MY NAME WAS HUSSEIN 

My Name Was Hussein

Written by: Hristo Kyuchukov

Illustrated by: Allan Eitzen

Boyds Mills Press, 2004

28 pages

Multicultural

            This book was recommended to me by the Anniston librarian. The book is about a young Muslim boy named Hussein who loves to celebrate the holiday Ramadan. The book goes into details of the holiday and its traditions. Hussein lives in southeastern Europe after the Second Word War. During this time the communists took over and required that all Muslims change their names to Christian names. Therefore, as Hussein is celebrating his holiday that year he encounters soldiers with guns and tanks. The men force Hussein’s family to change their names, but Hussein is proud of his name for it means handsome. Form that day on Hussein is to be known as Henry and the story shares the emotions that this creates.

            The illustrations for this story were done using pens and watercolors and the text is placed formally. In order to capture the time and the emotion the coloring is done primarily in dull colors. I personally feel that the author and the illustrator worked well together in creating the imagine of the holiday traditions, the emotion, and the history. The story was actually based off of facts and the life of the author who used to be named Hussein.

            The book has not won any awards, but it is a wonderful story to use in the classroom for young readers. If used in the classroom one could use this story to talk about the Muslim religion, the history in Europe, or Ramadan. I would also use this story in talking about the author and his experiences during the time period in which this story took place. For older students, I would have them research this time period to attain further information about what went on in southeastern Europe.  

THE JOURNEY

The Journey

Written by: Sarah Stewart

Illustrated by: David Small

Berryville Graphics, 2001

32 pages

Multicultural

            I chose to read this book because of its unique qualities. Unlike most stories this one is told by letters and illustrations only. The story is about an Amish girl named Hannah who travels on a bus to the city for the first time. In each letter Hannah compares her experience to what it’s like at home and then signs her letter to my silent friend. For instance, Hannah compares the dresses at a clothing store to the ones in which her aunt makes for her. As the letters continue the reader is able to see how Hannah misses the simplicity of home even though she is mesmerized by the city.  

            The illustrations in this book are done, I believe, using pencils and watercolors. The text has been formally placed in order to appear as a letter. Under each letter, the illustrator drew Hannah as she is writing each letter. Besides the illustration of Hannah writing each letter, the illustrator adds to the story by showing the comparisons. Alongside the letters, the illustrator creates the image of what Hannah is seeing in the city. Then every other page is only illustrations and they create the image of what it is like for Hannah at home.

            The story has not won any awards, but it was created by an award winning team. I personally would recommend this story for student in about third or fourth grade. If used as a read aloud, one could use this story for comparing and contrasting the city life to the urban life. Also, one could talk about the life of the Amish people or one could use the letters for teaching grammar. 

THE LIGHTNING THIEF

The Lightening Thief

Written by: Rick Riordan

Penguin Group Publisher, 2005

375 pages

Fantasy

A coworker suggested that I read The Lightening Thief a few months back when I was talking about watching the movie. I was told that I must not watch the movie unless I have read the book first. The Lightening Thief is about a twelve year old boy named Percy Jackson who is the son of a mortal woman and the Greek God Poseidon. Percy, Annabelle (daughter of Greek God Athena), and his protector Grover (half goat and half man) set out on an adventure to find a stolen lightning bolt. The lightning bolt holds enormous amounts of power and being in the wrong hands would create huge destruction to the word.  During their journey, Percy and his friends discover their powers and encounter several mythological enemies along the way. My personal favorite encounter was when Percy came across Medusa. Medusa is a creature with snack hair and if looked in the eye will turn one onto concrete. 

Since, The Lightening Thief is a chapter book, there are no installations. However, the text is formally written. There has been a movie made about the story, but it is slightly different.  The characters in the movie are older, modern, and less personalized. In order to get a deeper incite on the characters and to learn of more details in their journeys, one must read the book.  

          The Lightening Thief has been nominated for several awards and was ranked ninth on The New York Times Best Seller list for children books. I would include this book in my classroom library, but it is a book directed more for children ages 12 and up. When read aloud to an upper elementary class I would have students' talk about character building and have the students relate with Percy or Annabelle.  With time permitting, I would also like to view the movie along with the book to have students compare and contrast between the two. Lastly, I think the book would be a great piece to use when talking about mythology. 

BAT’S BIG GAME

Bat’s Big Game

Written by: Eugene W. Field

Illustrated by: David McPhail

Scholastic Inc. Publisher, 2004

24 pages

Fantasy  

             I came across this story while looking for another story that features bats and I ended up being drawn to this story. Bat's Big Game is actually the simplified retelling of Aesop's fable. The story is about animals and birds who decide to play a game of soccer. The animals are team A and the birds are team B. Bat comes along and decides that he wants to play as well and decides to join the team in which he believes will win; the animals. However, after convincing the animals that he is as well an animal, Bat discovers that the animals are losing. So, Bat decides to convince the birds that he is a bird and join their team. Eventually, both teams learn about Bat's plan to be only on the winning team and force him to chose one and stick with it. 

