Joseph Had a Little Overcoat

1. Bibliography

Taback, Simms. 1999. JOSEPH HAD A LITTLE OVERCOAT. New York: Viking. ISBN 0-670-87855-3

2. Summary
   

Based on a Yiddish folksong, Joseph has an overcoat that becomes worn. As it wears out, it is transformed into smaller and smaller articles of clothing until all that is left is a single button. When Joseph loses the button, he makes a book about the life of the overcoat, ending with the moral – “You can always make something out of nothing.”

3. Critical Analysis

Taback uses simple sentences to take readers through the life of Joseph’s overcoat. Parts of the text are repetitive, but not in a way that would cause boredom or loss of interest in the book. The main repetition is in the line, “It got old and worn.” I find that this line, along with the way the story is written could be easily said as a poem or song. The story follows the Yiddish folksong “I Had a Little Overcoat”, which is included at the end of the book. Joseph’s overcoat continues to grow smaller and smaller until he ends up losing the last piece. Just when all seems lost, Joseph decides to write a story about it, teaching the moral that you can always make something out of nothing.

Taback’s illustrations are formed from water color, Gouache, pencil, ink, and collage. This gives the artwork a very unique feel. The page cut-outs bring a fun aspect to the story and add to the storyline as the overcoat’s original fabric becomes smaller and smaller.

4. Awards and Review Excerpts

- AWARDS -

-National Jewish Book Awards, 1999 Winner Illustrated Children’s Book United States

-Randolph Caldecott Medal, 2000 Winner United States
Sydney Taylor Book Awards, 1999 Honor Book Younger Reader United States

- REVIEW EXCERPTS -

BOOKLIST review: “Taback's mixed-media and collage illustrations are alive with warmth, humor, and humanity. Their colors are festive yet controlled, and they are filled with homey clutter, interesting characters, and a million details to bring children back again and again.”

CHILDREN’S LITERATURE review: “Each page is enriched with details appreciated more by adults than children--for example, a newspaper headline reads "Fiddler On Roof Falls Off 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.”

5. Connections

-Students can write their own story that involves either making something out of nothing or re-writing Joseph’s story using different events.

-Read other books that have missing pieces in the pages such as The Hungry Caterpillar by Eric Carle.

-Connect to science by talking about how Joseph “re-used” his overcoat; discuss other items that could be re-used.

Beautiful Blackbird

1. Bibliography

Bryan, Ashley. 2003. BEAUTIFUL BLACKBIRD. New York: Atheneum Books for Young Readers. ISBN 0-689-84731-9

2. Summary

Once upon a time in Africa, the blackbird was the only bird who wasn’t brightly colored. All of the other birds though blackbird was the most beautiful. After one bird gets some black added to his feathers, all of the other birds want to have some black as well. This book is adapted from an African tale of the Ila people with the messages of “Black is beautiful.” and “Color on the outside is not what’s on the inside.”

3. Critical Analysis

Bryan tells a story that is ready-made for participation on behalf of the audience. The words, “Black is beautiful, uh-huh” are repeated frequently throughout the book. The rhythmic prose Bryan uses will appeal to children of all ages. The text could be interpreted in two different ways – one that implies a racial metaphor or one that is focused on changing the view of the color black in art from dull and scary to bright and joyful. The text also brings up “color on the outside is not what’s on the inside” which can be interpreted as accepting racial differences.

Bryan uses overlapping collage images to fill the pages with colorful pictures. These cut-paper collages are simple, yet bold and add to the charisma of the story. When the single color birds are accented in black, the pictures become more vibrant. The construction paper-esque feel is sure to inspire young artists and open their minds to a new medium.

4. Awards and Review Excerpts

-AWARDS -

Coretta Scott King Award, 2004 Winner Illustrator United States

- REVIEW EXCERPTS -

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

CHILDREN’S LITERATURE review: “Because of its uncomplicated presentation, this book would be useful in making an African folk tale accessible to a very young audience, and the colorful illustrations and cheerful theme would please most young children.”

5. Connections

- Read and compare other African folktales, tales by Ashley Bryan, or por quoi tales.

- Discuss the scissors at the end of the book and how Bryan included a memorable piece of his mother. Encourage the students to include memorable pieces in their own writing.

- Read other books about sharing and individuality such as Rainbow Fish by Marcus Pfister. Have students write their own book about sharing and individuality.

Yo, Hungry Wolf! A Nursery Rap

1. Bibliography

Vozar, David. 1993. YO, HUNGRY WOLF! A NURSERY RAP. Ill. by Betsy Lewin. New York: Bantam Doubleday Dell Books for Young Readers. ISBN 0-440-40953-5

2. Summary

This is a re-telling of “The Three Little Pigs”, “Little Red Riding Hood”, and “The Boy Who Cried Wolf” in a rap verse style. In all three tales, the storyline is pretty traditional, with the exception of the rhyming and some of the grammar.

