Poetry Review #2

Grimes, Nikki. 2002. DANITRA BROWN LEAVES TOWN. New York: Harper Collins. ISBN 0-688-13156-5

PLOT SUMMARY

In this book of poetry, Grimes has produced an engaging group of poems centered among the test of time that friendships must sometimes endure. The young characters that are best friends, Zuri and Danitra, are separated during summer vacation while Danitra heads for the country to visit relatives and leaves Zuri back home in the city. Danitra’s excitement about going away rubs Zuri the wrong way. Once Zuri realizes the innocent intentions of Denitra they are able to move forward by sending letters in the mail to keep each other up to date. Zuri learns to appreciate the friendship of a new girl, Nina, and has fun dancing at a block party, playing softball and showing off in front of the boys. Danitra relishes sleeping under the stars, learning to garden, and hanging out at her family reunion. Each girl has their own separate summer fun, but is thrilled to see each other and continue with their friendship where they last left off. Young people will relate with the genuine high and low emotions and experiences that are authenticated in this poetry bundle.

CRITICAL ANALYSIS

The rhythm that Grimes uses throughout this book is mixed. Some of her poems are short lines that help create a staccato rhythm, and others are written with free verse allowing the couplets to flow. The rhyme is created differently in each poem. Some have words that rhyme at the end of the lines, while others seem naturally written in a flow that is still easy to understand without any rhyme present. Assonance sounds using short vowel and long vowel sounds are scattered by Grimes in her poems. In a poem titled “First Night,” a few of the lines read, “Clusters of fireflies, dancing ‘round my head, keeping me from bed, for hours.” The short e vowel sound is repeated in the words head and bed found at the end of the lines. Grimes also use similes as she writes in the same poem, “And the sky! I’ve never seen one so blue-black, like a thick overcoat all buttoned up with stars.” She also uses an echo of words in places that bring a stronger meaning.

The imagery displayed in the poems throughout the book come to life more critically with the help of the illustrations. The influence of the African-American ethnicity and culture are at the heart of every poem told. In one of the poems called, “Block Party,” it says, “In a blink I become a hip-swinging, head-bobbing, foot-stomping, fancy-dancing fool.” Creating an image with these words in my head, pulling from my own personal experiences and visually seeing the illustration on the page with this poem, allows my mind to freely see this poem rolling live in my head as the story is told. Each poem has a double page spread illustration that details or acts out the interpretation of the poem that has been mounted somewhere in the picture’s scene. The illustrations are dimensional with much detail and illicit a soft watercolor touch.

The realistic feelings that are captured in the friendship at stake in this compilation of poems are truly worthy for children ages 8 and up to read. An older reader will be able to better understand the feelings and emotions exchanged between the two girls, but all will be engaged with the drama and action expressed. Everyone can learn or be reminded of what it feels like to be left out from something that you wanted badly to be a part of.

REVIEW EXCERPT(S)

Georgia Children’s Book Award, 2004-2005; Nominee

Texas Bluebonnet Award, 2004-2005; Nominee

Best Children’s Books of the Year, 2003; Bank Street College of Education; United States

Horn Book: “Cooper's muted illustrations in this picture book capture the personalities of the two young friends.”

Kirkus Review: “Grimes’s poems read and flow well, and Cooper’s paintings simply burst with energy and expressiveness.”

Booklist: “ Kids will see that both friends travel far and welcome each other home.”

Children’s Literature: “The final picture of Danitra and Zuri hugging is accompanied by a poem that's sure to ring true with other friends.”

CONNECTIONS

*At the beginning of the school year, complete a unit of study on “Friendship.” In addition to sharing Danitra Brown Leaves Town, also share the books Enemy Pie by Derek Munson, How to Lose All Your Friends by Nancy Carlson, and My Mouth Is a Volcano by Julia Cook.

*Have students share situations where they have gotten hurt feelings before in a friendship.

