Module 3: Once a Mouse & A Ball For Daisy

Module 3: Once A Mouse

By Marcia Brown

 1962 Caldecott Winner

Citation:

Brown, M. (1961). Once a mouse- -: A fable cut in wood. New York: Charles 

      Scribner's Sons.

Summary

Once a Mouse is a fable about a hermit that saves a small mouse by changing it into a cat, then into several different animals so it will be safe and won’t be scared. Once he is changed to a tiger, he prances arrogantly around the forest acting as if he is better than all the other animals. The hermit does not like this. He reminds the tiger that without him, he would be a tiny little mouse. The tiger decides he will kill the hermit because he embarrassed him. The hermit can read his mind and sees the tiger as unappreciative, so he turns him back into a meek little mouse.

Impressions

This is a fable from ancient India that teaches a great lesson. It teaches that it is important to be thankful to those that help you. Pride can be good, but too much pride can cause a downfall.

The illustrations are very impressive. Using woodcuts to create the pictures is very interesting and gives it a different look than most picture books. The coloring of each page and the details add so much to the story.

Professional Review

Brown's folktale, set in India, is replete with three-color woodcut illustrations that add character and detail to the telling of the story. An old hermit (who happens to possess magical powers) rescues a mouse from a crow's greedy beak. When the rodent is confronted by a cat, the hermit quickly changes it into a stout cat. And so it goes, with the hermit changing the once meek mouse into a larger and more powerful creature each time a new animal challenges it. Eventually, the mouse is changed into a handsome royal tiger, but one that is ungrateful for all the hermit has done for it. Sensing this churlish attitude, the hermit returns the tiger to its original form, a frightened, humble little mouse that must scurry away from immediate danger.

Book Links

Giorgis, C. (2013, 01). Once a mouse . . . : A fable cut in wood [Review of the book 

        Once a mouse by Marcia Brown]. Book Links, 22(18).

Library Uses

When teaching about this book be sure to discuss Caldecott Medal winners. Explaining that a book that has won the medal because of its exceptional art work. It would be a good idea to pull out all of the Caldecott Medal winning books you have available and have the students look through them and compare and contrast a few.

Once a Mouse could be used to teach about the Fable genre. 

Explain that fables:   

            *Teach a lesson (moral)

            *Usually the main characters are animals and it
               involves nature and plants

             *Typically short and has a lot of action

What makes this story a fable? What is the lesson and who are the characters?

Other fables could also be read and discussed.

References

Brown, M. (1961). Once a mouse- -: A fable cut in wood. New York: 
     Charles Scribner's Sons.

  

Giorgis, C. (2013, 01). Once a mouse . . . : A fable cut in wood. [Review of 
        the book Once A Mouse... A Fable Cut in Wood by M. Brown]. Book 
        Links, 22,18. 

Simon and Schuster. (2016). Retrieved from
        http://authors.simonandschuster.com/Marcia-Brown/706171

Module 3: A Ball for Daisy

by Chris Raschka

2012 Caldecott Winner

Citation:

Raschka, C. (2011). A ball for Daisy. New York: Schwartz & Wade Books. 

Summary

A Ball for Daisy is a story about a dog that has a favorite ball. This is a wordless book, but you can easily tell how happy the ball makes Daisy. Her expression throughout the book tells the reader that she loves the ball! She plays with it all day long, then even sleeps with it! One day when she goes to a park playing with a friend, the ball breaks. Daisy is so sad! Once again you can tell by the expressions and how Daisy acts. She finally decides to go out to the park. Once there, she sees the friend she had been playing with when her ball broke. She plays with the ball and her friend, then when she goes home, she gets to take the new ball home with her! Once she is home, she quickly falls asleep with her new ball. 

Impressions

It is always amazing to me how a wordless book can tell such great stories and allow readers to use their imagination. This book does an amazing job of using the expressions and actions of the dog to tell the story. The story could be used to teach several lessons. First it teaches about even if you lose or break something you can may be sad, but you can move on. It could also be used to teach the lesson that if you break something (the story insinuates that the ball broke when the friend was playing with it) you should replace it. Finally it shows that even if someone breaks something or hurts your feelings, you can still be friends. 

