Folk Literature Collection
Bibliography
Schwartz, Alvin. 1992. AND THE GREEN GRASS GREW ALL AROUND. Ill. by Sue Truesdell. United States: Harper'sCollins Publishers. ISBN 0064462145
Plot Summary
Alvin Schwartz has collected what he calls "folk poetry" or riddles, rhymes and chants most of which can be heard on playgrounds. Familiar chants like "Pease porridge hot..." and parodies of familiar rhymes like "I've been working on my schoolbooks all the live long day, I've been working on my schoolbooks just to pass." This folk poetry has been organized into sections: people, food, school, teases and taunts, riddles, fun and games, and many more.
Critical Analysis
This book is a must read aloud in order to get a sense of rhythm of the words. The black and white drawings add a sense of fun and irreverence to each page. The book is filled with short, fun poems like, "Love many, trust few, always paddle your own canoe." There are a fewer longer poems also like The Terrible Pig based on a true story of 300 pound pig who got loose in Rochester, Massachusetts.
Children will be enchanted to hear well known favorites put on paper. The genius of this collection is that it has a mixture of the familiar and unknown rhymes; it even has rhymes that are familiar rhythm but different words. While the children are enjoying the poems and riddles adults will especially appreciate the explanations found at the back of the book. For example, the poem One For the Money is a traditional race starting rhyme and a descendant of, "One to make ready and two to prepare; good luck to the rider, and away goes the mare."
Review Excerpts
from SCHOOL LIBRARY JOURNAL: "It's hard to imagine illustrations better suited to the book's silly, energized tone than Truesdell's big-eyed, animated, and humorous characters."
from KIRKUS REVIEWS: "Not since Carl Withers's A Rocket in My Pocket (1948) has there been such a grand compilation of familiar (and unfamiliar) rhymes and chants from the children's own tradition: riddles, games, wishes and taunts; poems about love, food, school, or animals; parodies, nonsense, and stories."
Connections
*Pre-reading activity- Have children write all rhymes they can think of and share with group before reading.
*Extend the folktale theme with other books from this type of this genre:
Any of the Tall Tales by Steven Kellogg (PECOS BILL, PAUL BUNYUN, and so forth)
An example of a Fractured Fairy Tale like THE TRUE STORY OF THE THREE PIGS
A fable from any of the Aesop's Fable collections
Discuss how these stories are similiar and/or different than folk poetry.
Sunday, February 21, 2010
Monday, February 15, 2010
LS 5603 Book Review: THE LOST CHILDREN
Folktale
Bibliography
Goble, Paul.1993. THE LOST CHILDREN. New York, NY: Bradbury Press. ISBN 0027365557
Plot Summary
Among the Blackfoot people there were six orphaned boys who were teased or forgotten by the rest of the tribe. The boys did not want to be people anymore and decided to become stars. One of the children led the way to the above world. When they arrived they entered Sun Man's tipi, who wanted to know why the children were there. The boys replied that people had been unkind to them. Sun Man decided to punish the people for their treatment of the orphans. Sun Man shone down with a terrible heat and caused a drought. After the drought had been going on a long time one of the old dogs prayed to Sun Man. Sun Man saw his animals were suffering and let the rains come to the thirsty earth. Now you can see the lost children high above the earth, we call them the Pleiades, or the Bunched Stars.
Critical Analysis
This retelling of a Blackfoot myth uses very simple language with sparse descriptions. Goble's illustrations that include authentically painted tipis help the reader fill in the gaps. The reader can see how the boys are separate from the rest of the group and have meager supplies.
The beginning of this narrative sets the tone for the story "if we close our eyes we can go back to those days.... we are sitting on buffalo robes in the tipi." This gives us the "once upon a time" sensation to the story. True to the folktale style there is scant character development, all we know about the boys is that they are orphans. Also true to many folktales there is a strong stated moral to the tale, "If only people had remembered that little children are gifts from God...". Since the intended audience of this book is children this moral will resonant with them.
Crucial to the appreciation of the story is the author's note at the end about the tipis. In reading the note we find out all the research that went into the illustrations, "Most are copied from photographs taken by the author over the last twenty years in Montana and Alberta."
