San Francisco Chronicle 11/27/88
Connection
- Use the subject of bats to introduce science. For example, Sway’s Bats: Mammals that Fly examines how bats fit in with other creatures in the animal kingdom and how they relate to other mammals. The scientific name for bats is Chiroptera, meaning “handwing,” and students will be fascinated to see how the “fingers” in a bat’s wings really do resemble hands.
- All bats can be divided into two categories: megabats and microbats. Have students look at what characteristics differentiate the two categories.
- Half of the species in the United States are endangered; invite students to research endangered species.
Genre 2 Folk Literature Collection
Horse Hooves and Chicken Feet: Mexican Folktales
Written by Phillip, Neil and illustrated by Mair, Jacqueline – 2003
New York, N.Y. – Houghton Mifflin Co.
ISBN – 0-618-19463-0
A collection of wonderful folktales set with in a Mexican Cultural with the artistic illustration of Mexican folk art. These tales sound familiar to some of the American Classic folktales, like “Cinder Juan” and “The Seven Oxen”. The magic in these stories plays a big part in the magical setting. Roman Catholic imagery creates the Mexican flavor that is common in the country. It makes for a lively storytelling of these little known body of folk literature.
Analysis
These stories from “Horse Hooves and Chicken Feet: Mexican Folktales are tales of beast, trickster tales and fairy tales in it’s own flavor of Mexican religion and art. The unique motifs used in the illustrations helps to set the mood in the Mexican cultural. It encompasses the rituals, customs, superstitions, and manners of a particular group that are passed orally or in writing from one generation to the next. “Cinder Juan”, “ The Two Marias “ and the “Seven Oxen” all depicts the struggle of good versus evil as traditional folktales do.
The illustrations of primitve acrylics by Mair helps in telling the story by the use of vibrant color, that is common in the Mexican Art. By using these motifs and the recurring patterns, (three sister, three challenges) all very significant in the folktales.
Reviews
The themes of these tales range from foolishness (“The Mule Drivers Who Lost Their Fee”) to brotherly rivalry (“Cinder Juan”). The end notes provides information about the origin and collection of each add much information for the serious student of folklore. An interesting collection that will attract some readers because of the origin of the tales (and the usefulness of the origin notes) but the collection lacks the spice necessary to make it a first choice.
Kirkus
“A fine gift of storytellers looking for new material, for educators concerned with cultural transmission, and for anyone interested in folklore.”
The Horn Book Magazine
“Watch storytellers and other students of American folklore in seach of fresh material fall on it with glad cries.”
ALA Booklist
Connection
-Have students research the Mexican Art technique and provide mediums to use in the creation of Mexican Art.
-Class Room Activity
Ask students to conduct research in the library and on the Web to find images and artifacts that suitably represent Mexico. Students can choose to research a piece of art, music, dance, literature, or food. Challenge students to think beyond stereotypical images of Mexico and Mexican-American culture (such as tacos, chihuahuas, and sombreros), and look for objects and icons with a deeper and more substantial meaning. Start your students’ research with a brainstorming session which can include:
· Artists such as Diego Rivera
· Ancient Mexican peoples, such as the Aztecs
· The history of the Mexican state of Puebla
After students have completed their research, have them create a presentation that highlights something interesting, beautiful, significant, or amazing about their choice—and share the information with the class.
Readwritethink.org
-Study the contribution of art influenced by the Aztecs and Mayan Indians.
-Timeline illustrations of Mexican History.
Written by Phillip, Neil and illustrated by Mair, Jacqueline – 2003
New York, N.Y. – Houghton Mifflin Co.
ISBN – 0-618-19463-0
A collection of wonderful folktales set with in a Mexican Cultural with the artistic illustration of Mexican folk art. These tales sound familiar to some of the American Classic folktales, like “Cinder Juan” and “The Seven Oxen”. The magic in these stories plays a big part in the magical setting. Roman Catholic imagery creates the Mexican flavor that is common in the country. It makes for a lively storytelling of these little known body of folk literature.
