BOOK REVIEW #2: JOSEPH HAD A LITTLE OVERCOAT BY SIMMS TABACK

BIBLIOGRAPHY

Taback, Simms. Joseph Had a Little Overcoat. New York: Penguin Group, 1999.

ISBN: 0670878553

PLOT SUMMARY

This folktale was about a man named Joseph who had an overcoat. The overcoat became old and worn after wearing it for awhile, so Joseph decided to not get rid of it, but instead, turn it into something useful for him. Throughout the story, he continued to make use of the material from his overcoat and by the end, Joseph had turned his coat into: a jacket, a vest, a scarf, a necktie, a handkerchief, and a button. At the end of the story, his button disappeared, and since he didn't have anything else left from his overcoat material, he decided to write a story about it.

CRITICAL ANALYSIS

Taback's story is a classic folktale with a simple moral to it, “you can always make something out of nothing,” which is demonstrated by the main character, Joseph, who was uncomplicated, but creative in his quest to make his favorite overcoat useful by turning it into something else. This moral also offered insight into the importance of making use of things and not becoming like today's culture, where everything is thrown away if it can't be used for its original purposes.

The author wrote this story from a Yiddish song he had heard while growing up. Because it was originally a song, the style of the story was repetitive and the chorus could be seen through the words, “it got old and worn” along with the rest of the words, “so he made. . . out of it.” The reader was always reminded of the material and how it could be used for many other things, to the point that the reader learned the theme that something could always be used in a different way, and it doesn't have to be thrown away.

The illustrations in the book added to the telling of this story. The author used cutouts of each of the items that were made from the overcoat's material to hint to the reader what Joseph was going to make next in the story's plot. With the cut-outs and the bold colors, the author and illustrator, Taback, was able to keep the attention of adults and children when reading. Children were able to appreciate looking at the cut-outs on the pages while trying to figure out what Joseph had made with the material. Adults were able to enjoy the creativity of the character, Joseph, and how he was able to make new things from one overcoat, while also showing all of the other details from each of the scenes surrounding him in his decisions and the making of new things. .

This was an enjoyable story for all readers, because of its ability to entertain and teach children and adult readers. The moral of the story offered a teachable moment to children, and it also reminded adults of the importance of not wasting anything. This was shown through the materials Joseph made from his overcoat and through the illustrations on each page. It offered the chance for the readers to see a different perspective and hopefully, learn something from it.

REVIEW EXCERPT(S)

The 2000 Caldecott Medal winner

CONNECTIONS

*Introduce information about the Caldecott Medal.

*Use this story to learn about main idea.

*Understand and learn about repairing, reusing, and recycling materials.

*Other fables for children with morals:

Pinkney, Jerry. The Lion and the Mouse. ISBN 0316013560

Stead, Philip C. A Sick Day for Amos McGee ISBN 1596434023

BOOK REVIEW #2: THE THREE LITTLE PIGS BY BARRY MOSER

BIBLIOGRAPHY

Moser, Barry. The Three Little Pigs. Boston: Little, Brown and Company, 2001.

ISBN: 0316585440

PLOT SUMMARY

The Three Little Pigs by Barry Moser was a classic folktale retold. It was based on the classic story of the three little pigs that tried to start out on their own by building their own houses, only to have them destroyed by the big bad wolf. Each little pig built their house, one with straw, one with sticks, and one with bricks. After each of them built their house, the big bad wolf came and destroyed each of their houses and would eat them, except for the third little pig. At the end of this particular version the third little pig beat the big bad wolf, so the wolf died and was eaten by the little pig.

CRITICAL ANALYSIS

Moser's folktale retold on his own terms was filled with the original version's protagonist and antagonist, which were: the pigs as the protagonists and the wolf as the antagonist. The plot followed the normal sequence with the reader being introduced to the characters and their problems, and then, the ending having the resolution. Readers found this version of the story easy to read, because it continued to follow the similar setting and plot of its original version. Time passed quickly for the reader as they kept up with the “little pig, little pig, let me in” and “I'll huff and I'll puff and I'll blow your house in!” and also experienced the good overcoming the evil in the end. As for style, the story had a good rhythm to it, since there was a lot of repetition within the story line.

