THE FIREFLY LETTERS: A SUFFRAGETTE'S JOURNEY TO CUBA by Margarita Engle

Bibliography:   

Engle, Margarita. 2010. THE FIREFLY LETTERS: A SUFFRAGETTE’S JOURNEY TO CUBA.  New York, NY: Henry Holt and Co., LLC.  ISBN 0805090826 

Plot Summary:   

Readers hear through four individual's stories how their lives were affected by slavery in Cuba during the 1850’s.  The reader experiences heart-breaking betrayals through the eyes of Cecilia, who is traded by her father for a stolen cow.  Seven years pass when the reader is introduced to Elena, the daughter of a wealthy plantation owner.  This same family is the owner of Cecilia.  Cecilia, though still very young, is married and now pregnant.  Frederika brings new life into the story with her unconventional thinking and hope for a free future for Cecilia’s unborn child.   

Critical Analysis:   

With each newly titled page, Engle gives the reader new insight into the lives and the hearts of each of the four characters they are following in the story.   It is heart-wrenching to find out this poetic masterpiece is based on true historical letters and diaries.  Readers will enjoy the story told through verse, rather than being told in an original fiction style.  The verse style seems to allow the reader to get to the heart of the story, cutting out all of the unnecessary words.  Each word is carefully picked by the author to carry the weight of this sad story.  There is hope for change through the sacrifices of others for one sweet slave.

Reviews:   

·        Pura Belpre 2011 Author Honor

·        Jane Addams Award

·        ALSC Notable Children’s Book

·        Kirkus:  “…effectively alternates the voices of the three protagonists … and demonstrates how each character affects the others, all learning a measure of freedom.”

·        Booklist:  “Through this moving combination of historical viewpoints, Engle creates dramatic tension among the characters, especially in the story of Elena, who makes a surprising sacrifice.” 

Connections:  Age Level:  10 and up 

·        First Person Narrative

o   Point out features of this type of point of view as it is modeled for readers.

·        Pre-Reading: 

o   Discuss our rights today.

o   Discuss past topics about people’s struggles with rights to activate background knowledge about prior lessons if taught (Woman voting, African-American’s rights, etc.)

·        During Reading:

o   Students will make notes about rights that they notice characters in the book do not have.

o   Create a timeline of events seen in the story from beginning to end to track the reading and its details.

o   Create a character analysis sheet for each character and add details to it as new facts arise. 

·        After Reading:

o   Student will choose one of the rights that they noticed the characters did not have in the book and research how that became a right today. 

o   Create a Graffiti Board depicting the events seen throughout the story using the timeline as a guide.

o   Create a Heart Map for one of the characters depicting their characteristics, details about them, and things that are important to them.

LAUGH-ETERIA by Douglas Florian

Bibliography:   

Florian, Douglas. 1999. LAUGH-ETERIA.  Orlando, FL: Harcourt Brace & Company.  ISBN 0152020845 

Plot Summary:   

Author, Douglas Florian, supplies the reader with pages full of humorous poems, with creatively simple drawings for each.  The topics are endless ranging from “The Last Piece of Cake” to “If You Suffer Smelly Feet” to “Sigh-clops”.  There is something for everyone within the pages of Laugh-eteria.   

Critical Analysis:   

Rhyme and rhythm are plentiful throughout the book.  Readers will find the poems fun and easy to read with these features.  The addition of the drawings for each make the poems even more interesting and bring the readers attentions to specific details that might otherwise be overlooked.  In the poem “Fishy”, one might think of a small fish truly biting “… cousins Jay and Joel”, but with the addition of the picture, the reader is able to imagine that there once were three people in the boat with a huge fish below.   

Reviews:   

·        Kirkus:  “Florian’s language and simple, thick-lined cartoons illustrations are equally ingenious, and he sticks to tried-and-true subjects, from dinosaurs to school lunch …”

·        Publishers Weekly:  “Florian repeatedly shows that he knows what makes kids giggle.”

Connections:  Age Level:  7 and up 

·        Rhyming Scheme

o   Use poems like “Bad Beds” or “Pass Out” to model various types of rhyming scheme for students. 

o   Allow them to gain insight/inspiration from the pictures Florian adds to each poem.

o   Then allow them to create their own poem with a similar rhyming scheme with an addition to their own illustrations as well.

·        Alliteration and Internal Rhyme

o   Modeled perfectly in “Batty”

o   Allow students to create their own poetry using alliterations and internal rhymes.

RED SINGS FROM TREETOPS: A YEAR IN COLORS by Joyce Sidman

Bibliography: 

Sidman, Joyce. 2009. RED SINGS FROM TREETOPS:  A YEAR IN COLORS.  Ill. by Pamela Zagarenski.  New York, NY:  Houghton Mifflin.  ISBN 9780547014944 

Plot Summary: 

Readers experience the celebration of each season:  spring, summer, fall, and winter.  Through the poetic words, each season comes to life beautifully.  The explosion of colors, from Zagarenski is magnificent, and takes the viewer on a journey through each season and nature in those seasons.   

