Book Review for Face Bug

Book Review by Allie Davis
MLIS 5603 Literature for Children and Young Adults

BIBLIOGRAPHY
Lewis, J. Patrick. 2016. Face Bug. Photography by Frederic B. Siskind and Ill. by Kelly Murphy,  Honesdale, PA: WordSong, 2016. ISBN 1590789253

POEM  CRITICAL ANALYSIS
     A topical poem book, Face Bug is a book of 14 different poems that describe bugs.  Each poem uses end rhyme in varying rhyme schemes.  The end rhyme is different for each poem, but it is present in every poem.  A few concrete poems are included in the book using end rhyme, as well, but not in stanza format.  With the exception of these concrete poems, nearly all of the poems are written in stanzas which follow a rhythm pattern of similar meter; each meter varies by poem. For example, "Hickory Horned Devil" is nearly an exact 7 syllable per line poem while "Nursery Web Spider" is exactly 8 syllables per line.  These patterns lead to a wonderful fluency when reading them out loud. 
     As the sounds of each poem unfolds, alliteration emerges as reoccurring but not overdone element.  In brief phrases, Lewis includes moments of alliteration such as "stopping, starting rapid fire" and "feed his face."  There are also some places of assonance presented.  Places such as, "Yes, You're the clever creature" include both alliteration and assonance, adding a musical quality to each poem.  The language and wording Lewis uses in his poetry include much personification. Each bug is given human qualities.  The Pearl Crescent Butterfly, "sips" her flower.  The Nursery Web Spider gives his mate a "gift," and the Green Darner Dragonfly becomes the "emperor" of the pond.  This personification helps the reader visualize, understand, and feel what the bugs' lives are like.  In using personification, Lewis also incorporates metaphor into the poetry, making the bugs things like torpedoes and emperors. 
     Vivid visual imagery is one of the most important elements in book, not only to the poems themselves, but by an actual photograph included of every bug.  Black and white cartoon frames are also included of bugs doing "human" things like dancing or running control panels.  Both illustrations help young readers experience a bug's world in a new sense contributing to the overall understanding of each bug in general.   The readers/viewers are able to experience these bugs in a non-frightening setting that a child might not have been exposed to previously.  Many young children are afraid of bugs, and this book helps alleviate the need for face-to-face exposure until emotionally ready to view them.  The child is able to see, feel, and "understand" why each bug does what it does, and a "human" connection is created through use of personification. The balance of all three elements (poem, cartoon, and photography) create a perfect blending of nonfiction and imagination to hold the attention of even those who are unable to read yet.

AWARDS

·       Bluebonnet Award Nominee for 2014
·       California Reading Association’s Eureka! Nonfiction Children’s Book Awards - 2013

REVIEW EXCERPT(S)

·       Horn Book Magazine, "Each double-page spread "exhibit" in The Face Bug Museum consists of a poem, a cartoonish but detailed line drawing, and an extreme close-up photo of the subject. Varied forms keep the poems about insects' and other creepy-crawlies' adaptations surprising.  A 'word from our bugs' expounding further on each species concludes this visually compelling interdisciplinary field guide to tiny creatures."  ©  2013.
·       School Library Journal, “Visitors to this book get close-up, photographic views of 15 amazing creatures, including the Hickory Horned Devil and the Nursery Web Spider, whose eyes are impossible to avoid counting. "Eight black eyes in a whiskery face,/Eight round eyes in a dark crawl space/That never bother blinking back/Could give a kid a heart attack!" The endnotes, "written" in first person by the various bugs, describe "Where I Live," "How I Grow," "What I Eat," and "What Eats Me" with scientific accuracy and humor. Budding bug fans will love this title. The poems are funny and based on actual bug behavior and attributes, the photographic portraits of the faces and eyes are marvelous, and the ink and graphite drawings guide readers through the museum collection."  © 2013
·       Publisher’s Weekly, "...Siskind's extraordinary photographs display every bristle, dew drop, and antenna. After appreciating these intimate portraits, readers will think twice before swatting a fly©  Jan. 27, 2013.
·       Booklist, "...The 14 featured bugs display their special characteristics and behaviors in excellent large (and greatly enlarged) color mug-shot photos and in larger black-and-white pictures that also show the visitors enjoying the interactive exhibits. The rhyming poems, which are varied in form and tinged with humor, often incorporate information about the bugs. Written by the current U.S. Children's Poet Laureate, the verse is uneven, though it is often clever..." © 2010.

