Genre 2 Book 3
1. Bibliography
Schwartz, Alvin. 1992. AND THE GREEN GRASS GREW ALL AROUND; FOLK POETRY FROM EVERYONE. New York: Harper Collins Publishers.
ISBN 0060227583
Illustrated by: Sue Truesdell
2. Plot Summary
In this book, Schwartz produces over 250 folk poems that have something for everyone. Divided into sections, one can find poems, riddles, and songs that make them want to sing out and possible create some poetry of their own. Topics range from people to school and true love to wishes and warnings. The illustrations that accompany each work add humor to make it even more appealing to the audience.
3. Critical Analysis
The variety of poems, riddles and songs enhance the readability. One can choose to simply read, chant or even sing the words on each page. Schwartz plays upon children’s vulnerabilities by creating rhymes that contrast ways in which some may get ridiculed. In a section titled “Teases and Taunts”, Schwartz pens thirty-one rhymes to help you say what you think. For example, “Stare, stare like a bear – Sitting in your underwear” is one such rhyme a child might use if someone is staring at them.
Also found are a variety of styles: cadences, rhymes, limericks and more. Illustrations are also a strong point. Drawn in black and white, the characters are created with exaggerated humor. Children might not always understand the underlying humor in the words; however, they will gain a lot of delight from the pictures. To wrap up the book, Schwartz ingeniously ends the book with “Good night, Sleep tight, Don’t let the bedbugs bite”
4. Review Excerpt(s)
SCHOOL LIBRARY JOURNAL: “Schwartz has gathered sassy, funny, scary, and slightly naughty children's folk poetry heard on school grounds and wherever else kids are having fun.”
KIRKUS: “It's hard to imagine a child who wouldn't greet this treasure trove with enthusiasm.”
5. Connections
Children will get a variety of folk poems all in one book. This book will be a great model for an introduction into a poetry unit. Have students create their own poems using tunes or rhythms found or even have them create their own tunes and rhythms.
Other books containing folk poetry:
Book of American Folk Tale and Songs by Diane Goodes
Thirteen Moons on Turtles Backs by Joseph Bruchac
Tuesday, June 23, 2009
Genre 2 Book 2
1. Bibliography
Ketteman, Helen. 1997. BUBBA THE COWBOY PRINCE; A FRACTURED TEXAS TALE. New York: Scholastic Press. ISBN 0590255061
Illustrated by: James Warhola
2. Plot Summary
BUBBA THE COWBOY PRINCE is a Texas retelling of the Cinderella story. In this version there is a young cowboy who is bossed around the ranch by his mean step-daddy and two wicked step-brothers, Dwayne and Milton. Bubba really loves ranching and does his work without any complaints. Miz Lurleen is the prettiest gal around, and she decides to throw a ball to find a cute feller that loves ranching. Bubba; however, is told to stay home. His step-daddy and brothers laugh at him and tell him how badly he stinks. Not long after they left, a thunderstorm began to brew. With a bolt of lightning, Bubba’s fairy godcow appeared. She swished her tail and changed Bubba into a great looking rancher. He left for the ball with the warning that he needs to be home by midnight. When Miz Lurleen spotted Bubba, her eyes lit up. They began to dance, and Bubba lost track of time. Right in the middle of a dance, the clock struck midnight and Bubba turned back into himself. He ran out in shame, and his boot fell off. Miz Lurleen went looking for him and found Bubba. She found him and asked him to marry her. They lived happily ever after.
3. Critical Analysis
This story carries out a western theme inherent in the characters, Bubba and Miz Lurleen, and in the language spoken throughout the book. Western slang such as “feller”, “fetch”, and “git” add to the theme of the story. In addition, figurative language such as similes and hyperboles were used throughout for emphasis. The author does a nice job of staying true to the original story while crafting ingenious changes. Having a male lead and a fairly godcow now only had humor but also attracts potential readers. The illustrations exemplify the western theme and add humor. Cartoonish cowboys and animals such as cows and dog with varying expressions correspond well with the story.