Illustrations in the story helped the reader follow along and see clearly the actions taking place in the story. Barry Moser captured each of the important little details that took place as each of the little pigs got ready to build their house. He also depicted the wolf in a way that made the reader happy to see him outsmarted and killed in the end. All of the illustrations were also subdued enough in color with the tans, light browns, soft grays, and the white backgrounds, that the reader didn't feel overwhelmed by the actions taking place in the story. The colors only made the reader want the little pigs to capture the wolf and outsmart him even more than in other stories, because he looked so mean and happy as he ate the first two pigs.

Adults and children would appreciate the attention to detail with the illustrations in this version of The Three Little Pigs. They would also like the inventiveness of the third little pig in how he captured the wolf and ate him for dinner. These changes from the original folktale would make the readers want to read more of them, because there are so many different ways the story could be captured and made better.

REVIEW EXCERPT(S)

“. . . Well written and cleverly illustrated, the book is the perfect choice for replacing

tattered editions with inferior illustrations that may be cluttering library shelves or a fine

first pick for a growing library.-Jody McCoy, The Bush School, Seattle, WA

-School Library Journal

“Moser sticks with tradition in his retelling, but his illustrations are another snort-

inducing matter.”

- Bulletin of the Center for Children's Books, recommended book

CONNECTIONS

*Identify the elements of a story

*Compare and contrast the other versions of the story

*Other versions of Three Little Pigs:

Scieszka, Jon. The True Story of the Three Little Pigs. ISBN: 0670827592

Trivizas, Eugene. The Three Little Wolves and the Big Bad Pig. ISBN: 068981528X

BOOK REVIEW #2: THE GINGERBREAD MAN BY ERIC KIMMEL

BIBLIOGRAPHY

Kimmel, Eric. The Gingerbread Man. New York: Holiday House, 1993.

ISBN: 0823408248

Lloyd, Megan. The Gingerbread Man. New York: Holiday House, 1993.

ISBN: 0823408248

PLOT SUMMARY

The Gingerbread Man by Eric Kimmel was a classic folktale retold. The story followed an older couple baking gingerbread in their kitchen. They made the gingerbread and cut the dough into gingerbread man shapes. Afterward, the couple baked the gingerbread man cookies and decorated them. In the process of decorating, one of the gingerbread man cookies escaped from them, saying, “I'll run and run as fast as I can. You can't catch me. I'm the gingerbread man!” (Kimmel 1993). This escape followed with the gingerbread man going on his adventure and meeting many different characters along his journey. Each time he met someone new, they wanted to be his friend, but he continued to escape saying repeatedly to each character, “I'll run and run as fast as I can. You can't catch me. I'm the gingerbread man. . .” The story continued on in this way with the gingerbread man running away from everyone until he met the sly fox who made promises that the gingerbread man couldn't resist, even though he had no intention of fulfilling them. In the end, the gingerbread man's pride got the best of him, and he was eaten by the fox, but the older couple had more gingerbread ready to be made in the oven for another day.

CRITICAL ANALYSIS

Kimmel's story is a classic folktale retold, and its theme has to do with “having too much pride before the fall.” In this story, the gingerbread man bragged constantly and was proud of the way he could escape from every situation until he actually met the fox who was sneakier than him and replaced his pride by eating him. All of this happened over a short amount of time, since the story had a strong sense of rhythm with the repetition after each of the gingerbread man's meetings and before every new meeting, “I'll run and run as fast as I can. You can't catch me. I'm the gingerbread man! I ran from the horse. . . cow. . . dog. . . sow. . . woman. . . man. . . I'll run from you. See if I can!” which was repeated throughout the story.

Even though it seemed sad toward the end, Kimmel retold the story and maintained its original style at the same time by adding another new element, more gingerbread man cookies baking in the oven. This changed the story's ending and gave the reader hope for more gingerbread man in the future. Many new parents and their children enjoyed this change, since younger children have been saddened and sometimes frightened by the way the gingerbread was eaten at the end of the original folktale.

The illustrations in the book added to the telling of this story. The illustrator, Megan Lloyd, made the gingerbread constantly active in the pictures, so the readers felt like they were traveling along on the action-packed adventures with the gingerbread man. Within each page, the reader didn't just read the story, but they felt they were a part of it. The pictures captured the feelings and actions of the characters as they were following after the gingerbread man, which helped the reader also have the same emotions in the story. These actions and feelings were depicted by the vibrant colors on each page and the pictures capturing the natural state of the world outside. Through the attention to detail, the illustrator helped the reader imagine they were a part of the story with the characters.