            The illustrations in this story were created digitally and the text is placed in an informal placement. 

            Although the story has not won any awards it does have excellent morals and qualities. I believe this story is appropriate for children preschool to third grade. I would use this story to teach students how to be a good team player. As Bear says, "a good player sticks with the team...even when they are losing."Also, even though animals cannot really talk, the story does have facts within it about the different animals. 

            

SLEEPING BEAUTY

Sleeping Beauty
Retold By: Mahlon Craft

Illustrated By: K.V. Craft

North Star Publishing, 2002

29 pages

Traditional Literature

            I chose to read this piece of traditional literature because of its beautiful and magical illustrations. Unlike most sleeping beauty stories, Maholon and K.V. Craft (husband and wife), bring the story to life. The writer and illustrator takes the typically simple story and enhances it into art. The story begins when a beautiful Queen, who's one desire is to have a child, meets a magical frog who tells her she is to have a daughter. Just as the frogs predicts, the King and Queen have a daughter and name her Aurora. During the celebration of their daughter, fairies come to grant Aurora with magical gifts; however, one evil fairy presents the gift of a curse. On Aurora's sixteenth birthday she will fall asleep eternally and the curse can only be broken by the kiss of true love. 100 years later Aurora finally is presented with her true loves kiss and, as all fairly tales do, lives happily ever after.

            For the illustrations, K.V. Craft, uses oil over watercolor paintings to bring out the classical characters that where inspired by Baroque paintings. I personally feel that the illustrations bring a historic feature to accompany the text. The text for the story is done in the most formal form, for it is opposite of the illustrations. Even though the story has not won any awards it has been recognized for its illustrations and the illustrator is a multiple award winner for other pieces. 

           I personally enjoyed this version of the fairy tale for it brought new meaning and incite on the story. When used in a classroom I would use it to teach traditional literature and use it to create a comparing and contrasting piece. I also, would use this story for mythology projects, art, and multicultural  The reason for using it as a multicultural piece is because of the written form and the accents in which are included within the text wording. I believe this story can be used for children of all ages. 

CINDERELLA

Cinderella
Retold By:  Mahlon Craft

Illustrated By: K.V. Craft

SeaStar Books, 2000

30 pages

Traditional Literature

             I chose to read this version because I have grown fond of the illustrator's work and was interested in reading the authors seventeenth century inspired version.  The story begins when Cinderella nurses a blue bird back to health. Once back to health the bird transforms into Cinderella's fairy godmother. The story continues by drawing the reader into the ways of Cinderella's evil stepsister and forcing readers to feel for Cinderella. A ball approaches and as tradition follows, Cinderella attends only to lose her shoe. The prince, desperate to find the owner of the shoe and his true love, calls all to come to find the owner of the foot in which the shoe fits.

           The installations for this piece of traditional literature are done with oils and watercolors. The designs were inspired by seventeen century designs and fashion. I personally feel that the illustrations complement and bring out the traditional aspects of this story.  The text is place most formally in this story and are framed with golden framing. While the story has not won any awards, I feel that it is award worthy.

            This  Cinderella story is appropriated for children of all ages and should be introduced in classrooms as an example of quality traditional literature. For a lesson I would have students compare and contrast different versions of this story. Also, because of the form in which the story is written I would bring out the historical style in which it is spoken when read aloud. 

WYNKEN, BYNKEN, AND NOD

Wynken, Bynken, and Nod

Written by: Eugene W. Field

Illustrated by: David McPhail

Scholastic Inc. Publisher, 2004

24 pages

Fantasy/Poem

               This book was recommended to me by the librarian at my local library. Wynken, Bynken, and Nod is a poem/fantasy that has been rewritten and illustrated. The story is about three sailors who sailed to the moon in a wooden shoe to catch herring fish. The fish in the story are the stars. As the sailors embark on their journal they capture the stars with their nets of gold and bring them down to Earth for a sleeping child. 

               The award winning illustrator, David McPhail, brings the story to life using what I believe is coloring pencils or watercolors. For this version of the story, the illustrator paints the characters as being rabbit which is unlike the original. The text in the story is informally place throughout the book and is written in a lullaby form.

               I would recommend this story for children preschool age to first grade. If presented in the classroom I would pull sight word recognition and phonics. This version of the story has not won, any awards, however, the illustrator is no stranger to winning awards for his art.