Genre 6: Fiction, Fantasy and Young Adult

Book # 1




Bibliography:
DiCamillo, Kate. Flora and Ulysses: The Illuminated Adventures, illustrated by K.G. Campbell. Somerville, MA: Candlewick Press, 2013
ISBN: 978-0-7363-6040-6

Characters and Plot:
Flora and her squirrel friend meet under very unique circumstances. Their relationship is even more remarkable as they go through many adventures. Both Flora, a cynical eleven year old avid reader of comic books, and Ulysses, a young squirrel, have suffered through rough times. Flora is going through the pains of being a child of divorced parents, while Ulysses has had to repeatedly dodge some very dangerous situations. In fact on the day of their acquaintance Flora tried to rescue Ulysses from a very powerful vacuum cleaner. She does help to get him dislodged from the machine and upon his release they find out that he has super squirrel strength. Strength enough to lift the cleaner right up over his head and thrust it away.

Flora recognizes from her comic book reading that this can only mean one thing. Ulysses is a superhero with special powers. Subsequently, Flora intends to be his sidekick and help him fulfill his destiny to save the helpless.  Their journey will take them on an illuminated adventure.  Along the way they will encounter new neighbor William Spiver and his great aunt Tootie, Flora's mother and father, as well as a very special friend found in Dr. Meescham. Finally, Ulysses has an arch nemesis which becomes the antagonist for all of the characters. Read to find out who the nemesis is and how antagonist is handled by the group.

Setting and Theme:
Many of the adventures take place in and around the home and city of Flora Buckman. Since Ulysses is a squirrel Flora's mother is worried that he might have disease and that people will think that she is weird for befriending a squirrel. Mrs. Buckman manages to separate the dynamic duo in the middle of the night and this adventure takes them through the forest and through the city streets in search of each other.  This final adventure will unite all of the characters in meaningful ways. The illustrations by K.G. Campbell enhance the story and the action filled scenes are presented in comic book style.

Style:
Readers will find out about shoe boxes and giant donuts, as well as, dumb lamps who pass judgement, and poetry. Luckily, Flora has read so many comic series and has all the tools to lead each adventure. She recalls many tips that were given in her comic books to avoid pitfalls and ultimate doom.

"Do not hope; instead, observe" was a piece of advice that appeared often in TERRIBLE THINGS CAN HAPPEN TO YOU! According to TERRIBLE THINGS!, hope sometimes got in the way of action. For instance, if you looked at your elderly aunt Edith choking... and you told yourself, Man I sure hope she is not choking, you would waste several valuable life saving, Heimlich maneuver-performing seconds. 

 Flora's father, George Buckman, is also well versed in the world of comic book superheros and provides great help along the way. He is quickly convinced of Ulysses' superhero status and is ready to assist.

Awards and Recognitons:
Kate DiCamillo was awarded the Newbery Medal for most distinguished contribution to American Literature for Children.  DiCamillo is the author of many books and has received another Newbery Medal for The Tale of Despereaux; the Boston Globe-Honor Book Award for The Miraculous Journey of Edward Tulane; and the best-selling Mercy Watson series.

This book would well serve students in grades 4-6 for analyzing cause and effect. It would make for a good summer read for the 6th grade student as well.

Reviews for Flora and Ulysess: The Illuminated Adventures:

Original, touching and oh-so-funny tale starring an endearingly implausible superhero and a not-so-cynical girl.-Kirkus Review

Campbell's rounded and gentle soft-penciled illustrations, at times in the form of panel art furthering the action, wonderfully match and add to the sweetness of this oddball story.              -School Library Journal 

Book # 2

Bibliography:
Green, John.  Looking For Alaska. New York: Dutton Books, 2005.
ISBN: 0-525-47506-0

Characters and Plot:
Miles Halter is a new student who will attend his fathers Alma Mater at the Culver Creek boarding school in Alabama.  Miles was kind of an oddball type in his public school in Florida and takes on this academic adventure in search of the "Great Perhaps." He becomes quickly entangled in the teen drama of his room mate (the Colonel) and his cohort of regular boarders. The regulars have a common enemy in the rich, cool kids who go home every weekend and are called the Weekday Warriors.  An ongoing war of pranks has developed between these two groups and Miles quickly gets pulled into the mix. The adventure is made much better when he discovers Alaska Young, the most beautiful girl he has every seen, is the ring leader on his team.

The story begins when Miles (nicknamed Pudge) is taken by the Weekend Warriors and is punished with a twisted version of a common prank.  The plot to seek revenge quickly ensues as the gang of regulars bond through the semester by engaging in drinking, smoking, and plans of revenge. This all takes place in between the rigorous course work that the school requires of this group of intelligent teens. Another obstacle is to pull off their revenge without getting caught by the Dean of Students, aka The Eagle. Just when the group seems to have bonded in a real and meaningful way tragedy strikes.  Leaving the characters looking for a way "to get out of this labyrinth of suffering."

Setting and Theme:
There is a strong feel in the present, as the book was published in 2005, though it would seem more modern if the teens were more actively engaged in technology. The only phones that this boarding school had were the 5 pay phones located throughout the outdated campus. The school is located near the city of Birmingham. The teens are as connected to their families as most teenagers are, minimally, and Alaska has a very strained relationship with her only living parent (her father). There is a strong emphasis on education, since all the main characters are exceptionally intelligent, and the students seem happy when they are learning.  Any issues that the students have with their teachers and supervisors are typical among teens.

Style:
Plenty of colorful language is used throughout the book, as is typical of modern teenagers.
This excerpt is followed by a request from Pudge's favorite teacher to explain what is distracting him from instruction:

The Old Man, who obviously did not tolerate vocalized rambling, cut me off. "I'm going to have to ask you to leave class, Mr. Halter, so that you can go out there and discover um-trees and uh-forest. And tomorrow, when you are ready to take this class seriously, I will welcome you back."

To which Alaska responds, by allying with Pudge and stating to the teacher:

I'm sorry but that's bullshit. You can't just throw him out of class. You drone on and on for an hour every day, and we're not allowed to glance out the window? 

Being that they are highly intelligent the teens tend to have much deeper levels of contemplation and reflection.  The teens are highly philosophical, which is common among all teens, however these teens know the origins of popular philosophy. John Green gives equal play to his male and female characters as they both play crucial roles throughout the book.  What is particularly refreshing about this fact is that this is how realities play out in life. That is to say that all people play crucial roles in any situation not just male leads.

Gender and Culture:
The culture is uniquely centered teenagers who have very real struggles. The teenage girls in the book have very strong and confident characteristics.  The book deals with dangerous levels of experimentation with smoking and alcohol use. It also deals with the subject of suicide and recognizing behaviors associated with it. It does not condone these issues, instead it indicates that these are realities of life among teenagers today.

