Review: THE UGLY DUCKLING by Jerry Pinkney

1. BIBLIOGRAPHY

Pinkney, Jerry. (Adapted). 1999. The Ugly Duckling. New York : Morrow Junior Books. ISBN 069915932X

2. PLOT SUMMARY
In this adaptation of Hans Christian Andersen's classic tale, Jerry Pinkney introduces the reader to a baby swan who begins his life misplaced in a ducks nest, and  struggles to fit in to a world which doesn’t understand or accept him. With the exception of his mother who loves and accepts him, all of the animals pick on and tease him without mercy. The duckling, in despair, leaves the farm where he was born, to venture out into the world. Throughout the first year of his life, the duckling struggles in vain to find a safe home. In the scary and dangerous world, he must learn to survive the hunters and the harsh winter. Finally in the spring, the duckling spots a flock of beautiful white swans and decides to join them. He anticipates they will probably not accept him either, only to joyfully discover that he is one of them. At last, he has found his home and learned through painful experience that sometimes true happiness and finding your place in the world is achieved through struggles and trials.

3. CRITICAL ANALYSIS

The story of The Ugly Duckling is a timeless message of hope that will always appeal to anyone who has struggled to fit into the world around them. Jerry Pinkney’s adaptation of Hans Christian Anderson’s tale accurately captures the essence of the tale with its pastoral setting over 150 years ago, and makes it appealing to a modern audience. The hopelessness of the ugly duckling and his feelings of not being good enough to fit in anywhere are emotions that many children have experienced. They can empathize with the duckling as he struggles to survive and find acceptance during his first year of life and find hope in his eventual victory. While the hunting scene may be a bit traumatic for children, it blends into the story and serves to emphasize the danger the duckling was in.

Pinkney’s realistic watercolor illustrations on the beautiful, double paged spreads accurately reflect the time period of the original tale, and add to the appeal of its gentle and sensitive lesson. The reader can almost feel the movement of the duck’s wings as they launch into flight to escape the hunters’ guns and the hot breath of the dog, as he opens his mouth and shows his sharp teeth. When the duckling is caught in the ice on the pond, the reader can see and almost feel the cold in the colors of the water and landscape, sympathize with the frightened, half-frozen creature.

4. REVIEW EXCERPT(S)

Caldecott Medal/Honor, 2000

SCHOOL LIBRARY JOURNAL starred review: “The appeal of this tale is as strong today as it was 150 years ago, and Pinkney has done an admirable job of repackaging it for a new generation. His adaptation of the text succeeds in capturing the gentleness and melancholy of Andersen, although a bit of the social commentary has gone by the wayside.”

PUBLISHER’S WEEKLY review: “Pinkney's (Rikki-Tikki-Tavi) supple, exquisitely detailed watercolors provide a handsome foil to his graceful adaptation of the Hans Christian Andersen classic.”

5. CONNECTIONS

The Ugly Duckling is a story that all children can relate to, because everyone struggles in one area or another. After reading the story, children could write or tell aloud about a time when they had a hard time learning to do something, and how they eventually overcame that trial. They could even write a letter of advice and encouragement to anyone who is struggling to fit in or learn a new skill.

Other stories about fitting in:

Kraus, Robert. Leo the Late Bloomer. ISBN 0-06-443348-X

Leaf, Munro. The Story of Ferdinand. ISBN 0670062642

Review: THE THREE LITTLE JAVELINAS by Susan Lowell

1. BIBLIOGRAPHY

Lowell, Susan. 1992. The Three Little Javelinas. Ill. Jim Harris. Flagstaff, Ariz.: Rising Moon. ISBN 0873585429

2. PLOT SUMMARY

In this southwestern adaptation of The Three Little Pigs, the pigs are replaced with javelinas, a relative of the pig. The three little javelinas are, as tradition dictates, out to seek their fortunes, when they encounter a coyote. Much like their pig cousins in the original tale, the three javelinas build homes; but in this tale the homes are made out of tumbleweed, saguaro cactus ribs, and adobe bricks. The first two javelina brothers manage to escape from the coyote and run to their sister’s house of adobe bricks. Meanwhile, the wily coyote uses his magic to follow the javelinas, only to find that he can’t huff and puff this house down. The coyote climbs up to the roof and, once again, uses his magic, this time to make himself thin enough to fit down the stovepipe, but the pigs have already built a fire in the potbellied stove. The coyote shoots out of the stove and runs out of the house howling. He can still be heard howling to this day.

