Rene Goscinny's Nicholas

The last book I have chosen to present is Nicholas, written by french author Rene Goscinny, who is the creator of Lucky Luke. It is illustrated by Jean-Jacques Sempé and was originally published in 1959. It is actually part of a series of five books, which recount the everyday adventures of little Nicholas and his group of friends. The books were originally written in french but have been translated into english by Anthea Bell. I have picked them for my last presentation , because they were probably my favorite books as a child. Nicholas, the protagonist of the books, is a little troublemaker and although he does not have bad intentions, he and his group of friends have a talent for creating mayhem out of simple, everyday situations. The stories take place in France in the 1950's.

                                                  

 

Nicholas would be classified as historical realistic fiction. It takes place in the 1950's, yet the depiction of the events and the characters seems very contemporary and overcomes the time barrier. The adventures depicted take place in a realistic setting, yet they are somewhat extreme, and the book owes a lot of its humour to this extremity. The writing style of Goscinny is simple, but not simplistc. It is desciptive, very intelligent and funny. What is great in this book is that the stories are told through the viewpoint of Nicholas, and Goscinny conveys a child's confusion and misapprehension about the world and the reactions of adults very effectively. Characterization is another of the strong points of the book. Each child and each adult is a unique character with their own traits and flaws.

The black and white pencil illustrations are sparse and somewhat abstract, and they resemble comic illustrations. They are very funny and fit the mood of the book perfectly.

 

 

As a motivational activity I would ask my students to compose their own little Nicholas adventure. Another activity could be to do a presentation on 1950's Paris.

I would ask them the following questions:

1)Who is your favorite character in this book? Why?

2)In what ways are children different today from the children depicted in this book?

3)What do you think of Nicholas's escapades?Do you approve of them?







The Nicholas book series kept me hugely entertained in my childhood years, though I have to admit that they are somewhat politically incorrect compared to other children's books. There is some swearing in the books and Nicholas and co do some inappropriate things, like getting into fights or trying to smoke a cigar. Still, these are only a few passages, which the teacher or parent can discuss with young readers.



René Goscinny (1926-77), met Jean-Jacques Sempé in the 1950s and together they created the character of Nicholas, the famous schoolboy. He later worked with Albert Uderzo on making the adventures of Asterix the Gaul.



Jean-Jacques Sempé's (b.1932) world-renowned illustrations and cartoons are featured on the covers of the New Yorker magazine and amuse the readers of Paris Match and the Figaro Littéraire on a weekly basis.

 



References:

Galda, C. &. (2011). Literature and the Child Seventh Edition
Belmont: Wadsworth Publishing .

Goscinny, Rene.(2011). Nicholas. Phaidon Press

Goscinny, Rene(2006). Nicholas Again. Phaidon Press.

Goscinny, Rene.(2011). Nicholas and the Gang. Phaidon Press.

Goscinny, Rene.(2011). Nicholas on Holiday. Phaidon Press.

Goscinny, Rene.(2011). Nicholas in Trouble. Phaidon Press.

 



The Day the Vegetables Came to School

 The Day the Vegetables Came to School is a book written by Venkatramana Gowda and illustrated by Padmanabh. It was published in 2004. This book would be ideal for young readers, since it is a short story recounted in very simple language.

The protagonist of the story is a young boy named Raju. One morning, as Raju is heading to school as usual, he is confronted with a very peculiar sight: a group of vegetables, of all colors, shapes and sizes are marching towards school like little soldiers.
Raju tries to catch up with them in order to take a closer look. Eventually, Raju joins the vegetable parade and he is very proud
to be the first student who has gone to school followed by a procession of vegetables. When the teacher sees them, she also congratulates Raju on this feat, patting him on the back. As the teacher leaves, Raju continues to feel a pat on the back. Raju opens his eyes and sees his mother, who is shaking him awake. His vegetable parade was just a dream.

 

 

Gowda's book is a fantasy picture book, since the story mainly focuses on the fantastical events that take place within Raju's dream. The book contains characters, that could not exist in the real world, i.e vegetables which move and communicate like human beings. The fantasy is believable within the context of the story.Gowda initially sets his story in a fantasy world and ends it in a fictional real world, after Raju's dream comes to an end.