Awards and Recognitons:
Looking for Alaska is a 2005 Michael L. Printz Award Honor Book. The book is currently being adapted for a feature length film.
Green has written many books for Young Adults including:
An Abundance of Katherines, 2006
Paper Towns, 2008
The Fault in Our Stars, 2012

This book would be an excellent read for high school students in ELA classes for a book report and would be a great subject for philosophical chairs.
Reviews for Looking for Alaska:

John Green has written a powerful novel-one that plunges headlong into the labyrinth of life, love, and the mysteries of being human. This is a book that will touch your life,..Stand up, and take a step into the Great Perhaps.

-K.L. Going, author of Fat Kid Rules the World, a Michael L. Printz Award Honor Book

What sings and soars in this gloriously told tale is John Green's mastery of language and the sweet, rough edges of Pudge's voice.  -Kirkus Review

Book #3

Bibliography:
Hinds, Gareth. Beowulf, Illustrated by Gareth Hinds. Cambridge, MA: Candlewick Press, 1999.
ISBN: 978-0-7636-3023-2

Characters and Plot:
Beowulf had grown tired of watching his countrymen, located in the Hall of Herot, experience terror at the hands of the demonic monster Grendel.  So he vows to battle, unarmed, the great beast and kill or be killed in the struggle to end the ruthless terror. He successfully disarms (literally) the beast, only to then be challenged by Grendel's mother. He meets the mothers challenge for revenge and again prevails. Beowulf later went on to govern the Geats for 50 years in rule and protection.  Until he meets his next great opposition, a mighty dragon. This time Beowulf will need the finest armor and a sword to combat the mammoth threat. Only this victory will be bitter sweet because he has already lost everything that mattered to him.

Setting and Theme:
This medieval tale has no known author however, the existence of the Danes and the Geats are well documented in history. Once Beowulf dies no other record of this lordship exists.  Gareth Hinds has adapted this famous story into a graphic novel which brilliantly alternates between text and graphic image. Some of the illustrated pages have text and others do not. The most graphic images tell the parts of the story with battle and conflict. In the original story, written in Old English, the theme reflects the time period of the Middle Ages in Europe which is carried out in Hinds' adaptation.

I am Beowulf, kinsman to the king Hygelac. Many deeds of note have I done in my life, and now the reports of the monster Grendel have brought me to your land.

Style:
Hinds, in the style of the graphic novel, tells much of the physical aspects of the story through illustrations which appeal to the beginning reader. This type of book appeals to both avid readers and those who enjoy reading only minimally because it is balanced in both image and word. The action scenes are sketched across two pages at a time and include dark coloring, which befits the dark theme of the time period.

Awards and Recognitons:
Gareth Hinds has created the artwork for Picture It @ your library, created by the American Library Association's YALSA  (Young Adult Library Services Association) in 2011. He also has a blog of his work and work that he admires.

This type of graphic novel is ideal for a lesson that combines ELA and art class together.

Reviews:

A first-rate horror yam...Hinds stages great fight scenes, choreographing them like a kung-fu master... Visceral.   -The New York Times Book Review

Gives young readers the Geatish warrior as the hypermuscular, hard-hitting proto-comic-book superhero he's always been... With treatments like this available, honors English may never be the same.  -Bulletin of the Center for Children's Books 

Retells the old tale as a series of dark, bloody, chaotic clashes... A strongly atmospheric alternative. -Kirkus Reviews 

Genre 5: Historical Fiction

Book #1

Bibliography:

Erdrich, Louise. The Game of Silence. New York: Harper Collins Publishers, 2005. 

ISBN: 0-06-029789-1

1. Character and Plot:

Louise Erdrich has developed a story that centers around an amazing young girl named Omakayas. Her family of the Ojibwe  nation tribe, also known as Anishinabeg, has a great historical North American Indian tradition. The family has resided in the Great Lakes area of Lake Superior for many generations.  Omakayas along with father Deydey, mother Yellow Kettle, grandmother Nokomis, sister Angeline, and brother Pinch have a traditional and spiritual existence in their native lands. Many generations have taught them how to live off of and coexist with the flora and fauna of each season.  Their native practice and faith give them a special connection to their place on the earth that can not entirely be explained in words; however, Erdrich somehow captures the essence of this connection.  This is especially true when they are forced out of their home by the chimookomanag (white people) to their new home on a Wisconsin reservation in about the 1850's.

2. Setting and Theme:

Erdrich manages to create visuals and emotions through her writing that relate some of that special connection that the Anishinabeg had for their homelands.  This connection is especially clear when she describes grandmother's garden:

Nokomis's garden was very old. She had inherited it from her mother, who had inherited it from hers. The earth had grown rich from generations of careful replenishment.... But the garden was more than the space it occupied. Its seeds, too, had been handed down for many generations.

 Grandmother's special garden had seen this tribal village and their ancestors through many harsh seasons and bitterly cold winters. The family has a great respect, in true native tradition, for the elder Nokomis and her knowledge of the land and preservation of it. Throughout the book, the family will interact with the land as they move seasonally to the place where they camp in the summer near the water, to the fall rice camp, as well as their winter cabin which is located further from the frozen over lake. One other connection to the land  is exhibited in the rite of passage that all young tribal members must fulfill to connect with the spirits and find their unique gift.  In other tribal traditions this is called a vision quest and requires participation in isolation where they can become one with nature, by fasting and praying in traditional form.  

3. Style and Additional Criterion:

Louise Erdrich is herself a member of the Chippewa, Ojibwe nation.  Though she provides a complete glossary of Ojibwe terms used throughout the book, context clues are also provided each time that she uses them.  She adds an extra note, before the glossary, explaining that she used idiosyncratic spellings of words to assist in pronunciation. She also provides a source to A Concise Dictionary of Minnesota Ojibwe, by John D. Nichols and Earl Nyholm for a more in-depth reference of the language and spellings.  

4. Awards and Recognition:

Louise Erdrich is a New York Times Best Selling Author who has been awarded for novels written for adults and children. The Game of Silence was a sequel to The Birchbark House with Omakayas as the central character as well.
Love Medicine- National Books Critics Circle Award
The Birchbark House- National Book Award for Young People's Literature

Reviews:

The action is somewhat slow, but Erdrich's captivating tale of our seasons portrays a deep appreciation of our environment, our history, and our Native American sisters and brothers.-School Library Journal

 Grades 5-8. As Erdrich said about The Birchbark House, her research into her ancestors revealed the horrifying history and also a culture rich, funny, and warm. In this heartrending novel the sense of what was lost is overwhelming.- Booklist, starred review

Book #2

Bibliography:

Cushman, Karen. Rodzina. New York: Dell Yearling, 2003. 

