Click Clack Moo

by Doreen Cronin

illustrated by Betsy Lewin

*Caldecott Honor Book

Summary

On a farm, a farmer begins to notice that his cows are behaving strangely, having found an old typewriter in the barn. All day long he hears "click clack moo, click clack moo, clickety clack, moo." The cows decide to send Farmer Brown a letter asking for some electric blankets because the barn is cold at night, but the farmer says no because they are cows. The next day the cows had a note typed on the barn door that said no milk today. They then typed a note for the hens, and the farmer did not give the hens blankets either, so he wasn't able to collect milk or eggs that day. Duck then came with an "ultimatum", carrying a note to the farmer that says the cows will be willing to trade the typewriter for the electric blankets. When the switch is made, the cows receive their blankets, but Duck took the typewriter, and Farmer Brown found a note that asked for a diving board for the pond.

Discussion

This book is a favorite among children because of the humor throughout. When my cousins were younger they used to read this book to me, laughing the whole time about the story. I used to live on a farm, so they made the connection that animals were not really like this, but it was really funny to imagine them so. The drawings are clear and bright, but simple, so as not to overpower. I feel that humorous stories are more successful with clearcut sketched pictures as opposed to elaborate beautiful drawings. This book could be a read aloud book, used for Readers Theater as we discussed in class, or used as a story at home. Because children develop such an affinity for it, because of the language and the humor, many memorize parts of it, if not all, so they are able to read it independently. No groups are marginalized through this story, though Farmer Brown is white. I feel that animals and farms are discussed in stories enough that this story would not necessary make any child feel left out unless many of the children in the class had an overwhelming amount of experience with country life, which is usually not the case.

Cronin, D. (2000). Click, Clack, Moo: Cows That Type. New York: Simon & Schuster Children's Publishing.

Five Notable Inventors

by Wade Hudson

illustrated by Ron Garnett

Hello Reader! Level 4

Summary

This leveled book, in the Great Black Heroes series, gives a brief synopsis of the lives of Madam C.J. Walker, Elijah McCoy, Garrett A. Morgan, Granville T. Woods, and Jan Ernst Matzeliger. Jan Ernst Mateliger, a mixed man who grew up in the 1860s, made great contributions to the production of shoes. He grew up in South America and became a seaman and traveled to the United States. By the time he arrived slavery had been abolished ten years prior, but Jan could only find work as a shoemaker. He learned about the different machines that made shoes, but one machine was missing; there was no machine to connect the upper part of the shoe to the insole. Jan set out to create this machine, and he succeeded with money from financers. Eventually many factories wanted Jan's invention, and he made much money but he as a person was nearly forgotten. Elijah McCoy was born in 1843 in Canada, as his parents had fled the United States in order to ensure good education for their children. He went to school in Scotland to learn drafting, and he moved to Michigan, accepting a job as a fireman and oilman for the railroad. The job made him think that he could create a better way to keep the train parts lubricated. He invented the lubricating cup, and initially the railroad companies didn't believe that it would work, but it did. Granville T. Woods was born in 1856, and he made great contributions to this country. He invented such things as a new telephone transmitter, special tracks for motor cars to run on, a way to speak into a telegraph machine,an incubator, and an electrical overhead system to run trains. Madam C.J. Walker was born in 1867, and her inventions stemmed from her problems. Her hair began to fall out so she developed hair growing products. She started her own company and by the time she died over 25,000 people were working for her company. Garrett A. Morgan, born 1877, rushed into a tunnel to help some in it trapped with masks on their faces to protect them. He was first acknowledged for his courage, and then acknowledged for his mask, which he named the gas inhalator.

Discussion

I found this to be a very informative and good book for children becoming independent readers. I would especially recommend it for African-Americans, as it may teach them things they did not previously know and give them pride, as many books focus on Caucasian inventors. When reading this I learned about five new inventors I had never heard of, and I even learned that Woods was compared to Thomas Edison, and Edison has been given credit for some of the things that Woods invented. I think that books that address little known information in a way that children can read it independently for the first time is great for them. In a class if this were a read aloud, it could be used when discussing any of the topics, as well as during Black History Month.

Hudson, W. (1995). Five Notable Inventors, Great Black Heroes. New York: Scholastic.