 I would not say that the characters in this story are multidimensional. Everything in Gowda's story from the characters, to the plot, to the writing style, are rather uncomplicated, since this is a book for very young readers.

The illustrations are cartoonish and comical and would definitely appeal to young children. Padmanabh uses strong lines, vivid colors and somewhat abstract, irregular shapes which reflect Raju's childish imagination. All the vegetables are depicted as having smiling faces, and I believe children would love that.



 

 

After having my students read this book, I would ask them to draw a picture of their favorite vegetable. Another motivational activity would be to ask the student to write their own short story which would begin in a similar way to Raju's story:" One morning, as I was on my way to school, I was amazed to see..."

I would also pose the following questions:

1)What happened in this story, that could not happen in real life?

2)Do you recognize the vegetables depicted in the book?What are their names?

3)Do you think there might be a reason that Raju had this particular dream? What might that be?



This would be a good book to use for teaching young readers. It does not really explore any profound themes, but it could inspire a discussion about vegetables and plants, the natural environment, as well as a discussion about dreams.
I found it entertaining and I think that children would find the idea of vegetables going to school very amusing.



Venkatramana Gowda is an Indian author. Other works include:


Grandpa Fish and the Radio(2004)

The Generous Crow(2005)


Padmanabh is an Indian illustrator. Other works include:


The Sparrow and the Fruit (2004)

The Generous Crow (2005)

References:

Galda, C. &. (2011). Literature and the Child Seventh Edition
Belmont: Wadsworth Publishing .

Gowda, Venkatramana.(2004). The Day the Vegetables Came to School.  New Delhi:Pratham Books.





























































  
 



The Book Thief

The Book Thief is a novel written by Markus Zusak, and first published in 2005. It takes place in Germany during the rise of the Nazi regime. It tells the story of Liesel, a young girl, the "book thief" of the title, who has lost all her loved ones, and travels to the german town of Molching, to meet her foster family. Liesel, steals her first book, The Gravedigger's Handbook, at her little brother's funeral, but at this stage she could neither read nor write. Her foster father, a kind man, to whom Liesel gradually becomes attached, decides to teach her how to read and write. As Liesel becomes exposed to Adolph Hitler's hateful ideas and speeches, she realises that he and his disciples may be behind the death of her loved ones. During one of the book burnings, that the Nazis used to orchestrate, Liesel steals another book, and gradually this becomes a habit of hers. Therefore, in Liesel's life reading and books acquire a particular significance, since they sort of become emblems of those she loves, as well as of the losses she has endured.

 



The Book Thief belongs to the historical fiction genre. It consists of an imaginary narrative, which is grounded in actual events of the past(Galda, 2012). The book is historically accurate. There are many actual references to events of that period, such as the bomb droppings, book burnings, the Dachau concentration camp or the practices of the Gestapo.The setting of the novel, the town of Molching, is a fictional town, but Zuzek's has done such great work in depicting the climate of the period, that it could be an actual german down during the war. Molching is supposed to be near Munich, as well as near the concentration camp of Dachau.The novel takes place between 1939 and 1945, which is the end of the war. The characters of the novel are very well developed, particularly Liesel. Liesel is an intelligent, vivacious and reseilient girl, who doesn't lose her courage in spite of the despondency and violence that she witnesses around her. The other characters, too, are well developed. They are presented with their positive attributes as well as their flaws. Zusak describes how each character tries to cope in his or her own way during such a difficult time.

 

This book could be a great choice in order to introduce children to some of the events that were connected with the rise of the Nazi regime during World War 2. One possible objection against recommending this book to young readers would be that it is somewhat depressing, and that the narrator of the book is none other than Death himself. Death has in his possession the book that Liesel eventually wrote about her experiences, which he recounts to us. Yet, death is by no means portrayed as a menacing figure, but as an observer who has closely studied human nature.

After having students read this book, as a motivational activity I would ask them to find some information about the Nazi movement and present it to the class. Another motivational activity would be to have them write an essay about a book, that they would save from the book burnings.