This was an enjoyable new retelling of The Gingerbread Man. Many adults and children would value the happy ending while also recalling the original version of the story, as I have appreciated the changes from the original folktale. They would also like the rhythmic way in which the story was created, because it was easy to read aloud and capture the actions of the characters in the process. It is definitely one that should be read at school or at home, because everyone would enjoy it.

REVIEW EXCERPT(S)

Kimmel brings humor and warmth to the retelling of this Spicy classic. His text has a
fast-paced rhythm that is perfect for read-alouds or storytelling. The deft prose has a
strong narrative, good dialogue, and a fine chorus from the Gingerbread Man himself.
Lloyd's illustrations work in tandem with the text to create verve and motion while
maintaining a ``fresh-from-the-oven'' appeal. Her engaging art works beautifully with
Kimmel's retelling to keep both eye and action moving across each page, thus enhancing
the story's pace. . .” School Library Journal-
 

CONNECTIONS

*Understand figurative language, specifically personification by reading the story

*Use this story to learn about the five senses

*Identify the elements of a story

*Compare and contrast the other versions of the story

*Other books for children about animals and figurative language:

Davidson, Susanna. Goldilocks and the Three Bears. ISBN 0794522513

Mackinnon, Mairi. The Gingerbread Man. ISBN 0794517862

SYLVESTER AND THE MAGIC PEBBLE By William Steig

BIBLIOGRAPHY

Steig, William. Sylvester and the Magic Pebble. New York: Aladdin Paperbacks, 1969. ISBN: 1416902066

PLOT SUMMARY

There was a donkey named Sylvester who loved to find rare treasures. One day he found a rare pebble, only to discover that it had magic powers when it was held in his hooves. The donkey made many wishes over the course of a day and met a lion that scared him so much he wished to be turned into a rock.

Once Sylvester became a rock, the lion left him alone, but he could no longer change into another creature, because he had no way of seeing or holding the magic pebble. As a result, he was left alone on a hill and his family had no way of knowing what had happened to him. They developed a search party to look for him, but since Sylvester was a rock, they couldn't find him.

Sylvester stayed a rock for many years on the hill until one day his parents went on a picnic on that hill. Through that, he was able to make a wish and go back to being a donkey. They all lived happily ever after with the magic pebble put in a safe place.

CRITICAL ANALYSIS

This story was very well written, because it had every element of a story. It also had a great lesson or theme for the reader, to be careful what they wish for, because things aren't always as wonderful as someone may think. Throughout the story, the reader could also understand the importance of relationships through the vicarious experience of Sylvester, since he was lonely for many years and wished to be with his family.

The illustrations in the story were so well developed and had so many details that the reader could understand the story without having to read the book. Readers could also see the emotion of the characters through the pictures and understand their feelings, because of the illustrator's use of tone. The pictures were somewhat understated in color, but this seemed to add to the overall plot and effect of the story. The reader could understand what was happening through the pictures, and they could feel the emotion of the characters, much like in the movies.

This story had a great lesson and theme throughout it for the reader. Adults and children alike would enjoy it and appreciate the lessons in it. The adults could read it and enjoy the theme and overall tone of the story, whereas children would appreciate the story even more, because even if they couldn't read it, they could understand the sequence of events by looking at the illustrations.

REVIEW EXCERPT(S)

Caldecott Medal

Lewis Carroll Shelf Award

Alabama Camellia Children's Choice Award

CONNECTIONS

*Use the story to help students understand and explain cause and effect

*Introduce Elements of a Story

*Research the different types of rocks and minerals

*Other books for children about the importance of relationships and lessons:

Fox, Mem and Vivas, Julie. Wilfrid Gordon McDonald Partridge. ISBN 091629126X

Polacco, Patricia. My Rotten Redheaded Older Brother. ISBN 0689820364

CLICK, CLACK, MOO COWS THAT TYPE by Doreen Cronin and Betsy Lewin

BIBLIOGRAPHY

Cronin, Doreen, and Betsy Lewin. Click, Clack, Moo Cows That Type. New York: Simon and Schuster Books for Young Readers, 2000. ISBN: 0060588292

PLOT SUMMARY

This book was about a farmer who had cows who could type on the typewriter. Because they could type, the cows decided to communicate to the farmer some requests through their new found way of communication. As a result, the farmer wasn't happy with the cows for making requests through the typewriter, but since the cows were tenacious and got other farm animals involved, he eventually conceded and let them have their way. He found it was easier to accommodate the requests of the animals, rather than not get milk, because the cows had gone on strike, or not get eggs, since the cows got the hens involved in the situation.