4. Review Excerpt(s)
BOOKLIST: “With a male in starring role, this charming and funny retelling may hold more appeal for young boys than the traditional version may.”
KIRKUS: “A Cinderella parody that features off the wall whang-dang hyperbole of Keeteman…”
5. CONNECTIONS
This story would be a great addition to PK-2nd grade story time reading collections. With its vivid illustrations and humorous language, children will be mesmerized. Older children would benefit as well from understanding the figurative language to comparing a female and male lead character.
Other stories that are similar:
CINDY ELLEN: A WILD WESTERN CINDERELLA by Susan Lowell
CINDER EDNA by Ellen Jackson
1. Bibliography
Ketteman, Helen. 1997. BUBBA THE COWBOY PRINCE; A FRACTURED TEXAS TALE. New York: Scholastic Press. ISBN 0590255061
Illustrated by: James Warhola
2. Plot Summary
BUBBA THE COWBOY PRINCE is a Texas retelling of the Cinderella story. In this version there is a young cowboy who is bossed around the ranch by his mean step-daddy and two wicked step-brothers, Dwayne and Milton. Bubba really loves ranching and does his work without any complaints. Miz Lurleen is the prettiest gal around, and she decides to throw a ball to find a cute feller that loves ranching. Bubba; however, is told to stay home. His step-daddy and brothers laugh at him and tell him how badly he stinks. Not long after they left, a thunderstorm began to brew. With a bolt of lightning, Bubba’s fairy godcow appeared. She swished her tail and changed Bubba into a great looking rancher. He left for the ball with the warning that he needs to be home by midnight. When Miz Lurleen spotted Bubba, her eyes lit up. They began to dance, and Bubba lost track of time. Right in the middle of a dance, the clock struck midnight and Bubba turned back into himself. He ran out in shame, and his boot fell off. Miz Lurleen went looking for him and found Bubba. She found him and asked him to marry her. They lived happily ever after.
3. Critical Analysis
This story carries out a western theme inherent in the characters, Bubba and Miz Lurleen, and in the language spoken throughout the book. Western slang such as “feller”, “fetch”, and “git” add to the theme of the story. In addition, figurative language such as similes and hyperboles were used throughout for emphasis. The author does a nice job of staying true to the original story while crafting ingenious changes. Having a male lead and a fairly godcow now only had humor but also attracts potential readers. The illustrations exemplify the western theme and add humor. Cartoonish cowboys and animals such as cows and dog with varying expressions correspond well with the story.
4. Review Excerpt(s)
BOOKLIST: “With a male in starring role, this charming and funny retelling may hold more appeal for young boys than the traditional version may.”
KIRKUS: “A Cinderella parody that features off the wall whang-dang hyperbole of Keeteman…”
5. CONNECTIONS
This story would be a great addition to PK-2nd grade story time reading collections. With its vivid illustrations and humorous language, children will be mesmerized. Older children would benefit as well from understanding the figurative language to comparing a female and male lead character.
Other stories that are similar:
CINDY ELLEN: A WILD WESTERN CINDERELLA by Susan Lowell
CINDER EDNA by Ellen Jackson
Genre 2 Book 1
1. Bibliography
Goble, Paul. 1978. THE GIRL WHO LOVED WILD HORSES. New York: Simon and Schuster.
