Nana Upstairs & Nana Downstairs

SLIS 5420- Module 5

Nana Upstairs and Nana Downstairs by Tomie DePaola

Bibliography:

DePaola, Tomie. Nana Upstairs and Nana Downstairs. Puffin Books. (1973).

Summary:

Young Tommy loved visiting his two grandmothers every Sunday. To keep them straight (as both were called Nana), Tommy called them Nana Upstairs and Nana Downstairs. Nana Downstairs, Tommy's grandmother, took care of the house and Nana Upstairs. Nana Upstairs, Tommy's great-grandmother, stayed in her bed upstairs because she was ninety-four years old. Running to her room up the back stairs, Tommy and Nana Upstairs shared her peppermint candy as she told stories of long ago. The day finally comes when Nana Upstairs dies, and Tommy is filled with sadness. His mother tells him that though she is gone from earth, Nana Upstairs will always be with him in memory. The sight of a shooting star comforts Tommy, as he knows that she is watching from above. Years later, Nana Downstairs becomes Nana Upstairs, and eventually shares the same fate. Tommy again sees a shooting star, reminding him of Nana's presence, and ponders the thought that now both are Nana Upstairs in heaven.

Thoughts:

This is maybe the most sensitive and poigniant story of death and comfort that I have seen for children. Though dealing with a sad topic, children find pleasure in relating to their own experiences with their grandparents, and the concept of aging is introduced in a sweet and simple way. I will use this book when the time comes for me to speak to a child about the loss of a grandparent, as it leaves them with hope and a sense of understanding, that though loved ones may leave us, their spirit and memory will remain. DePaola illustrates thoughtfully and simply, capturing both the joy and sorrow emitted from the little boy.

Reviews:

"What better way to celebrate a birthday than to have a new birth! That's exactly what popular author/illustrator Tomie dePaola has given his classic Nana Upstairs & Nana Downstairs (ages 4-8). Originally released 25 years ago, this wonderful generational story is based on dePaola's childhood experiences when he would visit his grandmother (Nana Downstairs in the kitchen) and his great-grandmother (Nana Upstairs in her bedroom). Every Sunday afternoon the small boy in the story (Tommy) sits chatting and eating candy with the older woman, watching the two comb their long hair, taking naps, going out for ice cream with the men in the family. Eventually Nana Upstairs dies and Tommy mourns, but his mother's explanation of a shooting star gives him a new dimension of understanding.dePaola has created new full-color illustrations in soft, warm tones for the 25th anniversary edition of this tribute to families. It also happens to be the 200th book he has illustrated. Happy birthday, dear Nana Upstairs & Nana Downstairs." - BookPage Review

"This edition of dePaola's story about his special friendship with his great-grandmother and grandmother and the death of his great-grandmother is illustrated with new, full-color paintings. The illustrations are vintage dePaola, and the warm palette conveys the boy's love for his elderly relatives." - Horn Book Guide Reviews

Ideas for Use:

This book is a great introduction for children to the concept of aging, though I would reserve its use for a time when many are either going through or asking questions about deaths of loved ones. For older elementary students, this could be a fun time to talk about grandparents, and to share stories of time spent with grandparents. Pass out peppermint candies like Nana Upstairs offers to Tommy, and take turns sharing stories.

Though this is a picture book, even middle and high schoolers could benefit from its reading. One could talk about the importance of preserving memories and stories, having students write down a story or two that they have either heard from their grandparents or a story of a time spend with grandparents. As an extension, teachers could assign students to interview grandparents or other senior citizens for memories that are important to them.

The Grey King

SLIS 5420- Module 4



The Grey King by Susan Cooper

Bibliography:

Cooper, Susan. The Grey King. Macmillan Publishing Co. (1975).

