Grimm, Brothers and Hogrogian, Nonny. 1981. Cinderella. Greenwillow Books: New York.
Characters
The characters in the story are: Nobleman, his wife, their daughter (Cinderella), stepmother, two stepsisters and the prince. The stepmother and stepsisters treat Cinderella very badly. The nobleman does not pass away in the story but his wife is only living on the first page. The prince enters in story in the last part of the book.
Plot
The nobleman’s wife is very ill and calls their daughter to tell her that she will always be watching over her. After his wife passes the nobleman remarries. The stepmother brings with her two daughters that are older than the nobleman’s daughter. The stepmother and stepsisters began to force her to complete chores and sleep on the hearth. Hence they call her Cinderella from the cinders and the ash. Cinderella asks her father to bring her a hazel twig that she plants at her mother’s grave. There was a white dove that rested in the tree. If Cinderella made a wish while at the tree it would come true. It came time for the Prince’s ball. Cinderella’s stepmother and stepsisters did not want her to attend so they gave her impossible tasks that somehow were always completed. Cinderella went to the hazel tree and suddenly she was transformed. This happened for three nights. On the final night she lost a slipper. The Prince went to find the owner of the slipper. The stepmother forced her two daughters to cut off parts of their feet to make the slipper fit. The Prince noticed the deception and asked the nobleman if he had any other daughters. The nobleman said it couldn’t be Cinderella and the stepmother refused to bring her out. The prince insisted and realized that Cinderella was the one he sought. On the way to the castle the white dove rested on Cinderella’s shoulder. The two stepsisters were stricken blind for their deeds.
Setting
The setting is long ago in the time of kings, princes, and noblemen. There are a few references to seasons passing and some time had passed within the text. The time period helps the reader to understand the extent of the chores that her stepmother and stepsisters heaped upon Cinderella.
Theme
The story of Cinderella is about how even though the current situation may be difficult if you don’t let the situation overtake your life things can improve. The Brothers Grimm version does have gruesome twists for the stepsisters. Cinderella is a showcase of perseverance. She does not give up in even seemingly hopeless situations.
Style
The Brothers Grimm version of Cinderella contains a hazel tree and white dove that grant Cinderella’s wishes. The story does not elaborate on wishes granted before the ball. There are a few references to language that we do not currently use frequently. This version does not show a rhyme reflected in the writing.
Illustrations
All of the illustrations appear to be framed. They reflect the clothing for the time period as well as hairstyles. Most of the illustrations of people are side profiles showing a limited facial expression.
Cultural Markers
The illustrations help the reader to place themselves in the time period of the text. The text furthers the readers experience by bringing in the emotional side of the story. The culture would be European due to the references of a monarchy and nobles.
Anthologies
This book contains just the story of Cinderella. This storyline is familiar to children due to movies as well as different versions and variants. There is no background available in the text. The Brothers Grimm versions of fairy tales tend to contain graphic text. I would caution for the reader to preview the text before reading this version aloud. Children who have knowledge of other versions or variants will be better equipped to rationalize the gruesome details of the Brothers Grimm version.
Connections
I would use this version with older students in a fairy tale study. I would pull in varying texts for compare and contrast activities. Here are a few other versions or variants of Cinderella:
CINDERELLA – by Random House Disney
Ensor, Barbara. 2006. CINDERELLA:AS IF YOU DIDN’T ALREADY KNOW THE STORY. Random House Books: New York.
Perrault, Charles and Brown, Marcia. 1997. CINDERELLA. Simon & Schuster Children’s Publishing.
Ketteman, Helen and Warhola, James. 1997. BUBBA THE COWBOY PRINCE: A FRACTURED TEXAS TALE. Scholastic Inc.
Climo, Shirley and Heller, Ruth. 1992. EGYPTIAN CINDERLLA. Harper Collins Publishers.
Tuesday, September 29, 2009
LS 5603- Genre 2 - SCHOOLYARD RHYMES
Sierra, Judy and Sweet, Melissa. 2005. Schoolyard Rhymes: Kids' Own Rhymes for Rope Skipping, Hand Clapping, Ball Bouncing, and Just Plain Fun. Alfred A. Knopf: New York
Characters
The characters in the text vary to the rhyme. Some of the rhymes specifically use a name or occupation. Others are generalized to the first person while the remainder are as if they are speaking to the reader. A few of the rhymes include animals or toys.