ISBN 0689716966
Illustrated by Paul Goble
2. Plot Summary
In this folktale, Goble reminds of the importance of freedom. Amongst the village of people, lived a young girl who loved horses and could communicate with them in a special way. She spent time each day caring for the horses. One day while caring for them, she got really sleepy so she lie down and fell into a deep sleep. An angry thunderstorm did not even wake her. Suddenly there was a great flash of lightning that shook the year and scared the girl awake. Frightened horses were snorting and rearing up all around her. She jumped upon a horse, and it carried her far away from her village. When they outran the storm, the horses rested. As the girl looked around, she realized that she was lost. The next morning, she was wakened by the sound of a beautiful stallion. This extremely beautiful stallion told the girl that he was the leader of the wild horses, and he wanted the girl to now live with them. The village people searched for the girl and horses but could not find them until one day they spotted her with a colt. The village people went and “rescued” the girl from the horses only to realize that she did not want to be rescued. Her parents loved her enough to let her go back and live with the horses, and everyone was happy. She would visit her village one a year. One year, she did not return and was never seen again. The hunters did see a beautiful mare walking beside the stallion and realized that the girl had become one of the wild horses. As we see the wild horses running, we should feel the joy of freedom.
3. Critical Analysis
The characters in THE GIRL WHO LOVED WILD HORSES are not named; however, one can feel their emotions. The girl loved the horses and so wanted to run with them, and in return her family loved her enough to let her go. The horses running in the wild are symbolic of freedom. Freedom and love are themes throughout the story. The illustrations done in warm browns and oranges support the calmness the girl feels when she is with the horses. Attention to detail in the illustrations is evident in the small creatures placed in the grassy areas with birds and butterflies flying around the sky.
4. Review Excerpt(s)
Caldecott Medal 1979
SCHOOL LIBRARY JOURNAL: “Pre-School-Grade 2-Paul Goble's beautifully-told, Caldecott Award-winning book (S&S, 1978) receives a fine treatment in this book.”
5. Connections
This story is a good addition to a Native American unit being taught in a K-2 classroom. In addition, the artwork is so detailed and vivid that studying the illustrations alone would be interesting and beneficial to any elementary aged child.
Other stories that are similar:
STORM BOY by Paul Owen Lewis
BUFFALO WOMEN by Paul Goble
STAR BOY by Paul Goble
1. Bibliography
Goble, Paul. 1978. THE GIRL WHO LOVED WILD HORSES. New York: Simon and Schuster.
ISBN 0689716966
Illustrated by Paul Goble
2. Plot Summary
In this folktale, Goble reminds of the importance of freedom. Amongst the village of people, lived a young girl who loved horses and could communicate with them in a special way. She spent time each day caring for the horses. One day while caring for them, she got really sleepy so she lie down and fell into a deep sleep. An angry thunderstorm did not even wake her. Suddenly there was a great flash of lightning that shook the year and scared the girl awake. Frightened horses were snorting and rearing up all around her. She jumped upon a horse, and it carried her far away from her village. When they outran the storm, the horses rested. As the girl looked around, she realized that she was lost. The next morning, she was wakened by the sound of a beautiful stallion. This extremely beautiful stallion told the girl that he was the leader of the wild horses, and he wanted the girl to now live with them. The village people searched for the girl and horses but could not find them until one day they spotted her with a colt. The village people went and “rescued” the girl from the horses only to realize that she did not want to be rescued. Her parents loved her enough to let her go back and live with the horses, and everyone was happy. She would visit her village one a year. One year, she did not return and was never seen again. The hunters did see a beautiful mare walking beside the stallion and realized that the girl had become one of the wild horses. As we see the wild horses running, we should feel the joy of freedom.
3. Critical Analysis
The characters in THE GIRL WHO LOVED WILD HORSES are not named; however, one can feel their emotions. The girl loved the horses and so wanted to run with them, and in return her family loved her enough to let her go. The horses running in the wild are symbolic of freedom. Freedom and love are themes throughout the story. The illustrations done in warm browns and oranges support the calmness the girl feels when she is with the horses. Attention to detail in the illustrations is evident in the small creatures placed in the grassy areas with birds and butterflies flying around the sky.
4. Review Excerpt(s)
Caldecott Medal 1979
SCHOOL LIBRARY JOURNAL: “Pre-School-Grade 2-Paul Goble's beautifully-told, Caldecott Award-winning book (S&S, 1978) receives a fine treatment in this book.”