Summary:

A part of The Dark is Rising series, The Grey King tells of Will Stanton, a young English boy recovering from a serious illness and sent to relatives in Wales to recover. Plagued by a sense of near-rememberance regarding a special purpose for his life, Will fights to discover what great truth is hidden in his illness-ravaged mind. With the help of a friend, Bran, and his dog Cafall, Will finally recalls that he is no ordinary boy. He is an Old One, destined before time to fight the unending battle against the Dark that is rising around them and fighting for control of the people around him. An age-old poem guides Will's focus, as he must "open the oldest hills" and find the harp of gold, a symbol of power that the Dark wishes to remain hidden. This harp of gold has the power to waken the Sleepers from the deep and set them free to fight in the battle against the Dark.

Thoughts:

Having read The Dark is Rising in school several years ago, I was looking forward to reading this book in the series. Though I had not read the plot line in years, I was comforted as I began reading that no prior knowledge or understanding of previous happenings in preceeding books was necessary in understanding and appreciating the story of The Grey King. The characters were accessible, the setting beautifully and simply described, and the plot started in earnest at the beginning of the book and moved ever forward as the battle against the rising Dark grew deeper and greater. As this book is written for children, I appreciate that the hero is a child himself, yet the language is not condescending or belittling of the readers. Will Stanton, our hero, is a child enriched with Old wisdom and powers, making him loveable and inspirational, and moving the child reader to believe that even the youngest and seemingly weak can play a big part in protecting what is important. I recommend this book, and ultimately the series, to young and old readers alike.

Reviews:

"Susan Cooper is one of the few contemporary writers who has the vivid imagination, the narrative powers, and the moral vision that permit her to create the kind of sweeping conflict between good and evil that lies at the heart of all great fantasy. Tolkien had it. So did C.S. Lewis. And Cooper writes in the same tradition." - Psychology Today

"While recovering from hepititis, Will Stanton is sent to a farm in Wales where he is soon caught up in the battle against "the Dark." He struggles to recall the prophetic lines he once memorized and gradually, as he learns the local place names of the geographic features around him, the meaning of the lines becomes clear to him. Through Bran, a young boy with mysterious origins who becomes Will's friend, Will fulfills the prophecies and once again defeats the Dark. This fourth book of Susan Cooper's The Dark is Rising series (S&S Children's, 1975) won the 1976 Newbery Medal. Twenty-five years later, it is still as powerful and mesmerizing as when it was first published." - School Library Journal

Ideas for Use:

Draw attention to the golden harp. What is it about the harp that makes it special? Look at pictures of a harp, draw a harp, etc. Talk about the music of the harp, and what effect it has on those that listen- it is calming, soothing. Listen to harp music, or if possible, invite a harpist to come play for the class. Ask the students why they think it was a harp that the Old Ones must use to wake the Sleepers, instead of a different instrument?

A Wrinkle in Time

SLIS 5420- Module 4

A Wrinkle in Time by Madeline L'Engle

Bibliography:

L'Engle, Madeline. A Wrinkle in Time. Farrar, Straus, and Giroux. (1962).

Summary:

Meg Murray, an awkward, misunderstood teenager, finds herself swept up in the adventure of a lifetime as she embarks on a trip through time and space to find her father, who disappeared a year ago while attempting time travel himself. Assisted by three time-traveling, unearthly beings and accompanied by her brother Charles and a friend named Calvin, Meg and her team discover that there is an epic battle being undertaken between the light and the dark, good and evil. Meg learns that she must overcome her fears and insecurities to help free her father and brother from the hold of IT, the evil controller of mind and will, and keep IT from taking over the universe with its dark power. This is a story of family, courage, and the triumph of love.

Thoughts:

My introduction to A Wrinkle in Time came through a colleague, who upon seeing my reading list, exclaimed, "A Wrinkle in Time! I LOVED that book!" Needless to say, I was excited to read this book that I have heard about for years but never had the opportunity to read. Initially turned off by its classification in the library as "science fiction," I was pleasantly surprised to find in this story tales of love, courage, and family ties that happened to be centered around a "scientific" theme. The concept of "a wrinkle in time" was explained so well that I never worried with technical questions that deterred from the focus of the plot; rather, the concepts of travel through time and space ultimately took a backseat to the ultimate story of the conquering of evil with love.