Analysis
These stories from “Horse Hooves and Chicken Feet: Mexican Folktales are tales of beast, trickster tales and fairy tales in it’s own flavor of Mexican religion and art. The unique motifs used in the illustrations helps to set the mood in the Mexican cultural. It encompasses the rituals, customs, superstitions, and manners of a particular group that are passed orally or in writing from one generation to the next. “Cinder Juan”, “ The Two Marias “ and the “Seven Oxen” all depicts the struggle of good versus evil as traditional folktales do.
The illustrations of primitve acrylics by Mair helps in telling the story by the use of vibrant color, that is common in the Mexican Art. By using these motifs and the recurring patterns, (three sister, three challenges) all very significant in the folktales.
Reviews
The themes of these tales range from foolishness (“The Mule Drivers Who Lost Their Fee”) to brotherly rivalry (“Cinder Juan”). The end notes provides information about the origin and collection of each add much information for the serious student of folklore. An interesting collection that will attract some readers because of the origin of the tales (and the usefulness of the origin notes) but the collection lacks the spice necessary to make it a first choice.
Kirkus
“A fine gift of storytellers looking for new material, for educators concerned with cultural transmission, and for anyone interested in folklore.”
The Horn Book Magazine
“Watch storytellers and other students of American folklore in seach of fresh material fall on it with glad cries.”
ALA Booklist
Connection
-Have students research the Mexican Art technique and provide mediums to use in the creation of Mexican Art.
-Class Room Activity
Ask students to conduct research in the library and on the Web to find images and artifacts that suitably represent Mexico. Students can choose to research a piece of art, music, dance, literature, or food. Challenge students to think beyond stereotypical images of Mexico and Mexican-American culture (such as tacos, chihuahuas, and sombreros), and look for objects and icons with a deeper and more substantial meaning. Start your students’ research with a brainstorming session which can include:
· Artists such as Diego Rivera
· Ancient Mexican peoples, such as the Aztecs
· The history of the Mexican state of Puebla
After students have completed their research, have them create a presentation that highlights something interesting, beautiful, significant, or amazing about their choice—and share the information with the class.
Readwritethink.org
-Study the contribution of art influenced by the Aztecs and Mayan Indians.
-Timeline illustrations of Mexican History.
Sunday, June 21, 2009
Genre 2 Traditional LiteratureVariant
Waynetta and the Cornstalk
By Ketteman, Helen, 2007.
Greenseid, Diane – Illustrator
Morton Grove, Ill; Albert Whitman & Company
ISBN:-13.9780807586877
Summary:
A Jack in the Beanstalk, with a Texas flair is sure to stir some interest when read with a Texas drawl. This story is sure to catch their attention as the colorful illustration are shown right along with the story of Waynetta, her mom, their longhorn steers, their dried up ranch and the giants.
The little girl by the name of Waynetta is asked by her mama to sell their last longhorn steer, before it starves to death and get money to buy food. Tricked by a sly stranger, he convinces Waynetta to trade with him, his magic beans for the steer. Waynetta hears the word magic and decides to trade. Mama is disappointed about the trade, tosses the magic kernels out the window, making Waynetta sad. Feeling sad about what she has done, she tries to figure out what she can do to make her mama feel happy. The kernels had grown to a giant cornstalk by the next morning, and Waynetta wondered what could be up in the sky, she climbs and her adventures begin. Will her luck change? Will her mama worry where she has gone? What will she find? It will surely intrigue the children to find out what has happened to Waynetta as she climbs the cornstalk.
Analysis
It is the good versus bad. Waynetta and mama, working hard to keep the ranch in good condition despite the drought and people like the stranger taking advantage of a little girl by tricking her with the so called magic corn kernels. The giants that have stolen their prize possessions, the steer that lays the golden cowpat instead of the golden egg, the magic water bucket instead of the harp, are now trying to keep them when Waynetta tries to get them back. The twist of the story is the giants become their much needed ranch hands and everyone living happily ever after. This story is a funny tale, very imaginative and a good way to introduce Texas words. Good prevails. The illustrations are done in very colorful watercolors.