Ten Little Ladybugs

by Melanie Gerth

Summary

This board counting book counts backwards from ten to one with a rhyming pattern in order to give children a new outlook on counting. As each number goes down, one of the tactile ladybugs disappears, leaving the children with the new number of ladybugs for the next page. The ladybugs slowly fly away from the group, but at the end instead of saying there are none, it states that they are all home, showing the ten ladybugs in their home on the last page of text.

Discussion

For a preschool classroom or household setting, this book is a wonderful way to help children visualize math concepts such as counting. Seeing the ladybugs disappear before their eyes gives them their first introduction to subtraction, as well as reinforcing their ability to count forward, because they can count the ladybugs on each page with their caregiver or with the teacher in a group. I used this book in a threes classroom at a preschool, and immediately all of the children recognized the book and stated that they had it at home, reinforcing my belief that it is a great book for younger children. The bright colors also attract attention to the pages of the book, with a special focus on the 3D ladybugs.

Gerth, M. (2007). Ten Little Ladybugs. New York: Piggy Toes Press.

The Four Seasons for Little People

by Joseph M. Parramond

Summary

Beginning with autumn, this book chronicles the four seasons, explaining autumn colors, the beginning of rain and the end of summer vacation. It discusses how fall is the season for canning as well. Winter brings cold, as well as snow, and it also says winter is the season for Christmas. Spring discusses apple trees, new plants and flowers, blue skies, and the warmth of the sun after winter. Finally, summer is the last season, described by the bright colors, ripened fruit, red sun and vacationing.

Discussion

This book was written in _____, and all of the illustrations, though gorgeous, are of Christian Caucasians. Others reading this book may feel marginalized and left out. With this problem set aside, however, this book is great for explaining the changing of the seasons, and the colors used in the illustrations are vibrant and seen in everyday nature. As an informational book, this book is good for preschoolers initiating conversation about the seasons, but should not be used for older children. Though it accurately discusses the physical changing of the seasons, the people's behaviors in the book may not be accurate across the board, and the seasons do not change the same all over, though this is not specified. After each of the seasons, there is a section for adults to further explain the seasons to the children they are reading to, which I thought was a nice touch to the book, and it helped to make it more accurate and a better informational book.

Parramon, J. (1982). Four Seasons for Little People. Gastonia: Fidelity Associates, NC.

Mufaro's Beautiful Daughters

by John Steptol

*Caldecott Honor Book

Summary

A man named Mufaro lived in Africa and had two daughters, Manyara and Nyasha. Manyara had a bad attitude, and insisted that Nyasha's kindness was a weakness and that she, Manyara, would become queen. Nyasha enjoyed gardening, and she made friends with a small snake, singing to him. One day a decree came that the King wanted a wife, and Mufaro sent both of his daughters in order to let him choose between them, as they were both equally beautiful. On the way, Manyara ran into a young hungry boy, an old woman, and a man with his head tucked beneath his arm. Manyara ignored them, scoffing at them in her hurry to get to the palace, but Nyasha, when she passed by, tended to all of their needs. Upon reaching the castle, Nyasha ran into Manyara, who urged her not to go into the king, as he knew all of her faults and said that she had displeased him. However, when Nyasha entered the room, her small garden snake sat there and transformed into the king before her eyes. He asked to marry her, as he was disguised as all of the things in the woods that the girls ran into, and he knew her to be beautiful inside and out.

Discussion

This African fable reaches out to the African American community as well as any girls with older siblings, or siblings who may pick on them. This book tells children that politeness, sharing, and gentle demeanors are rewarded whereas wickedness is not. It does not specifically imply that wickedness is punished, but it makes sure to show that Manyara is the servant in the household when Nyasha is queen, though Manyara had predicted it would be the opposite in the beginning. The full bleed illustrations make for a rich reading experience. This book is much better as a read aloud or a silent read for first or second graders, as the text is smaller and the words are a bit more difficult. The concept of the book is simple enough for children to understand, but the idea of the transforming king may have to be explained.

Application

This book could be introduced during a study on family, or a study of other cultures fables. The transformation of the king could be used to explain fantasy and magic in a broad sense to younger children. Also, if children are already familiar with this genre, Mufaro's Beautiful Daughters is wonderful for explaining kindness to children, whether at the beginning of the year, or as a reminder that kindness is rewarded.

