Genre 2: Traditional Literature

The Three Little Pigs retold by M.J. York, illustrated by Laura Ferraro Close

Bibliography

York, M. J., and Laura Close. The Three Little Pigs. Mankato, Minn.: Childs World, 2012.

Plot Summary

In this classic tale, the three pigs build their homes out of straw, sticks and brick, as the big bad wolf sets out to devour each of the innocent and naïve little pigs. He succeeds in eating the first two pigs, which he captures by blowing their houses of straw and sticks down.  However, the third little pig that builds his house out of bricks and mortar is very clever.  He starts a huge, boiling cauldron of water in the fireplace for tea.  The wolf gets angry because he has been outsmarted by the clever little pig three times, so he decides to take a flying leap down the pig’s chimney to get to him.  As a result, the wolf unknowingly leaps to his death, right into the cauldron of boiling water.  Of course, the clever pig is left alone and lives happily ever after to go forth and prosper.

Critical Analysis

In this version of The Three Little Pigs, retold by M.J. York, the author puts a modern, practical spin on this fairy tale classic.  The story begins with the mother pig telling the three baby pigs that the family has fallen on hard times, so they must leave the family home and make their own way in the world.  Much of the original dialog and plot remain the same as the original, until the end of the story, when the third clever pig gathers his apples and turnips before his date with the wolf.  Another variation is boiling cauldron of water for tea that the third pig places in the lit fireplace in anticipation of the wolf.

The illustrations in this story can best be described as traditional; they are what a child would envision if the illustrations were not present.  The vivid use of color creates movement and animation, which stimulates a child’s imagination.

Review Excerpts

Connections

Gather other award-winning versions of The Three Pigs:

Caldecott Honor:  Weisner, David.  The Three Pigs.  ISBN 978-0618007011.

ALA Notable Children’s Book Citation and New York Times Best Book of the Year:

Scieszka, John. The True Story of the Three Little Pigs.  ISBN 978-0670827596.

-Use as a teaching tool for a first grade Reading lesson on sequencing

-Use as a teaching tool for a first grade Reading lesson on character traits

-Use as a teaching tool for a first grade Reading lesson on plot (problem/solution).

The Lion and the Mouse, by Jerry Pinkney

Bibliography

Pinkney, Jerry. The Lion and the Mouse. S.l.: Weston Woods/Scholastic, 2010.

Plot Summary

A meek little mouse stumbles upon a fierce and ferocious lion.  The frightened little mouse thinks he’s history until the mighty lion makes an unusual decision:  he decides to let the little mouse go.  The mouse doesn’t forget the grand gesture of kindness by the lion, and even tells his other mouse friends.  It’s a good thing that the lion decided to let the mouse live, because it is the courageous little mouse that saves lion from the snares of the hunter later in the story.

Critical Analysis

The story of the lion and the mouse is a heartwarming testament to the power of kindness and friendship.  The lion’s split-second, life-changing decision to free his prey means so much to the mouse that he feels inclined to return the good deed, proving that one act of kindness deserves another.  The illustrations are vividly colorful, detailed and unforgettable, rising to the challenge of telling a powerful story with minimal words.  Furthermore, the illustrations convey total composition, as the characters and setting appear to move off the page.

Review Excerpts

2010 Caldecott Medal

"Pinkney has no need for words; his art speaks eloquently for itself."—Publishers Weekly, starred review

"A nearly wordless exploration of Aesop's fable of symbiotic mercy that is nothing short of masterful... Unimpeachable."—Kirkus Reviews, starred review

 "A classic tale from a consummate artist."—School Library Journal, starred review

Connections

Gather other Caldecott Honor books to read such as:

Scanlon, Garton Liz.  All the World. ISBN 978-1416985808.

Stead, Phillip.  A Sick Day for Amos McGee.  ISBN 978-1596434028.

Raschka, Chris.  A Ball for Daisy.  ISBN 978-0375858611.

-great resource for teaching the virtues of kindness and respect (social studies)

Beautiful Blackbird by Ashley Bryan

Bibliography

Bryan, Ashley. Beautiful Blackbird. New York: Atheneum Books for Young Readers, 2003.