*Have the teacher read various scenarios to students of how someone got their feelings hurt. These should be legitimate situations as well as situations with misunderstanding or interpreting the information.

*Have students pair up and role play a scenario to the class that involves a situation between friends that will need to be resolved. After seeing the scenario acted out, have the audience(students) decide what has happened and the best way to “mend” the situation.

*Create a form for students to complete and submit to a box when they want to brag on someone for being a good friend and how they have shown that. It can be called, “Friends have heart.”

Poetry Review #1

Grandits, John. 2007. BLUE LIPSTICK: CONCRETE POEMS. New York: Clarion. ISBN 13:978-0-618-56860-4

PLOT SUMMARY

Grandits has created a visual collection of concrete poems based on the life of a high school teenage girl named, Jessie. It’s a sequel to his first concrete poetry book about Jessie’s younger brother, Robert. In this book, Jessie is amusing, full of sarcasm and ready to oppose just about anything that eats and breathes. The honest thoughts and opinions that Jessie reveals of her family members as well as those found inside the school wall parameters will literally take you on a wild goose chase trying to keep up with this busy girl and all of her own personal opinions of everything.

CRITICAL ANALYSIS

The rhythm in the majority of these poems is free verse. Depending on the layout and design of the poem’s shape, and the demeanor of the poem factors whether short lines or long couplets are used. When Grandits uses short lines, they seem to contain a lot of whit. The longer lines in his poems see to be when the main character is endlessly releasing all of the thoughts going on in her head.

The contemporary poetry in this collection does not lend itself to rhyme, however, the poems ease forward in a natural way. Identifying a pattern of specific sounds used individually or even throughout the poem is not really noticeable. There is one concrete poem in the book that is a knock-off of completing a forced school assignment of writing haiku poetry around a theme. The 5-7-5 syllable pattern in this three line poem is about the only sound quality aspect I can locate.

The language spoken in each of these poems comes from the main character, Jessie. She is full of surprising choices and uses an array of literary techniques such as figurative language, similes, metaphors, and lots of sarcasm if that counts! Since most of the poems are written in some kind of shape format, it’s not hard to use imagery since it’s in your face.

The emotion behind the collection of poems written in this book is mostly for fun and entertainment. Jessie gets highly annoyed and disgusted with people around her all of the time which is what drives the charisma behind each of these poems.

This book will best be appreciated by teenagers, but could also be entertaining in a “flash back” sort of way for anyone already holding a high school diploma. Readers will find these poems to be visually appealing.

The balance and variety of poems offered in this collection are quite unique and interesting to look at and read. Each poem is literally a piece of art. It is not necessarily a quick read because you will turn the book at multiple angles to figure out how to read and follow the text along. It could be considered a lot of work just to read a poem from this book, but entertainment is included in the effort.

Each poem is graphically designed with its words, printed in various fonts and sizes to actually create the poem’s picture. Some poems have verses that are arranged and read traditionally from left to right, but most are written to make the shape or outline of something. For example, the poem, “All My Important Thinking Gets Done in the Shower,” was creatively displayed with a picture of a showerhead and then each of the multiple streams of water flowing out of the head are the written verses to this poem. Hues of black and blue are the only colors that adorn this book, thus its name Blue Lipstick.

Information about John Grandits can be found on the inside of the back cover. Since this book is a sequel to Technically, It’s Not My Fault, a highlight and review of this book is also included. There is not a table of contents or index indicating page numbers for the thirty-four poems in this book. All of the titles for each of the poems are written on the back cover, with the exception of page numbers.

Your eyes must see it to believe it to get the full artistic feel and touch that went into the creation of Blue Lipstick.