3. Critical Analysis

Vozar uses fun rhymes and catchy grammar to transform 3 traditional tales into a modern rap. The rap prose is catchy and would be a fun read-aloud. The text would also make a fun reader’s theater due to the style and the way it is broken into 4 line stanzas. When writing “The Three Little Pigs” section, Vozar uses the basic traditional tale with little variation. The most obvious variation is the use of a house of hay instead of a house of wood for the second pig. Some of the vocabulary in the story has been reworded; words such as “reinspired” and “beratin’” add to the story.

Betsy Lewin’s illustrations are done in watercolor and bold outlining. The cartoon style illustrations add to the characterizations and humor of the tales. The seemingly free draw pictures express the characters through the droop of the wolf’s whiskers and worry in the pigs’ eyes.

4. Awards and Review Excerpts

- AWARDS -

Children’s Choices Book, 1994 International Reading Association United States

- REVIEW EXCERPTS -

KIRKUS review: “Three well-known tales featuring the big bad wolf, retold in witty, rhythmic rap and cleverly linked.”

BOOKLIST review: “It's all good, nonviolent fun, much abetted by Lewin's marvelous cartoon-style illustrations.”

5. Connections

- Author study on David Vozar where students can compare and contrast other traditional tale raps such as MC Turtle and The Hip Hop Hare: A Nursery Rap and RAPunzel: A Happenin’ Rap.

- Read other books about The Three Little Pigs. Compare and contrast the storylines using a double bubble map.

- Have the students write an alternative ending to the Three Little Pigs.

- Have students create a dictionary of words they do not know in the rap. Have them create definitions based on text inferences, then look up the actual definition and compare the two.

Alexander and the Terrible, Horrible, No Good, Very Bad Day

1. Bibliography

Viorst, Judith. 1972. ALEXANDER AND THE TERRIBLE, HORRIBLE, NO GOOD, VERY BAD DAY. Ill. by Ray Cruz. New York: Antheneum Books for Young Readers. ISBN 0-689-30072-7

2. Summary

Poor Alexander has a day in which everything goes wrong. He wakes up with gum in his hair; his two older brothers find neat toys in their breakfast cereal, but not him; he doesn't get a window seat in the carpool; things just continue to get worse. Alexander decides that the only solution would be to move to Australia. After many more things go wrong through out the day, Alexander heads for bed. He tells his mom it has been a terrible, horrible, no good, very bad day. His mom tells him that some days are like that--even in Australia.

3. Critical Analysis

Voirst uses descriptive scenes to describe the kind of day Alexander is having – a terrible, horrible, no good, very bad day. It’s so bad, Alexander keeps using the line, “I think I’ll move to Australia.”, which students will love to join in on while reading aloud. As Alexander’s day just keeps getting worse students will be able to relate to Alexander’s woes. This is the perfect book to relay the message to children that everyone has bad days and we just have to make the best of them.

Ray Cruz’s illustrations are bold and expressive. Cruz uses black and white illustrations featuring a creative use of patterns and crosshatching. This captures Alexander’s mood throughout the story perfectly.

4. Awards and Review Excerpts

- AWARDS -

* SMART Book Award, 2005 Nominee United States

- REVIEW EXCERPTS -

BOOKHIVE review: “A humorous and thoughtful book with realistic line drawings.”

CHILDREN’S LITERATURE review: “Cruz captures the mood of the story in his black and white illustrations, which feature creative use of patterns and crosshatching to compensate for the lack of color.”

MIDWEST BOOK REVIEW review: “Judith Viorst's 30-year-old black-ink-only classic has a better-than-average chance of withstanding the ravages of time, despite its lack of color and dated images (old '70s VW bugs, Mary Tyler Moore-era clothing).”

5. Connections

*Author study on Judith Viorst where students can compare and contrast other “Alexander” books by Viorst such Alexander, Who’s Not (Do you hear me? I mean it!) Going to Move, Alexander, Who Used to Be Rich Last Sunday, and Absolutely Positively Alexander: The Complete Story.

*Share one of your personal bad days with the students, then have the students write about one of their bad days and how it turned out.

*Share other books about bad days such as When Sophie Gets Angry – Really, Really Angry... By Molly Bang or Mean Soup By Betsy Everitt.

*Have the students create a brochure of a place they would like to visit when they are having a bad day. Include in the brochure activities that could be done at that place to make you feel better.

Cowgirl Kate and Cocoa

1. Bibliography

Silverman, Erica. 2005. COWGIRL KATE AND COCOA. Ill. by Betsy Lewin. San Diego: Harcourt, INC. ISBN 0-15-202124-8

2. Summary

Cowgirl Kate and her stubborn, but devoted “cowhorse”, Cocoa spend the day together. They herd the cows, count the herd, take breaks for Cocoa to eat and drink, and comfort each other through stories and lullabies.

