Book Review – Mirror Mirror

Book Review – Mirror Mirror

(Image obtained from the Dallas Public Library website:  http://www.dallaslibrary2.org/)

1.       BIBLIOGRAPHY

Singer, Marilyn.  2010.  MIRROR MIRROR:  A BOOK OF REVERSIBLE VERSE.  New York:  Dutton Children’s Books.  ISBN 9780525479017

2.       PLOT SUMMARY

Do you remember the classic fairy tales such as Cinderella, Snow White, and Goldilocks?  Maybe those that were characterized as villains could possibly be victims.  This compilation of 14 short poems written in reverse fashion allows readers to consider a different perspective.  Although established in the traditional and magical setting of each tale, a modern twist of reading verse from both top-down and bottom-up are explored.  Thus, these legendary fairy tale characters show us that there are always two sides to a story. 

3.       CRITICAL ANALYSIS

Marilyn Singer’s self-created “reverso” is a delightfully contemporary take on character viewpoint.  The rhythmic matter-of fact language, although not in rhyme for the majority of the poems, helps the reader feel the “disappointment” (as stated in the title of one of the poems) some of the characters face.  The element of rhyme is not necessary, as the arrangement of words lend a surprisingly meaningful syntax when read both ways.  For example, in one of the first poems entitled “Cinderella’s Double Life” the following lines appeared:  “Stuck in a corner, while they’re waiting for a chance with the prince, dancing waltz after waltz…” (Cinderella’s perspective) and in reverse “…dancing waltz after waltz with the prince while they’re waiting for a chance, stuck in a corner” (still Cinderella’s perspective – but the outcome is more favorable for the character).  The word arrangement in the pair makes sense in each instance. 

Subtle changes in capitalization and punctuation alter the intonation of key words, which in turn transform the overall meaning.  In addition, when reversed, one can see how the English language is so diverse because some words and phrases contain double meanings.  For instance, the word “goose” in the Hansel and Gretel inspired poem “Have Another Chocolate” could be defined as a “type of bird” on one side of the paired poem and could mean “silly person” on the other side.  Multiple meanings are also assigned to the word “fool” in the poem “Disappointment” – meaning “a silly person” and “trick.”  The simple change of reversing the poem allowed some nouns to become verbs, and vice versa.

It would be remiss to exclude the wonderful contributions of illustrator Josee Masse.  Great cover illustrations display a large mirror in which two counterparts look up (or down – depending on perspective) at each other.  On the inside, her vibrant use of primary colors coupled with a collage type gathering complemented the side-by-side paired poem text.  This “mirror” fashioned design is something in which children of all ages will be able to identify.  It uniquely builds upon even the youngest reader’s background knowledge of T-charts and fairy tale characters.  Undoubtedly, “Mirror Mirror” is a clever marriage between fairy tale and verse which marks a brilliant beginning to this distinctive art form.     

4.       REVIEW EXCERPT(S)

2011-2012 Texas Bluebonnet Award Nominee

BOOKLIST:  Starred Review – “A must-purchase that will have readers marveling over a visual and verbal feast.”

SCHOOL LIBRARY JOURNAL:  Starred Review - This is a remarkably clever and versatile book that would work in any poetry or fairy-tale unit.  A must-have for any library.

5.       CONNECTIONS

·         This is definitely a poem collection begging to be read aloud.  Reading aloud the classic fairy tale version along with the “reverso” will help engage students into considering alternative perspectives in character study.  An adaption of Reader’s Theater may be explored, also.

·         Follow up read aloud sessions by taking Singer up on her offer of trying this format.  Pairs of students may collaborate as they attempt to compose their own reversible verse. 

·         Another book that shows the importance of syntax:

Gravett, Emily.  2007.  ORANGE PEAR APPLE BEAR.  ISBN 9781416939993

·         Another book of poetry that tell different perspectives of fairy tale characters:

Whipple, Laura.  2002.  IF THE SHOE FITS:  VOICES FROM CINDERELLA.  ISBN 0689840705

·         Websites of the author and illustrator – take time to view their other works:

http://marilynsinger.net/

http://www.joseemasse.com/

Other resources used:

www.amazon.com

http://www.schoollibraryjournal.com/

http://en.wikipedia.org/wiki/Main_Page

http://www.merriam-webster.com/

http://www.lancastertxlib.org/

http://www.dallaslibrary2.org/

This book review was created as an assignment for a course at

Texas Woman’s University.