REVIEW EXCERPT(S)

Best Children’s Books of the Year, 2008; Bank Street College of Education

Children’s Choices, 2008; International Reading Association

Notable Children’s Books, 2008; American Library Association

Pure Poetry, 2007; Voice of Youth Advocates

School Library Journal Best Books, 2007

YALSA Quick Picks for Reluctant Young Adult Readers, 2008; American Library Association

Lee Bennett Hopkins Poetry Award, 2008; Honor Book

Kirkus Review: “Although Jessie's progress through the year is far from smooth, she learns a few things about friends, boyfriends and cheerleaders. Necessarily lacking the startling originality of its predecessor, this is nevertheless a playfully worthy companion. “

School Library Journal: “This irreverent, witty collection should resonate with a wide audience.”

CONNECTIONS

*Read Grandits’ first book of concrete poetry, Technically, It’s Not My Fault that features Jessie’s younger brother, Robert, and compare the siblings

*Observe the creativeness involved with designing a concrete poem. Randomly give students a poem that has been written traditionally and ask them to re-invent the same poem by coming up with a “concrete” style design.

*Students could also write original poetry in concrete form

*Writing from Jessie’s point of view, tell how she would feel about school cafeteria food

Traditional Literature Review #3

Lowell, Susan 1992. THE THREE LITTLE JAVELINAS. Ill. by Jim Harris. Flagstaff, AZ: Northland Publishing. ISBN 0-87358-542-9

PLOT SUMMARY

This story is a runoff from the traditional story of The Three Little Pigs. A modern touch of using wild pigs called Javelinas and a coyote instead of the traditional wolf are this stories characters. The first javelina builds his house from tumbleweeds. The coyote blows the house down, but the javelina escapes as coyote sneaks behind. The second javelina builds his house from sticks found inside a saguaros cactus. His brother arrives and they nestle next to each other inside the house for a nap. Soon after, the coyote blows the stick house down and the two javelinas escape to their sister’s house. The sister’s house was made of adobe bricks and was very sturdy. The coyote is unable to blow this house down, so he decides to creep down the stove pipe. Thinking ahead to what trick the coyote might attempt next, the third javelina lites a fire inside the stove and causes the coyote to burn himself when he tries to sneak down the stove pipe. Coyote frantically removes himself from the pain and runs off in a coyote framed cloud of smoke.

CRITICAL ANALYSIS

This European tale starts traditionally with “Once upon a time,” but also has an added flare from the American Southwest region utilizing the Native American Desert People and their surroundings. The characters include three wild pigs known as javelinas that are typically rough and hairy in nature. In this story the two brothers and sister javelinas are creatively adorned in western apparel from head to toe amongst their very hairy bodies. The other character that plays an antagonistic roll of wickedness is the coyote. He is a typical wild looking dog that lives amongst the southwestern desert area and is personified by many to be a trickster, but things never end up in his favor. He claims to have magic powers for disguising his voice and shrinking his body to be very skinny.

The setting is in a hot dessert with lots of saguaro cactus, little shade, and dry dusty lands.

The plot is quickly established as the three little javelinas separate from each other in the desert to find their good fortunes. The first boy javelina has the least brains of the bunch. He encounters a dust storm and decides to build his house from all of the tumbleweeds lying about. It of course is blown down by the hungry coyote. Javelina number one escapes literally by the hair on his chinny-chin-chin, but is followed by the sneaky coyote.

The second boy javelina has a few more brains than his brother. He observes a Desert Person collecting sticks from the inside of dried out cactus. He inquires about having some of the sticks to build a house and the Desert Person responds in her native language, yes. After the house is finished, javelina number one finds his brother and new house and stops in for a rest. This of course is the perfect timing for the coyote to make his second appearance. He jokingly lets the javelinas know that he is not interested in eating the hair on their chins, he wants some flesh! The two escape safely and find the house that their sister built.

The third javelina had thebiggest brains of the three and built her house with strong adobe bricks. Safely inside the house, the javelinas are beckoned by the coyote once again to open the door and let him in. Third times a charm, right? Well, the third javelina firmly told coyote, “No!” He threatened to blow her house down and she challenged him to just try it. Since the house wouldn’t budge, the determined coyote decided he could sneak down the stove pipe to get to his pig dinner. The wits of the third javelina outsmarted coyote again by lighting a fire in the stove before he came down which sent toasty coyote running away in a smoky trail.

