A Pocketful of Poems

Grimes, Nikki.  2001.  A Pocketful of Poems.  Ill. by Javaka Steptoe.  New York: Houghton Mifflin Company.  ISBN 0395938686

Plot:

The poetic writing of Nikki Grimes takes us to a vibrant location filled with life.  The author has created a wonderful example of merging poetic lyrics with city life in Harlem.  There are a series of poems with complementary haiku to illustrate commentaries.  It takes you through a timeline of year round events from the viewpoint of a child named Tiana.

Critical Analysis:

The main character is Tiana, who  describes Harlem by introducing us to  life, in the city.  She speaks about holidays, nature and seasons to which she describes in detail.  Tania uses a specific words to describe certain aspects of Harlem. The description of each word does not have rhyme but does have a smooth rhythm about themselves. The capitalization of words can emphasize importance to gather the attention of the reader.  The poem "Spring" shows the reader how the seasons have changed because  blooms signify a new year. The colorful illustrations give an visual image of life in Harlem.  The use of cutout fabrics, vibrant colors, and papers illustrate beautifully the city and culture of Harlem.  The city seems to be busy and full of activities.

From School Library Journal

"Graceful, rhythmic, accessible, the poems depict sensory impressions and precisely observed moments."

Persson, Lauralyn.  Review of A Pocketful of Poems by Nikki Grimes.  School Library Journal 47(5):141.

From Publishers Weekly

"His glorious mixed-media collages make the transition from intimate interior scenes to electric urban landscapes."

2001.  Review of A Pocketful of Poems by Nikki Grimes.  Publishers Weekly 248(3):76.

From Library Talk

"This book will become a favorite as children enjoy the artwork and learn to appreciate haiku poetry as well."

2001.  Review of A Pocketful of Poems by Nikki Grimes.  Library Talk 14(3):46.

Connections

other Nikki Grimes books

Words with Wings ISBN 1590789857

Jazmin's Notebook ISBN 0141307021

When Daddy Prays ISBN 0802852661

Activities for Children:

Ask children to find a object they see in daily life and create a poem to describe it.

Children can create a haiku using the same word.

Children can draw, construct, and describe their favorite place using one word, poem and haiku.

Personal Response:

The book is inviting, appealing and colorful for children to read.  What a wonderful insight to life in Harlem.  The description of the city makes for a great addition to learning about other regions of the United States.  The importance of the book creates a foundation to learning about culture and diversity.  The book educates children on various literary styles such as poems and haiku.

The Braid

Frost, Helen.  2006.  The Braid.  New York: Frances Foster Books.  ISBN 0374309620

Plot:

The story chronicles the life of a family who is forced to leave their home for an unknown place.  Two sisters named Sarah and Jeannie intertwine their experience through a braid that was made before the family departure.   Sarah stays in Barra with her grandmother while the rest of the family and Jeannie sail to a new land, far from home.  Sarah and Jeannie create a bond so strong that neither time or distance can break.  They gather strength from each other even though they are separated. There are hardships and devastation  through the journey but also love and kindness are apparent. 

Critical Analysis:

The main characters of the book are Sarah and Jeannie whose description of life is told through commentaries and poetry.  The poems, themselves, have significant meaning because it makes an indirect reference to the sisters' age.  The intertwining style of writing in the book are further indications to signify the bond of the braid.  An example is the theme on the last line of a poem is the first line of the next.  The author paid close attention to making the symbolic nature of the braid to be interpreted. Sarah and Jeannie are taking turns speaking to motion a weaving effect similar to the construction of a braid. The sisters gives a firsthand account of the  emotional story of family hardships.  The sisters' individual journey takes them to places they cannot imagine.  Each one has different experiences, but in a way, the same because of their bond. 

From Library Media Connection

"The book has both prose and poetry, with a poem illustrating character feelings between each prose chapter."

 

Glantz, Shelley.  Review of The Braid by Helen Frost.  Library Media Connection 25(6):77.

From Horn Book Magazine

"Frost braids her verse novel together with such delicacy that few readers will note its formal structure: a subtle system of echoed words shapes the sisters’ alternating verse narratives, while syllables per line are matched to each narrator’s age; praise poems, alternating with the sisters’ accounts, also feature systematic repetition."

