Archive for September, 2012|Monthly archive page

Module 3: Golem

In Uncategorized on September 18, 2012 at 3:13 am

Book Summary:  It was the year 1580 and the Jews were among nations of different beliefs in God were fighting against each other.  The Jews were behind a wall of ghetto and were protected from the violence.  However, the violence was growing and chief rabbi Judah Loew Bezalel prayed to his God to set them free.  It came to him that he should build a Golem.  The Golem was built out of mounds of clay and was sculptured into a giant.  The Golem came alive with the help of the rabbi and he wrote on his forehead Truth.  It protected the Jews in the ghetto from the violence that erupted outside the walls.  The rabbi commanded several rules to Golem and told him he would live as long until the Jews were no longer in danger.  Golem would serve the village as a shamash and fulfill his duties to protect the people of the Jews.  Golem loved everything about life and would see the sunrise and fall.  He was filled with amazement of the earth and it’s beauty.  The clash of the violence was threatened by Golem and rushed towards the gate of the ghetto but Golem stood tall and protected the village by the mob.  However; many people were killed and blood was all over the ghetto.  The rabbi did not like this one bit and was summoned by the emperor.  The emperor was threatened that the Jews would conquer the city with the Golem.  The rabbi satisfied the emperor by telling him the only way his city was safe if the Jews would no longer be in danger.  The emperor agreed to the terms and assured the rabbi that the Jews would no longer be in danger.  The rabbi went back to the village and erased truth from Golem’s head met his death with the word met written on his forehead.

Wisniewski, D.  (1996).  Golem.  New York, N. Y:  Clarion Books.

Impressions:  The book was filled with different and vibrate illustrations.  Golem is a great multicultural book that will teach children about the Jewish community and tales.  The book features different collages throughout the book with dark colors of the violent time.  There is a lot of neutral and earth tones that feature the making of Golem.  The book helps the child look at different texture of pictures and the design as it features construction paper put together.  The ethnicity of the book deserves the Caldecott award because it informs readers about multicultural nationalities and what they may believe.  This book can teach readers about other religions and tales and teach them to be accepting of diversity.

Professional Review:

Anonymous. (2012, June 20).  Golem

[Review of the book Golem, by D.W].

The Reading Teacher 51(4), 307.  Retrieved from http://libproxy.library.unt.edu:7125/docview/203269324

” Wisniewski’s intricate paper-cut illustrations, done largely in dark earth tones, provide fascinating perspectives of the plot of this Jewish legend. The use of multiple layers of paper cuts along with a judicious use of white, symbolizing power, provide a believable sense of action.”

Library Uses:  As a librarian this book can take the opportunity to teach the child of different cultures.  During the Jewish New Year Rosh Hashanah the librarian can feature different types of books that signify the Jewish culture.  The book features different kind of artwork so the librarian can use construction paper to show the children there can be different kind of uses for construction paper.  There can be decorative scissors that the child can pick and an adult can help the child cut the paper.  The child can make their golem out of the construction and glue it on top of another construction paper.


Module 3: The Man Who Walked Between The Towers

In Uncategorized on September 17, 2012 at 3:07 am

Book Summary:  Philippe was a young man from Paris and love to dance and walk on a rope tied from trees.  Philippe wanted to try something different when he saw two towers that were a quarter mile high and one thousand three hundred and forty feet.  He had walked between other tall buildings but Philippe wanted to try and live dangerously.  He thought of a plan to get to the towers and started fulfill his disguise as a construction worker.  He had a friend help him take a four hundred and forty pound reel cable up the one hundred and eighty flight of stairs.  The rope was tied on each end of the tower; there were difficulties at first but they got the seven-eighths inch thick rope secured on each end of the tower by dawn.  Philippe stepped out onto the wire and walked towards the middle.  One lady was walking down the street and looked up and saw him walking and dancing on the wire.  Everyone was amazed but the police officers were shouting at him for an hour to come off the wire.  When the weather began to roll in with rain Philippe casually walked back to the end of the tower with his hands out for the handcuffs.  He was taken to court and the judge sentenced him to do community service and perform at the city park.  The towers are now gone but the history of Philippe would be forever remembered by the people.

Gerstein, M.  (2003).  The Man Who Walked Between the Towers.  Brookfield,  Connecticut:  Roaring Brook Press.

