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Janea` Mines

Text Set
April 19, 2010

Reference: Young, Ed. (1989). Lonpopo. New York: The Putnam & Grosset Group.

Genre and Level: Fairy Tale, grades 2-4

Production History: This story is the Chinese reversion of “Little Red Riding Hood”.
Like that of American fairytales, this story is meant to teach lesson, explain a tradition or
legend. This book is a portrayal of the author who is a native of China. He was an avid
artist, and enjoyed telling stories which lead to his creation of children’s books.

Summary: This book was similar to that of the Little Red Riding Hood story told in the
United States; only this story took place in China. It began by a mother leaving her three
children Tao, Paotze and Shang one night to visit their grandmother. The mother told the
children to lock the door, until she came back. While she was gone a wolf disguised as
their grandmother, called PoPo came to their house and convinced them to let her in. She
them describes the children as being plump and sweet, an indication that she wanted to
eat them. The PoPo then claimed to be sleepy and as the children lay beside her they
began to notice some odd features on her. One notice the wolf’s bushy tail and said,
“PoPo, PoPo, your foot has a brush on it.” Once realizing the grandmother was actually a
wolf, they defend themselves by making the wolf fall from a gingko nut tree.

Personal Analysis: The value that I see in this book is the references to the Chinese
culture. The title in itself introduces us to a Chinese word meaning wolf grandma, which
is definitely an instant opportunity to learn something new. Within the text and the
pictures there are great references to the Chinese culture, like with the dress, food and
customs. This book gave another perspective on the Little Red Riding Hood story, which
is great for comparing. What I really liked about the book was that to was an easy book to
follow, and I am confident that is it an appropriate level for grades 2 through 4. I also like
the pictures in the story.

Selection Justification and Book Use: The purpose of the selection of this book was to
allow students to see part of the Chinese culture through a fairytale, and stay within the
theme of fairy tales/ folk tales. This book would be used to compare the American Little
Red Riding Hood to the Chinese version. The students could discuss similarities and
differences between the two stories. This could be furthered in a T-chart or Venn
diagram. The overall concept learned would be that although cultures are difference,
there are similarities among the two. This book could also be used to teach about the
Chinese culture.
Reference: Tingle, Tim. (2006). Crossing bok chitto. El Paso: Cinco Puntos Press.

Genre and Level: Folktale, grades 2-5

Production History: Crossing Bok Chitto first began as a song to be a Choctaw tale of
friendship and freedom. It was a song used to tell the folktale story of how African
Americans and Choctaw Native Americans worked together during slavery, and how the
characteristics of both cultures became intermixed.

Summary: This book took place in the early 1800s, on Mississippi’s Bok Chitto River.
This river was the dividing line between the home of the sovereign Choctaw Nation from
the “Old South” of plantation owners and their slaves. The slaves that were able to cross
the river would be considered free, because it was Choctaw land. The main character
Martha Tom was asked by her mother to gather blackberries for an upcoming wedding.
Martha Tom could not find any berries on the Choctaw side of the river, so she crossed it
to find some on the other side. While on the other side she heard slaves having church,
and was seen. The father of a Black boy named Little Mo, asked his son to guide Martha
Tom back to the river so that she could cross to go back home. From that point on the
relationship between the two children and their families deepen. When Little Mo’s
mother was auctioned out to be sold to another family, Little Mo came up with the idea to
cross the river, and stay with Martha Tom’s family. The family makes it across the river
with the help of little Mo, whose full name is Moses, and by the help of the Choctaw
people, and they all were freed from slavery.

Personal Analysis: This book really had great value in showing a positive relationship
between African American during the 1800s and the Native Americans. It also provides a
great about of history that could really help younger students understand what slavery
was about, and the turmoil that African Americans faced, but in a very gentle way. The
one thing that I would be cautious when using this in the classroom is the references that
it has towards religion. This could be something that could cause an issue when using it
in the classroom. Discussing religion I schools is a sensitive subject, so that is something
that teachers really have to be careful of when reading this story.