3. CRITICAL ANALYSIS

Susan Lowell has represented elements of both the classic story of The Three Little Pigs and the coyote fables told by southwestern Indians in this entertaining adaptation. The original characters of the three little pigs and the Big Bad Wolf have been replaced by the three Javelinas and the wily coyote in order to fit into the Southwestern setting. This book is written in a way which captures the flavor of the southwest, with its usage of the tumbleweeds, saguaro cacti and adobe bricks.

The simple action of the story is familiar to the readers, and the personalities of the characters remain true to those in the original story. The author stays true to the classic folktale, with the first two somewhat lazy “pig” characters choosing easy methods of building their houses, while the third, (female in this tale), uses a method requiring more effort, but achieving sturdier results. The muted desert coloration and lively illustrations accurately represent the landscape found in southwest regions of the United States. The comical figures of the hairy javelinas dressed in cowboy garb add to the flavor of the story.

4. REVIEW EXCERPT(S)

Young Reader’s Award

Elementary School Library Collection

PUBLISHER’S WEEKLY review: “This clever and flavorful change of scene puts a diverting spin on an old favorite.”

CHILDREN’S LITERATURE review: “Scurrying from a tumbleweed shack to a saguro rib hut to an adobe brick house, three pint-sized wild pigs try to outwit a huffing, puffing big, bad coyote.”

5. CONNECTIONS

The Three Little Javelinas has many similarities and differences with The Three Little Pigs. It could be used to teach the skill of comparison. Students and teachers should read both books and use a T-chart or Venn diagram to compare the stories. This type of activity would be suitable for younger students if the story is read to the students and the class completes the comparison chart together. It would also be an appropriate activity for older students who could read the two stories independently and make a comparison.

Other southwestern versions of fairytales by Susan Lowell:
Lowell, Susan. Dusty Locks and the Three Bears. ISBN 0805075348
Lowell, Susan. Cindy Ellen: A Wild Western Cinderella. ISBN 0060274468

Review: HOW CHIPMUNK GOT HIS STRIPES by Joseph Bruchac & James Bruchac

1. BIBLIOGRAPHY

Bruchach, Joseph and James Bruchach. (Retold). 2001. How Chipmunk Got His Stripes. Ill. By Jose Aruego and Ariane Dewey. New York: Dial Books for Young Readers. ISBN 0803724047

2. PLOT SUMMARY

The story begins with Bear walking through the forest bragging that he is the biggest, strongest and loudest of all the animals. Brown Squirrel foolishly challenges Bear’s claim, (that he can do anything), by asking him if he can stop the sun from rising. Bear confidently accepts the challenge and commands the sun to not rise.The long night is spent with Bear and Brown Squirrel facing east chanting respectively, “The sun will not come up, Hummph!" and “The sun is going to rise, oooh!” When the sun refuses to obey Bear’s command and rises, Brown Squirrel is there to tease Bear by calling him foolish, silly and stupid. In retaliation, Bear traps Brown Squirrel under his paw and gets ready to eat him. Brown Squirrel manages to escape, but in the process acquires scratches on his back. The stripes heal leaving long, pale stripes on his back, thus turning him into Chipmunk, the striped one.

