1.BIBLIOGRAPHY
Grimes, Nikki. 2006. THANKS A MILLION. Ill. by Cozbi A. Cabrera. New York: Greenwillow Books-Harper Collins Publishers, Inc. ISBN 068817292X
2.PLOT SUMMARY
Author Nikki Grimes has compiled a collection of 16 poems that relate the expression of gratitude. The thankful thoughts expressed are for a variety of events customary of children’s lives: teacher appreciation, neighborly gratitude, true friendship, and family love. The speakers are distinct, but they are all non-adults and from multiple cultures. Through one poem, for example, a child relates feelings of worry about being a new kid in the lunchroom, and then relief as another boy seeks out his friendship.
3.CRITICAL ANALYSIS
This collection of poems delivers a feel of gratitude in children of all cultures. The illustrations provide images of children of distinct cultures to exemplify that the feeling is a common element for everyone “Rich or poor”. The collection includes a variety of poetry forms for the experience of the participant such as a riddle from which the previous quote was extracted. One poem, “Even the Trees” is an example of a haiku, following a pattern of 5 syllables in the first line, 7 in the second, and 5 syllables in the last as described of this form in our textbook. This short poem provides personification in giving a tree human characteristics: “Trees, arms raised in praise,”.
Another poem, “Dear Author”, is written in free verse narrative. It is a letter written through the voice of a young girl whose father died the year before. The initial tone of the letter is melancholic as the speaker discloses that “Somebody threw a switch and turned me off. I couldn’t breathe. Or cry.” The use of figurative language relays an image of darkness and sorrow. It then progresses into one of gratefulness as the young girl tells about the positive effects a book had on her and as she was able to identify with one of the characters, Lotus, who “was also drowning deep inside”. The meaning to this poem is directly expressed: Thanks to an author who took the time to write a novel with characters and elements that readers could easily identify with, someone was saved from sorrow. The worth of books is exemplified. The language used throughout this poem is primarily literal although readers do have to understand the abstractness in “leaked sadness everywhere” and “drowning deep inside”. These phrases might be difficult to understand by very young readers.
4.REVIEW (EXCERPTS)
School Library Journal: “The art for Mystery is particularly effective, showcasing 42 children of different ethnicities in small, rectangular portraits. A lovely book for reflection and discussion.”
Booklist-“Children struggling to articulate gratitude will find numerous ways to draw upon this--some may memorize or copy out favorite poems to pass along, while others will be inspired to pen their own tender words.”
5.CONNECTIONS
-Read aloud during the month of November, when being thankful is greatly emphasized.
-Multicultural inclusion to classroom library.
-Write a poem to celebrate gratefulness.
-Think of a time when a story or poem has affected you delivering: sadness, laughter, relief, etc.
Tuesday, June 26, 2007
Poetry-Review 2
1.BIBLIOGRPAHY
Florian, Douglas. 1994. BEAST FEAST. Ill. by Douglas Florian. San Diego, CA: Harcout & Brace. ISBN 0152951784.
2.PLOT SUMMARY
The writing of one plot summary is impossible through this collection of 21 poems written and illustrated by Douglas Florian. The poems are all on the descriptive topic of a range of animals including mammals, birds, insects, and fish. Readers learn about the anteater with its long tongue with which termites are eaten. Also about the boa which is so long that we can always see “moa and moa and moa and moa” of it.
3.CRITICAL ANALYSIS
This collection of “beast” poems would be most appealing to those with interest in animals. The denotations used are also suiting for children and others who demand a very concrete use of words and experiences. In general, the use of figurative language is reserved to similes and metaphors. In one of the most personally liked pomes, “The Lobster”, Florian uses a simile by which the speaker compares a lobster with a “Mobster” armed with claws and an antenna ready to strike. This is a lyric poem with rhyme and written in a very concrete style. The literal meaning is quite straightforward and it is delivered through the speaker’s tone of a child who is an expert at this topic: Beware of lobsters whenever on vacation because with its physical parts it can be and is trouble for others. The illustration for this particular poem contributes to the humorous mood and to emphasize the message. Readers view a lobster with all its threatening physical body parts, reading a motel guide. Through the use of a combination of poem types such as concrete poems, lyric, and limericks the author provides a short, factual and sometimes humorous description of each special animal.
4.REVIEW (EXCERPTS)
Publisher’s Weekly: “An ideal read-aloud, this volume will leave young listeners as lighthearted as its own contents.”
School Library Journal: “It's easy to imagine readers becoming inspired to write and illustrate their own poems after spending time with Florian. Clearly a wonderful book.”
Kirkus Review: “Subtle, sophisticated, and quite charming.”
5.CONNECTIONS
-Other similar books by Douglas Florian
*INSECTLOPEDIA. ISBN 0152163352
*LIZARDS, FROGS, AND POLLIWOGS. ISBN 015202591X
*MAMMALABILIA. ISBN 0152050248
-Students can write personal poems about animals or insects to create a class collection.
-Students can make a poster for the school or classroom library to motivate others to read some of the poetry books they have been introduced to.
Florian, Douglas. 1994. BEAST FEAST. Ill. by Douglas Florian. San Diego, CA: Harcout & Brace. ISBN 0152951784.
2.PLOT SUMMARY
The writing of one plot summary is impossible through this collection of 21 poems written and illustrated by Douglas Florian. The poems are all on the descriptive topic of a range of animals including mammals, birds, insects, and fish. Readers learn about the anteater with its long tongue with which termites are eaten. Also about the boa which is so long that we can always see “moa and moa and moa and moa” of it.
3.CRITICAL ANALYSIS
This collection of “beast” poems would be most appealing to those with interest in animals. The denotations used are also suiting for children and others who demand a very concrete use of words and experiences. In general, the use of figurative language is reserved to similes and metaphors. In one of the most personally liked pomes, “The Lobster”, Florian uses a simile by which the speaker compares a lobster with a “Mobster” armed with claws and an antenna ready to strike. This is a lyric poem with rhyme and written in a very concrete style. The literal meaning is quite straightforward and it is delivered through the speaker’s tone of a child who is an expert at this topic: Beware of lobsters whenever on vacation because with its physical parts it can be and is trouble for others. The illustration for this particular poem contributes to the humorous mood and to emphasize the message. Readers view a lobster with all its threatening physical body parts, reading a motel guide. Through the use of a combination of poem types such as concrete poems, lyric, and limericks the author provides a short, factual and sometimes humorous description of each special animal.
