Bibliography
Sidman, Joyce. 2009. RED SINGS FROM TREETOPS: A YEAR IN COLORS. Illus. Pamela Zagarenski. Houghton Mifflin Books for Children: Boston, MA. ISBN 9780547014944
Summary
This poetry book takes the reader through the four seasons while combining the sights, sounds, feels, smells, and tastes through colors.
Critical Analysis
Red Sings from Treetops immerses the reader in a journey through the seasons using colors to bring depth, thought, and feeling to the world in a poetic way. By using free verse poetry, Sidman is able to practically draw the reader into the seasons in fresh, creative way. The structure and rhythm of the poem guide the reader through the seasons by using colors to associate with that season. For example, the color purple is used in the fall:
Fall smells
Purple:
old leaves, crushed berries,
squishy plums with worms in them.
Purple: the smell
of all things
mixed together.
The illustrations in this book are beautiful and capture the imagination. It is worthwhile to spend time soaking in the images that Zagarenski created using mixed media and gorgeous paints. The illustrations reflect the story and add continuity to the poem; there is even a hidden red bird on each page. Even without the illustrations, the images that are created in the mind are thought-provoking and striking and drop the reader into the scene. Older children will be able to understand the poem at a deeper level with the imagery, whereas this book would be an excellent resource for younger students for learning colors and seasons at a superficial level.
Review Excerpt and Awards
Describing
seasons by colors is not an original concept, but this whimsical color calendar
sparkles with creativity. Zagarenski's mixed-media paintings on wood and
computer illustration have a European folk-art style. The described hues are
block-highlighted in the text while the artwork details the imagery in the
words. A woman and her white dog, both wearing paper crowns, wander through the
four seasons, observing nature's palette: "In summer, / BLUE grows new names: /
turquoise, / azure, / cerulean." A red bird flying
across the pages becomes a continuity motif. In summer, RED is a delicate hummingbird; in fall, "RED swells / on branches bent low. / RED: crisp, juicy, / crunch!" In winter, "RED hops to treetops /
...begins to sing: / and each note drops / like a
cherry / into / my / ear." The seasons flow into each other, bringing readers
full circle. Fresh descriptions and inventive artistry are a charming
inspiration to notice colors and correlate emotions. Details in the artwork will
invite repeated readings and challenge kids to muse about other color icons.
Kirkus Reviews, 2009
Claudia Lewis Award, 2010
Cybil Award, 2009
Randolph Caldecott Medal, 2010
Strengths and Weaknesses
The strength of this poetry book is the images that are created in the readers mind and how the author allows the reader to practically see, hear, smell, taste, and touch the seasons using colors. Also, the illustrations are stunning and reflect the poem in a beautiful and creative way. One of the weaknesses of the book is that the poem is almost too much to soak in at one reading. It almost needs to be chunked or else the reader might become overwhelmed by the imagery.
Personal Response and Connections
I was amazed at how colors were personfied in this poem; for example, Sidman describes the spring as "yellow and purple holding hands." I could clearly imagine these colors in my mind, and Zagarenski also gave life to these images through her illustrations.
One of the activities that could be done with this book is to have students close their eyes as sections of the poem are read, then have them draw what they picture in their mind, and then complete the activity by seeing how the illustration of the book compares to their own drawing.
Thursday, June 28, 2012
Book Review (Poetry): bow wow meow meow
Bibliography
Florian, Douglas. 2003. BOW WOW MEOW MEOW: IT'S RHYMING CATS AND DOGS. Harcourt: San Diego, CA. ISBN 0152163956
Summary
A collection of 21 poems featuring cats and dogs with colorful, fun illustrations.
Critical Analysis
Bow wow meow meow is a topical collection featuring the writing and illustrations of Douglas Florian. The topic of this collection is cats and dogs. The poems in this book have a natural rhythm that is especially apparent when the poems are read aloud. Most of the poems feature rhymes, with the exception of some of the shape poems, like "The Leopard". Some of the poems use sound to add to the effect of the poem, like in "The Sheepdog" using the sh sound frequently. Florian uses a variety of language choices to make the poems stronger, for example, in the poem "The Chihuahua," Florian equivalates the sound of the barking dog to the name of the dog. The purpose of Florian's poems are to entertain the audience with humor, although some of the poems felt forced, like "The Manx." The poems also rely on the illustrations to convey meaning.
Review Excerpt and Awards
Another of Florian's themed poems, awash with delightful plays on words, puns, and animal observations is just the ticket for cat and dog lovers. Poems are neatly divided, half for dog, and second half, as cat...chat. Illustrations are loosely painted, appealing, and most appropriately "toothy." My favorite poem is the familiar pointer who points, not at foxes or hares--but at Frigidaires. Florian should be declared a national treasure. Susan Hepler, Ph.D., Children's Literature
Strengths and Weaknesses
The strength of "bow wow meow meow" is in how the poems and illustrations playfully work together to entertain the readers. The poems will especially appeal to animals lovers of all ages. Young children will giggle at some of the play on words, like in "The Lion" when Florian calls the lions roar "fur-ocious." One of the weaknesses of the book is the simplicity of some of the poems, like the two-lined poem "The Manx." It's almost like it was included in the book just because it was about a cat, not because it was a good poem.
Personal Response and Connections
This is a fun book that made me smile a few times, I can see how young children would be especially amused at some of the poems. The rhymes and word play delivers fun lessons for children on different types of poetry, as well as the shape poems. I especially liked the poem "The Dachshund" that compared the dachshund to a stretch limosine for fleas.
This book cold be used to inspire students to write their own poems and draw their own illustrations about animals. This book would also be a good lesson for shape poetry, especially "The Poodles."
Florian, Douglas. 2003. BOW WOW MEOW MEOW: IT'S RHYMING CATS AND DOGS. Harcourt: San Diego, CA. ISBN 0152163956
Summary
A collection of 21 poems featuring cats and dogs with colorful, fun illustrations.
Critical Analysis
Bow wow meow meow is a topical collection featuring the writing and illustrations of Douglas Florian. The topic of this collection is cats and dogs. The poems in this book have a natural rhythm that is especially apparent when the poems are read aloud. Most of the poems feature rhymes, with the exception of some of the shape poems, like "The Leopard". Some of the poems use sound to add to the effect of the poem, like in "The Sheepdog" using the sh sound frequently. Florian uses a variety of language choices to make the poems stronger, for example, in the poem "The Chihuahua," Florian equivalates the sound of the barking dog to the name of the dog. The purpose of Florian's poems are to entertain the audience with humor, although some of the poems felt forced, like "The Manx." The poems also rely on the illustrations to convey meaning.
