Soup For Breakfast

Soup For Breakfast

By: Calef Brown

BIBLIOGRAPHY

Brown, Calef. 2008. Soup for Breakfast: Poems and Pictures. Boston: Houghton Mifflin Co. ISBN 0618916415

PLOT SUMMARY

Calef Brown has compiled another hit with his random poetic musings that will appeal to the imaginations of children everywhere. While there is no main theme uniting the fourteen poems contained within, it is a wild and wacky ride through Brown’s masterful use of wordplay, style, and intense illustrations that will make this a favorite with readers of all ages.

CRITICAL ANALYSIS

As a general rule, rhythm and meter play a large role in Calef Brown’s poetry. Written mostly in rhyming couplets, he alternates between silliness and contemplative tones by turn. If not singing the praises of donuts…”They rave about flavors/and fillings and such./They praise all the glazes./They savor the dough.” he defines the mark of human intelligence as …”The mark of our intelligence/is how we treat the elephants…” His word choice is precise and meaningful, as illustrated in “One to Ten (and Back Again)” with “…Three, Four, nod your head/Think of something odd:/Underwater butterflies./Fuzzy-wuzzy cod…” We hear alliteration sprinkled throughout, such as in “T.P.L.T.T.F” with its “…classic coupes, and vintage vans…” and even a tongue twister in “Tongue Tester” as we read “…Stealthy thieves/in knit wool caps/collect antiques/in thick cloth sacks.” The language and sound in this book of poetry, while it doesn’t necessarily roll off the tongue very easily, is witty in its word choice and how the poet strung these poems together.

The illustrations are as important to the poetry as the words themselves. Calef Brown is renowned for his style of illustration, and his use of acrylics in the warm shades of blue, green, orange, and brown fill up the pages. Each poem gets its own two page spread, and he uses every inch of both pages to illustrate the poem contained within. Particularly enjoyable, though it contains no words, is the illustration on the very last page. In it we see several characters and concepts from earlier poems, such as the thief, donuts, and the gossipy egret. Seeing the egret in the picture makes the reader think the thief will soon be found out!

While the majority of the scenes in this poetry collection are ones that both young and old can relate to and enjoy, some of them could not have been dreamed up by anyone other than Calef Brown. That’s what makes reading his poetry and absorbing his illustrations so enjoyable.

REVIEW EXCERPTS/AWARDS

Starred review in Children’s Literature…”Have you ever eaten soup for breakfast? In this delicious book young readers will enjoy sifting through the poems and pictures of Calef Brown’s imagination. In his first poem, Brown writes, “I wish I had bear paws instead of hands./ No one understands.” In the accompanying illustration, a boy shows off his bear claws. Children will enjoy exploring the parking lot that time forgot, the oilcloth table cloth, and the egret in poems that follow. “Architots” is particularly irresistible. Brown begins with the line, “Lots and lots of architects/begin their lives as ‘architots.’” Readers watch these children building houses, schools, and shops. Brown concludes, “What will they imagine next?/ Future famous architects.” The title piece poem, “Soup for Breakfast,” is at the center of the book and begins and ends with the line, “I like soup for breakfast.” This book of poetry contains scenes children will gobble up--a family spilling orange juice under the table, a two-dimensional cat, two thieves ransacking a house, a man painting a masterpiece on a piece of toast, a young moth exploring the skies, and wonderful illustrations of children and adults consuming donuts. Children and parents will enjoy this humorous, fun book of poetry, and the illustrations capture these fun scenes perfectly.”

Starred review in Kirkus Reviews…”This wacky, wild and sometimes witty collection of verse and illustrations will not disappoint Brown’s many fans. There’s plenty of wordplay here, and even some tongue twisters (“Stealthy thieves / in thick wool caps / collect antiques / in thick cloth sacks”). Fourteen brief poems share similar cadences and employ mainly rhymed couplets and some near rhymes (“The mark of our intelligence / is how we treat the elephants”). The acrylic paintings that accompany the poems are done in appropriately vegetal, soupy hues and feature the illustrator’s characteristic childlike perspective and sense of fancy. A tattletale “Egret” spills the speaker’s secret to a tree full of other birds, beaks all flapping to pass the gossip along. Beyond whimsy, there is no apparent thematic unity to the collection, but Brown’s playfulness with language provides food for thought as well as “soup for breakfast,” and may inspire readers to attempt their own terse verse.”

