Rosa

Rosa

A Caldecott Honor Book and Coretta Scott King Award

Written by Nikki Giovanni

Illustrated by Bryan Collier

First Scholastic, 2005

Pictuer Book, Biography K-5

Summary: The setting is Montgomery, Alabama in the year 1955. Rosa Parks works in the alternation department in the town of Montgomery. She is the best seamstress in the town, for she is so graceful with the needle and thread. One day, she got off of work early and headed on home. She payed the bus driver a dime and then got off the bus to enter the back of the bus to enter from the back door. Because the section for blacks was all full, she sat in the neutral section which is where blacks and whites could sit. When the bus became full, the bus driver decided that Mrs. Parks needed to get up to allow the whites to sit down. Mrs. Parks did not get up, even when James Blake, the driver, threated to call the police. She did not want to give into what was wrong. Mrs. Parks was arrested. Jo Ann Robinson, who was a professor at the colored university and the president of the Women's Political Council, called a meeting of twenty-five women who worked all through the night to make posters that read "No Riders Today; Support Mrs. Parks-Stay Off the Buses; Walk on Monday. Martin Luther King, Jr. became their spokesperson, telling all African Americans to stay off the buses. People sent coats and shoes from all over the U.S. so that citizens of Montgomery could walk. Almost a year after the arrest of Rosa Parks, on November 13, 1956, the Supreme Court ruled that segregration on buses, like segregation in schools, was illegal.

Response: This book does a great job of conveying the courageous act and heroism of Rosa Parks. Her bravery and sacrifice started a great movement that truly made a difference. The tone of the author is one that praises Mrs. Parks and ridicules the way that the colored people were being treated. For example, he says, "as was the evil custom, she then got off the bus and went to the back door to enter the bus from the rear." The author also does a great job of conoveying Mrs. Parks as someone that they can relate to. She is introduced as an ordinary, simple lady who is a seamstress in a small town. This demonstrates to students that small, ordinary people can do big, great things.

This book is an excellent biography for students, for Rosa Parks is an individual who has contributed in a very positive way to society and her story will be of interest to young readers. Mrs. Parks is conveyed as an authentic and believable, and students learn about her through her actions and interactions with others, through her thoughts and feelings, and through the things that others say about them. It seems that Rosa Parks is loved by many people, for when she was arrested, Jo Ann Robinson exclaimed, "Not Mrs. Parks!" Immediately, a meeting was called and a protest started. Mrs. Parks is also conveyed as a gentle, caring lady. She does not scream at the bus driver or police, she just answers them quietly and takes upon the sacrifice of being arrested to help her people gain the rights that they deserve.

The illustrations convey much detail about the setting and the character of Rosa Parks. The illustrator did this on purpose;"In my paintings it looks as if light is emanting from her. To me, she is like a radiant chandlier, an elegant light that illuminates all our many pathways." Collier also paints a few of his paintings with a yellow, sometimes darkish, hue due to the intense heat of Montgomery and as a foreshadow of the storm to come. The many detail of the backgrounds including characters and environment will captivate student's attention while the enriching text is being read.

Teaching Ideas: Well, first of all, students can be shown a picture of what the true Rosa Parks looked like. The paintings do a great job of conveying Rosa Park's appearance during the year 1955. Students can also read an interview with Rosa Parks where they learn that her mother and grandparents inspired her to stand up for equal rights. Her grandparents grew up in slavery, for they were born before the emancipation. Mrs. Parks tells her story and it is exactly like the Rosa book! Indeed, the book reflects careful research. Mrs Parks says, "As I look back on those days, it's just like a dream. The only thing that bothered me was that we waited so long to make this protest and to let it be known wherever we go that all of us should be free and equal and have all opportunities that others should have." This is a quote that demonstrates the determination of Rosa Parks and strong belief that all should be equal.

Students can even be given advice from Mrs. Parks through the interview. She says, "The advice I would give any young person is, first of all, to rid themselves of prejudice against other people and to be concerned about what they can do to help others. And of course, to get a good education, and take advantage of the opportunities that they have. "

Another interview with Mrs. Parks where she states that she felt no fear, only a challenge to stand up for what is right.

Students can also learn more about who Jo Ann Robinson was, for she also played an important role in this protest. Students can also see video footage and hear parts of Martin Luther King Jr.'s "I have a dream" speech.

Rosa is a great book in which students can learn from and even apply her courage and bravery to their own lives.

Informational Texts

Growing up, my little brother and I always loved animals! We absolutely loved spending time together looking at informational books that taught us all kinds of interesting facts about animals. I remember enjoying looking at the photographs of the different animals. My brother and I spent many hours pouring over Zoobooks! Therefore, I have a very positive look on informational texts. I believe that they are a great way to teach and introduce children to many different kinds of information. For example, my preschool friend who is four years old greatly enjoys learning about dinosaurs. She always has a new informational text about dinosaurs and she willingly shares with me the new information that she has learned! At four years old, she knows all the different names of the dinosaurs in her book and what they eat. She is amazing! Children enjoy learning and informational texts provide a visual as students learn new facts.

