The Beetle Book

The Beetle Book

Written and Illustrated by Steve Jenkins

Published by Houghton Mifflin in 2012

All Ages

Book Review

“Line up every kind of plant and animal on earth… and one of every four will be a beetle.” This staggering statistic introduces Steve Jenkins’s picture book survey text about beetles, which is crawling with detailed information about beetles of all kinds. Jenkins once again demonstrates deep knowledge of his child audience by including tidbits sure to fascinate young readers and inspire further inquiry. Who knew that there are Forest Fire beetles with special “heat-sensing spots” to detect forest fires up to 20 miles away and Rove Beetles with toxins in their bodies “more potent than cobra venom”? The content is organized in subcategories, addressing beetles' life cycle, special adaptations, what they eat, and how they communicate. As usual, Jenkins’s illustrations are as intriguing as his text. Paper collage beetles of seemingly infinite variety are set against a white background. Variation in coloring, shape and size are highlighted through careful juxtaposition and through the use of silhouette images that represent actual measurements. The master of color and texture in his medium, Jenkins has even managed to capture the iridescence that many beetles use as camouflage. Celebrate spring and the reemergence of things that creep and crawl with The Beetle Book, a sure bet to put a bug in kids’ ear to learn more about the beetles among us.

Teaching Invitations

Grades One - Eight

• Individual Beetle Research. There are many intriguing tidbits found throughout The Beetle Book that are likely to inspire further inquiry into specific beetle types. For example, a student may be intrigued by the descriptor of the Hide Beetle, also known as a Museum Beetle, which notes that “Natural history museums use these beetles to clean animal bones for display.” Horrifying and fascinating, right? Guide students to use internet and text resources (such as the video on the Museum Beetle linked below) to learn more about a beetle of interest to them. Students can contribute to a class made VoiceThread, PowerPoint presentation, or publish individual pieces of writing about the beetle they are studying.
• Beetles’ Roles in an Ecosystem. Alongside a reading of The Beetle Book, invite students to read Trout are Made of Trees by April Pulley Sayre, Ladybugs by Gail Gibbons, Poop-Eaters: Dung Beetles in the Food Chain, and Insects in Danger by Kathryn Smithyman and Bobbie Kalman. You could read each of theses titles aloud, or assign the texts as small group reading, depending on the age of your students. Ask students to identify the roles that beetles play within an ecosystem –as pollinators, as part of the decomposition process, as food in the food chain, as predators for invasive insects and plants……. Invite students to compose their own text that specifically highlights the interrelationships among beetles and their environment.
• The Beetle Book as a Mentor Text. The Beetle Book is a wonderful example of a nonfiction survey text. Read the text closely; first, examining the content and organizational choices made by Steve Jenkins. Next zoom in even closer, examining the descriptive language and word choices of the author. Don’t forget to discuss the illustrations, noting the medium of paper collage, the focus on images of the beetles set against a white background, and the size reference provided by the silhouette images. Use the book as a model for student composition of survey texts.
• Steve Jenkins Author Study. We have long been serious fans of Steve Jenkins’s wonderful books! Share the body of his work with your students by bringing in as many of his titles as you are able to obtain. Read the books with your students over a period of several weeks, keeping track of your observations about patterns in his content, organization, themes, writing style, and illustrations. Explore the author / illustrator’s website to learn more about his writing processes. Ultimately, beyond enjoying the wonderful content and illustrations in his books, you will want to be sure to capture a list of what you have learned about writing nonfiction from studying Steve Jenkins’s books and give students an opportunity to demonstrate what they have learned in their own writing.
• Adaptations. Beetles have been alive for 230 million years for a reason! Review the text and make a chart of the many special ways that beetles adapt to their environment for survival. Expand your discussion of adaptation by exploring the ways that other species are uniquely adapted to their habitats, using the categories that you have developed on your chart as a starting point.
• Making Collage Beetles. Study the two page spread on pages 6 and 7 to identify the make-up of a beetle. Gather together a collection of materials that students can use to assemble a collage beetle image. You might want to consider including items such as pipe cleaners, iridescent papers, clear plastic, and fringe so that students can make beetles that are anatomically accurate as well as aesthetically pleasing. Create a beetle museum display with student-composed museum display cards for each beetle.
• Beetle Poetry. Gather together a collection of poetry books that feature insects to study as mentor texts for students’ own composition of beetle poems. Use titles such as Paul Felsichman’s Joyful Noise, featuring poems for two voices, Nasty Bugs, a collection edited by Lee Bennett Hopkins that celebrates infamous insects, Leslie Bulion’s Hey There, Stink Bug, which includes a variety of poetic forms, and others (see the resource listing below). Ask students to select a beetle, research information about that beetle’s special characteristics, and then to choose a particular poetic form in which to compose a nonfiction poem about that beetle. Create a class anthology of beetle poems. For additional nonfiction poetry resources see our classroom bookshelf entries for All the Water in the World at http://classroombookshelf.blogspot.com/2011/12/all-water-in-world.html and Swirl By Swirl at http://classroombookshelf.blogspot.com/2011/09/swirl-by-swirl.html .
• Beetle Safari. Go on a beetle safari in your neighborhood. Equip students with digital cameras and clipboards or iPad2’s and take a trip in your community to photograph and record notes about the beetles that you find. Prior to the trip you might seek guidance from a naturalist or a the local extension service (or even a pest control company) to identify the most likely places to locate beetles in your area. Students should take photos and make notes about the beetles that you discover so that they can then use resources to identify the beetles that you have located. You might want to read Bob Barner’s Bug Safari as a mentor text for student compositions about your beetle hunting trip. You might also want to note that Charles Darwin began his career as a naturalist by studying the beetles in his backyard! Steve Voake’s Insect Detective would also serve as a read aloud introduction to this activity.

