AND THE GREEN GRASS GREW ALL AROUND: FOLK POETRY FROM EVERYONE by Alvin Schwartz

A. Bibliography

Schwartz, Alvin. 1992. AND THE GREEN GRASS GREW ALL AROUND. Ill by Sue Truesdell. New York, NY: HarperCollins Pub. ISBN 0-06-446214-5.

B. Plot Summary

This is a collection of folk rhymes, poetry, and songs organized in categories such as food, school, teases and taunts, love and marriage, nonsense, rain and shine, and animals and insects.

C. Critical Analysis

This is a fun and easy book to read. The collection of poetry and rhymes are great for students who need help with predicting. Although the teases and taunts section could be skipped over in this day and time of children teasing brutely.

Throughout the book, there are some poems that can be chanted or sang and the music is included with the type of tune. The songs make the poems that much more memorable and fun.

The illustrations are simple black and white cartoon-like drawings. Because of the chosen technique, the illustrations add a sense of humor to each poem and rhyme.

D. Review Excerpt

Bulletin Blue Ribbons 1992

Children's Choices 1993

Children's Literature Database reviews this book as follows: "Perhaps the best collection of folk rhymes I have seen, this award-winning compliation covers many childhood favorites such as "Do your ears hang low? Do they wobble to and fro?" and "Here comes the bride/Big, fat, and wide." Young readers and their parents and teachers can have fun reading the ones they know and learning new ones. Most importantly, we can all come to appreciate how much these rhymes are a part of our history and will hopefully become part of our future."

E. Connections

*other folk poetry books include:

Schwartz, Alvin. I SAW YOU IN THE BATHTUB, AND OTHER FOLK RHYMES. ISBN 0060252987.

Rosen, Michael and Susanna Steele. INKY, PINKY, PONKY: CHILDREN'S PLAYGROUND RHYMES.

*Students can read alound in the classroom and then go to the playground and practice and recite some of the rhymes they had learned.

*Students can be encouraged to write their own poem or playground rhyme and perform it for the class.

Lon Po Po A Red-Riding Hood Story From China by Ed Young

A. Bibliography
Young, Ed. 1989. LON PO PO A RED-RIDING HOOD STORY FROM CHINA. Ill by Ed Young. New York, NY: Philomel Books. ISBN 0-399-21619-7

B. Plot Summary
A retelling of a favorite classic story of Red-Riding Hood but set in China. Three children are left alone to protect themselves from a bad wolf that disguises himself as their grandmother (PoPo).

C. Critical Analysis
Young uses simple writing to entice even the youngest of readers/listeners. This version is remarkably similar to the European version with the same moral of "Don't talk to strangers."

The illustrations are absolutely marvelous with the blend of watercolors and pastels. Additionally, Young blends this with the Chinese art of panel painting on each page. The colors are vivid and symbolic as well. He uses the light and dark techniques to help tell the story and give the reader a sense of danger.

This book is fun to read and compare with the traditional version of LITTLE RED RIDING HOOD. I particularly like how the three young sisters solve their problem with Lon Po Po.

D. Review Excerpts
Randolph Caldecott Award 1990
Boston Globe-Horn Book Award for Excellence in Children's Literature 1990

BookHive (http://www.bookhive.org/) says, "Using watercolors and pastels, he creates a surreal feeling to the illustrations of this dark, but well-loved fairytale."

E. Connections
*other books about Red Riding Hood:
Ernst, Lisa. LITTLE RED RIDING HOOD: A NEWFANGLED PRAIRIE TALE. ISBN 0689801459.
Daly, Niki. PRETTY SALMA: A LITTLE RED RIDING HOOD STORY FROM AFRICA. ISBN 9780618723454.

*Students can read the original story of LITTLE RED RIDING HOOD, LON PO PO, and another version, then in groups they can create their own version of the story. Some group roles could include illustrator, editor, binder, starter (tells introduction), middle (creates the climax), and end (concludes the story).

James Marshall's Cinderella retold by Barbara Karlin

A. Bibliography

Karlin, Barabara. 2001. JAMES MARSHALL'S CINDERELLA. Ill. by James Marshall. New York, NY: Dial. ISBN# 0-8037-2730-5.

B. Plot Summary

Cinderella is forced to do all the housework and take care of her stepsisters. The prince is looking for a wife so he holds a ball where all the maidens of the land are invited, including the two evil stepsisters. Cinderella has an opportunity to attend the ball as well, however, no one recognizes her. The prince falls in love at the ball and has to try to find her later.

C. Critical Analysis

Karlin's version of Cinderella stays close to the original version with a few exceptions such as the fairy godmother using two lizards to make footmen and that Cinderella moved her family into the house with her and the prince. While the story is familiar, some of the words might be too difficult for the very early reader to be able to read on their own. However, they would enjoy listening and following along with this humorous version.

Marshall's illustrations are cartoon-like and very colorful. The use of watercolor and ink was creative and effective in giving the illusion of various shades. The illustrations tell the story in such a way that beginning readers would be able to retell the story by looking at the pictures.