Plot
The rhymes are simple and in many cases there is more than one on a page. The actions in the rhymes are familiar to children. Many of the rhymes are just for fun and do not contain a message to the reader.
Setting
Since each rhyme is its own entity there is no real setting for the book.
Theme
The rhymes almost always have a line that will provoke a reaction from the reader/listener. This reaction will most likely be laughing, giggling, or an appropriate “EWWW!”
Style
The book has a strong sense of rhythm because it contains rhymes. There may even be several different “rhyming parts” in one specific rhyme. Some of the rhymes also contain physical movements. This will help to engage the kinesthetic learner.
Illustrations
The illustrations for the book change for each rhyme. Many of them are exaggerated with very noticeable facial expressions. The facial expressions add a detail for the reader in case they are unsure of the text.
Cultural Markers
Male and female characters are depicted at varying ages with different skin colorations. There are no discernable cultures in the dress or actions in the book. The endpapers have illustrations that depict typically American playground games.
Anthologies
The book contains forty-six different rhymes. They are listed in an index by the first line of the rhyme. There are eight rhymes that are depicted with jump ropes. Many of the rhymes will be familiar to elementary students.
Positive reviews
Publishers Weekly
Children’s Literature
School Library Journal
Kirks Reviews
Connections
This would be a wonderful resource for collaboration with the physical education teacher. You can clap out the rhymes, do a physical movement when you hear a rhyming word, use the rhymes for “rope skipping, hand clapping, ball bouncing” as the cover has stated. Many students need to move while they learn.
You could also complete a Venn diagram between this text and OH SAY CAN YOU SAY by Dr. Seuss. Both resources contain short rhymes and would be a good way to compare and contrast the books.
Characters
The characters in the text vary to the rhyme. Some of the rhymes specifically use a name or occupation. Others are generalized to the first person while the remainder are as if they are speaking to the reader. A few of the rhymes include animals or toys.
Plot
The rhymes are simple and in many cases there is more than one on a page. The actions in the rhymes are familiar to children. Many of the rhymes are just for fun and do not contain a message to the reader.
Setting
Since each rhyme is its own entity there is no real setting for the book.
Theme
The rhymes almost always have a line that will provoke a reaction from the reader/listener. This reaction will most likely be laughing, giggling, or an appropriate “EWWW!”
Style
The book has a strong sense of rhythm because it contains rhymes. There may even be several different “rhyming parts” in one specific rhyme. Some of the rhymes also contain physical movements. This will help to engage the kinesthetic learner.
Illustrations
The illustrations for the book change for each rhyme. Many of them are exaggerated with very noticeable facial expressions. The facial expressions add a detail for the reader in case they are unsure of the text.
Cultural Markers
Male and female characters are depicted at varying ages with different skin colorations. There are no discernable cultures in the dress or actions in the book. The endpapers have illustrations that depict typically American playground games.
Anthologies
The book contains forty-six different rhymes. They are listed in an index by the first line of the rhyme. There are eight rhymes that are depicted with jump ropes. Many of the rhymes will be familiar to elementary students.
Positive reviews
Publishers Weekly
Children’s Literature
School Library Journal
Kirks Reviews
Connections
This would be a wonderful resource for collaboration with the physical education teacher. You can clap out the rhymes, do a physical movement when you hear a rhyming word, use the rhymes for “rope skipping, hand clapping, ball bouncing” as the cover has stated. Many students need to move while they learn.
You could also complete a Venn diagram between this text and OH SAY CAN YOU SAY by Dr. Seuss. Both resources contain short rhymes and would be a good way to compare and contrast the books.
LS 5603- Genre 2- THE HIRED HAND
San Souci, Robert D. and Pinkney, Jerry. 1997. THE HIRED HAND. Dial Books for Young Readers: New York.
Characters
The main characters in this folktale are: Old Sam, Young Sam and the New Hand. Old Sam represents the hard working business owner. Young Sam represents the people who do not want to work hard but want money. The New Hand represents the honest hard working laborer.
Young Sam is the character that you would trust the least in the story.