Grades 4 - 8

Critical Literacy

• Beetle: Friend or Foe? Beetles are both celebrated and detested by gardeners and farmers. Invite your local extension service (in person or by Skype) to discuss beetles in your area that are beneficial and those that are harmful. The issues are complex. Homeowners often use pesticides to rid themselves of beetles that they consider to be a nuisance. In doing so, they also reduce the numbers of beetles that can be beneficial to their gardening efforts, like ladybugs. To further explore the relationships between beetles and other elements of ecosystems, read the brief article “Fighting Invasive Trees with Invasive Beetles” linked below from the National Geographic Kids website and then watch the National Geographic Kids Cartoon linked below titled Resident Weevil. Ask students to do some further research with the goal of creating a podcast in the style of a radio news story discussing beetles, both beneficial and potentially harmful, that can be found in your area. (Alexandra Siy’s Bug Shots, The Good, the Bad, and the Bugly listed in the books section below could also serve as a resource in this exploration.)

Further Explorations

Online Resources

Steve Jenkins

http://www.stevejenkinsbooks.com/

American Museum of Natural History: Dung Beetles: Help From the Ground Up

http://www.amnh.org/sciencebulletins/?sid=b.s.dung_beetle.20100208&src=l

The Coleopterists Society

http://coleopsoc.org/default.asp

YouTube: Flesh Eating Beetles at the Smithsonian’s Osteology Laboratory

http://www.youtube.com/watch?v=7PhsWtHrE0Q&feature=related

Natural History Museum UK: Flesh-eating Beetle Cam

http://www.nhm.ac.uk/kids-only/naturecams/beetlecam/

Smithsonian: National Zoological Park: Hercules Beetles

http://nationalzoo.si.edu/Animals/Invertebrates/Facts/insects/Herculesbeetles.cfm

National Geographic Kids: Creature Feature: Dung Beetles

http://kids.nationalgeographic.com/kids/animals/creaturefeature/dung-beetle/

National Geographic Kids: Fighting Invasive Trees with Invasive Beetles

http://kidsblogs.nationalgeographic.com/kidsnews/2011/04/fighting-invasive-trees-with-invasive-beetles.html

National Geographic Kids Video: Resident Weevil

http://video.nationalgeographic.com/video/kids/cartoons-tv-movies-kids/iggy-arbuckle-kids/resident-weevil-iggy-kids/

U.S. Department of Agriculture: Asian Long-Horned Beetle

http://www.invasivespeciesinfo.gov/animals/asianbeetle.shtml

City of Boston: Traps Target Invasive Beetles

http://www.cityofboston.gov/news/default.aspx?id=5508

Oregon State University Extension Service: Bank of Beneficial Beetles

http://extension.oregonstate.edu/gardening/bank-beneficial-beetles-reduce-pesticide-use-garden

Books

Barner, B. (2004). Bug safari. New York: Holiday House.

• A young boy narrates his adventures and sights as he takes a backyard “safari” following a trail of ants, ultimately arriving at a picnic lunch set up by his mother. Facts about the insects he observes are included.

Bulion, L. (2006). Hey there, stink bug! Ill. by L. Evans. Cambridge, MA: Charlesbridge.

• A collection of 19 insect poems, each in a different poetic form. Notes about the poetic forms are included. Great material for a discussion of how the poetic form matches the content of the poem.

Fleischman, P. (1988). Joyful noise: Poems for two voices. Ill. by E. Beddows. New York: HarperTrophy.

• Fabulous material for students performance, this Newbery winning collection of poems for two voices highlights insect behavior of all varieties.

Fleming, D. (2007). Beetle Bop. New York: Harcourt

• A lively rhyming text describes the behaviors of beetles of all sorts in this picture book for young readers, featuring the author/ illustrator’s signature paper pulp paintings.

Gibbons, G. (2012). Ladybugs. New York: Holiday House.

• An illustrated informational picture book about the many species of ladybugs around the world, their behaviors, and their life cycle.

Harrison, D.L. (2007). Bugs: Poems about creeping things. Ill. by R. Shepperson. Honesdale, PA: Wordsong.

• This collection of forty short poems about bugs and other crawling creatures blends fiction and nonfiction content.

Hopkins, L.B. (2012). Nasty bugs. Ill. by W. Terry. New York: Dial Books for Young Readers.

• This illustrated anthology of sixteen poems describes the nefarious actions of various insects, including beetles. Back matter includes additional information about the insects featured in the poems.

Lasky, K. (2009). One beetle too many: The extraordinary adventures of Charles Darwin. Ill. by M. Trueman. Cambridge, MA: Candlewick Press.

• A picture book biography of Charles Darwin who, as a child, was fascinated by beetle behavior.

Pallotta, J. (2004). The beetle alphabet book. Ill. by D. Biedrzycki. Cambridge, MA: Charlesbridge.

• This nonfiction picture book features a different beetle for every letter of the alphabet. Invite your students to make their own beetle alphabet book as away to share their research on different beetle types.

Prischmann, D.A. (2008). Poop-eaters: Dung Beetles in the food chain. Mankato, Minn.: Capstone Press.

• This title explores the important role that the ever-fascinating Dung Beetle plays in an ecosystem.

Sidman, J. (2005). Song of the water boatman and other pond poems. Ill. by B.Prange. Boston: Houghton Mifflin.