This tale is completely opposite of the stereotypical boy saving the day scenario. The girl javelina in this story is presented as the smart one of the bunch. Not only does she have intelligences, but she also demonstrates how she can take up for herself and be a lady in charge. I am woman, hear me roar!

Humor abounds throughout this tale, but the story ends on a most humorous note which helps bring the southwest desert flare to a close. Since coyote is a prominent animal in the desert, if you are ever out in the desert at night and you hear coyote howling, you can be sure that he is remembering the toasty encounter he had with javelina number three’s stove.

Coyote repeats the threatening phrase, “I’ll huff and I’ll puff, and I’ll blow your house down,” at each of the javelinas’ houses. We ultimately see that good triumphs over evil since the three little javelinas lived happily ever after.

Jim Harris’ illustrations are hand sketched with a lot of detail before the medium of color is added. Never been to a desert region in the Southwest? Well, the background scenery in this book truly gives ample detail of what it would look and feel like if you visited such a place. Mind you not everyone dresses in cowboy duds in real life as shown in the book. The three little javelinas appear to be fun and jovial in the story. However, these creatures are actually very mean and aggressive in real life.

This folktale is a very good starting point for teaching about the culture and geography of the Southwest Region. Digging deeper for a better understanding of what Native American groups inhabit the area as well as what other groups of people populate the area in present times would be worthwhile. Digging into past history and seeing what has changed would also be relevant.

REVIEW EXCERPT(S)

Grand Canyon Reader Award

Mockingbird Award 1993-1994; Nominee; Texas

Booklist: “Harris' illustrations are appealing and humorous, however, and children who loved the original will enjoy this version.”

Publishers Weekly: “This clever and flavorful change of scene puts a diverting spin on an old favorite. Harris's lively, finely detailed illustrations, with the bristling, pink-nosed peccaries clad in cowboy outfits, amusingly contrast the villain's vigorous wiles with the title characters' cozy domesticity. Sprightly fun.”

Horn Book: “In this southwest retelling of "The Three Little Pigs," the setting and characters work comfortably within the tale's framework. A coyote seeks anthropomorphic javelinas in tumbleweed, saguaro rib, and adobe houses made with help from Native-American and Latino characters. While depicting the true landscape, the illustrations exaggerate the homely "pigs" with very hairy chinny-chin-chins for a riotous adventure.”

CONNECTIONS

*A comparison of research to find out the similarities and differences between javelinas and pigs

*The story could be done as a Reader’s Theater piece

*Students could learn exactly what a tumbleweed is

*Taste test the red fruit found on a Saguaro Cactus

*Learn how to say “yes” in as many different languages as possible

*Learn more of the Desert People language

*Discover the animals, temperatures, and plants typically found in a southwestern area desert

*Teach a language lesson on using superlatives, for example: strong, stronger, and strongest

*Have students create their own version of The Three Little Pigs in a different setting location and different materials the houses are made from.

Traditional Literature Review #2

Kimmel, Eric A., Retold. 1993. THE GINGERBREAD MAN. Ill. By Megan Lloyd. New York, NY: Holiday House. ISBN 0-8234-0824-8

PLOT SUMMARY

This traditional fairytale begins as an old couple finishes making gingerbread dough that they rolled out and cut into the shape of a gingerbread man. After he is baked and cooled, the couple decorates him with licorice, icing and peppermints. Suddenly the gingerbread man cookie comes to life and runs out of the house telling the couple that they won’t be able to catch him. The gingerbread man passes a sow, a dog, a horse and a cow during his run from the old couple. Each animal tags along in chasing after the gingerbread man to try and catch him. In each incidence the gingerbread boy chants, “I’ll run and run as fast as I can. You can’t catch me. I’m the gingerbread man!” He further chants out each of the people he has run away from, “I ran from the woman. I ran from the man. I’ll run from you. See if I can!”