CONNECTIONS

*Visit Calef Brown’s website www.calefbrown.com and poke around the website. Study the different illustrations as he has them broken down, by portraits, kid’s stuff, ink & digital, with lettering, etc. Lead a discussion about how the purpose of his illustration and his materials used might affect what he creates visually.

*Also on his webpage, under the link for children’s books, is an entire section aimed at students. Check out the Videos section, where he has posted three very different interpretations of three of his poems. Encourage the students to select one of his poems to recite or perform for the class. They might add some background music or affect the rhythm and pace of their reading.

*There are several wonderful author interviews with Calef Brown located on www.polkabats.com, under the links section. The interviews go in-depth to find out more about his style, how he began writing/illustrating, and what inspired him. Have the students read any of the available interviews and write down five things they learned about Calef Brown. Compile a list with the class.

Button Up! Wrinkled Rhymes

Button Up! Wrinkled Rhymes

By: Alice Schertle

BIBLIOGRAPHY

Schertle, Alice. 2009. Button Up: Wrinkled Rhymes. Ill. by Petra Mathers. New York: Harcourt Children’s Books/Houghton Mifflin Harcourt. ISBN 0152050507

PLOT SUMMARY

In this collection of 15 poems, Alice Schertle delves into the thoughts and emotions of various articles of children’s clothing. Her unique style and witty technique combine for a journey into the innermost ponderings of a hand me down sweatshirt, shoelaces, and even some ruffled underwear. This is a pleasant gathering of poetry geared towards read aloud or, perhaps, some fun recitation.

CRITICAL ANALYSIS

Schertle employs a variety of poetic techniques throughout this collection, including both couplets and quatrains. The rhythm changes with each poem, but she utilizes rhyme throughout each of her works. The rhyming nature of poetry in this collection makes it feel comfortable to the reader and encourages them to “sing” out the poem or read it with great emotion. In “The Song of Harvey’s Galoshes” she repeats a phrase at the end of each line as if a refrain…”When it’s raining Harvey always puts us on/ puts us on/ we’re together when the sunny weather’s gone/ weather’s gone”. Schertle clearly demonstrates the different personality of each item of clothing, from the laid back nature of Bertie’s shoelaces to the protectiveness of Bob’s bicycle helmet. Even Tanya’s old t-shirt expresses dismay at the injustice of having been outgrown and turned into a dust rag.

The poet does a wonderful job of attributing emotions to these articles of clothing and writing poetry that demonstrates a certain viewpoint. The children reading this book will be able to relate to the different articles of clothing, some that they might have in their own closet, and will perhaps begin to attach emotions to their own sweatshirt or shoelaces!

The illustrations in the book are complementary to the poetry, and their arrangement varies from multiple, smaller vignettes spread over the page to a single page watercolor on the opposing page of the poem to two page spread illustrations with the poem embedded in the illustration. These whimsical illustrations, in which animals are drawn with human qualities and traits, increase the enjoyment and connection for the reader. All told, this highly enjoyable and well balanced collection of poetry will get young readers excited about poetry and excited about reading.

REVIEW EXCERPTS/AWARDS

Best Children's Books of the Year , 2010 ; Bank Street College of Eduation; United States
Booklist Book Review Stars , May 15, 2009 ; United States
Horn Book Fanfare, 2009 ; United States
Kids Reading List, 2010 ; Oprah/ALSC; United States
Kirkus Best Children's Books, 2009 ; United States
Kirkus Book Review Stars, March 15, 2009 ; United States
School Library Journal Book Review Stars, May 2009 ; Cahners; United States

Lee Bennett Hopkins Poetry Award, 2010 Winner United States
Paterson Prize for Books for Young People, 2010 Winner Grades K-3 United States