CONNECTIONS

Use as an introduction to a bugs, photography, end rhyme, museums, friendship.

https://www.teachingbooks.net/tb.cgi?tid=37229

 

 Gather other poetry insect books to read such as:

·       Fleischman, Paul. Joyful noise: poems for two voices. ISBN 0064460932
·       Florian, Douglas. Insectlopedia: poems and paintings. ISBN 043904667X
·     Hewitt, Sally. Bugs pop-up: creepy crawlers face to face. ISBN 0810950324
·     Yolen, Jane. Bug off!: creepy, crawly poems. ISBN 1590788621

Gather more J. Patrick Lewis titles to read such as:
Link to author J. Patrick Lewis’ website which lists other books he has written: http://www.jpatricklewis.com/books.shtml

·       The Good Ship Crocodile. ISBN 1568462387
·       When Thunder Comes: Poems for Civil Rights Leaders. ISBN 1452101191
·       Edgar Allan Poe's Pie, And Other Math Puzzlers in Classic Poems. ISBN 0544456122
·       The National Geographic Book of Animal Poetry. ISBN 1426310099

Gather other Bluebonnet Award titles to read such as:
·       Robertson, Robbie. Hiawatha and the Peacemaker. ISBN  1419712209
·       Rockliff, Mara. Mesmerized: How Ben Franklin Solved a Mystery that Baffled All of France. ISBN 0763663514
·       Grimes, Nikki. Poems in the Attic. ISBN 1620140276
·     Jones, Kelly. Unusual Chickens for the Exceptional Poultry Farmer. ISBN 0385755554

Book Review for Freedom Over Me: Eleven slaves, their lives and dreams brought to life

Book Review by Allie Davis
MLIS 5603 Literature for Children and Young Adults

BIBLIOGRAPHY

Bryan, Ashley. 2016.  Freedom over me: Eleven slaves, their lives and dreams brought to life. New York: Simon & Schuster. ISBN 1481456903

POEM  CRITICAL ANALYSIS
     Freedom over me is a free verse, narrative poem told from the perspective of 11 slaves and their female slave owner who is selling the plantation after the death of her husband.  Told in verse style, there is little rhythm and only a minute amount of rhyme.  It is told in typical stanza format, created in sections of four pages for each of the slave's characterizations.  Told in first-person point of view, Mrs. Mary Fairchilds introduces the story by telling the reader why she is selling the estate, which includes the slaves. The narration following the introduction tells the stories of each of those 11 slaves whom Mrs. Fairchilds has hired an appraiser to "price."  Each slave portrays details of his or her specific job and then further develops their heritage memories and dreams for the future.
     As the language and sound of these stories unfold in poem format, some minor rhyme does occur sporadically, such as "docked/blocked." It is sporadic enough, though, that it seems almost accidental.  There are occasional uses of alliteration such as, "Gift of God" and "Suffering of the Slaves," and a few examples of repetition are also present, especially with the usage of FREEDOM as a consistent theme throughout.    Personification is used beautifully to create an almost "second nature" to these slaves as they tell their African history.  The slaves have been priced by an appraiser for auction, and the reader is told their plantation name first, but as they tell their stories, we see their African names become personified into descriptions of themselves.  Yeradin means "Studious," and Serwaa means "Jewel."  Bryan also uses metaphor infrequently although they are not obvious.  Sewing becomes the "song of my hands" while beating on an anvil is "a plea for freedom."  One well-known idiom is included in the text of a story, "Jump the broom," the traditional term for marriage in the slave culture. 
     Imagery is one of the most important elements in book.   Throughout the text, visual, auditory, and tactile imagery is used to evoke a strong sense of emotion in the narration.  A vision of runaway slaves is shown when the slaves gather to talk of "Heartbreaking stories of those caught, returned to slavery, brutally punished."  Battles and craftsmen's artistry are also described well visually.  We hear stories of the village songs and stories and feel "frightened by voices shouting in no tribal language we knew."  Strong emotion is evoked through the narrators' tones when reliving the "aches, pains, the suffering of the slaves" portrayed through the lack of humanity which is suffered by the slaves longing for freedom.  We feel their desire, know their pride in craftsmanship and skill, and understand the universal theme that they are people, not property.  We feel their hopes, dreams, and their visions.
     The book is a strong balance of narrative poetry and illustrations.  Each person is developed in four pages, of which the first two include autobiographical information and a head/shoulders painting which is surrounded by a backdrop of slavery related documents, including the person's "white" name and price tag.  The next two pages include a reflection on each person's African roots and even their secret life and dreams.  The illustrations on these pages include elements of their heritage and ancestry as stated in their accounts, and when balanced together, these accounts form a vivid image of life on the Fairchilds Estate in 1828