ISBN:  0-440-41993-X

1. Character and Plot:

This novel of the gilded age set in 1881 is based on the real life effort to save the many orphaned children of this dangerous industrial era in the United States.  Many immigrant families soon learned that the fast paced lifestyle of the industrial north was not the best place for family or children. Often parents and children fell victim to the harsh consequences of heavy industry which often resulted in alcoholism and even death.  Death occurred for many reasons including: lung cancer caused by poor air quality, alcoholism, and dangerous work environments. This was only made worse by the fact that people worked 12 to 16 hours a day.  Rodzina Brodski is the 12 year old Polish immigrant girl who tells the story of what might have happened to some of the orphaned children of the Gilded Age in American history. Her story begins on the streets of Chicago were she is found and taken by the city's Orphan Asylum who then put her on board a train. The orphan's only guidance comes from two adults named Mr. Szprot and Miss Doctor.

2. Setting and Theme:

The "orphan trains" as they were called became a way for these orphans to find new homes in the vast new territories of the recently acquired West.  The setting in the train is at first a negative experience for all of the orphans who have no idea what fate awaits them.  They are set to embark on an adventure that will take them into the far reaches of the western half of the United States. As Rodzina describes this event:

No, I surely did not want to get on the train, but the crowd of orphans shoved me onward. The long black wool stockings they'd given me at the orphan home itched something fierce, and pausing midway up the steps, I bent down to scratch my knees. Three orphans knocked right into me.

"You, Polish Girl," said Mr. Szprot, his voice even louder than his jacket, "try not to be so clumsy." 

From Chicago, Rodzina's train ride will take her to the territories of Nebraska, Wyoming, Utah, Nevada and finally,  California. The West of the 1880's was still very well preserved in its natural state where Native American Indians still roamed. 

3. Style and Additional Criterion:

Karen Cushman develops a relationship with these orphans that warms the heart. The desperation of the times rings through on page after page of this American historical novel.   With the exception of Mr. Szprot, each character's life story unravels and provides an explanation of how they became the unique individuals that they are. Cushman takes into account the many different scenarios that would put this group of orphans and service providers in each other's lives.  Cushman also explains that the orphan trains began in New York City with the minister Charles Loring Brace in 1853. Brace's "placing-out" agency was called the Children's Aid Society and was established with the goal of saving the orphans. Unfortunately, it often resulted in many of the children falling victim to abusive households and mistreatment. The Children's Aid Society was funded by private donations, churches and charitable organizations.  Almost all of the orphans were white and Christian because they were the most likely to be placed in homes. 

4. Awards and Recognition:

Rodzina is a Newberry Medal winner as are many of Karen Cushman's novels.

Reviews:

  Engaging characters, a vivid setting, and a prickly but endearing heroine...first-person narrative captures....personality and spirit... poignancy, humor. - School Library Journal

A natural for American history or social studies classes...especially interesting as a women's history title... a great story. - Booklist, starred review 

Rodzina is prickly, stubborn, and heart-sore but she's also honest, likable and smart...Enough unpredictability to nicely unsettle expectations. - The Horn Book

Book #3

Bibliography:

Schmidt, Gary D.  The Wednesday Wars. New York: Clarion Books, 2007. 

ISBN: 978-0-618-72483-3

1. Character and Plot:

Holling Hoodhood and his 7th grade teacher, Mrs. Baker, are supposed to be adversaries. At least that is what Holling figured, after his first day in her classroom. On this day Holling finds out that she and he would be spending each Wednesday afternoon together while the rest of the class goes to religious studies. His religious practice does not require him to attend religious studies classes. Holling just knows that his teacher hates him, especially when she assigns him to read Shakespeare's plays. His situation is made a little bit worse when no one in family will acknowledge his desperate situation. Especially Dad, who would very much like to sign an architectural contract with Mrs. Baker's family business. So now it is up to Holling to improve his situation with Mrs. Baker all on his own.  The nine month relationship between the two will grow and each phase of that growth seems to coincide with the themes of Shakespeare's plays.  

2. Setting and Theme:

The place is Long Island, New York and the middle school is Camillo Junior High, which is a K-8 school. The counter culture and anti-war sentiment (Vietnam and Cold War) do not evade this suburban neighborhood which is just a hop, skip, and a jump away from New York City.  And though Dad and Mom watch Walter Cronkite each and every evening, 12 year old 7th graders who believe that their teacher hates them can only give minimal attention to world events such as this. The tumultuous events of history at this time do not escape Holling's notice, but he is able to properly address them. For example, May was "Atomic Bomb Awareness Month" at Camillo Junior High as it had been for the six previous years.  He sees the drill as pointless and describes it like this:

But we followed the government's drill procedures precisely and stayed under our desks for eighteen minutes, until the wind would have whisked away the first waves of airborne radioactive particles, and the blast of burning air would have passed overheard, and the mushroom cloud would no longer be expanding, and every living thing would have been incinerated except for us because we were scrunched under our gummy desks with our hands over our heads, breathing quietly and evenly.

 It makes sense that this book only briefly touches upon the historical events of 1967-68 history, since they are important and would have been subjects discussed. The age group of Holling and his friends would only give the complex issue of the Vietnam War, for example, minimal acknowledgement because that would be appropriate behavior for their age group. After all, what they really need to know about war and history has already occurred in Shakespeare's plays. The message to learn here is not to repeat that history.

3. Style and Additional Criterion:

Author Gary D. Schmidt has written a very engaging historical novel that makes reference to political, social, and pop cultural history. 1968's most popular Yankees such as Mickey Mantle and Joe Pepitone make a few appearances in the book.  Perhaps though, it is the relationship that grows between Holling and Mrs. Baker that will keep the reader's interest.  The very wholesome quality of the characters could have placed the book in several other time periods with only historical event changes.

4. Awards and Recognition:
Gary D. Schmidt is a recipient of the 2008 Newbery Honor medal honoree for The Wednesday Wars.

Reviews:

...Schmidt has a way of getting to the emotional heart of every scene without overstatement, allowing the reader and Holling to understand the great truths revolving around them on their own terms.- Kirkus

...As fate sneaks up on him again and again, Holling finds Motivation-the Big M- in the most unexpected places and musters up the courage to embrace his destiny, in spite of himself. -Goodreads

...There are many strands in this story... I wondered whether all of the seeds Schmidt planted could flower... To his great credit, they do. - Tanya L. Stone New York Times 

Genre 4: Non-Fiction

#1. Bibliography:

Trombone, Cindy and Roth, Susan L. Parrots Over Puerto Rico. Illustrated by Susan L. Roth. New York: Lee & Low Books Inc., 2013.

