Blog post #5 - Genre: Folklore

 

Federico and the Wolf is a modern-day twist on the fairytale "Little Red Riding Hood." This story would be considered a "talking animal and trickster tale" type of folklore. Federico, the main character, is a little boy with a red hoodie who plans to visit his grandfather, Abuelo, after going to the market to buy ingredients to make pico. With his red hoodie on and his bicycle basket full of food, Federico is ready to visit Abuelo at his store, la tienda. While in the woods, Federico is stopped by a hungry wolf, un lobo. As in the original fairytale, the wolf has plans to have a snack. Once at his grantdfather's store, Federico notices his grandfather bears a distinctive resemblance to el lobo. Fortunately, Federico is quick on his feet! He drives the wolf away, finds Abuelo locked away, and he and Abuelo celebrate with a homemade salsa. 

I enjoyed the Spanish words sprinkled throughout the story. There is a glossary at the back of the book to help with meaning and pronunciation of the Spanish words. As an added bonus, there is a recipe for pico de gallo at the end of the book. Even with the foreign vocabulary and twist to the characters, this retelling follows the same premise as the original plot. The text is filled with rhyme and would be a great read-aloud when identifying rhyme in text. The illustrations are colorful and entertaining for a young reader.  The wolf is appropriately scary for the age-group that will most likely be reading the book.

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Two of Everything is the retelling of a Chinese folktale. This story would be considered a "fairytale" folklore due to containing magic in the story. Mr. and Mrs. Haktak are an older, poor, farming couple. When Mr. Haktak brings home a large pot he discovers in his garden, the couple's life takes a twist.

The couple accidentally discovers the pot is a magic pot when Mrs. Haktak drops her hair pin into the pot and pulls out two identical hair pins. The story continues with additional accidents with the culmination of two identical Mr. Haktak's and Mrs. Haktak's. 

The story line is simple and engaging for a young reader. The couple solves issues in simple, naive ways; in which a child would think would make sense. The illustrations in the book are whimsical, while still being realistic and paying homage to Chinese illustrations. The characters are depicted in an almost caricature or doll-like manner, which adds to the comical, yet wisdom-filled story.

 

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Both books are different types of folklore. Federico and the Wolf exhibits several attributes of quality folklore. There is rhythm and rhyme weaved throughout the text, while also reflecting the Mexican culture of the retelling. The illustrations do complement the storyline and add to the cultural detail. Likewise, Two of Everything also exhibits attributes of quality folklore. The story reflects the Chinese culture, not only in text, but also through the illustrations. As for differences, Federico and the Wolf has animals talking and the theme seems to be good prevailing over bad/evil. In Two of Everything, there is magic with the magic pot, while still exhibiting resourcefulness and the value of a simple life. 

  

Blog #4 - A puppy, a bear, and a little girl

 

The adorable picture storybook, Please, Puppy, Please, immediately conjures connections to David Shannon's series No David., regarding the storyline, but also the illustrations. This humorous story is authored by Spike Lee and Tonya Lewis Lee. It is illustrated by award-winning artist Kadir Nelson. In the narrative, the two children spend the entire book saying, "please, please" to their puppy while trying to wrangle them from doing all the puppy things. The illustrations are the main focal point of the double-page narrative. Close-up pictures of the puppy from the perspective of being on the ground adds humor and adventure to the realistic fiction storybook. Through the snapshot-like illustrations and rhyming over the pages, the reader can envision interacting with the happy, curious, yet naughty puppy. The artistic medium sets the story's tone by creating a realistic capturing of the children and puppy in action. The art invites the reader into the story. Of course, like the David Shannon series, even after all the "naughtiness," the puppy is a loved and cherished member of the family. This picture storybook uses language, along with illustrations, to mold the realistic, contemporary narrative. 

