Book Review - The First Strawberries: A Cherokee Story

1. Bibliography
Bruchac, Joseph. 1993. The First Strawberries: A Cherokee Story. Ill. Anna Vojtech. New York, NY: Dial Books for Young Readers. ISBN 0-8037-1332-0.
2. Plot Summary
This traditional tale gives an explanation about why strawberries were created.  After a normally happy couple becomes angry with one another, the woman leaves the man.  When the man wants to offer an apology, there is seemingly no way for him to catch up with the woman.   The sun makes beautiful, delicious strawberries appear in her path, causing her to stop long enough for the man to catch up with her. 
3. Critical Analysis
Joseph Bruchac retells this traditional Cherokee tale with simple, yet touching, vocabulary.  The sequence of events is presented in such a way that the reader anxiously awaits the reconciliation of the main characters.  The warm sunshine is the hero who salvages the relationship.  "The Sun saw how sorry the man was and took pity on him." The personification of the Sun allows the author to help readers relate nature to humans - a common theme of the traditions taught in Native American culture. The sweet ending reminds readers about the importance of friendship and respect.
The illustrations, beautifully painted with bright watercolor, are a nice representation of the Cherokee culture.  The soft blending of nature and human figures fits nicely with the Native American idea that people and nature should coexist in harmony. 
4. Review Excerpts
1998 Publisher's Weekly: "an uncomplicated story line and gentle illustrations keep this quiet but resonant tale accessible to even the youngest child"
1995 Kirkus Review: "complete harmony of text and pictures: altogether lovely."
5. Connections
Real World connection: provide each of the berries named in the story and allow students to see them, smell them and taste them.  Then create a comparison chart for the different berry varieties. 

Read other traditional tales that attempt to explain the existence of something and compare/contrast the stories for their believability, use of personification, sequence of events, etc.  Try The Moon and the Great Snake, How the Ducks Got Their Fine Feathers, or Why Chipmunk's Back is Striped.

Book Review - The Three Little Wolves and the Big Bad Pig

 

1. Bibliography

Trivizas, Eugene. 1992. The Three Little Wolves and the Big Bad Pig. Ill. Helen Oxenbury. New York, NY: Simon & Schuster Children's Publishing. ISBN 0-689-50569-8. 

2. Plot Summary

The wolves in this story are the innocent creatures trying to survive threats of being eaten by a big, bad pig.  Though they build sturdy houses, which are huff and puff-proof, the pig is determined to get in and he uses drastic measures to do so.  In the end, it was the silly little house made of marigolds, daffodils, roses and cherry blossoms was the house that the pig did not destroy.

3. Critical Analysis

"Once upon a time, there were three cuddly little wolves with soft fur and fluffy tails..." Readers are sure to enjoy the irony in the presentation of this fractured tale. This story line is parallel in some ways to the traditional tale of The Three Little Pigs, however, there are some big differences. The satirical retelling involves complete role reversals. Another notable difference is that the wolves and the pig end up being friends. Ironically, the wolves' strong houses were destroyed by the big, bad pig, while the house made of flowers was the one the pig could not destroy.  In fact, it was the wonderful fragrance of these flowers that led the pig to befriend the wolves, rather than continuing to pursue them as a good meal.  Concepts including determination and creativity can be easily linked to the sharing of this book.  The surprise ending makes for an enjoyable shared reading experience for all.

The illustrations are colored pencil drawings that add so much charm to the story.  Readers can easily see how a sledgehammer, a pulley system, and a jackhammer are used, which expands their vocabulary through these excellent drawings.  

4. Review Excerpts

1993 Booklist Starred: "Both the art and the text are full of wit"
1994 Book Horn: "readers will appreciate the humor in the details and in the unexpected happy ending."

5. Connections

Use a lesson plan prepared by Scholastic: 

http://www2.scholastic.com/browse/lessonplan.jsp?id=1032 

Art/literature connection: Allow students to create models of the wolves' houses and the pigs' houses (from the original tale) and compare them. 

Book Review - The Lion and The Mouse

1. Bibliography
Pinkney, Jerry. 2009. The Lion and the Mouse. New York, NY: Little, Brown Books for Young Readers. 978-0-329-77131-7.
2. Plot Summary 
 One night a mouse was being hunted by an owl.  He ran away quickly but was caught by a lion.  But the lion releases the mouse and the mouse is able to repay the lion in his time of need.  
3. Critical Analysis
This almost wordless book uses its remarkable illustrations to tell this traditional tale.  The only words used are onomatopoeia which simply enhance the magnificent paintings. Its presentation is ideal for young children, but is enjoyable for all ages. Being familiar with the story is helpful, but not necessary to understand and enjoy the remarkable events told.  The close-up illustrations humanize the animal characters which draw the reader in to a deep understanding of the event shared. Used to teach kindness, empathy, compassion, and repaying a good deed with another, this tale has great value in children's literature. 
Even the cover is titleless, covered simply with an intricate illustration of a lion's face. The illustrations are colorful watercolor paintings that have remarkable detail.  With such detail, words are not needed for the reader to have a complete understanding of the story. 
4. Review Excerpts
2010 Caldecott Medal of Honor
2010 Horn Book Starred "Pinkney encourages closer exploration of the pleasing detail with which he amplifies it"
5. Connections
Reading - use a different version of the same story and create a Venn Diagram comparing/contrasting the two.
Reading - sequencing - allow students to act out the events from the story.
Writing - have students write the story that could accompany each page.