ISBN 978-1-62014-8

Accuracy and Organization:

This informational book is a combination of a social history and an informational storybook for children of middle and high school.  I have had the great fortune to have traveled to Puerto Rico and have visited El Yunque (the tropical rain forest that is featured throughout the book).  During my 11 day stay on the island I learned much about its great history in various museums and I traveled all across the island. Though I spent the majority of my time in the capitol of San Juan, El Yunque was the highlight of the trip because it is a pristine example of what Puerto Rico looked like in the Pre-Columbian Era.  The story of the island is accurately portrayed by using language which is careful not to neglect negative aspects of its complex history. This U.S. state of the Commonwealth has had a tumultuous history but its inhabitants are a proud people with a rich island culture.  The focus of the book are the Iguaca Parrots and their story will encourage readers to want to visit El Yunque for the chance of seeing them in real living color. What adds to this read, in a very unique way, are the beautifully designed pages in collage style by Susan L Roth. The book concludes with an historical timeline of events, as well as citations from the authors research sources. It also includes a photograph Afterward of the the aviary (Rio Abajo Aviary) which works to preserve this species by utilizing close observation and inserting plans of action when necessary. 

Design:

Roth has designed collages of cut and torn paper for each page in the book, which includes the front and back covers. The layout of the book is also unique in that it does not read horizontally, as most other books do.  Traditionally books are read from left page to right, but PARROTS OVER PUERTO RICO is designed to be read vertically, holding the book upright with the text on the bottom half of the page sequence. Each page sequence places the focus on the collage first then the accompanying text that follows.  Each page is entirely illustrated from corner to corner and the pages are not numbered.  El Yunque is featured in collage, throughout most of the book, because it is the major source of plant and animal life for the entire island. The rain forest is well preserved and is the home to the parrots who are the subject of the book.  I did recognize, through collage illustrations, that Old San Juan and El Morro (the entrance to San Juan Bay) were also featured illustrations because they are major historical aspects of the island and the parrots who roam over Puerto Rico.  

Style:

The book beautifully marries the history of the island and the story of the Iguaca's near extinction. The situation was caused in part by human history and cultural diffusion. The strong connection that the Boricua (Puerto Rican natives) have with the Iguaca comes through in the reading. The struggle to keep the species from becoming an aspect of the islands history will take many turns. The timeline begins at about 5000 B.C.E. (before common era) then takes us through two foreign conquests from Spain and the United States.  One example of how the book introduces history is expressed in the following excerpt:

Now people from many other parts of the world came to live in Puerto Rico. In 1513, Africans were brought to the island to toil as slaves under the hot sun in fields of sugarcane and other crops.

The story ends in the 21st century, and answers the question about the state of the Iguaca species. Read this book to find out what has happened to the beloved species and the answer to the question, "Do Parrots still fly Over Puerto Rico?"

Lesson:

Teachers might use this book as a catalyst for a research project about endangered species that exist today. Students would next investigate what actions are in place, or should be in place, to help preserve such species.

Awards and Recognitions:

Robert F. Sibert Medal for Nonfiction-American Library Association (ALA)

Editor's Choice-Booklist

Lasting Connection Title-Book Links

Kirkus Reviews, starred review

Horn Book Magazine, starred review

School Library Journal, starred review

Goodreads review:

With striking collage illustrations, a unique format, and engaging storytelling, PARROTS OVER PUERTO RICO invites readers to witness the amazing recovery efforts that have enabled Puerto Rican parrots to fly over their island once again.

#2 . Bibliography:

Jenkins, Steve. Never Smile at a Monkey: And 17 Other Important Things to Remember. Illustrated by Steve Jenkins. Boston: Houghton Mifflin Books for Children, 2009.

ISBN 978-0-618-96620-2

Accuracy and Organization:

This survey book is about some the most dangerous and deadly animals which do not necessarily appear to be. The book is intended to teach children respect for animals, and to not treat them all as those that we keep as pets. The book is best suited for elementary and middle school grade levels.  Each page contains one large illustration of a deadly animal and a description of human behaviors that might trigger an attack from the animal.  Most of the human behaviors are quite common, such as smiling at a Rhesus monkey, who might take the site of teeth as a threat and violently attack with its fangs. Other animals included in the book are bear cubs, puffer fish, kangaroos, and the colorful caterpillar. All of which can attack and cause the victim to suffer by death. At the end of the book a brief description of why these animals have developed these attacking skills is provided. The book does not provide a bibliography or source page for the information included throughout the book.  However, it does provide a much more detailed summary of each animal named and illustrated on the pages.  In this last section, the illustrations are much smaller and so are the text and font size.  

Design and Style:

Steve Jenkins has both authored and illustrated this informational resource and has intentionally made the animals look friendly and even docile in some examples. He uses collages to illustrate each animal on the page. His intention was  to show that even harmless looking animals can be very dangerous. The final descriptions give purpose to the reasons that the animals have had to develop these survival skills. Jenkins states:

To survive in the wild, animals must find or catch food. At the same time, they must avoid being killed by predators. To help them do this, the creatures in this book use weapons that have been developed over millions of years. 

He goes on to describe Darwinism, without naming it, as the need for species to survive generations:

The animals with the sharpest spines, fiercest bite, or most powerful venom are usually the ones most likely to survive and pass on these deadly qualities to their offspring.

 Finally, Jenkins answers the probable student question, "Why are these animals so dangerous?"when he states:

What makes these creatures so good at survival, however, can make them dangerous to an unwary human. 

Activity: 
This book is a great way to introduce a discussion on the respect that we as humans should have for animal species. We should always recognize that each animal has developed survival skills that could cause them to lash out at us without notice. It would ideally be used before a field trip to the zoo or other type of animal habitat.

Awards and Recognitions:

Other informational books, which are all published by Houghton Mifflin Books for Children,  by Steve Jenkins are:

How Many Ways Can You Catch a Fly?( with Robin Page)-

An enthralling read aloud, especially in small groups, where children can crowd up close to the images. - Booklist, starred review.

Sisters and Brothers (with Robin Page)-

[A] splendid contribution, another winner from an accomplished team.- Kirkus Reviews, starred review 

Dogs and Cats-

An inviting, multidimensional introduction to the pets we love.- Horn Book, starred review 

What Do You Do With a Tail Like This? (with Robin Page)-

A 2004 Caldecott Honor Award Winner

Booklist, starred review

#3 Bibliography:

Fleming, Candace. Our Eleanor: A Scrapbook Look at Eleanor Roosevelt's Life. New York: Antheneum Books for Young Reader's, 2005.

