BEAUTIFUL BLACKBIRD by Ashley Bryan

1.  BIBLIOGRAPHY

Bryan, Ashley (Adapter). 2003. BEAUTIFUL BLACKBIRD. New York: Atheneum Books. ISBN 0649847319

2.  PLOT SUMMARY

BEUATIFUL BLACKBIRD is an adaptation of a tale from the Ila-speaking people of Zambi.  Blackbird has been named the most beautiful bird in the forest because of his rich black color.  All of the other birds are all colors red, yellow, purple, orange, blue, and pink without any markings of black.  Of course all of the other bird are envious of Blackbird and want to look like him.  They convince Blackbird to paint their feathers with a touch of black so they can be beautiful like him.  Blackbird tries to explain to the others that it is not what is on the outside but what is on the inside that matters. 

3.  CRITICAL ANALYSIS

This story has a message of appreciating one’s heritage and discovering the beauty from within.  The story line is simple and is told with the use of rhythm and repetition.  The repeated phrases and songs such as “Coo-coo-roo” make everyone want to participate in the reading  or performance of this book.  This story is a lesson of inner beauty and individuality.  Even though Blackbird shared his color with others he warns them “Color on the outside in not what’s on the inside.” and “…I’ll be me and you’ll be you.”

4.  REVIEW EXCERPT(S)

*BOOKLIST: “Using a more vivid palette than usual, Bryan employs boldly colored, cut-paper artwork to dramatize action.”

*SCHOOL LIBRARY JOURNAL:  “The cut-paper silhouettes are colorful but static, effectuating a stylized formality.  The endpapers include an image of the scissors used to create the collages and reinforce the physical process behind the art.”

*Coretta Scott King Award winner for illustration 2004

*Kirkus: “The rolling language and appealing illustrations make this a must.”

5.  CONNECTIONS

* Diversity Discussion – Have a discussion with your students about diversity and what truely makes people who they are?

*Culture Lesson – Research the cultures and tradition of Africa and the Zambian people.  Compare and contrast our culture and traditions to those of Africa.

THE THREE PIGS by David Wiesner

1.  BIBLIOGRAPHY

Wiesner, David. 2001. THE THREE PIGS. New York: Clarion Books. ISBN 0618007016

2.  PLOT SUMMARY

Weisner begins as if this were the classic tale of THE THREE PIGS with the wolf’s attempts to blow down the houses however it quickly evolves into some unexpected events.  With each huff and puff the wolf blows each pig right out of the story one by one.  The wolf is left puzzled wondering what has happened.  One pig folds a piece of the story paper creating an airplane for the three to ride on.  When the airplane crashes one pig discovers another page which turns out to be a page from a nursery rhyme.  The three pigs find themselves in the pages of HEY DIDDLE DIDDLE where they met cat.  Then onto the next story where they meet a dragon about is about to be slain.  After rescuing the dragon right from the pages of the story they decide to put the pages of their story back together and return home.  The three pigs, cat, and the dragon decide to teach the big bad wolf a lesson.  When the wolf arrives at the third pig’s house he was greeted with quite a surprise…the dragon!

3.  CRITICAL ANALYSIS

By combining the traditional story of THE THREE PIGS with other nursery rhymes and folktales Wiesner creates a brilliant story.  He keeps true to the original repeating phrases such as “I’ll huff and I’ll puff and I’ll blow your house in!” and “Not by the hair on my chinny-chin-chin.”  Wiesner captures the reading even more by adding captions to the pigs when they are outside of the story.  Such as “Hey!  He blew me right out of the story!” and “Let’s explore this place.”

The illustrations were created using watercolor, gouache, colored inks, pencil, and colored pencil on Fabriano hot press paper.  As the pigs and other characters emerge from the pages they appear three dimensional adding a new sense of excitement for the reader.  When the pigs enter the other stories they conform to the book’s illustrative style.  When they enter HEY DIDDLE DIDDLE all of the characters took on the nursery rhyme appearance, and as they entered the story with muted colors the pigs lost their colors.  The use of white space and perspective on the pages is magnificent.  When the pigs are flying on the airplane to the upper right-hand corner of the page it gives the reading a sense that the characters can navigate anywhere imaginable. 