Reviews
This rollicking interpretation of Jack and the Beanstalk with its Texas setting and plucky heroine named Waynetta is fresh and imaginative….Ketteman’s text is peppered with Texas colloquialisms and it is hard not to affect a drawl when reading it. Her new twist on a traditional favorite will win over new fans….Children will delight in repeating the refrain “Fee, Fie, Foe, fat, I think I smell a cowgirl brat.” And the story will have them begging, “read it again.”
Children’ Literature
Absolutely adorable adaptation of Jack and the Beanstalk, this is too cute for words. One thing that bothers me is that the golden egg from the Jack story is replaced with golden “cowpats”…I would consider this a must for a silly, modern kids library!
School Library Journal
Janella L. Hartsell
Connections
-Have multicultural readings of other Jack and the Beanstalk stories.
Compare and contrast – Have students write their names under their favorite
Jack story and review the results in large group.
-Have students act out the Beanstalk story.
-Growing beanstalks - Have students water their lima beans and
then watch them grow over the next few weeds.
-Bean Names – Provide various types of dried beans and label them.
-Bean tasting graph – Have students write their names on the chart under they
Appropriate picture to indicate which bean they liked best.
By Ketteman, Helen, 2007.
Greenseid, Diane – Illustrator
Morton Grove, Ill; Albert Whitman & Company
ISBN:-13.9780807586877
Summary:
A Jack in the Beanstalk, with a Texas flair is sure to stir some interest when read with a Texas drawl. This story is sure to catch their attention as the colorful illustration are shown right along with the story of Waynetta, her mom, their longhorn steers, their dried up ranch and the giants.
The little girl by the name of Waynetta is asked by her mama to sell their last longhorn steer, before it starves to death and get money to buy food. Tricked by a sly stranger, he convinces Waynetta to trade with him, his magic beans for the steer. Waynetta hears the word magic and decides to trade. Mama is disappointed about the trade, tosses the magic kernels out the window, making Waynetta sad. Feeling sad about what she has done, she tries to figure out what she can do to make her mama feel happy. The kernels had grown to a giant cornstalk by the next morning, and Waynetta wondered what could be up in the sky, she climbs and her adventures begin. Will her luck change? Will her mama worry where she has gone? What will she find? It will surely intrigue the children to find out what has happened to Waynetta as she climbs the cornstalk.
Analysis
It is the good versus bad. Waynetta and mama, working hard to keep the ranch in good condition despite the drought and people like the stranger taking advantage of a little girl by tricking her with the so called magic corn kernels. The giants that have stolen their prize possessions, the steer that lays the golden cowpat instead of the golden egg, the magic water bucket instead of the harp, are now trying to keep them when Waynetta tries to get them back. The twist of the story is the giants become their much needed ranch hands and everyone living happily ever after. This story is a funny tale, very imaginative and a good way to introduce Texas words. Good prevails. The illustrations are done in very colorful watercolors.
Reviews
This rollicking interpretation of Jack and the Beanstalk with its Texas setting and plucky heroine named Waynetta is fresh and imaginative….Ketteman’s text is peppered with Texas colloquialisms and it is hard not to affect a drawl when reading it. Her new twist on a traditional favorite will win over new fans….Children will delight in repeating the refrain “Fee, Fie, Foe, fat, I think I smell a cowgirl brat.” And the story will have them begging, “read it again.”
Children’ Literature
Absolutely adorable adaptation of Jack and the Beanstalk, this is too cute for words. One thing that bothers me is that the golden egg from the Jack story is replaced with golden “cowpats”…I would consider this a must for a silly, modern kids library!
School Library Journal
Janella L. Hartsell
Connections
-Have multicultural readings of other Jack and the Beanstalk stories.
Compare and contrast – Have students write their names under their favorite
Jack story and review the results in large group.
-Have students act out the Beanstalk story.
-Growing beanstalks - Have students water their lima beans and
then watch them grow over the next few weeds.
-Bean Names – Provide various types of dried beans and label them.
-Bean tasting graph – Have students write their names on the chart under they
Appropriate picture to indicate which bean they liked best.
Tuesday, June 16, 2009
Genre 1 Mo Willems
I Love My New Toy
written and illustrated by Willems, Mo. 2008.