3. CRITICAL ANALYSIS

In the author’s note, Joseph and James Bruchac indicate that they have collected versions of this folktale told by East-coast Native American storytellers and fleshed it out over time and re-telling to make it their own. In this re-telling of a traditional Native American story, Brown Squirrel learns a lesson about teasing, and Bear learns one about pride. The Native American culture is well represented by this pour quoi tale which explains how the chipmunk got his stripes. As with many folktales, How Chipmunk Got His Stripes seeks to explain how something happened in nature and delivers a story with morals and wisdom still applicable today.

The illustrations are as bold as the personality of the braggart bear and the teasing little chipmunk; with the comical looks on the faces of the forest animals adding to the humor of the tale. Bear’s anger can almost be felt when Brown Squirrel teases him, and the gleeful look on Brown Squirrel’s face reflects his joy at being right. Repetition of the phrases in the story and its predictable conclusion, make it a prime candidate for retelling and audience participation. Children can relate to Bear and Brown Squirrel, because bragging and teasing are a common occurrence in the classroom.

4. REVIEW EXCERPT(S)

SCHOOL LIBRARY JOURNAL review: “While the story begs to be told, Aruego and Dewey's vibrantly hued trademark watercolors add significantly to the humor. A priority purchase for most collections”

BOOKLIST review: “This retelling of a traditional Native American story teaches lessons about anger and pride.” “An author's note explains oral tradition and the story's history. The simplicity of the tale makes this ideal for introducing students to the concept of mythology.”

5. CONNECTIONS

Second grade students actively participated in the reading of this story by chanting along with Bear and Brown Squirrel without any prompting on the teacher’s part. They enjoyed this story and accurately predicted that Brown Squirrel was going to get himself in trouble by teasing an animal as large as Bear. This folktale is a good lesson for young readers about respecting each other’s feelings and what can happen when they tease.

How Chipmunk Got His Stripes would work well as a reader’s theater or play production. Children could make simple puppets and props to assist in the production. 

*Other folktales about pride:

Bruchac, Joseph and James Bruchac, Turtle's Race With Beaver. ISBN 0142404667

Bruchac, Joseph and James Bruchac, Racoon's Last Race. ISBN 0803729774

Review: THE TALE OF PETER RABBIT by Beatrix Potter

1. BIBLIOGRAPHY

Potter, Beatrix. 2001. THE TALE OF PETER RABBIT. Ill. by Michael Hague. New York: Sea Star Books. ISBN 1587170523

2. PLOT SUMMARY

In this timeless children's classic, Peter Rabbit comes to life as a mischievous and curious young bunny. He ignores his mother’s warning to stay away from Mr. McGregor’s vegetable garden despite her stern reminder that his father was baked into a pie by Mrs. McGregor. Peter stuffs himself with vegetables, and goes looking for parsley to calm his queasy tummy. Alas, conflict comes in the form of Mr. McGregor, who chases Peter through the garden waving a rake, almost catches him when he gets caught in a gooseberry net, and again in the tool shed. Peter escapes the shed, manages to avoid the cat, and finds the gate again. When the poor, worn out bunny gets home, he gets put to bed with a dose of chamomile tea while his sisters get a meal of bread, milk and blackberries.

3. CRITICAL ANALYSIS

In the personification of Peter Rabbit, Beatrix Potter has created a character which children can easily relate to. Nothing is as irresistible as something that is off-limits, and Peter is no exception to this rule. Peter’s wayward behavior is in contrast to his sisters, Flopsy, Mopsy, and Cotton-tail, who were well-behaved little bunnies. The plot of the story is fairly simple. Peter disregards his mother’s instructions, and trouble follows. Rising action begins as Peter enters the garden, and it comes to a climax when he encounters Mr. McGregor and is almost captured. What makes it so enchanting is the myriad of details it contains and the mini-conflicts along the way when Peter gets tangled in the gooseberry net, hides in the wet watering can, loses his coat and shoes and narrowly avoids the cat. The resolution to the conflict is achieved when Peter finds the garden gate once again.