4.REVIEW (EXCERPTS)
Publisher’s Weekly: “An ideal read-aloud, this volume will leave young listeners as lighthearted as its own contents.”
School Library Journal: “It's easy to imagine readers becoming inspired to write and illustrate their own poems after spending time with Florian. Clearly a wonderful book.”
Kirkus Review: “Subtle, sophisticated, and quite charming.”
5.CONNECTIONS
-Other similar books by Douglas Florian
*INSECTLOPEDIA. ISBN 0152163352
*LIZARDS, FROGS, AND POLLIWOGS. ISBN 015202591X
*MAMMALABILIA. ISBN 0152050248
-Students can write personal poems about animals or insects to create a class collection.
-Students can make a poster for the school or classroom library to motivate others to read some of the poetry books they have been introduced to.
Poetry-Review 1
1.BIBLIOGRAPHY
Hesse, Karen. 2003. ALEUTIAN ISLANDS. Ill. by Evon Zerbetz. New York: Simon & Schuster Children’s Publishing. ISBN 0689861893
2.PLOT SUMMARY
Vera is part of the Kashega Village natives that have occupied part of the Aleutian Islands for thousands of years. This group of islands belongs to the Alaskan territory, and the people are thus United States citizens. Seven months after the attack on Pearl Harbor, the Japanese invade these islands. The United States government orders a hasty, complete evacuation of the people who have made their homes there. 5 villages are displaced and left to live in an evacuation camp in Ward Lake, Alaska where the living conditions are injurious: “we get little to eat and no doctoring, and our toilet is an open trough washing into the creek”. For three years the Aleut people are kept away from their homes even though the Japanese invasion only lasted about a year. For three years they endure humiliation and degrading actions and words on behalf of the “whites” living in the towns surrounding their evacuation camp. During this time some of the Aleut natives are forced to assimilate and choose to leave and live in town like the narrating character relates, “My mother was one of the first to leave”. Some choose to escape their sufferings through drinking because “nothing hurts when the body is numb”. Yet many others die from fevers, TB, and boils which are dismissed by the “white” doctor who says the people are “not ill, only “adjusting”. Amidst all of this despair, the elders continue to deliver their lessons and stories to the younger ones who relinquish in remembering the old time when they were free. Finally, Vera and the remaining villagers are allowed to return to their war tarnished homes where they continue to find the will to live a content life again.
3.CRITICAL ANALYSIS
This narrative novel written in free verse style delivers the reader with a fictitious historical insight into the lives of a population strongly affected by the events of 1942, but of which it is not often heard of. The author makes use of figurative language elements throughout the story to provide personification to nature such as in the phrase “rain filling the gray cheeks of the sky”. Although the chapters are free of illustrations aside from the black and white depictions provided at the beginning of each time division, the author is able to portray a mental image of the distinct settings where the Aleutians lived over the course of the novel: “everywhere we turn, green life rubs its moss skin against us. The air steams green, and always the sound of dripping.” Readers can envision a wet, dense forest as the villagers’ new homes.
Karen Hesse grants the reader a vicarious experience as the sentiment of oppression and constant yearning for returned freedom is made known by the main character’s thoughts and comparisons. Following the description of the new land in which they are now forced to live, the author furnishes Vera with the following thoughts: “Always the smell of rot. Always green curtains smothering us.” The pine trees are symbolic for the “green curtain” that is suffocating the Aleutian people by not allowing them to return to their homes. It is also representative of the restraints endured physically, emotionally, and culturally. Another portrayal of the feelings felt can be derived from Vera’s flashback to a time when her people were free and she was catching cod with her friend, Pari: “But as we remember the harvest cod we remember too how the fish flopped on the beach, Desperate to get to the water.” For the reader, this is an indirect simile: Aleutians are like the fish, desperate to go back into their homes. Through this fictitious novel that is based on true events, the point of view presented by Vera delivers a strong theme of discrimination and disparity that is still a reality in our present worlds.
4.REVIEW( EXCERPTS)
Publisher’s Weekly: "The poetic images will linger in the minds of readers."
Horn Book Guide: “Despite some deftly written entries, Hesse's third free-verse novel doesn't provide a clear picture of either the young narrator (Vera, who's half-Aleutian, half-white) or the book's historical events (the relocation of hundreds of Aleuts during World War II). Some of the poems are quite graceful, conveying much in just a few lines, but in general, the format doesn't serve the author well”
5.CONNECTIONS
-Most appropriate for young adult or adult readers.
- Use as part of a study of World War II to analyze different view points.
-Students can analyze literary elements by writing a review of the book.
-Provide a virtual visit to the Aleutian Islands.
Hesse, Karen. 2003. ALEUTIAN ISLANDS. Ill. by Evon Zerbetz. New York: Simon & Schuster Children’s Publishing. ISBN 0689861893
2.PLOT SUMMARY
Vera is part of the Kashega Village natives that have occupied part of the Aleutian Islands for thousands of years. This group of islands belongs to the Alaskan territory, and the people are thus United States citizens. Seven months after the attack on Pearl Harbor, the Japanese invade these islands. The United States government orders a hasty, complete evacuation of the people who have made their homes there. 5 villages are displaced and left to live in an evacuation camp in Ward Lake, Alaska where the living conditions are injurious: “we get little to eat and no doctoring, and our toilet is an open trough washing into the creek”. For three years the Aleut people are kept away from their homes even though the Japanese invasion only lasted about a year. For three years they endure humiliation and degrading actions and words on behalf of the “whites” living in the towns surrounding their evacuation camp. During this time some of the Aleut natives are forced to assimilate and choose to leave and live in town like the narrating character relates, “My mother was one of the first to leave”. Some choose to escape their sufferings through drinking because “nothing hurts when the body is numb”. Yet many others die from fevers, TB, and boils which are dismissed by the “white” doctor who says the people are “not ill, only “adjusting”. Amidst all of this despair, the elders continue to deliver their lessons and stories to the younger ones who relinquish in remembering the old time when they were free. Finally, Vera and the remaining villagers are allowed to return to their war tarnished homes where they continue to find the will to live a content life again.