New York, NY: Hyperion Books. ISBN:978-1-4231-0961-7
The friendship between Piggie and Elephant will be tested. A new toy, the desire to show off the new toy, to learning how it works and the fear of breaking the toy, are all emotions that children experience and can relate to as they read this book.
Analysis
As Willems tells the story of the simple things that friend go through, his illustrations are very simple and emotional. These emotions are expressed through his drawings and choice of words. One can actually sense the strong friendship that exsist between them both.
The illustrations are created by pencil and watercolor in a repetitious manner. The character's expressions are timeless and heartfelt. Children can be encouraged to create their own images of their favorite animals.
Reviews
"Mo Willems has created another fun story in I Love My New Toy. In traditional Willems style the illustrations are simple, humorous and assist the child in following the story."
Terry Pierce - Children's Author
www.terrypierce.blogspot.com
"The newest episodes are fres, fun and filled with the everday dramas of friendship" and "These two offereings will ensure that Elephant and Piggie's legions of fans will cdontinue to double over with laughter even as they engage in the hard work of learning to read."
Kirkus
Connections
Friendships - Discussion can be generated as a student roundtable activity about their feelings.
Discussion about sharing.
Discussion and introduction of books about all kinds of friendships and emotions especially
-
written and illustrated by Willems, Mo. 2008.
New York, NY: Hyperion Books. ISBN:978-1-4231-0961-7
The friendship between Piggie and Elephant will be tested. A new toy, the desire to show off the new toy, to learning how it works and the fear of breaking the toy, are all emotions that children experience and can relate to as they read this book.
Analysis
As Willems tells the story of the simple things that friend go through, his illustrations are very simple and emotional. These emotions are expressed through his drawings and choice of words. One can actually sense the strong friendship that exsist between them both.
The illustrations are created by pencil and watercolor in a repetitious manner. The character's expressions are timeless and heartfelt. Children can be encouraged to create their own images of their favorite animals.
Reviews
"Mo Willems has created another fun story in I Love My New Toy. In traditional Willems style the illustrations are simple, humorous and assist the child in following the story."
Terry Pierce - Children's Author
www.terrypierce.blogspot.com
"The newest episodes are fres, fun and filled with the everday dramas of friendship" and "These two offereings will ensure that Elephant and Piggie's legions of fans will cdontinue to double over with laughter even as they engage in the hard work of learning to read."
Kirkus
Connections
Friendships - Discussion can be generated as a student roundtable activity about their feelings.
Discussion about sharing.
Discussion and introduction of books about all kinds of friendships and emotions especially
-
Sunday, June 14, 2009
Genre 1 Creation of Children's Picture Books
A Caldecott Celebration: Six Artists and Their paths to the Caldecott Medal
Marcus, Leonard S. 1998. United States of America, Walker Publishing Company
Inc. ISBN 0-8027-8656-1
It is about six Caldecott Medal Winners, their struggles to make their dreams come true, about becoming an aritist.
The Caldecott Award is a very prestigious honor and it is given to the person whose artwork shows what people like to see. Named after a ninetheenth centrury English illustrator, Randolph Caldecott, for his lively picture books. This became the standard of work artist hoped to match, so to encourage American artists to rise to this same standard, the Caldecott Award was created and it is given to U.S. citizens or residents who submit their work as children's literature.
This book shares the artist passion for their work. It tells about their lives, hopes and dreams and how they become reality. The road to success for all was not easy, ut thier love for the arts helped them to fulfill their dreams.
The six artists or illustrators are:
Robert McCloskey - 1942 for "Make Way for Ducklings", he studied mallard specimens, consulted bird experts and purchased sixteen duck, that lived with him and his roommate in their studio. It was a messy situation but one that proved to be worth the trouble. The mediums used to create the illustrations were lighographic crayon on zinc plates.
Marcia Brown - 1955 for "Cinderella: or The Little Glass Slipper", she had always dreamed of illustrating books for children, mainly the fairy tales she grew up with, that at the time were not illustrated. This became her inspiration. The mediums she used to create her illustration were gouache, crayon, watercolor, and ink.