Critical Analysis: 

This is a wonderful book to use with preschool and kindergarten age students as they learn the basics about seasons and colors.  Each color is spotlighted throughout the book and can be easily pointed out in the beautiful art work that covers every page.  Through the rhythmic words, the reader follows the colors through the seasons.  Many types of figurative language can be seen throughout, and can easily be pointed out.  Personification as “red sings … turns … squirms …”  The expansion of descriptive words is breath-taking, taking the reader deeper into the simple subject of seasons and colors than ever thought possible.   

Reviews: 

·        2010 Caldecott Honor Book

·        Claudia Lewis Poetry Award

·        Minnesota Book Award

·        CCBC Choice 2010

·        Horn Book:  “A poet known for multi-layered explorations of nature rejoices here in a way colors, and how we perceive them, change with the seasons …. The playfulness of the text and its sense of awe, mystery, and beauty.”

·        New York Times:  “Joyce Sidman’s language is vivid and deft … it draws mystery and magic around the most familiar scenes.”

·        Kirkus:  “Fresh descriptions and inventive artistry are a charming inspiration to notice colors and correlate emotions.” 

Connections:  Age Level:  Pre-K and up

·        Before reading:  Look at the cover of the book and begin adding thoughts and idea to a graphic organizer (For younger students:  Teacher list on the board from student’s responses.  For older students:  Allow them to use Post-It notes for each, tracking their active thinking)

o   Questioning Category

o   Noticed Category

o   Personal Connection Category

·        During Reading:  Discuss each season, animals seen on each page during those seasons, and colors seen on each page for each season.

o   Students add thoughts and ideas to each category, continuing to build on the chart.

·        After Reading:  Brainstorm a list of items and animals that are associated with each season. 

o   Create a chart and think of specific colors that go with those items and seasons. 

o   Students create art work depicting their ideas.

o   Students create poetry depicting their ideas.

§  Combine the two to display in the classroom or in the school hallways.

·        Figurative language:  Personification, metaphors, and similes can be pointed out as they are beautifully modeled throughout the book, and can inspire student’s own personal poetry.

BEAUTIFUL BLACKBIRD by Ashley Bryan

Bibliography: 

Bryan, Ashley. 2003. BEAUTIFUL BLACKBIRD. New York:  Atheneum Books for Young Readers.  ISBN 9780689847318

Plot Summary: 

Readers get a taste of history from the perspective of Africa in this traditional tale about the beauty from within.  All the other birds want to be like the beautiful blackbird.  Blackbird encourages them to be themselves, but gives in and paints swirls of black on each until his gourd is empty.  All join together in the end, with all their bright colors shining, and sing a sweet tune … “Black in beautiful, UH-HUH!”   

Critical Analysis: 

Bright and colorful book that will teach children that true beauty comes from within.  The story also illustrates how everyone is the same, no matter their color.  Both are wonderful concepts to teach and discuss with children, and use to build an accepting community within a diverse classroom body.  The bright colors will inspire great art projects from students.   

Awards & Reviews: 

·        2004 Coretta Scott King Award Winner

·        Kirkus:  “This telling, by the master storyteller, just aches to be read aloud; the lively rhythms keep the simple folktale rollicking along.” 

Connections:  Age Level:  3 and up

·        Point of view:  3^rd person & dialogue

·        Great for February, Black History Month:  Teaching students that black is beautiful, while encouraging togetherness, uniqueness, and a respect for culture and diversity.

·        Art – Primary and Secondary colors:  Students paint their own birds in various colors and patterns inspired by Bryan’s illustrations.       

THE THREE LITTLE GATORS by Helen Ketteman

Bibliography: 

Ketteman, Helen. 2009. THE THREE LITTLE GATORS.  Ill. by Will Terry.  Morton Grove, IL:  Albert Whitman & Company.  ISBN 9780807578247

Plot Summary: 

This adaptation of a traditional folktale takes place in an east Texas swamp.  Three little gators are each seeking safety from the Big-bottomed Boar.  Each, trying to follow their mom’s wise advice, chooses materials to build themselves a house.  One chooses sand that is easy and quick, only to regret his choice and is sent running for safety.  Sticks go flying when the Big-bottomed Boar pays a visit to Second Gator’s house.  Finally, they all seek shelter in the house of rocks, where an unwelcome visitor drops in for a BBQ.

Critical Analysis: 

What a wonderful twist on this traditional favorite!  Terry’s bright, but swampy, illustrations are fun to see and bring life to every page and to each little gator.  Each little gator having their own cute personality that shines through.  I love the addition of the hats and glasses to help distinguish the gators from one another – The “smart one” with the glasses of course.  Instead of a wolf huffing and puffing, the Big-bottomed Boar knocks over the little gator's houses with a bump, bump, bump.  The rhythmic beat, echoing familiar patterns, makes reading fun and easy to follow along with.  Using this folktale variant will be a fun way to introduce students to various folktales, as well as fractured writing to help inspire and enhance their own writing.   