4.  REVIEW EXCERPT(S)

*SCHOOL LIBRARY JOURNAL:  “Witty dialogue and physical comedy abound in this inspired retelling of a familiar favorite.”

*New York Times, Book Review- “Wiesner’s dialogue and illustrations are clever, whimsical and sophisticated”

*2002 Caldecott Medal Winner

5.  CONNECTIONS

* Read THE THREE PIGS by David Wiesner and then read another version of THE THREE LITTLE PIGS.  Discuss both books with the class and compare and contrast the two versions.  Some suggestions are THE TRUE STORY OF THE THREE LITTLE PIGS by Jon Sciezka or THE THREE LITTLE JAVELINAS by Susan Powell.

*Have the students write their own version of THE THREE LITTLE PIGS or a different ending to the story.

*Other selections by David Wiesner:

TUESDAY

FLOTSAM

ART & MAX

THERE WAS AN OLD LADY WHO SWALLOWED A FLY by Simms Taback

1.  BIBLIOGRAPHY

Taback, Simms. 1997. THERE WAS AN OLD LADY WHO SWALLOWED A FLY. New York: Scholastic. ISBN 0590631888

2.  PLOT SUMMARY

This version of THERE WAS AN OLD LADY THAT SWALLOWED A FLY, retold and illustrated by Simms Taback is a favorite American folk poem.  This repetitive, humorous story goes through a series of events beginning with an old lady swallowing a fly.  The poor old lady somehow swallows a fly and is tries desperately to find something to rid her stomach of the insect.  However every time she swallows an insect or animal she finds herself with a new problem…something else to get rid of.  In her attempts to get rid of the fly she swallows a spider, bird, cat, dog, cow, and a horse.  The poem ends with the death of the old lady.  Moral of the story “Never swallow a horse.”

3.  CRITICAL ANALYSIS

Taback doesn’t simply retell the folk poem he adds imagination and character to each and every page.  He incorporates some of the next victims to be swallowed into the pages with a caption.  For example it’s the dogs turn to get swallowed Taback strategically places him on the previous page saying “I hope it’s a lie.”  The cow is also featured before he is swallowed saying “There’s a tear in my eye.” 

Taback’s illustrations fill the pages with vibrant, bold colors.  From beginning to end the pages are filled with amazing illustrations bursting with character and color.  Taking the illustrations one step further he add die cut holes for her stomach that take the shape of what she has currently swallowed.  Each time her waist line grows bigger and bigger adding visual detail.  Each page is bursting with imagination from the different types of flies to the newspaper reading “Lady wolfs down dog.”  The added illustrations and comments bring the reader to a different level. 

4.  REVIEW EXCERPT(S)

*SCHOOL LIBRARY JOURNAL:  “From cover to moral (never swallow a horse), this cleverly illustrated version of an old folk favorite will delight children.”

*CHILDREN’S LITERATURE: “This song is a favorite with children, although, you might wonder why, perhaps it is the rollicking rhythm and the simple absurdity of it all.”

*Caldecott Honor Book1998

5.  CONNECTIONS

*Retelling – This is a great book for teachers to use to teach retelling.  Have the students use an old lady and animal cut outs to retell the events in the story.

* Read THERE WAS AN OLD LADY WHO SWALLOWED A FLY by Simms Taback and then read another THERE WAS AN OLD LADY… book.  Discuss both books with the class and compare and contrast the two books.  Some suggestions for reading are THERE WAS AN OLD LADY WHO SWALLOWED A BELL or THERE WAS AN OLD LADY WHO SWALLOWED A PIE.

*Other books by Simms Taback:

JOSEPH HAD A LITTLE OVERCOAT

THIS IS THE HOUSE THAT JACKBUILT

KNUFFLE BUNNY by Mo Willems

1.  BIBLIOGRAPHY

Willems, Mo. 2004. KNUFFLE BUNNY. New York, NY: Hyperion Books for Children. ISBN 0786818700

2.  PLOT SUMMARY

Trixie went to run an errand with her Daddy and Knuffle Bunny.  They “…went down the block, through the park, past the school, and into the Laundromat.”  While at the Laundromat Trixie got to help her Daddy with the laundry.  After the laundry was in the wash they started to walk home, but on the way Trixie discovered she left something…Knuffle Bunny.  She tries to express to her dad by saying “Aggle flaggle klabble!” but he isn’t able to comprehend what she is trying to saying.  Trixie tried and tried to communicate with dad without any success. By the time they got home they were both unhappy.  As soon as mom opened the door, of course, she immediately knew what was wrong.  Mom asks “Where’s Knuffle Bunny?”  The whole family runs back to the Laundromat where they looked for and find the prized stuffed animal.  Trixie yells “KNUFFLE BUNNY.”  Those are the first words Trixie ever spoke.

