Bibliographic Data
Freedman, Russell. 2002. Confucius: The Golden Rule. Illus. by Frederic Clement. New York: Scholastic Press.
Summary and Analysis
Confucius, the legendary philosopher and sage, has a somewhat disputable life. He never actually wrote anything himself. What is written about him and attributed to him came from his followers and stories passed on about him, such as the The Analects of Confucius, which is a collection of his sayings as recorded by his students. Freedman, in his biographical work on the wise Confucius, presents a well-researched and engaging glimpse into the life and teachings of this historic figure.
Freedman weaves together truth that is known about Kongfuzi, as he was known to his students, along with traditional tales that are told about him. Freedman goes as far back as the story surrounding Confucius's birth, sometime around 551 BC, and forward to the lasting influence of Confucius's teachings in modern society, such as in the wording of the U.S. Constitution. Quotes from The Analects of Confucius are inserted throughout the text to convey his character, intellect, and wit. It is written that Confucius said, "At fifteen, I set my heart on learning." Confucius went on to be considered a wise, educated man. He aspired to transform government, though his dreams went unrealized. He saw the corruptness of government and the less than admirable qualities in so-called "gentlemen." He desired to see "gentleman" used to refer to those who deserved to be called that, not by inherited means. Confucius's legacy continued through his disciples as they continued his teachings and revolutionary ideas about government. At one point, the Chinese empire tried to wipe out Confucian teaching, obviously unsuccessfully. Today, Confucius's birthday is celebrated in a festival at the Confucian Temple in Qufu.
Freedman clearly distinguishes between fact and lore. He provides a note at the end of the text detailing his research into the topic, including visiting Qufu, where Confucius was born and spent much of his life. Paintings by Clement appear opposite almost every page of text and add to the text by focusing on a specific portion, with the line of text underneath the painting. The paintings are given an aged, somewhat ancient character, appearing at times to be pages torn from old text. The use of blurred images adds to the mystique surrounding Confucius.
Awards and Reviews
*Publishers Weekly: Newbery Medal winner Freedman (Lincoln: A Photobiography) delves deep into Chinese history in his intelligent, comprehensive biography of the 5th-century B.C. philosopher Confucius, whose teachings have influenced the development of modern government and education in both China and the West. . .Clement's moody, ethereal illustrations complement the thoughtful text yet play up the mystery of Confucius's life.
©2002 Reed Business Information
*School Library Journal: In writing this biography, Freedman faced two obstacles: a distorted popular idea of Confucius, and a paucity of data about the real man. He directly addresses the first, and his engaging book beautifully compensates for the second. . .Clement's illustrations are superb. His "portrait" of Confucius is unidealized, based on written descriptions of him. Each full-page piece of art does homage to Chinese-style painting, simulating old pictures, some damaged, others bearing the seals of many owners.
©2002 Cahners Business Information, Inc.
Connections
*Extract a few of Confucius's sayings before reading the text. Ask students to discuss what they think he meant by what he said.
*Have students choose quotes from Confucius that they find personally meaningful and explain their selections.
*Students work in small groups to create a "Confucius Fact Sheet." Return to the text to identify factual informational and distinguish it from tales about Confucius. Establish criteria for determining what is fact.
References
Posted by
Tamra S
1:19 PM
Bibliographic Data
Sis, Peter. 2007. The Wall - Growing up Behind the Iron Curtain. New York: Frances Foster Books.
Summary and Analysis
In this part autobiographical, part historic informational text, Peter Sis transports the reader into his life growing up in Prague, Czechoslovakia during the Russian occupancy and Cold War. Along the bottom of the pages, Sis enlightens the reader about his development in drawing as well as other things Sis became involved with during his childhood and adolescence. The rest of the story is told in Sis' drawings, most of which are black and white with color used strategically to make points, such as the red flags to represent Communism, and the use of bright and lively colors to reflect Western ideas and culture, which were not condoned in his Communist society. Along with the detailed drawings, Sis provides commentary on what the images represent, as well as dates of events and what activities were considered "compulsory," such as taking Russian language classes, joining the Young Pioneers, political indoctrination, and displaying red flags on state holidays. Other activities, such as practicing religion, displaying Western flags, art besides Socialist Realism, and Western radio were discouraged, prohibited, or banned.