3.CRITICAL ANALYSIS
This narrative novel written in free verse style delivers the reader with a fictitious historical insight into the lives of a population strongly affected by the events of 1942, but of which it is not often heard of. The author makes use of figurative language elements throughout the story to provide personification to nature such as in the phrase “rain filling the gray cheeks of the sky”. Although the chapters are free of illustrations aside from the black and white depictions provided at the beginning of each time division, the author is able to portray a mental image of the distinct settings where the Aleutians lived over the course of the novel: “everywhere we turn, green life rubs its moss skin against us. The air steams green, and always the sound of dripping.” Readers can envision a wet, dense forest as the villagers’ new homes.
Karen Hesse grants the reader a vicarious experience as the sentiment of oppression and constant yearning for returned freedom is made known by the main character’s thoughts and comparisons. Following the description of the new land in which they are now forced to live, the author furnishes Vera with the following thoughts: “Always the smell of rot. Always green curtains smothering us.” The pine trees are symbolic for the “green curtain” that is suffocating the Aleutian people by not allowing them to return to their homes. It is also representative of the restraints endured physically, emotionally, and culturally. Another portrayal of the feelings felt can be derived from Vera’s flashback to a time when her people were free and she was catching cod with her friend, Pari: “But as we remember the harvest cod we remember too how the fish flopped on the beach, Desperate to get to the water.” For the reader, this is an indirect simile: Aleutians are like the fish, desperate to go back into their homes. Through this fictitious novel that is based on true events, the point of view presented by Vera delivers a strong theme of discrimination and disparity that is still a reality in our present worlds.
4.REVIEW( EXCERPTS)
Publisher’s Weekly: "The poetic images will linger in the minds of readers."
Horn Book Guide: “Despite some deftly written entries, Hesse's third free-verse novel doesn't provide a clear picture of either the young narrator (Vera, who's half-Aleutian, half-white) or the book's historical events (the relocation of hundreds of Aleuts during World War II). Some of the poems are quite graceful, conveying much in just a few lines, but in general, the format doesn't serve the author well”
5.CONNECTIONS
-Most appropriate for young adult or adult readers.
- Use as part of a study of World War II to analyze different view points.
-Students can analyze literary elements by writing a review of the book.
-Provide a virtual visit to the Aleutian Islands.
Friday, June 15, 2007
Traditional Literature-Review 3
1.BIBLIOGRAPHY
Ada, Alma Flor & F. Isabel Campoy. 2003. ¡Pio Peep! Traditional Spanish Nursery Rhymes. Ill. by Vivi Escriva. New York: Rayo- Harper Collins Publisher. ISBN 0688160190.
2.PLOT SUMMARY
This is a collection of rhymes and songs which do not follow one particular plot. As noted by the authors in their introductory statements, the origin of the collected items stem primarily from Spain. Some are from Mexico. All, however, include details of the Latin childhood culture. One particular song, “Duermete, mi niña/Sleep Now, My Baby”, relates a mother’s attempt to put her baby down for a sleep. The baby, however, does not have much desire for a nap and instead closes and opens her eyes again.
3.CRITICAL ANALYSIS
This edited collection of rhymes and songs have been included in bilingual format side to side. Interestingly, authors make the readers aware through their introduction that the English version is not a simple translation, but a poetic reconstruction that sought to maintain the richness of the Spanish counterpart. There is no background information included for the rhymes or songs, and it would be interesting to the unfamiliar reader to be provided with one. However, precise background information would be an impossible feat as these rhymes and songs originated many, many generations ago. To the reader of Hispanic descent, many of these inclusions are familiar as they are often used in celebrations, schools, and playground games. This multicultural selection appears to be culturally specific according to the descriptions provided in Children’s Literature, Briefly (Tunnel & Jacobs 2004,190) Details of the Hispanic culture are quite evident in the illustrations provided although they don’t quite depict the reality of the Hispanic culture now living the United States. It is more of a window into the daily lives of the past and perhaps of some people who reside in Latin American countries. Throughout, the rhymes and songs include a repetitive pattern and often rhyming words customary of this format that lends itself for quality read alouds. The style of the written text and the illustrations also portray a mood of warmth, joy, and playfulness. Characters, although minimally developed, are used to accompany the text and are often smiling. Mothers embrace their children lovingly as they put them down to sleep or participate in conversations. Children also hold each others’ hands as they engage in the playful movements that accompany a song.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL starred review- "Stellar…The rhymes cover everything from early morning birds to elephants to angels."
BOOKLIST-“Parents, teachers, and librarians will find a multitude of uses.”
5.CONNECTIONS
-Select a song or rhyme and make puppets to recreate it in groups.
-Go outside and engage in some of the games that go with the songs. (A la vibora de la mar or Los elefantes)
-Engage in shared writing to compose a song similar to those found in the book.
-Other similar collections
Ada, Alma Flor, Isabel F. Campoy, & Maribel Suarez. Mama Goose-A Latino Nursery Collection. ISBN 0786819537
Delacre, Lulu. Arroz con leche: canciones y ritmos populares de América Latina/Popular Songs and Rimes from Latin America. ISBN 0786819537
Ada, Alma Flor & F. Isabel Campoy. 2003. ¡Pio Peep! Traditional Spanish Nursery Rhymes. Ill. by Vivi Escriva. New York: Rayo- Harper Collins Publisher. ISBN 0688160190.
2.PLOT SUMMARY
This is a collection of rhymes and songs which do not follow one particular plot. As noted by the authors in their introductory statements, the origin of the collected items stem primarily from Spain. Some are from Mexico. All, however, include details of the Latin childhood culture. One particular song, “Duermete, mi niña/Sleep Now, My Baby”, relates a mother’s attempt to put her baby down for a sleep. The baby, however, does not have much desire for a nap and instead closes and opens her eyes again.