Starred Review in Booklist…”From untied shoelaces to a hand-me-down sweatshirt, 15 articles of clothing tell their side of the story in verse. Alongside each poem, Mathers’ charming watercolors show a variety of decked out animals in vignettes and double-page spreads that add to the humor. The familiar and child-friendly material ranges from a hat that doesn’t come off even in the bath to galoshes that stomp in the mud to a padded jacket that takes forever to button up. With varied rhymes and rhythms occasionally disrupted for emphasis, Schertle’s poetry is reminiscent of A. A. Milne and begs to be read aloud. Two beats to a line emphasize the doggedness of Bob’s bicycle helmet: “I’ve got him covered. / I’m on the job.” Alliteration and repetition add appeal: “We are the jammies that Joshua wears, / not jammies for penguins, / not jammies for bears.” The wrinkled rhymes appear in couplets and quatrains, as well as internally: “it tickles me / to be a little prickly” says Rick’s wool sweater. And who can resist the undies that Emily shows “wherever she goes”? The whimsical illustrations pair perfectly with the wittiness of the text, and the whole is a clever and original poetic treat. Preschool-Grade 2”

Starred Review in Kirkus Reviews…”Shoelaces, hats, undies, jammies, jackets—all have a story to tell. Each poem's title pairs a character's name with an article of clothing ("Bertie's Shoelaces") while the body tells of shared activities and adventures. Some live hard, like the hand-me-down sweatshirt that's "been lost and recovered, been torn and been sewn." The bicycle helmet has Bob covered, galoshes have a lovely time in the rain with Harvey and Emily's undies like showing their laces and bows. Personification can be tricky, but Schertle pulls it off admirably, in a simple, straightforward manner. She employs a variety of rhyme schemes and meters in the verses, giving each one a sprightly, humorous tone. Mathers's whimsy-filled watercolors place each article of clothing on an animal, and not just cats and dogs. There are otters and pigs, alligators and rabbits, emus and moles. And these creatures have personality, exuberance and high style that perfectly match the verses. Loads of fun. 2009, Harcourt, 40p, $16.00. Category: Picture book/poetry. Ages 3 to 8. Starred Review. © 2009 Kirkus Reviews/VNU eMedia, Inc. All rights reserved.”

CONNECTIONS

*Have each student choose an article of their own clothing to write a poem about. Follow the idea of writing a Shape Poem with the finished product, inasmuch as a poem about sneakers is written out on paper cut to the shape of a pair of sneakers. Display the finished products hanging from a clothesline in the hallway, so their own poems about clothing can be shared.

*Using one of the poems, such as “Bill’s Blue Jacket” have students come up with alternate, yet rhyming endings to the stanzas. For instance, instead of “Bill’s going to take me off of the hook! Take me out! Shake me out! How do I look?” try “Bill’s going to take me off of the hook! Here we go! Ready now! I’m worth a look!”

*Read other collections of poetry by Alice Schertle, including

Advice For A Frog ISBN 0688134866

Keepers ISBN 0688116353

I Am the Cat ISBN 0688131530

A Lucky Thing ISBN 0152005412

Compare how she cultivates a theme in her poetry (or does not). Discuss her word choice and various style elements such as alliteration, onomatopoeia, and assonance.

*Have students close their eyes and listen to a reading of “Violet’s Hiking Hat”. When you have finished reading, give them a blank sheet of paper and ask them to draw what they imagine Violet’s hat looks like, based on the poem. Results will vary!

The McElderry Book of Greek Myths

The McElderry Book of Greek Myths

By: Eric A. Kimmel










BIBLIOGRAPHY

Kimmel, Eric. 2008. The McElderry Book of Greek Myths. Ill by Pep Montserrat. New York: M.K. McElderry Books. ISBN 1416915346

PLOT SUMMARY

This well thought-out anthology includes 12 popular Greek myths, retold in the precise style of Eric Kimmel with the illustrative talents of Pep Montserrat. Represented are familiar characters such as Prometheus, Pandora, Arachne, King Midas, Icarus, and Medusa as well as others. This child friendly collection is an excellent primer on some of the most well-known Greek myths that are represented and referenced in current young adult literature.

CRITICAL ANALYSIS

Eric Kimmel has taken 12 popular Greek myths and retold them in a direct, precise manner. The conversations between characters are concise and move the story along. It is printed in a pleasing font that is neither too big, nor too small. Each of the stories are told in a 3 - 10 page range, including illustrations. The highly moralistic re-tellings do so in such a manner that the themes resound without preaching.