I would also ask them the following questions:

1)What was the purpose of the burnings? What sort of books did the Nazis burn?

2)How do you feel about the narration of this story? Would you prefer it if the story was told from Liesel's point of view? Why or why not?

3)Liesel is characterized as a "book thief". What do you think of her actions?

 



The book thief is a beautiful, lyrically written novel, that students should have a chance to read despite its somewhat dark subject. Markus Zusak is an australian author, born in 1975. The Book Thief established him as one of the most succesful authors to have come out of Australia and it amassed numerous awards. Other works include:

I am the Messenger(2002)

Underdog(1999)

 

References:

Galda, C. &. (2011). Literature and the Child Seventh Edition
Belmont: Wadsworth Publishing .

Zusak, Markus (2006). The Book Thief. Toronto: Knopf Books for Young Readers

Estrellita, the Little Wishing Star

Estrellita, the Little Wishing Star is a tale for young readers, written and illustrated by May M. Tobias, and published in 2002. The protagonist of this story is a little star, Estrellita, whose ultimate goal in life is to become a wishing star. But Estrellita lacks the discipline required to become a wishing star, and always appears in the sky too late. One evening, she sees a little orphan boy, Noel, who has the saddest eyes she has ever seen, and decides that she wants to be his wishing star. But the boy is very sick, and in order to notice Estrellita, she must make a great effort to shine brightly. Moreover, if she grants the boy's wish, Estrellita will die. Nevertheless, the little star does her best to shine bright and she grants the boy's wish, which is to see his mother. The next day, which is Christmas day, Noel wakes up and he has been mysteriously cured of his illness.



Tobias's work is a simple, but moving tale which teaches a powerful message about the transforming power of love. The book belongs to the fantasy genre. Even though it takes place in a realistic place, an actual town, the events that unfold, such as the

granting of Noel's wish, are not realistic. Moreover, the main character, Estrellita, is also an unrealistic character, a star that can think, talk and make decisions like a human being.

The tale is very well written. The writing is simple, but it also has a poetic quality, which complements the dreamy atmosphere of the story. The characters are well developed, particularly Estrellita, whose thoughts and dilemmas are described very thoroughly. Another interesting character is Mr Sun, who is a sort of father figure, that advises Estrellita.

The illustrations are very beautiful and complement the atmosphere of the story. Tobias uses mainly the colours blue, deep purple and bright yellow. The bright yellow of Estrellita and the other stars looks beautiful contrasted with the deep blue of the sky.

After having the children read this book, I would ask
them the following questions:





1)What do you think of Estrellita's sacrifice? Would you do the same?

2)Estrellita's ultimate goal in life was to be a wishing star?What is

your ultimate goal in life?

3)If you could have a wish come true, what would it be?



As a motivational activity, I would distribute colored cardboard paper to my students and have them cut out star shapes. Another motivational activity could be to have them write a hypothetical letter to Estrellita, asking her to grant one of their wishes.



I think that this is a great book for young readers. Although the
subject may seem a little depressing, the way the story is told, the
vivid illustrations and the happy ending provide a counterweight
to the somewhat melancholy subject.

MAY TOBIAS-PAPA completed her MFA coursework and Bachelor of Fine Arts degree at the University of the Philippines where she taught typography, illustration, layout and copywriting subjects. May's portfolio as writer and illustrator of children's books consists of work published by Adarna House, Bookmark, Tahanan Books, Lampara Books, Liwayway Marketing Corporation and Vibal Publishing/LG&M Corp.

Other works include:

A Day in the Market(2010)



References:

Galda, C. &. (2011). Literature and the Child Seventh Edition .

 

Belmont: Wadsworth Publishing .

 

Tobias M,, May(2002). Estrellita, the Little Wishing Star. Adarna

House.

May Tobias-Papa. Littlewishingstar.wordpress. Retrieved from

http://littlewishingstar.wordpress.com/

The Day of the Triffids

   The Day of the Triffids, is a novel written by John Wyndham and first published in 1951. Due to its somewhat gruesome subject matter and the elaborate wring style, it would be more appropriate for intermediate to advanced readers, ages 13 and upwards.