3.  CRITICAL ANALYSIS

Willems’ story of Trixie’s Knuffle Bunny depicts that moment of panicked when we realize something in missing or wrong.  This book represents the love Trixie has for a prized possession, Knuffle Bunny, and her parents love for her.  Kids of all ages can relate to Trixie not being about to communicate with dad or get the correct words out.  Trixie’s parents show their unconditional love by trying to find Knuffle Bunny immediately in order to prevent further sadness.  In the end everyone is a winner, Trixie is reunited with Knuffle Bunny and her parents were able to hear the first words she ever spoke, “KNUFFLE BUNNY!!!”

Willem’s illustrations in this book combine black and white photography with colorful cartoon like illustrations through the streets of Brooklyn.  This adds an additional level of inertest to the story and these two combined give the reader a since of their community as well as feeling like they are there.  He captures Trixie’s emotions as they change throughout the story giving the reader a real sense of what she is going through.  He also shows a wide-eyed Knuffle Bunny peeking out of the washing machine adding a level of concern. 

4.  REVIEW EXCERPT(S)

*Starred review in SCHOOL LIBRARY JOURNAL: “Personalities are artfully created so that both parents and children will recognize themselves within these pages.”

*Starred review in BOOKLIST: “Even children who can already talk a blue streak will come away satisfied that their own strong emotions have been mirrored and legitimized, and readers of all ages will recognize the agonizing frustration of a little girl who knows far more than she can articulate.”

*2005 Caldecott Medal Winner

5.  CONNECTIONS

*Characterizations and Emotions – Trixie’s mood and emotions change multiple times throughout the book.  Have the students examine her faces in the illustrations throughout the book and brainstorm a list of emotion words. 

*Making Connections – Have the students think about a time they have been upset like Trixie?  What happened?  How did they feel?  What did they do or how did they react?

*Other related books by Mo Willems:

KNUFFLE BUNNY TOO. ISBN 1423102991

KNUFFLE BUNNY FREE. ISBN 0061929576

KITTEN’S FIRST FULL MOON by Kevin Henkes

1.  BIBLIOGRAPHY

Henkes, Kevin. 2004. KITTEN’S FIRST FULL MOON. United States of America: Greenwillow Books. ISBN 0060588292

2.  PLOT SUMMARY

In this simple yet suspenseful picture book, Kevin Henkes writes about a kitten that sees a full moon for the first time.  The kitten is very curious especially since he mistakes the moon for a bowl of milk.  This determined character goes through a series of adventures trying to reach the mistaken bowl of milk.  The kitten tries to lick, jump, chase, and climb a tree to reach the bowl of milk in the sky.  However as she reaches the top of the tree she looks down only to discover a larger bowl of milk below.  She raced down the tree and toward the pond when she reached the pond she leaped as far as she could only to find herself in the middle of the pond.  After all of these adventures the tired hungry kitten headed home, and when she arrived she discovered a real bowl of milk waiting for her on the porch.  Success at last!

3.  CRITICAL ANALYSIS

Henkes’ writing is simple and explains each step the kitten takes to reach the bowl of milk.  Through his writing he describes each and every antic the kitten goes through.  Any child who has ever wanted something this bad is able to relate to this character and to the book.  He captures the kitten’s emotions through his words, “There’s a little bowl of milk in the sky. And she wanted it.”  As well as, “Poor kitten!  She was wet and sad and tried and hungry.”  This is a perfect book for preschoolers, school age children, and actually for any age.