The illustrations of Pep Montserrat are a perfect match for the re-tellings of Kimmel. His images and artwork touch on Ancient Greek design motifs, and the style with which he creates his characters is exciting, fitting with that of the author. The images are computer generated and tend to favor hues of strong blues, reds, greens, and browns that all meld well together. The layout of illustration and text is obviously well thought out, with a combination of full page spreads, text enmeshed with a two page illustration, and small, well-placed individual illustrations such as the one of Pygmalion and Galatea on the final page of their myth.

As an anthology, this is a successful offering. The table of contents reveals a layout of myths that makes sense in its order. While there are no source notes included, the myths are familiar enough to the readers that will pick it up. The illustrations integrate with the text and extend the meaning beyond. The length of each myth lends itself quite easily to being a read-aloud between parent and child with the parent, perhaps, omitting some of the more violent passages for those with delicate sensitivities. The re-telling of "Pandora's Box" and "Pygmalion and Galatea" were particularly well put together for a read aloud session. Eric Kimmel has done a wonderful job re-telling these perennial favorites from Greek mythology and, paired with the talented illustrations of Pep Montserrat, created an enjoyable anthology for children and adults alike.

REVIEW EXCERPTS/AWARDS

*Best Children's Books of the Year, 2009, Bank Street College of Education
*Storytelling World Award, 2009, Honor Book Storytelling Collections

*Starred review in Children's Literature..."Gods and goddesses powerful and benevolent, men and women wise and foolish, and fierce monsters fill the pages of this book. Familiar Greek myths are retold in language that is both dramatic and simple. Included are the stories of "Pandora's Box", "King Midas and the Golden Touch", "Persephone and Hades", "Jason and the Golden Fleece", and "Daedalus and Icaris". The stories are abridged, but the telling is smooth and natural with lots of tension and action to hold the attention of the reader or listener. Kimmel weaves his dry and clever wit into the tales while retaining their dignity. The computer generated illustrations reflect the design motifs of Ancient Greece and facial expressions convey a wealth of emotions from the devilish, wicked Hades to the smitten lovers Pygmalion and Galatea. The careful wording of the text, the size of the font, and the placement of the colorful illustration show that meticulous care has been given to make this book a worthy addition to mythology collections."

*Starred review in Booklist..."These accessible retellings of Greek myths form the third entry in the McElderry Books Collection, which also includes volumes of Grimms' fairy tales and Aesop's fables. Kimmel uses spare, direct language and lots of exciting action in his short selections, and passages of dialogue among the characters add to the ancient stories' sense of immediacy. On every page, Montserrat's stylish computer-generated artwork picks up on ancienct Greek design motifs and creates memorable charactes from the mythical archetypes--from sword-wielding soldiers to Medusa and her writhing, poisonous snakes. The organization is thoughtful: the myth of Prometheus, who filled the world with living creatures and gave humans fire, is the first entry. And Kimmel begins the collections with solid answers to the question, "Why bother retelling these ancient stories?" One disappointment: there are no source notes. Give this to readers older than the target readership, especially those seeking a quick overview of myths referenced in recent novels, such as Rick Riordan's The Lighting Thief."

CONNECTIONS

*Have students imagine they are a hero of Greek mythology, preparing for a journey. Before they go, they must order their necessary supplies. Have them write a letter to Heroic Discount Supplies, 744 Olympian Way.

*Guide a values discussion on heroes. The heroes of mythology are often portrayed as having great strength and raw courage in the face of danger. Compare that to present day. Discuss and have them write about "Who is your hero...and why?" They can also prepare a presentation, if so desired.

*Create character cubes on their favorite character from Greek mythology. Each side of the cube is filled in with notes or illustrations of their character (their feats, descriptions of, facts regarding...)

*Allow the students to work in small groups to act out a Greek myth of their choosing. They can create props, backdrops, and costumes accordingly.

The Lion & The Mouse

The Lion & The Mouse

By: Jerry Pinkney











BIBLIOGRAPHY

Pinkney, Jerry. 2009. The Lion & The Mouse. New York: Little, Brown, and Co. Books For Young Readers. ISBN 0316013560

PLOT SUMMARY

This highly visual interpretation of the classic fable by Aesop is as rich with imagery as it is short on words. Almost completely without text, this book beautifully relies on the skilled illustrations of the author to relay the story of the king of the jungle that is rescued by the smallest of his subjects. When the lion lets the mouse go instead of having him for lunch, the mouse is effusive in his thanks, and promises to help the lion if ever he can. While the lion finds this laughable, it isn't too long before the lion finds himself trapped in a hunter's net. It is the mouse who gnaws through the ropes and saves the mighty lion, proving that even the smallest friend is worthwhile.