Review Excerpt and Awards
Another of Florian's themed poems, awash with delightful plays on words, puns, and animal observations is just the ticket for cat and dog lovers. Poems are neatly divided, half for dog, and second half, as cat...chat. Illustrations are loosely painted, appealing, and most appropriately "toothy." My favorite poem is the familiar pointer who points, not at foxes or hares--but at Frigidaires. Florian should be declared a national treasure. Susan Hepler, Ph.D., Children's Literature
Strengths and Weaknesses
The strength of "bow wow meow meow" is in how the poems and illustrations playfully work together to entertain the readers. The poems will especially appeal to animals lovers of all ages. Young children will giggle at some of the play on words, like in "The Lion" when Florian calls the lions roar "fur-ocious." One of the weaknesses of the book is the simplicity of some of the poems, like the two-lined poem "The Manx." It's almost like it was included in the book just because it was about a cat, not because it was a good poem.
Personal Response and Connections
This is a fun book that made me smile a few times, I can see how young children would be especially amused at some of the poems. The rhymes and word play delivers fun lessons for children on different types of poetry, as well as the shape poems. I especially liked the poem "The Dachshund" that compared the dachshund to a stretch limosine for fleas.
This book cold be used to inspire students to write their own poems and draw their own illustrations about animals. This book would also be a good lesson for shape poetry, especially "The Poodles."
Book Review (Poetry): Inside Out and Back Again
Bibliography
Lai, Thanhha. 2011. INSIDE OUT AND BACK AGAIN. Harper: New York, NY. ISBN 9780061962783
Summary
Ha is a ten-year-old girl that is forced to leave her home in Saigon, Vietnam in 1975. Ha and her family travel as refugees aboard a ship with squalid living conditions, and arrive in America to face even greater challenges.
Critical Analysis
In Inside Out and Back Again, Lai delivers a touching story of a young girl as she learns to adjust to a new country. This verse novel perfectly uses free verse poetry to convey young Ha's feelings and emotions. It also delivers a history lesson about Vietnam and the struggles that refugees face in coming to America. The rhythm of the poems is like thoughts coming straight out of the mind in brief snippets, but flow naturally when read aloud to form beautiful poetry. Each word is carefully selected to convey meaning in a concise manner, which delivers clear imagery to the reader or listener's mind. For example, Ha's favorite food is the papaya, and in the description of the papaya, the reader can almost see, feel, smell, and taste the fruit. Through the language of the poems, Lai takes the reader on an emotional journey that leaves an imprint on the heart of the reader. And even though the book takes place in 1975, the universal theme of acceptance still resonates with all readers. The suggested age range for this book is ages 8-12, but older readers will still be able to learn and grow because of this book.
The structure of the book also allows Lai to convey meaning in a concise manner. There are four different parts of the book: Saigon, At Sea, Alabama, and From Now On. Within each part, the author has a title for each poem that sequentially takes the reader through Ha's experience over the course of a year. This structure allows for Lai to guide the reader in a clear way so the poems can deliver the meaning and story, without becoming encumbered by details.
Review Excerpt and Awards
After her father has been missing in action for nine years during the Vietnam War, 10-year-old Hà flees with her mother and three older brothers. Traveling first by boat, the family reaches a tent city in Guam, moves on to Florida, and is finally connected with sponsors in Alabama, where Hà finds refuge but also cruel rejection, especially from mean classmates. Based on Lai’s personal experience, this first novel captures a child-refugee’s struggle with rare honesty. Written in accessible, short free-verse poems, Hà’s immediate narrative describes her mistakes—both humorous and heartbreaking—with grammar, customs, and dress (she wears a flannel nightgown to school, for example); and readers will be moved by Hà’s sorrow as they recognize the anguish of being the outcast who spends lunchtime hiding in the bathroom. Eventually, Hà does get back at the sneering kids who bully her at school, and she finds help adjusting to her new life from a kind teacher who lost a son in Vietnam. The elemental details of Hà’s struggle dramatize a foreigner’s experience of alienation. And even as she begins to shape a new life, there is no easy comfort: her father is still gone. Hazel Rochman, Booklist
John Newbery Medal Honor Book, 2012
National Book Award Winner: Young People's Literature, 2011
Strengths and Weaknesses
The strength of this novel is how the author masterfully draws the reader into an emotional tale of a young girl by using poetry. Each word is carefully selected to make the reader feel deeply and experience Ha's life as if they are right with her. One of the weaknesses of the book is that the reader is left wanting to know more about Ha and her future. Through the Author's Note, the reader is able to inference what possibly happened, but it is left at that.
Personal Response and Connections
Even though I was never a refugee, nor faced most of the challenges that Ha faced, I still felt connected to her. I remember being ten and how important it was to be accepted by my peers. One of the struggles Ha faces is learning the nuances of the English language. One of the stanzas in the book sums up the book in a nutshell:
Would be simpler
if English
and life
were logical.
Everybody questions why things happen, and there isn't always a good reason for why things happen as they do. I often think life would be better if things happened for logical reasons. In the end, I was deeply moved by Ha's story, I loved how the poetry told the story in a concise way, but I was still able to feel the emotions, sights, sounds, and feelings of Ha. This book moves and makes the reader feel deeply.
This poetry book is a terrific springboard for acceptance and tolerance lessons for students. Through Ha, students can feel what it is like to not be accpeted for who you are, and how to appreciate differences.
Lai, Thanhha. 2011. INSIDE OUT AND BACK AGAIN. Harper: New York, NY. ISBN 9780061962783
Summary
Ha is a ten-year-old girl that is forced to leave her home in Saigon, Vietnam in 1975. Ha and her family travel as refugees aboard a ship with squalid living conditions, and arrive in America to face even greater challenges.
Critical Analysis
In Inside Out and Back Again, Lai delivers a touching story of a young girl as she learns to adjust to a new country. This verse novel perfectly uses free verse poetry to convey young Ha's feelings and emotions. It also delivers a history lesson about Vietnam and the struggles that refugees face in coming to America. The rhythm of the poems is like thoughts coming straight out of the mind in brief snippets, but flow naturally when read aloud to form beautiful poetry. Each word is carefully selected to convey meaning in a concise manner, which delivers clear imagery to the reader or listener's mind. For example, Ha's favorite food is the papaya, and in the description of the papaya, the reader can almost see, feel, smell, and taste the fruit. Through the language of the poems, Lai takes the reader on an emotional journey that leaves an imprint on the heart of the reader. And even though the book takes place in 1975, the universal theme of acceptance still resonates with all readers. The suggested age range for this book is ages 8-12, but older readers will still be able to learn and grow because of this book.