Interspersed throughout the text are double-page spreads with entries from Sis' own journals from his youth. They reveal a child's view of the world and the happenings of the time. They also expose Sis' thoughts and desire to rebel against an oppressive and restrictive life under Russian Communism. In one entry from June 1977, Sis pondered the question, "Can we hope things are ever going to get better?" Fortunately, they did. Sis concludes his book with the fall of the Berlin Wall, the end of the Cold War, and a snapshot of the events that unfolded after the fall of the Communist system, such as various countries gaining their freedom.
Sis offers an honest and insightful perspective on life inside the grip of Russian Communism in Czechoslovakia following World War II. The reader gets his child and adult views of the events during the course of his growing up in it. For an outsider with limited knowledge of this time period, it is informative and humbling to realize the freedoms of growing up in the United States during some of the later events depicted in the text. To read this provides the uninformed outsider an insider's point of view and the realization of the significance of the fall of the Berlin Wall. This book is more properly suited for grades 4 and up, due to the historic context that may be lost on younger audiences.
Awards and Reviews
*2008: Robert F. Sibert Medal and Caldecott Honor Book
*Starred review in Publishers Weekly: Born out of a question posed to Sis (Play, Mozart, Play!)by his children (Are you a settler, Dad?), the author pairs his remarkable artistry with journal entries, historical context and period photography to create a powerful account of his childhood in Cold War-era Prague. ©Reed Business Information.
*Starred review in Booklist: . . . a powerful combination of graphic novel and picture book.
Connections
*This title is complementary to a study of world history and could easily be incorporated in the middle or high school History classroom as a first-hand account of historic events.
*For upper elementary grade students, the book can be read aloud, followed by a discussion of the illustrations, and how Sis uses color to make points and why he depicts the Soviets as pig-like in suits. Notice with the students how they are inserted in illustrations as spying on people.
*Discuss with students how even in light of outside oppression, Sis' thoughts and dreams could not be controlled.
*Use this title as an introduction to research on this time period for students studying world history.
References:
Bibliographic Data
Frost, Helen. 2008. Diamond Willow. New York: Frances Foster Books.
Summary and Analysis
Frost's verse novel, Diamond Willow, is written in the main character's voice, which is twelve-year-old Willow. Set in a remote, fictional Alaskan town, Willow decides that she is old enough to take a 3-dog sled team out to her grandparent's house. Her parents reluctantly agree to let her go. Willow arrives safe at her grandparent's house, but on the way home she is reckless and her favorite dog, Roxy, suffers an injury. Guilt-ridden and desperate to save Roxy from euthanasia, Willow attempts to take Roxy to her grandparent's house because "It's the right thing to do," but runs into a little trouble on the way and discovers more than she ever expected about herself and her family.
This heart-tugging tale unfolds in the form of concrete shapes, those of diamonds, which was inspired by the diamond shapes found in the diamond willow's bark. Frost cleverly weaves in Willow's thoughts and feelings with messages revealed in bold-face words within each poem. Interjected throughout the story are ancestors of story characters, but they are in the form of animals observing and providing commentary on the circumstances, as well as providing a little assistance. The bond between Willow and Roxy is understood as Willow learns about her family's past.
The reader is drawn in quickly by Frost's smooth-reading sentences and Willow's perspective. Even in the form of a verse novel, character development and story elements are not lacking. The fast pace of the events and the link with Willow that the reader feels, make this novel a quick and satisfying read for upper elementary and middle school audiences.
Awards and Reviews
*School Library Journal: Frost casts a subtle spell through innovative storytelling. Her poems offer pensive imagery and glimpses of character, and strong emotion. This complex and elegant novel will resonate with readers who savor powerful drama and multifaceted characters. (Marilyn Taniguchi, Beverly Hills Public Library, CA)
*Booklist: The casual diamond shape of the poems reflects how precious jewels of wisdom can grow around painful scars. Willow’s bond with Roxy is the heart of the tale. Give this to fans of dog stories and to readers who liked Gary Paulsen’s Hatchet (1987). Grades 6-9. --Hazel Rochman
Connections
*Discuss the symbolism of Willow's name and how she is like the diamond willow bark.