 

J. R., L. 2006. Review of  The Braid by Helen Frost.  Horn Book Magazine 82(6): 709-711.

 

 

From Publishers Weekly

 

"This brief, memorable book spans two years, several deaths, first love and the stigma attached to unwed mothers, while also conveying the resolve of one family to survive and to preserve

hope."

 

2006.  Review of The Braid by Helen Frost.  Publishers Weekly 253(41):55.

 

From School Library Journal

"While the inventive form is accomplished and impressive, it's the easy flow of the verse and its emotional impact that will carry even reluctant readers into the windswept landscape and the hardships and dreams of these two girls."

 

Maza, Jill Heritage.  Review of The Braid by Helen Frost.  School Library Journal 52(10):154.

 

Connections

Other Helen Frost books

 

Crossing Stones ISBN 0374316538

Diamond Willow ISBN 0312603835

Hidden ISBN 0374382212

 

Activities for Children:

Children can be asked to imagine sailing across the ocean.  What would they do?

 

Ask children to write about what "The Braid" means to them.

 

 

Personal Response:

I believe the book teaches children about sacrifice, strength and family bond.  It is a learning experience which shows how one family overcame their circumstances. It shows children that no matter the situation, they can be successful with hard work.  The book reminds the reader of the importance of family and cherishing those moments together.  I would highly recommend the book for family reading time.

How chipmunk got his stripes

Bruchac, Joseph and James Bruchac.  2001.  How Chipmunk got his stripes.  Ill. by Jose Aruego and Ariane Dewey.   New York: Dial Books for Young Readers.  ISBN 0803724047

Plot:

In the beginning of the story, there is a bear and chipmunk disputing over the sunrise.  They continue a discussion of what will happen in the morning.  Will there be darkness or light?  Of course, the know it all bear thinks that he has the power to control the sunrise.  To make matters worse, the squirrel is name calling using words that can be deemed hurtful. 

Critical Analysis:

The characters of the book are the bear and the Squirrel, which is referred in the end of the book, as the chipmunk.  Within the story there are minimal supporting characters and are bystanders rather than intertwined in the storyline.    

The theme of the story is that someone wants to be right   There seems to be a power struggle between the bear and the squirrel.  Each is looking to be in control of mother nature.  As each page is turned there is a whimsical tone with regards to the illustrations.  They are colorful and appealing ,in order to, grab the audience's attention.  The illustrations correlate to the storyline that creates a cohesive main idea.

The moral lesson of the story brings the book together, in the sense that each page is a learning experience. Making fun of someone's mistakes is clearly wrong because it  creates anger and humiliation.    The story makes emphasis on that lesson.  Of course, the bear is not amused by the humiliation and ends up trying to hurt the squirrel. 

The story brings attention to bullying, which in any form, is incorrect behavior.  The moral of the story is to acknowledge the wrong behavior and offer an apology, whenever possible.  No one deserves to be humiliated in a private or public setting.  The book offers important life lessons to children and brings an awareness to the consequences that can influence future behavior.

Excerpts:

From School Library Journal: "He is now Chipmunk, the Striped One."

Oliff, Grace.  Review of How Chipmunk got his stripes by Joseph Bruchac and James Bruchac.   School Library Journal 47(2):109. 

From Kirkus Reviews: "Cleaver use of perspective emphasizes the difference in size between boastful Bear and his pint-sized trickster opponent."

Kirkus Reviews.  2000.  "Review of How Chipmunk got his stripes by Joseph Bruchac and James Bruchac.  Accessed September 22.  https://www.kirkusreviews.com/book-reviews/joseph-bruchac/how-chipmunk-got-his-stripes/.

Connections:

other books by Joseph Bruchac

Children of the Longhouse  ISBN 0140385045

The Earth under Sky Bear's feet  ISBN 069811647X

The First Strawberries ISBN 01405644098

                       

-Activities for children-

Children can be asked to write why is it wrong to make fun of someone.

Ask children to learn how to prevent bullying and notify a teacher if they see it happening.

Children can be asked to write why name calling is wrong.  What are the consequences of name calling?

Ask children if they know what to do if they see someone being made fun of.

Personal Response:

            I love the story because it gives life lessons that children and adults should know.  Being a bully, no matter the age group, is morally wrong.  This is an introduction to learning what is acceptable behavior.  A teacher or parent can start by teaching children appropriate behaviors to different situation.  The book teaches children right from wrong.  It teaches children that consequences are due to our own actions.   I would recommend the book to parents.