3. Critical Analysis

This short chapter book is great for students to begin their foray into the chapter book world with. The length of the book will is just enough to give new readers confidence and a sense of accomplishment when they finish reading it. The banter between the characters and the attitude of Cocoa makes the reader feel as if Cocoa is a person rather than a horse. The relationship between the two characters is the perfect example of best friends – the characters argue, given in to each others’ needs, and make the other feel loved. The humorous text and warm friendship between horse and owner will keep the reader wanting more. Luckily, there are other stories about Kate and Cocoa to satisfy this need.

The humorous illustrations are painted by Caldecott Honor recipient Betsy Lewin. The illustrations captivate the reader just as much as the text its self. The expressions on the faces of the characters add depth to the story and allow the reader to make powerful connections to the text.

4. Awards and Review Excerpts

- AWARDS -

* Theodor Seuss Geisel Award, 2006 Honor Book United States

- REVIEW EXCERPTS -

LIBRARY MEDIA CONNECTION review: “Readers will enjoy watching the friendship develop between the two characters, while the humorous dialogue reveals their personalities... The soft yet bright illustrations capture the situations in each setting…”

KIRKUS review: “The humorous text, warm friendship between horse and owner and captivating illustrations add up to a cowgirl and "cowhorse" with enough star power to ride the range together in subsequent sequels.”

5. Connections

* Read and compare other books in the Cowgirl Kate and Cocoa line of books.

* Have students do a character analysis on either Kate or Cocoa using a picture of the character and noting on the picture things the character says, thinks, feels, sees, hear, etc.

* Write about a time you spent with your best friend when one of you did something the other didn’t really want to do.

* Before reading chapter 2, make a prediction about what might be in the gift Kate is giving Cocoa.

* Identify places in the story where both Kate and Cocoa prove their friendship and that they care about each other.

Kitten's First Full Moon

A. Bibliography

Henkes, Kevin. 2004. KITTEN’S FIRST FULL MOON. USA: Greenwillow Books. ISBN 0-06-058829-2

B.Summary

When Kitten first sees the full moon she mistakes it for a bowl of milk. Going on an adventure trying to reach it, she ends up tired, wet, sad, and hungry. Luckily when she returns home there is a great big bowl of milk on the porch waiting for her.

C.Critical Analysis

Henkes uses simple but descriptive sentences to lead readers on an adventure with Kitten. Using predictive text such as the line, “Still, there was the little bowl of milk, just waiting.” and the phrase, “Poor Kitten!”, students will be able to join in a choral read easily if desired. As kitten goes over hurdle after hurdle trying to get to the bowl of milk, she teaches students to never give up, even if something seems out of reach. When Kitten finally arrives home wet, sad, tired, and hungry to find a bowl of milk waiting just for her, it show students that persistence pays off.

Henkes uses black and white illustrations framed in a square trim and bold sans serif font. This differs from Henkes normal style which uses lots of color and thin lines. The black and white illustrations allowed for the main characters, Kitten and the Moon, to stand out against the black night.


D.Awards and Review Excerpts


- AWARDS -

*Book Sense Book of the Year Award, 2005 Honor Book Children's Illustrated United States

*Books of the Year, 2004 Winner Ages 2 to 4 United States

*Borders Original Voices Award, 2004 Finalist Picture Books United States

*Charlotte Zolotow Award, 2005 Winner United States

*Elizabeth Burr/Worzalla Award, 2005 Winner United States

*New York Times Best Illustrated Children's Books of the Year, 2004 Winner United States

*Parents' Choice Award, 2004 Gold Picture Books United States

*Randolph Caldecott Medal, 2005 Winner United States

*White Ravens Award, 2005 Winner United States International

- REVIEW EXCERPTS -

BOOKLIST review: “Henkes' text, reminiscent of Margaret Wise Brown's work in the elemental words, rhythms, and appealing sounds, tells a warm, humorous story that's beautifully extended in his shimmering, gray-toned artwork.”

KIRKUS review: “The coarse but masterfully controlled line with heavy black outlines contains vigor and exuberance, creating a spontaneous feeling.”

E.Connections

*Students can write their own adventure story that involves the main character chasing after an object that cannot be reached (ex: a dog chasing the sun which he thinks is a ball; a bird chasing a plane which he thinks is another bird).

*Author study on Kevin Henkes where students can compare and contrast other books by Henkes such as Chrysanthemum, Lily’s Purple Plastic Purse, A Good Day, My Garden, and Bird Lake Moon (depending on the age of the students).

*Connect to science by talking about the moon and other objects found in the sky, both at night and during the day.

Book Reviews

All book reviews posted to this blog were created as an assignment for a Texas Woman's University course.