CRITICAL ANALYSIS

It is all about the illustrations in this book. Jerry Pinkney has thoughtfully and masterfully re-told the Aesop's fable of the lion and the mouse using few words and, instead, letting his illustrations speak for themselves. The characters are depicted expertly in his palette of ambers, browns, and blue-greens. The illustrations vary from double paged spreads to both framed and unframed images that immediately guide the reader's perspective as necessary. The vastness of the Serengeti setting is alternated with the perspective of an individual character, such as the mouse moving among the tall grasses. One of the strongest visuals of the difference in size between the lion and the mouse is on the title page, as the mouse rests in the pawprint of the lion. It is this ability to change perspective, portray character's emotions, and move the story along with such attention to detail that will draw the reader in.

The characters here are not the typical "good versus evil" associated with fairy tales and fables, but more they are "strong compared to the weak". The idea that the tiny mouse would ever be able to be of assistance to the mighty lion would seem laughable, but the story fulfills the theme of kindness, charity, and even the smallest friend being a worthwhile friend. It also touches on the Golden Rule that says to treat others the way you would like to be treated.

The reader will get their happy ending, however, on the final endpapers of the book, as Jerry Pinkney shows the lion walking with his family while carrying the mouse family on his back. There is a lot to be said for books without words and the possibilities they hold to readers!

REVIEW EXCERPTS/AWARDS

*Caldecott Medal Winner, 2010
*Parents' Choice Award, 2009
*Oppenheim Toy Portfolio Award, 2009
*New York Times Best Illustrated Children's Book of the Year, 2009
*National Parenting Publications Award, 2009
*Indies Choice Book Award, 2010
*Cybil Award, 2009
*Boston Globe-Horn Book Award for Excellence in Children's Literature, 2010

*Starred review in Children's Literature..."Aesop's classic fable tells the story of a mouse that disturbs the rest of a great lion yet miraculously survives. The beast's mercy turns out to be a good decision, for soon the lion finds himself in a similarly perilous situation. The mouse, remembering the respect and generosity he was shown, goes to repay the favor and ends up saving the lion from the clutches of death. This story of the strong helping the meek and the eventual reversal of roles illustrates the triumphant ability of treating others how you wish to be treated. The lion shows the mouse the kind of respect he gives to all other living creatures, no matter how big or small, and it ends up being very beneficial to him in the end. Pinkney's wordless interpretation of the traditional story does a great job of showing the relationship of the mouse to the lion. Even with only the pictures and their beautiful colors the story and the character interaction is extremely easy to read. Pinkney uses his own style and talent to show how mutual respect can benefit all in the end."

*Starred review in Kirkus Reviews..."A nearly wordless exploration of Aesop's fable of symbiotic mercy that is nothing short of masterful. A mouse, narrowly escaping an owl at dawn, skitters up what prove to be a male lion's tail and back. Lion releases Mouse in a moment of bemused gentility and-when subsequently ensnared in a poacher's rope trap-reaps the benefit thereof. Pinkney successfully blends anthropomorphism and realism, depicting Lions' massive paws and Mouse's pink inner ears along with the expressions encompassing the quizzical, hapless, and nearly smiling. He plays, too, with perspective, alternating foreground views of Mouse amid tall grasses with layered panoramas of the Serengeti plain and its multitudinous wildlife. Mouse, befitting her courage, is often depicted heroically large relative to Lion. Spreads in watercolor and pencil employ a palette of glowing amber, mouse-brown, and blue-green. Artist rendered display type ranges from a protracted "RRROAARRRRRRRRR" to nine petite squeaks from as many mouselings. If the five cubs in the back endpapers are a surprise, the mouse family of ten, perched on the ridge of the father lion's back, is sheer delight."

CONNECTIONS

*As an introduction, students can watch an interview with Jerry Pinkney on YouTube. There is a three minute clip in which he discusses The Lion & The Mouse.

*As another introduction, or a possible end-of-unit piece, there is a poem by Paul King that retells the story of the lion and the mouse. It can be read for comparison, or simply for enjoyment!