Professional Reviews

This story about loss (and joy) is accomplished without a single word, which is perfect-it puts you directly in the head space of its canine protagonist. The title tells us her name is Daisy, but she is a pretty anonymous little thing, drawn by Raschka as just a few indistinct yet somehow expressive squiggly lines. What's clear is that she loves playing with her ball, both indoors and out, until the fateful moment that another dog bites too hard on the ball and deflates it. In a heartaching series of nearly identical paintings, Daisy slumps into a sofa as depression overtakes her. Dogs, of course, don't know that there are more balls in the world, which makes her glee at the end of the book all the sweeter. Raschka uses fairly sophisticated comic-book arrangements-long, narrow, horizontal panels, and so forth-but masks them with soft watercolor edges instead of sharp corners. The result feels like something made of pure emotion, a pretty close approximation of what it's probably like to be a dog. -Daniel Kraus

The Booklist

Kraus, D. (2011). A ball for daisy [Review of book]. The Booklist, 107(19), 90. 

******************

The wordless story begins on the title page, where we see a scruffy little blackand-white dog about to be given a big red ball. It's clear from the start that Daisy loves her new toy. After playing with it inside, she cuddles up with the ball on the sofa and contentedly falls asleep. The real drama begins with a trip to the park, where Daisy and her little-girl owner play catch and have a moment of panic when the ball goes over a fence and has to be rescued. All goes well until another dog shows up, joins in the play, and pops the ball. It's a long walk home with gloomy Daisy, and the subsequent nap on the couch is lonely. In fact, the two contrasting double-page spreads of Daisy napping, with the ball and without it, show the ingenious artistry of Raschka, who communicates so much emotion through her posture. Throughout, Raschka uses broad strokes of gray and black paint to outline the dog, and varies the line to echo her emotions: bold, sure lines when Daisy is happy; shaky, squiggly lines when she is upset. Background watercolor washes also reflectDaisy's mood, going from bright yellows and greens to somber purples and browns. Raschka employs a series of horizontal frames to show sequential action, interspersed with occasional single paintings to show pivotal moments, such as the moment near the end of the book when Daisy gets a brand-new ball, this time a blue one, from the owner of the dog who destroyed her first one. It's saatisfying conclusion to a story that is noteworthy for both its artistry and its child appeal, KATHLEEN T. HORNING

The Horn Book Magazine

Horning, K. T. (2011). A ball for Daisy [Review of book]. The Horn Book Magazine, 

        87(5), 77. 

**************

PreS-Gr 2-- Ever the minimalist, Raschka continues to experiment with what is essential to express the daily joys and tribulations of humans and animals. This wordless story features Daisy, a dog. The motion lines framing her tail on the first page indicate that a big red ball is her chief source of delight. Ever-changing, curvy gray brushstrokes, assisted by washes of watercolor, define her body and mood. Blue and yellow surround her ecstatic prance to the park with toy and owner. The story's climax involves another dog joining the game, but chomping too hard, deflating the beloved ball. A purple cloud moves in, and eight squares fill a spread, each surrounding the protagonist with an atmosphere progressing from yellow to lavender to brown as the canine processes what has occurred; a Rothko retrospective could not be more moving. Until that point, the action has occurred within varying page designs, many showing Daisy's shifting sentiments in four vertical or horizontal panels. Her attentive human's legs are glimpsed frequently, a sunny child whose warmth is transferred in comforting full view at bedtime. When another day dawns, the frisky dog's person proffers a blue surprise; the exuberance at having a ball and a friend is barely containable across two pages. Raschka's genius lies in capturing the essence of situations that are deeply felt by children. They know how easy it is to cause an accident and will feel great relief at absorbing a way to repair damage.

School Library Journal

Lukehart, W. (2011). A ball for Daisy [Review of book]. School Library 
        Journal, 57(8), 82-83.

Library Uses

When teaching about this book be sure to discuss Caldecott Medal winners. Explaining that a book that has won the medal because of its exceptional art work. It would be a good idea to pull out all of the Caldecott Medal winning books you have available and have the students look through them and compare and contrast a few. 