The structure of the book also allows Lai to convey meaning in a concise manner. There are four different parts of the book: Saigon, At Sea, Alabama, and From Now On. Within each part, the author has a title for each poem that sequentially takes the reader through Ha's experience over the course of a year. This structure allows for Lai to guide the reader in a clear way so the poems can deliver the meaning and story, without becoming encumbered by details.
Review Excerpt and Awards
After her father has been missing in action for nine years during the Vietnam War, 10-year-old Hà flees with her mother and three older brothers. Traveling first by boat, the family reaches a tent city in Guam, moves on to Florida, and is finally connected with sponsors in Alabama, where Hà finds refuge but also cruel rejection, especially from mean classmates. Based on Lai’s personal experience, this first novel captures a child-refugee’s struggle with rare honesty. Written in accessible, short free-verse poems, Hà’s immediate narrative describes her mistakes—both humorous and heartbreaking—with grammar, customs, and dress (she wears a flannel nightgown to school, for example); and readers will be moved by Hà’s sorrow as they recognize the anguish of being the outcast who spends lunchtime hiding in the bathroom. Eventually, Hà does get back at the sneering kids who bully her at school, and she finds help adjusting to her new life from a kind teacher who lost a son in Vietnam. The elemental details of Hà’s struggle dramatize a foreigner’s experience of alienation. And even as she begins to shape a new life, there is no easy comfort: her father is still gone. Hazel Rochman, Booklist
John Newbery Medal Honor Book, 2012
National Book Award Winner: Young People's Literature, 2011
Strengths and Weaknesses
The strength of this novel is how the author masterfully draws the reader into an emotional tale of a young girl by using poetry. Each word is carefully selected to make the reader feel deeply and experience Ha's life as if they are right with her. One of the weaknesses of the book is that the reader is left wanting to know more about Ha and her future. Through the Author's Note, the reader is able to inference what possibly happened, but it is left at that.
Personal Response and Connections
Even though I was never a refugee, nor faced most of the challenges that Ha faced, I still felt connected to her. I remember being ten and how important it was to be accepted by my peers. One of the struggles Ha faces is learning the nuances of the English language. One of the stanzas in the book sums up the book in a nutshell:
Would be simpler
if English
and life
were logical.
Everybody questions why things happen, and there isn't always a good reason for why things happen as they do. I often think life would be better if things happened for logical reasons. In the end, I was deeply moved by Ha's story, I loved how the poetry told the story in a concise way, but I was still able to feel the emotions, sights, sounds, and feelings of Ha. This book moves and makes the reader feel deeply.
This poetry book is a terrific springboard for acceptance and tolerance lessons for students. Through Ha, students can feel what it is like to not be accpeted for who you are, and how to appreciate differences.
Saturday, June 16, 2012
Book Review (Traditional Literature): The Three Cabritos
Bibliography
Kimmel, Eric A. 2007. THE THREE CABRITOS. Illus. Stephen Gilpin. Marshall Cavendish Children: Tarrytown, NY. ISBN 9780761453437
Summary
In this retelling of The Three Billy Goats Gruff, three cabritos (or goats in Spanish), attempt to cross a bridge over the Rio Grande in order to get to a fiesta in Mexico, but have to get past the Chupacabra (or monster) first.
Critical Analysis
Most children have heard the story of The Three Billy Goats Gruff, but Kimmel incorporates the Mexican/South Texas culture in this retelling. The characters are still three goats, or cabritos, but the troll is replaced by the legendary Chupacabra, who is rumored to suck goats until they look like dead cacti. The setting of the story is South Texas, along the Mexican border, which adds another cultural reference to the story. The theme still sticks with traditional literature in that it portrays good conquering evil. The illustrator included images that add depth to the story by using a pencil, and color was added using PhotoShop. The highlight of this book was how the South Texas/Mexican culture was incorporated in the story. Kimmel even includes a glossary in the back of the book with pronunciation and meaning of the Spanish words used in the book.
Review Excerpt
Noted folklorist Kimmel presents his own version of “The Three Billy Goats Gruff.” Here the goats (cabritos) are on their way to Mexico for a fiesta across the border. Alas, each in his turn is stopped by Chupacabra, a legendary creature who attacks farm animals. The story follows the familiar form but with a decidedly Spanish-flavored bent, including Spanish words (defined in the glossary). In Kimmell’s telling, it is the eldest brother who conquers the monster, not through might but by playing the accordion. (His accordion is a magical instrument, and it makes the chupacabra dance until he bursts.) The story moves briskly, but the fat, blue chupacabra is far from frightening, looking more like a Macy’s holiday balloon than anything that would scary a hardy goat. Recommended for larger libraries or those serving Hispanic communities. Ilene Cooper, Booklist
Strengths and Weaknesses
The strength of this book is that it incorporates the Mexican culture in a fun way. Also, instead of using violence to fight the "monster," the cabritos use music and their brains to get across the bridge. One of the weaknesses of this book is that it is almost identical to The Three Billy Goats Gruff, therefore nothing truly fresh or different was delivered to the reader.
Personal Response and Connections
As I was reading the book, I wondered if the book was culturally insensitive since it was written by a non-Mexican. I often wonder about the gray area of telling about a culture without it coming across as insensitive. On the back flap of the book, the reader is told that Kimmel often re-tells stories from other cultures. I think he does a terrific job of writing about and respecting the Mexican culture in this book.
There are many activities that could be done with this book. This book could be used as a springboard for discussion on the Mexican culture. This is would be especially good if there are students of Spanish or Mexican descent in the group because they may be able to share insights into the story and add their own traditions. This book would also make a terrific compare and contrast activity with the original story.
Kimmel, Eric A. 2007. THE THREE CABRITOS. Illus. Stephen Gilpin. Marshall Cavendish Children: Tarrytown, NY. ISBN 9780761453437
Summary
In this retelling of The Three Billy Goats Gruff, three cabritos (or goats in Spanish), attempt to cross a bridge over the Rio Grande in order to get to a fiesta in Mexico, but have to get past the Chupacabra (or monster) first.