3.CRITICAL ANALYSIS
This edited collection of rhymes and songs have been included in bilingual format side to side. Interestingly, authors make the readers aware through their introduction that the English version is not a simple translation, but a poetic reconstruction that sought to maintain the richness of the Spanish counterpart. There is no background information included for the rhymes or songs, and it would be interesting to the unfamiliar reader to be provided with one. However, precise background information would be an impossible feat as these rhymes and songs originated many, many generations ago. To the reader of Hispanic descent, many of these inclusions are familiar as they are often used in celebrations, schools, and playground games. This multicultural selection appears to be culturally specific according to the descriptions provided in Children’s Literature, Briefly (Tunnel & Jacobs 2004,190) Details of the Hispanic culture are quite evident in the illustrations provided although they don’t quite depict the reality of the Hispanic culture now living the United States. It is more of a window into the daily lives of the past and perhaps of some people who reside in Latin American countries. Throughout, the rhymes and songs include a repetitive pattern and often rhyming words customary of this format that lends itself for quality read alouds. The style of the written text and the illustrations also portray a mood of warmth, joy, and playfulness. Characters, although minimally developed, are used to accompany the text and are often smiling. Mothers embrace their children lovingly as they put them down to sleep or participate in conversations. Children also hold each others’ hands as they engage in the playful movements that accompany a song.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL starred review- "Stellar…The rhymes cover everything from early morning birds to elephants to angels."
BOOKLIST-“Parents, teachers, and librarians will find a multitude of uses.”
5.CONNECTIONS
-Select a song or rhyme and make puppets to recreate it in groups.
-Go outside and engage in some of the games that go with the songs. (A la vibora de la mar or Los elefantes)
-Engage in shared writing to compose a song similar to those found in the book.
-Other similar collections
Ada, Alma Flor, Isabel F. Campoy, & Maribel Suarez. Mama Goose-A Latino Nursery Collection. ISBN 0786819537
Delacre, Lulu. Arroz con leche: canciones y ritmos populares de América Latina/Popular Songs and Rimes from Latin America. ISBN 0786819537
Traditional Literature-Review 2
1.BIBLIOGRAPHY
San Souci, Robert E. 1998. Cendrillon: A Caribbean Cinderella. Ill. by Brian Pinkey. New York: Simon & Schuster. ISBN 068980668X
2.PLOT SUMMARY
This variation of the tale of Cinderella takes place in the Caribbean and like some other variations, is narrated by a specific character. Cendrillon’s nanny, a washerwoman, tells the story of how she becomes the little girl’s nanny when her mother dies shortly after birth. Cendrillon’s father remarries a “cold woman” who shortly after marriage gives birth to Vitalia, Cendrillon’s stepsister. As a child growing up, Cendrillon is victim to the loathing behaviors of her stepmother and stepsister: washing the family’s laundry at the river, eating scraps, and sleeping on a straw pallet. One day Cendrillon approaches her nanny in despair since she aspires to go to a birthday celebration of a boy who is “like a prince”. The nanny is able to accompany a magically transformed version of Cendrillon to the party. The nanny uses a magic wand that had been presented to her as a gift from her dying mother to change ordinary objects into whatever she desires. At the celebration, Cendrillon mesmerizes everyone including Paul, the birthday boy, with whom she dances until the clock strikes to announce the nearing of midnight. Cendrillon and her nanny rush out just in time. Days later Paul visits the home of Cendrillon and her stepfamily looking for the lady who will fit into the slipper left behind at the celebration. Cendrillon, who is “sick with a broken hear” is persuaded by her nanny to approach Paul and try on the slipper. Being a perfect fit for her, Paul and Cendrillon marry thereafter.
3.CRITICAL ANALYSIS
In this revisiting of the classical Cinderella fairytale, Cendrillon’s character is the epitome of virtue, benevolence, and conscientiousness we so much desire in members of a society. Although she knows that the wicked treatment given to her by her stepfamily is undeserved, at her young age she realizes that “the work hurts my hands but not my heart” and she does not reveal any negative emotions or desires of vengeance towards her family. Furthermore, even as an adolescent she is able to reflect upon the effects of her acts realizing that Paul did not truly fall in love with Cendrillon, but with the transformation that occurred “under the spell of your wand”. The narrative voice of Cendrillon’s nanny provides a distinct insight into the background events and emotions unknown by readers through the reading of other versions. The author’s unique variations used to relate the story include details found distinctively in the French/Creole cultural influence of the island of Martinique in the Caribbean: French vocabulary, character attire, the washing of clothing at the river, Cendrillon’s embroidered slipper rather than a glass one, the use of a turban upon Cendrillon’s head, etc. The style of realism set forth by Brian Pinkey’s illustrations reinforces the text, setting, and culture of this tale.
4.REVIEW (EXCERPTS)
BOOKLIST starred review: “There are many variations of the Cinderella story, and this version, set on the island of Martinique, is particularly vibrant, both in its melodious language and its spirited art.”
KIRKUS REVIEWS: “San Souci's retelling of the Cinderella story in a Martinique mode has music to it that cannot be denied.”
5.CONNECTIONS
-Students can assume the role of any other character and rewrite the story from this character’s point of view.
-Include in geographic study of the Caribbean.
-Venn diagram to compare and contrast two versions of Cinderella.
-Other variations of Cinderella
Climo, Shirley. The EgyptianCinderella. ISBN: 0064432793
Louie, Ai-Ling. Yeh-Shen: A Cinderella Story from China. ISBN: 0698113888
Hickox, Rebecca. Golden Sandal: A Middle Eastern Cinderella Story. ISBN: 0823415139
San Souci, Robert E. 1998. Cendrillon: A Caribbean Cinderella. Ill. by Brian Pinkey. New York: Simon & Schuster. ISBN 068980668X
2.PLOT SUMMARY
This variation of the tale of Cinderella takes place in the Caribbean and like some other variations, is narrated by a specific character. Cendrillon’s nanny, a washerwoman, tells the story of how she becomes the little girl’s nanny when her mother dies shortly after birth. Cendrillon’s father remarries a “cold woman” who shortly after marriage gives birth to Vitalia, Cendrillon’s stepsister. As a child growing up, Cendrillon is victim to the loathing behaviors of her stepmother and stepsister: washing the family’s laundry at the river, eating scraps, and sleeping on a straw pallet. One day Cendrillon approaches her nanny in despair since she aspires to go to a birthday celebration of a boy who is “like a prince”. The nanny is able to accompany a magically transformed version of Cendrillon to the party. The nanny uses a magic wand that had been presented to her as a gift from her dying mother to change ordinary objects into whatever she desires. At the celebration, Cendrillon mesmerizes everyone including Paul, the birthday boy, with whom she dances until the clock strikes to announce the nearing of midnight. Cendrillon and her nanny rush out just in time. Days later Paul visits the home of Cendrillon and her stepfamily looking for the lady who will fit into the slipper left behind at the celebration. Cendrillon, who is “sick with a broken hear” is persuaded by her nanny to approach Paul and try on the slipper. Being a perfect fit for her, Paul and Cendrillon marry thereafter.
