Porch Lies : tales of slicksters, tricksters, and other wily characters
Author: Patricia McKissack
An unabridged Production; Listening Library
4 compact discs; 4 hours, 22 minutes.
Read by; Patricia McKissack, Pamela D'Pells, Adenrelle Ojo, and Mirron Willis.
ISBN: 9780739361672
Dewey: Fiction
Classification: Story collection
Interest level: 3rd-6th grade
Contents: When Pete Bruce comes to town -- Change -- The devil's guitar -- Aunt Gran and the outlaws -- By the weight of a feather -- A grave situation -- The best lie ever told -- The earth bone and the King of the Ghosts -- Cake Norris lives on part one -- Cake Norris lives on, part two.
Plot Summary
Pat McKissack had put together a collection of tales that are at times humorous and at other times scary. All of the tales are drawn from the oral story telling tradition of the African American culture. Each tale is told from the point of view of a child listening to visitors on her grandparents porch. The introduction draws the listener into a setting of summer leisure evenings. The characters are tricksters and are introduced prior to the beginning of the telling.
Critical Analysis
Traveling to multiple libraries after checking their on-line catalogs I was unable to get a copy of the written text. It seems that catalogs are not always accurate. One librarian just said. " that happens-catalog says its in and book cant be located." At first I was disappointed as I am a visual learner and I wanted to compare the two forms.. As it turns out listening to these discs was a a very moving experience. The introduction draws the listener into a a much simpler time with the first words, "Whipporwills, lightning bugs, and peach ice cream..." I found myself listening to each tale several times. The three readers have voices that are deep and smooth almost musical. Each trickster is able to get what they want using charm and wit. When they do the listener finds themselves smiling at the antics of the trickster. The individual introductions were very helpful in giving background information. This helps the listener to understand the main characters.
Aunt Gran has a line that it particularly relevant to all the tales, You decide for yourself." It is up to the listener to determine just how believable is the character of the trickster. The reading does not use dialect which makes it easy for all to understand. Dialect can add to the story but for children not familiar with it the story can be incomprehensible. The tone of the voices are enough to give this recording the feel of that time on the porch in Nashville.
Review Excerpts
Kirkus Review (August 1, 2006) "... these tales all lend themselves to telling or reading aloud, and carry the common theme that even the worst rascals have saving graces."
Horn Book (September/October, 2006) " It's a clever idea: McKissack presents ten original trickster stories tailord for children with a child narrator in each one, for immediate and lasting identification."
Publishers Weekly (July 19, 2996) " ... where her grandfather and other visitors would share spellbinding, "porch lies," comically exaggerated stories that often centered on rogues and rascals."
Connections
These stories would make good material for creating reader's theater productions. They are simple and follow a pattern of basic story with a trickster adding the humor or drama to the tale. Few props would be necessary to distinguish the characters which is true to the concept of a readers theater production This will support student learning of sequence as the tales will make little sense if the lines are read out or order..
As examples of culture these stories are a good way to introduce social studies units on the different cultures. Trickster tales can be found in most parts of the world but there are two areas where they are most often attributed to: North America and Africa. Native Americans have many trickster tales and Venn Diagrams can be created to compare similar tales from both cultures.
The tale with Aunt Gran and the outlaws tells of a time when outlaws roamed the west and can be used during a history unit. There are many tales about the James brothers from many of the people who lived in the area they traveled. It would be an interesting research study for students to look at how different people perceived these two. Students could create a display of how they are portrayed and set it up in the library in an area where books about the old west are shelved.
Just listening to the tales and discussing them will provide excellent practice for students .Listening is a very necessary skill for children and this recording is one that is easy to engage students in and get them to be active listeners.
Friday, June 26, 2009
Thursday, June 25, 2009
Words from a Sioux holy man
" The buffalo represents the people and the universe and should always be treated with respect. For was he not here before the two-legged peoples and is he not generous in that he gives us our homes and our food? The buffalo is wise in many things and thus should always be as a relative with him."
Ogala Sioux holy man, Black Elk, The Sacred Pipe. 1953.
Source: Bison, a Living Story, 2000.
Ogala Sioux holy man, Black Elk, The Sacred Pipe. 1953.
Source: Bison, a Living Story, 2000.
The Return of the Buffaloes
Bibliographic Information
Title: The Return of the Buffaloes; a Plains Indian Story about famine and renewal of the Earth
Author: Goble, Paul
Publisher: National Geographic Society 1996
ISBN: 9780792265542
Dewey: 398.2
Interest Level: 3rd-6th grade Reading Level: 4.8
Classification: nonfiction
Plot Summary
This is a tale of a time when the Plains indians were struggling to survive. No animals could be found by the hunters and the people were starving. In desperation two young warriors were chosen to find the buffalo. They were not to come back unless they were successful. Their quest was successful thanks to the help of a mysterious woman.