   

Mother Bruce,  written and illustrated by Ryan T. Higgins, captures a grumpy bear who really does not care to be around anyone but himself and his gourmet egg recipes. This delightful book develops the personality of Bruce throughout the fantasy storybook. The design elements aid in the character development of the main character through the lines and color detailing his facial expressions and overall mood. From shopping in the forest with a grocery shopping cart to dealing with his egg surprise, Bruce moves from being a grumpy bear trying to rid himself of his new role as a gosling mama to embracing the life of growing geese who refuse to leave his side. Higgins incorporates human-like adaptations in his characters, which contributes to the humor and a connection made to the story. The story text is multi-leveled in spirit; thus, the adult reader will likely enjoy this text as much as the young listener/reader. It is no surprise this picture storybook earned five awards, including the winner of the E.B. White Read-Aloud in 2016 and a finalist Anna Dewdney Read Together Award in 2017. The text and illustrations create a fun read-aloud that encourages compassion, connection in a playful style.

Islandborn, authored by Junot Diaz and illustrated by Leo Espinosa, is a richly detailed picture storybook weaving the history of the Dominican Republic into a text appropriate for school-aged readers to comprehend. Unlike the previous two, this picture storybook stands out as a piece meant to educate a Latin culture and enlighten the reader on immigration and our multi-culture country. This book is a 2019 Pura Belpre Honor Book for "portraying, affirming, and celebrating the Latino cultural experience." The picture storybook begins with Lola at her school, filled with immigrant children. The illustrations on the first two pages depict a multitude of multi-ethnic families entering the school. Full of color and imaginative pictures, the text uses various figures of speech to invite the reader into Lola's journey to discover the island she can't remember. Interviewing her neighbors from the island, each page appears to incorporate the child's mental imagery as she learns from others. For example, a barbershop morphs into a coconut and mango orchard, while on another page, the images of a hurricane from Lola's mother fill the pages. The illustrator utilizes a variety of colors, shapes, and lines in the art to complement the text.

Additionally, the character development is woven into the realistic fictional story with historical elements. While the younger generation shares the island's beauty, the older gentlemen are less apt to encourage positive memories and help Lola with her class assignment. Finally, after prompting from Lola's grandmother, one of the older gentlemen agrees to share what he remembers about the island. Instead of using the word dictator, the imagery of a monster controlling the island is referenced. This figurative language would allow for future discussions on the history of the Dominican Republic in terms children could more readily comprehend. While the other two picture storybooks discussed in my blog do exhibit many of the characteristics of a good picture storybook, Islandborn is in its own class, truly an award-winning piece of literature with the incorporation of rich illustrations, the continual figurative language within the text, attention to cultural detail and character development.

Blog #3 - A Sick Day for Amos McGee

 

I admit I have many books in my classroom I have not read. Some are found in the treasure trove of a retiring teacher's collection, some were purchased with intent for future reads, and some have been purchased with the plan for emergencies. A Sick Day for Amos McGee was added to my classroom library and placed in the emergency substitute read-aloud collection box. I judged a book by its title and appreciated a Caldecott award-winning book would of course be a perfect addition for a day I wasn't in the classroom. Shame on me. This book is more than having a sick day. This book is about friendship and caring for those who support you. Observing the steadfast nature of the zookeeper, Mr. McGee through the calm, quiet illustrations of this book, one can understand the connection he has with his animal friends. The personification of the elephant playing chess, the tortoise racing, the shy penguin sitting, the rhinoceros with his allergies, and the owl requesting to hear a story at night because it is scared of the dark, connects the reader to discovering that personal connection with Mr. McGee as well. Knowing this schedule is set daily with the zoo animal friends when Mr. McGee does not arrive at work as he always does, the animal friends leave the zoo to go check on their zookeeper friend. Just as he took care of the animals at the zoo, the animals take care of him when he is feeling sick. Not only can the reader connect with the intertwining relationship Mr. McGee has with the animals, but the message of caring for each other is also relayed in such a gentle fashion. The illustrations appear to be pencil and woodblock, casting a quiet tone in this heart-warming storyline. 

No longer a book placed in my emergency substitute box, A Sick Day for Amos McGee, winner of the 2011 Caldecott Medal, will be incorporated as a text for compassion, empathy, rhythm, and pattern of life and building lasting friendships. I look forward to sharing this tranquil story with my students.