ISBN 978-0-689-86544-2

Accuracy and Organization:

This biography of the life of America's 32nd First Lady, who incidentally did not like being referred to as the First Lady (she preferred just lady) is an engaging read. Candace Fleming has written a very uniquely styled book for the amazing woman that is Eleanor Roosevelt.  Fleming identifies major contributors to the book in the Aknowledgements page, which include mostly university professors and librarians.  The book opens with both a timeline of Eleanor's life and accomplishments (1884-1962), as well an abridged family tree of the Roosevelt's (both her and Franklin's sides).  Throughout the book Fleming uses many primary source documents including photographs, handwritten letters, newspaper articles, family and friend interviews, and excerpts from Eleanor Roosevelt's three part autobiography.  Fleming's book is not entirely read in chronological order, nor does it have chapters. Instead, the book is divided by themes and quotes from Eleanor and those who were especially close to her.  Because Fleming uses so many personal sources, the book reads with a special level of intimacy. OUR ELEANOR concludes with a large bibliography devoted to other books about Eleanor Roosevelt, a Picture Credits section, a twelve page Source bibliography, and a complete Index.   

Design and Style:

Eleanor Roosevelt was a woman who came into her own at a time when women in the "western world" were first experiencing full citizenship.  The new sense of independence that many women were afforded was not lost on Eleanor and this books really speaks to that truth. Though Eleanor was born to a family of privilege she was not without much personal suffering.  Fleming shows Roosevelt to be a familiar personality that all people can relate to.  Her struggles are well documented in her personal journals and correspondence letters, which Fleming features throughout the book.  Different sized fonts are utilized from page to page, as well as font style.  Most of the pages contain photo images that align with the extremely well written biography.  The intrigue of a woman who broke glass ceilings in most every room in both the White House and on Capitol Hill comes through on the pages of Fleming's book. There are special segments that feature the many civil rights issues that Eleanor supported and spoke out for.  She believed in gender equality, as well as civil liberties for the homosexual community and all ethnic minorities. Many of her critics learned to love her over time, according to many sources throughout the biography.  On page 77 of the book, entitled Eleanor Takes a  Stand, seven direct quotes are listed along with a description of Franklin D. Roosevelt's very unpopular and very supportive position of his outspoken wife.  Two quotes that most stood out to me on this page were:

The function of democratic living is not to lower standards, but to raise those that have been too low. -ON DEMOCRACY

And,

How can a few dollars a month given to needy Americans for food, shelter, and clothing be the wrong choice for a moral nation? -ON WELFARE  

Fleming provides readers, young and not so young, with a perfectly balanced biography of the life of an outstanding American woman and hero.  Read to find out the tremendous hurdles Eleanor overcame in childhood, in marriage, and finally as a  widow.

Lesson:
A great lesson to follow with this reading would be to have students pair up for research and a presentation on how customs and liberties changed during the course of Eleanor Roosevelt's lifetime. Roles for women, men, and other minorities in the United States were redefined in her lifetime.  Social, political, and cultural norms could easily be found within the book.

Awards and Recognitions:
American Library Association (ALA) Notable Book
ALA Best Book for Young Adults
Jefferson Cup winner,Virginia Library Association
Junior Library Guild Selection
New York Public Library 100 Titles for Reading and Sharing 2005
Oppenheim Toy Portfolio Gold Medal Winner
Parent's Choice Gold Medal
Publishers Weekly Best Book 2005
School Library Journal Best Book 2005

Reviews:

Candace Fleming has chronicled the life of Eleanor Roosevelt as no other. With photographs on every page and with special attention having been given each important person, place, and project, this book provides an exciting glimpse into a remarkable life. It will appeal to young and old alike.

-Chandler Roosevelt Lindsley and Elliott Roosevelt Jr., Eleanor Roosevelt's grandsons

Had Eleanor Roosevelt kept a scrapbook—an incredibly well-organized and thorough scrapbook—this is how it might feel to look through it. ...

-Kirkus Review

Genre 3: Poetry Books

Book #1

Bibliography:
Hoberman, Mary Ann. The Llama Who Had No Pajama:100 Favorite Poems. Ill. by Betty Fraser. San Diego: Browndeer Press, 1998.
ISBN 0-15-200111-5

1. Rhythm and Rhyme:
This poetry book is an individual poet's compilation and includes many different children's topics. The topics range from birthday celebrations, to the significance of cockroaches and even what business a llama has wearing pajamas. Hoberman has written a large collection of tongue twisters that should be read aloud, multiple times, and many of them could be easily memorized. Because they are short and fun, teachers will be able to use these poems in many ways. The rhythm of each poem is  slightly different as is quickly revealed by title, subject, and the natural flow that evolves as the reader goes through each piece. One example, called Brother is meant to be read quickly and memorized, according to the author (and Children's Poet Laureate) in a YouTube video that she has made to go with the reading of this collection. Brother introduces family member words that rhyme and carry a natural rhythm. Here are the first two stanzas fom the poem:

I had a little brother

And I brought him to my mother

And I said I want another

Little brother for a change.  

But she said don't be a bother

So I took him to my father

And I said this little bother

Of a brother's very strange.

This poem is an excellent teacher tool for discussing relationships within the family and how love of family helps us to learn tolerance.  Teachers might use this poem to have a discussion about tolerance and acceptance of others.

3. Sounds and Language:
Since Hoberman combines words that pair so nicely with rhythm and rhyme, the read often naturally flows into song.  For me, this was especially true when reading the poem entitled Opposite. In this selection Hoberman uses examples of words that are opposites and also rhyme. Each stanza then concludes with a whimsical phrase that is funny, but almost seems out of place. The poem works so well,because of the whimsy, and I found myself singing it each time that I read it through. Here is the first stanza from the poem:

The opposite of dark is light

The opposite of black is white

The opposite of dull is bright

             And I eat chocolate cake at night.  

Each of the successive stanza's follow the same type of pattern of flow and song.  It is a great instructional tool for teaching opposite word meanings. The other similar poems on this page are Up and Down the Avenue, which identify movement words.  Neighbors, is one other poem on the page and is about a very neighborly connection.

5. Imagery:
Hoberman and her illustrator, Mary Fraser, have masterfully worked together to accompany each others work. They have produced work with great concentration on variance of scale and by considering topics for each selection. Hobeman has included a large selection of poems with a variety of bugs as the topic. The range of bugs is quite inclusive from fireflies to praying mantis, and even cockroaches! Fraser's illustrations have managed to capture the appeal of a firefly while making the roach and mosquito seem not so bad. By cleverly illustrating these bugs with attention to scale the cockroach, for example, does not come across as large or scary looking. Instead the Cockroach is illustrated in succession with a parade of roaches who have meaning and purpose. Hoberman in the poem tries to find the "good" that the cockroach provides by explaining, "And if you've got bedbugs, it  will add them to its diet." The imagery that naturally would accompany Hoberman's poetry (without illustrations) is made that much better by Fraser's illustrations.