Critical analysis
Pau Gobles uses text and illustrations to potrray the life experiences of the Plains Indians. The book begins with a note about the importance of the buffalo to the native group in the story.This enables a level of conprehension that many readers would not otherwise bring to the book. By putting this tale on paper, Paul Goble is helping to keep oral tales from being lost to future generations.. The parfleche, a pouch important to the people. is described prior to the text Directions are given for students to make one.This project can add real meaning for any reader. The patterns often used on these pouches can be found on each page of the text that serves as a thread pulling the narrative together.
The characters were flat and more symbols then actual people. The warriors are symbols of the hope the people had that they would be saved. This gives the text more power then if the reader were focused on the character rather than on the theme of renewal and hope. The description of the return of the buffalo is for me the most powerful section of the narrative. Any reader is able to imagine the sight and sound of these magnifivant creatures returning to the plains due to the descriptive words chosen by the author.
There are some words in the text that are somewhat ambigouous and the context does not support their meaning. "Ehanni, in the old days, people dried buffalo meat in the sun to preserve it." Does Ehanni mean the meat or does it mean the process? Even more fuzzy if this one, " Keyapi, that is what they said." What does Keyapi mean? Younger readers will find this somewhat problematic.
At the end of the text is a note about how present day visitors still visit the area and hear the wind and feel the breath of the bufflaoes waitin to come to earth. This is a very powerful way to make the tale personal.
Review Excerpts
Starred Review, Publishers Weekly: "Gobles ... vivid retelling of a Lakota legend dances against the backdrop of highly spirited artwork, an homage to the relationship between man and buffalo and to beauty and design in nature. This book has much to say and does so with eloquence."
School Library Journal, "... entertaining, informative, and inspiritational."
Kirkus Review, "... an extraordinary story central to spiritual and cultural life of the Lakota people... absofbing fare."
Connections
Many urban students have little or no connection to life on the plains. In order to fill in this gap there are several often used strategies that can be very effective. Setting up a bulletin board decorated with pictures of Native Americans past and present is a good way to start. Placed on display around the library should be artifacts and books related to Native Americans. A research unit can be set up in collaboration with teachers for the students. At the end of the unit each student or group can create a postcard that is appropriately decorated and has on it an interesting fact they learned These can be put on the bulletin board.
This book can be used as introductions for units that are not specifically about Native Americans but can be used for science or health units about respect for the earth and its resources.
Books
Bala, Olaf, Where the Buffaloes Begin
Crowl, Christine, White Buffalo Woman
Goble, Paul, Buffalo Woman
Goble, Paul, The Girl who Loved Wild Horses
Websites
There are many good websites related to this topic. Just can just put the word buffalo or bison in the search engine. It is best to be careful, however, some sites are not appropriate for students. The sites sponsored by native American groups themselves are the best. If you would like a graphic of how the parts of the buffalo are used the following site is good;; http://.tbcbison.com/educator.
Title: The Return of the Buffaloes; a Plains Indian Story about famine and renewal of the Earth
Author: Goble, Paul
Publisher: National Geographic Society 1996
ISBN: 9780792265542
Dewey: 398.2
Interest Level: 3rd-6th grade Reading Level: 4.8
Classification: nonfiction
Plot Summary
This is a tale of a time when the Plains indians were struggling to survive. No animals could be found by the hunters and the people were starving. In desperation two young warriors were chosen to find the buffalo. They were not to come back unless they were successful. Their quest was successful thanks to the help of a mysterious woman.
Critical analysis
Pau Gobles uses text and illustrations to potrray the life experiences of the Plains Indians. The book begins with a note about the importance of the buffalo to the native group in the story.This enables a level of conprehension that many readers would not otherwise bring to the book. By putting this tale on paper, Paul Goble is helping to keep oral tales from being lost to future generations.. The parfleche, a pouch important to the people. is described prior to the text Directions are given for students to make one.This project can add real meaning for any reader. The patterns often used on these pouches can be found on each page of the text that serves as a thread pulling the narrative together.
The characters were flat and more symbols then actual people. The warriors are symbols of the hope the people had that they would be saved. This gives the text more power then if the reader were focused on the character rather than on the theme of renewal and hope. The description of the return of the buffalo is for me the most powerful section of the narrative. Any reader is able to imagine the sight and sound of these magnifivant creatures returning to the plains due to the descriptive words chosen by the author.