• This collection by master nonfiction poet Joyce Sidman features pond life, including a poem about the Diving Beetle. This title was recognized with a Caldecott honor award.

Siy, A. & Kunkel, D. (2012). Bug shots: The good, the bad, and the bugly. New York: Holiday House.

• Dennis Kunkel’s amazing photomicorgraphs accompany a text exploring the positive and negative roles played by the bus around us.

Smithyman, K. & Kalman. B. (2006). Insects in danger. New York: Crabtree Publishers.

• Part of the World of Insects series, this title focuses on endangered insects, including species of beetles.

Stewart, M. (2003). Maggots, grubs, and more: The secret lives of young insects. Brookfield, CT: Millbrook Press.

• An exploration of the life cycles of many different kinds of insects, including beetles.

Voake, S. (2010). Insect detective. Ill. C. Voake. Cambridge, MA: Candlewick Press.

• A picture book invitation to explore the insect life in your own neighborhood, includes suggestions of where to look to locate insects.

Peaceweaver

Peaceweaver

By Rebecca Barnhouse

Random House, 2012

ISBN 978-0-375-86766-8

Grades 6-8

Book Review

     As a companion to The Coming of the Dragon, a retelling of the “Beowulf” epic poem, Rebecca Barnhouse once again invites middle grade readers into the world of Scandinavia’s legends and Britain’s early medieval period. A medievalist, Barnhouse brings to life the distant, everyday world of the poem.  As the novel begins, Hild, the protagonist, is sister-daughter to her uncle, the King of the Shylfings, excited about her new ceremonial role pouring mead in the king’s hall. But all goes wrong when Hild realizes she has become a “far-seeing” woman. Banished from the Shylfing kingdom, she is given by her uncle to Wiglaf, the newly-established King of the Geats, supposedly to “weave the peace.” Her uncle has other plans. Over the course of her journey to Geatland, Hild gains self-reliance as well as acceptance and control over her gift of “sight.” Her perspective on both her homeland and Geatland shifts and changes as she unconsciously prepares herself for the role of queen. Part historical fiction, part fantasy, part adventure, part interior reflection, Peacemaker offers readers of all genres a little something. With deft characterization, vivid descriptions, lots of action, including a monster or two, Barnhouse keeps her readers on the edge of their seat until the very end.

Teaching Invitations

• Rights and Responsibilities. Throughout much of the novel, Hild wishes to return home to her family and friends; she has no desire to become the Queen of Geatland, a place she neither knows nor cares about. And yet, by the end of the novel, she accepts the mantle of leadership despite the loss she knows accompanies it. Have students explore the rights and responsibilities of their own lives. When do they take on tasks or roles they would rather not, because they know it is their responsibility as a member of their family or school community? Have students also explore this question with their parents. How do their roles and responsibilities at work and home prevent them from seeking their own interests? Finally, think about Michelle Obama and other First Ladies over the past two decades, such as Laura Bush and Hillary Clinton. All three had careers prior to becoming First Lady. What, like Hild, did they give up? What did they gain?

• Female Warriors in Historical Fantasy. Hild knows how to weave and heal, as would be expected of a woman in her rank during the historical period in which the book is set. But she also knows how to wield a sword, thanks to both her father’s and her cousin’s efforts. Throughout the book, Hild gains confidence in her ability to take care of herself, and when faced with danger, man or monster, she jumps into the action, sword in hand. Have your students explore other female protagonists of historical fantasy, their sense of agency, and recurring motifs, such as the journey or special talents/gifts. By using the resources of your school and local library, students can self-select novels. You might want to students to explore the work of Tamora Pierce and Robin McKinley (see websites below), who write extensively for young people in this genre.

• A Well-Matched Couple? Have half the class read The Coming of the Dragon and the other half read Peaceweaver. You might assign students or provide them with the choice, as it would be interesting to see choices made along gender lines. When the books are done, place students in pairs, one student representing each book. Within the pairs, have students explore whether or not they think Wiglaf and Hild are well-matched for one another. Each pair will create a visual representation of the two protagonists, Wiglaf and Hild (3-D statues, models, or dolls or paired portraits), and present their thinking on the match, citing evidence from the books.

• Representations of Wiglaf. Have students explore two recent versions of "Beowulf," including the graphic novel by Gareth Hinds (2007), the highly-illustrated retelling by Nicky Raven and John Howe (2007), or James Mumford’s spare illustrated text (2007). Next, have them explore the end of the actual "Beowulf" poem. What are some of the different ways Wiglaf has been represented? Which do they like best as a character? Which seems more “accurate” based on the poem? Next, have some groups read The Coming of the Dragon and some read Peaceweaver, and make final comparisons as a class on how Rebecca Barnhouse has crafted the character of Wiglaf.

• Anglo Saxon England. While the "Beowulf" poem is set in Scandinavia, it emerged from the Anglo Saxon culture of Britain during the 6^th century AD. Many of the Anglo Saxon residents of post-Roman Britain came from Scandanavia and Germany. You can learn more about the single written copy of the poem, from the 11^th century, at the British Library’s website (http://www.bl.uk/onlinegallery/onlineex/englit/beowulf/). Students can also hear Anglo Saxon, watching a clip from Benjamin Bagby’s performance, with titles (http://www.youtube.com/watch?v=Y13cES7MMd8). You can also learn more about the Anglo Saxons from the British Museum (http://www.bbc.co.uk/schools/primaryhistory/anglo_saxons/).