Book Review – The Lion and the Mouse

Book Review – The Lion and the Mouse

           (Image obtained from the Dallas Public Library website:  http://www.dallaslibrary2.org/)

1.       BIBLIOGRAPHY

Pinkney, Jerry.  2009.  THE LION AND THE MOUSE.  New York:  Little, Brown and Co. Books for Young Readers.  ISBN 9780316013567

2.       PLOT SUMMARY

Lion, King of the Jungle, was disturbed from a peaceful rest by a tiny mouse one mid-morning in the “African Serengeti of Tanzania and Kenya” (see Artist’s Note in the afterword).  Angered by the nuisance, Lion contemplated destroying its prey.  Somehow, Mouse convinced the great beast to release him to the safety of his family.  Meanwhile, a pair of hunters on safari arrived in a jeep to set a trap.  Lion became the victim caught by the snare, and thus caught in a predicament his size alone could not handle.  Every animal in the forest were fully aware of his great misfortune due to the loud “roar” he gave; even mouse.   Remembering how Lion set him free previously, Mouse came up with a strategy to also free Lion in order to repay the favor.  Scratching and gnawing at the ropes of the trap took persistence, not necessarily great size.  This proved that even the smallest creatures have something immeasurable to contribute.

3.       CRITICAL ANALYSIS

This nearly wordless retelling of a famous Aesop fable is a delightful insight into the relationship between creatures big and small.  The few words that were used, involved mostly animal sounds (i.e. whoooo, grrr, squeak, etc.).  These words, though limited, were imperative in providing the reader with a sensory experience,   which captured the essence of the story.  Pinkney’s award winning illustrations, however, were the central focus that brought this age-old retelling to life.  Visual elements such as the following really showcased the talent of this author/illustrator:  the presentation of animal’s facial expression, detailed images that helped display an underlying theme of family (i.e. a family of ants on a blade of grass near the beginning of the story; families of elephants, birds, and giraffes; and the mouse’s and lion’s family displayed), an aerial view of the forest, and windowpanes exhibiting the sequential steps Mouse took to rescue Lion.  In all, the pictures told the story in an effective way that will have a special presence in years to come.

4.       REVIEW EXCERPT(S)

2010 Caldecott Medal Winner

PUBLISHERS WEEKLY:  “Pinkney has no need for words; his art speaks eloquently for itself.”

SCHOOL LIBRARY JOURNAL:  Starred Review - “The ambiguity that results from the lack of words in this version allows for a slower, subtle, and ultimately more satisfying read.”

1.       CONNECTIONS

·         Other versions of this tale could be studied to compare/contrast outcome and character perspective.  Students could explore writing different outcomes.  This can also be done using wordless picture books.

·         Another variants/versions of this book:

White, Mark.  1971.  THE LION AND THE MOUSE:  A RETELLING OF AESOP’S FABLE.  ISBN 1404802169

·         Websites with video clips featuring different versions of this tale:

http://www.youtube.com/watch?v=SXYW0blGk4w

http://www.youtube.com/watch?v=1bSpwUrxweU

Other resources used:

http://www.publishersweekly.com/

http://www.schoollibraryjournal.com/

http://en.wikipedia.org/wiki/Main_Page

http://www.lancastertxlib.org/

http://www.dallaslibrary2.org/

This book review was created as an assignment for a course at

Texas Woman’s University.

Book Review – The Three Pigs

Book Review – The Three Pigs

 

           (Image obtained from the Dallas Public Library website:  http://www.dallaslibrary2.org/)

1.      BIBLIOGRAPHY

Wiesner, David.  2001.  THE THREE PIGS.  New York:  Clarion Books.  

 ISBN 9780618007011

2.     PLOT SUMMARY

Blown right into a world of fantasy, the three pigs escaped demise as the wolf “huffed” and “puffed” their house down.  As in other versions of this tale, three pigs set out to make a new life for themselves.  Each built their home of different materials:  straw, sticks, and bricks.  Instead of being consumed by the wicked wolf, the pigs crossed over to an imaginary land where they encounter the famous nursery rhyme character “cat and the fiddle” and a medieval dragon.  While looking back into their homeland from the fictitious world they entered, the pigs noticed the fine craftsmanship of the third pig’s dwelling (made of bricks).  This observation, along with the desire to return, led the pigs and their new found friends back home.  In the end, these characters joined forces to form their “happily ever after.”

3.     CRITICAL ANALYSIS

David Wiesner balances the traditional telling of this story with a clever twist.  He draws readers in with original details that make it so unforgettable.  The predictable language, repetition, and rhyme used by the wolf and pigs are a trademark children love to imitate.  These well-known lines include “Little pig, little pig, let me come in…Not by the hair of my chinny-chin-chin…Then I’ll huff and I’ll puff and I’ll blow your house in!”  Although these words included in many other versions add a hint of humor to the tale alone, the dialogue between the characters (including the use of call out balloons) in Wiesner’s account provide further amusement.