This version is easier on the good versus evil story unlike in the original version. Karlin's version is great for those who would like to teach compassion for others and how to deal with challenging family members.

D. Review Excerpt

Treasure State Award, 1992 nominee

Children's Literature stated, "The intolerable personalities of the stepsisters and stepmother are humorously rendered, while the good-natured fairy godmother and buck-tooth mice offer the heroine much-needed comfort. Young readers will appreciate James Marshall's whimiscal illustrations and Barbara Karlin's brisk and witty narrative."

School Library Journal (starred review) says, "Retold and illustrated with wit and humor, this is an excellent version of th favorite fairy tale."

E. Connections

*Make a chart of the differences and similarities in versions of the Cinderella stories. Let the class select a favorite version and act out the story.

*On a map of the world, find the countries or geographic areas where the Cinderella stories where the class has read are based.

*Other versions of Cinderella stories :

Climo, Shirley. THE EGYPTIAN CINDERELLA. ISBN 0-690-04822-x.

Minters, Frances. CINDER-ELLY. ISBN 0-670-84417-9.

A Caldecott Celebration; Six Artists and Their Paths to the Caldecott Medal by Leonard S. Marcus

A. Bibliographic Data

A CALDECOTT CELEBRATION: SIX ARTISTS AND THEIR PATHS TO THE CALDECOTT MEDAL by Leonard S. Marcus. Walker and Co. New York. 1998. ISBN# 0-8027-8656-1.

B. Plot Summary

Marcus interviewed and wrote about six artists and how they created illustrations for stories that earned the Caldecott Medal.

C. Critical Analysis

The characters in this book would be the six illustrators that Marcus interviewed. The illustrators include Robert McCloskey, Marcia Brown, Maurice Sendak, William Steig, Chris Van Allsburg, and David Wiesner. Each one of these illustrators had a unique way of illustrating their various stories to achieve the highest honor of the Caldecott Medal.

Marcus uses easy language that would appeal to the middle age reader and get them interested in how to illustrate stories. He takes a behind the scenes look at all the stages of creating award winning illustrations. This book would be very useful for students researching or interested in drawing.

This book contains many photographs of the drawings and various stages of completion as well as photos of the illustrators as well.

D. Awards/ Review Excerpt

A CALDECOTT CELBRATION won the Independent Publisher Book Award in 1999 as well as making the Texas Reading Club in 2004.

Mary Quattlebaum of Children's Literature reviewed this book saying, "When changeable weather makes your kid antsy, you might try an art project or hand her a copy of A CALDECOTT CELEBRATION. Well-known historian and critic Leonard Marcus takes a fascinating look at six artists who won the most prestigious honor for children's book illustration. The book includes information and visuals on the artists' process, andit is enlightening (as well as heartening for young artists) to see how a work can evolve from a few doodles to admirable art. here are Marcia Brown, Maurice Sendak, William Steig, and Chris Van Allsburn; and because Marcus features an illustrator for each of six decades, readers can see how technology and styles change, from Robert McCloskey, 1942 winner for MAKE WAY FOR DUCKLINGS, to David Wiesner, 1992 winner for TUESDAY.

E. Connections

Leonard S. Marcus also wrote 75 YEARS OF CHILDREN'S BOOK WEEK POSTERS: CELEBRATING GREAT ILLUSTRATORS OF AMERICAN CHILDREN'S BOOKS and WAYS OF TELLING: CONVERSATIONS ON THE ART OF THE PICTURE BOOK. Both books deal with the interviews and makings of drawing either posters or illustrations for childrens books. The later book is written in such a way that children as young as 10 years of age could enjoy.

A CALDECOTT CELEBRATION would be a great book to use in conjuction with a book mentioned in the text so the readers could see the background information that goes with the illustrations.

Sophie's Trophy by Susan Middleton Elya

A. Bibliographic Data

SOPHIE'S TROPHY by Susan Middleton Elya. Illustrated by Viviana Garofoli. Penguin Group. 2006. ISBN# 0-399-24199-x.

B. Plot Summary

Sophie a wart covered frog wants to be a pretty as her handsome brother who has many trophies. She sings the blues and a group of other toads convince her to sing at a fair. Sophie learns something about herself from this experience.

C. Critical Analysis

The character Sophie is very credible and behavior is consistant with the age of the reader. Children this age that are younger siblings do tend to have issues with feeling inadequate to their older siblings.

The plot of the story goes along with situations that young siblings would experience in everyday life so they would be able relate to the characters and story line. The story conflict and climax flow in a logical sequence with a satisfying resolution that helps readers feel better about who they are and that they each have special talents.

The real strength of this book is the theme which reveals a truth about each reader that isn't portrayed as "preachy". Readers discover that each person has a talent or uniqueness that makes them special no matter who they are.

The author uses a unique style of writing that includes creative rhymes and basic Spanish vocabulary blended with English. The simple language with easy rhymes makes it easy for early readers to read and comprehend the story. The language would make it easy for beginning readers to follow along.