AWARDS

·       2016 Newberry Honor Book
·       2016 Nominee for Coretta Scott King Author Honor Book
·       2016 Nominee for Coretta Scott King Illustrator Honor Book
·       Kirkus Prize Young Reader's Literature Finalist 2016
·       New York Times Notable Children's Books of 2016
·       New York Times Notable Picture Books of 2016

REVIEW EXCERPT(S)

·       Horn Book Magazine, “…While no information beyond the gender and name, and price of each of the eleven enslaved people is noted in the appraisal of the estate, Bryan lovingly restores their humanity and dignity, giving them ages, true African names, relationships, talents, hopes, and dreams...” ©  Nov. 4, 2016.
·       School Library Journal, “...Relying on narrative poetry to explore each figure's inner and outer life, Bryan gives voice to their history, their longing for freedom, and their skills as artisans, cooks, musicians, carpenters, etc...”  © Sept. 1, 2016
·       Publisher’s Weekly, "Using a document from 1828 that lists the value of a U.S. landowner's 11 slaves, Bryan creates distinct personalities and voices for each, painting their portraits and imagining their dreams..." ©  July 4, 2016.
·       Booklist, "Each person appears in a four-page section, opening with a page of free verse text opposite a riveting head-and-shoulders portrait with grim collage background of slavery related documents. A banner reveals the person's appraised value, master-imposed slave name, and age..." ©  Aug. 1, 2016.

CONNECTIONS
Use as an introduction to a slavery, social conditions, racism, forced labor, plantations, culture, geography unit.

• https://www.teachingbooks.net/tb.cgi?tid=51319&a=1
• http://storypath.upsem.edu/freedom-over-me/

Gather other 2016 Newberry Honor Books to read such as:

·       The Surrender Tree: Poems of Cuba's Struggle for Freedom by Margarita Engle, ISBN 030758299X
·       The Voice That Challenged a Nation: Mariah Anderson and the Struggle for Equal Rights by Russell Freedman, ISBN 0618159762
·       The Watsons Go to Birmingham by Christopher Paul Curtis, ISBN 0385321759

Gather similar titles to read such as:

·       Underground by Jean Ferris, ISBN 0374372438
·       The Slave Dancer by Paula Fox, ISBN 0807204587
·       Dear Austin: Letters from the Underground Railroad by Elvira Woodruff, ISBN 0613284631
·       Copper Sun by Sharon Draper, ISBN 06898218416

Book Review for Joseph Had a Little Overcoat

Book Review by Allie Davis
MLIS 5603 Literature for Children and Young Adults

BIBLIOGRAPHY
Tabock, Sims. 1999. Joseph Had a Little Overcoat.  New York, Viking. ISBN 0670878553

PLOT SUMMARY
     Joseph, the protagonist, has a little overcoat that is ready to be thrown away.  Instead, he decides to recycle it into numerous artifacts including: a jacket, vest, scarf, necktie, handkerchief, and button.  After making each new article, he takes joy in it by entertaining himself in various ways.  He goes to a fair, a wedding, participates in a choir concert, goes to the city, and enjoys himself at home.  At the end of this folktale, when he loses the last item he has created from his overcoat, a small button, he is actually able to tell this story on paper so nothing is completely lost.   

CRITICAL ANALYSIS
     This folktale reads similarly to a regular children's story.  It gets straight to the point in simple, easy sentences format.  Within the narration of the story itself, no exact culture is portrayed.  The Yiddish culture from long, long ago is mainly insinuated from the illustrations, done also by the author.  Although never mentioned by name in the story itself, the illustrations indicate a foreign culture, evident through the hat Joseph wears, his beard, and other regalia worn by minor characters throughout the story.  Even though it is not specifically mentioned, even nonreaders and young readers will recognize a foreign flare in the fashion styles presented .  His illustrations are boldly colorful, from the top of the page, to the bottom.  There are interesting patterns of folk art with every imaginable color.  There is so much to look at that a reader can easily get lost in the pictures themselves and could spend hours looking at this book.  As the reader turns the pages, die-cut images are used to show what Joseph's new creation is going to be, a form of foreshadowing.  The die-cuts are woven into the previous page's illustrations.  For example, on page 2, the turkey feathers incorporate the new jacket found on page 3.  The feathers have taken on the shape of the jacket.
     The theme of this retold classic is stated at the end of the story.  The narrator states on the last page, after he has lost the button, "You can always make something out of nothing," including a book, when there was nothing else left of the overcoat.