• Dark Ages Historical Fiction. You might want to engage your students in a genre study of medieval historical fiction, focusing on the early medieval period. Let author Rebecca Barnhouse once again be your guide. She has written a book for teachers entitled The Middle Ages in Literature for Youth: A Guide and Resource Book (2004). In it, Barnhouse reviews picture book and chapter book fiction and nonfiction set during different time periods within the approximately 1,000 years we call the Middle Ages. Be sure to consult with your school or public librarian; some of the books in the guide may be out-of-print, but new ones will have been published since 2004. By using your local library system, students may be able to self-select the historical novels they are most interested in reading. Depending on the number of students you teach, this may allow you to do this project without asking for additional funds.

• Retelling Traditional Tales. Rebecca Barnhouse has taken the "Beowulf" epic poem and used it for the basis of two historical fantasy novels. Your students may not be familiar with the "Beowulf" story prior to reading The Coming of the Dragon or Peaceweaver, but they most likely know some folk or fairy tales made popular in Europe and the United States by the Brothers Grimm. Using the Sur La Lune Fairy Tale website as your starting point, have students locate three picture book versions of a favorite folk or fairy tale. Have them compare and contrast the different representations of the story, drawing upon details in the text and the illustrations. Next, have them create more three-dimensional characters from the folk or fairy tale, and write their own original retelling in short story format. Make sure they pay attention to the craft of fiction, including dialogue. You can use Barnhouse's books as their reference for a novelized retelling of traditional literature, but you may also suggest they read an additional text from one of the many novelized versions of folk and fairy tales listed on the Sur La Lune site.

• Creating a Trilogy. What comes next? Do Hild and Wiglaf manage to maintain peace for their people during their lifetimes? What happens to the kingdom of the Geats? Have your students write chapters that could belong in a third volume, making these two companion books into a triology. How does Mord react to Hild’s decision at the end of the book? Will Hild’s uncle persist in his plan to attack Geatland? Will Hild’s cousin Arinbjorn prevent such an attack? What about Garwulf, Hild’s love interest at the beginning of the novel? Will he play a role in students’ stories? Use nonfiction resources cited below, including Rebecca Barnhouse’s (2004) The Middle Ages in Literature for Youth: A Guide and Resource Book.

Further Explorations

Digital Texts

Rebecca Barnhouse

http://www.rebeccabarnhouse.com/

Oldest Beowulf Manuscript: The British Library

http://www.bl.uk/onlinegallery/onlineex/englit/beowulf/

Benjamin Bagby’s Performance of Beowulf in Anglo Saxon

http://www.youtube.com/watch?v=Y13cES7MMd8

British Museum: Multimodal History of Middle Ages, Based on Manuscripts

http://www.bl.uk/learning/histcitizen/medieval/medievalrealms.html

BBC: Anglo Saxon History Overview with Digital Texts

http://www.bbc.co.uk/history/ancient/anglo_saxons/

BBC Primary History: Anglo Saxons

http://www.bbc.co.uk/schools/primaryhistory/anglo_saxons/

BBC Anglo Saxon Teacher Resources

http://www.bbc.co.uk/schools/primaryhistory/anglo_saxons/who_were_the_anglo-saxons/teachers_resources.shtml

Tamora Pierce

http://www.tamora-pierce.com/

Robin McKinley

http://www.robinmckinley.com/

Sur La Lune Fairy Tales

http://www.surlalunefairytales.com/

Books

Barnhouse, R. (2010). The coming of the dragon. New York: Random House.

• Peaceweaver’s companion book is a retelling of the end of the "Beowulf" poem. In the novel, Barnhouse uses Wiglaf, the future King of the Geats, as the protagonist.

Barnhouse, R. (2004). The Middle Ages in literature for youth: A guide and resource book.  Latham, MD: Scarecrow Press.

• This guide will help you select other novels, as well as picture books and nonfiction texts to use with your students.

Hinds, G. (2007) Beowulf. Cambridge, MA: Candlewick Press.

• This graphic novel version of the epic poem holds great appeal for those who can handle the gory visual details.

Raven, N. (2007). Beowulf. Ill. by J. Howe. Cambridge, MA: Candlewick Press.

• This is highly-illustrated but novel-length version of the epic poem.

Rumford, J. (2007). Beowulf: A hero’s tale retold. Boston: Houghton Mifflin.

• This highly-illustrated, short version of the epic poem draws heavily on the original Anglo Saxon language. 

Please note that Peaceweaver will be available March 27, 2012.

2012 Robert F. Sibert Informational Book Medal Winner: Balloons over Broadway

Balloons over Broadway
Written and illustrated by Melissa Sweet
Published by Houghton Mifflin Books for Children, 2011
ISBN # 9780547199450
Grades 3 and up



Book Review

This year’s Sibert Award winner for nonfiction is a celebration of a celebration—or specifically, the man who made the annual Macy’s Thanksgiving Day Parade one of the most jubilant yearly events of the last century. In Balloons over Broadway, Caldecott Honor artist Melissa Sweet introduces us to Tony Sarg, the self-taught puppeteer who created the enormous half balloon, half puppets that distinguish the Macy’s parade from other holiday festivities. Mixing amusing side commentary (a wooden puppet explains that “Sarg rhymes with aargh!”) with nudging questions (“Still, how would Tony make his big puppets move?”), Sweet traces Sarg’s journey from a childhood of creativity and resourcefulness to his groundbreaking success as what many consider the Father of American Puppetry. But what truly infuses this picture book biography with joy from end page to end page is Sweet’s mixed media illustrations. With its joyful palette and plethora of whimsical figures, Sweet’s artistic style might as well be eponymous. Sweet also provides enough instructive diagrams, including excerpts from Sarg’s own sketches and samples of his creations, to pique even the most passive puppet fan’s interest. Take note, too, of the surprising double page spread that demonstrates Sarg’s breakthrough of puppet engineering. Share this book in your classroom, and watch everyone join the celebration.