CRITICAL ANALYSIS

This was a good story that used a lot of figurative language. Personification was demonstrated through the cows and hens, since they were able to type and communicate with the farmer. Onomatopoeia was also used repetitively with the words, “clickety clack” and “moo.”

The illustrations in the book added to the telling of this story. The author and illustrator depicted the words written on the page through the colorful pictures, so a child could understand the story without having to actually read it. The illustrations were also very colorful to keep a child's attention while an adult read the story to them. The use of the cartoon-like illustrations also helped children understand the different sounds of animals.

Figurative language is an important aspect of any piece of literature. Without it, literature would be considered boring, and even our everyday speech would be uninteresting to our ears. It is very important, and this story displayed how to properly use it and add to the telling of a story.

This was an enjoyable story for all readers with the use of personification and onomatopoeia. It also had a lesson about treating others well, because a person never knows when they may need someone's help. This was shown through the relationship with the farm animals and the farmer in a funny and subtle way that made the reader want to read it, again.

REVIEW EXCERPT(S)

Caldecott Honor Book

Named one of the Best Children's Books 2000 by Publisher's Weekly

CONNECTIONS

*Understand figurative language, specifically personification and onomatopoeia by reading the story

*Use this story to learn about word families

*Other books for children about animals and figurative language:

Cronin, Doreen. Giggle, Giggle, Quack. ISBN 0689832133

Henkes, Kevin. Don't Let the Pigeon Drive the Bus! ISBN 078681988X

Kitten's First Full Moon Review

BIBLIOGRAPHY

Henkes, Kevin. Kitten's First Full Moon. Greenwillow Books, 2004. ISBN: 0060588292

PLOT SUMMARY

This book was about a kitten who experiences her first full moon. She believes the moon

is a big bowl of milk, and she loves milk. This leads her on a quest for the milk, which

causes her to have many new experiences that involve her chasing down the milk on the

sidewalk, garden, field, pond, and eventually, a tree. Through all of these experiences,

she never conquers her quest for the milk until she goes back home.

CRITICAL ANALYSIS

Henkes' writing is simplistic in nature, as if talking to a child about a normal everyday experience for a kitten. He deals with the idea of searching for something not ready, yet, but after a time of patience being made available.

Time has a way of taking care of things. This idea was reflected by the ending statement in the story, “So she went back home-and there was a great big bowl of milk on the porch, just waiting for her. Lucky Kitten!" The kitten found was she was searching for from the beginning at her home.

This story followed the normal elements of a story, since it had the setting take place at night and outside and the sequence of events in the story followed one night in a kitten's life as the plot. As for the conflict in the story, the kitten was fighting her circumstances, since she wanted the milk, which made her the protagonist, because the reader wanted her to get the milk in the end, and the story was told from the third person point of view. The theme seemed to be that there are times when it is better to stay in one place and wait patiently than go searching for something. It was a good story to easily demonstrate the elements of a story to a reader.

The illustrations added tone to the story, because they were detailed and vivid, to the point that the reader didn't need to imagine what was happening with the words on the pages. The contrast of black, gray, and white helped the reader experience the setting, since the story took place at night with a full moon. It also helped the reader develop a sense of the kitten's character through the symbolism of the colors and night activities, which added to the nocturnal instincts and nature of the kitten.

This was a sweet story that reminded the reader that sometimes adventures will lead us back to our origin, where we discover that it was probably better to have just stayed and waited patiently for our answers.

REVIEW EXCERPT(S)

Publishers Weekly Best Book

New York Times Best Illustrated Book

Caldecott Medal

School Library Journal Best Book

New York Public Library's “One Hundred Titles for Reading and Sharing”

ALA Notable Children's Book

CONNECTIONS

*This book encourages the reader to wait and be patient for the things they desire the most in life.

*Use this story to help students develop short descriptive sentences.

*Other books for children about animals and their experiences by Kevin Henkes:

Henkes, Kevin. A Good Day. ISBN 006114018X

Henkes, Kevin. Old Bear. ISBN 0061552054

Welcome to my Blog!

This blog has been created for my class, Literature for Children and Young Adults, which is through Texas Woman's University.  I am looking forward to reading many books over the next few months and sharing my thoughts with you throughout the semester.  

Happy Reading! 

Janelle