5. Connections
This story is a good addition to a Native American unit being taught in a K-2 classroom. In addition, the artwork is so detailed and vivid that studying the illustrations alone would be interesting and beneficial to any elementary aged child.
Other stories that are similar:
STORM BOY by Paul Owen Lewis
BUFFALO WOMEN by Paul Goble
STAR BOY by Paul Goble
Saturday, June 13, 2009
Genre 1: Picture Books (Book 3)
PASS IT DOWN FIVE PICTURE-BOOK FAMILIES MAKE THEIR MARK
A. Bibliography
Marcus, Leonard S. PASS IT DOWN FIVE PICTURE-BOOK FAMILIES MAKE THEIR MARK. New York: Walker Publishing Company, Inc., 2007. ISBN 10-802796004
B. Plot Summary
This book contains stories of famous illustrators who had children follow in their footsteps. Included are the Crews and Jonas family, the Hurd family, the Myers family, the Pinkney family and the Rockwell family. The idea of how we are like our parents extends past physical traits. Each illustrator discusses what is what like for them growing up, and how their work affected their children. Some of their children became artists while others did not. Discussed also were the different fields of illustrations and why one particular field was chosen over the other.
C. Critical Analysis
PASS IT DOWN FIVE PICTURE-BOOK FAMILIES MAKE THEIR MARK is eloquently written books that illustrates how artists develop from generation to generation. It also depicts a connection between the written words of a book and the pictures. This well-written, easy read book is sure to be an inspiration to all aspiring artists.
Artists from different backgrounds and ethnicity are depicted in order to demonstrate cultural diversity. A bi-racial family, The Crews and Jonas, are the first family discussed. There is a picture of each family listing birth dates (and death dates as well if applicable). In addition, there are pictures of the family through the years such as Nina and Amy Crews painting at a young age. These illustrations identify the influence the parents had upon their children. There are also samples of both parent and children's artwork. It is interesting to see the similarities and differences in each.
Vocabulary relevant to artists is evident in this book. For example the word "dummy" is used throughout, and one might not know what that means in artist's terms. Marcus adds a glossary at the end of the book to aid in understanding such terms. In addition to the glossary, there is a section in the back titled "Books in the Family" which lists books written and/or illustrated by each family. It is a wealth of information.
D. Review Excerpts
2008 NCTE Children's Assembly Notable Children's Books in the English Language Arts
2008 Bank Street Best Children's Books of the Year starred selection
2007 Texas Woman's University Librarians' Choice 100 Best Books of the Year
"Fascinating...An outstanding work about the connections between parents and children, editors and artists and readers and writiers." -- Kirdus Reviews (starred review)
E. Connections
A wonderful book about how picture books come to be. It explains what goes on in an artist's mind and how the connection is made from written words to pictures. Although it is a great book for anyone interested in art or books, it is also just an enjoyable read about how children are affected by successful parents.
Other books by Leonard Marcus are MINDERS OF MAKE-BELIEVE, GOLDEN LEGACY, HOW GOLDEN BOOKS WON CHILDREN'S HEARTS, CHANGED PUBLISHING FOREVER, AND BECAME AN AMERICAN ICON ALONG THE WAY, and THE BIG ADVENTURE OF A LITTLE SOCK MONKEY.
PASS IT DOWN FIVE PICTURE-BOOK FAMILIES MAKE THEIR MARK
A. Bibliography
Marcus, Leonard S. PASS IT DOWN FIVE PICTURE-BOOK FAMILIES MAKE THEIR MARK. New York: Walker Publishing Company, Inc., 2007. ISBN 10-802796004
B. Plot Summary
This book contains stories of famous illustrators who had children follow in their footsteps. Included are the Crews and Jonas family, the Hurd family, the Myers family, the Pinkney family and the Rockwell family. The idea of how we are like our parents extends past physical traits. Each illustrator discusses what is what like for them growing up, and how their work affected their children. Some of their children became artists while others did not. Discussed also were the different fields of illustrations and why one particular field was chosen over the other.