The illustrations for this book are cartoonlike and fun. They are very vivid, colorful images that help the reader understand the story. The illustrations describe the story so well that a new reader could just about go through the book and know the story without even having to read the words.

The only cultural markers in this book is the Spanish vocabulary that is uniquely interwoven with English to create such a wonderful story. This is done in a creative way that gives a subtle message that cultures and languages can blend. I believe that a reader from any culture would be offended by this book. I feel that the author used a fun and creative way of teaching young children basic Spanish vocabulary as well as a book that could be used for English Language Learners.

D. Awards/ Review excerpt

Kay Weisman from Booklist reviewed the book with the following, "Sophie the wart-covered toad lives in the shadow of her cuter, more accomplished brother, Vince (the prince). Vince's trophies span the mantel, while Sophie dreams of greatness and sings the blues. Then the Toadettes convince her to sing a solo at the fair, and the judges are so impressed that Sophie wins first prize. The author of Cowboy Jose (2005) offers another picture book featuring vivid, cartoon like illustrations and humorous rhymes that seamlessly mesh English and Spanish vocabulary. Young listeners are sure to identify with Sophie's desire to be good at something, even as they giggle at her silly dreams: "Her mouth--her big boca--was too tired to smile./She was fed up with posing and strutting her style./'Well, this is no fun!' Then Sophie awoke./ 'Me, be a model? Why, I'd rather croak.'" A satisfying choice for group sharing or for lap sharing with frustrated younger siblings.

E. Connections

Another book by Susan Middleton Elya that deals with everyday childhood situations is TOOTH ON THE LOOSE. This book also offers a simple rhyming pattern with Spanish vocabulary gently interwined with English.

After reading this book, students could draw or write about a talent or special gift that they feel they have. This activity would help students with creating a healthy self-esteem.

Joseph Had a Little Overcoat by Simms Taback

A. Bibliographic Data

JOSEPH HAD A LITTLE OVERCOAT by Simms Taback. Ill. by Vicking. Penguin Group Publishing 1999 (1977). ISBN # 0-670-87855-3.

B. Plot Summary

Joseph has an overcoat that gets old and worn so he then creates or recycles his garment into something new.

C. Critical Analysis

JOSEPH HAD A LITTLE OVERCOAT has excellent illustrations that draw the reader into the story. The book includes cut-outs that hint to the reader what the next item will be. The most interesting part of the illustrations is the blen between the painterly, child-like drawings and the small photographs that keep with the folk theme.

The character (Joseph) is realistic and relatable. Whenever he has a problem, his facial expression shows despair, however, when he is able to solve the problem and create something new, his facial expression shows relief and happiness. The depiction of Joseph appears to be warm and inviting.

The author sets the story on a Polish farm in the fall which can be indicated by the overcoat and pictures of the farm. He indicates time through the items that Joseph can make with the worn out garments and shrubbery on the trees.

The theme of the story is the most interesting part of the book. I like how the author shows how people can solve problems and don't just throw something away because it is old and worn out. With some thought, something can be made or used in a new way. This book encourages kids to be creative and resourceful. The moral fo the story is that you can always make something out of nothing, which doesn't overpower the story itself.

This book does include some cultural markers that include the skin color of the main character. Joseph has a full beard, glasses and an olive tone. Throughout the book, the illustrations include hints of a Polish and/or Jewish dress, candelabra, and newsprint. While it seems great that this book would appear to be multicultural, it could be found offensive by someone who is Jewish because it seems to be stereotypical. Yet, if used appropriately by discussing the different items, how they are used, and why, this could create a wonderful lesson on how Polish or Jewish people are different than the reader.

D. Awards Won and Review Excerpts

JOSEPH HAD A LITTLE OVERCOAT has won several awards including the Randolph Caldecott Award in 2000, National Jewish Book Awards 1999, and Sydney Taylor Book Awards 1999.

Jan Lieberman from Children's Literature reviewed the book as follows, "What do you do with an overcoat that is torn and worn but that is so dear that you can't toss it out? Cut it down, trim it and turn it into something else. That's just what Simms Taback does in his Caldecott Medal book JOSEPH HAD A LITTLE OVERCOAT. Taback has clothed this well-known tale with comic characters, bold colors and a die-cut on each page to highlight the journey from coat to button to memory. The only thing left is to tell the story. Each page is enriched with details appreciated more by adults than children--for example a newspaper headline reads "Fiddler On Roof Falls Roof" or "Chelm Rabbi Knows Why the Ocean is Salty" (It's due to the herring)! Family pictures adorn the walls and peer out of apartment windows, Yiddish newspapers lying on the floor, books with authors such as Sholom Aleichem and I.L. Peretz all vie for attention and inspire adults to share this book with their children and grandchildren. The music is included at the end of the book."

E. Connections

An activity that would enhance the reading experience would be to have students bring in an item from home that is old and worn out and challenge the students to recycle the item to something new they could use. This would be a great book to cover on Earth Day or any other time that recycling is the main theme.