The gingerbread boy finally runs out of space to keep running when he arrives at a river. The gingerbread boy is startled by a clever fox that befriends him and assures him that he is a helpful fox. The fox convinces him to jump onto his tale so he can stay dry while crossing the river. The gingerbread boy follows the fox’s directions. As the water gets deeper, the fox cleverly convinces the gingerbread man to move towards his back and then to the top of his head so he can continue to stay dry. Lastly the gingerbread man moves to the fox’s snout to keep dry. Suddenly, the fox tosses the gingerbread man up in the air and follows up by eating him in one bite. Not to be left as a sad ending, the reader is reminded that each time a batch of gingerbread is baked, the gingerbread man returns.

CRITICAL ANALYSIS

This traditional folklore fairytale is a very fast paced story. In retrospect it’s hard to imagine that an old man and an old woman would be able to run after a runaway cookie, but Lloyds illustrations are created with action in mind. She uses bright water colors throughout and gives the gingerbread boy real flexibility in his running motions, contrary to that of a traditional flat baked piece of gingerbread. The gingerbread man has many humorous smiles on his face until he faces the fox, but that quickly changes as his trust in the fox seems instantaneous. Lloyd’s illustrations truly bring a picturesque quality to depicting Kimmel’s retelling of The Gingerbread Boy.

The cadence and rhythm of a repeated phrase builds as the story progresses. The words, “I’ll run and run as fast as I can. You can’t catch me. I’m the gingerbread man! I ran from the woman. I ran from the man. I’ll run from you. See if I can,” gives an exasperating feel of breathlessness as the gingerbread man is literally running for his life.

The setting occurs mostly outdoors and stretches across classic farmland with lots of barbed wire fencing and scattered junk piles. The old couple’s kitchen and outside of the house are representative to the typical way of living in a rural community.

The happy ending was quickly created almost as an afterthought. It reminded me of the kiddie song Frosty the Snowman when the song concludes that although Frosty melted, he’ll be back again someday. Kimmel’s retelling eludes a similar phrase about the gingerbread man coming back too. It is definitely a one page after thought to erase the tragedy that happened the page before of the gingerbread man getting eaten. The reader should be cautioned to never let their guard down to people they don’t know. Earned trust takes time.

REVIEW EXCERPT(S)

School Library Journal: “A book that's sure to hold every reader and story-hour audience through to a most satisfyingly delicious ending.”

Booklist: “This is a story that calls for energetic art, and Lloyd provides just that in warm-toned watercolors that feature the gingerbread man zipping across the pages. A compact text and suitably large pictures make this just right for groups.”

Horn Book: “A fresh retelling of a perennial favorite for reading aloud. Delightful watercolors capture with humor the movement and pace of the story, making this a pleasant addition to any collection.”

CONNECTIONS

*Instead of allowing the fox to gobble up the gingerbread boy, don’t read that page and instead, act like you just saw the gingerbread boy jump out of the book and run out of the classroom. The teacher and kids move about the school stopping at various places like the cafeteria kitchen, school office, nurse’s clinic, library, gym, computer lab, music room and anywhere else that orients students with the school building. School personnel should be prepped ahead of time to say they saw the gingerbread boy, but that he kept running when the students stop by looking for him. Be sure to have staged a spot like the principal’s office in the end so students can finally find the gingerbread boy paper cutout, have a chance to be introduced to the principal and find out that he left gingerbread cookies for all. This is a great activity to do with Kindergarten students on the first or second day of a new school year.