There are some words in the text that are somewhat ambigouous and the context does not support their meaning. "Ehanni, in the old days, people dried buffalo meat in the sun to preserve it." Does Ehanni mean the meat or does it mean the process? Even more fuzzy if this one, " Keyapi, that is what they said." What does Keyapi mean? Younger readers will find this somewhat problematic.
At the end of the text is a note about how present day visitors still visit the area and hear the wind and feel the breath of the bufflaoes waitin to come to earth. This is a very powerful way to make the tale personal.
Review Excerpts
Starred Review, Publishers Weekly: "Gobles ... vivid retelling of a Lakota legend dances against the backdrop of highly spirited artwork, an homage to the relationship between man and buffalo and to beauty and design in nature. This book has much to say and does so with eloquence."
School Library Journal, "... entertaining, informative, and inspiritational."
Kirkus Review, "... an extraordinary story central to spiritual and cultural life of the Lakota people... absofbing fare."
Connections
Many urban students have little or no connection to life on the plains. In order to fill in this gap there are several often used strategies that can be very effective. Setting up a bulletin board decorated with pictures of Native Americans past and present is a good way to start. Placed on display around the library should be artifacts and books related to Native Americans. A research unit can be set up in collaboration with teachers for the students. At the end of the unit each student or group can create a postcard that is appropriately decorated and has on it an interesting fact they learned These can be put on the bulletin board.
This book can be used as introductions for units that are not specifically about Native Americans but can be used for science or health units about respect for the earth and its resources.
Books
Bala, Olaf, Where the Buffaloes Begin
Crowl, Christine, White Buffalo Woman
Goble, Paul, Buffalo Woman
Goble, Paul, The Girl who Loved Wild Horses
Websites
There are many good websites related to this topic. Just can just put the word buffalo or bison in the search engine. It is best to be careful, however, some sites are not appropriate for students. The sites sponsored by native American groups themselves are the best. If you would like a graphic of how the parts of the buffalo are used the following site is good;; http://.tbcbison.com/educator.
Wednesday, June 24, 2009
Fairy Tales
Fairy Tales are treasured dreams,
flights of fantasy,
Imagined and born long ago,
a childhood luxury,
Chargers, shields, and arms,
Castles, kings of old,
Fairies, snowqueens, dragons,
haunts
and heroes brave and bold.
Elves and woodland animals,
chivalry, jesters speak,
of mysterious adventures
stairs that often creak.
Justice reigns triumphant,
goodness winning out.
Defying evil and all wrong
Courageous right wins out
And Oh! How lovely to believe
the dream will someday come,
As it did in childhood days
now, and yet to come.
Linda A Copp
September 29, 1970
flights of fantasy,
Imagined and born long ago,
a childhood luxury,
Chargers, shields, and arms,
Castles, kings of old,
Fairies, snowqueens, dragons,
haunts
and heroes brave and bold.
Elves and woodland animals,
chivalry, jesters speak,
of mysterious adventures
stairs that often creak.
Justice reigns triumphant,
goodness winning out.
Defying evil and all wrong
Courageous right wins out
And Oh! How lovely to believe
the dream will someday come,
As it did in childhood days
now, and yet to come.
Linda A Copp
September 29, 1970
Module 2: Traditional Tales: CinderHazel
Bibliographic Information
Cinderhazel: The Cinderella of Halloween
Author: Lattimore, Deborah Nourse
Publisher: Scholastic Inc. New York, 2002
ISBN: 9780590202329
Interest level: K-3
Reading level: 2.5
Dewey: Fiction
$5,99 paperback
Plot Summary
This is a variant of the Cinderella story. Cinderhazel is the main character and a witch who is anything but clean. The other characters include her 2 stepsisters, evil stepmother, a godwitch, and a prince named Prince Alarming. As in the Cinderella story Prince Alarming is having a ball to choose a bride. Cinderhazel goes to the ball with the help of the godwitch, meets the prince and the two live, "filthy ever after."
Critical Analysis
This variant is meant to be a parody of the Cindreella story. The characters are flat and the reader will have little connection to them or even really care what happens to them.The word Halloween is in the title and the ball is held on Halloween but except for these two references Halloween has nothing to do with the text. The author works hard to create a humorous parody but her effort falls short. The references to dirt and clutter are predictable and not all that original. As an example when Cinderhazel cleans the floor she put a coat of dirt on the floor instead, no suprise here based on her character. Her efforts at housekeeping are described in this manner, "It was Hazel's job to clean the floor. Hazel swept from one end of the room to the other until the entire floor was covered with a thick layer of dirt. " Every other sentence deals with dirt and does get old.
The prince reminds one of Pig Pen in the Peanuts tales but has no appealing qualities.