The Lion and the Mouse
(after Aesop)

Lion lies sleeping, silent and still,
Along comes a mouse and thinks he’s a hill.
Up the great body the little mouse goes,
Through mane, across ear, and down Lion’s nose.

But Lion wakes up and gives a great roar,
Catches poor Mouse in his long cruel claw.
“How dare you walk over your king and your lord!
For this only death shall be your reward.”

The little mouse shivers and shudders with fright,
Tries hard to think how to put things a-right.
“Forgive my mistake, mighty Lion, I pray,
And I promise to help you too some day.”

At this Lion laughs and shakes to and fro,
But he’s now in good humour and lets the mouse go.

Days come and days go, and some hunters pass by
Who set a great lion-trap cunning and sly.
Lion walks in, unaware of the threat,
And suddenly finds himself caught in a net.

Frustrated he roars with wrath and despair;
Little Mouse hears how he’s caught in a snare.
She remembers her promise and runs without pause
To the spot where the Lion so rages and roars.

Her sharp little teeth set to gnawing the rope,
Thread after thread, now the Lion feels hope.
Soon there’s a hole and the Lion is freed.
The Mouse has kept her promise indeed!

Paul King

*Guide the students in writing their own text based on the illustrations in the book. Begin by modeling one or two pages for the class, and then have them complete in small groups.

*Students can practice the skill of inferencing, based on illustrations. Using the format "When I see the illustration...I think (inference)...because (background knowledge)" This can be used in any subject.

*Study other award winning picture books, and discuss how the author/illustrator tells the story without any words. Examples include...

A Ball For Daisy by Chris Raschka (Caldecott Winner) ISBN 037585861X

Chalk by Bill Thomson (Cybil Award Finalist) ISBN 0761455264

Sector 7 by David Wiesner (Caldecott Winner) ISBN 0395746566

Time Flies by Eric Rohmann (Caldecott Winner) ISBN 0517885557

Zoom by Istvan Banyai (White Raven Award) ISBN 0140557741

The Red Book by Barbara Lehman (Caldecott Winner) ISBN 0618428585

*Discuss the concept of "All In The Family". Jerry Pinkney is married to another illustrator, Gloria Pinkney. Their son, Myles Pinkney, is a fantasy and science fiction artist. Myles is married to Sandra Pinkney, also an author of children's books. Brian Pinkney is married to Andrea Davis Pinkney, and they are both award winning authors and illustrators of children's books. The fact that this much talent exists in one family is, well, pretty amazing. Students can study these authors/illustrators individually or as a whole. Are there any resemblances in their work?

The Three Little Javelinas

The Three Little Javelinas

By: Susan Lowell








BIBLIOGRAPHY

Lowell, Susan. 1992. The Three Little Javelinas. Ill. by Jim Harris. Flagstaff, AZ: Northland Publishing. ISBN 0873585429

PLOT SUMMARY

In this Southwestern version of the well known tale, three little javelinas set off to find their fortune. Javelinas are related to swine, but are not true pigs. They do, however, have very hairy chinny chin chins! The author depicts the beauties of the locale by having the characters build their homes out of tumbleweed, saguaro cactus ribs, and adobe bricks, respectively. The wolf in this story is, instead, the trickster coyote. He meets with a similar fate to his predecessors in earlier versions of the Three Little Pigs stories, except in this case it is used to explain why the coyote still howls to this day.

CRITICAL ANALYSIS

Susan Lowell has crafted a nifty version of the familiar Three Little Pigs story that is a wonderful addition to any classroom library or fairy tale unit. Her characters are the epitome of innocence as they wander out into the world dressed to the nines in their western gear. They are simple characters wanting nothing more than a good shelter, but the trickster coyote (here representing the wolf of old) is lurking in the desert. The author, having chosen the desert as the setting, is wisely paired with an illustrator who can convey that through every detail on the page. We see tumbleweeds, cactus, and desert landscaping in a rich palate of browns, yellows, and greens. Jim Harris' depictions of the javelinas are endearing in nature and highly detailed, with authentic "cowboy" touches added in for good measure.

The theme of good versus evil is prevalent in this tale as the Coyote attempts to eat Javelina #1, #2, and finally, #3. Of course, good wins again! The reader will pick up on the use of magic in this story as well when Coyote makes himself smaller to fit down the stovepipe, and the number 3 is ever popular throughout. This story also seeks to explain, in a funny yet sensible way, the beginnings of why the coyote howls.