Critical Analysis
Most children have heard the story of The Three Billy Goats Gruff, but Kimmel incorporates the Mexican/South Texas culture in this retelling. The characters are still three goats, or cabritos, but the troll is replaced by the legendary Chupacabra, who is rumored to suck goats until they look like dead cacti. The setting of the story is South Texas, along the Mexican border, which adds another cultural reference to the story. The theme still sticks with traditional literature in that it portrays good conquering evil. The illustrator included images that add depth to the story by using a pencil, and color was added using PhotoShop. The highlight of this book was how the South Texas/Mexican culture was incorporated in the story. Kimmel even includes a glossary in the back of the book with pronunciation and meaning of the Spanish words used in the book.
Review Excerpt
Noted folklorist Kimmel presents his own version of “The Three Billy Goats Gruff.” Here the goats (cabritos) are on their way to Mexico for a fiesta across the border. Alas, each in his turn is stopped by Chupacabra, a legendary creature who attacks farm animals. The story follows the familiar form but with a decidedly Spanish-flavored bent, including Spanish words (defined in the glossary). In Kimmell’s telling, it is the eldest brother who conquers the monster, not through might but by playing the accordion. (His accordion is a magical instrument, and it makes the chupacabra dance until he bursts.) The story moves briskly, but the fat, blue chupacabra is far from frightening, looking more like a Macy’s holiday balloon than anything that would scary a hardy goat. Recommended for larger libraries or those serving Hispanic communities. Ilene Cooper, Booklist
Strengths and Weaknesses
The strength of this book is that it incorporates the Mexican culture in a fun way. Also, instead of using violence to fight the "monster," the cabritos use music and their brains to get across the bridge. One of the weaknesses of this book is that it is almost identical to The Three Billy Goats Gruff, therefore nothing truly fresh or different was delivered to the reader.
Personal Response and Connections
As I was reading the book, I wondered if the book was culturally insensitive since it was written by a non-Mexican. I often wonder about the gray area of telling about a culture without it coming across as insensitive. On the back flap of the book, the reader is told that Kimmel often re-tells stories from other cultures. I think he does a terrific job of writing about and respecting the Mexican culture in this book.
There are many activities that could be done with this book. This book could be used as a springboard for discussion on the Mexican culture. This is would be especially good if there are students of Spanish or Mexican descent in the group because they may be able to share insights into the story and add their own traditions. This book would also make a terrific compare and contrast activity with the original story.
Book Review (Traditional Literature): Three Hungry Pigs and the Wolf Who Came to Dinner
Bibliography
Santore, Charles. 2005. THREE HUNGRY PIGS AND THE WOLF WHO CAME TO DINNER. Random House: New York. ISBN 0375929460
Summary
Bianca, the tree sniffing hunter of truffles, is forced off her farm along with her two piglets. She meets a hungry wolf and is befriended and protected by him.
Critical Analysis
Santore's variation of The Three Pigs is extremely different than the original tale. Other than three pigs and a wolf being involved in the story, there are very few other similarities. The theme of good and evil is still present, but the main theme is the friendship that is created by the pigs and the wolf. The setting of this story is in Italy, and begins with "Once upon a time," but it is not clear how long ago the story takes place; the illustrations are ambiguous to time frames. The illustrations serve to reflect the action of the story and portray the Italian countryside. The author has a note at the beginning of the book that references the Italian culture and the centuries old tradition of hunting for truffles. Without this note, the reader would not be able to see and learn about the culture portrayed in the book.
Review Excerpt
No huffing and puffing occurs in this tale from the creator of The Camel's Lament (2004) and numerous folklore retellings, but one finds stray whiffs of both "The Three Little Pigs" and "Little Red Riding Hood" in its unusual story line. Truffle-hunting pig Bianca is put to pasture after consuming the merchandise: "Bianca decided she loved eating truffles even more than hunting them!" While braving the woodlands of Alba, Italy (the region specializing in the fungal delicacies, an author's note explains), Bianca and her two piglets face a hungry wolf, but her quick thinking whets the predator's appetite for truffles over pork. The happy ending is too abrupt, and the child appeal of food that exudes a "musky aroma" is pretty much zilch. Still, many children will be drawn to Santore's beautifully finished watercolors, as compelling in depictions of dramatically emoting animal characters as in bird's-eye views of the sun-toasted countryside. Pair this, perhaps, with dePaola's Strega Nona, for another Italian tale about a gourmand who can't get enough of a good thing. -Jennifer Mattson, Booklist
Strengths and Weaknesses
The strength of this book lies in taking a familiar story (The Three Pigs) and instead of making it a story about good conquering evil, it is about forming friendships and helping others, although this goes against the traditional theme of this type of literature. One of the weaknesses of this story is that more cultural references could have been incorporated into the story. The reader could have learned more about Italian traditions and about the culture of the country.
Personal Response and Connections
Santore's retelling of the The Three Pigs is an extremely different variation of the original tale. It would be challenging for younger readers to correlate the two stories. I thought the book was fresh and original, but from the title and front cover artwork, I was expecting a different story. In the end, I was satisfied with what I did get.
One of the activities that could be done with this story is have the students re-write The Three Pigs and incorporate a pre-researched cultural reference for a different country.
Santore, Charles. 2005. THREE HUNGRY PIGS AND THE WOLF WHO CAME TO DINNER. Random House: New York. ISBN 0375929460
Summary
Bianca, the tree sniffing hunter of truffles, is forced off her farm along with her two piglets. She meets a hungry wolf and is befriended and protected by him.
Critical Analysis
Santore's variation of The Three Pigs is extremely different than the original tale. Other than three pigs and a wolf being involved in the story, there are very few other similarities. The theme of good and evil is still present, but the main theme is the friendship that is created by the pigs and the wolf. The setting of this story is in Italy, and begins with "Once upon a time," but it is not clear how long ago the story takes place; the illustrations are ambiguous to time frames. The illustrations serve to reflect the action of the story and portray the Italian countryside. The author has a note at the beginning of the book that references the Italian culture and the centuries old tradition of hunting for truffles. Without this note, the reader would not be able to see and learn about the culture portrayed in the book.