The illustrations are busy and distract from the text rather than support it. The characters all look alike and go from looking insipid to evil. These drawings are supposed to represent the clutter that surrounds the characters.
Thw writing itself does not draw the reader into the story. Actually the story is so simple and so lacking in detail it seems almost to be a non-story. Even the chants don't work. They are supposed to be rhymes and not all of them do, unless I am mistaken wing and clean do not rhyme.
Despite my reservations it is a simple little story that will appeal to children during Halloween. It also has some good vocabulary the can be used for vocabulary instruction. Students can also have fun rewriting the chants to make them rhyme.
Review Excerpts
I was interested to look at the reviews after I wrote my critique to see what others thought about this text. Did others see it in a more positive light and was I expecting too much from a simple parody? My thoughts were mirrored by the professional reviewers. In fact they felt that modern parodies need to have more well developed characters and story lines then are in the original tales.
Booklist (Volume 94, No. 1 (September 1, 1997) "... but there is no real story, just one situation, and pictures so busy that it's not always easy to make out what's going on. Still, the slapstick will have instant appeal especially at Halloween,
Horn Book (March, 1998) "The chaotic text and illustrations are more puzzling than humorous."
Kirkus Review(1997) "The more dirt the better is the slogan at the heart of this one-joke story, whose humor relies on mess rather than magic."
One review was more positive.
School Library Journal (October, 1997) "Children will delight in Lattimore's humorous watercolor illustrations of green-faced witches with wild frizzled hair. ...The text entertains some clever wordplay."
Connections
This variant like all the others about Cinderella can be used to create comparison graphics. The vocabulary is excellent for Tier II instruction. Students could do sequence activities using selected vocabulary words. A continum of meaning can be created from these words; muttering,growled, pronounced, squealed, cried, and exclaimed. Because the chants do not rhyme students could write their own rhymes and present them to the class.
As a cross curricular connection this text would be a good introduction for a health unit on dirt and disease. At the end of the unit the students could write their own parody with a Cinderella and Prince who are oppoposite of
Cinderhazel and Prince Alarming.
This text can be used to create reading, writing, listening, and speaking activities that will support the new state standards and curriculum requirements despite its short comings.
Cinderhazel: The Cinderella of Halloween
Author: Lattimore, Deborah Nourse
Publisher: Scholastic Inc. New York, 2002
ISBN: 9780590202329
Interest level: K-3
Reading level: 2.5
Dewey: Fiction
$5,99 paperback
Plot Summary
This is a variant of the Cinderella story. Cinderhazel is the main character and a witch who is anything but clean. The other characters include her 2 stepsisters, evil stepmother, a godwitch, and a prince named Prince Alarming. As in the Cinderella story Prince Alarming is having a ball to choose a bride. Cinderhazel goes to the ball with the help of the godwitch, meets the prince and the two live, "filthy ever after."
Critical Analysis
This variant is meant to be a parody of the Cindreella story. The characters are flat and the reader will have little connection to them or even really care what happens to them.The word Halloween is in the title and the ball is held on Halloween but except for these two references Halloween has nothing to do with the text. The author works hard to create a humorous parody but her effort falls short. The references to dirt and clutter are predictable and not all that original. As an example when Cinderhazel cleans the floor she put a coat of dirt on the floor instead, no suprise here based on her character. Her efforts at housekeeping are described in this manner, "It was Hazel's job to clean the floor. Hazel swept from one end of the room to the other until the entire floor was covered with a thick layer of dirt. " Every other sentence deals with dirt and does get old.
The prince reminds one of Pig Pen in the Peanuts tales but has no appealing qualities.
The illustrations are busy and distract from the text rather than support it. The characters all look alike and go from looking insipid to evil. These drawings are supposed to represent the clutter that surrounds the characters.
Thw writing itself does not draw the reader into the story. Actually the story is so simple and so lacking in detail it seems almost to be a non-story. Even the chants don't work. They are supposed to be rhymes and not all of them do, unless I am mistaken wing and clean do not rhyme.
Despite my reservations it is a simple little story that will appeal to children during Halloween. It also has some good vocabulary the can be used for vocabulary instruction. Students can also have fun rewriting the chants to make them rhyme.
Review Excerpts
I was interested to look at the reviews after I wrote my critique to see what others thought about this text. Did others see it in a more positive light and was I expecting too much from a simple parody? My thoughts were mirrored by the professional reviewers. In fact they felt that modern parodies need to have more well developed characters and story lines then are in the original tales.
Booklist (Volume 94, No. 1 (September 1, 1997) "... but there is no real story, just one situation, and pictures so busy that it's not always easy to make out what's going on. Still, the slapstick will have instant appeal especially at Halloween,
Horn Book (March, 1998) "The chaotic text and illustrations are more puzzling than humorous."