Teaching Invitations

• Tony Sarg, the Complete Artist. Tony Sarg was not just an innovative puppeteer; he was also a toy designer, animator, and author and illustrator of dozens of children’s books. Invite your students to conduct more research on this prolific artist to build a more complete picture of his accomplishments. See the article in New York Magazine about Sarg’s illustrations and the various titles and websites listed below in Further Explorations. 
• Puppets and Storytelling. Puppets have been used to tell and act out stories throughout history. Furthermore, using puppets is a popular way to engage students in storytelling in the classroom. They also help students practice their fluency and prosody skills. Use the resources listed in Further Explorations, such as the Jim Henson videos and “Storytelling with Puppets” to help your students create puppets and practice storytelling. The Puppeteers Cooperative (http://puppetco-op.org) has dozens of sets of instructions for building your own puppets, from hand puppets to life-size ones. 
• The People Behind the Puppets. In her author’s note, Melissa Sweet explains that much of Tony Sarg’s success was due to the work of his talented apprentices. In fact, she traces the master-apprentice relationship from Sarg all the way to Jim Henson, creator of the Muppets. Engage your students in explorations about these apprentices to learn more about the people behind the puppets. Use the books listed in the Further Explorations section below, and watch Being Elmo, the documentary about Kevin Clash, the soft-spoken man behind one of today’s most popular puppets, who likewise apprenticed under Jim Henson to continue Sarg's lineage.
• Puppetry across Cultures. Sweet mentions that Sarg was inspired by an Indonesian rod puppet to create the parade’s first balloons, but puppetry has been an art form in various cultures across the world throughout history. Invite your students to explore the puppetry of different cultures, comparing and contrasting them with each other as well as Sarg’s creations. For what purposes are the puppets used? What materials are used to make them?  Finally, challenge your students to create puppets inspired by diverse cultures and display them throughout the school.  
• Community Parades. Engage your students in a study of their local community parades. Visit your local library and have them research the various parades, their purposes, their routes, and their histories, with particular attention to how the parades have evolved over time. If they have families or neighbors who are longtime residents of the community, encourage students to interview them about the parades and perhaps view old photographs of them. Create a book or website in which the class compiles its findings to share with local community members. 
• Focused Biographies. Although biographies are technically narrated accounts of a person’s life, many biographies actually concentrate on one of two significant events that the person experienced. This is often the case with picture book biographies, such as Balloons over Broadway, which focuses only on the events related to Tony Sarg’s creation of the Macy’s Parade balloons. Using this as a mentor text, have your students write a biography or perhaps an autobiography that centers on one important occasion in the subject’s life. For comparison, share with them Kathleen Krull's biography of Jim Henson (see citation in the Further Explorations section). You may even want to challenge them to write and illustrate that biography as a picture book to share with the class. 
• Nonfiction Book Awards. Balloons over Broadway has garnered two prestigious awards for excellence in a nonfiction children’s book: the Sibert Medal from the American Library Association, and the Orbus Pictus Award from the National Council of Teachers of English. Compare and contrast the criteria for the Sibert Medal and the Orbus Pictus Award, and determine how this book meets those criteria. Invite students to study books that won honorable mention and other books that won in past years. Then, have your students apply those criteria to a vast swath of nonfiction books for children and young adults to build their skills for evaluating literature. 

Critical Literacy

• What Makes an American Celebration? The Macy's Parade began as a tribute to its immigrant employees. Additionally, Sweet notes that Tony Sarg was an immigrant, although little attention is given to his own cultural roots. Why do you think Sweet does this? What other significant contributions to American cultural celebrations have been made by immigrants? What makes something an "American" tradition if its basis is an immigrant experience?  Moreover, why are some cultural celebrations and parades--such those for St. Patrick's Day--embraced across the country, while others--like the Chinese New Year--are relegated to specific regions or parts of town? Invite students to explore these questions.
• The Economic, Social, and Cultural Capital of Puppeteers. Many people enjoy the entertainment provided by puppeteers, but relatively few actually aspire to become one and pursue a career in puppetry. And of those that do, stories of those like Tony Sarg and Jim Henson are rare. Given the feats of creativity and engineering--and the possibility for fame and cultural contribution involved, why is this so? How are puppets and puppeteers viewed socially or professionally in various cultures? What are the economic realities of puppeteers, as well as the economic contributions of their craft? Given the resurgence of popular interest in the Muppet franchise, are there some forms of puppetry that are more acceptable or appreciated than others? How so? In a way, these questions apply to all who pursue art and entertainment in their careers and are important to understanding what diverse cultures value.