Maurice Sendak - l964 for "Where the Wild Things Are", he started with the original name for the story as "Where the Wild Horses are" back in l955, but it wasn't until 1963 that he changed his title to "Where the Wild Things Are". He researched Randolph Caldecott's work and found that it just didn't tell are story, it had a lively presence about it. He also used personal experiences and friends for his creation of his charaters. The mediums he use for his illustrations were India ink line over tempera.
William Steig - l970 for "Slyvester and the Magic Pebble" came to be after working as a cartoonist and an ad illustrator for many years. Robert krauss asked him if he would like to write children's stories, and with the desire to want to do something different he accepted the challenge, he was 60 years at the time. He found he had many ideas, drawings pigs was easy and his love for donkeys helped him to create his Caldecott Award book. The mediums he used was India ink and watercolor.
Chris Van Allsburg - 1982 for "Junanji" his inspriation was his love for drawing, building car and airplane models as a boy and pretending that he was the driver or pilot. His favorite book was by Crockett Johnson's "Harold and the Purple Crayon". His support was his wife, who was a schoolteacher, encouraged him and helped him with making sure he didn't repeat the storyline or making certain if part of the story could be made more simply. Once the story was written, his illustrations gave him the most pleasure in making the book, using plastic animal as images to draw, having children of friends pose as monkeys and his own imagination, his technique was to create real live looking pictures. The mediums he used for his illustration were Conte pencil and Conte dust.
David Wiesner - l992 for "Tuesday" he remembered growing up exposed to Mad magazines and action comics with no words and was fascinated to read pitures that told a story. In high school he made silent movies and as an undergraduate he continued to find new ways of telling picture stories. While studying at Rhode Island School of Design he was sked by Trina Schart Hyman (l985 Caldecott Medal winner for "Saint George and the Dragon"),after seeing his artwork, to design a cover for Cricket Magazine and told him to consider choosing children's book illustration as a career. This inspired him and as he worked on a second cover for the magazine, he got his idea for "Tuesday". He studied nature photos from National Geographic and sculpted frog models of clay. As for the title "Tuesday" sounded very much like "Ooze Day" which made it sound right for a book about frogs. The medium he used for his illustrations was watercolor.
Analysis
I like the way Leonard Marcus wrote this book, it was easy to read and interesting. The pictures he shows as to how the award winning books got started could inspire someone to continue their doodling if the have the love of art in their souls.
The simplicity of the book is very user friendly and easy to read.
Review
"Book bearing medals have the look of things that have been with us forever...
not a drop of the mystery and fondness one feels towards these works is diluted by the details shared in "A Caldecott Celetration" and after reading marcus's considered tribute, you'll only love these book the better."
Jean Lenihan
www.bookfinder.com
"Art is the major focus here, including photos of each author and their dummies, preliminary sketches, and finshed artwork. The transforamtions that take place between concept and final book are intriguing."...
Alice Cary
www.bookpage.com
Connections
Working with children to recognize their potential of their simple drawings.
Introducing different mediums in art class and discussing the importance of such diverse techniques.
Encourage students to discover what artists do to continue their love for art.
Marcus, Leonard S. 1998. United States of America, Walker Publishing Company
Inc. ISBN 0-8027-8656-1
It is about six Caldecott Medal Winners, their struggles to make their dreams come true, about becoming an aritist.
The Caldecott Award is a very prestigious honor and it is given to the person whose artwork shows what people like to see. Named after a ninetheenth centrury English illustrator, Randolph Caldecott, for his lively picture books. This became the standard of work artist hoped to match, so to encourage American artists to rise to this same standard, the Caldecott Award was created and it is given to U.S. citizens or residents who submit their work as children's literature.
This book shares the artist passion for their work. It tells about their lives, hopes and dreams and how they become reality. The road to success for all was not easy, ut thier love for the arts helped them to fulfill their dreams.
The six artists or illustrators are:
Robert McCloskey - 1942 for "Make Way for Ducklings", he studied mallard specimens, consulted bird experts and purchased sixteen duck, that lived with him and his roommate in their studio. It was a messy situation but one that proved to be worth the trouble. The mediums used to create the illustrations were lighographic crayon on zinc plates.