One of the most admirable qualities of this book, in my opinion, is the unlikely heroine. Meg Murray is an awkward, geeky, insecure teenager who misses her father and does not fit in with the rest of her family or community. Yet it is Meg, through her weaknesses, that is able to fight a winning battle against the powers of evil when all around her are unable to do so. I can see how children and teenagers are drawn to this story, identifying with Meg and her stage in life, and finding inspiration to embrace their "weaknesses" and use their unique gifts to face their own trials.

Reviews:

"A coming of age fantasy story that sympathizes with typical teen girl awkwardness and insecurity, highlighting courage, resourcefulness, and the importance of family ties as key to overcoming them." - New York Post

"Combining theology, fantasy, and science, it is the story of travel through space and time to battle a cosmic evil. With their neighbor Calvin O'Keefe, young Meg Murray and her brother Charles Wallace embark on a cosmic journey to find their lost father, a scientist studying time travel. Assisted by three eccentric women-- Mrs. Whatsit, Mrs. Who, and Mrs. Which-- the children travel to planet Camaztoz where they encounter a repressed society controlled by IT, a disembodied brain that represents evil. Among the themes of the work are the dangers of unthinking conformity and scientific irresponsibility and the saving power of love." - The Merriam-Webster Encyclopedia of Literature

Ideas for Use:
This book is filled with interesting characters, places, and visually stimulating experiences for Meg, Charles, and Calvin. Art projects are a fun extension of this book. Students can find descriptions of either a place or creature and use art materials (paint, glitter, material, etc.) to recreate their versions of these things.

A theme in the book is Meg's ordinary, awkward, somewhat skewed self-image. With older children, discuss what Meg thought she looked like and acted like, and how we sometimes feel just like Meg. Ask the students to draw or paint a self-portrait based on what they think they look like or act like- not using a mirror. Talk about the results- some people do not have an accurate idea of what the people around them see. Take time to point out the positive and unique qualities highlighted in the portraits.

The Blacker the Berry

SLIS 5420- Module 3

The Blacker the Berry by Joyce Carol Thomas


Bibliography:

Thomas, Joyce Carol. The Blacker the Berry. Joanna Cotler Books, HarperCollins Publishers. (2008).

Summary:

"Colors, without black, couldn't sparkle quite so bright." Joyce Carol Thomas, author and poet, eloquently presents a series of poems dedicated to shades of African-American color, from the black of a blackberry to the raspberry black of the African-Native-American, and the toasted brown color of golden brown skin. This book is a celebration not only of Arican-Americans, but of the uniqueness of color, backgrounds, and family circles that creates a common bond among all of humanity. "We are color struck," Thomas says, "the way an artist strikes/his canvas with his brush of many hues."Floyd Cooper beautifully illustrates this remark in each poem, highlighting in the faces of children the beautiful colors described. The winner of the Coretta Scott King award in 2009, The Blacker the Berry is a beautiful celebration of diversity.

Thoughts:

I approached this book as I typically approach poetry- with a touch of trepidation at the fear that I will miss what it is the poet is trying to say. Upon reading Thomas's first poem, "What Shade is Human?" my fears were put to rest and I found myself enraptured by colorful and rich descriptions of the shades found on the faces of the human race. Each poem perfectly described hues in ways that I have not thought of before, from "midnight and berries," to "the color of black dipped in red." I love how these short, simple, yet eloquent poems draw attention to the fact that "black" is such an undescriptive, narrow word used too flippantly to describe the rich colors of the African-American race. The Floyd Cooper, the illustrator, has won my heart with his deep and rich depictions of the colors in each poem, and has captured the joyful faces of children in a heartwarming way. Though The Blacker the Berry focuses on African Americans, it can be used to remind us all that skin color is dynamic, descriptive, and unique, and each hue makes the others around it more beautiful. I am a skeptic turned lover of this collection of poems.