C. Critical Analysis
PASS IT DOWN FIVE PICTURE-BOOK FAMILIES MAKE THEIR MARK is eloquently written books that illustrates how artists develop from generation to generation. It also depicts a connection between the written words of a book and the pictures. This well-written, easy read book is sure to be an inspiration to all aspiring artists.
Artists from different backgrounds and ethnicity are depicted in order to demonstrate cultural diversity. A bi-racial family, The Crews and Jonas, are the first family discussed. There is a picture of each family listing birth dates (and death dates as well if applicable). In addition, there are pictures of the family through the years such as Nina and Amy Crews painting at a young age. These illustrations identify the influence the parents had upon their children. There are also samples of both parent and children's artwork. It is interesting to see the similarities and differences in each.
Vocabulary relevant to artists is evident in this book. For example the word "dummy" is used throughout, and one might not know what that means in artist's terms. Marcus adds a glossary at the end of the book to aid in understanding such terms. In addition to the glossary, there is a section in the back titled "Books in the Family" which lists books written and/or illustrated by each family. It is a wealth of information.
D. Review Excerpts
2008 NCTE Children's Assembly Notable Children's Books in the English Language Arts
2008 Bank Street Best Children's Books of the Year starred selection
2007 Texas Woman's University Librarians' Choice 100 Best Books of the Year
"Fascinating...An outstanding work about the connections between parents and children, editors and artists and readers and writiers." -- Kirdus Reviews (starred review)
E. Connections
A wonderful book about how picture books come to be. It explains what goes on in an artist's mind and how the connection is made from written words to pictures. Although it is a great book for anyone interested in art or books, it is also just an enjoyable read about how children are affected by successful parents.
Other books by Leonard Marcus are MINDERS OF MAKE-BELIEVE, GOLDEN LEGACY, HOW GOLDEN BOOKS WON CHILDREN'S HEARTS, CHANGED PUBLISHING FOREVER, AND BECAME AN AMERICAN ICON ALONG THE WAY, and THE BIG ADVENTURE OF A LITTLE SOCK MONKEY.
Genre 1: Picture Books (Book 2)
KNUFFLE BUNNY
A. Bibliography
Williams, Mo. KNUFFLE BUNNY: A CAUTIONARY TALE. New York: Hyperion Books for Children, 2004. ISBN 0786818700
B. Plot Summary
Trixie was a young child that hadn't even began speaking yet. She went to the laundromat with her father and brought along her toy bunny, Knuffle Bunny. Trixie's father loads the washing machine and inadvertently put Knuffle Bunny inside as well. One the way home, Trixie realizes that Knuffle Bunny is gone and is trying to explain this to her father with sounds that he doesn't understand. He just thought Trixie was getting fussy. As soon as they arrived home, Trixie's mom asked where Knuffle Bunny was. The whole family ran back to the laundromat and looked through the laundry until Knuffle Bunny was found. As soon as Trixie saw the bunny she said her first words: "Knuffle Bunny".
C. Critical Analysis
KNUFFLE BUNNY is an entertaining book that relates to everyday life. The setting flows from the family's dwelling to the laundromat and back. Along the way, the characters go through a park and by a school.
The main characters are Trixie and her parents who are a Caucasian family. However, along the way to the laundromat Trixie and her dad pass a "tired" jogger, an elderly man walking his dog, and a few African American students. Though the story focuses on a short period of time, it depicts a true family relationship. When Trixie realizes that Knuffle Bunny is gone, Williams does a fantastic job of illustrating a frustrated child in a way that both children and adults can relate to.