Further Explorations 

Online Resources

Robert F. Sibert Informational Book Medal – American Library Association
http://www.ala.org/alsc/awardsgrants/bookmedia/sibertmedal

Orbus Pictus Award – National Council of Teachers of English
http://www.ncte.org/awards/orbispictus

Melissa Sweet’s website
http://melissasweet.net

Balloons over Broadway activity kit
http://www.hmhbooks.com/kids/resources/BalloonsOverBroadway_ActivityKit.pdf

Official Macy’s Thanksgiving Day Parade website
http://www.macys.com/parade

Puppeteers of America
http://www.puppeteers.org

The Puppeteers Cooperative
http://puppetco-op.org

Tony Sarg – entry by Twin Cities Puppeteers
http://www.tcpuppet.org/NewFiles/Sarg.html

Being Elmo - information about the documentary about Kevin Clash, the Sesame Street puppeteer
http://beingelmo.com

How Stuff Works – Helium Balloons
http://www.howstuffworks.com/helium.htm

How Stuff Works – Macy’s Thanksgiving Day Parade
http://tlc.howstuffworks.com/family/macys-thanksgiving-day-parade.htm

"The Zooming Twenties" – article in New York Magazine on Tony Sarg’s illustrations
http://nymag.com/arts/books/features/29703/

Storytelling with Puppets
http://www.libsci.sc.edu/storytelling/techniques/collinspuppethanout.pdf

Storyteller.net
http://www.storyteller.net/

Jim Henson videos about puppet making
http://www.youtube.com/watch?v=AC440k6iByA
http://www.youtube.com/watch?v=B7JFw-9QUrs

Books

Corey, S. (2002). Milly and the Macy's Parade. New York: Scholastic.

• This appealing picture book provides a historically fictive account of the origins of the Macy’s Thanksgiving Day Parade. 

Huser, G. (2005). Stitches. Toronto, ONT: Groundwood Books.

• A historical fiction chapter book about a young boy who faces bullying and social discrimination as he attempts to stage a puppet production of A Midsummer Night’s Dream. 

Krull, K. (2011). Jim Henson: The guy who played with puppets. New York: Random House.

• A picture book biography of the famous creator of the Muppets.

Love, D. A. (2004). The puppeteer’s apprentice. New York: Margaret K. McElderry Books.

• A historical fiction chapter book set in medieval England about a girl who dreams of becoming a puppeteer. The author’s note at the end includes a history of puppetry throughout the centuries. 

Madden, S. (2001). America's parade: A celebration of Macy's Thanksgiving Day Parade. New York: TimeLife Books.

• An amazing collection of photographs of the Macy’s Parade from the Life Magazine archives.

McIsaac, F. J. & Stoddard, A. (2010/1921). Tony Sarg marionette book. XXX: Nabu Press.

• A reprint of the original book about Tony Sarg that is woven throughout the pages of Balloons over Broadway. 

Paterson, K. (1975). The master puppeteer. New York: HarperCollins.

• A historical fiction novel by Newbery winning author Katherine Paterson set in feudal Japan about a young orphan who lives at a puppet theater. 

Pease, P. (2002). Macy's on parade: A pop-up celebration of Macy's Thanksgiving Day Parade. XXX: Paintbox Press.

• A delightful pop-up book about the parade. 

Sarg, T. (2007/1926). Up & down New York. XXX: Universe.

• Originally published in 1926, this collection of illustrations details the bustling streets of New York City. 

Say, A. (2005). Kamishibai man. New York: Houghton Mifflin Books for Children.

• A heartwarming picture book about an elderly Japanese man who reminisces about his life as an itinerant storyteller with a portable theater.

Schactman, T. (1985). Parade! New York: Atheneum.

• A photographic picture book describing the backstage preparations for the Macy’s Thanksgiving Day Parade. 

2012 Pura Belpré Award for Illustration: Diego Rivera, His World and Ours

Diego Rivera, His World and Ours

Written and Illustrated by Duncan Tonatiuth

Published by Abrams Books for Young Readers in 2011, ISBN 978-0-8109-9731-8

Grades 2 – 8

Review

The celebrated Mexican muralist Diego Rivera depicted the history, culture, and everyday life of working people in giant frescos all across his beloved country. In a picture book biography tribute to Rivera’s life and commitments, Duncan Tonatiuh reviews the artist’s early aptitude, study in Europe, return to Mexico and travels across the country to find inspiration. Posing the question, “But if he were alive today, what would he paint?, ” the author / illustrator, juxtaposes contemporary subjects with the subjects of Rivera’s diverse murals, which he interprets in his own illustrative style. His style, like Rivera’s has been influenced by ancient Mayan and Aztec art, albeit rendered in digitally enhanced collage. While the text of this simplified biography is clearly for a younger audience, omitting the complexity of Rivera’s personal life and politics, students across the grades will enjoy this interpretation of his art, be inspired to learn more about him, and may take up Tonatihuh’s invitation to “make our own murals and bring them to life.”