Kirkus Review(1997) "The more dirt the better is the slogan at the heart of this one-joke story, whose humor relies on mess rather than magic."
One review was more positive.
School Library Journal (October, 1997) "Children will delight in Lattimore's humorous watercolor illustrations of green-faced witches with wild frizzled hair. ...The text entertains some clever wordplay."
Connections
This variant like all the others about Cinderella can be used to create comparison graphics. The vocabulary is excellent for Tier II instruction. Students could do sequence activities using selected vocabulary words. A continum of meaning can be created from these words; muttering,growled, pronounced, squealed, cried, and exclaimed. Because the chants do not rhyme students could write their own rhymes and present them to the class.
As a cross curricular connection this text would be a good introduction for a health unit on dirt and disease. At the end of the unit the students could write their own parody with a Cinderella and Prince who are oppoposite of
Cinderhazel and Prince Alarming.
This text can be used to create reading, writing, listening, and speaking activities that will support the new state standards and curriculum requirements despite its short comings.
Tuesday, June 16, 2009
Read to Me
Yesterday at a professional development workshop I saw this poem on the wall and thought it was appropriate for thinking about picture books.
Title: Read to Me
Poet: Judi Moreillen
Read to me
and watch me grow
tell me all
the tales you know
for in this life
I'll need a map
Let is begin
upon your lap-
Title: Read to Me
Poet: Judi Moreillen
Read to me
and watch me grow
tell me all
the tales you know
for in this life
I'll need a map
Let is begin
upon your lap-
Monday, June 15, 2009
Side by Side; Five Favorite Picture-Book Teams Go To Work
Bibliographic Information
Marcus, Leonard. 2001. Side by Side; Five Favorite Picture-Book Teams Go to Work. New York, New York. Walker and Company. ISBN 0802787797
Dewey; 070.5 Classification; nonfiction
Audience: 4th-8th grade
Reading Level; 5.8
Plot Summary
Students do not often stop to think about how a books comes to be. They focus on the end product. This book takes a look at five author/illustrator teams. Each team is discussed in light of how they met, how they work together and how they produce the final product that meets the expectations of both members. The teams that are spotlighted include; Arthur Yorinks and Richard Egielski (Louis the Fish), Alice Provensen and Martin Provensen(The Glorious Flight), Jon Scieszka, Lane Smith, amd Mollie Leach ( The Stinky Cheese Man, and Other Fairly Stupid Tales), Julius Lester and Jerry Pinkney (Sam and the Tigers),and Joanna Cole, and Bruce Degen (The Magic School Bus Explores the Senses). Each chapter ends with a list of other books by the team.There is a glossary and an index at the end of the text.
Critical Analysis
The books begins with an introduction that establishes the focus of the text. There are no illustrations on these two pages just simple text that explains the concept of two people working together to create what they hope will be a work that appeals to the public. Each section is laid out in a similiar fashion. The book cover that is the focus of the chapter on one side of the page text and a picture of the collaboaration teams on the other side. The pages are neat and well organized. With a few minor exceptions all of the illustrations are supportive of the rich details in the text. A few of the illustrations are colorless and faded and essentially add nothing to the text. The format is inviting and readable but I think students will probably not chose this book on their own in elementary school, it is more suited to middle or high school. The use in elementary school will most likely be teacher directed.
Awards
2008 NCTE Children'sAssembly NotableChildren's Books
2008 Bank Street Best Children's Book of the Year
2007 Texas Woman'sUniversityLibrariansChoice 100 Best Books of the Year
Review Excerpts
Booklist starred (November 15, 2001(Volume 98, No. 6) "It will nicely complement guided exploration of children's book creation."
Publishers Weekly (November19,2001) "Readers snared by their interest in the teams behind favorites... will appreciate the insights into the inner workings of bookmaking and may well end up appreciating the books more fof the energy ingenuity it takes to create them."
Connections
Teachers and librarians could collaborate on several lessons to introduce students to writing and illustrating an original work. Students working in groups should chose and an author/illustrator to research and report on. Following this they could write and illustrate a book in the fashion of the team they reported on and publish the final results. Leonard S. Marcus has a website that gives biographical information as well as information on his other books. The address is; http://www.leonardmarcus.com.