The illustrations in this book are very appealing and different from many books. The characters are illustrated as colorful cartoons. The expressions are exaggerated to portray the feelings of each character. The background is actually black and white photographs of Brooklyn, New York. This adds an element of real life to the otherwise cartoon characters. The contrast makes for breathtaking illustrations. The writing is simple and flows from page to page. Some words are bolded for emphasis.
KNUFFLE BUNNY is an entertaining book to both young and old.
D. Review Excerpts
Horn Book (The Horn Book Guide, Spring 2005): "...cartoon characters are digitally incorporated into sepia-toned photos, complement the simple, satisfying story."
Caldecott Honor Books: 2005
E. Connections
This is a great book to use both at home or in a school in dealing with the issue of separation anxiety. Most children and adults alike have been separated from either something or someone they loved. It is also a refreshing example of a day with Dad.
Other books that deal with the father child relationship are BECAUSE YOUR DADDY LOVES YOU by Andrew Clements and A DAY WITH DAD by Gillian Engberg.
KNUFFLE BUNNY
A. Bibliography
Williams, Mo. KNUFFLE BUNNY: A CAUTIONARY TALE. New York: Hyperion Books for Children, 2004. ISBN 0786818700
B. Plot Summary
Trixie was a young child that hadn't even began speaking yet. She went to the laundromat with her father and brought along her toy bunny, Knuffle Bunny. Trixie's father loads the washing machine and inadvertently put Knuffle Bunny inside as well. One the way home, Trixie realizes that Knuffle Bunny is gone and is trying to explain this to her father with sounds that he doesn't understand. He just thought Trixie was getting fussy. As soon as they arrived home, Trixie's mom asked where Knuffle Bunny was. The whole family ran back to the laundromat and looked through the laundry until Knuffle Bunny was found. As soon as Trixie saw the bunny she said her first words: "Knuffle Bunny".
C. Critical Analysis
KNUFFLE BUNNY is an entertaining book that relates to everyday life. The setting flows from the family's dwelling to the laundromat and back. Along the way, the characters go through a park and by a school.
The main characters are Trixie and her parents who are a Caucasian family. However, along the way to the laundromat Trixie and her dad pass a "tired" jogger, an elderly man walking his dog, and a few African American students. Though the story focuses on a short period of time, it depicts a true family relationship. When Trixie realizes that Knuffle Bunny is gone, Williams does a fantastic job of illustrating a frustrated child in a way that both children and adults can relate to.
The illustrations in this book are very appealing and different from many books. The characters are illustrated as colorful cartoons. The expressions are exaggerated to portray the feelings of each character. The background is actually black and white photographs of Brooklyn, New York. This adds an element of real life to the otherwise cartoon characters. The contrast makes for breathtaking illustrations. The writing is simple and flows from page to page. Some words are bolded for emphasis.
KNUFFLE BUNNY is an entertaining book to both young and old.
D. Review Excerpts
Horn Book (The Horn Book Guide, Spring 2005): "...cartoon characters are digitally incorporated into sepia-toned photos, complement the simple, satisfying story."
Caldecott Honor Books: 2005
E. Connections
This is a great book to use both at home or in a school in dealing with the issue of separation anxiety. Most children and adults alike have been separated from either something or someone they loved. It is also a refreshing example of a day with Dad.
Other books that deal with the father child relationship are BECAUSE YOUR DADDY LOVES YOU by Andrew Clements and A DAY WITH DAD by Gillian Engberg.
Genre 1: Picture Books (Book 1)
THE HELLO, GOODBYE WINDOW
A. Bibliography
Raschka, Christopher. 2005. THE HELLO,GOODBYE WINDOW. by Norton Juster. Hyperion Books for children. ISBN 9780786809141
B. Plot Summary
This story is about a young girl who is going for an overnight visit at her grandparents' house. As she arrives at the house, she looks through the kitchen window to say hello to her Nanna and Poppy. Although there are many windows in the house, this little girl believes that this window is magical, and that is why she calls it the "hello, goodbye window". Through the eyes of this young girl, we see what can happen through just one window - both real and imaginary.