3.CRITICAL ANALYSIS
In this revisiting of the classical Cinderella fairytale, Cendrillon’s character is the epitome of virtue, benevolence, and conscientiousness we so much desire in members of a society. Although she knows that the wicked treatment given to her by her stepfamily is undeserved, at her young age she realizes that “the work hurts my hands but not my heart” and she does not reveal any negative emotions or desires of vengeance towards her family. Furthermore, even as an adolescent she is able to reflect upon the effects of her acts realizing that Paul did not truly fall in love with Cendrillon, but with the transformation that occurred “under the spell of your wand”. The narrative voice of Cendrillon’s nanny provides a distinct insight into the background events and emotions unknown by readers through the reading of other versions. The author’s unique variations used to relate the story include details found distinctively in the French/Creole cultural influence of the island of Martinique in the Caribbean: French vocabulary, character attire, the washing of clothing at the river, Cendrillon’s embroidered slipper rather than a glass one, the use of a turban upon Cendrillon’s head, etc. The style of realism set forth by Brian Pinkey’s illustrations reinforces the text, setting, and culture of this tale.
4.REVIEW (EXCERPTS)
BOOKLIST starred review: “There are many variations of the Cinderella story, and this version, set on the island of Martinique, is particularly vibrant, both in its melodious language and its spirited art.”
KIRKUS REVIEWS: “San Souci's retelling of the Cinderella story in a Martinique mode has music to it that cannot be denied.”
5.CONNECTIONS
-Students can assume the role of any other character and rewrite the story from this character’s point of view.
-Include in geographic study of the Caribbean.
-Venn diagram to compare and contrast two versions of Cinderella.
-Other variations of Cinderella
Climo, Shirley. The EgyptianCinderella. ISBN: 0064432793
Louie, Ai-Ling. Yeh-Shen: A Cinderella Story from China. ISBN: 0698113888
Hickox, Rebecca. Golden Sandal: A Middle Eastern Cinderella Story. ISBN: 0823415139
Traditional Literature-Review 1
1.BIBLIOGRAPHY
Wolkstein, Diane. 1996. White Wave: A Chinese Tale. Ill. by Ed Young. San Diego, CA. Harcourt Brace & Co. ISBN 0152002936
2.PLOT SUMMARY
Kuo Ming is a Chinese farmer who lives alone in the hills. Upon encountering a unique moon snail on his way home, he decides to tend to the live creature within it by feeding it fresh leaves. Thereafter, Kuo Ming is mystified when he finds his dinner ready every evening as he comes home from a long day of farming. While spying through the window of his home, he discovers that a moon goddess emerges from the moon snail every day to makes his delicate meals. Kuo Ming’s emotions rise as he is joyous to have such an incredible creature in his home. Although aware that he should not touch a moon goddess, Kuo Ming is tempted and he approaches her. White Wave, the moon goddess, is displeased with the farmer’s actions and announces her departure. She promises Kuo Ming that she will be of assistance whenever he needs her. Saddened, Kuo Ming becomes immersed in building a shrine for the moon goddess upon a hill. Without food or money left, Kuo Ming finds himself calling White Wave’s name. Making honor to her promise, White Wave provides Kuo Ming with enough food to last a year. Eventually Kuo Ming marries and has a family. The tale of White Wave and the shrine on the hill is told to Kuo Ming’s family and has become a folktale of the Chinese culture.
3.CRITICAL ANALYSIS
Through her retelling of this story, author Diane Wolkstein is able to transcend to readers an experience of true traditional fantasy. The names of the two characters, White Wave and Kuo Ming ( meaning” Country White” according to the author’s note) provide the reader with a notion of goodness and sacrifice in the qualities of these two characters. Although White Wave was disappointed with Kuo Ming for forgetting to listen to his instinct when he desired to touch her, she continued to exhibit kindness by offering her help in times of need. According to our lecture notes provided by Dr. Vardell these two qualities seem to be revered in the Chinese culture. In keeping with the trends of traditional fantasy, minimal information is provided about the setting: the hills of southern China. Also, the story begins with the phrase “Long ago, in the time of mysteries…” providing the reader with a tone of mysticisms right away that serves as an impulsive force for readers to continue to approach the text carefully and softly if being read aloud. The text includes a repetitive pattern as portrayed by the events of Kuo Ming feeding the moon snail every morning and then returning home to find his dinner prepared every evening. An appealing attribute to the development of the story were the illustrative elements provided by Ed Young. Enclosed by a red border, the illustrations encompass the use of graphite pencil. The sole use of white color on White Wave, the moon snail, and “wherever she stepped in the room…” is used to deliver the illusion of glimmer that surrounds this magical being. Ed Young also captures the attention of the vigilant reader with his use of snail like circular lineage used repetitively throughout the pages.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL: “A well-told Chinese folktale, first published in 1979 (Crowell), has been reissued with a handsome new jacket and a few changes in the text.”
HORN BOOK GUIDE: “Recommended, satisfactory in style, content, and/or illustration.”
5.CONNECTIONS
-Visit Scholastic web page “Myths, Folktales, and Fairytales” at http://teacher.scholastic.com/writewit/mff/ for unit on this genre.
-Prepare a script for reader’s theater and allow students to participate.
-Creative writing experience: Explore the possibilities of what happened to White Wave.
-Other recommended folktales for improving multicultural awareness:
Jolen, Yane. Favorite Folktales from Around the World. ISBN 0394751884
Garland, Sherry. Chldren of the Dragon: Selected Tales from Vietnam. ISBN 0152242007
Shepard, Aaron. The Princess Mouse: A Tale of Finland. ISBN 0689829124
Wolkstein, Diane. 1996. White Wave: A Chinese Tale. Ill. by Ed Young. San Diego, CA. Harcourt Brace & Co. ISBN 0152002936
2.PLOT SUMMARY
Kuo Ming is a Chinese farmer who lives alone in the hills. Upon encountering a unique moon snail on his way home, he decides to tend to the live creature within it by feeding it fresh leaves. Thereafter, Kuo Ming is mystified when he finds his dinner ready every evening as he comes home from a long day of farming. While spying through the window of his home, he discovers that a moon goddess emerges from the moon snail every day to makes his delicate meals. Kuo Ming’s emotions rise as he is joyous to have such an incredible creature in his home. Although aware that he should not touch a moon goddess, Kuo Ming is tempted and he approaches her. White Wave, the moon goddess, is displeased with the farmer’s actions and announces her departure. She promises Kuo Ming that she will be of assistance whenever he needs her. Saddened, Kuo Ming becomes immersed in building a shrine for the moon goddess upon a hill. Without food or money left, Kuo Ming finds himself calling White Wave’s name. Making honor to her promise, White Wave provides Kuo Ming with enough food to last a year. Eventually Kuo Ming marries and has a family. The tale of White Wave and the shrine on the hill is told to Kuo Ming’s family and has become a folktale of the Chinese culture.