Marcus, Leonard. 2001. Side by Side; Five Favorite Picture-Book Teams Go to Work. New York, New York. Walker and Company. ISBN 0802787797
Dewey; 070.5 Classification; nonfiction
Audience: 4th-8th grade
Reading Level; 5.8
Plot Summary
Students do not often stop to think about how a books comes to be. They focus on the end product. This book takes a look at five author/illustrator teams. Each team is discussed in light of how they met, how they work together and how they produce the final product that meets the expectations of both members. The teams that are spotlighted include; Arthur Yorinks and Richard Egielski (Louis the Fish), Alice Provensen and Martin Provensen(The Glorious Flight), Jon Scieszka, Lane Smith, amd Mollie Leach ( The Stinky Cheese Man, and Other Fairly Stupid Tales), Julius Lester and Jerry Pinkney (Sam and the Tigers),and Joanna Cole, and Bruce Degen (The Magic School Bus Explores the Senses). Each chapter ends with a list of other books by the team.There is a glossary and an index at the end of the text.
Critical Analysis
The books begins with an introduction that establishes the focus of the text. There are no illustrations on these two pages just simple text that explains the concept of two people working together to create what they hope will be a work that appeals to the public. Each section is laid out in a similiar fashion. The book cover that is the focus of the chapter on one side of the page text and a picture of the collaboaration teams on the other side. The pages are neat and well organized. With a few minor exceptions all of the illustrations are supportive of the rich details in the text. A few of the illustrations are colorless and faded and essentially add nothing to the text. The format is inviting and readable but I think students will probably not chose this book on their own in elementary school, it is more suited to middle or high school. The use in elementary school will most likely be teacher directed.
Awards
2008 NCTE Children'sAssembly NotableChildren's Books
2008 Bank Street Best Children's Book of the Year
2007 Texas Woman'sUniversityLibrariansChoice 100 Best Books of the Year
Review Excerpts
Booklist starred (November 15, 2001(Volume 98, No. 6) "It will nicely complement guided exploration of children's book creation."
Publishers Weekly (November19,2001) "Readers snared by their interest in the teams behind favorites... will appreciate the insights into the inner workings of bookmaking and may well end up appreciating the books more fof the energy ingenuity it takes to create them."
Connections
Teachers and librarians could collaborate on several lessons to introduce students to writing and illustrating an original work. Students working in groups should chose and an author/illustrator to research and report on. Following this they could write and illustrate a book in the fashion of the team they reported on and publish the final results. Leonard S. Marcus has a website that gives biographical information as well as information on his other books. The address is; http://www.leonardmarcus.com.
Pale Male; Citizen Hawk of New York City
Bibliographic Information
Schulman, Janet. 2008. Pale Male;Citizen Hawk of New York City.Ill. Meilo So. New York, New York. Alfred A. Knoff. ISBN 9780375845581
Dewey: 598.9
Audience: 3rd-6th grade
Reading Level: 6
Plot Summary
This picture book tells the true story of hawk that takes up residence in New York City. This is unusual as Hawks usually do not stay in urban areas as they prefer the solitude of the country. The narrative develops a timeline of events that bring this hawk to fame. The text follows the problems the hawk and his mates encounter in order to survive in this hostile environment. Offspring of the hawk still live in New York.
Critical Analysis
This is a beautifully written story that chronicles the tale of a red-tailed hawk that decided to stay in New York rather then return to the hawks normal nesting grounds. Meilo So uses watercolors to represent these beautiful wild creatures. The use of color lends itself at times to the hustle and bustle that is New York and then it quiets down to the more soothing earth tones that represent the nature found in the park.There is an interesting contrast between the description of the hawk as a good dad and the unkind remarks about those who are not happy with having the hawk as a neighbor. The same compassion shown by the author for the wild creatures is not extended to those with opposing views.
This book is a good starting point for a study of the needs of animals and man as we co-exist on this planet.
Awards
Bluebonnet Award Nominee
Review Excerpts
Horn Book (March/April, 2008). "With impressionistic virtuosity, Meilo So captures the city's rich variety."
Publishers Weekly (January 28, 2008). "this version stands out for its urbane reportorial prose and stylish watercolors."
Connections
This book will create many opportunities for children to question and learn about the the pros and cons of having the hawks for neighbors. The health menace due to the garbage created by these birds is an excellent jumping off point for debates based on solid research on the part of the students. The Audubon Society has websites and areas for children to search in order to learn more about other species that inhabit Central Park. The development of laws to protect animals and how they have evolved could be used to develop timelines and discussions about the effects they have on both wildlife and people. At the end of the book there is a short of a list of some books, DVD's and websites that offer further insite into the Hawk and its struggles.
Other areas of study would include; hawk habitats, nesting, eggs, and even the Migratory Bird Treaty Act of 1918.
Two websites that I came across have some really great information about the Pale Male.
The first at: http://www.pbs.org/wnet/nature/episodes/pale-male/introduction/2422. This websites offers an interview with a raptor rehabilitator, other links, an excellent introduction about hawks and a video that is short about species of animals around the world that are in some way in a struggle with their environment.