 

The three pigs

Wiesner, David.  2001.  The Three Pigs.  New York: Clarion Books.  ISBN 06818007016

Plot:

The story opens with the traditional classic tale of The Three Little Pigs, then transitions into other children's stories books.  As the pages are turned, the three pigs' adventures become interesting and imaginative.  Instead of the outcome of the classic tale, the pigs are going through to see how life can be, if the wolf doesn't exist.  

Critical Analysis:

The main character are the three pigs and the wolf that is derived from the original story.  The supporting characters include a cat, a cow and a dragon.  The supporting characters are sporadically and strategically placed within the book. 

The  main theme is the pigs are jumping from various classical books and merging themselves within the story.  The illustrations shows loose leaf papers, as if, the pigs are reading classic tales, but that is a hypothesis.  The blank and torn pages within the book could support that theory.    Illustrations are colored with pencil because of the striations patterns of the characters, while others seem to be water colored images.

The idea that the pigs are finding acquaintances to scare away the wolf is something unexpected.   The setting, in which, pigs travel through various storylines creates a fun backdrop.  The pages turn and the reader can imagine the next adventure.   The book makes several references to classic children's stories to capture the audience and remind the reader of the original works. 

 

Excerpts:

From Booklist: "Wiesner has created a funny, wildly imagined tale that encourages kids to leap beyond the familiar, to think critically about conventional stories and illustration, and perhaps to flex their imaginations and create wonderfully subversive versions of their own stories."

Engberg, Gillian.  Review of The three pigs by David Wiesner.  Booklist 97(18):1761.

From School Library Journal: "Children will delight in the changing perspectives, the effect of the wolf's folded-paper body, and the whole notion of the interrupted narrative."

Lukehart, Wendy.  Review of The three pigs by David Wiesner.  School Library Journal 47(4):126. 

From Kirkus Reviews: "On the last few pages, the final words of the text break apart, sending letters drifting down into the illustrations to show us that once we have ventured into the wider world, our stories never stay the same."

Kirkus Reviews.  2001.  "Review of The three pigs by David Wiesner.  Accessed September 22.  https://www.kirkusreviews.com/book-reviews/david-wiesner/the-three-pigs/.

Awards:

Caldecott Winner (2002)

Top 100 Picture Books #68 (2012) School Library Journal

Connections:

other books by David Weisner

Mr. Wuffles (2014 Caldecott Honor Books) ISBN 0618756612

Tuesday (1992 Caldecott Medal Winner) ISBN 0395551137

Flotsam (2007 Caldecott Medal Winner) ISBN 0618194576

                       

-Activities for children-

Children can be asked to write a corresponding story to continue the storyline.

Ask children to color the different houses and describe the materials that might be used.

Children can write a different scenario to continue story and present in front of the classroom.

Personal Response:

            I loved the revitalization of the classic tale and how it intertwines other stories.  I like the fact that a person can choose the ending of the book.  A teacher can engage children to use their imagination and critical thinking skills to make up additional storylines.  This practice is beneficial because a teacher can teach additional skills that can promote literacy.

Rumpelstiltskin

Zelinsky, Paul O.  1986.  Rumpelstiltskin.  New York: E.P. Dutton.  ISBN 0525442650    

Plot:

The story begins with a mysterious creature,  small in stature who is deceitful towards the miller's daughter.  The man offers his power to turn straw to gold for the miller's daughter in order to please  the king demands.  This power is not without giving something in return , a firstborn child.

Critical Analysis:

The characters of the story are the man who goes by the name of Rumpelstiltskin and the miller's daughter.  The supporting characters, the miller, who is mentioned briefly in the story but is underdeveloped and the king who is in and out of the storyline.  The king's character is not consistent in every page but does make an entrance to see the gold thread.

The setting is a straw-filled room and a spinning wheel in which will be used for gold.  The style of the story is surrounded by the mystery of Rumpelstiltskin and his magical powers.  How does the little man know when someone is in need?  Rumpelstiltskin preys on the innocent and takes advantage of the miller's daughter. 

The  main theme is full of deception by Rumpelstiltskin which is seemingly chronicled throughout the book.  The tone is somber, due to the desperation, of the miller's daughter to pay her debt.   The miller's daughter outsmarts the man by answering his question by using trickery herself. 

The illustrations are colorful prints that follow each scene so that if a reader was unable to comprehend the storyline, it could be seen as a visual aide.