Steptoe, J. (2003). Mufaro's Beautiful Daughters: An African Tale. Pueblo: Live Oak Media.

The Korean Cinderella

by Shirley Climo

illustrated by Ruth Heller

Summary

An old man and his wife longed for a child, and they were finally blessed with a daughter. In celebration they planted a pear tree and named their daughter Pear Blossom. The tree and the child both grew while their mother took care of them, but then the mother died. The old man went to the village matchmaker, who matched him with a widow who had a daughter Peony, the same age as Pear Blossom. The widow was very mean to Pear Blossom, as was Peony, and they called her Pigling. Pear Blossom “cooked and cleaned until midnight, with only the crickets for company.” Because of Pear Blossom’s wish for help, animals began to help her with her tasks, impossible as they seemed. On the day of the festival, Omoni, the stepmother, told Pear Blossom she could attend after she weeded the fields of rice paddies. This would have been impossible, but a great ox came and weeded all of the fields. She hurried to the festival, but when she got there her shoes were filled with stones; “she had just slipped off one straw sandal to shake out a stone when she heard a shout.” A young nobleman was coming, so she hobbled out of the way, but her sandal splashed into the water and out of her reach. She ran, and upon seeing her leave, the magistrate took her sandal and ordered he return to the village. At the festival the magistrate demanded the girl with one shoe, and said that she must be his bride. Their wedding was arranged for the spring while the pear trees blossomed.

Discussion

This version of Cinderella is a combination of three versions of the story commonly told in Korea. The illustrations in this version are very bright and colorful, with solid colors and beautiful Korean designs throughout the book. The book has Korean words, such as Hai and Omoni, throughout the book, helping Korean children connect even further to the story in a way that other children cannot. Since this book was written and illustrated by the same people as the Egyptian Cinderella, the stories flow similarly. The Korean Cinderella, however, deviates even more from the traditional story than the Egyptian Cinderella story did, which surprised me. I believe, however, that it was more true to the cultural and historical basis in Korea than the European fables that I have seen as “the norm” for my entire life.

The Egyptian Cinderella

by Shirley Climo

illustrated by Ruth Heller

Summary

In this Egyptian version of Cinderella, a young girl named Rhodopis was stolen from her home in Greece by pirates and sold as a slave in Egypt. Because she was Greek, she looked different than the other Egyptian servants girls, as she had copper hair and pale skin. Her master was very kind, but because he was old he never saw the other servant girls ordering Rhodopis around. Because the servants were mean to her, Rhodopis made friends with the animals, sometimes dancing for them. One day her master awoke while she was dancing, and proclaimed that "No goddess is more nimble...You shall go barefoot no longer." The other servants were very jealous of Rhodopis, and when an opportunity arose to attend court for the Pharoah, Rhodopis had to stay behind to weed the garden and wash the linens. The next morning Rhodopis followed the other servant girls to the riverbank with the hopes they would change their mind, but they "poled their raft around the bend in the river without giving Rhodopis a backward glance." Rhodopis was getting ready to go back, when a great falcon, "the symbol of the god Horus," came. Rhodopis bowed to him, and he flew off, but he had one of her slippers in his talons. She bid him stop, but he "flew towards the sun untiul he was no more than a dark speck against the gold." Rhodopis sighed and went back to doing her chores. The falcon flew along the Nile and arrived at the Pharaoh's party, where it dropped the slipper into the Pharaoh's lap. The Pharaoh saw this as a sign from the gods that whoever's foot fit the slipper should be the queen, because it "is the will of the gods." He traveled the land, but no one's foot fit into the rosy red slipper. He came to the riverbank near Rhodopis and the other servants, and she was last to try on the shoes. When the slipper he offered fit perfectly, she pulled its mate from among the folds of her tunic.