The second is; http://cityroom.blogs.nytimes.com/tag/pale-male. This site has news blogs related to the Pale Male. It is best used by older students.
There are many other good sites but I strongly recommend that teachers check them out prior to letting students access then. Some lead to sites that are inappropriate.
Schulman, Janet. 2008. Pale Male;Citizen Hawk of New York City.Ill. Meilo So. New York, New York. Alfred A. Knoff. ISBN 9780375845581
Dewey: 598.9
Audience: 3rd-6th grade
Reading Level: 6
Plot Summary
This picture book tells the true story of hawk that takes up residence in New York City. This is unusual as Hawks usually do not stay in urban areas as they prefer the solitude of the country. The narrative develops a timeline of events that bring this hawk to fame. The text follows the problems the hawk and his mates encounter in order to survive in this hostile environment. Offspring of the hawk still live in New York.
Critical Analysis
This is a beautifully written story that chronicles the tale of a red-tailed hawk that decided to stay in New York rather then return to the hawks normal nesting grounds. Meilo So uses watercolors to represent these beautiful wild creatures. The use of color lends itself at times to the hustle and bustle that is New York and then it quiets down to the more soothing earth tones that represent the nature found in the park.There is an interesting contrast between the description of the hawk as a good dad and the unkind remarks about those who are not happy with having the hawk as a neighbor. The same compassion shown by the author for the wild creatures is not extended to those with opposing views.
This book is a good starting point for a study of the needs of animals and man as we co-exist on this planet.
Awards
Bluebonnet Award Nominee
Review Excerpts
Horn Book (March/April, 2008). "With impressionistic virtuosity, Meilo So captures the city's rich variety."
Publishers Weekly (January 28, 2008). "this version stands out for its urbane reportorial prose and stylish watercolors."
Connections
This book will create many opportunities for children to question and learn about the the pros and cons of having the hawks for neighbors. The health menace due to the garbage created by these birds is an excellent jumping off point for debates based on solid research on the part of the students. The Audubon Society has websites and areas for children to search in order to learn more about other species that inhabit Central Park. The development of laws to protect animals and how they have evolved could be used to develop timelines and discussions about the effects they have on both wildlife and people. At the end of the book there is a short of a list of some books, DVD's and websites that offer further insite into the Hawk and its struggles.
Other areas of study would include; hawk habitats, nesting, eggs, and even the Migratory Bird Treaty Act of 1918.
Two websites that I came across have some really great information about the Pale Male.
The first at: http://www.pbs.org/wnet/nature/episodes/pale-male/introduction/2422. This websites offers an interview with a raptor rehabilitator, other links, an excellent introduction about hawks and a video that is short about species of animals around the world that are in some way in a struggle with their environment.
The second is; http://cityroom.blogs.nytimes.com/tag/pale-male. This site has news blogs related to the Pale Male. It is best used by older students.
There are many other good sites but I strongly recommend that teachers check them out prior to letting students access then. Some lead to sites that are inappropriate.
Joseph Had A Little Overcoat
Bibliographic Information
Yaback,Simms, 1999, Joseph Had A Little Overcoat.ill. Simms Taback, New York: Viking. ISBM 0670878550.
Picture Book; Easy Fiction
Reading Level: 2.0
Audience: 3yrs.-2nd grade
Dewey: E
Plot Summary
This picture book tells in narrative style the story of a man named Joseph and his overcoat. As the coat wears out Joseph does not throw it away but instead he makes something from the useable material.The first thing Joseph makes is a jacket, then a vest. This continues until there is only a suspender button left. When the button gets lost Joseph does not quit. He then creates the story, thus creating somethuing from nothing.
Critical Analysis
Taback's theme is based on an old Yiddish song he heard as a child, Hob Ich Mir a Mantk. The character does resemble Tasback. The moral is stated in the last sentence of the narrative, "you can always make something from nothing." This is a way of life for many people from cultures that believe in self reliance and working with what you have. This story gives the reader a look at the Jewish culture in a way that is both light and yet presents a serious moral.
The illustrations use the collage form of art done in a type of watercolor called, gouache. This is an itallian form known as water splash (gauzzo). The characters are simple figures, almost cartoon like. In contrast to this there are pictures on the wall of real people and books on the floor with pictures of real people. This contrast gives the pages an almost lilting quality like the song it was taken from. The setting is not explicitly stated but we can tell from the illustrations that it takes place in a rural area. The pages also have cut-outs which will catch the interest of the reader as the overcoat becomes a button.