Wiesner’s illustrations also added humor as it ingeniously allowed readers to see the pigs viewing their old life as a storybook.  The voyage consisted of the pigs flipping the pages of the book with their bodies, crumbling pages, manipulating the pages into a paper airplane, and straightening the pages to jump back into their world.  In some instances, the pages seemed as though they were “windows” into many worlds.  Jumbled text at the end of the story clearly left the wolf disheveled, as the reader has to use prior knowledge, context clues, and interpretation to figure out the wolf’s fate. 

4.     REVIEW EXCERPT(S)

2002 Caldecott Medal Winner

PUBLISHERS WEEKLY:  “Even the book's younger readers will understand the distinctive visual code.”

SCHOOL LIBRARY JOURNAL: “Witty dialogue and physical comedy abound in this inspired retelling of a familiar favorite.”

5.     CONNECTIONS

·         Other versions of this tale could be studied to compare/contrast outcome and character perspective.  Students could explore writing different outcomes to create their own fractured tale.

·         Other variants/versions of this book:

Galdone, Paul.  1970.  THE THREE LITTLE PIGS: A FOLK TALE CLASSIC.  ISBN 9780547370200

Scieszka, Jon.  2009.  THE TRUE STORY OF THE 3 LITTLE PIGS.  ISBN 9780142414477

Lowell, Susan.  1992.  THE THREE LITTLE JAVELINAS.  ISBN 0873585429

·         Websites with lesson plan ideas:

http://printables.scholastic.com/printables/detail/?id=39411

http://www.vickiblackwell.com/lit/threepigs.html

http://www.hubbardscupboard.org/three_little_pigs.html

Other resources used:

http://www.publishersweekly.com/

http://www.schoollibraryjournal.com/

http://en.wikipedia.org/wiki/Main_Page

http://www.lancastertxlib.org/

http://www.dallaslibrary2.org/

This book review was created as an assignment for a course at

Texas Woman’s University.

Book Review – How Chipmunk Got His Stripes

Book Review – How Chipmunk Got His Stripes

        (Image obtained from the Dallas Public Library website:  http://www.dallaslibrary2.org/)

  

1.       BIBLIOGRAPHY

Bruchac, Joseph.  Bruchac, James. 2001.  HOW CHIPMUNK GOT HIS STRIPES:  A TALE OF BRAGGING AND TEASING.  Ill. by Jose Aruego & Ariane Dewey.  New York, NY: Dial Books for Young Readers.  ISBN 0803724047

2.       PLOT SUMMARY

This tale, retold by Bruchac & Bruchac based on original tales told by various tribes in the Native American culture, introduces the reader to the main characters Bear and Brown Squirrel during “one autumn day long ago.”  Bear was quite a confident character in his self-proclaimed ability to “do anything.”  He bragged on how he was the “biggest,” “strongest,” and “loudest of all the animals.”  Along came Brown Squirrel during his proclamation, with a request to test Bear on his dominance.  Brown Squirrel asked Bear to tell the sun to rise no more.  Although Bear knew this is something he has never done before, he decided to take Brown Squirrel up on this challenge because he was assured of his power. 

As the evening fell into night, and the night grew into morning, Bear was proved wrong as the entire forest of elated animals watched the sun come up.  The angered Bear, provoked by the squirrel’s boastfulness of winning the bet, chased and eventually clawed Brown Squirrel on his back.  Thus, the new name Chipmunk has emerged for the squirrel, with stripes along his back as a badge to remind him of the price for teasing. 

3.       CRITICAL ANALYSIS

Bruchac and Bruchac do an outstanding job in metaphorically teaching a cautionary lesson in being too boastful, and the consequences of teasing.  The repeated lines, “The sun will not come up, hummph!” and “The sun is going to rise, oooh!” shows the anticipation and emotion the characters were experiencing in a wonderfully rhythmic pattern that children would enjoy chiming. 

Delightful illustration by Aruego and Dewey also display character emotion, along with appropriate use of color to highlight the change of time and season throughout this tale.  For example, the use of brown, yellow, orange, and green in an impressionistic fashion (reminiscent of the work of the great French artist Claude Monet) really captures the visual essence of autumn in a way that is pleasing to the eye.   

In all, this tale has both humorous and serious qualities that have the ability to remain in the development of the reader’s character. 

4.       REVIEW EXCERPT(S)

KIRKUS REVIEWS:  “Clever use of perspective…A winner.”

PUBLISHERS WEEKLY:  “the dialogue is effective and invites audience participation...”

SCHOOL LIBRARY JOURNAL: “A priority purchase for most collections.”

5.       CONNECTIONS

·         Other folktales could be studied to compare/contrast folktale elements along with the moral.