Review Excerpts
from SCHOOL LIBRARY JOURNAL: "Unchanging in the bright, bold geometry of his instantly recognizable style, Goble's work here, as in the past, is notable both for its graphic design and for the narrative it adorns."
review in PUBLISHER'S WEEKLY: "Goble tells the myth with earnest simplicity, a gentle cadence to his words imbuing the text with particular significance."
Connections
*Other tales about Native American people
Bruchac, Joseph. DOG PEOPLE: NATIVE DOG STORIES. ISBN 1555916864
Bruchac, Joseph. BETWEEN EARTH AND SKY: LEGENDS OF NATIVE AMERICAN SACRED PLACES. ISBN 0152020624
Oughton, Jerrie. HOW THE STARS FELL INTO THE SKY: A NAVAJO LEGEND. ISBN 0395779383
* Have children create a tipi similar to ones in story, include on south flap of tipi the star group of the Lost Children.
Bibliography
Goble, Paul.1993. THE LOST CHILDREN. New York, NY: Bradbury Press. ISBN 0027365557
Plot Summary
Among the Blackfoot people there were six orphaned boys who were teased or forgotten by the rest of the tribe. The boys did not want to be people anymore and decided to become stars. One of the children led the way to the above world. When they arrived they entered Sun Man's tipi, who wanted to know why the children were there. The boys replied that people had been unkind to them. Sun Man decided to punish the people for their treatment of the orphans. Sun Man shone down with a terrible heat and caused a drought. After the drought had been going on a long time one of the old dogs prayed to Sun Man. Sun Man saw his animals were suffering and let the rains come to the thirsty earth. Now you can see the lost children high above the earth, we call them the Pleiades, or the Bunched Stars.
Critical Analysis
This retelling of a Blackfoot myth uses very simple language with sparse descriptions. Goble's illustrations that include authentically painted tipis help the reader fill in the gaps. The reader can see how the boys are separate from the rest of the group and have meager supplies.
The beginning of this narrative sets the tone for the story "if we close our eyes we can go back to those days.... we are sitting on buffalo robes in the tipi." This gives us the "once upon a time" sensation to the story. True to the folktale style there is scant character development, all we know about the boys is that they are orphans. Also true to many folktales there is a strong stated moral to the tale, "If only people had remembered that little children are gifts from God...". Since the intended audience of this book is children this moral will resonant with them.
Crucial to the appreciation of the story is the author's note at the end about the tipis. In reading the note we find out all the research that went into the illustrations, "Most are copied from photographs taken by the author over the last twenty years in Montana and Alberta."
Review Excerpts
from SCHOOL LIBRARY JOURNAL: "Unchanging in the bright, bold geometry of his instantly recognizable style, Goble's work here, as in the past, is notable both for its graphic design and for the narrative it adorns."
review in PUBLISHER'S WEEKLY: "Goble tells the myth with earnest simplicity, a gentle cadence to his words imbuing the text with particular significance."
Connections
*Other tales about Native American people
Bruchac, Joseph. DOG PEOPLE: NATIVE DOG STORIES. ISBN 1555916864
Bruchac, Joseph. BETWEEN EARTH AND SKY: LEGENDS OF NATIVE AMERICAN SACRED PLACES. ISBN 0152020624
Oughton, Jerrie. HOW THE STARS FELL INTO THE SKY: A NAVAJO LEGEND. ISBN 0395779383
* Have children create a tipi similar to ones in story, include on south flap of tipi the star group of the Lost Children.
Wednesday, February 10, 2010
LS 5603 Book Review: SOOTFACE
Cinderella Variant
Bibliography
San Souci, Robert. 1994. SOOTFACE. Ill. by Daniel San Souci. New York, NY: Bantam Dell Publishing Group, Inc. ISBN 038531202
Summary
Sootface, the main character in the story, is mistreated by her mean and lazy older sisters. Sootface has to do all the chores and is left with only scraps to dress herself, and her hair is burnt short from the cooking fires. Across the lake lives a hunter, who is invisible, he tells his sister whatever maiden can see him "has a kind and honest heart," and this is the woman who will be his bride. All the women from the village try to see the invisible hunter. The only one who can verify that the warrior has a bow made from rainbow that is strung with white fire is Sootface. The hunter's sister then helps Sootface wash, dress, and combs her hair with a magic comb. A beautiful maiden, Sootface, joins the hunter and they are married. The hunter tells Sootface her new name is Dawn-Light.