Review Excerpt
No huffing and puffing occurs in this tale from the creator of The Camel's Lament (2004) and numerous folklore retellings, but one finds stray whiffs of both "The Three Little Pigs" and "Little Red Riding Hood" in its unusual story line. Truffle-hunting pig Bianca is put to pasture after consuming the merchandise: "Bianca decided she loved eating truffles even more than hunting them!" While braving the woodlands of Alba, Italy (the region specializing in the fungal delicacies, an author's note explains), Bianca and her two piglets face a hungry wolf, but her quick thinking whets the predator's appetite for truffles over pork. The happy ending is too abrupt, and the child appeal of food that exudes a "musky aroma" is pretty much zilch. Still, many children will be drawn to Santore's beautifully finished watercolors, as compelling in depictions of dramatically emoting animal characters as in bird's-eye views of the sun-toasted countryside. Pair this, perhaps, with dePaola's Strega Nona, for another Italian tale about a gourmand who can't get enough of a good thing. -Jennifer Mattson, Booklist
Strengths and Weaknesses
The strength of this book lies in taking a familiar story (The Three Pigs) and instead of making it a story about good conquering evil, it is about forming friendships and helping others, although this goes against the traditional theme of this type of literature. One of the weaknesses of this story is that more cultural references could have been incorporated into the story. The reader could have learned more about Italian traditions and about the culture of the country.
Personal Response and Connections
Santore's retelling of the The Three Pigs is an extremely different variation of the original tale. It would be challenging for younger readers to correlate the two stories. I thought the book was fresh and original, but from the title and front cover artwork, I was expecting a different story. In the end, I was satisfied with what I did get.
One of the activities that could be done with this story is have the students re-write The Three Pigs and incorporate a pre-researched cultural reference for a different country.
Book Review (Traditional Literature): The Three Pigs
Bibliography
Wiesner, David. 2001. THE THREE PIGS. Clarion Books: New York. ISBN 0618007016
Summary
Instead of getting eaten, The Three Pigs embark on an adventure outside of the story. They find a couple of friends along the way, including the Cat and the Fiddle and a rescued dragon. They return to the third pigs brick house with their new friends, and are able to defeat the wolf.
Critical Analysis
In this version of the classic The Three Pigs, David Wiesner provides a twist to the story by having the pigs leave the traditional story instead of getting eaten by the hungry wolf. The setting of the story starts traditionally as the pigs go out to make their way in the world, but then they leave the traditional story and visit other books, for example a nursery rhyme book. At the end of Wiesner's version, the pigs return to the original setting after visiting other places. The theme of Wiesner's version remains the same, with good triumphing over evil. The illustrations uniquelly portray the story by showing the readers the actions instead of telling them. For example, instead of getting eaten, it appears the pigs crawl out of the book. This version of The Three Pigs is different from the traditional version because with the traditional version, the story can be clearly conveyed without illustrations; whereas with Wiesner's version, meaning would be lost without the illustrations. Also, with Wiesner's version, there are no cultural references that give children insight in to different cultures or beliefs.
Review Excerpt(s) and Awards
Out of the familiar world of the traditional porcine trio illustrated in the traditional style slink Wiesner's pigs, moving the pages of the story about, folding them into paper airplanes, and sailing into other familiar tales. They pick up a friendly dragon along with other friends as they reconstruct their own happy ending. Wiesner delights in deconstructing pages of illustrations and treating them as building materials. His porkers have real personalities! They also are performers, delivering their lines in speech balloons. Their glide along the empty pages is almost brazen. Their adventure is surreal for sure, but done with joy and bravado that demand repeated visits to experience it all. -Ken Marantz and Sylvia Marantz (Children's Literature)
Caldecott Award Winner, 2001
Strengths and Weaknesses
One of the strengths of David Wiesner's The Three Pigs is that it portrays a different take on the traditional tale of The Three Pigs. Children will enjoy hearing a different version from the original tale. There are several weaknesses with this book. The first weakness is the lack of any cultural reference. Another waekness is that to fully understand the story, the pictures must be shown, which steers away from the oral tradition of this form of literature.
Personal Response and Connections
I thought this version of The Three Pigs was fresh and inviting to readers that are familiar to the original story. I like how the illustrations told much of the story, I especially liked the three pigs gliding through the air on a page of the book.
This story could be used as a compare and contrast lesson for students. Also, students could be invited to remake other classic stories in their own way.
Wiesner, David. 2001. THE THREE PIGS. Clarion Books: New York. ISBN 0618007016
Summary
Instead of getting eaten, The Three Pigs embark on an adventure outside of the story. They find a couple of friends along the way, including the Cat and the Fiddle and a rescued dragon. They return to the third pigs brick house with their new friends, and are able to defeat the wolf.
Critical Analysis
In this version of the classic The Three Pigs, David Wiesner provides a twist to the story by having the pigs leave the traditional story instead of getting eaten by the hungry wolf. The setting of the story starts traditionally as the pigs go out to make their way in the world, but then they leave the traditional story and visit other books, for example a nursery rhyme book. At the end of Wiesner's version, the pigs return to the original setting after visiting other places. The theme of Wiesner's version remains the same, with good triumphing over evil. The illustrations uniquelly portray the story by showing the readers the actions instead of telling them. For example, instead of getting eaten, it appears the pigs crawl out of the book. This version of The Three Pigs is different from the traditional version because with the traditional version, the story can be clearly conveyed without illustrations; whereas with Wiesner's version, meaning would be lost without the illustrations. Also, with Wiesner's version, there are no cultural references that give children insight in to different cultures or beliefs.
Review Excerpt(s) and Awards
Out of the familiar world of the traditional porcine trio illustrated in the traditional style slink Wiesner's pigs, moving the pages of the story about, folding them into paper airplanes, and sailing into other familiar tales. They pick up a friendly dragon along with other friends as they reconstruct their own happy ending. Wiesner delights in deconstructing pages of illustrations and treating them as building materials. His porkers have real personalities! They also are performers, delivering their lines in speech balloons. Their glide along the empty pages is almost brazen. Their adventure is surreal for sure, but done with joy and bravado that demand repeated visits to experience it all. -Ken Marantz and Sylvia Marantz (Children's Literature)
Caldecott Award Winner, 2001
Strengths and Weaknesses
One of the strengths of David Wiesner's The Three Pigs is that it portrays a different take on the traditional tale of The Three Pigs. Children will enjoy hearing a different version from the original tale. There are several weaknesses with this book. The first weakness is the lack of any cultural reference. Another waekness is that to fully understand the story, the pictures must be shown, which steers away from the oral tradition of this form of literature.
Personal Response and Connections
I thought this version of The Three Pigs was fresh and inviting to readers that are familiar to the original story. I like how the illustrations told much of the story, I especially liked the three pigs gliding through the air on a page of the book.
This story could be used as a compare and contrast lesson for students. Also, students could be invited to remake other classic stories in their own way.