Marcia Brown - 1955 for "Cinderella: or The Little Glass Slipper", she had always dreamed of illustrating books for children, mainly the fairy tales she grew up with, that at the time were not illustrated. This became her inspiration. The mediums she used to create her illustration were gouache, crayon, watercolor, and ink.
Maurice Sendak - l964 for "Where the Wild Things Are", he started with the original name for the story as "Where the Wild Horses are" back in l955, but it wasn't until 1963 that he changed his title to "Where the Wild Things Are". He researched Randolph Caldecott's work and found that it just didn't tell are story, it had a lively presence about it. He also used personal experiences and friends for his creation of his charaters. The mediums he use for his illustrations were India ink line over tempera.
William Steig - l970 for "Slyvester and the Magic Pebble" came to be after working as a cartoonist and an ad illustrator for many years. Robert krauss asked him if he would like to write children's stories, and with the desire to want to do something different he accepted the challenge, he was 60 years at the time. He found he had many ideas, drawings pigs was easy and his love for donkeys helped him to create his Caldecott Award book. The mediums he used was India ink and watercolor.
Chris Van Allsburg - 1982 for "Junanji" his inspriation was his love for drawing, building car and airplane models as a boy and pretending that he was the driver or pilot. His favorite book was by Crockett Johnson's "Harold and the Purple Crayon". His support was his wife, who was a schoolteacher, encouraged him and helped him with making sure he didn't repeat the storyline or making certain if part of the story could be made more simply. Once the story was written, his illustrations gave him the most pleasure in making the book, using plastic animal as images to draw, having children of friends pose as monkeys and his own imagination, his technique was to create real live looking pictures. The mediums he used for his illustration were Conte pencil and Conte dust.
David Wiesner - l992 for "Tuesday" he remembered growing up exposed to Mad magazines and action comics with no words and was fascinated to read pitures that told a story. In high school he made silent movies and as an undergraduate he continued to find new ways of telling picture stories. While studying at Rhode Island School of Design he was sked by Trina Schart Hyman (l985 Caldecott Medal winner for "Saint George and the Dragon"),after seeing his artwork, to design a cover for Cricket Magazine and told him to consider choosing children's book illustration as a career. This inspired him and as he worked on a second cover for the magazine, he got his idea for "Tuesday". He studied nature photos from National Geographic and sculpted frog models of clay. As for the title "Tuesday" sounded very much like "Ooze Day" which made it sound right for a book about frogs. The medium he used for his illustrations was watercolor.
Analysis
I like the way Leonard Marcus wrote this book, it was easy to read and interesting. The pictures he shows as to how the award winning books got started could inspire someone to continue their doodling if the have the love of art in their souls.
The simplicity of the book is very user friendly and easy to read.
Review
"Book bearing medals have the look of things that have been with us forever...
not a drop of the mystery and fondness one feels towards these works is diluted by the details shared in "A Caldecott Celetration" and after reading marcus's considered tribute, you'll only love these book the better."
Jean Lenihan
www.bookfinder.com
"Art is the major focus here, including photos of each author and their dummies, preliminary sketches, and finshed artwork. The transforamtions that take place between concept and final book are intriguing."...
Alice Cary
www.bookpage.com
Connections
Working with children to recognize their potential of their simple drawings.
Introducing different mediums in art class and discussing the importance of such diverse techniques.
Encourage students to discover what artists do to continue their love for art.
Genre 1 Intro and Picture Books
The Hello, Goodbye Window
Juster, Norton, 2005. Ill. by Chris Raschka. New York, NY: Scholastic.
ISBN 0-439-89750
Summary
A little girl going to her grandparents house to spend the day as her parents
go to work. Her adventures throughout the day and the experience with the window in the kitchen, in which her grandparents take delight in pretending of things that they see. Saying hello and goodbye to all they see go by the window. And when she leaves, that is where they are standing, by the window.
Analysis
Through the eyes of this little girl, as she visits her grandparents, are the best time of her stay. She see them with great love in the little things that they do, that she herself enjoys doing. She loves the imagination of both her grandparents and takes delight in the special window as her granparents express their joy of living, like waking up to a new day and throughout the day imagining that they can see anything imaginable.