Critical Analysis
Robert San Souci working with his brother Daniel for the retelling of this tale, consulted "more than two dozen versions" found the tale called THE INVISIBLE ONE the most helpful. The illustrations in this picture book represent mid-eighteenth century Ojibwa life. San Souci weaves together other tales to give us the retelling of a Native American version of Cinderella.
Most of the stock characters in the Cinderella tale are present in the story however, there is no evil stepmother and Sootface's sisters are not step sisters. There is also no fairy godmother present in this tale. There are only two magical elements: a magic comb that turns Sootface's hair "long and thick and shiny as a blackbird's wing", and the hunter or warrior is invisible to everyone but his sister and Sootface. Similar to some other Cinderella tales the"prince" character has no name; sometimes he is referred to as a great hunter and sometimes as a great warrior but, he never has a name.
This book's choice of language lends itself to read aloud with pictures that tell more of the story. When Sootface tells how she can see the great hunter she says, "With white fire, like the Milky Way, the Path of Souls." This sentence sounds so much better aloud. On this page of the book the reader can enjoy the picture of the great hunter standing among the birch trees. The language also captures the culture of the tale; for example, "Claim the wife's place by the door flap.", and "But Sootface walked on as though they were no more than chattering birds in the trees."
The familiar theme of a hard working abused girl triumphing in the end over her mean and lazy sisters will delight children with it's similarities to the age old tale of Cinderella. Furthermore, this story can be enjoyed and compared because of it's differences.
Review Excerpts
Review in SCHOOL LIBRARY JOURNAL: "The full-page watercolors dramatically convey the natural woodland setting, the jeers of Sootface's sisters and fellow villagers, and the serenity and kindness of the warrior and his sister."
Review in BOOKLIST: "A satisfying picture book for reading aloud or alone, and a good choice for classes studying Native Americans or comparative folklore."
Connections
* Complete a Venn diagram using SOOTFACE and ROUGH FACED GIRL
Martin, Rafe. THE ROUGH FACED GIRL. ISBN 0698116267
*Have children retell Cinderella orally and then discuss similarities and differences.
Bibliography
San Souci, Robert. 1994. SOOTFACE. Ill. by Daniel San Souci. New York, NY: Bantam Dell Publishing Group, Inc. ISBN 038531202
Summary
Sootface, the main character in the story, is mistreated by her mean and lazy older sisters. Sootface has to do all the chores and is left with only scraps to dress herself, and her hair is burnt short from the cooking fires. Across the lake lives a hunter, who is invisible, he tells his sister whatever maiden can see him "has a kind and honest heart," and this is the woman who will be his bride. All the women from the village try to see the invisible hunter. The only one who can verify that the warrior has a bow made from rainbow that is strung with white fire is Sootface. The hunter's sister then helps Sootface wash, dress, and combs her hair with a magic comb. A beautiful maiden, Sootface, joins the hunter and they are married. The hunter tells Sootface her new name is Dawn-Light.
Critical Analysis
Robert San Souci working with his brother Daniel for the retelling of this tale, consulted "more than two dozen versions" found the tale called THE INVISIBLE ONE the most helpful. The illustrations in this picture book represent mid-eighteenth century Ojibwa life. San Souci weaves together other tales to give us the retelling of a Native American version of Cinderella.
Most of the stock characters in the Cinderella tale are present in the story however, there is no evil stepmother and Sootface's sisters are not step sisters. There is also no fairy godmother present in this tale. There are only two magical elements: a magic comb that turns Sootface's hair "long and thick and shiny as a blackbird's wing", and the hunter or warrior is invisible to everyone but his sister and Sootface. Similar to some other Cinderella tales the"prince" character has no name; sometimes he is referred to as a great hunter and sometimes as a great warrior but, he never has a name.