Plot
Old Sam owns a sawmill and his son, Young Sam, works with him. However, Young Sam does not like to work and is lazy. Even the people who live in the area think Young Sam will have a “bad end”. A man, the New Hand, comes to the mill and asks to learn the trade of the sawmill and in turn will work for free for a year. Old Sam was pleased with the arrangement and Young Sam saw a chance to get out of work. The New Hand helps a farmer with some magic and Young Sam sees a chance to get rich quick. When Old Sam leaves for a trip Young Sam drives off the New Hand with his foolishness. Young Sam then gets himself into trouble when he tries to recreate the New Hand’s magic by himself. This ends tragically. Young Sam is found guilty of murder. The New Hand enters the courtroom and asks if Young Sam is sorry. Young Sam says yes and magically the farmer’s wife is alive in back of the courtroom. Young Sam is set free and works hard the rest of his life and the New Hand is never seen again.
Setting
The setting of the story is a town in Virginia. I would place the timeframe after the civil war since Old Sam owns a sawmill and is black. The mode of transportation in the book is horse and wagon. The only verbage used about the passing of time are the words “fall” and “winter”.
Theme
The underlying message in the story is that hard, honest work is the best way to go. When you try to gain wealth quickly and dishonestly it often turns out badly for you. Also, if you are lazy in your life then you might wind up with a “bad end”.
Style
The speaking parts of the story are written with the culture and time period in mind. The words are often shortened and the characters to not always speak in complete grammatically correct sentences. The magical sayings of the New Hand have a rhyme and rhythm. As you read the story aloud you can almost feel as if you are in that time seeing the story unfold before you.
Illustrations
The illustrations add to the magic of the folktale. All of the lines are not crisp and the colors tend to blend into each other where there is not a definitive line. I especially liked the facial expression of Young Sam at the end of the book in the courtroom when he saw the farmer’s wife.
Cultural Markers
The language along with the illustrations paints a picture as to the life of Black Americans in the time period. All of the characters in the story, even in the courtroom, are black. They show varying degrees of status from the New Hand in ragged clothes to the Judge dressed in a suit. The language is what sets the story.
Anthologies
This book is a single folktale and is not included in an anthology. The only background is the name of the state, the main setting of the sawmill, and the introduction of Old Sam and Young Sam. There is mention of Young Sam’s lack of work ethic.
Awards and Recognitions
Positive reviews from:
Publishers Weekly
Children’s Literature
School Library Journal
Kirkus Reviews
Characters
The main characters in this folktale are: Old Sam, Young Sam and the New Hand. Old Sam represents the hard working business owner. Young Sam represents the people who do not want to work hard but want money. The New Hand represents the honest hard working laborer.
Young Sam is the character that you would trust the least in the story.
Plot
Old Sam owns a sawmill and his son, Young Sam, works with him. However, Young Sam does not like to work and is lazy. Even the people who live in the area think Young Sam will have a “bad end”. A man, the New Hand, comes to the mill and asks to learn the trade of the sawmill and in turn will work for free for a year. Old Sam was pleased with the arrangement and Young Sam saw a chance to get out of work. The New Hand helps a farmer with some magic and Young Sam sees a chance to get rich quick. When Old Sam leaves for a trip Young Sam drives off the New Hand with his foolishness. Young Sam then gets himself into trouble when he tries to recreate the New Hand’s magic by himself. This ends tragically. Young Sam is found guilty of murder. The New Hand enters the courtroom and asks if Young Sam is sorry. Young Sam says yes and magically the farmer’s wife is alive in back of the courtroom. Young Sam is set free and works hard the rest of his life and the New Hand is never seen again.
Setting
The setting of the story is a town in Virginia. I would place the timeframe after the civil war since Old Sam owns a sawmill and is black. The mode of transportation in the book is horse and wagon. The only verbage used about the passing of time are the words “fall” and “winter”.
Theme
The underlying message in the story is that hard, honest work is the best way to go. When you try to gain wealth quickly and dishonestly it often turns out badly for you. Also, if you are lazy in your life then you might wind up with a “bad end”.
Style
The speaking parts of the story are written with the culture and time period in mind. The words are often shortened and the characters to not always speak in complete grammatically correct sentences. The magical sayings of the New Hand have a rhyme and rhythm. As you read the story aloud you can almost feel as if you are in that time seeing the story unfold before you.