*Create a Venn Diagram comparing other versions of The Gingerbread Man

*Introduce symmetry using a cut out of a gingerbread man

*Have students search the story book and write down as many words as they can find that end with the letters –an (can, man, ran, etc.) for a word study phonics activity

Traditional Literature Review #1

Taback, Simms. 1999. JOSEPH HAD A LITTLE OVERCOAT. New York: NY. Penguin Putnam Inc., ISBN 0-439-21697-4

PLOT SUMMARY

An overcoat that is worn by a man named Joseph is changed into different clothing articles throughout the story. It begins with Joseph wearing his overcoat, but as soon as it is worn out, he transforms it into a jacket and wears it to a fair. When the jacket wears out, he transforms it into a vest to wear at a wedding. When the vest wears out, he transforms it into a scarf and sings in it. When the scarf wears out, he transforms it into a tie that he wears to the city. When the necktie is worn out, he transforms it into a handkerchief and uses it to sneeze in. When the handkerchief wears out, he transforms it into a button to be worn with his suspenders. When the button finally falls off and it can’t be found, Joseph writes a story about his overcoat. He proves that you can always make something out of nothing.

CRITICAL ANALYSIS

Taback’s folktale is actually a re-invention from a familiar Yiddish song he sang back in his childhood days. His Orthodox Jewish upbringing is an influence throughout the book. Various wall hangings, letters, and newspaper headlines in his illustrations reveal familiar and well-known Yiddish people, names and phrases. Much of it is humorous, but would only be understood and appreciated by mostly adults. Observing the other people in the illustrations around Joseph also reveals more about the culture, times and its people. The setting mostly takes place in a rural farming community, except for when Joseph visits his married sister in the city.

The story begins immediately and weaves back and forth between the current item Joseph has and what he will change it into next. “It got old and worn,” is a repetitive phrase in this book that helps keep a steady and rhythmic flow going throughout the book.

The illustrations in this book were done using techniques with watercolor, Gouache, pencil, ink and collage. Detail abounds everywhere you look in regards to dimension, patterns and texture. Rich regal colors are used throughout. Actual di-cut shapes taken from the book were used artistically to reveal what item of clothing Joseph created next from the overcoat he keeps recycling. Taback carefully planned for the di-cut shapes to blend in with the picture on one side of the book page and then when the page is turned, Joseph’s actual use of his newly created item is in view. To truly appreciate the artistic talent visible in this book, one must witness it with their own eyes.

Joseph is the only character in this book besides background people and animals added to the illustrations for detail. His resourcefulness for being able to improvise and make something useful from a worn out article discourages being wasteful. When his recycled item no longer exists, he exhibits the trait for writing and makes his ingenious resourcefulness into a story to prove that you can always make something out of nothing. If nothing else, this story might just influence you to be more economical.

REVIEW EXCERPT(S)

Randolph Caldecott Medal, 2000 Winner United States

Publishers Weekly: “With its effective repetition and an abundance of visual humor, this is tailor-made for reading aloud.”

Booklist: “This newly illustrated version of a book Taback first published in 1977 is a true example of accomplished bookmaking-from the typography and the endpapers to the bar code, set in what appears to be a patch of fabric.”

School Library Journal: “Clever die-cut holes provide clues as to what Joseph will make next: windowpanes in one scene become a scarf upon turning the page.”

CONNECTIONS

*Teach a recycling lesson on re-using materials

*Read the book Michael Recycle by Ellie Bethel

*Have students re-write the story in their own words using sequence words (first, next, last) to explain the order of events

*Pass out an assortment of odd items that have been used and now are unwanted (empty and washed out canisters, bottles, cd cases, etc.)and have students create something out of the item they are given

Picture Book Review #3

Ga’g, Wanda. 1928. MILLIONS OF CATS. New York, NY: Coward-McCann, Inc. ISBN 0-698-20091-8

PLOT SUMMARY

Loneliness surrounded an old man and an old woman who lived together. The old woman suggests that having a cat could change their solitude. So, the old man set out on foot to find a cat. After walking and walking he happens upon a multitude of cats. He chooses one to take home and then finds another and another and another, ultimately choosing them all because he can’t make up his mind. As they journey back home, the cats are thirsty and each take a sip from a pond which magically makes the pond disappear. The cats then decide they are hungry and are told to eat a mouthful of grass which causes all of the grass to disappear. When they arrive home, the old woman is surprised to see so many cats. Realizing that they won’t be able to feed and care for so many cats, they decide that the cats should pick between themselves who is the prettiest of them all to stay. The cats argue amongst each other causing the old couple to hide inside their house until the noise stops. Amazingly all of the fighting cats disappear and one quiet and skinny, little kitten is left. The old man and the old woman care for their new companion and enjoy life together with its complany.