The beauty of a wordless book is that it allows readers to put their own words into the story. After looking the pictures and seeing how the pictures tell the story through the expressions of the characters, have the students tell the story in their own words. 

References

Amazon. (2016). [Image of book cover]. Retrieved from http://www.amazon.com/Ball-Daisy-Chris-Raschka/dp/037585861X/?qid=1372787040&s=books&sr=1-14&keywords=caldecott&ie=UTF8&ref=sr_1_14
Horning, K. T. (2011). A ball for Daisy [Review of book]. The Horn Book Magazine, 87(5), 77.

Kraus, D. (2011). A ball for Daisy [Review of book]. The Booklist, 107(19), 90. 

Lukehart, W. (2011). A ball for Daisy [Review of book]. School Library Journal, 57(8), 82-83.

Raschka, C. (2011). A ball for Daisy. New York: Schwartz & Wade Books. 

Module 2: Mr. Popper's Penguins & Harold and the Purple Crayon

Mr. Popper’s Penguins

by Richard and Florence Atwater 

Citation:

Atwater, R., Atwater, F., & Lawson, R. (1988). Mr. Popper's penguins. Boston: 

        Little, Brown and Co.

Summary

Mr. Popper’s Penguins is about a poor house painter that loves anything having to do with “the poles” and dreams of visiting one day. He was off of work for the winter. After sending a fan letter to a Polar explorer they are surprised with the gift of a penguin that they name Captain Cook. Taking care of the penguin leads to many funny scenes. When Captain Cook doesn’t seem to be doing well, Mr. Popper talks to an expert at the zoo who also has a penguin that isn’t doing well. They decide that they might be lonely. Once the two penguins are together they are very happy and soon there are many penguins to take care of. After worrying about how they are going to pay for taking care of the penguins, Mr. Popper and his family create an act using the penguin’s own personalities. Finally when they are ready, they end up taking the show on the road. Money is no longer a problem, but keeping the penguins under control is. Then the Polar explorer comes to take the penguins to the North Pole because there aren’t penguins there. Mr. Popper is sad until he finds out they want him to go too!

Impressions

I enjoyed reading this book. It was a fairly quick read for a chapter book. Mr. Popper is a great quirky character and the penguins each have their own little personality. Even though it was written in 1938, it still appeals to today’s audience. Many age groups would enjoy hearing or reading this story. The fact that the family didn’t have very much money didn’t seem to bother them (or at least it didn’t bother Mr. Popper). They still stuck together and did whatever they needed to do as a family. 

The illustrations are great and really add to the reading experience. Students that are just beginning to read chapter books or that struggle to read the longer ones, could feel successful when reading this book.

Professional Reviews

Gr. 3-5. Filled with the slapstick comedy and vocabulary (rotogravure, etc.) of the 1930s, this is a story that still makes children chuckle. What could be more fun than a family of penguins that takes over a house and then goes out on the road in a traveling stage show?

Book Links

Marino, J., & Zachary, N. (1999, January). Mr. popper's penguins [Review of the 

     book by Richard Atwater]. Book Links, 8(29).

***********************

I thought the book was very effective. In my opinion the book was merely to entertain, since it didn't have much of a theme or prevalent idea to get across. In that regard it was a huge success. I was thuroughly entertained when I read this book as a child and I was again entertained when I read this book as an adult. The book was well written and the illustrations were simple yet very effective. What I like about this book is that it doesn't have really any heavy undertones. Many of the books written during this time have racial or sexist undertones that take away from the joy of the book. This book really has none of that. Granted there is the "mother as housewife" image in this story but it isn't sexist because she very obviously wears the pants in the relationship. Overall the book was light, and airy and fun and the lack of deep commentary made it that much more enjoyable.

Children's Literature Book Review
Children’s Literature Book Reviews. (2009). [Review of the book 
       Mr. Popper's penguins by Richard Atwater] Retrieved from 
       http://reviews-of childrens literature.pbworks.com/w/page/10581703/Mr%20
       Popper's%20Penguins

Library Uses

To introduce the story show the students a picture of a penguin. Have them predict what they think the story might be about. You could even show video of real penguins and how they waddle and slide on their tummies. It is also important to introduce vocabulary from the story. For younger students you could have them act out parts acting like penguins.