Illustrations
The illustrations add to the magic of the folktale. All of the lines are not crisp and the colors tend to blend into each other where there is not a definitive line. I especially liked the facial expression of Young Sam at the end of the book in the courtroom when he saw the farmer’s wife.
Cultural Markers
The language along with the illustrations paints a picture as to the life of Black Americans in the time period. All of the characters in the story, even in the courtroom, are black. They show varying degrees of status from the New Hand in ragged clothes to the Judge dressed in a suit. The language is what sets the story.
Anthologies
This book is a single folktale and is not included in an anthology. The only background is the name of the state, the main setting of the sawmill, and the introduction of Old Sam and Young Sam. There is mention of Young Sam’s lack of work ethic.
Awards and Recognitions
Positive reviews from:
Publishers Weekly
Children’s Literature
School Library Journal
Kirkus Reviews
Tuesday, September 15, 2009
LS5603-Genre 1- TALKING WITH ARTISTS
Bibliography
Cummings, Pat. 1992. TALKING WITH ARTISTS:VOLUME 1. New York, NY: Bradbury Press. ISBN 0027242455
Characters
This book is very interesting in the fact that it is a compilation of 13 illustrators. The illustrators in the book are: Victoria Chess, Pat Cummings, Leo & Diane Dillon, Richard Egielski, Lois Ehlert, Lisa Campbell Ernst, Tom Feelings, Steven Kellogg, Jerry Pinkney, Amy Schwartz, Lane Smith, Chris Van Allsburg, David Wiesner.
Plot
This story is non-fiction writing about each illustrator. The illustrator’s discuss their childhood, what they liked drawing when they were young and they answer questions about illustrating.
Setting
There is not a definitive setting for the story. Each illustrator vignette offers its own location. They will say in their childhood, when they were young or as an adult to very the timeline in the writing.
Theme
This work allows the reader to understand the lives of illustrators. They can glean how art played a large part in their development. Each illustrator had unique experiences to share with the reader. The question and answer section was revealing. They asked the same questions of each illustrator. The reader was then able to make comparisons between the illustrators.
Style
The style of this work is non-fiction with a hint of biography. Each illustrator is only portrayed on a few pages. This provides a glimpse into their lives without being extremely detailed.
Illustrations
The illustrations in the book are mainly comprised of photographs of the illustrators as children and then as an adult. The other artwork is from the works that they have illustrated. They include a copy of one or more illustrations that they completed for a work.
Cultural markers
The cultural references are included within each of the illustrator vignettes. They talk about their life and where they lived as well as their experiences.
Awards and Recognitions
Positive Review – Publisher’s Weekly
Positive Review – Children’s Literature
Positive Review – School Library Journal
Positive Review - Booklist
Cummings, Pat. 1992. TALKING WITH ARTISTS:VOLUME 1. New York, NY: Bradbury Press. ISBN 0027242455
Characters
This book is very interesting in the fact that it is a compilation of 13 illustrators. The illustrators in the book are: Victoria Chess, Pat Cummings, Leo & Diane Dillon, Richard Egielski, Lois Ehlert, Lisa Campbell Ernst, Tom Feelings, Steven Kellogg, Jerry Pinkney, Amy Schwartz, Lane Smith, Chris Van Allsburg, David Wiesner.
Plot
This story is non-fiction writing about each illustrator. The illustrator’s discuss their childhood, what they liked drawing when they were young and they answer questions about illustrating.
Setting
There is not a definitive setting for the story. Each illustrator vignette offers its own location. They will say in their childhood, when they were young or as an adult to very the timeline in the writing.
Theme
This work allows the reader to understand the lives of illustrators. They can glean how art played a large part in their development. Each illustrator had unique experiences to share with the reader. The question and answer section was revealing. They asked the same questions of each illustrator. The reader was then able to make comparisons between the illustrators.
Style
The style of this work is non-fiction with a hint of biography. Each illustrator is only portrayed on a few pages. This provides a glimpse into their lives without being extremely detailed.
Illustrations
The illustrations in the book are mainly comprised of photographs of the illustrators as children and then as an adult. The other artwork is from the works that they have illustrated. They include a copy of one or more illustrations that they completed for a work.
Cultural markers
The cultural references are included within each of the illustrator vignettes. They talk about their life and where they lived as well as their experiences.