The Egyptian Cinderella

The Egyptian Cinderella
Written by Shirley Climo
Illustrated by Ruth Heller
Crowell Books, 1989

Picture Book, Traditional Literature 2-5

Summary: In the land of Egypt there lived a young maiden named Rhodopis. She did not look like any of the other Egyptian girls because she had green eyes instead of brown and thin, straight hair instead of thick, dark hair, and her skin was sun burnt pink instead of copper. The other servant girls teased Rhodopis and ordered her about cruelly, so she found friends in the animals such as the birds, a monkey, and a hippotamus who she sang to.
Sometimes she would dance for her animal friends. One evening her master awoke to see her dancing. He decided that she had a special gift and deserved to no longer be barefoot. He gave her a pair of beautiful slippers made of rose-red gold that sparkled like fireflies.
When the other servant girls went to see the Pharaoh, Rhodopis had to stay behind. While she was working on the chores, a falcon flew by and snatched one of her slippers. The falcon took the slipper to the Pharaoh, dropping it in his lap. He thinks that it is the will of the gods to find the girl whose foot would fit in the slipper. During his search, he could not find a woman whose foot was small enough to fit in the slipper. When he finally arrives with his chariot and army to the home of Rhodopis, she hides in the river reeds. The Pharaoh sees her and has her try on the slipper which fits! She also pulls the other slipper from her tunic. When the other servants declared that she is not even Egyptian, the Pharaoh says that her eyes are as green as the Nile, her hair as feathery as papyrus, and her skin the pink of a lotus flower.

Response: This story is different from other Cinderella stories in a few ways. One is that Rhodopis did not have sisters who were cruel to her. The servant girls were cruel to her. There was also not any magic included in this story. Most Cinderella stories include a bit of magic. The fact that this story is fact and fable makes this very interesting! This is similar to other Cinderella stories because the “prince” was trying to find the lady whose foot fit into a slipper and that she was an unlikely choice because she was not a royal subject but a servant girl. I enjoyed reading this Cinderella story, for it is very unique.

Teaching Ideas: Students can be given a geography lesson with this book. The real Rhodopis that this story was based upon, was taken from her home in Greece and taken across the sea to Egypt. Students can see the route that was taken. The history of Egypt as well as religion, families, education, work, art and education can be researched and discussed with students. This information could be compared to the life portrayed in The Egyptian Cinderella.

Students can also discuss Egyptians and their fashion of clothing. How is it different from the way that we dress?

Students will also find the Nile River can be discussed in more detail. The Nile provides the Egyptian people many resources such as food and water supply.
The author states that this is one of the world’s oldest Cinderella stories. It was first recorded by the Roman historian Strabo in the first century B.C. This is an interesting concept for students to learn. Also the fact that Rhodopis is a real person is even more interesting! She was a Greek slave girl who married the Pharaoh Amasis in 570-526 B.C.

The Rough-Faced Girl

The Rough-Faced Girl
An IRA Teacher’s Choice Book, An ABC Children’s Bookseller’s Choice, Winner of the Georgia Children’s Storybook Award, Winner of Nebraska’s Golden Sower Award
Written by Rafe Martin
Illustrated by David Shannon
Puffin Books, 1992

Picture Book, Traditional Literature 3-5

Summary: The setting of this story is set along the shore of Lake Ontario in an Indian village. Here a poor man lived with three daughters. The oldest two daughters were cruel and hateful to their youngest sister. They made her feed the flames of the fire, which burned her arms, face, and hair, leaving scars. Her sisters called her the rough-faced girl. One day the sisters decided that they wanted new beads, moccasins, and buckskin dresses because they wanted to marry the Indivisible Being, who lives in a wigwam painted with sun, moon, stars, plants, trees, and animals. He is said to be very great, powerful, and handsome. However, no one could see him, expect his sister, who lived there. When the evil sisters met the sister, she asked them what his bow was made of. Of course, they gave the wrong answer because they have never seen the Invisible Being. Rough-faced girl asked her father if she could have beads, a new dress, and some moccasins. He could not afford anything more, but he gave her some broken shells and worn, cracked moccasins. When she wore her new clothes, the people made fun of her, calling her ugly. But she had courage in herself and she kept walking through the village. She met the sister of the Indivisible Being beside the lakeshore and the sister looked past the outward appearance into Rough-Faced girl’s heart, which is beautiful and kind. When the sister asked her what the Indivisible Being's bow was made of, she replied that it was the great curve of the rainbow and that the runner of his sled is the Milky Way that spreads across the sky. Rough-Faced girl was then taken to the wigwam, where she met the Indivisible Being. She was given the finest of buckskin robes and a necklace of perfect shells. She was told to bathe in the lake and when she came out of the waters, her skin grew smooth again and her hair beautiful and glossy. This was the way the Indivisible Being and his sister had seen her from the start. She then married the Indivisible Being and they lived together in “great gladness and never parted.”