After reading the story discuss what was real and what was make believe in the story (fiction & non-fiction).

Then students can make a commercial or advertisement for the book with a partner or group. They could either act something out or make a poster. Encourage students to use vocabulary from the story.

References

Atwater, R., Atwater, F., & Lawson, R. (1988). Mr. Popper's penguins. 
           Boston: Little, Brown and Co.

Children’s Literature Book Reviews. (2009). [Image of book cover]. Retrieved from
      http://reviews-of-childrens-
      literature.pbworks.com/w/page/10581703/Mr%20Popper's%20Penguins

Children’s Literature Book Reviews. (2009). [Review of the book Mr. Popper's
       penguins by Richard Atwater] Retrieved from http://reviews-of
      childrens literature.pbworks.com/w/page/10581703/Mr%20Popper's
      %20Penguins


Marino, J., & Zachary, N. (1999, January). Mr. popper's penguins [Review of 
       the book by Richard Atwater]. Book Links, 8(29).

Harold and the Purple Crayon

by Crockett Johnson

Citation:

Johnson, C. (1955). Harold and the purple crayon. New York: Harper & Row.

Summary

Harold and the Purple Crayon is a story about a little boy that uses his imagination while playing. He uses a purple crayon to draw everything he is thinking, starting with the moon, and continues adding details. He even “walks away” and has adventures (all drawn with the crayon). He thinks he is back home, but discovers that he is actually in a big city! After asking a policeman where his house is he keeps walking and remembers that the moon is always in his window of his bedroom. He draws his window, then his bed, and is soon fast asleep after having a big adventure!

Impressions

I enjoyed reading this book. The way the simple crayon was used to create the pictures and using the imagination of the boy to tell the story was very entertaining. This would be a great book to teach about using imagination. Another point would be that the story was created just by adding more detail to the story. If it had stopped just after the tree and dragon were drawn, it wouldn’t have been such a good story. The fact that the boy even felt a little worried in some parts (scared of the dragon, where was his house) he got himself through and found his way home all using his imagination.

Professional Review

K-Gr. 1. A boy and an apple tree grow old together in both Shel Silverstein's The Giving Tree and in Rosenberry's The Growing-Up Tree. In Rosenberry's story, however, the boy does not ultimately destroy the apple tree with his selfish demands. Instead, young Alfred and the tree give to one another until the day they both die. Children will love the idea of a mother planting an apple seed when her boy is a baby, a seed that grows into a tree just the boy's size at age one and produces its first apple when the boy turns five. The tree offers shade, beauty, a place to climb and sit, and many wonderful apples to eat. The boy offers the tree hugs and a bit of pruning and eventually marries his sweetheart "under fluttery drifts of fragrant pink and white apple blossoms." Two more generations frolic under the beloved tree's branches. Rosenberry's watercolors are vibrant, with a slight surrealism that adds a fairy-tale quality to this lovely, satisfying celebration of the cycles of life. -Karin Snelson

The Booklist

Snelson, K. (2004). The growing-up tree [Review of the book]. The Booklist, 100(9), 882.

Library Uses

Ask students if they like to draw. Then ask them to use their imagination. Students will close their eyes and picture a dog standing next to a doghouse. Have students discuss what their dog and doghouse looked like in their imagination.

Explain that you will be reading a story about a boy that uses his imagination to draw his adventure. Next give the students a large piece of paper and a crayon. Allow them to spread out so they are not tempted to look at each other’s papers. Read the story (without showing the pictures) to them and have them draw what they think Harold drew. After reading the story let the students walk around and look at the differences in all of the pictures that were drawn. Finally, reread the story while showing the students the pictures and ask them to think about how their pictures are different. It is OK of they were! We all have a different imagination.

References

Harper Collins. (2016). [Image of book cover]. Retrieved from
          http://www.harpercollins.com/9780062427304/harold-and-the-purple-crayon-
          lap-edition#

Johnson, C. (1955). Harold and the purple crayon. New York: Harper & Row.

Snelson, K. (2004). The growing-up tree [Review of the book Harold and the purple 
          crayon by Crockett Johnson]. The Booklist, 100(9), 882.