Awards and Recognitions
Positive Review – Publisher’s Weekly
Positive Review – Children’s Literature
Positive Review – School Library Journal
Positive Review - Booklist
Thursday, September 10, 2009
LS5603-Genre 1-DON'T LET THE PIGEON STAY UP LATE!
Bibliography
Willems. Mo. DON’T LET THE PIGEON STAY UP LATE!. New York, NY: Hyperion Books for Children. ISBN 0786837462
Characters
The main character of the book is a pigeon. The pigeon is an interesting choice since it is not widely used in this role. The supporting character is the man. He normally gives some kind of direction to the reader to engage them in the story.
Plot
The main conflict in the book is that the pigeon wants to stay up late and the man asks the reader to not let the pigeon stay up late. This is a scenario that plays out in most homes in the evening. Children can relate to not wanting to go to bed even though an adult has asked them to lie down. The pigeon eventually tires himself out and starts to yawn and fall asleep. In the end the man thanks the reader for not letting the pigeon stay up late.
Setting
The setting is not explicitly known in the text or illustrations. The man states in the beginning the topic of staying up late so the reader assumes that it is night.
Theme
This book is part of the Pigeon series by Mo Williems. In the story the pigeon reacts and verbalizes as a child might in the same situation. It is comforting for children to see their struggles and situations in literature so they realize that others can experience the same events.
Style
The author uses the text as a series of statements or questions that the pigeon is posing to the reader. It is as if the reader is to respond to the pigeon as the story is being read. The statements are things that you would expect a child to say to an adult in the same situation.
Illustrations
The illustrations are very simple. The background is a solid color, but is not the same on every page. The pigeon is simply drawn with a heavy black outline and one oversize eye. The pigeon also looks as if a child could have drawn the picture. The illustrations are very appropriate to the story and by changing the pigeon’s eye and body placement he is able to convey a variety of emotions.
Cultural Markers
There is not a distinct culture represented in the story. Hot dogs, TV, a megaphone and sleeping with a bunny were the only distinct items.
Awards and Recognitions
Positive Review – Children’s Literature
Positive Review – School Library Journal
Positive Review – Kirkus Reviews
Other
Students in my first grade classroom love to read the “Pigeon” books. They enjoy talking back to the pigeon and interacting with the story. They ask for me to read them again and again.
Willems. Mo. DON’T LET THE PIGEON STAY UP LATE!. New York, NY: Hyperion Books for Children. ISBN 0786837462
Characters
The main character of the book is a pigeon. The pigeon is an interesting choice since it is not widely used in this role. The supporting character is the man. He normally gives some kind of direction to the reader to engage them in the story.
Plot
The main conflict in the book is that the pigeon wants to stay up late and the man asks the reader to not let the pigeon stay up late. This is a scenario that plays out in most homes in the evening. Children can relate to not wanting to go to bed even though an adult has asked them to lie down. The pigeon eventually tires himself out and starts to yawn and fall asleep. In the end the man thanks the reader for not letting the pigeon stay up late.
Setting
The setting is not explicitly known in the text or illustrations. The man states in the beginning the topic of staying up late so the reader assumes that it is night.
Theme
This book is part of the Pigeon series by Mo Williems. In the story the pigeon reacts and verbalizes as a child might in the same situation. It is comforting for children to see their struggles and situations in literature so they realize that others can experience the same events.
Style
The author uses the text as a series of statements or questions that the pigeon is posing to the reader. It is as if the reader is to respond to the pigeon as the story is being read. The statements are things that you would expect a child to say to an adult in the same situation.
Illustrations
The illustrations are very simple. The background is a solid color, but is not the same on every page. The pigeon is simply drawn with a heavy black outline and one oversize eye. The pigeon also looks as if a child could have drawn the picture. The illustrations are very appropriate to the story and by changing the pigeon’s eye and body placement he is able to convey a variety of emotions.
Cultural Markers
There is not a distinct culture represented in the story. Hot dogs, TV, a megaphone and sleeping with a bunny were the only distinct items.
Awards and Recognitions
Positive Review – Children’s Literature
Positive Review – School Library Journal
Positive Review – Kirkus Reviews
Other
Students in my first grade classroom love to read the “Pigeon” books. They enjoy talking back to the pigeon and interacting with the story. They ask for me to read them again and again.