The illustrations by Michael Hague are beautiful and detailed. Expressions on the faces of the animal characters reveal human-like emotions, while the details of the pictures are exquisite. Rich and vibrant colors in the landscape, garden, and home under the fir tree, create a realistic setting to this story. Each creature is carefully portrayed in such detail that you can see the individual hairs on the animals and the veins on the leaves of the plants in the garden. The illustrations support the text in the way they capture the contentment on Peter’s face as he munches on a radish, fear as he tries to escape Mr. McGregor, sadness and discouragement as he searches in vain to find the garden gate and utter exhaustion when he finally gets home.

This story may be a bit dismaying to children when they realize what it means that Peter’s father was baked in a pie, but it contains a valuable lesson about the consequences of disobedience and the importance of listening to one’s parents. From the beautiful illustrations to the inherent lesson, this is a story that children love to listen to.

4. REVIEWS EXCERPTS

Common Sense Media: “This first story by Beatrix Potter is one of her best. Everyone wants to explore forbidden things, and Peter Rabbit is no different.”

Booklist review: “Undoubtedly one of the most famous books for children, this enduring classic has been reprinted more than 100 times …” “… the original illustrations have been re-photographed, giving children and adults a beautiful new edition to love and appreciate.”

5. CONNECTIONS

My second grade students loved the fact that Peter was tempted to do wrong just like they did sometimes. They loved the realistic look of the animals even though they were dressed in clothing and the rich coloring in the illustrations.

The Tale of Peter Rabbit can be used to stress the importance of safety rules. After reading this story to a class, children could discuss safety rules that their parents require them to follow, and the consequences of ignoring them. Students could then use this story as a jumping-off point for a writing project about a time when they ignored instructions and the consequences that resulted.

Other books by Beatrix Potter about naughty animals and the trouble they get into.

Potter, Beatrix: The Tale of Benjamin Bunny ISBN 978072347739

Potter, Beatrix: The Tale of Two Bad Mice ISBN 0723247749

Potter, Beatrix: The Tale of Tom Kitten ISBN 07232

Review:THE CLASS TRIP by Betsy Lewin

1. BIBLIOGRAPHY

Maccarone, Grace. 1999. THE CLASS TRIP. Ill by Betsy Lewin. Cartwheel ISBN 0439067553

2. PLOT SUMMARY

This story for beginning readers opens with Sam and his classmates going on a field trip to the zoo. Before they leave, the teacher puts on a hat with a large polka-dot bow, which is important to the resolution of this story. Sam has a wonderful time at the zoo looking at the chimps, monkeys, polar bears and other animals. He enjoys himself so much that he lingers at each cage and has to be repeatedly reminded by his teacher to keep up with the group. Alas, Sam loses track of his class and has a scare. All is well when the worried Sam spies the polka-dot bow. Sam has learned his lesson: he runs to his teacher, gets some ice cream and resolves to stay with the group.

3. CRITICAL ANALYSIS

THE CLASS TRIP is a First-Grade Friends Hello Reader book; with a vocabulary perfect for building beginning reading skills in Preschool through First-Grade children. The large letters are easy to read, with short sentences and only a few words per page. Although the sentences are extremely short, Maccarone's  use of rhyming words causes the story to flow, and makes it entertaining for children. This easy-reader with its almost too simple plot, still manages to teach a valuable safety lesson to young children while entertaining them with pictures of the animals at the zoo and relatable characters who are in their age group.

 Betsy Lewin made this book approachable for all children by including characters of various races, gender, and disabilities in her illustrations. The watercolor illustrations reflect the joy on the students faces as they head off on their trip and the worry on Sam’s face when he realizes he has lost his class. The soft hues of the water-color illustrations also enhance the comical features of the animals in the zoo as they bask in the sun, swing from the trees and float in the pond. The polka-dot bow is prominent in the illustrations because it is such an important part of the story.

4. REVIEW EXCERPT

Children's Literature:  “The loose watercolor illustrations are perfect for portraying this class outing and clearly depict the tension created when Sam is momentarily lost.”   