Henkes’ illustrations and words match precisely.  This book is so well illustrated that a reader in the early stages would be able to use the pictures as a strategy to read the text.  His black and white illustrations with the thick black lines and shades of grey bring out the details of the kitten and  the illuminating moon.  Kitten’s emotions are captured as if this were a real photograph detailing every emotion the kitten goes through.  Many of the illustrations are large, taking up an entire page, this brings out the feelings of the adventure.

4.  REVIEW EXCERPT(S)

*Starred review in BOOKLIST: “Wise preschoolers may chuckle at the kitten's folly, but they'll also recognize the mysterious power of moonlight to transform the familiar world of daytime into something altogether new.”

*SCHOOL LIBRARY JOURNAL:  “The rhythmic text and delightful artwork ensure storytime success.”

*2005 Caldecott Medal Winner

*School Library Journal- Best Book

*New York Times- Best Illustrated Book

5.  CONNECTIONS

*This is a terrific book to use for a sight word lesson.  Students could find particular sight words the teacher asks for or the students could write down the sight words in their journal.

*Vocabulary Lesson – This book is full of wonderful vocabulary for younger students such as wiggled, sprang, tumbled, banging, edge, and many more.

*Inferencing Lesson – Teachers could begin reading the book by omitting the first sentence and having the students infer what the little bowl of milk actual is.  

WHERE THE WILD THINGS ARE by Maurice Sendak

1.  BIBLIOGRAPHY

Sendak, Maurice. 1963. WHERE THE WILD THINGS ARE. HarperCollins Publishers. ISBN 0060254920

2.  PLOT SUMMARY

One night Max dresses up and creates all kinds of mischief nailing nails into the wall and chasing the dog with a fork.  Max’s mom calls him “WILD THING!” and his emotions get the best of him and he shouted back “I’LL EAT YOU UP!”  His mom did not appreciate his behavior so she sent him to bed without dinner.  His imagination continues to get the best of him as his room transforms into a forest, an ocean, and a land where the “wild things” live.  When he arrives at the land of the wild things they look and sound very fierce but they do not scare Max.  He is able to tame them by telling them “BE STILL!” and staring into their eyes.  The wild things realize that Max is “…the most wild thing of all” and make him their king.  They have a huge rumpus in his honor.  Max begins to realize he “…wanted to be where someone loved him best of all.”  He sails back home to his bedroom where he finds his supper waiting for him.

3.  CRITICAL ANALYSIS

Sendak captures Max’s wild, dark side through his text and illustrations.  Max’s behavior, emotions, and imagination truly come out throughout this book.  Max’s behavior in this story might be troublesome to some parents; however, this book can be used as a teachable moment.  Max learns if he creates mischief he will be punished perhaps by being sent to bed without supper.  In the end it is a story of unconditional love when he returns to “…his very own room where he found his supper waiting for him.”

Sendak’s illustrations are definitely award winning with his attention to detail.  The illustrations match the text making this more easily understood by young children.  The first illustration shows the reader just what kind of mischief this boy is getting himself into.  The illustrations show the dark side of Max’s emotions to the depths of his imagination.  Sendak’s illustrations speak for themselves on the series of wordless pages showing the “wild rumpus.”

4.  REVIEW EXCERPT(S)

*SCHOOL LIBRARY JOURNAL:  “Each word has been carefully chosen and the simplicity of

the language is quite deceptive”

*Barnes and Noble: “Marvelous pictures and the superb story combine to make this a quintessential picture book.”

*1964 Caldecott Medal Winner

*Boston Globe- Horn Book Award for Illustrations

5.  CONNECTIONS

*Vocabulary lesson/Tune into Interesting Words – WHERE THE WILD THINGS ARE is full of rich vocabulary such as mischief, tumbled, gnashed, tamed, rumpus, and many more wonderful words.  Teachers and students together could create a chart with words from the book and their definitions.  Students could refer to the chart to help them while reading and to use during writing.

*Making Connections/Text to Self – Have the students make text to self connections while reading the book.  They will probably connect most with Max getting into trouble and the way he reacted to his punishment.  Discuss how Max reacted to being sent to bed without supper and brainstorm things people might do when they feel sad or worried about something.  Then discuss which of them would be the best response or solution and why.

*Story Elements – Discuss characters, plot, setting, problem, and solution with the class.  For this lesson focus mainly on the problem and solution of Max’s behavior.