 

Excerpts:

From School Library Journal: "Zelinsky's smooth retelling and glowing pictures cast the story in a new and beautiful light."

Patron, Susan.  1986.   Review of Rumpelstiltskin by Paul O. Zelinsky.  School Library Journal 33(2):168.

From Kirkus Reviews: "The miller's daughter/queen has the face of a madonna, although her expressions are contemporary enough to interest modern children in her plight."

Kirkus Reviews.  1986.  "Review of Rumpelstiltskin by Paul O. Zelinsky.  Accessed September 22.  https://www.kirkusreviews.com/book-reviews/jacob-grimm/rumpelstiltskin-7/.

Awards:

Caldecott Honor Book (1987)

School Library Journal Best Book

Connections:

other books by Paul O. Zelinsky

Rapunzel ISBN 01423011930

The Wheels on the Bus ISBN 0525446443

Knick Knack Paddywhack  ISBN 0525469087

                       

-Activities for children-

Children can be asked to write what the moral lessons are in the book.

Children can write what their thoughts about the story and share with the class.  This will give an idea of how they comprehended the story and lesson.

Personal Response:

            The book is somewhat of a sad story in which a person must decide what is more important to them.  There are several moral dilemmas in the book that are heartbreaking and others are lessons to learn.  The emotional pull to find out the ending creates a suspense that has to be solved. The secrecy of the man's name is revealed. 

This is a blog for a course requirement. LS5603 Literature for Children and Young Adults

Walk a green path

Lewin, Betsy.  1995. Walk a green path.  New York: Lothrop, Lee & Shepard Books.  ISBN 0688134254

Plot:

This intriguing picture book takes you through a adoring journey with the beauty of nature.  The pictures envelops the individual to imagine where each plant takes you.  An awareness of nature gives us an imaginary garden, seen only, by the reader.  The beauty of each plant is greatly appreciated by those who love gardening.  It is though we are time traveling to view each specimen and finding beauty with nature.  It is quite mysterious when you read the book because the tone seems to having a lingering quality, as if, you are waiting for the next plant bloom to arrive.

Critical analysis:

The characters of the book are a variety of plants that are seemingly described by the author.  Her point of view is finding breathtaking views of something so simplistic and beautiful. 

The setting is somewhat elusive as the author makes several references of locations from around the world.  There is not a clear location to the plants as described in the book only a brief reference to a possible location.  One has to use their imagination to find such beauty within each plant.     Imagery is used to convey a thought process.  The author writes with an enthusiastic tone to surround the reader into a tranquil environment.

The theme seems to stem from the love of  nature, plants, and environment.  The positive tone to the book carries throughout and it seems, as if, we are sitting right next to the plant, itself.

The author conveys messages like a symphony of music, relaxing and enjoying what is around us.  The book is remarkably written well and the effect of the water colored pictures give a soothing tone.  

Excerpts:

From the School Library Journal: "Lewin transports viewers to lush watercolor paintings to an appreciation of the green world."

Piehl, Kathy.  Review of Walk a green path by Betsy Lewin.  School Library Journal 41(Apr 95):126. 

From Booklist: "The paintings are the most memorable part of the book, beautifully conveying a sense of Lewin's affection for growing things, both backyard and exotic."

Vender, Mary Harris.  Review of Walk a green path by Betsy Lewin.  Booklist 91(June 1995):1778. 

From Kirkus Reviews: "Lewin draws readers into a celebration of the green path with brief poetic reflections and full page watercolors of growing things encountered around the world."

Kirkus Reviews.  1995.  "Review of Walk a green path by Betsy Lewin." Accessed September 9.  https://www.kirkusreviews.com/book-reviews/betsy-lewin/walk-a-green-path/. 

Connections:

Other Betsy Lewin books

Chubbo's Pool ISBN 039572807X

You Can Do It!  ISBN 0823430553

Animal Snackers ISBN 0439774268

Activities for children:

Children can draw their favorite plant and write a story about the scene.

Children can plant a school garden to learn about plants.

Personal Response:

I believe the book is a great learning tool for everyone.  It gives you the idea that nature is beautiful and that you can enjoy the scenery.  The book takes you through a wonderful insight of seeing nature in its rarest form, simply by observing it.  I would recommend the book to anyone who enjoys nature, gardening or a tranquil setting.