Plot Summary

All the beautiful-colored birds meet in the forest one day for a festival.  It is there that they behold the beautiful blackbird, and declare its amazing beauty.  They all tell blackbird that he is the most beautiful, and they confess that they want to be just like him.  They all break into expressive dance, just to show blackbird how beautiful they think he is.  Blackbird tells them all that they can look like him on the outside, but they should be themselves on the inside.  Then, blackbird graciously brings the beautiful black paint to the forest festival, and paints each and every one of his feathered friends black.  At the end, they all dance a happy dance in celebration, as blackbird reminds them, “I’ll be me, and you be you!”

Critical Analysis

Beautiful Blackbird is a heart-warming story that is a celebration of individuality.  As the other colored birds begin to gather around blackbird and become infatuated with his beauty, he acknowledges it but also stresses the importance of being true to oneself, by telling the other birds that you’ll look like me on the outside, but you are yourself on the inside.  The illustrations imitate life in this book, as the vivid colors represent movement, creativity and individuality.  The various uses of black lines and shapes also represent the individuality of the human experience.  The book also conveys another very subtle message:  black is beautiful.

Review Excerpts

2004 Coretta Scott King award for illustrations

“Bryan's lilting and magical language is infectious.” –Publisher’s Weekly

“…serves as a thoughtful and entertaining addition to units on self-esteem.” –School Library 

Journal

Connections

Gather other Coretta Scott King award books:

Hamilton, Virginia.  The People Could Fly:  A Picture Book Illustration.  ISBN 978-0375845536.

Gather other Caldecott Honor books:

McDermott, Gerald.  Anansi the Spider:  Tales from the Ashanti.  ISBN 978-0805003116.

-great resource for teaching the importance of self-esteem (social studies).

Genre 1: Picture Books

Please note that the contents of this blog are merely the opinions and views of a sleep-deprived, graduate school student attempting to complete an assignment for a class. =o)  This blog was created for LS 5603/20-21, Literature for Children and Young Adults, Texas Woman's University.

Bibliography:

Willems, Mo. Are You Ready to Play Outside? New York: Hyperion Books for Children, 2008.

Summary:

Are You Ready to Play Outside? is a charming story about a seemingly shy and demure elephant, and a very rambunctious and opinionated little pig that both want to play outside.  When it begins to rain, Piggy has a hissy-fit as the rain goes from a sprinkle to a torrent, while Gerald watches Piggy in shock and eventual fear.  The story takes a turn when Elephant decides to convince Piggy that the rain can be a good thing, by using his ear as an umbrella to shield Piggy from the downpour. 

As Piggy stands under the shelter of Gerald’s ear, he sees two worms splashing in the water, having fun.  The worms convince Piggy that he could have fun, too, as he begins to splash in the rain as well.  However, just as his fun begins, it abruptly ends with the ceasing of the rain and the presence of the sunshine.  When it seems as if Piggy is about to have another fit, Gerald comes to his rescue once more by showering Piggy with rainwater from his trunk.  In the end, Piggy realizes what a good friend Gerald really is.

Critical Analysis:
Perhaps the most obvious literary element is the use of anthropomorphism in Willems’ creation of the adorable Piggy and Gerald characters.  The dynamic character of the story appears to be Piggy, in that he takes on a spoiled demeanor at the beginning of the story, but has an attitude of gratitude in the end, by realizing the friend he has in Gerald. 

Gerald sensationalizes Piggy’s behavior by his reactions of fear and shock.  This change of heart represents a subtle use of didacticism, with the moral of the story being the value of friendship, and respect being the secondary theme.  The rain acts as a use of both symbolism and rising action, which gives the child reader an opportunity to infer what will happen next.  In addition, the rain foreshadows Piggy’s misbehavior and also creates an integral setting that eventually influences Piggy’s change of attitude.

Analysis of Illustrations:
Willems uses line as an element of illustration in order to depict the movement of a key element in this story:  the rain.  I assume that the white background and use of color to illustrate the characters causes the reader to focus more on the characters’ changing emotions, which are also important in carrying out the plot and illustrating the rapid changes in setting.

Personal Connection:

A student who visited my school library during ancillary time this week asked a question:  “Do you have any pig and elephant books?”  I think this question encompasses the very reason why Willems books are so charming and endearing; children can identify with the relateable characters and simplistic themes of these stories. 