·         The last page of the story gives a hint about the origin of a bear’s hibernation.

Here is a list of other books for children related to hibernation:

Henkes, Kevin.  2008.  OLD BEAR.  ISBN 9780061552069

Matero, Robert.  2000.  ANIMALS ASLEEP.  ISBN 0761316523

·         Other folklore with bears as characters:

Aylesworth, Jim.  2003.  GOLDILOCKS AND THE THREE BEARS.  ISBN 0439395453

San Souci, Robert D.  2000.  CALLIE ANN AND MISTAH BEAR.  ISBN 0803717687

Souhami, Jessica.  1999.  NO DINNER!:  THE STORY OF THE OLD WOMAN AND THE PUMPKIN.

ISBN 0761450599

·         Website with lesson plan ideas:

http://www.informationliteracy.org/plans/print_format/253

·         Website with printable Native American Stories:

http://www.apples4theteacher.com/native-american/short-stories/

Other resources used:

http://www.publishersweekly.com/

http://www.kirkusreviews.com/

http://www.amazon.com

http://www.lancastertxlib.org/

http://www.dallaslibrary2.org/

This book review was created as an assignment for a course at

Texas Woman’s University.

http://en.wikipedia.org/wiki/Main_Page 

Book Review - Alexander and the Terrible, Horrible, No Good, Very Bad Day

Book Review – Alexander and the Terrible, Horrible, No Good, Very Bad Day

              (Image obtained from the Lancaster Veterans Memorial Library website:  http://www.lancastertxlib.org/)

1.       BIBLIOGRAPHY

Viorst, Judith. 1972.  Alexander and the Terrible, Horrible, No Good, Very Bad Day.  Ill. by Ray Cruz.  Antheneum, NY: Children’s Publishing Co.  ISBN 0689711735

2.       PLOT SUMMARY

This was just not Alexander’s day.  Everything seemed to be going wrong.  From waking up with gum stuck to his hair, falling in the mud and being called a “crybaby”, to biting his tongue before bed as his cat rejects his company, and all the eventful happenings in between, this proved to be a rotten day for the young grade school boy that wishes he could just escape to “Australia.”  At the end of the day, one could gather he realizes that running away is not the answer, because his mom reminded him that “some days are like that. Even in Australia.” 

3.       CRITICAL ANALYSIS

The outline of Alexander’s single day events, though unfortunate if experienced on separate occasions, seemed to be hilariously outrageous.  On one hand you want to feel sorry for Alexander, but on the other hand you may secretly laugh at the humor covertly included in this text.  It is not as though you want to chuckle at his many mishaps, but may find yourself smiling with embarrassment as you reflect on how you felt when you had days like this.  People could totally relate to the theme of this story.  

The word choices and storytelling of Viorst gives  “voice” to Alexander, and allows the reader to imagine him as someone that they may have known.  The repetition of the line “It was a terrible, horrible, no good, very bad day” really stresses that Alexander means what he said.  Vintage and detailed black-and-white illustrations by Ray Cruz wonderfully highlights the very different emotions the young boy felt:  anger, sadness, disregarded, embarrassed, frustrated, and more.  Thankfully we all don’t have to escape to “Australia.”  This classic picture book teaches us to hang in there during tough times, because tomorrow is a new day.

4.       REVIEW EXCERPT(S)

ALA Notable Children’s Book
Georgia Children’s Book Award

AMAZON.COM REVIEW:  “Alexander…is a great antidote to bad days everywhere.”

CHILDREN’S LITERATURE BOOK REVIEWS: “Alexander… is a timeless picture book that can be enjoyed by all ages for years to come.

5.       CONNECTIONS

·         How ironic, I am having a tough time posting my Blogs today.  I am trying to make a deadline for my class, but I am having technical difficulties.  What a “terrible, horrible, no good, very bad” situation I’m in.  Oh, well.  I can’t go to “Australia,” so I’ll keep trying.

·         Other books for children related to persistence:

Polacco, Patricia. 1998.  THANK YOU, MR. FALKER.  ISBN 0399231668

Ahlber, Allan. Briggs, Raymond. 2002.  A BIT MORE BERT.  ISBN 0374324891

·         Websites with lesson plan ideas:

http://www.bookrags.com/plans/TCR2347/

http://www2.scholastic.com/browse/lessonplan.jsp?id=869

http://www.lessonplanspage.com/LAOHelpAlexander-TerribleHorrible-CauseAndEffect2.htm

Other resources used:

http://en.wikipedia.org/wiki/Main_Page

http://www.amazon.com

http://www.lancastertxlib.org/

http://www.dallaslibrary2.org/

This book review was created as an assignment for a course at Texas Woman’s University.