Response: This Algonquin Cinderella story is a great way to convey the message of true beauty. Though Rough-Face girl’s sisters were beautiful on the outside, they were ugly and cruel on the inside. They thought too much of themselves to see the beauty of the rainbows, stars, and sky around them. Because they thought so highly of themselves, they were unable to see the Indivisible Being. In contrast, the Rough-Face did not allow her scars and lack of outward beauty to stop her from seeing the beauty around her or change her kind heart into a heart like her sisters’. She was able to see the Indivisible Being, due to her unselfish, caring heart.
I also like how Rough-Face girl was confident in herself and courageous even when others made fun of her and called her ugly. She seemed to push this away and follow what her heart was telling her.
The illustrations are breathtaking and do a great job of conveying the tone and mood of the story. When the sisters are making Rough-Face girl feed the fire, the colors used in this painting conveys the cruel and evil hearts of the sisters. I believe that they almost look a bit scary! When Rough-Face girl is walking through the forest, the scenery is painted in vibrant colors and much detail. This painting includes a rainbow, waterfall, puffy white clouds, a stream with a deer drinking from it, and birds flying through the air.

Teaching Ideas: The teacher should be sure that students understand the meaning behind this story; beauty is found in the heart. This is what makes us beautiful, not fancy clothes or outward beauty. The differences between Rough-Face girl and her sisters can be listed to be sure that students understand. This could be done as a class or in groups.
This story was originally a Mi'kmaq story, which is a Indian tribe considered to be in the Algonquin branch of Indians. However, Martin seems to have revised the story from the original so that the ending is a bit more romatic than the original story.
The culture of this Indian group can be discussed as teacher shares different facts with students.
For instance, the Mi'kmaq Indians do not call their houses teepees, they call their houses wigwams. The clothing the Indians wear in the book reflect the true style of clothes that Indians wear. They wear breechclothes and leggings. The canoe that Rough-Faced girl and the Indivisible Being ride in at the end of the book also reflect the importance of the canoe to the Indians, which is handcrafted with birch bark. The Mi'kmaq people group also needed to use sleds to help them travel in the winter. In the book, the Indivisbile Being's sled's is the Milky Way. This reflects the idea that nature was very important to the Indians and a key part to their culture.
This Cinderella story is a great way to reflect Indian culture and the truth that beauty comes from the inside; who you are in your heart.

Mufaro's Beautiful Daughter: An African Tale

Mufaro’s Beautiful Daughter: An African Tale
Caldecott Honor Book
Written and Illustrated by John Steptoe
Scholastic, Inc. 1987

Picture Book, Traditional Literature K-3

Summary: In a small Africa village, there lives two beautiful sisters whose names are Manyara and Nyasha. Manyara was always in a bad temper. She teased her sister and was very jealous of her, for everyone talks about how kind Nyasha is. Nyasha did always seem to be in good spirits, for she sang to her garden and to the little snake she named Nyoka. One morning, a messenger came from the city saying that the Great King wanted a wife. The father planned to leave the next morning, but Manyara did not want to wait. She left that night on her own. On her way, she passed a little boy who asked for some food, but she said that she did not have any food, yelling for the boy to get out of the way. She then met an older woman who gave her advice, but Manyara scolded her.
The next morning, Nyasha and her father searched for Manyara. When they found her footprints leading to the city, they decided to follow her path. When Nyasha met the young boy, she gave him the yam that she had packed for lunch. When she met the older lady, she smiled, taking her advice and gave her a small pouch filled with sunflower seeds. As Nyasha approached the city gate, she met Manyara who was screaming. She said that she saw a snake with five heads who knew all her faults and that she displeased him. Nyasha bravely climbed the steps and opened the door. On the seat of the great chief’s stool lay the little garden snake. Nyasha laughed with relief and joy, exclaiming, “My little friend, why are you here?” The garden snake then changed shape, becoming the king! He said that he was the hungry little boy in the forest and the old woman who you gave sunflower seeds. He told Nyahsa that she was the most beautiful and worthy daughter in the land. He asked her to be his wife. Villagers from all around were invited to the celebration. Manyara finally became happy for her sister, and she became a servant in her sister, the queen’s household.