Book Review - Where the Wild Things Are

1. Bibliography
Sendak, Maurice. 1963. Where the Wild Things Are. New York, NY: Harper Collins. 978-0-06-025493-3.   
2. Plot Summary 
This highly imaginative story represents a young boy's anger after being punished. Max escapes on an imaginary boat to a far away land where he becomes king of the angry, wild things.  But after a time he misses his home and he returns to find that, even though he has been punished, there is mercy and love from a caregiver who left his dinner for him to enjoy. 
3. Critical Analysis
The depiction of a young boy's frustration after being punished is a very common topic for families everywhere.  Children from across the world can relate to doing wrong, being punished, and feeling angry as a result.  The illustrations move the plot along which helps young readers feel actively engaged.  Max, a very imaginative character, turns lemons into lemonade - to a point.  He becomes king of an imaginary world where creatures are as wild as he. Some simple end rhyme and some patterns of repeated phrases make this read aloud more enjoyable for a broad audience. Winning the 1964 Caldecott Medal for the Most Distinguished Picture Book of the Year, Where the Wild Things Are has been entertaining generations of children.
4. Review Excerpts 
1964 Caldecott Medal of Honor
2007 Booklist Starred: "exceptional crossed-hatched-watercolor artwork"
5. Connections
* Writing connection: Write/draw about a time you were angry or wild
* Reading sequence activity: reenact the events in order
* Viewing the DVD and comparing it to the original work could be done with the use of a Venn diagram. 

Book Review - Tomás and the Library Lady

1. Bibliography
Mora, Pat. 1997. Tomás and the Library Lady. Ill. by Raul Colón. New York: Alfred A. Knopf, Inc. 0-679-80401-3.
2. Plot Summary 
Being the son of parents who are migrant workers causes Tomás to have a very close relationship with his family, but he misses out on making lasting friendships.  He loves to listen to his grandfather tell stories, but he soon knows them all.  His grandfather introduces him to the library where Tomás finds an entire world of adventure - and a new friend.  The Library Lady helps Tomás take new stories and adventures to his family.  
3. Critical Analysis 
Mora tells a simple story in a way that children can relate to.  The sequential presentation explains how migrant workers move about, following the harvest in order make a living.  Including the extended family affords Mora the opportunity to tie in familial history that is often passed down from one generation to another.  When the grandfather realizes that Tomás can tell the stories he has been sharing for years, he provides Tomás with a resource for gathering new stories.  Pat Mora gives our profession a great forum for sharing with children how librarians can open up an entire universe of adventure.
The illustrations are intriguing and colorful.  They almost look like detailed scratch art - where a solid colored wax coating hides a colorful page that is revealed as the artist scratches off the wax coating.  Colón is able to capture Tomás' feelings and share them with the reader.
This book is also available as a Spanish language text and can be used in ELL or bilingual programs.
4. Review Excerpts 
1997 Booklist: Praises the story, "it's an elemental American experience: the uprooted child who finds a home in the library."
1997 Kirkus Review:  "A charming, true story"
5. Connections
*Writing connection: students write about a time they moved, or made a new friend after s/he moved. 
*Story bag: students give an oral book report using a bag filled with items that represent elements from the story such as plastic fruit (migrant work), ball (the boys played with a homemade ball), a bottle of water (Tomás was thirsty), etc.
*Link to a page highlighting the author: Pat Mora 
*Invite a storyteller to visit the library and tell children stories.

Book Review - The Invention of Hugo Cabret

1. Bibliography
Selznick, Brian, 2007. The Invention of Hugo Cabret. New 
York, NY: Scholastic Press. ISBN978-1-428-73314-5.
2. Plot Summary
A boy, living in Paris in 1931, named Hugo Cabret encounters   
one tragic event followed by another until it seems all hope is lost. Living without parents in a train station, Hugo must steal and lie in order to survive.  The discovery of a mysterious drawing, an amazing talent, and a will to survive are his only salvation.
3. Critical Analysis
This book is simply amazing. In the 530 pages, the author/illustrator crafts an engaging story that the reader will find compelling.  This unique work is part historical fiction, part novel, and part picture book where the nearly 300 pencil drawings tell as much as the text.  Readers are introduced to the life of an orphan living in a busy train station, an automaton (mechanical man), and the reassurance that friends are all around us, if we open up and allow them into our lives. 
Brian Selznick's style of storytelling along with graphic illustrations appeal to a wide audience, but boys are sure to be especially engaged by the intricate pencil drawings that each tell their own story.  Although the size of the book may be daunting to the reluctant reader, once involved, he will have no problem finishing the story.  
The one drawback to this book's format is that students younger than the target third through sixth graders would enjoy and understand the story as told through the illustrations, but the vocabulary would be challenging for most younger students.  This would seem, then, to lend itself to a great read-aloud, but sharing such detailed illustrations would be difficult in a typical classroom setting.  
4. Review Excerpts
2008 Caldecott Medal/Honor
2007 Horn Book starred: "Here's a delemma for the Newbery committee and the Caldecott: what do you do with an illustrated novel in which neither text nor pictures can tell the story alone? Not to mention the drama to be found in the page turns themselves." 
2007 Kirkus Review starred: "From Selznick's every-generative mind comes a uniquely inventive story" told in text, sequential art and period photographs and film."
5. Connections
*This book could springboard to a writing/art activity.  Students could be directed to work individually or collaboratively to think of a short story and write a page of text, followed by a detailed drawing, followed by a page of text, etc.  
*Coming in November 2011 to a theater near you - the movie version of this book.  Making connections (through compare and contrast) to the movie - once it is available on DVD - will be another real-world connection activity. Watch Trailer: movie trailer
*Gather other novels from the same period and other picture books with detailed drawings and guide students to contrast the author's styles in each book.  
*Brian Selznick illustrated other books: The Runaway Dolls, Amelia and Eleanor Go for a Ride, Riding Freedom, and The Meanest Doll in the World.  Books by Brian Selznick: The Houdini Box, The Boy of a Thousand Faces, and Wonderstruck.