Sunday, June 10, 2012
Book Review: Kitten's First Full Moon
Bibliography
Henkes, Kevin. 2004. KITTEN'S FIRST FULL MOON. Greenwillow Books: New York. ISBN 0060588292
Summary
A kitten sees a full moon and is convinced that it is a bowl of milk. She tries several different tactics to get the bowl of milk, but ends up with a bug on her tongue, and then she tumbles down the steps trying to reach for the moon. She tries to get closer, but just can't seem to get there, even by climbing a tree. Then she spies the reflection of the moon in the water, and falls in trying to get it. She finally heads back home and finds a bowl of milk waiting for her.
Critical Analysis
The illustrations in this picture book reflect what is happening in the story and add another layer of understanding. The story has a simple plot that conveys the message to the reader about being unlucky, then getting lucky. The main character is a cute kitten, that although children don't think of themselves as kittens, they can still empathize with the kitten and make connections with the story. Henkes uses repetition to deliver the story ("Still, there was a little bowl of milk, just waiting"). This emphasizes the kitten's determination to get that bowl of milk and has the readers wondering if the kitten will achieve her goal. Any child of any culture can relate to this book because it delivers a message of continuing to try, and even if the goal is not achievable, there may be a different, unexpected award waiting in the end.
Review Excerpt(s)
In a surprisingly new guise, Henkes turns his hand for his 34th book to a retro look, with rough-hewn, black-and-white illustrations that pair perfectly with this deceptively simply story. When Kitten mistakes the full moon for a bowl of milk, she ends up tired, wet, and hungry trying to reach it. The coarse but masterfully controlled line with heavy black outlines contains vigor and exuberance, creating a spontaneous feeling. A keen sense of design uses double spreads and panels to depict the action and Kitten's puzzlement. Some spreads are almost all white space with dark shadows outlining Kitten and the moon. The style is reminiscent of Clare Newberry (Marshmallow, April's Kittens) without soft, fuzzy shapes, but artful in its gracelessness and naïveté, just like a kitten. Simply charming. -Kirkus Reviews, February 15, 2004
Strengths and Weaknesses
One of the strengths of this book is the simple black and white illustrations that mirror what is happening in the story. The reader is taken through the story with clear visuals that add depth and understanding to the story. Another strength of this book is that it shows that sometimes things just don't go as expected, but there is still hope. One of the weaknesses of the book is that it doesn't relate setting a goal, and even if you don't achieve that goal, you are still rewarded. This book portrays trying really hard, and just getting lucky in the end.
Personal Response and Connections
This is the first Kevin Henkes book I didn't really enjoy. I did not like that the kitten was rewarded by luck, not through trying really hard. Maybe I am looking at this book too deeply. But in the end, does the kitten really learn anything? Do the readers learn anything about themselves?
This book could be used as a springboard for a writing activity. Students could be invited to write about a time that they were lucky.
Henkes, Kevin. 2004. KITTEN'S FIRST FULL MOON. Greenwillow Books: New York. ISBN 0060588292
Summary
A kitten sees a full moon and is convinced that it is a bowl of milk. She tries several different tactics to get the bowl of milk, but ends up with a bug on her tongue, and then she tumbles down the steps trying to reach for the moon. She tries to get closer, but just can't seem to get there, even by climbing a tree. Then she spies the reflection of the moon in the water, and falls in trying to get it. She finally heads back home and finds a bowl of milk waiting for her.
Critical Analysis
The illustrations in this picture book reflect what is happening in the story and add another layer of understanding. The story has a simple plot that conveys the message to the reader about being unlucky, then getting lucky. The main character is a cute kitten, that although children don't think of themselves as kittens, they can still empathize with the kitten and make connections with the story. Henkes uses repetition to deliver the story ("Still, there was a little bowl of milk, just waiting"). This emphasizes the kitten's determination to get that bowl of milk and has the readers wondering if the kitten will achieve her goal. Any child of any culture can relate to this book because it delivers a message of continuing to try, and even if the goal is not achievable, there may be a different, unexpected award waiting in the end.
Review Excerpt(s)
In a surprisingly new guise, Henkes turns his hand for his 34th book to a retro look, with rough-hewn, black-and-white illustrations that pair perfectly with this deceptively simply story. When Kitten mistakes the full moon for a bowl of milk, she ends up tired, wet, and hungry trying to reach it. The coarse but masterfully controlled line with heavy black outlines contains vigor and exuberance, creating a spontaneous feeling. A keen sense of design uses double spreads and panels to depict the action and Kitten's puzzlement. Some spreads are almost all white space with dark shadows outlining Kitten and the moon. The style is reminiscent of Clare Newberry (Marshmallow, April's Kittens) without soft, fuzzy shapes, but artful in its gracelessness and naïveté, just like a kitten. Simply charming. -Kirkus Reviews, February 15, 2004
Strengths and Weaknesses
One of the strengths of this book is the simple black and white illustrations that mirror what is happening in the story. The reader is taken through the story with clear visuals that add depth and understanding to the story. Another strength of this book is that it shows that sometimes things just don't go as expected, but there is still hope. One of the weaknesses of the book is that it doesn't relate setting a goal, and even if you don't achieve that goal, you are still rewarded. This book portrays trying really hard, and just getting lucky in the end.
Personal Response and Connections
This is the first Kevin Henkes book I didn't really enjoy. I did not like that the kitten was rewarded by luck, not through trying really hard. Maybe I am looking at this book too deeply. But in the end, does the kitten really learn anything? Do the readers learn anything about themselves?
This book could be used as a springboard for a writing activity. Students could be invited to write about a time that they were lucky.
Book Review: Don't Let the Pigeon Drive the Bus!
Bibliography
Willems, Mo. 2003. DON'T LET THE PIGEON DRIVE THE BUS! Hyperion Books for Children: New York. ISBN 078681988X
Summary
After a bus driver leaves the reader to watch his bus with the directions of not letting the pigeon drive, an intrepid pigeon tries to convince the reader to let him drive the bus, without much luck.
Critical Analysis
Mo Willems combines words and fun images to interactively engage the reader in this picture book. The main character of the book is a pigeon that is determined to drive a bus, he uses all of the devices he can think of to get his way. He asks nicely, he begs, he pleads, he tries to trick you, and he even has a complete temper tantrum. Any parent, teacher, or anyone that has anything to do with the age group this book is intended for (ages 2-6) will see some very similar devices used by children and the pigeon to get what is wanted. This carries across the theme of the story without getting overly moral. The style and illustrations used in this book are simple in form, but tell a story that is engaging to all age groups. This is a good example that less is more. This book can be considered cross-cultural because there are no markers that indicate it reflects a specific culture. Almost all children have experience with busses, birds, and begging for something they want.