Discussion

The last passage in this book details the history of this version of Cinderella, which is known as one of the oldest Cinderella stories, first recorded by Strabo in first century BC. The story is a mixture of fact and fiction as well, as there was a Greek slave girl named Rhodopis that married the Pharaoh Amasis and was his queen from 570-526 BC. The book is in full bleed style, and the illustrations are gorgeous. This spin to the classical tale of Cinderella would be a great addition in a classroom, as it varies from the original so greatly but maintains the basic story parts that make Cinderella so unique. This version especially shows the differences between Rhodopis and the other servants, as she has a different ethnic background and that is what sets her apart, instead of a mean stepfamily. The book shows that even if someone is different, they can be beautiful, and they have something to offer a nation. At the end of the story, the other servants exclaim to the Pharaoh that Rhodopis isn't even Egyptian, but he says that she is the most Egyptian of them all. This book would be great to use during a study of ancient Egyptian history or customs, as well as a way to open the classroom to talk about diversity and racial differences.

Climo, S. (1991). The Egyptian Cinderella. New York: HarperTrophy. (Original work published 1989)

Cinderella

retold by Amy Ehlrich

illustrated by Susan Jeffers

Caldecott Award Winner

Summary

In this classic version of Cinderella, Cinderella's mother died and her father married again, but her stepmother and stepsisters were described as "proud and haughty." When she finished all her work she sat under the chimney, and was called "Cinderwench" instead of Cinderella. When news came of the ball, the sisters spoke of nothing but it, and asked Cinderella if she wanted to go. She asked them not to mock her, and they laughed, agreeing that it would surely be a sight to her a "Cinderwench" there. When her family left for the ball, Cinderella began to cry, and "Her godmother, who was a fairy, saw her tears and asked what was the matter." Cinderella shared her desire to go to the ball, and her fairy godmother transformed a pumpkin into "a fine gilded coach", mice into horses, a rat into a coachman, and lizards into footmen. Cinderella's rags were transformed into a gown, and her fairy godmother told her that she had to return by midnight or everything would turn back as it was. At the ball, the king's son had been told a great princess would soon arrive, so when she came to the ball he received her immediately and they danced many times. At one point in the night Cinderella went and sat with her sisters, and "she treated them with kindness." At a quarter to twelve, Cinderella fled the palace and arrived home in time. Her sisters spoke of nothing but the ball and this mysteriously princess. The second night of the ball Cinderella returned, but upon leaving she left behind a glass slipper. A royal proclamation was made that each maiden in the kingdom would try on the glass slipper, but they could not find a woman with feet small enough to fit the slipper. When the courtier came to Cinderella's home, she was allowed to try on the slipper, and once she had it on, she put the other slipper on as well, and her fairy godmother appeared and transformed her clothes into those from the ball. Immediately her sisters "threw themselves at her feet to beg her forgiveness for all their ill treatment", and she forgave them. Cinderella was wed to the prince, and offered places in her home to her two sisters.

Discussion

This version of Cinderella, though it does not stray far from the norm, focuses much more on the relationship of the sisters with Cinderella than any other modern version I have read. Though the language is rich, the illustrations make the story, making reading the story harder. Though it is not a full bleed, the words are limited to the bottom third of the pages, with a white background, and the illustrations have the rest of the space in the story. About three full pages are in full bleed style, and allow the readers to further imagine what the life of Cinderella is like in that moment; for example, when she arrives at the ball. The problem with Cinderella with regards to diversity is that the entire story is based on a European fairytale, and the people are included. Everyone in the story is Caucasian, and though children with less money are able to relate to Cinderella's plight, it is difficult for all children to feel like Cinderella, though the fantasy of imagination has the ability to carry children off into a completely different world. I have also chosen the Korean and the Egyptian Cinderella stories, as they expand this classic tale to a different demographic.

Application

A great way to use these various Cinderellas in the classroom is to create a chart describing the differences between them. If there is a large minority in the class, a great idea would be to find a version of Cinderella that best suits that demographic. For example, in St. Louis it would be amazing to find an African American or Bosnian version of Cinderella. Then the class could explain the differences between the traditional version and the more modern and more relatable version. Rewriting Cinderella as a class to better fit the needs of the classroom is also an application option when discussing fairy-tales.