Reviews: 

·        2011 Washington Children’s Choice Picture Book Award nominee

·        2010 Wanda Gag Honor Book

·        School Library Journal:  “Ketteman’s retelling, including a sassy Texas twang, makes the story hilarious and bright…readers will be chiming in on cue….The colors are vibrant yet ominous and swampy…A fun choice for libraries and classrooms.”

·        Kirkus:  “The book’s chief attraction…is Terry’s hilarious illustrations.  His funny gators have distinct personalities, and the picture of the Boar stuck in the chimney is inspired.  Brisk fun.”

·        Booklist:  “…this would make a rip-roaring read-aloud.”

Connections:  Age Level:  Pre K and up

·        Read the original Three Little Pigs folktale first, comparing and contrasting the story, its characters, and the illustrations.

·        After reading, create a Flow Chart sequencing the events seen in the story.

·        Writing and Art:  Students create their own fractured folktale inspired by The Three Little Gators.

o   After going through the writing process, students will illustrate their books.

·        Research and read expository books about alligators and their habitats.

·        Figurative Language ~ Alliterations:  Point out alliterations found within this story, and then create their own alliteration statements.

Other books to read:     

·        The Three Little Tamalies by Eric A. Kimmel

·        The True Story or the Three Little Pigs by Jon Scieszka

·        The Three Little Wolves and the Big Bad Pig by Eugene Trivizas

THE LION AND THE MOUSE by Jerry Pinkney

Bibliography: 

Pinkney, Jerry. 2009. THE LION AND THE MOUSE.  New York, NY:  Little Brown Books for Young Readers.  ISBN 9780316013567

Plot Summary: 

Aesop’s fable The Lion and the Mouse is retold beautifully in this wordless picture book by Jerry Pinkney.  A life is spared and the good-deed is repaid by an act of bravery and kindness.  The illustrations are captivating to the reader and allow the mind to explore and imagine what is occurring within each page.  

Critical Analysis: 

The author and illustrator’s artwork retell this fable beautifully in this wordless book.  Great detail is given to every page as Pinkney uses pencil, watercolors, and colored pencils to bring this tale to life in a very vivid way.  The imagery allows the reader to imagine they are in the setting of Africa.  Emotions can clearly be seen and felt from each illustration.  A powerful message of kindness to others and friendship are lessons learned from the viewing of this book.    

Reviews: 

·        Caldecott Medal Winner 2010

·        New York Times – Nov. 5, 2009 – by Roger Sutton:  “The art of Jerry Pinkney’s new picture book is commanding enough to do without the author’s name or even the title on the front cover.”

·        The Washington Post – Sept. 20, 2009 – “Even before the book falls open, the story has begun!”

Connections:  Age Level:  1 and up

·        Beginning of the school year to build classroom unity and teach “Treat others as you would have others treat you!”

·        With older children who know about schema and inferring, about the (1) setting and (2) characters’ thoughts and/or feelings.

·        Predicting during and after reading about what will happen next.

·        Research and read expository books about Africa and African animals.

·        Art – Paintings inspired by illustrations

·        Language Arts – Create a drama by adding dialogue to the pictures seen throughout the book.  Then allow students to perform the drama they created.

MAKE WAY FOR DUCKLINGS by Robert McCloskey

Bibliography: 

McCloskey, Robert. 1969. MAKE WAY FOR DUCKLINGS. Ill. by Robert McCloskey. New York. NY: Scholastic, Inc.  ISBN 0590339494

Plot Summary: 

In this sweet story set in Boston, readers will follow a duck couple in search of a safe home for their growing family.  There seemed to be some type of danger everywhere they look.  Even after their babies arrived, the search for their perfect home continued.  With the help of kind humans, the family is reunited and their perfect home is found to raise their babies.   McCloskey does a wonderful job telling and illustrating a story that shows the love of a family and the community around it.     

Critical Analysis: 

Young children will find this book very calming and reassuring when it is read to them.  It is a classic tale of a family's love for one another.  Children will enjoy the illustrations showing the eight ducklings fearlessly following their mother anywhere she leads them, even crossing busy traffic streets filled with loud honking cars. 

Reviews:  

·        1942 Caldecott Metal

Connections:  Age Level:  3 and up

·        Book Talk:  Discuss Community Helpers – Police – that are seen in the book and when children might see them in their everyday lives; Discuss the job of a policeperson and how they are here to help us; Discuss “your” family and its members.

·        Create graphic organizers:  Create a Flow Chart showing the sequence of events seen in the book that leads the family to their final home on the island. 

·        Onomatopoeia:  Students can find and point out the many onomatopoeias found within this story, and then create their own similar statements using onomatopoeias.