Impressions:  Gerstein’s book was very colorful illustrations and unique.  The pictures in the book are headings and subheadings that read the book from left to right and up and down.  Some pictures cover the full page and open up to a new picture by opening it up like a brochure.  The illustrations follow the plot of the story as they are drawn looking from above as Philippe travels across the towers on a wire.  The story is a great third person biography about Philippe Petit’s walk on the Twin Towers in New York City.  It is wonderful to tell children about the event and the events that happened on September 11, 2001.  The book can be illustrated as controversy of the Twin Towers is simple informs the reader of the magnificent buildings from New York.  The illustrations are carefully drawn to show the appreciation of the hustle and bustle of the city.

Professional Review:

O’Donnell, L. W. (2011, Sept 9).  The Man Who Walked Between the Towers

[Review of the book The Man Who Walked Between The Towers, by M.G].

Childhood Education 84(5), 1.  Retrieved from http://libproxy.library.unt.edu:7125/docview/210391964

“Mordicai Gerstein introduces children to a happy memory of the twin towers of the World Trade Center, to help replace the memory of the attacks of September 11, 2001. This colorfully illustrated nonfiction book recounts the tale of Philippe Petit, famous tightrope walker and street performer of the 1970s. The book traces the process he went through to string a cable between the two towers and walk the gap on August 7, 1974. Very little is mentioned about the terrorist attacks that leveled the towers, until the very end. With detailed illustrations, including fold-out pages, this author-illustrator has created a powerful piece of children’s literature, both visually and in content.”

Library Uses:  The Man Who Walked Between the Towers is a great illustration and historical context of the events September 11, 2011.  This book can be used for a day in the week or month of September while remembering the events of September 11th.  It is a great way to engage children and teach them about the events.  This book is an example of history.  The children can be taught a history lesson and add a fun activity by walking on a jump rope in a straight line while not falling off.  It can be a great way to tell kids about other tight ropewalkers and how the circus different type of acrobats.

Module 2: Bread and Jam For Frances

In Uncategorized on September 9, 2012 at 4:36 am

Book Summary:  Frances is a little badger that loves to eat bread and jam all the time.  When she sees different kind of food in front of her she pouts and says a little poem describing that she does not like the food only bread and jam.  Her parents notice that Frances does not like to eat any other kinds of food or try anything new.  Her mother tries to get her to taste different kinds of food but Frances trades her food with her friend Albert in school.  Frances is only fond of bread and jam throughout the story.  Her mother obeys her little girl’s wish and only feeds her bread and jam for the rest of the week for breakfast, lunch and dinner.  When Frances went to school her mother packed her bread and jam.  She saw that Albert had a variety of food when it came to lunch time.  Albert had a hearty meal filled with all kinds of nutrients. When Frances notice that her mother puts in front of her bread and jam during dinner she wonders why she didn’t get what her mother cooked for the rest of the family.  Frances was getting tired of eating bread and jam all the time and when her mother saw her crying Frances gave in to trying different foods.

Hoban, R.  (1964).  Bread and Jam for Frances.  China:  HarperCollins.

Impressions:  I really enjoyed this book because it teaches children to try different kinds of food.  The plot has a good moral for children that are accustomed to eating what they like such as pizza and spaghetti.  The book gives a lesson to children to try something new.  The illustrations also give a touch of color and an idea what Frances is eating and doing at the same time.  Frances learns eating a hearty meal is important to a growing child which is a good lesson for kids to learn.  Milk and nutrients are important to a growing child.  This classic book will always be a favorite in my book collection.

Professional Review:

Coombs, K. ( 2012, June 5) Top 100 Picture Books #27: Bread and Jam for Frances by Russell Hoban, illustrated by Lillian Hoban  

[Review of the book Bread and Jam for Frances, by R.H].

School Library Journal.  Retrieved from http://blog.schoollibraryjournal.com/afuse8production/2012/06/05/top-100-childrens-novels-27-bread-and-jam-for-frances-by-russell-hoban-illustrated-by-lillian-hoban/

Another keen observer of the thoughts and feelings of children, the late Russell Hoban fashioned a starring vehicle for his earnest badger girl, who is a very picky eater. All she wants to eat is bread and jam! Her wise mother starts giving her bread and jam for every meal, and finally Frances gets tired of the stuff. But it’s the subtleties that make this book a classic. We find out what other family members are eating, and how. We see schoolmate Albert’s luxurious lunch and wonder when Frances will catch on. Best of all, Frances sings little songs; for example, to her eggs: “I do not like the way you slide,/I do not like your soft inside,/I do not like you lots of ways,/And I could do for many days/Without eggs.”