Teaching Invitations

Grades 2 – 8

• What Would Diego Paint Today? Duncan Tonatiuh poses many questions about the subjects that Diego Rivera might paint if he were alive today. Review the book’s discussion of Diego’s commitments to workers’ rights, working class people, and community arts and invite students to share their own speculations about what Diego might paint today. Work with your art teacher to plan and execute a mural that represents issues that your students identify as meaningful in their lives.
• Picture Book Biographies of Artists: A Genre Study. Gather together a collection of picture book biographies of artists (the listing below will get you started). Read the books with your students and closely examine the choices that the biographers have made about text and illustration. Which aspects of their subjects’ lives have the chosen to highlight? Do they focus more on the childhood or adult life of the artist? How are the artists’ mentors, inspirations, commitments, and styles presented? When examining the illustrations, discuss how the art of the picture book biography enhances the readers’ understandings of the artists’ lives and work. You might find it particularly interesting to note how the artists works are depicted in the book. Are they reproductions of the actual works or are they illustrators’ representations?
• The Murals. Images of Diego Rivera’s murals are available online. A Google Images search will turn up many. Compare Duncan Tonatiuh’s representations of the images with the actual murals and discuss the note a the back of the his book which states, “the author wishes to interpret the work of Rivera in a manner both accessible to children and conducive to his own illustrative style.”
• Muralists. Invite your students to learn more about the process of mural making and about famous murals and muralists. You may want to start locally, identifying and exploring the history of a mural in your community. Then branch out to learn more about murals in the United States and the around the globe (see our entry on Heart and Soul at http://classroombookshelf.blogspot.com/2012/02/2012-coretta-scott-king-award-for.html for a critical literacy discussion of the murals in the rotunda of the Capital). Discuss the locations that murals are typically found, their purposes, and make connections between historical mural making (start with cave paintings!) and contemporary mural art. If you are able to, work with your art teacher to explore the technique of fresco painting to help students gain an understanding of what is involved in working with this media. Investigate the techniques used by muralists today. A great website for learning more about contemporary murals is the website for Philadelphia, PA, "Mural Capital of the World." http://muralarts.org/
• More About Mexico. Readers of this book may be inspired to learn more about Mexican history. Provide students with a collection of texts that offer information about the history of government, the geography and climate, and important artists, scientists and thinkers of Mexico. Students can work in small groups to research and share their learning about an aspect of Mexican history and culture of interest to them. Invite older students to compare and contrast the Mexico of Rivera’s time and today.
• Pre-Colombian Art. Diego Rivera was both influenced by and a collector of Pre-Colombian Art. Explore the links below with your students to learn more about the art of the early people of Mexico. Compare the art with the work of Diego Rivera (and with Duncan Tonatiuh’s illustrations in Diego Rivera: His World and Ours). Invite students your students to try to imitate this artistic style.

Grades 4 – 8

• Understanding Diego Rivera. In the author’s note at the back of the book, Tonatiuh describes Diego Rivera as a “multifaceted and often controversial person.” Invite your students to learn more about Diego Rivera’s life by reading the biographies listed below. Compare and contrast the information about Diego’s life, influences, and commitments as they are presented in these texts. What aspects of his life are included and excluded in each text? Why might the authors of these biographies have made the choices they did about the content they have included? Diego Rivera’s personal relationships were complicated and fraught with loss. The listing of books below includes biographies of Frida Kahlo, one of his partners and an accomplished painter. The weblinks below are additional sources of information. Students can get a sense of Rivera’s character by reading his letters found on The Diego Rivera Mural Project Site.

Critical Literacy

• The Rockefeller Mural Controversy: Art and Censorship. In 1932, Rivera was commissioned by the Rockefellers to paint a mural in the lobby of Rockefeller Center in New York City. Rivera proposed a mural titled Man at the Crossroads, which was to depict the changing world of industry, science, and government and would include contrasting images of capitalism and socialism. When Rivera inserts an unapproved picture of Lenin, the building managers protest. Using the weblinks below, engage your students in a consideration of this controversy, which ended in the destruction of Rivera’s mural. You will want to be sure to have students read Rivera’s own writing on the matter at http://www.pbs.org/wgbh/amex/rockefellers/filmmore/ps_rivera.html and some of the newspaper articles available at http://xroads.virginia.edu/~ma04/hess/rockrivera/newspaperdirectory.html Use the students’ discussion as a launching point for further exploration of issues in art and censorship.

Further Explorations

Online Resources

Duncan Tonatiuth

http://www.duncantonatiuh.com/

Pura Belpré Award Home Page

http://www.ala.org/alsc/awardsgrants/bookmedia/belpremedal

Diego Rivera: Murals for the Museum of Modern Art

http://www.moma.org/visit/calendar/exhibitions/1168

At Your Library: Diego Rivera Murals on Display

http://atyourlibrary.org/culture/diego-rivera-murals-display-first-time-eighty-years

National Gallery of Art: The Cubist Paintings of Diego Rivera

http://www.nga.gov/exhibitions/2004/rivera/intro.htm

PBS: About the Artists: Diego Rivera

http://www.pbs.org/wnet/americanmasters/episodes/diego-rivera/introduction/64/

PBS NewsHour: Diego Rivera

http://www.pbs.org/newshour/bb/entertainment/july-dec99/rivera_7-15.html

Detroit Institute of the Arts: Diego Rivera Murals

http://www.dia.org/art/rivera-court.aspx

Detroit Industry: The Murals of Diego Rivera: NPR

http://www.npr.org/templates/story/story.php?storyId=103337403

Diego River and the WPA

http://www.usfca.edu/Library/handouts/Diego_Rivera_and_the_WPA/

WGBH: American Experience: People & Events: Diego Rivera

http://www.pbs.org/wgbh/amex/rockefellers/peopleevents/p_rivera.html

Diego Rivera: Man at the Crossroads

http://www.pbs.org/wgbh/cultureshock/flashpoints/visualarts/diegorivera_a.html

Newspaper Responses to Man at the Crossroads

http://xroads.virginia.edu/~ma04/hess/rockrivera/newspaperdirectory.html

Murals by Diego Rivera in the Mexican National Palace

http://www.bluffton.edu/~sullivanm/mexico/mexicocity/rivera/muralsintro.html

The Diego Rivera Mural Project

http://www.riveramural.com/home.asp?language=english

San Francisco Art Institute: The Making of a Diego Rivera Mural

http://www.sfai.edu/diego-rivera-mural

Heritage Preservation: Rescue Public Murals

http://www.heritagepreservation.org/RPM/

1936 Faulkner Murals in the Rotunda: Mural Restoration

http://www.archives.gov/exhibits/charters/charters_murals.html

Smithsonian: Martin Luther King, Jr. in Murals

http://www.smithsonianmag.com/arts-culture/Martin-Luther-King-Jr-by-Mural.html?c=y&page=4&navigation=thumb#IMAGES