*Reread only the bold-face words from each page. Have a conversation about what these reveal about Willow.
*Map out the story elements and how Willow changes as a character throughout the novel.
*Research the willow bark: where does it grow, what family of trees is it in, what is it used for, and student generated questions.
*Other possible research topics: Junior Iditarod, dog sledding, survival in snowstorms, Alaska, Athabascan people of Alaska (which is Willow's mother's side of the family)
Bibliographic Data
Florian, Douglas. 2007. Comets, Stars, the Moon, and Mars. Orlando: Harcourt, Inc.
Summary and Analysis
In this topical poem book written and illustrated by Douglas Florian, the reader is taken on a poetic journey through the solar system. Florian's twenty poems transport the reader from watching the sky in "skywatch" to "the Great Beyond." His poems contain factual information about planets and the solar system, while the collage paintings contain even more information, such as names of the minor planets, moons of other planets, and constellations. Most of the poems are rhyming patterns, though the patterns vary from poem to poem, such as "the moon" with its two line rhyming stanzas, to "Pluto," which has the repeated line of "Pluto was a planet," lines 2 and 4 rhyme with "pass/mass," and lines 6 and 8 rhyme with "admired/fired." Then there is "a Galaxy" in the form of a spiral shape poem, while the paintings depict the other shapes galaxies can be. Humor is not lost on Florian, as he includes that in poems such as "Pluto" and "the Black Hole."
Comets, Stars, the Moon, and Mars is a great addition to the Science classroom. The poems lend themselves to curriculum connections and also teach students to use illustrations to gain more information, since the text will not always say everything. Florian's collage paintings are vibrant and engaging, as they beg to be examined further, not only for content, but their artistic quality. Florian also used holes in pages that utilize illustrations from previous and next pages to add to the current page. A "Galactic Glossary" is inserted at the end of the book to provide even more information on the content in the poems, as well a brief list of bibliographic sources and suggestions for further reading. While younger students would enjoy this book for the poems and paintings, it is more content relevant for older students in grades 3 and up.
Awards and Reviews
*Texas Bluebonnet Nominee in 2008-09.
*Booklist: This large-format book looks at astronomy through the magnifying, clarifying lens of poetry. Each broad double-page spread features a short, accessible poem about a subject such as the sun, each of its planets, a comet, a constellation, or the universe, set within an impressive painting.
*Starred Review in School Library Journal: This one literally sings the music of the spheres. . . . In both language and artwork, Florian strikes the perfect balance between grandeur and whimsy. (7/01/07)
Connections
*Teachers may read aloud a poem or two a day as they cover the concepts of the solar system in Science class.
*Students may compose their own poems about objects in the solar system to demonstrate learning. Compile the poems into a class book of "Space Poems" and have the students illustrate.
*Students research one of the objects in space and present their findings to the class.
Posted by
Tamra S
8:59 AM
Bibliographic Data
Grimes, Nikki. 2004. Tai Chi Morning: Snapshots of China. Illus. by Ed Young. Chicago: Cricket Books.
Summary and Analysis
Nikki Grimes visited China in October 1988. While there, she recorded observations and transformed them into poems. The eighteen poems in this collection reflect Grimes' experience of traveling through China. Each poem is introduced with a backstory. Here, Grimes inserts her commentary on the events surrounding each poem and its origin, as well as some history. The poems vary in style, from free verse to rhyming patterns, such as "Tai Chi Morning," which is free verse and reads like the graceful, slow exercise itself, and "Street Sweeper," which follows an ABCB rhyming pattern.