Reviews:

Winner of the Coretta Scott King Medal, 2009

"This collection of 12 poems makes the complexities of a layered heritage visible and the many skin shades celebrated. Read-aloud-sized spreads offer luminous artwork that complements the verses in which children speak of their various hues: "I am midnight and berries..." a child says in the title poem. In another selection, a boy recalls his Seminole grandmother who has given him the color of "red raspberries stirred into blackberries." In "Cranberry Red," a child asserts that "it's my Irish ancestors/Who reddened the Africa in my face," understanding that "When we measure who we are/We don't leave anybody out." The large illustrations match the lyrical poetry's emotional range. Cooper's method includes "pulling" the drawing out from a background of oil paint and glazes. With his subtractive method, he captures the joy of these children-the sparkle of an eye, the width of a grin, the lovely depths of their skin, and the light that radiates from within." -School Library Journal

"Black comes in all shades from dark to light, and each is rich and beautiful this collection of simple, joyful poems and glowing portraits that show African American diversity and connections. In the title poem, a smiling girl says, Because I am dark, the moon and stars shine brighter. Other pages have fun with terms, such as skin deep and night shade. A grandma turns 'Coffee will make you black' from a warning into something great. A boy is proud to be raspberry black as he reads his great-great-grandmother's journal about her love for her Seminole Indian husband. A girl says she is cranberry red from her father's Irish ancestry. In the final, joyful double-page spread, the kids celebrate their individual identities and laugh together. Many families will want to talk about this and their own family roots: We count who we are / And add to all who came before us." -Booklist

Ideas for Use:

One of the most powerful multicultural lessons I have seen suits the content of this book perfectly, as it emphesizes true hues of human skin tones. The teacher or librarian has a collection of skin-colored paints, in varying shades of brown, cream, peach, etc. Each shade has a different name on its label. Some might be "caramel," "ivory," "blush," etc. Allow the students to peruse the colors and pick out one that looks the most like their skin tone. The teacher or librarian rubs a bit of that color on the child's skin, finds one that matches, and then tells the child the color of the paint. Children then turn from "black" or "white" into "mocha," "peach," light beige," etc., and see that no one color defines every person. If time allows, have the students use their color to paint a self-portrait to display for the school.

May I Bring a Friend?

SLIS 5420- Module 3



May I Bring a Friend? by Beatrice Schenk de Regniers (illustrated by Beni Montresor)


Bibliography:


De Regniers, Beatrice Schnek. May I Bring a Friend? Aladdin Books, Macmillan Publishing Company. 1968.


Summary:

May I Bring a Friend? is a charming tale of a King and Queen who continually ask a young boy to spend time at their palace, only to find that the boy each time requests to bring a friend. The King and Queen oblige and are each time surprised at the "friend" who accompanies their guest. When invited to tea, the boy brings a giraffe. A hippopotamus accompanies him to lunch, monkeys to dinner, and the list grows in both size and number. The boy eventually invites the King and Queen to join him and his friends for tea, and they find themselves at the zoo. The story is told in short, simple rhyme and predictable text that makes it easy for children to join in reading aloud. The pictures are detailed and utilize an interesting color palate, from muted greens to mustard yellow, pink, black, and white. Illustrations add to the intrigue of the story and paint a lavish picture of happenings in the palace during these visits.


Thoughts:

Its simple layout and text makes this story an easy but entertaining read for young children. I love that, though the rhyme is predictable, there remains an air of mystery as the reader waits to discover what animal could possibly join the boy in his trip to the palace. The illustrations give a hint toward the time period captured in the book, with its detail, colors, and alternating between color and black and white.

I found this to be a charming story, and could not help but turn the pages faster to discover what ruckus might occur, wondering if the King and Queen would ever get angry, and how the animals would interact in the end. Though written long ago, this story is just as relevant and appealing today as it was when originally published.


Reviews:

Winner of the Caldecott Medal

"One day, a small boy receives a very special invitation -- the King and the Queen have invited him to the castle for tea. He accepts, with one question: "May I bring a friend?"