AWARDS

•  Caldecott Award -- 2000 winner
• American Library Association Notable Books for Children -- 2000 winner
• Read Clover Award  --  nominated for 2001
• Bluegrass Award -- nominated 2001
• Golden Archer Award  -- winner 2001 
• National Jewish Book Awards  -- winner 1999
• Choice Award  -- nominated 2001
• Florida Reading Association Children's Book Award  -- nominated 2002

REVIEW EXCERPT(S)
·       Horn Book Magazine, "...Left with nothing, he makes one more item, this book..." © January 1, 2000.
·       Publisher’s Weekly "...It's the bustling mixed-media artwork, highlighted by the strategically placed die-cuts, that steals the show..." © November 1, 1999.
·       School Library Journal, "...A book bursting at the seams with ingenuity and creative spirit..." © January 1, 2000.
·       USA Today, December 2, 1999.

CONNECTIONS
Gather similar books to read such as:
·       Whose Coat Is This by Laura Sales, ISBN 1404815988
·       Clothes and Costumes by Norman Lock, ISBN 0721434495
·       Hats, Hats, Hats by John Speirs ISBN 0307176517

Use as an introduction to units on clothing/dress, recycling, Jewish/Russian culture, sewing, and folktales.

ACTIVITIES

• Conservation challenges
• Class quilting blocks-sewn or pasted onto a background
• YouTube song at https://www.youtube.com/watch?v=KZ37_s7X3jA
• YouTube reading at https://www.youtube.com/watch?v=lsJ0GtNzd2o
• Lesson plans at http://pbskids.org/lions/cornerstones/joseph/

https://www.teachingbooks.net/tb.cgi?tid=23137&a=1
https://www.amazon.com/Joseph-Bruchac/e/B001H6KFWE/ref=ntt_dp_epwbk_0
https://prezi.com/lgbegghdf6ck/unit-2-lesson-9-day-1-how-chipmunk-got-his-stripes/

Book Review for David Wiesner's The Three Pigs

Book Review by Allie Davis
MLIS 5603 Literature for Children and Young Adults

BIBLIOGRAPHY
Wiesner, David. 2001. The Three Pigs. New York, Clarion Books. ISBN 0618007016

PLOT SUMMARY
     This version of The Three Little Pigs begins like any other, with the pigs going out into the world to establish themselves.  The first pig goes out and builds a straw house which is then blown over by the wolf who eats the pig.  A second pig builds a stick house which is also blown down by the wolf and then eaten. As the story progresses, the reader learns that the pigs do not actually die, but are "blown" off the pages and become part of a frame story .  Meanwhile, the 3rd pig builds his brick house and is safe from the wolf.  All 3 pigs are now in the framework of the 2nd story, adventuring through a make-believe world of other fairy tales by flying on a paper airplane.  They meet the cow who jumped over the moon, the Dish and the Spoon, dragons, kings, and princes on their journey.  After adventures with many characters, they decide to go back home via the crumpled paper airplane, taking some of the fairy tale characters with them.  They enter back as the wolf is blowing on the brick house.  He is met with the dragon, who saves the day, and they all live happily ever after.

CRITICAL ANALYSIS
     Through the repetitious narration of the well-known wolf and pigs' dialogue each other well-known nursery rhymes such as, "Hey, Diddle Diddle, The Cat and the Fiddle.  The Cow jumped over the moon," the wonder of childhood storytelling is evident in the traditional start of this "Once upon a time" story which also incorporates the normal "happily ever after" ending for the protagonists. However, this version takes an unexpected plot twist when the 3 pigs enter another world.  While it starts and ends in the traditional sense, the rest of the book takes a radically different approach, moving into a modern, fresh version. An implied archetypal theme emerges in the form of good vs. evil between the pigs and the wolf. There are the easily recognizable wordings of the original tale such as, "I'll huff and "I'll puff, and I'll blow your house in," and "Not by the hair of my chinny-chin-chin," and closes with good triumphing over evil, even though it is not the normal three pigs ending.  The wolf is met with the dragon, who saves, the day, and they all live happily ever after.   
     The illustrations are done in framework style like large comic strips on most pages.  Through the work, the colors are muted, darker colors, reminiscent of a by-gone, faded age.  As the story unfolds, the frames begin changing, and images are found outside the borders, until finally the border frames disappear and full page illustrations appear in the fairy tale world.  Frames appear again when the pigs enter back into their own world.
     