Response: This is now one of my favorite Cinderella stories! The fact that Nyasha is beautiful for her character and spirit is a truth that everyone should live by. How we treat others is important and truly makes a difference in our beauty and how we are perceived by others. Nyahsa and Manyara are opposites. Nyasha represents kindness and compassion, while Manyara represents selfishness and jealousy. In the end, Nyasha is chosen by the king because of her inner beauty. What an important message!
I believe that the illustrations also demonstrate the differences in the two sisters. While Manyara’s facial expressions show madness and hatefulness, Nyasha’s facial expression are gentle and caring. The African culture is also demonstrated through the illustrations. The clothing, environment, and animals are convey how this way of life is different from American life. The text and illustrations are also integrated very well. Most of the illustrations are double spread, where the text is barely noticed. The double spread also provides many details for viewers to take in.

Teaching Ideas: The beginning of the book talks about the origins and history of this meaningful story. The details of the illustrations were inspired by the ruins of an ancient city found in Zimbabwe.The flora and fauna of that region also inspired the illustrations. For students to better understand the location of Zimbabwe, the teacher could show a map.Students can also read Zimbabwe facts and Exploring Zimbabwe in pairs and then create a small poster of the information they have found. They could include the information that Zimbabwe lies on a high plateau and the terrian of this county consists of grassland and mountains. Students can then compare this information to the illustrations in the book. Do the illustrations match the description of the land and the animals that live there?

Other interesting facts about South Africa can be shared with students. Did you know that summers begin in September and last through April? Or that there is a vast array of wildlife? In Kruger National Park there are 500 different types of birds and 147 different types of mammels?

Other facts that should be shared with students: Zimbabwe occupies part of the great plateau of southern Africa. English is the official language of Zimbabwe. The most important Bantu languages are Shona and Ndebele. The names of the characters of the book are from the Shona language: Mufaro(the father) means “happy man”; Nyasha means “mercy”; Manyara means “ashamed”; and Nyoka means “snake.” Students would enjoy learning this before reading the book. Teacher could challenge students to think about why the characters may be given this name. As a class or a in groups, students can make character sketches.

This Cinderella story is a great one to use to contrast and compare Cinderella stories around the world. In comparing this to a story such as The Rough Faced Girl by Rafe Martin, several similarties and differences are apparent. One similarity is that the Cinderella's are chosen due to their inner beauty, not their outer beauty. They both treated others with kindness and had confidence in themselves. The magic person in both stories is the prince! Both girls are also teased by their sisters. Differences include the setting and culture of the two stories.

The Three Little Javelinas

The Three Little Javelinas
Written by Susan Lowell
Illustrated by Jim Harris
Northland Publishing Co, 1992
Picture Book, Traditional Literature 3-5

Summary: This is a southwester adaptation of the familiar folk tale “the three little pigs.” A javelina is a cousin of a pig. They are very hairy with bony legs. One day the three little javelinas trotted away to seek their fortunes. The first javelina decided that he was going to build his house of tumbleweed. When the coyote came, he blew the house away but the javelina escaped! He came to his brother’s home, who had built his house of saguaros ribs which come from giant cactus plants. When coyote came, he huffed and puffed and blew their house down but the two little javelinas escaped into the desert. The third javelina made her house of adobe bricks which are mud and straw. She welcomed her two brothers into her home. When the coyote came, he could not blow the house down. He decided that he would try to get into the house through the stove pipe. The third javelina had lit a fire inside her wood stove. The coyote let out a long howl as he climbed out of the stove pipe. To this day, when you hear a coyote yelping in the desert, he is remembering this incident with the three little javelinas.

Response and Teaching Ideas: I greatly enjoyed this adaptation of the three little pigs. It is very humorous and insightful. I also like how the third javelina who builds a strong, sturdy house is a girl! The encounter with the Native American woman and the Spanish speaking man allows the teacher to discuss these different cultures with her students. The illustrations are also full of detail. The environment of the desert is described and illustrated specifically-such as dust storms, cactuses, intense heat, “palo verde trees with green trunks and yellow flowers,” snakes, hawks, mountains, and coyotes. These are just a few concepts that are introduced to students. The teacher can expand on these descriptions to teach students about climate, animals, and life in the desert.
Students will also enjoy comparing this book to another version of the three little pigs. One example could be comparing it to “The Three Little Rabbits.” These two books follow the same plot but have different characters. The settings are different-one in the desert and the other in the forest. The trickster is also different-one is a coyote and the other is a fox. The animals also build homes out of different materials which came from the environment. Similarities also exist between the two stories. Both stories begin with “once upon a time,” both end happily, both contain a trickster who gets himself into trouble, and both stories are about siblings going out on their own.

Venn Diagram

VennDiagram: This is a fun way to compare the story of The Three Little Rabbits and The Three Little Javelinas. The labels are velcroed on the back. The phrases and animals will either be velcroed on the javelina square, the rabbits square, or the similarties square. An example that would go on the javelinas page would be that the trickster was a coyote. On the rabbits page, the trickster was the fox. The phrase, "begins with once upon a time" belongs on the similarties square.

I believe that this would be a fun and enjoyable activity for students.