'Any friend of our friend is welcome here!' says the King. But their guest's friend turns out to be someone they never expected!

Beatrice Schenk de Regniers's rhythmic text and the fantastical, jewellike artwork of Beni Montresor have made this book a favorite for more than twenty-five years."- Simon & Schuster

"The King and Queen are most gracious hosts to a certain little boy- and any friend of his is a friend of theirs. When he brings a giraffe to tea, the King doesn't blink an eye and says, 'Hello. How do you do?' and the Queen merely exclaims, 'Well! Fancy meeting you!' The royal pair continue to invite their guest for tea, breakfast, lunch, dinner, apple pie, and Halloween, and each time he politely asks if he can bring a friend, waits for their assent, then brings a hippo, monkeys, and elephant, and once even a pride of lions into their elegant home. Beatrice Schenk de Regnier's gentle, repetitive, rhyming story, with the refrain, 'So I brought my friend,' will resonate with young children, who will be pleased to see the well-behaved animals wreaking harmless havoc in the palace, and soothed by the unfalteringly open arms and perpetual politeness of the King and Queen. Beni Montesor's distinctive, inky, richly colored drawings earned this book a Caldecott Medal in 1965, and have won the hearts of children ever since." - Karin Snelson, Amazon.com

Ideas for Use:

Young children may have never been exposed to the idea of a tea party, and this story provides the perfect background for such an occurrence. After the initial reading of the book, allow the students to bring with them a stuffed animal to school that they would like to invite to their tea party. Host a "tea party" for the students and their "friends" in the library the following week in a manner that suits the students (drinks and snacks if allowed, if not, imaginary food can be acted out) while re-reading the story with the help of the children's predictive rhyming.


A variation of this activity is to brainstorm as a group what animal "friends" the students would like to invite to a tea party, if they were King or Queen. Go over with students the definition and format of an invitation. Provide paper, markers, colored pencils, etc. for the students to create their own invitations for the "friends" they wish to invite. These invitations can be put in the "mail" by wrapping a shoebox and decorating it to look like a mailbox.

The Wind in the Willows

SLIS 5420- Module 2



Wind in the Willows by Kenneth Grahame


Bibliography:


Grahame, Kenneth. The Wind in the Willows. Methuen, 1908.


Summary:
This classic tale follows the stories of four beloved woodland creatures. Mole leaves his underground home on a whim and strikes up a friendship with Water Rat, a free-spirited poet who thrives on the freedom of the river. Badger is a wise old soul who makes his home in the forest away from any societal obligations, and Toad, a carefree, self-absorbed troublemaker always has his eyes on the lookout for the newest and greatest adventure. The Wind in the Willows takes the reader on a journey through the frightening wood with Badger, through underground burrows and passageways with Mole, down the river with Rat, into lavish homes and darkest prisons brought about by Toad's reckless behavior. Credited as the introduction to animal fantasy, The Wind in the Willows gives children insight as to what life might be like if lived through the eyes of the creatures that live among us, yet out of sight.

Thoughts:

My initial decision to read The Wind in the Willows was based on tales I remembered hearing as a child, namely of the adventures of Mr. Toad. Though the book is clearly well-written, and does provide entertaining anecdotes of these endearing animals, I found it hard to engage with the text and, ultimately, the story. The author eloquently describes the scenery, mood, and interactions between the characters, yet it is this detail that, in some ways, causes the reader to lose sight of the connection with the characters themselves and get lost in the descriptive language.

I desperately wanted to love this book, and I did find myself drawn to the lovable characters. However, in comparison to other highly-esteemed children's literature, this fell short in capturing my attention. One cannot argue against it's status as a good book or classic literature, but I would be surprised to find The Wind in the Willows to be a childhood favorite of children today.