6. Emotions:
Emotion is perhaps best exhibited in the poem that Hoberman decided to name the collection after, The Llama Who Had No Pajama. This selection is a longer and perhaps more interesting poem which the author describes as one which is best experienced if it is listened to for the first time. Hoberman gives this information in the YouTube video that I referenced earlier. Also in this video, Hoberman reads several of the selections in the book and adds much commentary. This one, about the silliness of a llama in search of pajamas, is her last read in the video.  In the poem, the llama and his mother decide that since they cannot find any solution to the pajama situation they must accept that young llama will have to go to bed without any. This excerpt shows their relief:

Why, I sleep so much better in nothing but fur!

It fits me so nicely; it's light as air;

It's the practical thing for a llama to wear.

7. Awards and Recognitions:
Mary Ann Hoberman is an honoree at the Children's Poet Laureate and is featured on their website along with several video's. The video selections include the poet reading her own work and discussions about her poetry.  The video that I have linked throughout this review is the featured video and was produced by the Children's Poet Laureate.  The honoree's page provides a detailed account of the author's other books and collections as well as links to other awarded Poet Laureate's and their work. 

This is the review that the Children's Poet Laureate gives to The Llama Who Had No Pajama:

From trickling trills to tongue twisters, Children's Poet Laureate Marry Ann Hoberman reads from The Llama Who Had No Pajama. Race through her quick thick rhymes about brothers and bothers, bits and beets. 

Book #2

Bibliography:
Lewis, J. Patrick. Freedom Like Sunlight: Praisesongs For Black Americans. Ill. By John Thompson. Mankato,MN: Creative Editions, 2000.
ISBN 978-1568461632

1. Rhythm: 
J. Patrick Lewis has written a collection that is a tribute to many of the key players in the African-American struggle for freedom and justice. The subjects of these poems are expressed with combined alliteration and phrases that the reader can tap their toes to.  This is especially true with those written for the great musicians such as, the wonderful Lady Day (Billie Holliday), Marian Anderson, and Louis "Satchmo" Armstrong.  
Lewis writes of Holliday:

Lady could sing it 

Like nobody ever has

At the Shim Sham Club, Hot Cha Cha,

Joints that swung on jazz.

2. Rhyme: 
The pattern of rhyme can be heard and is expressed on every other line. Once read through, for the first time, the reader will immediately want to go back and read it through without hiccuping. The poems written about Dr. Martin Luther King Jr. and Malcolm X, through their rhyme, create a mental image of their work as well as their untimely death's. Lewis summarizes it very well in this stanza about Dr. King:

Though I am tired,

I've just begun.

But someone's fired

The fateful gun.

3. Sound:
The sound of each poem collaborates with the life accomplishments of each respective honoree. One of the best examples of this sound comes in Lewis' poem about Sojourner Truth "Ain't I a Woman?", which is meant to be sung. The poem has a repetitive chorus after each stanza and should be sung to the hymnal of "Go Down Moses."  The poem makes even more sense when the biography is read before reading or singing the poem.  The biography explains that Sojourner was born with the name Isabella Baumfree, but took on her slave name because she felt it had new meaning.  This is the opening stanza  and chorus:

I was Isabella born,

Children, hear my cry,

And I was a child to scalding scorn.

Children, hear my cry.

Chorus:

Hold on Jesus, ain't I a woman born?

Tell the Children, let them hear my cry.

4. Language:
The use of language that Lewis uses in the poem I Decided... To Stay Up in the Air Forever about Jesse Owens speaks to the feelings of the time period. This courageous American Olympian made it his quest to show German dictator Adolf Hitler at the Olympic games that his fictitious Aryan race was not a superior one. Owens won the gold, in four events, in Hitler's own capitol of Berlin and his intent was to show that all people have value. In this excerpt from the poem Hitler reacts:

The Fuhrer looked away without seeing 

the man jump over Germany,

jump beyond hope and gravity,

beyond the dreams of ordinary people,

farther than any other human would jump

for the next twenty-four years.

5. Imagery:
John Thompson's illustrations, which accompany each of Lewis' poem in great harmony, are detailed portraits and scenes from the lives of the collection's celebrated American heroes. The perfect images were chosen and illustrated next to each poem in a full page.Thompson's illustrations align splendidly with their respectively written poems. For example, the poem about the famous writer, Langston Hughes, is accompanied by a Harlem Renaissance typewriter (about 1950's) with a partially completed document in it. To either side of this focal point are a stack of completed pages, a partially consumed cup of coffee, and a partially smoked, lit cigarette in an ash tray.  There is some sunlight cast across one section of the illustration which gives rise to the notion that Hughes was probably writing all night long and into the morning.    


6. Emotions:
Together the collection of poems gives a sense of pride to the struggle that each of the subjects took in their quest for freedom and justice.  Add to that, the timeline of the people who are honored stretches nearly 200 years (from 1797 to 1994) with only minimal gains.  Each person has a different struggle because the era in which they survived meant different issues to battle. Though not written chronologically, the collection could be read in such a way.  The book is an outstanding tool for middle and high school history teachers of American history. The collection would enhance a lesson on civil rights and injustices experienced by the African American. The teacher could use each poem as a an end read or supplement to it's corresponding phase in American history.  As the course progresses students could use the poems to measure the rate at which change occurred. Students could work in groups to analyze the poems or could analyze it individually. With some minor alterations an ELA teacher could use this collection in the same way. 

7. Awards and Recognitions:
J. Patrick Lewis is an honored Children's Poet Laureate who has a very detailed website to navigate his many published works.  His website has embedded video and links to his works and awards. 

 The ALA has awarded Freedom Like Sunlight: Praisesongs for Black Americans the award of Notable Children's Books. 
The following is a review of Freedom Like Sunlight: Praisesongs for Black Americans:

Stunning illustrations by John Thompson take center stage in this attractively designed poetry collection that pays homage to the legendary...  -Booklist Reviews

Book #3

1. Bibliography:
McCall, Guadalupe García. Under the Mesquite. New York: Lee & Low Books Inc., 2011.
ISBN 978-1-60060-429-4

2. Plot:
This verse novel is the story of a very young Mexican-American teenage girl's struggle. In it she witnesses her mother live through a long fought battle with cancer. This collection of poems, grouped in six thematic parts, guides us through each level of struggle as well as some triumphs. Readers will quickly warm up to the young lady and her large Mexican-American family in this battle of wills. Garcia-McCall writes to bring herself closure as well as to introduce her two sons to their grandmother.    