This book's choice of language lends itself to read aloud with pictures that tell more of the story. When Sootface tells how she can see the great hunter she says, "With white fire, like the Milky Way, the Path of Souls." This sentence sounds so much better aloud. On this page of the book the reader can enjoy the picture of the great hunter standing among the birch trees. The language also captures the culture of the tale; for example, "Claim the wife's place by the door flap.", and "But Sootface walked on as though they were no more than chattering birds in the trees."
The familiar theme of a hard working abused girl triumphing in the end over her mean and lazy sisters will delight children with it's similarities to the age old tale of Cinderella. Furthermore, this story can be enjoyed and compared because of it's differences.
Review Excerpts
Review in SCHOOL LIBRARY JOURNAL: "The full-page watercolors dramatically convey the natural woodland setting, the jeers of Sootface's sisters and fellow villagers, and the serenity and kindness of the warrior and his sister."
Review in BOOKLIST: "A satisfying picture book for reading aloud or alone, and a good choice for classes studying Native Americans or comparative folklore."
Connections
* Complete a Venn diagram using SOOTFACE and ROUGH FACED GIRL
Martin, Rafe. THE ROUGH FACED GIRL. ISBN 0698116267
*Have children retell Cinderella orally and then discuss similarities and differences.
Sunday, February 7, 2010
LS 5603 Book Review: Pass It Down: Five Picture Book Families Make Their Mark
Creation of Children's Picture Books
Bibliography
Marcus, Leonard. 2007. PASS IT DOWN: FIVE PICTURE BOOK FAMILIES MAKE THEIR MARK. New York, NY: Walker Publishing Co. ISBN 0802796001
Plot Summary
In PASS IT DOWN Marcus showcases five families that have two or three people who are writers or illustrators of children's books. The book is organized by family group, each group has background on the family members and little bit about the books that they produce. Illustrations and rough drafts of the picture books are included for the reader to compare.
Critical Analysis
In the introduction Marcus connects with readers by talking about how things are passed down in families and asks the reader to "take a closer look at your family too. Every family has its strengths and talents." Then in each showcase of a family Marcus shares how these people became who they are, hardships and triumphs.
Snippets of the authors and illustrators lives like pictures, sketches, photos, letters from editors and scribbles on rough drafts, make the reader understand that these are real people who were able to create something. Especially enjoyable is when the readers are allowed to compare rough drafts or thumbnail sketches to the finished art.
At the end of the five showcased families there is a list of books produced by each family, with this list readers can peruse books and compare/contrast styles within family units; for example: compare/contrast the artwork of Jerry Pinkney and Brian Pinkney. Another helpful tool for the reader is a glossary in the back of the book covering terms like handicrafts and scratchboard.
Review Excerpts
SCHOOL LIBRARY JOURNAL: "Marcus's writing is, as usual, tight but lively, and each chapter is liberally laced with photographs, preliminary sketches, and final art."
BOOKLIST: "This may be of greatest interest to librarians, but young fans will find this a very readable and perceptive book that throws an intriguing light on growing up within a successful family and choosing a career path."
Connections
*Have children interview their family to find out what their family has a history of.
*Have children use book list at back of the book to pick a family and create a Venn Diagram
*Read another book about authors and illustrators:
Marcus, Leonard. A CALDECOTT CELEBRATION. ISBN 0802786561
Evans, Dilys. SHOW AND TELL: EXPLORING THE FINE ART OF CHILDREN'S BOOK. ISBN 0811849716
Bibliography
Marcus, Leonard. 2007. PASS IT DOWN: FIVE PICTURE BOOK FAMILIES MAKE THEIR MARK. New York, NY: Walker Publishing Co. ISBN 0802796001
Plot Summary
In PASS IT DOWN Marcus showcases five families that have two or three people who are writers or illustrators of children's books. The book is organized by family group, each group has background on the family members and little bit about the books that they produce. Illustrations and rough drafts of the picture books are included for the reader to compare.