Reviews:

"Since its beginnings as a series of stories told to Kenneth Grahame's young son, The Wind in the Willows has gone on to become one of the best-loved children's books of all time. The timeless story of Toad, Rat, Mole, and Badger, brought to vivid life by Ernest H. Shepard's illustrations, has delighted readers of all ages for more than eighty years." -Simon & Schuster

"Begun as a series of stories told by Kenneth Grahame to his six-year-old son, The Wind in the Willows has become one of the most beloved works of children’s literature ever written. It has been illustrated, famously, by E.H. Shepard and Arthur Rackham, and parts of it were dramatized by A.A. Milne as Toad of Toad Hall. A century after its initial publication it still enchants. Much in Grahame’s novel—the sensitivity of Mole, the mania of Toad, the domesticity of Rat—permeates our imaginative lives (as children and adults)." - Harvard University Press

Ideas for Use:

Children will be most drawn to the adventures of Toad, as he experiences the thrills of motorcars, the consequences of his indulgent behavior, and his escape from prison and other hardships. After drawing attention to the many happenings of Toad, older children may be encouraged to choose one instance (ex. escape from the locomotive) and put it into comic strip form. Either working together or independently, students can create drawings and brief text to illustrate one of Mr. Toad's adventures in a way that one can understand without reading the entire book.

Similarly, if students do not understand the concept of comic strip writing, have them work in groups or pairs to create a front page newspaper devoted to Toad. This could include multiple mini articles on several of his adventures, advertisements for products Toad might be interested in, drawings to resemble photographs of adventures documented in the newspaper.

Big Red Barn

SLIS 5420- Module 2

Big Red Barn by Margaret Wise Brown.




Bibliography:

Brown, Margaret Wise. Big Red Barn. HarperCollins Publishers, 1956. ISBN: 0-06-020748-5.

Summary:

Margaret Wise Brown, author of Runaway Bunny and Goodnight Moon, takes the reader on a tour around the barn, introducing its animals, young and old, as well as its endearing features that make a barn what it is: the weather vane, haystacks, scarecrow, and crops growing in the fields. Written in easy language and smart rhyme, Brown highlights the relationships between the animals and their surroundings, capturing a baby pig learning how to squeal, newborn mice in the crops, and the animals enjoying each other's company until the sun sets and it is time to go to bed. Big Red Barn is cutely illustrated by Felicia Bond, author/illustrator of If You Give a Mouse a Cookie.

Thoughts:

As an elementary teacher, I enjoy this book. This is a cute, simple story that serves as a perfect introduction for children to common farm animals. The illustrations are bright and colorful, realistic yet still appealing to young children. Brown expertly touches on aspects of the farm that are familiar to children without complicating language or overload of detail. One of my favorite aspects of Big Red Barn is its spanning the entire course of the day, from daybreak to nightfall. The illustrations manage to capture the change in light and action as the day moves along, from bright and busy to still and dim. Simple rhymes lend this story to read-alouds in kindergarten and early childhood classrooms across the nation, and it is evident why Big Red Barn is a classic and well-loved book in libraries, classrooms, and homes.

Reviews:

Library of Congress, Children's Books of 1989


"Harkening back to 1956, this classic children's book by Margaret Wise Brown is still in print. Her lulling cadences introduce the barnyard animals as they play one day while the children are away. The illustrations carry us from sunrise to nightfall. A perfect choice for older toddlers. The revised drawings in full color will delight kids." -Children's Literature

"Brown's simple story comes to life with Bond's new illustrations....Children will enjoy studying each of the pages as the day progresses from early morning to night. Even if the original edition is available, this one is worth having." -School Library Journal

Ideas for Use:

A natural extention after a read-aloud of Big Red Barn for early elementary students would be to play a matching game of baby animals and their mothers. This can be done with cards in small groups, or on the felt board as a large group. A variation would be to match animals with their homes in or around the barn, or sort like and different animals.

A fun animal game can be played in response to the book, assigning different children different animals. Each animal is given to two children, and the children must then make their animal's sound. Partners find each other by recognizing who is making the same animal sound. This game can be a little noisy for the library, but is a great review of animals found in the book!