AWARDS

• Publisher's Weekly Best Children's Book -- nominated for 2001
• Caldecott Medal -- 2002
• School Library Journal Best Books of the Year -- 2001
• American Library Association Notable Books for Children -- 2002
• Original Voices Award -- Nominated for 2002
• Bluegrass Award -- nominated for 2003
• ABC Children's Booksellers Choice Awards -- 2002

REVIEW EXCERPT(S)

·       Horn Book Magazine, "...David Weisner's postmodern interpretation of this tale plays imaginatively with traditional picture book and story conventions and with readers' expectations of both..." © Copyright May 1, 2001.
·       Publisher’s Weekly "..."Weisner's brilliant use of white space and perspective evokes a feeling that the characters can navigate endless possibilities and that the range of story itself is limitless..." © Copyright February 26, 2001.

·       School Library Journal, "...They wonder through other stories--their bodies changing to take on the new style of illustration..." © Copyright April 1, 2001.
·       Chicago Tribune, July 15, 2001.
·       San Francisco Chronicle, June 17, 2001.


CONNECTIONS
Gather other Three Little Pig books to read such as:
·       The Three Little Pigs by Jill McDonald, ISBN 0316154032
·       The Three Little Pigs by Margaret Hillert, ISBN 1599537893
·       The Three Little Pigs by Suzanne Harper, ISBN 00316154132

Use as an introduction to pigs, traditional tales, fairy tales, animals, and tricksters.

• Compare and contrast to other 3 Little Pig story versions.
• Use Venn Diagrams.
• Use this version to teach the plot line on an elementary or middle school level.

Book Review for How Chipmunk Got His Stripes

Book Review by Allie Davis
MLIS 5603 Literature for Children and Young Adults

BIBLIOGRAPHY
Bruchac, Joseph and James Bruchac. 2001. How Chipmunk Got His Stripes. Ill. by Jose Aruego and Ariane Dewey. New York, Dial Books. ISBN 0803724047

PLOT SUMMARY
     During the fall season in the forest, Bear is boasting about his strength, largeness, and how he can do anything.  Brown Squirrel asks him if he can really do anything, specifically if he can make the sun not come up in the morning.  Bear says that since he is Bear, he can do anything, so he tells the sun, "Do not come up tomorrow."  He fully expects it not to.  The rising actions continue as Bear and Squirrel sing to each other, "The sun will not come up, Hummph!" and "The sun is going to rise, Oooh!" The climax of the story occurs when the sun does come up, and Squirrel teases Bear, "Bear is foolish, the sun came up."  As the resolution approaches, Bear chases Squirrel to his home, scratching his sharp claws down Squirrel's back. These scratches heal, but leave a permanent scar, from which he becomes Chipmunk, the first to rise every morning and sing, "The sun came up."

CRITICAL ANALYSIS
     The wonder of early oral tales emerges through the dialogue between Bear and Squirrel. The opening is reminiscent of these oral tales as the reader is drawn into "One Autumn day long ago..." and feels the closure of the story as the storytellers end with "And ever since then..." Also characteristic of a traditional tale, repetition is used throughout, most evident in the songs the main characters sing to each other.  Two universal themes emerge from this traditional Native American tale retold by the Bruchacs.  They are both stated indirectly rather than implied.  Squirrel's grandmother had taught him that it was not good to tease others when they are wrong.  Because of his excitement in the sun coming up, he teases Bear and forgets her words, "But when someone else is wrong, it is not a good idea to tease him."  Squirrel suffers a physical wound that heals, but the scars left behind are a permanent reminder of what he himself had done wrong.  The other theme is found at the end of the story, and is part of the lesson that Bear learns.  He might be the strongest and biggest animal, but "No one, not even Bear, can do everything."  In the end, his boasting causes his downfall, not only in the eyes of Squirrel, but also the other animals like Fox, Wolf, Deer, Moose, and others, who are watching to see if he really can do what he says. 
     The illustrations created for this retelling are quite colorful, done in watercolor style with bold accents to emphasize the outlines of the animals' features such as Bear's teeth and Squirrel's tail.  Interesting and beautiful in a simplistic way, Native American culture is evident through the use of nature as a setting and animals as the main characters.  These speaking animals, wonderfully developed in colored detail, easily hold a child's attention, especially if the story is told in reader's theater style.  Reader's theater style could easily be accomplished as the main animal characters are written in simply as their animal names. 