C. Critical analysis
THE HELLO, GOODBYE WINDOW is an uplifting story told from the perspective of a young girl. The setting is at the grandparent's house with the focus being in the kitchen looking in/out of the kitchen window. The story is based on everyday activities but adds an element of fantasy by introducing the magic that comes from looking in and out of the window. The family is bi-racial which is a very modern topic that many are dealing with in today's times. The tone is very peaceful with the family enjoying each others company.
The tone is reinforced with the beautiful illustrations. They appear to be finger painted in comforting colors. With so many children spending time indoors these days, this is a fresh story that focuses a lot on the outdoors with trees and flowers. The story line is reinforced by the illustrations on each page.
THE HELLO, GOODBYE WINDOW is a story that children of all ages can relate to. It has a story line that reinforces what we all want to believe in. I read this with my 11 year old daughter, and she really enjoyed it. She commented that she feels the same type of magic at her Nana's house.
D. Review Excerpts
Booklists Editor's Choice, Books for Youth, 2005 - "Two well-known names come together in a books that speaks to the real lives of children and their experiences."
The Caldecott Medal
E. Connections
This book is a great book to share in a classroom or library on grandparent's day. It also can be used any time in addressing the issue of bi racial families.
Other books illustrated by Chirs Raschka's include HAPPY TO BE NAPPY, LITTLE TREE, BE BOY BUZZ, AND SKIN AGAIN. In addition, he wrote and illustrated YO! YES? which is a Caldecott Honor Book.
THE HELLO, GOODBYE WINDOW
A. Bibliography
Raschka, Christopher. 2005. THE HELLO,GOODBYE WINDOW. by Norton Juster. Hyperion Books for children. ISBN 9780786809141
B. Plot Summary
This story is about a young girl who is going for an overnight visit at her grandparents' house. As she arrives at the house, she looks through the kitchen window to say hello to her Nanna and Poppy. Although there are many windows in the house, this little girl believes that this window is magical, and that is why she calls it the "hello, goodbye window". Through the eyes of this young girl, we see what can happen through just one window - both real and imaginary.
C. Critical analysis
THE HELLO, GOODBYE WINDOW is an uplifting story told from the perspective of a young girl. The setting is at the grandparent's house with the focus being in the kitchen looking in/out of the kitchen window. The story is based on everyday activities but adds an element of fantasy by introducing the magic that comes from looking in and out of the window. The family is bi-racial which is a very modern topic that many are dealing with in today's times. The tone is very peaceful with the family enjoying each others company.
The tone is reinforced with the beautiful illustrations. They appear to be finger painted in comforting colors. With so many children spending time indoors these days, this is a fresh story that focuses a lot on the outdoors with trees and flowers. The story line is reinforced by the illustrations on each page.
THE HELLO, GOODBYE WINDOW is a story that children of all ages can relate to. It has a story line that reinforces what we all want to believe in. I read this with my 11 year old daughter, and she really enjoyed it. She commented that she feels the same type of magic at her Nana's house.
D. Review Excerpts
Booklists Editor's Choice, Books for Youth, 2005 - "Two well-known names come together in a books that speaks to the real lives of children and their experiences."
The Caldecott Medal
E. Connections
This book is a great book to share in a classroom or library on grandparent's day. It also can be used any time in addressing the issue of bi racial families.
Other books illustrated by Chirs Raschka's include HAPPY TO BE NAPPY, LITTLE TREE, BE BOY BUZZ, AND SKIN AGAIN. In addition, he wrote and illustrated YO! YES? which is a Caldecott Honor Book.
Sunday, June 7, 2009
Introduction
Sunday, June 7, 2009
This blog is created in conjunction with my college course to study and evaluate children's and young adult literature.
This blog is created in conjunction with my college course to study and evaluate children's and young adult literature.
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