3. Critical Analysis:
This type of poetry does not present rhythm or rhyme as do many other types of poetry. Instead, it is a collection of verses that is cataloged in a focused way and chronicles a heart warming story of the human experience.  Garcia-McCall has taken the issue of a mother struggling with cancer and combined it with how a family deals with the triumphs and tribulations of such an ordeal. The writer and main character of the collection frequently gives praise to the fact that through her writing she finds the strength to live through the horrible experience. In watching a parent struggle for life very little must provide such comfort. The book is also the author's attempt to describe to her children who their grandmother was. They will never meet her, but Garcia-McCall hopes to bring the memory of her mother alive to her children through this collection. The book also incorporates a significant amount of culture. The use of code switching of English and Spanish provides for a cultural understanding of the Mexican-American. Phrases are placed in syntax, though Garcia-McCall has provided a glossary of words and phrases for clarification.  

4. Review Excerpts:
Under the Mesquite is a winner of the Pura Belpre Award for Narrative (2012) as well as
The Cooperative Children's Book Center (CCBC) Award. This book is also the recipient of The Best Teen Books by Kirkus Reviews.

"How lucky teens are today to read such a book and to meet Lupita, who finds solace in language, family, and the Mexican culture she cherishes." -Pat Mora

"Life on both sides of the United States-Mexican border is portrayed with  total authenticity..." -Alma Flor Ada

5. Connections:
This book would be wonderful to use in an ELA course for free discussion and/or verse poetry writing. Verse poetry novels are especially effective with reluctant readers. This novel would best serve in upper level elementary, middle, and high schools. Teachers might ask their students to discuss then write a verse poem on any conflict that they have experienced in their family or home life. One central question for the activity would be: How did they resolve it? Perhaps, the teacher might allow the students to write more than one verse poem or to work in groups of students to write a brief anthology of verse poems on the subject.  Students who are more private could be given the option of writing about another person's account of a family event.

Other books that are similar reads are:
Addie On the Inside:The Misfits #3 by James Howe
Camo Girl by Kekla Magoon
Out of the Dust by Karen Hesse

Genre 2: Traditional Literature

BOOK #1:

1. Bibliography:

Kimmel, Eric A. Bearhead: A Russian Folktale. Ill. by Charles Mikolaycak. New York: Holiday House, 1991. 

ISBN 0-8234-0902-3

2. Plot:

Bearhead is a unique individual who has been raised by loving parents who were gifted him when he was an infant. He grows up,in their modest home, to learn values and duty to his family and fellow humans.  He is illustrated with a large bear head and human body. In his young adulthood, he is faced with an opportunity to help the father who raised him. By taking a job that his adopted father does not want to accept, Bearhead shows him how much he loves and appreciates him.  The lessons that he learns in this new job (which involves an evil, old witch boss) will prompt him to seek an independent life. Through this endeavor Bearhead meets up with a new friend who he has much in common with. The scary looking witch has judged Bearhead to be a "beast" who is incapable of anything good. Bearhead is indeed a unique individual with his bear head and human body, but he is strong and smart and wins your heart.  

3. Critical Analysis:

The folktale lays a foundation of keeping an open mind and allowing the reader to accept those who are different. The following are underlying themes interwoven within the illustrations and story line.

Acceptance and Diversity 

The uniquely illustrated qualities of many of the characters including Bearhead, the evil witch, and the frog headed goblin, will encourage an idea of accepting diversity. Readers will soon focus only on the human story of the outrageous characters instead of on the unique qualities which set them apart from most. Because the story is engaging and familiar with his adventures you will want to imagine a new journey for Bearhead in his new life. His new friend, the frog headed goblin, will surely appreciate having new experiences with some one who, like him, is different looking. His mother and father will miss having him at home, if he moves on, but they will all continue to love each other for the rest of their lives.  

Love and Sacrifice

The love and sacrifices that Bearhead and his parents show one another is a theme that encourages the reader to focus on what is important in life. You will recognize the risk that comes with taking in an infant who has the head of a bear and the body of a human. You will be proud of Bearhead as he chooses to teach others some life lessons by doing things in a clever way while benefiting many.  

Saying What You Mean

Another lesson that Bearhead gives readers is the idea that it is always best to say exactly what we mean when giving directions. If detail is not given in the directions the outcome might be all wrong. A lesson that the witch will learn the hard way.    

4. Review Excerpts:

Eric Kimmel loves to tell stories that his grandmother told him from her childhood in Europe, according to a biography written in the scholastic.com online magazine. The biography claims that Kimmel often changes some of the details in a story that he retells. He does this intentionally to focus on how storytellers should include their own imagination to guide them through the process.  This is what he did in retelling the Russian Folktale of Bearhead.

"...this is a satisfying tale, and children will delight in the winning hero's literal interpretations of orders." -- Publishers Weekly

"The folktale itself is very amusing,...what with outwitting the witch using Amelia Bedelia-esque literalism." --Rachel from Goodreads

5. Connections:

Other books by Eric Kimmel are:
The Three Princes: A Tale from the Middle East 
The Roosters Antler's: A Story of the Chinese Zodiac
Rimohah of the Flashing Sword: A North African Tale

Teachers in elementary as well as middle and high school could use this folktale to introduce a new way of writing.

Themes of poetry and song are riddled throughout this Russian folktale that Eric Kimmel has inverted. The original Russian tale has the hero with a man's head and a bear's body.  Students of all ages could use the story to write a poem or a song about diversity by either using the characters in the tale or creating their own unique theme.  Students should use the themes outlined in this tale to guide them, Again the themes are:

Acceptance and Diversity

Love and Sacrifice

Saying What You Mean

Some of Eric Kimmel's other books in a social studies course could be used to teach world cultures. This would be great for elementary school children. Culture's around the world have many unique qualities but these stories also reveal a common thread that links us all as a human race. 

BOOK #2 

1. Bibliography: 

Scieszka, John. The True Story of the Three Little Pigs: By A. Wolf. Ill. by Lane Smith. New York, Viking Press. 1989. 

 ISBN-0-670-82759-2

2. Plot:

Mr. Alexander T. Wolf (Al) is the author of this "other side of the story" in which he hopes to explain his side of the famous fairy tale. As he claims, "Everybody knows the story of the little pigs," but he believes it is told only from the pigs point of view.  Here Mr. Wolf draws a picture, with the assistance of Lane Smith's detailed illustrations, of the events the way that they "really" happened. Mr. Wolf feels that the story, taken only from the pigs version of the story, casts him a negative light. He also feels that many of the very crucial details behind the events of that day are lacking information and could therefore be misunderstood.  Mr. Wolf would like to take the opportunity to draw a better picture, with those missing details, in order to give a more thorough account.  Afterall, as Mr. Wolf states; "...noboby ever heard my side of the story...."