City of Philadelphia: Murals

http://muralarts.org/

The University of Arizona: Mixtec Codices

http://www.library.arizona.edu/exhibits/mexcodex/mixtec.htm

Colorin Colorado: Children’s Books About Diego Rivera and Frida Kahlo

http://www.colorincolorado.org/read/forkids/diego_frida/

Jay I. Kislak: Pre-Colombian Collections

http://www.kislakfoundation.org/collectionspc.html

Museo Diego Rivera: Anahuacalli

http://www.museoanahuacalli.org.mx/

San Antonio Museum of Art: Latin American Collection

http://www.samuseum.org/sama-collections/latin-american-art/228-collection-highlights-latin-american-art

The Mexican Museum, San Francisco

http://www.mexicanmuseum.org/

Books

Bernier-Grand, C.T. (2009). Diego, Bigger Than Life. Ill. by D. Diaz. Tarrytown, NY: Marshall Cavendish Children.

• This fictionalized biography in verse spans Diego Rivera’s lifetime and explores the complexities of his personal life and his politics. This title received recognition with the Pura Belpré Award for writing and illustration. Back matter includes detailed source notes and a timeline of key events in Rivera’s life.

Bernier-Grand, C.T. (2007). Frida, Long live life! Tarrytown, NY: Marshall Cavendish.

• Illustrated with Frida Kahlo’s paintings, this fictionalized biography in verse, appropriate for older students, is a powerful exposition of Frida’s passions and physical and mental pain. Back matter includes a timeline, source notes, and websites.

Frith, M. (2003). Frida: The artist who painted herself: By Feida Fry. Ill by. T. dePaola. New York: Grosset & Dunlap.

• This title, like others in the Smart About Art series, is in the format of a student-written report about artist Frida Kahlo.

Holzhey, M. (2003). Frida Kahlo: The artist in the blue house. London: Prestel.

• Part of the Adventures in Art series, this biography reviews the events of Kahlo’s art and guides readers in a close examination of her artwork.

Kimberly, L. (2007). Come look with me: Latin American art. Cambridge, MA: Charlesbridge.

• Diego Rivera’s work is featured along with the works of eleven other Latin American artists.

Marin, G.R. (2009). My papa Diego and me: Memories. San Francisco, CA: Children’s Book Press.

• This bilingual memoir, written by Diego Rivera’s daughter, features her recollections of the context of the creation of thirteen of his works.

Novesky, A. (2010). Me, Frida. Ill. by D. Diaz. New York: Abrams Books for Young Readers.

• This picture book biography of Frida Kahlo focuses on the time she spent in San Francisco while Diego Rivera was working on a mural there. The emphasis is on Frida’s development as an artist during this time. This book received a Pura Belpré Honor Award for illustration.

Oettinger, M. (2010). Folk treasures of Mexico. Houston, TX: Arte Publico Press.

• A collection of images of the Nelson A. Rockefeller collection of Mexican folk art housed at the San Antonio Museum of Art and the Mexican Museum in San Francisco. An excellent source for exploring Pre-Colombian art and its influence on Mexican folk art.

Winter, J. (1991). Diego. Ill. by J. Winter. New York. Alfred A. Knopf.

• This bilingual illustrated biography of Rivera is appropriate for younger and older students. The focus of this text is on Rivera’s artistic subjects and commitments.

Winter, J. (2002). Frida. Ill. by A. Juan. New York: Arthur A. Levine.

• This picture book biography written in present tense traces Frida’s life, emphasizing her early influences.

Venezia, M. (1994). Diego Rivera. Chicago: Childrens Press.

• This biography, part of the Getting to Know the World’s Greatest Artist series, includes many images of the artist’s works.

Picture Book Biographies of Artists: A Sampling:

Byrd, R. (2003). Leonardo, beautiful dreamer. New York: Dutton Children’s Books.

Christensen, B. (2011). Fabulous!: A portrait of Andy Warhol. New York: Henry Holt.

Davies, J. (2004). The boy who drew birds: A story of John James Audubon. Ill. by M. Sweet. Boston: Houghton Miffilin.

Judge, L. (2009). Yellowstone Moran: Painting the American West. New York: Viking.

Landmann, B. (2006). I am Marc Chagall. Grand Rapids, MI: Eerdmans Books for Young Readers.

Markel, M. (2005). Dreamer from the village: The story of Marc Chagall. Ill. by E. Lisker. New York: Henry Holt.

O’Connor, J. (2002). Henri Matisse: Drawing with scissors. Ill. by J. Hartland. New York: Grosset & Dunlap.

Rodriguez, R. (2006). Through Georgia’s Eyes. Ill. by J. Paschkis. New York: Henry Holt.

Shapiro, J.H. (2011). Magic trash: A story of Tyree Guyton and his art. Ill. by V. Brantley-Newton. Cambridge, MA: Charlesbridge.

Whitehead, K. (2008). Art from her heart: Folk artist Clementine Hunter. Ill. by S. Evans. New York: G.P. Putnam’s Sons.

Wing, N. (2009). An eye for color: The story of Josef Albers. Ill. by J. Breckenreid. New York: Henry Holt.

Winter, J. (1998). My name is Georgia: A Portrait. New York: Sliver Whistle / Harcourt Brace.

Young, E. (2011). The house that Baba built: An artist’s childhood in China. New York: Little Brown.