Critical Analysis
In the introduction Marcus connects with readers by talking about how things are passed down in families and asks the reader to "take a closer look at your family too. Every family has its strengths and talents." Then in each showcase of a family Marcus shares how these people became who they are, hardships and triumphs.
Snippets of the authors and illustrators lives like pictures, sketches, photos, letters from editors and scribbles on rough drafts, make the reader understand that these are real people who were able to create something. Especially enjoyable is when the readers are allowed to compare rough drafts or thumbnail sketches to the finished art.
At the end of the five showcased families there is a list of books produced by each family, with this list readers can peruse books and compare/contrast styles within family units; for example: compare/contrast the artwork of Jerry Pinkney and Brian Pinkney. Another helpful tool for the reader is a glossary in the back of the book covering terms like handicrafts and scratchboard.
Review Excerpts
SCHOOL LIBRARY JOURNAL: "Marcus's writing is, as usual, tight but lively, and each chapter is liberally laced with photographs, preliminary sketches, and final art."
BOOKLIST: "This may be of greatest interest to librarians, but young fans will find this a very readable and perceptive book that throws an intriguing light on growing up within a successful family and choosing a career path."
Connections
*Have children interview their family to find out what their family has a history of.
*Have children use book list at back of the book to pick a family and create a Venn Diagram
*Read another book about authors and illustrators:
Marcus, Leonard. A CALDECOTT CELEBRATION. ISBN 0802786561
Evans, Dilys. SHOW AND TELL: EXPLORING THE FINE ART OF CHILDREN'S BOOK. ISBN 0811849716
Saturday, February 6, 2010
LS 5603 Book Review: The Invention of Hugo Cabaret
Caldecott Award Medal Book
Bibliography
Selznick, Brian. 2007. THE INVENTION OF HUGO CABARET. New York, NY: Scholastic Press. ISBN 9780439813785
Plot Summary
Hugo Cabaret is an orphan trying to survive in a 1930's train station. Before his uncle disappeared Hugo was taught how to maintain the clocks in the train station so Hugo carefully winds, oils and fixes the clocks by traveling in the passageways behind the walls. Unfortunately, Hugo has to steal food to survive. Hugo is caught by the toymaker who makes him work to replace what he stole. While Hugo is working for the toymaker he befriends the toy maker's god-daughter and tries to fix the automaton his father left him. Through a series of coincidences the toymaker is revealed to be the great filmmaker George Melies, who created the automaton Hugo is trying to fix. The toymaker and Hugo fix the automaton together, then every lives happily ever after with Hugo growing up to be a great magician.
Critical Analysis
This unique picture story book is a combination of a wordless storybook and chapter book. Selznick will allow the black and white drawings tell the story for 30 or 40 pages and then short pages of texts are inserted to convey the dialog and feelings of characters, then the cycle is repeated throughout the book. Selznick manages to propel the plot forward with incredibly detailed pictures; before we ever read that Hugo is an orphan we already sense that he is down on his luck because we are shown the bottom of his worn shoe as he slips into the grate of the air duct. The pictures vacillate between large scenes to close up of character's faces, each type of picture conveying many details like how busy the train station is or how Hugo is scared when he is caught.
In the story summary the characters and plot line may seem a bit contrived in this award winning book however, when you read this story it does not feel orchestrated. The details in the pictures help the reader get to the next coincidence with what feels like a natural progression of the story. Inserting movie stills into the books illustrations adds to the realism of the story.
Since this fictional book has real people as characters in it, this could be a touchstone for a child to find out more about this time frame in history. Selznick ends this book with acknowledgements, these short few pages whet the curiosity for more information about George Melies and the early days of film making; isn't that what any great book does? leave you thirsty for more?
Review Excerpts
Caldecott Medal 2008
Starred review in PUBLISHER'S WEEKLY: "To Selznick's credit, the coincidences all feel carefully orchestrated; epiphany after epiphany occurs before the book comes to its sumptuous, glorious end."
Starred review in SCHOOL LIBRARY JOURNAL: "Movie stills are cleverly interspersed."
Connections
*Have children explore website http://www.theinventionofhugocabret.com or project website for the group and show slide show found on this site.