3.CRITICAL ANALYSIS
Through her retelling of this story, author Diane Wolkstein is able to transcend to readers an experience of true traditional fantasy. The names of the two characters, White Wave and Kuo Ming ( meaning” Country White” according to the author’s note) provide the reader with a notion of goodness and sacrifice in the qualities of these two characters. Although White Wave was disappointed with Kuo Ming for forgetting to listen to his instinct when he desired to touch her, she continued to exhibit kindness by offering her help in times of need. According to our lecture notes provided by Dr. Vardell these two qualities seem to be revered in the Chinese culture. In keeping with the trends of traditional fantasy, minimal information is provided about the setting: the hills of southern China. Also, the story begins with the phrase “Long ago, in the time of mysteries…” providing the reader with a tone of mysticisms right away that serves as an impulsive force for readers to continue to approach the text carefully and softly if being read aloud. The text includes a repetitive pattern as portrayed by the events of Kuo Ming feeding the moon snail every morning and then returning home to find his dinner prepared every evening. An appealing attribute to the development of the story were the illustrative elements provided by Ed Young. Enclosed by a red border, the illustrations encompass the use of graphite pencil. The sole use of white color on White Wave, the moon snail, and “wherever she stepped in the room…” is used to deliver the illusion of glimmer that surrounds this magical being. Ed Young also captures the attention of the vigilant reader with his use of snail like circular lineage used repetitively throughout the pages.
4.REVIEW (EXCERPTS)
SCHOOL LIBRARY JOURNAL: “A well-told Chinese folktale, first published in 1979 (Crowell), has been reissued with a handsome new jacket and a few changes in the text.”
HORN BOOK GUIDE: “Recommended, satisfactory in style, content, and/or illustration.”
5.CONNECTIONS
-Visit Scholastic web page “Myths, Folktales, and Fairytales” at http://teacher.scholastic.com/writewit/mff/ for unit on this genre.
-Prepare a script for reader’s theater and allow students to participate.
-Creative writing experience: Explore the possibilities of what happened to White Wave.
-Other recommended folktales for improving multicultural awareness:
Jolen, Yane. Favorite Folktales from Around the World. ISBN 0394751884
Garland, Sherry. Chldren of the Dragon: Selected Tales from Vietnam. ISBN 0152242007
Shepard, Aaron. The Princess Mouse: A Tale of Finland. ISBN 0689829124
Saturday, June 9, 2007
Picture Book-Review 3
1.BIBLIOGRAPHY
Rohmann, Eric. 2002. My Friend Rabbit. Brookfield, Connecticut. Roaring Book Press. ISBN 0716315357
2.PLOT SUMMARY
In this story of animal characters, rabbit and mouse are good friends that look out for each other and help find solutions for arising troubles. The story plot originates one day when rabbit attempts to do something good for mouse by pushing his toy plane off into the air. Sadly, after mouse drops out of it the plane lands on top of a tree. With his repetitive phrase of “Not to worry, Mouse, I’ve got an idea”, rabbit conjures a plan to retrieve the plane that involves the use of other animals like a hippopotamus, an elephant, a crocodile, and a family of ducks among others. When the plan fails and leaves the animals quite upset at rabbit, mouse comes to his rescue. Fully grateful for his friend’s help, rabbit attempts to hug mouse causing him to lose control of the toy plane which again lands on top of a tree.
3.CRITICAL ANALYSIS
This is a story of true friendship and one that is bursting with qualities of an exceptional children’s book. Non-surprisingly a Caldecott Medal Award winner, this book requires only the most minimal of ordinary text to tell its tale. The use of a big, white rabbit as the character who means wells, but for who every idea results in more trouble is a great example of how a character is developed through illustrations as described in Children’s Literature, Briefly (Tunnel & Jacobs, 2004) His whiteness portrays the purity of a friend who means well while his big size can be attributed to his clumsiness. With a light blue background to establish setting, the illustrations serve to portray character and object movements as the plot develops. For example, at the beginning and end when the plane is flying through the air, readers can follow its path through 3 pages by following the illustrator provided lines that would come from a real plane’s exhaust. Also, through the sole use of illustrations readers learn about rabbit’s plan to retrieve mouse’s plane from the tree by making a high-reaching animal chain. The composition of two pages mid-book is suddenly vertical wherein the rest of the pages are horizontal. An indirect lesson for the reader comes at the end when the small mouse that had provided the voice for this story, displays his affection by helping rabbit who had just wanted to help mouse.
4.REVIEW EXCERPT(S)
PUBLISHERS WEEKLY starred review: "Rohmann tells most of the story through bold, expressive relief prints....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."
SCHOOL LIBRARY JOURNAL starred review: "The double-page, hand-colored relief prints with heavy black outlines are magnificent, and children will enjoy the comically expressive pictures of the animals before and after their attempt to extract the plane. The text is minimal; it's the illustrations that are the draw here."
Caldecott Medal Award-2003
5.CONNECTIONS
-Excellent title for a unit on communal friendship and the actions of friends.
-Shared writing experience by providing the text to the pages that are intentionally left without text.
-Reader’s response journal on the topic of friendship or personal acts of friendship displayed.
-Character analysis art/language arts activity.
Rohmann, Eric. 2002. My Friend Rabbit. Brookfield, Connecticut. Roaring Book Press. ISBN 0716315357
2.PLOT SUMMARY
In this story of animal characters, rabbit and mouse are good friends that look out for each other and help find solutions for arising troubles. The story plot originates one day when rabbit attempts to do something good for mouse by pushing his toy plane off into the air. Sadly, after mouse drops out of it the plane lands on top of a tree. With his repetitive phrase of “Not to worry, Mouse, I’ve got an idea”, rabbit conjures a plan to retrieve the plane that involves the use of other animals like a hippopotamus, an elephant, a crocodile, and a family of ducks among others. When the plan fails and leaves the animals quite upset at rabbit, mouse comes to his rescue. Fully grateful for his friend’s help, rabbit attempts to hug mouse causing him to lose control of the toy plane which again lands on top of a tree.