Book Strengths/Weaknesses:

I think the book is great for teaching grades K-2 Reading skills such as basic characters, character traits, problem, solution, inference, sequencing, and cause and effect, as well the virtues of friendship and respect.  However, I’m not sure how appealing these books are to older elementary-aged children, grades 3-5, who sometimes exhibit more sophisticated or advanced interests.

Bibliography:

Viorst, Judith, and Ray Cruz. Alexander and the Terrible, Horrible, No Good, Very Bad Day. 2nd Aladdin Books ed. New York: Aladdin Books, 1987.

Summary:

The reader enjoys a vicarious account of a day in the life of a boy named Alexander, who describes his experiences during a “terrible, horrible, no good, very bad day.”  The story takes the reader on a journey through Alexander’s day, starting at home, going to school, shopping for sneakers, to his father’s job, and finally, back home again. Things seem to get worse and worse for the boy who can’t find anything good about the day he’s having.   The story takes a turn when, at bedtime, Alexander’s mother convinces him that he will have bad days sometimes.   In the end, Alexander falls asleep with the realization that everybody has bad days…even the people in Australia.

Critical Analysis:

This classic story offers a strong plot, in that it involves the character in a deep conflict with his own emotions of anger and frustration.  The same feelings of anger and frustration act as the antagonist of the story, since the main character is in direct conflict with himself.  In addition, the author builds upon the rising action by taking the reader through a series of negative experiences, felt by the main character.  What is more, these are the types of experiences that children and adults alike can relate to.  

The primary theme is the virtue of perseverance, because Alexander is able to overcome his negative emotions and experiences by realizing that other people have experienced them, too.  Finally, the author creates the allusion that Australia is this magical, perfect place where bad things never happen, which gives it a heavenly or “fantasy land” connotation.

Analysis of Illustrations:

The illustrator’s use of black and white lines suggests movement, specifically in the crosshatch effect, which gives the images a 3D quality.  The black and white color also lends a distinctive quality to the emotions of the main character, as well as the flat characters in the story. 

Personal Connections:

I don’t think there’s a human being alive that can’t relate to the experiences and emotions of the main character in this story.  I’ve often heard of teachers using this story for introducing story elements like character, plot, setting, sequence, inference, cause and effect, emotions, and social skills, etc.

Book Strengths/Weaknesses:

To the story’s credit, it reinforces and justifies the human experience, helping children to understand that it’s perfectly okay to have a bad day, and that other people have bad days, too.  However, I found myself longing for a happier ending, or an ending where the main character could have “stumbled” upon a way to brighten his day before going to bed that night.

Bibliography:

Klassen, Jon. This Is Not My Hat. Somerville, Mass.: Candlewick Press, 2012.

Summary:

A very little fish in the sea stole a hat from a much bigger, sleeping fish.  The little fish shows no remorse at all, and is determined to get away with the crime! As the little fish swims away to where the plants are “big and tall and very close together,” the illustrations elude to the fact that little fish’s friend, crab, has exposed his secret, and told the big fish where to find him.  At the end of the story, big fish swims away with his hat back on his head, with little fish nowhere to be found, and a very wide-eyed, guilty-looking crab still standing!

Critical Analysis:

There is use of personification in the idea of a fish wearing and stealing a hat.  The reader is reminded of the characteristics of a fable with the concept of the little fish stealing the big fish’s hat, and then big fish coming after him to seek revenge.  The conflict, suspense and complication of the plot begin early in this story, which is also signified by the theft of the hat.  It is this very suspense that grabs the attention of the reader and holds it until the end of the story.  The open ending of the story causes the reader to infer what could have happened to little fish, since the illustrations, rather than the text of the story, seem to hold all the answers.

Analysis of Illustrations:

Klassen uses vivid color to bring the characters to life in this story.  The dark hues of black, green, orange, brown and tan signify the colors of the sea.

Personal Connections:

This story reminded me of a fable, in that the little fish stole from a bigger fish, and the lesson was that little fish lost his life because of his foolishness.

Book Strengths/Weaknesses:

This story would definitely appeal to younger children from Pre-K to first grade.  The vivid illustrations fascinate children and generate a reading interest.  In addition, the dialog in the book is written on a child’s level, which represents the viewpoint of a child.  However, children in grades 2-5 would probably prefer literature that is more advanced or sophisticated.