*Have children find out more about the filmmaker George Melies, there are several avenues suggested in the book about ways to find further information.
*Other stories about orphans:
Streatfeild, Noel. DANCING SHOES. ISBN 0679854282
Giff, Patricia. PICTURES OF HOLLIS WOODS. ISBN 0439692393
Bibliography
Selznick, Brian. 2007. THE INVENTION OF HUGO CABARET. New York, NY: Scholastic Press. ISBN 9780439813785
Plot Summary
Hugo Cabaret is an orphan trying to survive in a 1930's train station. Before his uncle disappeared Hugo was taught how to maintain the clocks in the train station so Hugo carefully winds, oils and fixes the clocks by traveling in the passageways behind the walls. Unfortunately, Hugo has to steal food to survive. Hugo is caught by the toymaker who makes him work to replace what he stole. While Hugo is working for the toymaker he befriends the toy maker's god-daughter and tries to fix the automaton his father left him. Through a series of coincidences the toymaker is revealed to be the great filmmaker George Melies, who created the automaton Hugo is trying to fix. The toymaker and Hugo fix the automaton together, then every lives happily ever after with Hugo growing up to be a great magician.
Critical Analysis
This unique picture story book is a combination of a wordless storybook and chapter book. Selznick will allow the black and white drawings tell the story for 30 or 40 pages and then short pages of texts are inserted to convey the dialog and feelings of characters, then the cycle is repeated throughout the book. Selznick manages to propel the plot forward with incredibly detailed pictures; before we ever read that Hugo is an orphan we already sense that he is down on his luck because we are shown the bottom of his worn shoe as he slips into the grate of the air duct. The pictures vacillate between large scenes to close up of character's faces, each type of picture conveying many details like how busy the train station is or how Hugo is scared when he is caught.
In the story summary the characters and plot line may seem a bit contrived in this award winning book however, when you read this story it does not feel orchestrated. The details in the pictures help the reader get to the next coincidence with what feels like a natural progression of the story. Inserting movie stills into the books illustrations adds to the realism of the story.
Since this fictional book has real people as characters in it, this could be a touchstone for a child to find out more about this time frame in history. Selznick ends this book with acknowledgements, these short few pages whet the curiosity for more information about George Melies and the early days of film making; isn't that what any great book does? leave you thirsty for more?
Review Excerpts
Caldecott Medal 2008
Starred review in PUBLISHER'S WEEKLY: "To Selznick's credit, the coincidences all feel carefully orchestrated; epiphany after epiphany occurs before the book comes to its sumptuous, glorious end."
Starred review in SCHOOL LIBRARY JOURNAL: "Movie stills are cleverly interspersed."
Connections
*Have children explore website http://www.theinventionofhugocabret.com or project website for the group and show slide show found on this site.
*Have children find out more about the filmmaker George Melies, there are several avenues suggested in the book about ways to find further information.
*Other stories about orphans:
Streatfeild, Noel. DANCING SHOES. ISBN 0679854282
Giff, Patricia. PICTURES OF HOLLIS WOODS. ISBN 0439692393
Tuesday, February 2, 2010
LS 5603 Book Review: Leonardo the Terrible Monster
Picture Book
Bibliography
Willems, Mo. 2005. LEONARDO THE TERRIBLE MONSTER. New York, NY: Hyperion Books for Children. ISBN 0786852941
Plot Summary
In this engaging book by Mo Willems we meet Leonardo the terrible monster. When you read the title you might think Leonardo is a really ferocious monster but Leonardo is terrible monster; as in, not good at being a monster. Leonardo is "terrible" at being a monster because he is small and not very scary. Leonardo has a solution to his problem; he will find the most scaredy-cat kid in the world and scare him. Upon researching Leonardo discovers that Sam is the most scaredy-cat kid in the world. When Leonardo sneaks up to scare Sam, to Leonardo's glee, Sam cries. We discover however, that Leonardo didn't actually scare Sam though, Sam was just having a bad day. Leonardo decides to be Sam's friend instead of a terrible monster.