3.CRITICAL ANALYSIS
This is a story of true friendship and one that is bursting with qualities of an exceptional children’s book. Non-surprisingly a Caldecott Medal Award winner, this book requires only the most minimal of ordinary text to tell its tale. The use of a big, white rabbit as the character who means wells, but for who every idea results in more trouble is a great example of how a character is developed through illustrations as described in Children’s Literature, Briefly (Tunnel & Jacobs, 2004) His whiteness portrays the purity of a friend who means well while his big size can be attributed to his clumsiness. With a light blue background to establish setting, the illustrations serve to portray character and object movements as the plot develops. For example, at the beginning and end when the plane is flying through the air, readers can follow its path through 3 pages by following the illustrator provided lines that would come from a real plane’s exhaust. Also, through the sole use of illustrations readers learn about rabbit’s plan to retrieve mouse’s plane from the tree by making a high-reaching animal chain. The composition of two pages mid-book is suddenly vertical wherein the rest of the pages are horizontal. An indirect lesson for the reader comes at the end when the small mouse that had provided the voice for this story, displays his affection by helping rabbit who had just wanted to help mouse.
4.REVIEW EXCERPT(S)
PUBLISHERS WEEKLY starred review: "Rohmann tells most of the story through bold, expressive relief prints....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."
SCHOOL LIBRARY JOURNAL starred review: "The double-page, hand-colored relief prints with heavy black outlines are magnificent, and children will enjoy the comically expressive pictures of the animals before and after their attempt to extract the plane. The text is minimal; it's the illustrations that are the draw here."
Caldecott Medal Award-2003
5.CONNECTIONS
-Excellent title for a unit on communal friendship and the actions of friends.
-Shared writing experience by providing the text to the pages that are intentionally left without text.
-Reader’s response journal on the topic of friendship or personal acts of friendship displayed.
-Character analysis art/language arts activity.
Picture Book-Review 2
1. BIBLIOGRAPHY
Marcus, Leonard S. 1998. A Caldecott Celebration: Six Artists and Their Paths to the Caldecott Medal. New York. Walker Publishing Company, Inc. ISBN 0802786561
2. PLOT SUMMARY
Through this nonfiction text readers undergo an exploration of the paths followed by children’s book illustrators to create works that have led them to win the honored Caldecott Medal Award. Author Leonard Marcus presents the memorable challenges and events that led to the final publication of 6 award winning children’s books from illustrators Robert McCloskey, Marcia Brown, Maurice Sendak, William Steig, Chris Van Allsburg, and David Wiesner. For every author’s course of work, readers are provided with pictures, thumbnails, or sketches that depict the customary ever changing ideas which will eventually lead to a final product.
3.CRITICAL ANALYSIS
This is definitely a book for those who are interested in the process of illustrating children’s books or simply wanting to gain information about valued illustrators. Leonard Marcus enables the reader to form part in the lives of illustrators through actual interview excerpts from the illustrators, publishers, editors, and friends of the illustrators. For readers who are not familiar with the honor of receiving a Caldecott Medal or Caldecott Honor, the introduction serves to provide awareness about the definitions and significance of these. The Glossary provided at closing assists the novice art and illustrating techniques reader with a tool to clarify meanings. Most enticingly, however, is the inclusion of the authentic sketches and dummies that preceded an award winning work. They serve to show the seeking of perfection as the illustrator works to select the best shape, texture, lines, etc. to help make a text come alive.
4.REVIEW EXCERPT(S)
BOOKLIST starred review: “A lively, informative introduction to each book and its maker. A beautifully made book, this will serve as a fine resource for children interested in illustration and for teachers researching author/ illustrator studies.”
THE BULLETIN OF THE CENTER FOR CHILDREN'S BOOKS starred review: "Eminently satisfying."
PUBLISHERS WEEKLY starred review: “Filled with witty anecdotes and pithy observations, Marcus’s approach to examining the works of six Caldecott Medalists will be of as much interest to adults as to picture book readers.”
5.CONNECTIONS
-Read some of the listed Caldecott Medal Award Books. Provide pages with sample text from stories and ask students to become illustrators for that day.
-Use as part of a unit on author or illustrator studies.
-Choose one Caldecott Medal Award Book and write a letter to the illustrator.
-Other similar books:
Cummings, Pat. Talking With Artists: Volume 1 (Talking with Artists) ISBN 0027242455
Marcus, Leonard S. Side by Side: Five Favorite Picture-Book Teams Go to Work ISBN 0802796168
Marcus, Leonard S. 1998. A Caldecott Celebration: Six Artists and Their Paths to the Caldecott Medal. New York. Walker Publishing Company, Inc. ISBN 0802786561
2. PLOT SUMMARY
Through this nonfiction text readers undergo an exploration of the paths followed by children’s book illustrators to create works that have led them to win the honored Caldecott Medal Award. Author Leonard Marcus presents the memorable challenges and events that led to the final publication of 6 award winning children’s books from illustrators Robert McCloskey, Marcia Brown, Maurice Sendak, William Steig, Chris Van Allsburg, and David Wiesner. For every author’s course of work, readers are provided with pictures, thumbnails, or sketches that depict the customary ever changing ideas which will eventually lead to a final product.
3.CRITICAL ANALYSIS
This is definitely a book for those who are interested in the process of illustrating children’s books or simply wanting to gain information about valued illustrators. Leonard Marcus enables the reader to form part in the lives of illustrators through actual interview excerpts from the illustrators, publishers, editors, and friends of the illustrators. For readers who are not familiar with the honor of receiving a Caldecott Medal or Caldecott Honor, the introduction serves to provide awareness about the definitions and significance of these. The Glossary provided at closing assists the novice art and illustrating techniques reader with a tool to clarify meanings. Most enticingly, however, is the inclusion of the authentic sketches and dummies that preceded an award winning work. They serve to show the seeking of perfection as the illustrator works to select the best shape, texture, lines, etc. to help make a text come alive.