Grimes works in Chinese names and composes some poems from an alternate point of view, such as "Huang Shan & the Great Wall," where Grimes relates the feelings of the Yellow Mountains not getting the same attention as the Great Wall. The mountains express their discontent at the admiration the Great Wall receives, while the mountains are "deftly carved by Heaven's hand" and the wall is "made by merely mortal men." Another poem, "Tiananmen Square," reflects Grimes visit to this popular spot and sentiment about the tragedy that occurred a few months after being there. At the end of the book, Grimes included the itinerary of her China trip, so that one can almost follow her journey in the poems.
The poems are complemented by either photographs taken by Grimes during her journey, or sketches by Ed Young. Young, who is a native of China, provided drawings from his own observations during visits to family. The illustrations are accompanied by titles or descriptions written in Chinese, and translations are provided at the end of the book. Young's sketches correlate with the time that Grimes was in China.
For someone who has never visited China, the poems and illustrations provide a glimpse into Chinese life and culture in the late 1980s. This collection would be appreciated by older students in grades 4 and up.
Awards and Reviews
*School Library Journal: A harmonious blend of travelogue, sketchbook, and poetic reflections, this offering will be enjoyed for its content and its teaching potential. . . Beyond its obvious use for providing a multifaceted picture of China, this sparse gem is also a perfect choice to demonstrate journal writing.
*Booklist: Young's beautiful, black-and-white drawings from his visits back to his Beijing family during the same period extend the poetry with glimpses of the places, people, and ways of life, from a crowded scene of hundreds of bicycles in the city parking lot to a quiet spread of people who appear to be meditating in the park.
Connections
*This book lends itself to research. Students in the upper grades could research the places that Grimes visited and compare the way it was then to now.
*Have students think about places they have visited and write a poem or two about what they remember. Remind students that, like Grimes' poems, their poems do not have to fit a pattern. Have them try using some of the various styles that Grimes used.
*For older students, do a mini history lesson on the events at Tiananmen Square using the 5 W's (who, what, when, where, why).
Bibliographic Data
Simonds, Nina, Leslie Swartz, and The Children's Museum of Boston. 2002. Moonbeams, Dumplings, & Dragon Boats: A Treasury of Chinese Holiday Tales, Activities & Recipes. New York: Harcourt, Inc.
In this compilation book, the reader is given background information on five holidays and festivals that occur in accordance with the moon cycle. Each festival and holiday includes food recipes to prepare, games to play, and decorations to make. The four festivals and holidays each have an accompanying folktale to explain why the Chinese celebrate that day. The holidays and festivals are Chinese New Year and the Lantern Festival, Qing Ming and the Cold Foods Festival, the Dragon Boat Festival, and Mid-Autumn Moon Festival. The five short tales convey information about Chinese religious beliefs, such as having a Kitchen God, a Jade Emperor, a River God, and a Goddess of the Moon. The Chinese have traditional ways to celebrate each holiday, and the tales explain how those traditions came to be. Families can read and enjoy the stories together followed by quality time and fun making the recipes and playing games.
Critical Analysis
Illustrations are provided by Meilo So. The paintings and drawings correlate with specific sections of text. They are also included with recipes, decorations and games to depict what each looks like. All of the illustrations are brightly painted with a carefree spirit, evident in the watercolor paintings.
The stories read easily and I can imagine how they well they must sound told orally. The authors took great care in researching and selecting the stories to include as well as remaining true to the cultural identity of the tales. The authors created a compilation that is welcoming for all family members to enjoy together. The inclusion of a pronunciation guide at the end of the book is helpful for pronouncing Chinese words. An additional feature is the addition of resources for adults and young readers, also located at the end of the book. With each recipe, game or decoration, the authors provide further background information to help readers understand their purpose, objective, or tradition. Every title, from story to decoration, is written in English and Chinese calligraphy, adding an authentic feel to the whole book.
Awards and Reviews
*School Library Journal: Most books for young readers about Chinese holidays stress Chinese New Year; only two others feature the full range of annual festivals. . .Moonbeams is a useful, visually appealing addition to any holiday collection.
*Booklist: This brightly illustrated, large-format book introduces Chinese New Year and the Lantern Festival, Qing Ming and the Cold Foods Festival, the Dragon Boat Festival, and the Mid-Autumn Moon Festival. . .The activities--riddles to tell and paper lanterns to make, among them--look like fun for young people. © American Library Association.