The illustrations are created by pastel crayon, water color, and charcoal pencils. The pictures are fun to look at and the colors are quite bright. The expression on the characters show the fun that they are having and words are not needed to see what is actually happening. The pictures are somewhat abstract that students could actually see themselves creating such pictures.
Reviews:
"Juster's words also show the child's thinking when he writes, "When I get tired I come in and take my nap and nothing happens until I get up." Text and illustrations compliment each other in this 2005 Caldecot Award Winner.
Reviewed by: Emily and Steele Creek Library
www.plcmc.org/bookhive
"Raska's swirling lines, swatches and dabs of fluffy colors seem especially vibrant, particularly in the double page spread."
www.powells.com - Booklist
"The artwork is the once lively and energetic, without crowding the story or the words out of the page...this is the art of a masterful hand"
www.powells.com - School Library
Connection
- This book could be use to talk about family and what they most remember about their grandparents.
- Looking at the pictures, discussion of what they see and what they might have in common.
- Sharing ideas of making their own book.
Juster, Norton, 2005. Ill. by Chris Raschka. New York, NY: Scholastic.
ISBN 0-439-89750
Summary
A little girl going to her grandparents house to spend the day as her parents
go to work. Her adventures throughout the day and the experience with the window in the kitchen, in which her grandparents take delight in pretending of things that they see. Saying hello and goodbye to all they see go by the window. And when she leaves, that is where they are standing, by the window.
Analysis
Through the eyes of this little girl, as she visits her grandparents, are the best time of her stay. She see them with great love in the little things that they do, that she herself enjoys doing. She loves the imagination of both her grandparents and takes delight in the special window as her granparents express their joy of living, like waking up to a new day and throughout the day imagining that they can see anything imaginable.
The illustrations are created by pastel crayon, water color, and charcoal pencils. The pictures are fun to look at and the colors are quite bright. The expression on the characters show the fun that they are having and words are not needed to see what is actually happening. The pictures are somewhat abstract that students could actually see themselves creating such pictures.
Reviews:
"Juster's words also show the child's thinking when he writes, "When I get tired I come in and take my nap and nothing happens until I get up." Text and illustrations compliment each other in this 2005 Caldecot Award Winner.
Reviewed by: Emily and Steele Creek Library
www.plcmc.org/bookhive
"Raska's swirling lines, swatches and dabs of fluffy colors seem especially vibrant, particularly in the double page spread."
www.powells.com - Booklist
"The artwork is the once lively and energetic, without crowding the story or the words out of the page...this is the art of a masterful hand"
www.powells.com - School Library
Connection
- This book could be use to talk about family and what they most remember about their grandparents.
- Looking at the pictures, discussion of what they see and what they might have in common.
- Sharing ideas of making their own book.
Monday, June 8, 2009
Oh, my Heck!!! It's all about reading.
Just testing the waters and hope that what I write is interesting to you to read. First time to do alot of things and this is one of them. Writing can be very difficult at times when your thoughts are all scattered about. It takes organization and that is not what I do best.
I have been reading tidbits of literature and some have been very interesting. Just like a computer, where you go places and get distracted, well, that is me, when I am at a bookstore. I forget what I went in for and come out with more than what I need. Very, very many interesting books that I have not read and as I read the list given to me for class, I want to read them all. But I know I have to focus, I feel like a kid in a candy store, but I can only get certain things.
So, my experience at the bookstore was really very nice and the library was another adventure, I spend about 6 hours, just reading kids books, then I had to refocus on what I needed to do.
I just hope I can get all my work done. Good luck to all who are in the class, Happy Trails in reading.
I have been reading tidbits of literature and some have been very interesting. Just like a computer, where you go places and get distracted, well, that is me, when I am at a bookstore. I forget what I went in for and come out with more than what I need. Very, very many interesting books that I have not read and as I read the list given to me for class, I want to read them all. But I know I have to focus, I feel like a kid in a candy store, but I can only get certain things.
So, my experience at the bookstore was really very nice and the library was another adventure, I spend about 6 hours, just reading kids books, then I had to refocus on what I needed to do.
I just hope I can get all my work done. Good luck to all who are in the class, Happy Trails in reading.
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