Critical Analysis
Willems pictures and dialog capture the character of Leonardo succinctly and in a way that children can quickly empathize with. "He wasn't big like Eleanor", who doesn't even fit in the picture she's so big! Willems unique phrases also catch your ear while providing a specific picture, "and scare the tuna salad out of him!". Willems also uses some alliterations and rhyming to keep the readers attention.
Willems use of space throughout the story is creative genius, by making Sam and Leonardo the same small size the reader instantly knows that these two characters are on the same level. This same use of space serves equally well when we find out why Sam is crying. This time lack of space shows all the reasons Sam is upset, Willems uses the full two pages of the story and includes reasons that children can relate to like, "I got so mad and I kicked the table and stubbed my toe...".
This engaging picture book that is meant for sharing ends with pictures that children can imagine themselves in, Sam and Leonardo trying to scare each other just for fun.
Review Excerpt(s)
ALA Notable book for Children
Starred review in SCHOOL LIBRARY JOURNAL: "With perfect pacing, jaunty retro artwork in calming colors, and astutely childlike perceptions, this chuckle-churning tale is a standout."
Starred review in BOOKLIST: "A winner for story hours, with plenty of discussion possibilities."
Connections
*Gather other books by Mo Willems and compare the characters to each other (how is Pigeon like Leonardo, how is Sam like Leonardo, how is Pigeon like Sam, and so on).
*Have children relate a story and draw a picture about a time when they were scared.
*Other friendship stories:
Lobel, Arnold. FROG AND TOAD ARE FRIENDS. ISBN 0590045296
Newberry, Clare. MARSHMALLOW. ISBN 0765109514
Bibliography
Willems, Mo. 2005. LEONARDO THE TERRIBLE MONSTER. New York, NY: Hyperion Books for Children. ISBN 0786852941
Plot Summary
In this engaging book by Mo Willems we meet Leonardo the terrible monster. When you read the title you might think Leonardo is a really ferocious monster but Leonardo is terrible monster; as in, not good at being a monster. Leonardo is "terrible" at being a monster because he is small and not very scary. Leonardo has a solution to his problem; he will find the most scaredy-cat kid in the world and scare him. Upon researching Leonardo discovers that Sam is the most scaredy-cat kid in the world. When Leonardo sneaks up to scare Sam, to Leonardo's glee, Sam cries. We discover however, that Leonardo didn't actually scare Sam though, Sam was just having a bad day. Leonardo decides to be Sam's friend instead of a terrible monster.
Critical Analysis
Willems pictures and dialog capture the character of Leonardo succinctly and in a way that children can quickly empathize with. "He wasn't big like Eleanor", who doesn't even fit in the picture she's so big! Willems unique phrases also catch your ear while providing a specific picture, "and scare the tuna salad out of him!". Willems also uses some alliterations and rhyming to keep the readers attention.
Willems use of space throughout the story is creative genius, by making Sam and Leonardo the same small size the reader instantly knows that these two characters are on the same level. This same use of space serves equally well when we find out why Sam is crying. This time lack of space shows all the reasons Sam is upset, Willems uses the full two pages of the story and includes reasons that children can relate to like, "I got so mad and I kicked the table and stubbed my toe...".
This engaging picture book that is meant for sharing ends with pictures that children can imagine themselves in, Sam and Leonardo trying to scare each other just for fun.
Review Excerpt(s)
ALA Notable book for Children
Starred review in SCHOOL LIBRARY JOURNAL: "With perfect pacing, jaunty retro artwork in calming colors, and astutely childlike perceptions, this chuckle-churning tale is a standout."
Starred review in BOOKLIST: "A winner for story hours, with plenty of discussion possibilities."
Connections
*Gather other books by Mo Willems and compare the characters to each other (how is Pigeon like Leonardo, how is Sam like Leonardo, how is Pigeon like Sam, and so on).
*Have children relate a story and draw a picture about a time when they were scared.
*Other friendship stories:
Lobel, Arnold. FROG AND TOAD ARE FRIENDS. ISBN 0590045296
Newberry, Clare. MARSHMALLOW. ISBN 0765109514
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