The author has a firm sense of style, as this is a highly stylized version of the Three Little Pigs. It, of course, begins with "Once upon a time" and ends with "...and they all lived happily ever after", but it's the in-between that is unique. While the setting is described as Southwestern, it is written in such a way that it could logically be any dry area in Texas, New Mexico, Arizona, California, or Mexico. Susan Lowell draws in Native American and Spanish culture through the javelinas interacting with Desert People and the brick-maker. This is a reality, as the local Tohono O'odham tribe build brush shelters, sticks and mud ramadas, and mud adobes.

This book is also available in a version where the Spanish text is printed on the same page as the English, thus making it available and pertinent to a larger group of readers. The author takes the time to write an explanatory note at both the beginning and end of the story, with extra information regarding the environment in which the story is set and the culture which it attempts to depict. Overall, Susan Lowell has done a fantastic job creating a true cultural variant of the Three Little Pigs story and, paired with Jim Harris' illustrations, what is sure to be a class favorite!

REVIEW EXCERPTS/AWARDS

*Recommended Literature: Kindergarten through Grade Twelve, 2002; California Department of Education

*Mockingbird Award, 1993-1994; Nominee, Texas

*Listed as part of the Reading Rainbow Series

*Starred review from Publisher's Weekly..."In this retelling of The Three Little Pigs set in the American Southwest, the cherished porkers are transformed into javelinas, the hairy, swinelike creatures also known as peccaries. Their pursuer, no longer the wolf of traditional lore, becomes Coyote, that ubiquitous Southwestern trickster. In her first book for children, Lowell spices the story with elements of Native American, Mexican, and Old West culture. Javelina No. 1 builds his house of tumbleweed, while his brother relies on saguaro ribs. Twice Coyote huffs and puffs and the lightweight dwellings fall, but the peccaries are saved by their resourceful sister, who has had the foresight to build her home of stout adobe bricks. This clever and flavorful change of scene puts a diverting spin on an old favorite. Harris's lively, finely detailed illustrations, with the bristling, pink-nosed peccaries clad in cowboy outfits, amusingly contrast the villain's vigorous wiles with the title characters' cozy domesticity. Sprightly fun."

*Starred review from Children's Literature..."Most kids know the Three Little Pigs, so try this Wild West version of an old fable. Scurrying from a tumbleweed shack to a sagauro rib hut to an adobe brick house, three pint-sized wild pigs try to outwit a huffing, puffing big, bad coyote. Life lessons on preparation, teamwork, and common sense make this a good reminder for intermediate students."

*Starred review from Parent Council..."A Southwestern adaptation on the Three Little Pigs. Wonderful, funny illustrations enliven this familiar text that is a delightful introduction to a blend of Native American, Mexican, and Anglo cultures. Unfamiliar words have pronunciation in (). Introduction and message at end of story greatly add to informational content and enjoyment of this new version for the 3-8 year old."

CONNECTIONS

*Students can learn more about the desert, where this story takes place. This might include researching about landforms, climate, plants, and animals. The class can also study what adaptations people and animals have made in order to live in such a climate.

*Students can write a "Shape Poem". Have them imagine the twirling whirlwind, rolling tumbleweed, rays of the hot sun, or the adobe house. Assist them in brainstorming describing words or phrases. Then they write the poem about the image they have chosen, and after that they draw that particular shape around their poem.

*For a modern writing twist, have the students practice summarizing as if they are one of the characters writing Facebook updates or Tweets. In sequential order, have students create Facebook posts that are 420 characters or less, or Tweets limited to 140 characters. An example might be..."Coyote is on the roof. Coming down the stove pipe. He won't like what's waiting."

*There is a web link listed below where the illustrator, Jim Harris, talks about illustrating this book. The students can watch the short clip to gain more insight into what an illustrator does and the processes they use.
http://jimharrisillustrator.com/ChildrensBooks/Books/Thethreelittlejavelinas.html

*YouTube has a 20 minute segment (in two pieces) on this story. The Southwest String Quartet does a reading and musical interpretation of the story that is really cool to listen to. Each member of the quartet "plays" a different character in the story. This would be an exciting closing activity. From the YouTube page, search "the three little javelinas".