Sunday, September 6, 2009
LS 5603- Genre 1 - THE HELLO, GOODBYE WINDOW
BIBLIOGRAPHY
Juster, Norton. 2005. THE HELLO, GOODBYE WINDOW. Ill. By Chris Raschka. New York, NY: Michael Di Capus Books/Hyperion Books for Children. ISBN 0786809140
PLOT SUMMARY
In this picture book, Norton Juster writes about a window in the kitchen of a grandparent’s home. The story is told by the granddaughter. She tells not only of what she sees in the window but also of talks about her and her grandparents doing things together both in and out of the home. The book is filled with mostly positive experiences until the granddaughter has to go home with her parents and is sad. She fondly remembers the window as she leaves.
CRITICAL ANALYSIS
Juster’s writing uses simple text that children can understand. He also uses events that may have happened in the reader’s lives to connect with them. The story conveys the emotions of happiness, contentment and a little sadness. The ending of the story has the granddaughter state that she wants to have the same experiences for her grandchildren. Juster is relating that those wonderful childhood experiences you have in your life you also want to share with your children and/or grandchildren.
Chris Raschka’s illustrations are not clean drawings but the colors tend to blend into each other and there are few definitive lines. This made the illustrations appear more like a child had drawn them. He presented the grandparents and parents as a bi-racial couple. The text does not support this idea.
This book might bring out questions about race and families.
REVIEW EXCERPT(S)
Child magazine's Best Children's Book Awards 2005
Positive Review – Publisher’s Weekly
Positive Review – Children’s Literature
Positive Review – School Library Journal
Positive Review – Kirkus Reviews
Winner of the 2006 Caldecott Medal
CONNECTIONS
- This would be a good addition to other books used that discusses family. Students do not all have the same types of families.
- Other books about families:
Penn, Audrey. THE KISSING HAND. ISBN 9781933718002
Hoberman, Mary Ann. FATHERS, MOTHERS, SISTERS, BROTHERS: A COLLECTION OF FAMILY POEMS. ISBN 9780316362511
Juster, Norton. 2005. THE HELLO, GOODBYE WINDOW. Ill. By Chris Raschka. New York, NY: Michael Di Capus Books/Hyperion Books for Children. ISBN 0786809140
PLOT SUMMARY
In this picture book, Norton Juster writes about a window in the kitchen of a grandparent’s home. The story is told by the granddaughter. She tells not only of what she sees in the window but also of talks about her and her grandparents doing things together both in and out of the home. The book is filled with mostly positive experiences until the granddaughter has to go home with her parents and is sad. She fondly remembers the window as she leaves.
CRITICAL ANALYSIS
Juster’s writing uses simple text that children can understand. He also uses events that may have happened in the reader’s lives to connect with them. The story conveys the emotions of happiness, contentment and a little sadness. The ending of the story has the granddaughter state that she wants to have the same experiences for her grandchildren. Juster is relating that those wonderful childhood experiences you have in your life you also want to share with your children and/or grandchildren.
Chris Raschka’s illustrations are not clean drawings but the colors tend to blend into each other and there are few definitive lines. This made the illustrations appear more like a child had drawn them. He presented the grandparents and parents as a bi-racial couple. The text does not support this idea.
This book might bring out questions about race and families.
REVIEW EXCERPT(S)
Child magazine's Best Children's Book Awards 2005
Positive Review – Publisher’s Weekly
Positive Review – Children’s Literature
Positive Review – School Library Journal
Positive Review – Kirkus Reviews
Winner of the 2006 Caldecott Medal
CONNECTIONS
- This would be a good addition to other books used that discusses family. Students do not all have the same types of families.
- Other books about families:
Penn, Audrey. THE KISSING HAND. ISBN 9781933718002
Hoberman, Mary Ann. FATHERS, MOTHERS, SISTERS, BROTHERS: A COLLECTION OF FAMILY POEMS. ISBN 9780316362511
LS 5603-20 Literature for Children and Young Adults
For the Fall 2009 semester I will be posting to my blog to satisfy requirements for a TWU Master's level literature class. I will be reviewing literature and posting to this site.
Subscribe to:
Posts (Atom)