AWARDS

·       None

REVIEW EXCERPT(S)

·       Horn Book Guide, "This Native American tale is great for storytelling..." © Copyright October 1, 2001.
·       Publisher’s Weekly "..."Though the prose occasionally falters, the dialogue is effective and invites audience participation, especially the repeated phrases with sound effects..." © Copyright January 15, 2001.
·       Booklist, "This retelling of a traditional Native American story teaches lessons about anger and pride..."  © Copyright January1, 2001.
·       School Library Journal, "A priority purchase for most collections..." © Copyright February 1, 2001.
·       Chicago Tribune, May 6, 2001.
·       San Francisco Chronicle, November 18, 2001.

CONNECTIONS

Gather other Native American books to read such as:
·       How Eagle Got His Good Eyes by Oscar Blackburn School Students, ISBN 087406743X
·       The Magic Weaver of Rugs by Jerrie Oughton, ISBN 0395661404
·       How Chipmunk Got Tiny Feet: Native American Animal Origin Stories, by Gerald Hausman ISBN 0970911262

Gather other Joseph Bruchac books to read such as:

·       The Trail of Tears, ISBN 0679890521
·       The First Strawberries, ISBN 0140564098
·       Turtle's Race with Beaver, ISBN 0142404667

Use as an introduction to oral storytelling, reader's theater, Native American tales, animals, and nature.
https://www.teachingbooks.net/tb.cgi?tid=23137&a=1
https://www.amazon.com/Joseph-Bruchac/e/B001H6KFWE/ref=ntt_dp_epwbk_0
https://prezi.com/lgbegghdf6ck/unit-2-lesson-9-day-1-how-chipmunk-got-his-stripes/

 

Book Review for The Snowy Day

Book Review by Allie Davis
MLIS 5603 Literature for Children and Young Adults

BIBLIOGRAPHY
Keats, Ezra Jack. 2010. The Snowy Day. Ill. by Keats. New York, Scholastic, Inc. ISBN 0590733230

PLOT SUMMARY
Peter is a young African-American boy who wakes up one morning to see snow on the ground.  After eating and dressing appropriately,  he goes outside to play: making tracks in the snow, smacking trees with a stick, building a snowman,  making snow angels, and using his imagination.  He pretends to be a mountain climber on the snow and then slides down.  The climax and conflict are introduced when he is getting ready to go inside. He makes snowballs to play with later, but they melt when he sticks them in his pocket. When he discovers this, he is very sad.  The resolution to the conflict comes when he wakes up the next morning and there is still snow on the ground for him to play in with his friend.

CRITICAL ANALYSIS
     When assessing the plot of this Keats book, it could easily be assumed that the author's purpose for writing it is simply entertainment.  The deeper meanings that are subtly hinted at are deep within the context of the story itself so they do not come across as preachy, but rather get lost in the typical play of a snowy day.  Peter, the main character, learns he can play by himself without the older boys and still have a good time.  He also demonstrates knowledge in knowing how to play with others the next morning.  He learns that he does not have to have "something to do" all the time, but can use his imagination to make wonderful memories to think about.  Finally, Peter also learns that life goes on, even when sad things happen to you.  These themes are universal in context, things all people will recognize and relate to.  The author also makes use of onomatopoeia with sounds such as "Crunch, crunch, crunch" and "smacking" to gain and hold the reader's attention.  Slight juxtaposition is used to create contrasting moods in the story when Peter wakes up from his dream,"He dreamed that the sun had melted all the snow away, but when he woke up, his dream was gone.  The snow was still everywhere." All in all, the plot elements continue to intrigue new generations of readers.
     The illustrations are created using a  scrapbook-style technique in very vibrant colors.  They are done with layered images, one on top of the other, in almost a seamless manner.  On one page, the buildings are on top of the sky, the snow is on top of the buildings, the gate is on top of the snow, and Peter is standing between the gate posts.  They look much like construction paper images which creates interesting pages for young readers to look at, especially those accustomed to working with the construction paper medium.  They are style appropriate for the story, and create an energetic feel in the story which reflects Peter's adventures.