CRITICAL ANALYSIS

Wanda Ga’g takes the ordinary situation of an older couple wanting a cat to keep company and turns it into the most unbelievable sequence of events, yet ends the story back into an ordinary situation. The characters used in this story, an old woman, an old man and a bunch of cats are all plausible. The old woman seems to be able to suggest something and the old man immediately does what she wants. The old man seems to be lacking some mentally and has difficulties in being able to make his mind up on which cat he should choose so he has them all journey back with him.

Two unbelievable events happen with a pond of water disappearing with the cats drinking from it and a grassland area disappearing of all its grass because the cats each had a bite. Perhaps this was Ga’g’s way of foreshadowing that the cats would eat the old woman and old man out of house and home if they kept them all. Apparently the old man needed the old woman to point out to him that it wouldn’t be feasible to have all of those cats. In an effort to pick out just one, the couple has the cats choose which one of themselves is the prettiest by ultimately seeing them argue and eat each other. Giving the cats human capabilities to solve this problem is also unbelievable. The quietest nonverbal kitten was the last cat standing and therefore the chosen one.

The setting seems to occur in a home out in the country, distanced from the next part of human civilization that is surrounded by land and rolling hills. If a theme does exist in this picture book, I would have to say that it would be in how others perceive us. Are we pushy and difficult to be around or are we noticed because of the fine way in which we carry ourselves? During the man’s journey to find a cat, he begins saying a catchy rhythmic phrase, “Hundreds of cats, Thousands of cats, Millions and billions and trillions of cats.” This cadence being mentioned many times forward, gives the story a nice momentum to ride itself out to the end. The cultural feel in this book feels a bit foreign and dated in nature. It was written a long, long time ago.

Ga’g also illustrated this book. She uses a colorful cover of black, yellow and red, but minimizes the inside of the book by using black ink only. The format of where the illustrations lie on each page is all very different. Sometimes the text wraps around the picture, while on other pages there lays a picture only or a page that is half and half. Some of the illustrations lie at angles on the pages and allow the eye to exercise itself with a sweeping of movement in following its full picture. The illustrations seem to be drawn by hand with a fine tipped pen and are afforded much detail. Fixating on the many, many cats that were drawn on some of the pages is quite remarkable. The text and pictures definitely complement each other and match up throughout the story. Their various placement among each page make it stand out from the traditional picture book format.

As an adult the black and white layout on the page is fine to look at, but many a child would argue that this is a “boring” story, simply grading the pages on initial looks and their not being much color. Unfortunately with the advancement in printing, children have become a bit spoiled in assuming that every picture should have color.

REVIEW EXCERPT(S)

John Newbery Medal, 1929 Honor Book United States

School Library Journal ”One Hundred Books that Shaped the Century”: "This Newbery Honor winner is distinguished by innovative design and a strong storyteller's cadence."

The New York Times: “A perennial favorite."

CONNECTIONS

*Third grade students could be introduced to place value by reading and discussing this book. Who can write 100 on the board? Who can write a thousand? Who can write a million? Who can write a billion? Who can write a trillion? How do the different numbers written seem to change?

*Could a trillion different kinds of cats really exist? Let’s research how many kinds of cat breads exist.