Selection Justification and Book Use: This book would definitely tie into the theme of
folktales. This book would stand as a folktale from one of the Native American tribes. I
would use this book to compare the African folktales on friendship. It could also serve as
a great tool to teach the history of slavery, and the relationship between Native
Americans and Slaves during the pre-civil war times. This type of lesson would fall under
Social Studies, as a lesson geared towards teaching history. It could also be taught in
Social Studies as a citizenship lesson, because it deals with social situations that involve
being a good person. These would be other great uses, but my sole use would be to teach
about another culture’s folktales.
Reference: Elya, Susan. (2005). Fairy Trails. New York: Bloomsbury
Publishing.

Genre and Level: Fairy Tale, grades 2-5

Production History: The author of this book is not Hispanic or a Spanish speaking person,
but she learned Spanish after majoring in it in college. The idea of this book was sparked
after Elya taught Spanish on the high school level; her children became interested in
learning Spanish. To figure out a way that would be easy for her children, and younger
children to learn Spanish she decided to teach Spanish through rhyming couplets. This
lead to her first book, Say Hola to Spanish and then to her other work like Fairy Trails.
Elya’s entire book contains English, with Spanish words throughout the text.

Summary: This book begins like that of the Hansel and Gretel, but the characters are
Miguel and Maria. The brother and sister set out to go to their aunt’s/tia’s house to bring
her cheese/queso to make quesadillas, but on the way they encounter some bazaar events.
Each event that happens on their way to their aunt’s/tia’s house are similar to that of
traditional fairy tales and nursery rhymes. They first encounter a witch, similar to the
witch in the story of Hansel and Gretel, after escaping her tempting candy coated house
to met up with the wolf from “Little red Riding Hood”. As the story goes on, and the
brother and sister continues on their journey they meet out with other famous fairy tale
characters like, the seven dwarfs, Cinderella, The Three Little Pigs and Humpty Dumpty.
After, the journey and encounter with numerous fairy tale and nursery rhyme characters
the pair make it to their aunt’s/tia’s house, and she makes them quesadillas.

Personal Analysis: I really liked this book. I don’t like the book because of the actually
story, but I liked how the used of Spanish was integrated throughout the book. I found
myself learning some words as I went along. I would say that the actually story line is not
the best. There was too much incorporation of other fairy tale stories, which were really
brief and lack substance. This would be very confusing to younger students who are just
learning about the different fairy tale stories. I did however; enjoy the painted pictures in
the book.

Selection Justification and Book Use: I would use this book as a comparison between the
fairy tales that the students already know, and have the student find the similarities and
differences, to stay within my fairy tale/ folk tale theme. I could further this lesson by
having the students make up their own stories of where the brother and sister went when
they left their aunts house, and what fairy tale encounters did they have. I could also use
this book to tie in the Hispanic culture, because of the use of words like quesadilla, and
how there are many cultures with in the word Hispanic. To use this book outside of the
related theme, I would use it to introduce the Spanish language to my students. This
would be great for students that are Hispanic ESL students in the classroom, because it
would allow them to feel good that the class is taking the time to learn more about their
language. This book would also help ESL students to learn more English.
Reference: Bryan, Ashley. (1998). African tales, uh-huh. New York: Simon & Schuster
Children's Publishing Division.

Genre and Level: Folktale, grades 3-5

Production History: This book is comprised of retold African folk tales that have been
passed down from generation to generation. The illustrations in this book are by Bryan,
who is a well known artist and has received the Coretta Scott King award for his art.

Summary: “Come gather round, young and old, and hear these stories from Africa”,
retold and illustrated by the incomparable Ashley Bryan. This book comprised of
fourteen stories, in this collection are some of the authors favorites, previously published
in The Ox of the Wonderful Horns; Beat the Story-Drum, Pum-Pum (Coretta Scott King
Award for Illustration); and Lion and the Ostrich Chicks (Coretta Scott King Honor
Book). The retold stories are stories of fun, magic and moral lessons. There are similar
stories to those told in the American style, like the Tortoise and the Hare. There are also
tales of tricksters, wise and foolish creatures, and the famous Ananse the Spider is also
present. All of the characters in the stories are animals, and all the tales come from
various places in Africa, but has a story or lesson to be learned that everyone can relate
to.