Blog 2 - The "Art" of Reading

From the initial line of text, "Water is the first medicine,..." the reader is pulled into the beautifully 

created picture book, We Are Water Protectors, written by Carole Lindstrom and illustrated by Michaela Goade. This 2021 Caldecott Medal picture book, at first glance, seems to be a fictional piece. It reads like a fictional story. The illustrations aid in the appearance of a fictional story; in actuality, it is a lyrical non-fiction book correlated with the stand at Standing Rock by the Sioux Tribe and many others against the Dakota Access Pipeline in 2016. The text is minimal yet concise in its message to protect the earth and her creatures. This allows the illustrations to accentuate the theme and set the mood of the story. Goade incorporates watercolor to enhance the non-fiction story of "the black snake," narrated by a young protagonist. Through the watercolors and lines, the illustrations artistically depict different layers of the story from the history of the girl's people, the creatures and water they are trying to protect, and the fight against the black snake. Each page enhances the overall story and provides insight into the history of the indigenous people; the kinship and community evolved through a common purpose. This beautiful picture book offers an excellent opportunity to discuss current events in a story-like method while still educating non-fiction events. 

Blog post #1 - Car rides, puppy dogs, and giant meatballs

Riding in the car to Dallas to see my Aunt Cissy always brought much excitement to this 5-6year old. Yes, I would be spoiled with goodies from my dad's older sister, and I would relish the time in the car with my dad, but having Clifford protecting us along the way encapsulated my attention the entire journey down I-10. Dad regularly read me Clifford the Big Red Dog books at bedtime. I didn't have a real dog, but it would be Clifford if I did. I loved Clifford, and I knew Clifford loved me. Why? My daddy told me so. Clifford would ride on top of the car all the way to Dallas. I never saw him, but Dad said he knew he was on top of the car by the weight of the roof, and every once in a while, he'd see Clifford's tail wagging in the back. He kept us safe from car crashes and bad weather. Even though I couldn't see him, I'd tell him stories from the backseat about how he lived with Emily Elizabeth and all the adventures they shared in his books. Then, magically, when we arrived at my aunt's apartment, Clifford shrank to the size of my stuffed animal of him, riding securely in the trunk. "That's okay," I thought. I often packed my bag full of his books, so we could keep reading of his adventures while I was on my own in Dallas.

Years later, my miniature Clifford sits above my desk, keeping a watchful eye on my students. I have a bucket of newer Clifford books to read with the class at different times throughout the year. My original Clifford the Big Red Dog book is in a shadowbox, safe to view, and a reminder of fun childhood memories.

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"It's book fair week Mom! Can I please have some money?" I begged my mother. "Books only," stated Mom. "Of course," I thought. Gleefully, I would enter the library and stay as long as allowed, spending every bit of the cash my mom sent with me. Cloudy With A Chance Meatballs caught my eye. Visualizing giant-sized meatballs was an intriguing idea for a plump second or third grader. Imaging myself in the town of Chewandswallow was a laughter-filled pastime for my sister and me. We would critic and modify the story to our liking. Pretending to run our own open-roof restaurant, we would forecast the menu to our patrons, making sure the menu was classy, not messy. 

Years later, when the movie was released, I shared the book with my current class. This was our first real exposure to the idea, "the book is often better than the movie." Unfortunately, this was also one of the first times I was disappointed in a movie, as the book was only a launchpad for a movie that really didn't correlate with the original text. Nevertheless, the comparison and contrast of the book and movie provided a real-life discussion regarding children's books and the movies made from them in my classroom.

Those early exposures to the book fairs ignited a love for all things books even years later. I work in a Title 1 school, therefore, many times my students are not able to purchase more than a book or poster. I fill my book display with new books from the book fair, so we can enjoy a new read aloud from books they just saw available to purchase. Admittedly, this is a selfish action, reliving those early book fair memories from my childhood.  

Full disclosure, I am not "allowed" <wink, wink> to visit Barnes and Noble or the book department at Target without a chaperone. Buying children's books is definitely an addiction I do not plan to recover from any time soon. As for my students, I don't think they mind.