Review Excerpt(s)
In his winning debut, Willems finds the preschooler in a pigeon: a cajoling, tantrum-throwing, irresistible bird. "I've got to leave for a little while," says a uniformed bus driver as he strolls off the opening pages. "I thought he'd never leave," says the big-eyed pigeon as he marches onto the next spread and begins his campaign to drive the bus. His tactics, addressed to an unseen audience, are many: he reasons ("I tell you what: I'll just steer"); he whines ("I never get to do anything!"); he's creative ("Let's play 'Drive the Bus'! I'll go first"); he bargains ("C'mon! Just once around the block!"). Finally he erupts in a feather-flying tantrum, followed by a drooping sulk that ends only when a truck arrives, and new road fantasies begin. Librarians may struggle with the endpapers, which contain important story content, but the design is refreshingly minimal, focusing always on the pigeon; he's the only image on nearly every earth-toned spread. Willems is a professional animator, and each page has the feel of a perfectly frozen frame of cartoon footage--action, remarkable expression, and wild humor captured with just a few lines. Preschoolers will howl over the pigeon's dramatics, even as they recognize that he wheedles, blows up, and yearns to be powerful just like they do. -Gillian Engberg, Booklist, September 1, 2003
Strengths and Weaknesses
One of the major strengths of this book is the universal appeal of the theme of the story. Just about every child tries the exact same tactics the pigeon uses to get what is wanted. Also, Willems delivers a message in a fun way; how funny would it be to young children that a pigeon wants to drive a bus! That is sure to get some giggles. I also like how Willems draws the audience in by asking them to interact with the story and be participants with the story. It is difficult to determine one weakness because the story and illustrations are conjoined together seamlessly and tell an engaging story with a good lesson, and it is delivered in a fun manner.
Personal Response and Connections
I absolutely love this book! I am kicking myself that as a mom to three kids and a former Kindergarten teacher, I have never had the opportunity to share this books with children. I am a sucker for that cute pigeon, and I probably would have let him drive the bus, he is so gosh darn endearing!
Parents and teachers of younger children can use this book several ways. The first way is to have children identify behaviors that they might have used to get what they want. Also, this can lead to a discussion of how to ask for things and ineffective ways of getting what they want. Another lesson is to have children determine why it is a bad decsion to let a pigeon drive a bus, then they can relate this to their own experiences of when someone has told them no about something they really wanted.
Willems, Mo. 2003. DON'T LET THE PIGEON DRIVE THE BUS! Hyperion Books for Children: New York. ISBN 078681988X
Summary
After a bus driver leaves the reader to watch his bus with the directions of not letting the pigeon drive, an intrepid pigeon tries to convince the reader to let him drive the bus, without much luck.
Critical Analysis
Mo Willems combines words and fun images to interactively engage the reader in this picture book. The main character of the book is a pigeon that is determined to drive a bus, he uses all of the devices he can think of to get his way. He asks nicely, he begs, he pleads, he tries to trick you, and he even has a complete temper tantrum. Any parent, teacher, or anyone that has anything to do with the age group this book is intended for (ages 2-6) will see some very similar devices used by children and the pigeon to get what is wanted. This carries across the theme of the story without getting overly moral. The style and illustrations used in this book are simple in form, but tell a story that is engaging to all age groups. This is a good example that less is more. This book can be considered cross-cultural because there are no markers that indicate it reflects a specific culture. Almost all children have experience with busses, birds, and begging for something they want.
Review Excerpt(s)
In his winning debut, Willems finds the preschooler in a pigeon: a cajoling, tantrum-throwing, irresistible bird. "I've got to leave for a little while," says a uniformed bus driver as he strolls off the opening pages. "I thought he'd never leave," says the big-eyed pigeon as he marches onto the next spread and begins his campaign to drive the bus. His tactics, addressed to an unseen audience, are many: he reasons ("I tell you what: I'll just steer"); he whines ("I never get to do anything!"); he's creative ("Let's play 'Drive the Bus'! I'll go first"); he bargains ("C'mon! Just once around the block!"). Finally he erupts in a feather-flying tantrum, followed by a drooping sulk that ends only when a truck arrives, and new road fantasies begin. Librarians may struggle with the endpapers, which contain important story content, but the design is refreshingly minimal, focusing always on the pigeon; he's the only image on nearly every earth-toned spread. Willems is a professional animator, and each page has the feel of a perfectly frozen frame of cartoon footage--action, remarkable expression, and wild humor captured with just a few lines. Preschoolers will howl over the pigeon's dramatics, even as they recognize that he wheedles, blows up, and yearns to be powerful just like they do. -Gillian Engberg, Booklist, September 1, 2003
Strengths and Weaknesses
One of the major strengths of this book is the universal appeal of the theme of the story. Just about every child tries the exact same tactics the pigeon uses to get what is wanted. Also, Willems delivers a message in a fun way; how funny would it be to young children that a pigeon wants to drive a bus! That is sure to get some giggles. I also like how Willems draws the audience in by asking them to interact with the story and be participants with the story. It is difficult to determine one weakness because the story and illustrations are conjoined together seamlessly and tell an engaging story with a good lesson, and it is delivered in a fun manner.
Personal Response and Connections
I absolutely love this book! I am kicking myself that as a mom to three kids and a former Kindergarten teacher, I have never had the opportunity to share this books with children. I am a sucker for that cute pigeon, and I probably would have let him drive the bus, he is so gosh darn endearing!
Parents and teachers of younger children can use this book several ways. The first way is to have children identify behaviors that they might have used to get what they want. Also, this can lead to a discussion of how to ask for things and ineffective ways of getting what they want. Another lesson is to have children determine why it is a bad decsion to let a pigeon drive a bus, then they can relate this to their own experiences of when someone has told them no about something they really wanted.