Personal Analysis: This book is really a great because each story has a lesson learned at
the end. I remember this book from my childhood, because my grandmother would tell
me some of these stories from memory, at bedtime. I also like this book because it paints
visual images of Africa in the reader’s head. The book does lack many pictures, but
because of the detail in the book the pictures are not missed. Due to the lack of pictures I
would say that this book would be appropriate for grades 2 through 5 because. What
pictures that are found in the book, are really amazing.

Selection Justification and Book Use: This book would be great to add to the fairy tale/
folk tale theme. This would give the African perspective on stories similar to that in the
United States, like Aesop’s Fables. The reason I could this book was because it had
multiple stories in it, and because of that I would have options when trying to compose
lesson. This book would be great to use along with the other fairy tales/folk tale to show a
different style of how fairy tales/folk tales are written, and in this case it would be a fairy
tale with a moral in the end. The tales are also fun and witty, which would really capture
the attention of the students. Two lesson ideas that I would have for this book, would fall
in the area of comprehension. The first idea would be to allow the student to act out their
favorite story from the book. Another lesson idea would be to allow the students to come
up with their own fairy/folk tales, modeled after the style of the stories in the book.
Reference: Hickox, Rebecca. (1998). The Golden sandal. New York: Holiday House.

Genre and Level: Fairy Tale, grades 2-5

Production History: This book is written by Rebecca Hickox, an American librarian at a


High School in Oregon. This author tends to write her books from the perspectives of
different cultures. The illustrator of this book is Will Hillenbrand. Hillenbrand is the
winner of the Irma S. and James H, Black Book Award in 1996, for his drawings in
Wicked Jack.

Summary: This story is Middle Eastern version of the Cinderella story. The story starts
very similar to that of the tradition Cinderella story. The father in this book however is a
fisherman and his daughter named Maha begged her father to remarry. Once the father
remarried Maha’s new stepmother became very jealous of her, treated her very badly.
She had to do all of the housework, and the stepmother only fed her a few dates. One day
when she was fetching fish from her father’s boat, she suddenly heard a fish talking. The
fish asked her to spear his life, and that he would reward her. Years went by, and the
young girl would constantly visit the fish for help and comfort. One day the town
announced that a bride was getting married and all the women were invited to celebrate
the upcoming marriage, with a henna party. Maha wanted to go but her stepmother said
no, because all she had were rags. Maha visited the fish, and he magically changed her
rags into fine clothes, and she old sandals to golden sandals. Maha went to the party, but
had to swiftly leave early because she had to get back home before her stepmother and
step sisters. While running home, she lost one of her golden sandals.
The next day the bride’s brother a merchant found the sandal, and said that since
it was so delicate and so beautiful, he had to meet the owner. The merchant’s mother
went around the town to find the owner, and after many tries finally found the real owner,
Maha. The merchant saw the kindness in Maha’s eye, and choose her as his wife, and
they lived happily ever after.

Personal Analysis: I really liked this book. This version of the classic Cinderella story
was much different from that of the original. I really liked how obvious it was to make
comparisons, because of the used of authentic Middle Eastern culture and customs. The
book was well written, and the pictures add to the effect. The pictures would be great to
use to show students what different items in the Middle Eastern Culture looks like.

Selection Justification and Book Use: I would use this book to make a comparison with
Cinderella. I would allow the student to write down the differences that they noticed in
the story on sticky notes, and develop a content chart. After making the comparison
between the two stories, I would compare the culture of the United States/ West to that of
the Middle Eastern culture, to help the students understand why there are such differences
between our version of Cinderella and The Golden Sandal. This book would fall under
my theme of fairy tales, but through the Middle Eastern perspective.