Recycling is an important issue today but we mostly see this in putting in items in recycle bins and not in the more personal way of reusing in a different way what we have.
Review Excerpts
Booklist (Vol.96,No.9/10 (January 1, 2000). "Tabacks' mixed-media and collage illustrations are alive with warmth, humor, and humanity."
School Library Journal (January 2000) "A book bursting at the seams with ingenuity and creative spirit."
Awards
Caldecott Honor Book 2000
ALA Natable Children's Book
Connections
This is a book that teachers can use to connect to several cross-curricular areas. The topic of recycling is obvious and the idea of not being a throw away society. Subject areas that can be connected to this books are;
social studies with the study of Poland and Jewish culture, a stretch to science would be a look at the animals shown in the illustrations and then there is the health connection to the fruits and vegetables shown.
Reading comprehension using ,"Book Talks," would be easily accomplished. Such literary topics as sequence could easily be demonstrated using such activities as making a vest and decorating it with the items made from the overcoat. Most picture books have more teachable vocabulary then does this text but the words worn and chorus can mean different things so these would be good to review with students. One idea for older students facing the writing TAKS here in Texas is to use the story as your hook and then have the children write in a jounal in response to text and tell about when they created something from nothing. If the student can not remember a time when they did this they can then be instructed to write a story using the idea of making something from nothing.
Other books for children can be found that are both fiction and nonfiction. One series called," The Clean and Green Gang." can be found on the web.The volume titled recycle is in the form of a color book at this website;
http://www.impactenviro.com/
If possible it is good to get some recordings of songs for children in Yiddish. Some can be found at: http://www.mamalisa.com/.
Yaback,Simms, 1999, Joseph Had A Little Overcoat.ill. Simms Taback, New York: Viking. ISBM 0670878550.
Picture Book; Easy Fiction
Reading Level: 2.0
Audience: 3yrs.-2nd grade
Dewey: E
Plot Summary
This picture book tells in narrative style the story of a man named Joseph and his overcoat. As the coat wears out Joseph does not throw it away but instead he makes something from the useable material.The first thing Joseph makes is a jacket, then a vest. This continues until there is only a suspender button left. When the button gets lost Joseph does not quit. He then creates the story, thus creating somethuing from nothing.
Critical Analysis
Taback's theme is based on an old Yiddish song he heard as a child, Hob Ich Mir a Mantk. The character does resemble Tasback. The moral is stated in the last sentence of the narrative, "you can always make something from nothing." This is a way of life for many people from cultures that believe in self reliance and working with what you have. This story gives the reader a look at the Jewish culture in a way that is both light and yet presents a serious moral.
The illustrations use the collage form of art done in a type of watercolor called, gouache. This is an itallian form known as water splash (gauzzo). The characters are simple figures, almost cartoon like. In contrast to this there are pictures on the wall of real people and books on the floor with pictures of real people. This contrast gives the pages an almost lilting quality like the song it was taken from. The setting is not explicitly stated but we can tell from the illustrations that it takes place in a rural area. The pages also have cut-outs which will catch the interest of the reader as the overcoat becomes a button.
Recycling is an important issue today but we mostly see this in putting in items in recycle bins and not in the more personal way of reusing in a different way what we have.
Review Excerpts
Booklist (Vol.96,No.9/10 (January 1, 2000). "Tabacks' mixed-media and collage illustrations are alive with warmth, humor, and humanity."
School Library Journal (January 2000) "A book bursting at the seams with ingenuity and creative spirit."
Awards
Caldecott Honor Book 2000
ALA Natable Children's Book
Connections
This is a book that teachers can use to connect to several cross-curricular areas. The topic of recycling is obvious and the idea of not being a throw away society. Subject areas that can be connected to this books are;
social studies with the study of Poland and Jewish culture, a stretch to science would be a look at the animals shown in the illustrations and then there is the health connection to the fruits and vegetables shown.
Reading comprehension using ,"Book Talks," would be easily accomplished. Such literary topics as sequence could easily be demonstrated using such activities as making a vest and decorating it with the items made from the overcoat. Most picture books have more teachable vocabulary then does this text but the words worn and chorus can mean different things so these would be good to review with students. One idea for older students facing the writing TAKS here in Texas is to use the story as your hook and then have the children write in a jounal in response to text and tell about when they created something from nothing. If the student can not remember a time when they did this they can then be instructed to write a story using the idea of making something from nothing.
Other books for children can be found that are both fiction and nonfiction. One series called," The Clean and Green Gang." can be found on the web.The volume titled recycle is in the form of a color book at this website;
http://www.impactenviro.com/
If possible it is good to get some recordings of songs for children in Yiddish. Some can be found at: http://www.mamalisa.com/.
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