5. CONNECTIONS

Although this book is most appropriate for a younger age group, second graders in my class liked the pictures of the zoo animals with the comical expressions on their faces, and could relate to Sam having such a good time that he got distracted and fell behind. Struggling Second grade readers found this to be a book that they could manage to read independently.

If you work with beginning readers, this is a good book to use. Most of the words in the story are those found on Pre-primer and primer sight word lists. This selection could also be used as a lead-in to teaching rhyming words.

Other books for beginning readers by Grace Maccarone and Illustrated by Betsy Lewin are:

Maccarone, Grace. THE LUNCH BOX SURPRISE. ISBN 059026267X

Maccarone, Grace. MAY I PLEASE HAVE A COOKIE? ISBN 0439738199

Maccarone, Grace. “WHAT IS THAT?” SAID THE CAT. ISBN 0590259458

Review: MY FRIEND RABBIT by Eric Rohmann

1.      BIBLIOGRAPHY

Rohmann, Eric. 2003. MY FRIEND RABBIT. New York, NY: Scholastic Inc. ISBN 0439579309

2.      PLOT SUMMARY

Mouse is an understanding friend to his well-meaning, but accident prone companion Rabbit. As Mouse says on the opening page, “My friend Rabbit means well, but whatever he does… trouble follows.” This story follows Rabbit and Mouse as Rabbit tries to help Mouse fly his plane. In the beginning, Rabbit launches Mouse in his toy plane, only to land it in a tree. The tale continues with Rabbit gathering various animals to form a tower and reach the plane wedged in the tree. When the inevitable happens, and all of the rather disgruntled and confused animals tumble to the ground, Mouse reminds the reader that Rabbit means well and is his friend. With the plane recovered, one might assume that this narrative has come to a conclusion, but instead it closes with the plane back in the tree and the ever-positive rabbit coming up with another idea.

3.      CRITICAL ANALYSIS

Friendship is one of the joys of childhood and all of life. This engaging tale, by Eric Rohmann, features friendship at its best. Mouse is the embodiment of patience; an understanding friend who sees the best in his friend, while Rabbit is full of life and mishaps. For his part, Rabbit demonstrates caring and helpfulness to Mouse throughout this tale. This simply-styled narrative is full of meaning.The very simple plot of the story is full of humor and is easy for children to relate to. The humor is evident in the comical expressions of confusion and then anger on the faces of the animals recruited by Rabbit, and the dismayed look on Mouse's face as Rabbit "helps" him.

 The boldness of the text, and the limited number of words used go well with the simple pictures with their bold black outlines. The thick, black, looping and swirling dotted lines create a sense of movement and energy as they draw the reader’s eye along the page. Double-page illustrations lead onto the next page and spark children's imaginations, causing them to try to predict what Rabbit will do next, and what animal he will drag into his scheme. This book is prime material for teaching the skill of making predictions. Interest is added when the reader has to turn the book sideways as the animals are stacked vertically across the page.

4.      REVIEW EXCERPTS

The 2003 Caldecott Medal Book

Publisher’s Weekly review: “This gentle lesson in patience and loyalty, balanced on the back of a hilarious set of illustrations, will leave young readers clamoring for repeat readings”

Common Sense Media review: “Award-winning book with great preschool lessons.”

Kirkus Reviews: “Young readers and pre-readers will chortle at the silliness of it all while enjoying the sometimes-demanding friendship between these disparately sized chums.”

5. CONNECTIONS

This story is an excellent way to lead in to a discussion about friendship skills. Both Rabbit and Mouse are caring friends. Mouse demonstrates patience and understanding in the face of Rabbit’s unconditional and enthusiastic friendship. A cross-curricular follow-up to a read-aloud of this story would be to have children write and illustrate an original story about their best friend and what makes that friend unique.

 Second grade students who listened to this story enjoyed the humor of the accident-prone rabbit and the expressions on the faces of the poor, unfortunate animals; and thought that Mouse was also a very good friend.