The Voice that Challenged a Nation

by Russell Freedman

*Newberry Honor Book

*The Robert F. Sibert Medal

*Blue Ribbon Nonfiction Award

Summary

This biography chronicles the life on Marian Anderson, one of the most famous singers in the 20th century, as well as a prominent figure in the civil rights movement. Born right before the turn of the century, Anderson grew up in the north free of the times of slavery, but she was not a stranger to Jim Crow laws. She grew up in Philadelphia, singing and loving every minute of it. Despite her father's death at age twelve, she was able to attend high school at the age of 19. Throughout her entire career she gave most of the money she made to her mother, truly a generous and caring individual. One of the most important parts of Anderson's life that truly brought the racial injustices to light was her concert on Easter Sunday in 1939 at Lincoln Memorial. She was forbidden to perform at Constitution Hall as she was African American, and that caused uproar across the nation and Eleanor Roosevelt's public resignation from the Daughters of the American Revolution, the group in charge of Constitution Hall.

Discussion

Throughout the book are pictures from Marian Anderson's life, which support the text by giving examples of what they are discussing. This book is for an older crowd, and parts of it could be used to supplement learning about the 1930s especially, or Jim Crow segregation laws in general. The language is simple enough for older children to read on their own, but the book is written in an informative sense, making it a bit dry for children without supplemental material if they have to read the whole book. Parts of the book, however, are so striking and moving that they should be read aloud. For example, this quote from Walter White describes a young African American present the day of Anderson's concert on the steps of the Lincoln Memorial:

"Hers was not the face of one who had been the beneficiary of much education or opportunity...Tears streamed down the girl's dark face. Her hat was askew, but in her eyes flamed hope bordering on ecstasy. Life which had been none too easy for her now held out greater hope because one who was also colored and who, like herself, had known poverty, privation, and prejudice, had, by her genius, gone a long way toward conquering bigotry. If Marian Anderson could do it, the girl's eyes seemed to say, then I can, too." (Freedman 68-9).

Freedman, R. (2004). The Voice That Challenged a Nation: Marian Anderson and the Struggle for Equal Rights. New York: Clarion Books.

Henry's Freedom Box

by Ellen Levine

illustrated by Kadir Nelson

Teacher's Choice 2008

Caldecott Honor Book

Summary

Though he does not know his age, Henry Brown is a young slave working in the house of his master with his mother, brothers and sisters. His mother was very worried about her children being taken from her. When his master was on his deathbed, Henry went to him, hoping that the master would free him, but instead he gave him to his son, making him promise to never tell a lie. Henry was sent to a factory to work for his new master, who was not as kind as his old. One day he met a girl named Nancy, who he married, with the permission of their masters, and they began to have children. Nancy was worried about their children, however, because her master had lost a lot of money. Sure enough, the following day his friend came into the factory and told Henry, "Your wife and children were just sold at the slave market." Henry could not do anything until lunch, when he went to the center of town just as his family was being taken away. Henry no longer had any joy in life, and sought a way to freedom. He decided, "I will mail myself to a place where there are no slaves!" His friend James and a white man named Mr. Smith helped him. Though they wrote "Handle with Care" on the box, Henry was turned all around, but he didn't move for fear someone would hear him. Soon, Henry was in Philadelphia. His new birthday was deemed his day of freedom, March 30, 1849.

Discussion

With a low level vocabulary and a clear engaging text, this book is great for a read aloud or for individual students to read. The subject matter dealt with shows the slave trade from an inside perspective, a perspective not commonly heard. This book does not try to demonize whites, but it clearly shows that slavery was wrong. Henry's Freedom Box would be a great addition to any classroom, especially during Black History Month or any lesson on the Civil War or the Underground Railroad. This was based off of a true story, and the author's note in the back explains that Henry "Box" Brown became one of the most famous runaway slaves after his 27 hour ride from Richmond, Virginia to Philadelphia. The illustrations in the book, done by Kadir Nelson, are incredible, very inviting and rich color schemes, as well as interesting angles. Some pages are very dark, and others have bright light, but all are clear and uncluttered, as can be seen from the examples throughout this blog.

Application

Because this is a Scholastic book, Scholastic's site has a great lesson plan for grades 3-5 when dealing with the Underground Railroad, using this book to help children scaffold their knowledge. (http://www2.scholastic.com/browse/collateral.jsp?id=32442) Also, Henry Brown wrote a narrative of the South and his experience, which can be found here (http://docsouth.unc.edu/neh/brownbox/menu.html). Perhaps an older class could read both and compare and contrast the two different versions.

Levine, E. (2007). Henry's Freedom Box. New York: Scholastic Press.