AWARDS

·       1963 Caldecott Medal

REVIEW EXCERPT(S)

·       Horn Book Guide, "Because of the boldness of Keats' graphic images, this classic story about a small boy experiencing the joys of a snowy day works well as a board book.  The shiny images even enhance the effect of the collage-like art..." © Copyright 2010.
·       Publisher’s Weekly "...The Snowy Day pays homage to the wonder and pure pleasure a child experiences when the world is blanketed in snow." (c) 1996

CONNECTIONS

Gather other Caldecott books to read such as:
·       Locomotive, ISBN 1416994157
·       Sleep Like a Tiger, ISBN 0547641028
·       Journey, ISBN 0763660531

Gather other Ezra Jack Keats books to read such as:

·       Whistle for Willie, ISBN 0670880469
·       Peter's Chair, ISBN 0140564411
·       Goggles, ISBN 00140564403

Use as an introduction to snow, creative play, feelings, discovery, or weather units.
Create snow ice cream and invite children to share memories of snow while eating it.
Create an art image using the same layered construction paper techniques Keats used.

Read also:

·       Livingston, Tim. Buddy and the Magic Chicken Tree. ISBN 0963575732
·       Britt, Jan. The Mitten. ISBN 0399231099
·       Buehner, Caralyn. Snowmen at Night. ISBN 0153524855

 

Book Review for Hip, Hippo, Hooray!

Book Review by Allie Davis
MLIS 5603 Literature for Children and Young Adults

BIBLIOGRAPHY

Lewin, Betsy. 1982.  Hip,Hippo, Hooray. Ill. by Betsy Lewin.  New York: Dodd, Mead & Company. ISBN 0396080324

PLOT SUMMARY
100 Hippos, including the Drum major, are playing instruments in a band for the famous Hippo Parade: tubas, bass drum, kazoos, triangles, spoons, and banjos.  One by one, the hippos get too hot and tucker out from the heat.  The first to go is the tuba player, and then the spoon players all decide to get a cool limeade.  As each group drops out of the parade, the ranks close in, but the band is getting smaller and smaller.  Every section drops out until there is only one player left, the hippo playing the bass drum.

CRITICAL ANALYSIS
     On a very hot, July day, hippos line a street to celebrate themselves at the famous Hippo Parade.  Through as series of end rhyme and assonance, the author is able to entice readers to continue reading.  End rhyme such as, "Shade/Day/Parade/May" are found throughout the story, with most pages having only two lines per page.  This format is simplistic enough to engage even the youngest of readers.  The rhyme is exact rhyme, not slant or eye rhyme.  This pronounced end rhyme progressively leads to the implied theme of the story.  Each section of the band gives up, as they are dropping like flies (simile), finally leaving only the hippo who is playing the big bass drum.  He is the last one to fall down, but he makes it all the way to the end of the parade line.  The other hippos gather around him and hail him the hero of the day for finishing the parade.  They chant, "Hip, Hippo, Hooray," a cute pun using the title of the story, its characters and the expression, "Hip, Hip, Hooray!"  The subtle theme of finishing what you start and not giving up is implied as the resolution of the story occurs at the end. 
     The end rhyme, which makes the story somewhat predictable, is needed to hold the interest of young readers due to the rather dull, pencil type illustrations of the artist.  The pictures themselves are almost colorless, as the illustrator has used only read, black, and yellow.  They are not extremely attractive or eye-appealing, which could possibly lead to a child's disinterest in returning to the book for a second look.  Nearly all the pictures in the book show the same black-penciled hippos with little variance in their appearance.  This might possibly be why the book has no associated awards and is out of currently out of print.

AWARDS

·       No associated awards found

REVIEW EXCERPT(S)

·       No review excerpts found

CONNECTIONS

Gather other Betsy Lewin books to read such as:
·       Good Night, Knight, ISBN 0823433153
·       Where Is Tippy Toes? ISBN 1442436794
·       You Can Do It, ISBN 1283971232
·       Thumpy Feet, ISBN 0823431746
 
 Read also:
·       Maze, Jennifer. Hooray! It's a Duck Day. ISBN 0570050812
·       Smith, Bobby J. Mama Catfis H. ISBN 0533065305


Use as an introduction/unit of study for hippopotami, animals, band/music, or weather/heat.