4.REVIEW EXCERPT(S)
BOOKLIST starred review: “A lively, informative introduction to each book and its maker. A beautifully made book, this will serve as a fine resource for children interested in illustration and for teachers researching author/ illustrator studies.”
THE BULLETIN OF THE CENTER FOR CHILDREN'S BOOKS starred review: "Eminently satisfying."
PUBLISHERS WEEKLY starred review: “Filled with witty anecdotes and pithy observations, Marcus’s approach to examining the works of six Caldecott Medalists will be of as much interest to adults as to picture book readers.”
5.CONNECTIONS
-Read some of the listed Caldecott Medal Award Books. Provide pages with sample text from stories and ask students to become illustrators for that day.
-Use as part of a unit on author or illustrator studies.
-Choose one Caldecott Medal Award Book and write a letter to the illustrator.
-Other similar books:
Cummings, Pat. Talking With Artists: Volume 1 (Talking with Artists) ISBN 0027242455
Marcus, Leonard S. Side by Side: Five Favorite Picture-Book Teams Go to Work ISBN 0802796168
Friday, June 8, 2007
Picture Book- Review 1
1. BIBLIOGRAPHY
Nolen, Jerdine. 2003. Thunder Rose. Ill. by Kadir Nelson. San Diego, CA:“Silver Whistle”-Harcourt Brace, Inc. ISBN 0152164723
2. PLOT SUMMARY
Author Jerdine Nolen introduces readers to Thunder Rose, a valiant character with superfluous physical abilities. Born during a stormy night, Thunder Rose is believed to have inherited the striking force of thunder and lightning. From her first day of birth Thunder Rose demonstrates extraordinary abilities such as participating in conversation, milking a cow to satisfy her hunger, and bending pieces of iron. Thunder Rose is also able to confront and defeat imminent troubles such as stopping a stampede of wild longhorn and putting an end to the ill doings of a thieving gang. Nothing seemed to be able to overcome Thunder Rose until one hot, dry day two twisting tornadoes threaten her mere existence. When her customary resources come to no avail in taming the tornadoes, Thunder Rose discovers a use for a “lullaby passed down from the ages …” that had been waiting patiently within her heart since her birthday when her parents had sung it to her. The soothing music calms the tornadoes, converting them into a much needed evening of rain.
3. CRITICAL ANALYSIS
Prior to engaging in the story the author prepares the reader for what is to come by providing a note that describes the historical background and basis for his writing. Subsequently, the reader is informally provided with an insight into the qualities of the main character through the description of the storm night: “Hailing rain, flashing lighting, and booming thunder…” The reader can automatically gain a sense of something strong and powerful. This is a folktale that is bursting with enriching vocabulary with the inclusion of wordings and phrases that reflect the mannerisms of the South such as “reckon” and “much obliged”. The illustrations by Kadir Nelson work hand in hand with the text in each page. They are vivid and help in displaying the wacky and abnormal abilities of Thunder Rose. Children are sure to enjoy these depictions. Thunder Rose’s concluding realization that what was good and sweet in her heart had “touched the hearts of the clouds” allows a lesson to be learned as well.
4. REVIEW EXCERPT(S)
Corretta Scott King Illustrator Award Honor Book 2004
Starred review in Chicago Tribune:
"Kadir Nelson's illustrations...are terrific. Rose is just the right combination of tough little girl and superhero."
5. CONNECTIONS
This would be a great inclusion in a unit about multiculturalism or West Texas.
Use as an example of a folk tale for introduction of concept or for a unit on folktales.
Compare and contrast elements of a folk tale with other picture books.
Use to deliver the value of human goodness to help others.
Other similar books:
Nolen, Jerdine. BIG JABE. ISBN 0060540613
Grifalconi, Ann. THE VILLAGE THAT VANISHED. ISBN: 0142401900
Nolen, Jerdine. 2003. Thunder Rose. Ill. by Kadir Nelson. San Diego, CA:“Silver Whistle”-Harcourt Brace, Inc. ISBN 0152164723
2. PLOT SUMMARY
Author Jerdine Nolen introduces readers to Thunder Rose, a valiant character with superfluous physical abilities. Born during a stormy night, Thunder Rose is believed to have inherited the striking force of thunder and lightning. From her first day of birth Thunder Rose demonstrates extraordinary abilities such as participating in conversation, milking a cow to satisfy her hunger, and bending pieces of iron. Thunder Rose is also able to confront and defeat imminent troubles such as stopping a stampede of wild longhorn and putting an end to the ill doings of a thieving gang. Nothing seemed to be able to overcome Thunder Rose until one hot, dry day two twisting tornadoes threaten her mere existence. When her customary resources come to no avail in taming the tornadoes, Thunder Rose discovers a use for a “lullaby passed down from the ages …” that had been waiting patiently within her heart since her birthday when her parents had sung it to her. The soothing music calms the tornadoes, converting them into a much needed evening of rain.
3. CRITICAL ANALYSIS
Prior to engaging in the story the author prepares the reader for what is to come by providing a note that describes the historical background and basis for his writing. Subsequently, the reader is informally provided with an insight into the qualities of the main character through the description of the storm night: “Hailing rain, flashing lighting, and booming thunder…” The reader can automatically gain a sense of something strong and powerful. This is a folktale that is bursting with enriching vocabulary with the inclusion of wordings and phrases that reflect the mannerisms of the South such as “reckon” and “much obliged”. The illustrations by Kadir Nelson work hand in hand with the text in each page. They are vivid and help in displaying the wacky and abnormal abilities of Thunder Rose. Children are sure to enjoy these depictions. Thunder Rose’s concluding realization that what was good and sweet in her heart had “touched the hearts of the clouds” allows a lesson to be learned as well.
4. REVIEW EXCERPT(S)
Corretta Scott King Illustrator Award Honor Book 2004
Starred review in Chicago Tribune:
"Kadir Nelson's illustrations...are terrific. Rose is just the right combination of tough little girl and superhero."
5. CONNECTIONS
This would be a great inclusion in a unit about multiculturalism or West Texas.
Use as an example of a folk tale for introduction of concept or for a unit on folktales.
Compare and contrast elements of a folk tale with other picture books.
Use to deliver the value of human goodness to help others.
Other similar books:
Nolen, Jerdine. BIG JABE. ISBN 0060540613
Grifalconi, Ann. THE VILLAGE THAT VANISHED. ISBN: 0142401900
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