Saturday, June 9, 2012
Book Review: Alexander and the Terrible, Horrible, No Good, Very Bad Day
Bibliography
Viorst, Judith. 1972. ALEXANDER AND THE TERRIBLE, HORRIBLE, NO GOOD, VERY BAD DAY. Ill. by Ray Cruz. New York: Athenum Books for Young Readers. ISBN 0689300727
Summary
Have you ever had a day when it seems like nothing is going right? Alexander has that kind of day from the moment he wakes up until he falls asleep that night. His day started out with gum in his hair when he woke up, then led to his brothers getting the cool prizes in their cereal boxes, then having to be squished in the car on his way to school, to then having trouble with his assignments and his friends in school. Things continue to go wrong for him after school when he finds out he has a cavity and gets new senakers he isn't happy with. He even had to see kissing on TV! His day finally ended when he fell asleep to his broken Mickey Mouse night light.
Critical Analysis
Alexander and the Terrible, No Good, Very Bad Day is a well crafted picture book that tells an extremely relatable story about a very bad day that a young boy experiences. Readers can easily connect with the main character because chances are, they have experienced their own very bad day. The plot and settings of the story moves sequentially through Alexander's day so as to add continuity throughout the story. The illustrations of the book support the actions of the story by giving a visual of not only what Alexander was experiencing, but also reflects his emotions of how he is feeling about his day. There are a few cultural markers contained in the book, this is indicated by pictures of African American children within Alexander's school.
Review Excerpt(s)
Judith Viorst's 30-year-old black-ink-only classic has a better-than-average chance of withstanding the ravages of time, despite its lack of color and dated images (old '70s VW bugs, Mary Tyler Moore-era clothing). After all, who can't identify with the little protagonist when he wakes up on the wrong side of the bed one morning, and experiences a very bad day indeed...I know the feeling, and so does every single kid, making Viorst's cross-hatched ink sketches seem fresh as a daisy to yet another generation. -Vicki Arkoff, Midwest Book Review, November 2002
Strengths and Weaknesses
One of the strengths of this book is how relatable Alexander is to just about anyone. Also, the illustrations add another layer to the story by portaying his emotions in a sympathetic manner. One of the weaknesses of the book is that a stronger moral could have been presented by having at least one thing go right for Alexander, to show the reader that even when things are going horribly wrong, there is always some good thing to find.
Personal Response and Connections
As a reader, I was rooting for something good to happen to Alexander, he looks and seems so miserable! I could also relate to him because judging from the pictures, he seems to be the youngest of three children, which is how I grew up as well. And it seemed that my older sisters always got the best breaks. There were many times I wanted to go to a different place to live, just like Alexander wanted to go to Australia. Also, I noticed that dome of the things that happened to Alexander could have been prevented, like getting in trouble for punching his brother.
This book lends itself well to teaching activities. One of the activities would be to have the students create a new story about "Alexander and the Wonderful, Awesome, Very Good Day." Also, for upper elementary students, a discussion could be done about how Alexander created the horrible day and what he could have done to change it. This would also lead into discussions about how each person can choose the kind of day they are going to have, and how bad days vary according to the perspective you have.
Response from Children (ages 10, 10, and 12) and the Dog Max (age 3)
Well, I had a cute little video of my kids with their response to the book, but for some reason I keep getting an error when I try to upload it. :( I did find it interesting that my 12 year old daughter had the same reaction that I did in that she kept waiting for something good to happen to Alexander. My twin boys liked the book, one really liked the illustrations. My Dog Max said the book needed more dogs.
Viorst, Judith. 1972. ALEXANDER AND THE TERRIBLE, HORRIBLE, NO GOOD, VERY BAD DAY. Ill. by Ray Cruz. New York: Athenum Books for Young Readers. ISBN 0689300727
Summary
Have you ever had a day when it seems like nothing is going right? Alexander has that kind of day from the moment he wakes up until he falls asleep that night. His day started out with gum in his hair when he woke up, then led to his brothers getting the cool prizes in their cereal boxes, then having to be squished in the car on his way to school, to then having trouble with his assignments and his friends in school. Things continue to go wrong for him after school when he finds out he has a cavity and gets new senakers he isn't happy with. He even had to see kissing on TV! His day finally ended when he fell asleep to his broken Mickey Mouse night light.
Critical Analysis
Alexander and the Terrible, No Good, Very Bad Day is a well crafted picture book that tells an extremely relatable story about a very bad day that a young boy experiences. Readers can easily connect with the main character because chances are, they have experienced their own very bad day. The plot and settings of the story moves sequentially through Alexander's day so as to add continuity throughout the story. The illustrations of the book support the actions of the story by giving a visual of not only what Alexander was experiencing, but also reflects his emotions of how he is feeling about his day. There are a few cultural markers contained in the book, this is indicated by pictures of African American children within Alexander's school.
Review Excerpt(s)
Judith Viorst's 30-year-old black-ink-only classic has a better-than-average chance of withstanding the ravages of time, despite its lack of color and dated images (old '70s VW bugs, Mary Tyler Moore-era clothing). After all, who can't identify with the little protagonist when he wakes up on the wrong side of the bed one morning, and experiences a very bad day indeed...I know the feeling, and so does every single kid, making Viorst's cross-hatched ink sketches seem fresh as a daisy to yet another generation. -Vicki Arkoff, Midwest Book Review, November 2002
Strengths and Weaknesses
One of the strengths of this book is how relatable Alexander is to just about anyone. Also, the illustrations add another layer to the story by portaying his emotions in a sympathetic manner. One of the weaknesses of the book is that a stronger moral could have been presented by having at least one thing go right for Alexander, to show the reader that even when things are going horribly wrong, there is always some good thing to find.
Personal Response and Connections
As a reader, I was rooting for something good to happen to Alexander, he looks and seems so miserable! I could also relate to him because judging from the pictures, he seems to be the youngest of three children, which is how I grew up as well. And it seemed that my older sisters always got the best breaks. There were many times I wanted to go to a different place to live, just like Alexander wanted to go to Australia. Also, I noticed that dome of the things that happened to Alexander could have been prevented, like getting in trouble for punching his brother.
This book lends itself well to teaching activities. One of the activities would be to have the students create a new story about "Alexander and the Wonderful, Awesome, Very Good Day." Also, for upper elementary students, a discussion could be done about how Alexander created the horrible day and what he could have done to change it. This would also lead into discussions about how each person can choose the kind of day they are going to have, and how bad days vary according to the perspective you have.
Response from Children (ages 10, 10, and 12) and the Dog Max (age 3)
Well, I had a cute little video of my kids with their response to the book, but for some reason I keep getting an error when I try to upload it. :( I did find it interesting that my 12 year old daughter had the same reaction that I did in that she kept waiting for something good to happen to Alexander. My twin boys liked the book, one really liked the illustrations. My Dog Max said the book needed more dogs.
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