Gallagher, G. (2006, June).  Bread and Jam for Frances

[Review of the book Bread and Jam for Frances, by R.H].

School Library Journal 52(7), 45.  Retrieved from http://libproxy.library.unt.edu:7125/docview/211816067/abstract?accountid=7113

“K-Gr 2-Frances refuses to eat anything but bread and jam. Eventually, with some help from her friends and her younger sister, she comes to see that variety truly is the spice of life. The pop of color in the pink jam on white bread contrasts strongly with the little badger’s black-and-white fur, making it an effective focal point.”

Library Use:  Bread and Jam for Frances can be a book that can be taught to eat healthy.  The library can use this book for a day teaching kids to eat healthy.  After the book is read to the children a guide of information on eating healthy about the food pyramid can be explained to children.  Eating bread and jam is not always healthy so teaching the kids about drinking milk, eating a apple a day, and eating vegetables can be a good lesson on health and that kids can beat obesity.

Module 2: Miss Rumphius

In Uncategorized on September 9, 2012 at 4:22 am

Book Summary:  The story of Miss Rumphius tells a story about a young girl that is a second generation immigrant.  She was very artistic just like her grandfather and had prosperous dreams to make the world a better place and to explore it.  Miss Rumphius became all the things she had told her grandfather that she dreamed of doing.  She went to explore the great outdoors beyond many countries.  She learned about faraway places in the library she worked.  As she learned more about the places she set out to explore the lands.  When all this was set and done she still wanted to live by the sea.  During a expedition she hurt her back she came to the conclusion that traveling was no longer on her agenda.  The last thing she did was make the world a better place by planting blue and purple and rose-colored lupines wherever she went.

Cooney, B.  (1982).  Miss Rumphius.  New York, NY:  Viking Penguin Inc.

Impressions:  Miss Rumphius plot was slow and steady throughout the whole book.  I felt captured by the lifestyle and dream of the Lupine Lady.  The connection of dreaming, traveling to far away sites, and making a difference is part of someone’s dream.  The writer grabs that attention of the reader with the story line and the dream of making a difference.  The book captures the illustrations of the Lupine Lady and the adventures she takes on her long journey.  I really enjoyed the book because it captures the artistic and the morals of a energetic and broad lifestyle.  The paintings of the book was interesting and different and how the book focuses on the illustrations and how the pictures are different and set aside to the left hand side.     

Professional Review: 

School Library Journal (2012, 15 June) “Top 100 Picture Books #13.  American Book Sellers National Book Award in 1983.

[Review of the book Miss Rumphius, by B.C]

     Retrieved from http://blog.schoollibraryjournal.com/afuse8production/2012/06/15/top-100-picture-books-13-miss-rumphius-by-barbara-cooney/

This is such a great lesson book without being preachy. I remember my 20 year old son coming home and telling me all about this book after his teacher read it in class. I didn’t have the heart to tell him that I knew all about this book and it was one of my favorite books too. Nothing would do but for us to go right to the store and buy lupine seeds to plant. Alas my thumb is not as green as Miss Rumphius’. My lupine seeds didn’t sprout, but it was okay I will never forget how excited my 9 year old son was to share that book with me. – Amy Miele

Horne, J.  (2001) Six Decades of Picture Book Illustration:  The Art of Barbara Cooney.

[Review of the book Miss Rumphius, by B.C].

Children’s Literature in Education, 32(1), 91-109  http://libproxy.library.unt.edu:2308/article/10.1023%2FA%3A1010382411727  

“In Miss Rumphius, it is not just the content of Cooney’s story and pictures that is is working to subvert the surface message of her style but the composition of her paintings as well.  Perry Nodelman comments on the usual way in which readers “read” the pictures in a picture book: “…the action usually moves from left to right.”  But in Miss Rumphius facing to the left in half of the book’s pictures.”

Library Use:  Miss Rumphius can be a great learning tool for kids that want to conquer their dreams.  The library can celebrate or have an activity day showing which children’s books conquer their dreams.  Miss Rumphius can also show that giving is an important issue whatever the cause.  A arts and craft can be made by making blue, purple, and rose-colored lupines out of construction paper.  To be more creative the youth librarian can pick out some flowers and preserve the flower in a picture frame.  The picture frame would be a foliage of the flower and can be given for grandparents day.

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