Connections
*Have craft materials on hand to make a few of the crafts described in the book.
*Choose one of the festivals to recognize at the appropriate time of year. Play the games and make the decorations associated with the festival or holiday. Host a celebration in the library one afternoon after school and enlist parent volunteers to provide snacks that are described in the book (make sure to warn of any food allergies by listing possible allergens with the different food choices and always check district policy on foods provided to students even if after school hours). Prepare an oral storytelling of the folktale associated with the holiday/festival or have students perform it in a Reader's Theatre for the audience.
Bibliographic Data
Kimmel, Eric A. 1995. The Goose Girl: A Story from the Brothers Grimm. New York: Holiday House.
Plot Summary
A young princess is betrothed to a prince in a far away kingdom. The princess’ mother sends her on horseback to the prince’s kingdom, accompanied by Margaret, the queen’s trusted servant. The princess’ horse, Falada, is no ordinary horse, but one that understands and speaks to humans. On their way to the prince’s kingdom, Margaret forces the princess to change out of her fine clothing into the servant’s attire and trade horses. Upon arriving at the prince’s kingdom, Margaret pretends to be the princess and the prince takes her to be his wife. She consequently has Falada killed so that he may not tell the truth, though his magic does not cease. Meanwhile, the princess is sent to work with Conrad, the boy who tends the geese. The king is suspicious of the true princess, as she does not look like a servant. The king eventually learns of strange events from Conrad, and spies on the servant princess. He then convinces her to confess her troubles to an iron stove and overhears the truth. The king then has Margaret put to death in the manner she described as what should happen to someone who did what she did. The princess is restored to her true self and marries the prince to live “happily ever after.”
Critical Analysis
This retelling of the Grimm Brothers’ fairy tale is quite similar to their version. While Kimmel made a few changes, such as Falada talking on the journey rather than the three drops of blood and the princess being restored after Margaret pronounced her own sentence, the rest remains close to the Brothers Grimm version. Kimmel used the characteristics of fairy tales, such as magic, threes, and repeated rhymes. He placed the story in a vague time and place, however Robert Sauber’s oil paintings depict a pastoral, lush land and possible time of the 16th or 17th century, based on the clothing. The attire, as illustrated, demonstrates the marked difference between royalty or wealth and servants of the time. Kimmel’s language is rich and reads fluidly. The repeated refrains add rhythm to the reading. Sauber’s full-page, vibrant illustrations add depth to the text that makes the story more engaging. The reader easily sees the innocence and goodness of the princess, as depicted by Sauber, as well as the king’s compassion for the princess/goose girl and anger with Margaret.
The triumph of good over evil is a recurring theme in traditional tales such as this. It is apparent in the ending when the evil Margaret meets her fate and the gentle, good-hearted princess is no longer the goose girl, but marries the prince.
Awards and Reviews
Booklist: This is one of those picture books that needs to find its way into the hands of older children and adolescents; they’ll be the audience best equipped to appreciate the artwork’s romantic appeal and the stark justice of the story.
Publisher’s Weekly: Sauber’s earthy colors and loose brush strokes combine for a painterly look that effectively portrays the romance of this fantasy land.
School Library Journal: The story is propelled by Kimmel’s perfect pacing and phrasing and by the vitality of the oil paintings . . . Most libraries will want to own this title.
Reviews courtesy of: Amazon.com. Editorial Reviews. http://www.amazon.com/gp/product/product-description/0823410749/ref=dp_proddesc_0?ie=UTF8&n=283155&s=books
Connections
*Based on the age of the audience, read the Brothers Grimm version of the story and complete a Venn Diagram to compare/contrast the two
*Gather other versions of The Goose Girl, such as the variant by Shannon Hale or The Goose Girl as edited by Gillian Cross. Compare the stories to identify similarities and differences across texts.
*For younger students, have them illustrate their favorite scene from the story.
*Depending on the age group, discuss the story's theme and justice for the wronged.