* Research could be extended with students after a list has been compiled and students could individually choose a breed to research. Finding out its original origin, typical life span, food preference, physical characteristics, by nature is it better suited for the wild or as a domestic pet, and what kind of demeanor is this cat known to be like. Students could gather this information and be asked to create a single page power point displaying an actual picture of their breed along with listing all of the answers to the requested information. All slides could then be compiled into a collaborative effort of research about cats.

Picture Book Review #2

Mora, Pat. 1992. A BIRTHDAY BASKET FOR TIA. Ill. By Cecily Lang. New York, NY: Aladdin Paperbacks. ISBN 0-02-767400-2

PLOT SUMMARY

A little girl, Cecilia, is excited about surprising her great-aunt with a gift for her surprise ninetieth birthday. She carefully considers the precious times she has spent with this relative and decides on several perfect items to put into a basket. Cecilia’s cat, Chica is always nearby to help in her own cat friendly way. Cecilia chooses a book, a mixing bowl, a flowerpot, a teacup, a red ball and a bunch of handpicked flowers, all of which symbolize special times together. After Cecilia helps her mom finish the birthday preparations, the musicians and party guests arrive. Tia is pleasantly surprised by everyone and flattered by Cecilia’s thoughtful gift basket. The musicians play and Cecilia and her aunt celebrate by dancing.

CRITICAL ANALYSIS

Mora uses the main character, Cecilia, to speak in first person. The day’s events are recounted in the story through the eyes of a little girl close in age to five. Not yet realizing the concept of time, she starts planning her birthday surprise for her great-aunt on the actual day of the party. While her mother is busy preparing for the festivities, Cecilia keep’s busy by occupying her mind on what she will give her aunt. Easily distracted, Cecilia gets sidetracked by the playfulness of her cat throughout the day. The climax of the story builds all day long in excitement for when the aunt arrives for the birthday party and Cecilia is finally able to share her birthday gift. The instant the aunt receives the gift and realizes that Cecilia’s gift was a true reflection from her heart; she cherishes the moments and quickly transitions into celebrating the occasion with music and dancing.

Mora isolates words throughout the story in the Spanish language. Although the story is simplistic and straightforward in meaning, and utilizes many beginner words for an early reader to recognize, the text is too long on each page to be read independently and could be appreciated better if read aloud by a proficient reader. The Mexican-American traditions are emphasized in celebrating the birthday of the aunt in this book by having a huge celebration with lots of homemade food, live music, a piñata and inviting many family and friends.

Lang’s illustrations are rendered by using cut paper with dyes. They are full of color and detail and express exactly the sentiments found in the text on each page. Many of the illustrations have an analogous sanded texture of color behind, giving the artwork 3-deminsional depth. The familiar scenes found in a home leave no hesitations about the setting of this story happening at someone’s house. Readers will notice the Mexican-American characters and will gain an appreciation for their cultural style in celebrating birthdays. Lang extracts a true representation of compassion and a strong sense of family in complimenting this book through a culminating celebration.

REVIEW EXCERPT(S)

Utah Governor’s September Children’s Book-of-the-Month, 2004

Southwest Book Award, Border Regional Library Association, 1994

School Library Journal: "Vibrant, detailed cut-paper illustrations portray family warmth and individuality with verve and panache.”

The Horn Book: "Exemplifies the best of recent multicultural publishing.”

CONNECTIONS

*An introduction to using sequence words (first, second, next) could be taught by using this book. Cecilia carefully placed the items in the birthday basket in a specific order. Can students remember the order and explain by using sequence words?

*Students could respond in journals to the writing prompt: Just like Cecilia carefully thought of a birthday gift for her aunt by putting things that symbolized good times they had experienced together, write about someone that is special to you and share three items that you would put in a birthday basket for them. Explain why you picked each item for the basket.

*Students could demonstrate how to represent the number ninety in four different ways: as a numeral, using tens and ones models, telling how many tens and ones needed, and as a picture.

*What year was Tia born in? Students can be challenged to figure this answer out by using their math skills. Younger children still learning to count can practice counting aloud to ninety.