3. Critical Analysis:

In this fractured fairy tale Mr. Wolf explains the nature of a wolf's diet and how he is not to be blamed for the natural dietary needs of an innocent wolf. From the beginning Mr. Wolf is trying clear his "Big Bad Wolf" reputation from our minds. He provides us with the real reason that he goes to visit his longtime neighbors, the little pigs. What starts out as an innocent outreach among neighbors turns tragically wrong when a series of unexpected events unfold before Mr. Wolf that make him look guilty of crimes that he did not commit. The details of Al Wolf's story are generously accompanied by illustrations of how a "sneeze and a cup of sugar" caused all of the controversy behind the famous tale. Combine this with the poorly constructed houses of the first two pigs and there is a recipe for disaster. In addition to all of the chaos, the police and newspaper reporters came onto the scene and misread the situation completely. He was framed.  

4. Review Excerpts:

In 2007 the National Education Association named The True Story of the Three Little Pigs as #98 of 100 of the top books for children.  

In 2012 the School Library Journal named The True Story of the Three Little Pigs as #35 of the Top 100 Picture books.  

This video on YouTube is wonderfully read by "martellorules" and gives an interesting New York charcter to Alexander T. Wolf.

"You thought you knew the story of the three little pigs. You thought wrong." -- Goodreads 

"Older kids (and adults) will find it very funny."-- School Library Journal

5. Connections:

Other books by John Scieszka are:

The Stinky Cheese Man and Other Fairly Stupid Tales

The Time Warp Trio

Squids Will Be Squids

Other Fractured Fairy Tails are: 

Diane Stanley's:

 Rumpelstiltskin's Daughter 

The Trouble with Wishes

Mini Grey's:

The Very Smart Pea and the Princess-to-Be

ELA

When used in combination with the original tale of the Three Little Pigs this fractured fairy tale could be turned into a Readers Theatre for students to read aloud, followed by a teacher guided discussion of the many sides to any story.  The teacher could discuss how there are always three sides: Your side, my side, and then the truth.

 Social Studies

This fractured fairy tale once again could be used in combination with the original story to discuss basic rights outlined in the Bill of Rights.  Both the pig and the wolf exercised their First Amendment right to Freedom of Expression.

Another social studies lesson for high school students would be to take the familiar original story of The Three Little Pigs in combination with The True Story of the Three Little Pigs and make a "Mock Trial" assignment out of a Reader's Theatre.  The defense would be defending Alexander T. Wolf and the prosecution would represent the surviving pig and his "eye witnesses" (which are the police and news media).  This would be a good first trial for students to practice in mock trial.  

BOOK #3

1. Bibliography:

Zelinsky, Paul O. Rumpelstiltskin. Ill. by Paul Zelinsky. New York: Dutton Children's Books 1986. 

ISBN: 0-525-44265-0

2. Plot:

A miller has a daughter and has told a tale about her to the king in order to encourage interest in her.  The tale has put the young lady in a bit of a pickle. She must learn to perform a craft that has come from her father's imagination. A small little man comes along to offer her assistance.  In the exchange, the daughter must give him some valuable gifts and a promise of a gift that she cannot yet give.  This exchange results in the young lady becoming the queen.  Just when it seems time to have a "and they lived happily ever after" ending, the unfulfilled promise comes back to haunt the new Queen.

3. Critical Analysis:

The beautiful miller's daughter is clearly a hard worker as is evident from the first illustration in the book.  Her father wants a better life for her and because of this, he makes up the lie about her craftiness. He did not intend on creating a problem for his daughter but instead wanted to give her a chance of experiencing a better life.  

The king's elaborate palace is enormous and new to the young lady who finds herself desperate to find a solution to her great task.  In her desperation to save both her and her fathers good name, she accepts the little man's offer end her troubles.  The king is "amazed and delighted" with the first results that the miller's daughter has accomplished and the demand becomes greater. As her debt to the man grows, so too does her eye on the benefits of completing the task.  She reluctantly agrees to the last debt of exchange, unknowing if the promise made by the king will even be fulfilled.  She is now living in the beautifully illustrated palace with the handsome king. Her new life opportunities seem very inviting. 

Just when the young lady is supposed to enjoy the life that her father had envisioned for her, a new question threatens everything. Will the young lady be able to enjoy a new life of privilege, or will it all be ruined because of the debt that she owes the little man?

The beautifully illustrated images of the new bride queen and her king will keep you rooting for her and turn you strongly against the little man who first claimed to want to "help" the situation.  He seems to take great delight in watching the queen's new life falling to pieces.  He makes some critical mistakes and this might be what ruins his plans for victory.  

4. Review Excerpts:

Caldecott Honor Book 1998

" Richly hued oil paintings compliment a story simply and gracefully told." -- Goodreads

"Children... love the story for its mystery and its familiarity. Adults will find that, like most fairy tales, this one rewards periodic rethinking." -- New York Times Book Review 

 "Zelinsky's smooth retelling and glowing pictures cast the story in a new and beautiful light." --School Library Journal

5. Connections:

Read also the fractured fairy tale Rumpelstiltskin's Daughter by Diane Stanley

Related Books include:

Rapunzel by Paul O. Zelinsky

Hansel and Gretel by Rika Lesser

The Twelve Dancing Princesses by Marianna Mayer

This traditional fairy tale is a good one to discuss the consequences of not telling the truth.  

Elementary

Teachers could engage students in a discussion to infer possible outcomes that would not have a happy ending.  By starting with the daughter being discovered as unable to complete the task. Following up with the possible consequences for the father being found to be a fibber.  What might have happened if she could not escape the final task given by Rumpelstiltskin? Ending the lesson with having the children draw of picture or write an alternate ending to the book.   

Middle and High School

In a middle school ELA class or a high school literature class the class could be asked to critique the negative messages that are sent with this type of fairy tale. A special focus could be placed on the topic of dishonesty and risk taking that many of the characters took throughout the book. This can include the father allowing his daughter to be taken away by the king, to the daughter's trust in Rumpelstiltskin, and Rumpelstiltskin's trust in the daughter.  Even the king took a risk in bringing the daughter home. The question could be asked: Are these underlying messages the type of lessons that we typically try to encourage small children to learn? Free writing and discussion would be a great follow up to this lesson. 

ELL students could use this familiar story to relate or retell a similar story from their own memory in a home culture or country of origin.