 

    The Day of the Triffids is a science fiction novel. It focuses on the theme of survival, while providing a rather bleak view of the future. In the beginning of the novel, the protagonist, Bill Masen, a biologist, wakes up in his hospital bed after having been splashed with plant poison, only to find out that, thanks to his bandages, he is one of the few lucky people who have retained their eyesight after a green meteor shower. Apart from the loss of their eyesight, humans are faced with another, deadly threat: the triffids, huge, mobile, carnivorous plants which used to be the objects of Bill's observations. Triffids roam about the city, ready to fling their lethal stings. Bill, along with a few others, who are able to see, must now employ their resourcefoulness to rescue the rest of humanity. Yet, disagreement amongst the survivors concerning the new type of social order which must prevail, and other challenges which arise along the way, make this task even harder.

Wyndham creates a fantastical, but believable setting, of a future shaped by a present-day scientic possibility that has been realized(Galda,2012). The deadly triffids of the novel were supposedly bioengineered in the USSR. Wyndham's characters are also well-developed and through their interaction and disagreements, the author is able to portray human nature from various standpoints.

After having my students read this book I would ask them the following questions:

1)Why do you think John Wyndham wrote this novel? Do you think he wanted to point to certain actual dangers?

2)Which character was the most appealing to you? Why?

3)What would you have done if you were one of the seeing survivors in London after the meteor shower?

A motivational activity could be to ask my students to provide, in short, their own version of what happened after the meteor shower. Another activity would be to ask them to draw a triffid, based on the description in the book.

This is a book that I, personally, read in my teenage years and really loved. It is, of course, a rather difficult book for young readers because it also contains political and social overtones. But I still think that teenagers would enjoy this novel because it is intelligent as well as exciting. I would not recommend it, though,
to a particularly sensitive teenager.





John Wyndham (1903-1969) was an English science fiction writer. Many of his works were set in post-apocalyptic landscapes. The well-known author Stephen King has expressed his admiration for Wyndham' s work.

Other works include:

The Chrysalids(1955)

The Outward Urge (1959)

Galda, C. &. (2011). Literature and the Child Seventh Edition . Belmont: Wadsworth Publishing . 

Wyndham, John. (2003). The Day of the Triffids. London: Penguin.

The Hunterman and the Crocodile

The Hunterman and the Crocodile, published in 1997, is an old african folktale, adapted and illustrated by Baba Wague Diakite. This book conveys an important message: that man must respect the natural environment and see himself as part of it, not as someone who presides over it. In this tale, the main character, Donso the Hunterman, comes across a group of crocodiles, who ask him to assist them in crossing a river. Initially, Donso is reluctant, fearing that they will bite him but he finally agrees. Yet when they reach the middle of the river, the crocodiles decide that they would like to have a bite of him, after all. Donso turns to the animals around him for help, but receives the same answer: that he deserves to be eaten because men like him have always trampled upon other living things. Finally, with the help of a cunning rabbit, Donso captures the crocodiles and takes them to his village with the intention of feasting upon them. Yet, upon arriving, he finds out that his wife is gravely ill, and the only thing that can cure her are a crocodile's tears. Donso promises to free the crocodiles if they give him their tears. Upon hearing this, the crocodiles shed tears of joy, which cure Donso's wife. Through this adventure, Donso realized how important it is to live in harmony with nature.



This book should clearly be classified in the folklore genre. It is a version of an old folktale, which has been passed down through hundreds of years to enlighten listeners. More specifically, it is a talking animal tale, since the animals communicate with a human being.Its theme, the need for respect towards the natural world, is a topic of universal human concern.The tale also incorporates common conventions of folktales, such as the opening phrase of "There was a time when..."The way the story is told preserves the overall feeling and the straightforward structure of oral stories. Finally, Diakite has also done a very good job as an illustrator. His illustrations offer authentic cultural detail, especially in depicting Donso's elaborate native clothing. Their vivid colors are perfect for the depiction of the african forest and its inhabitants.

 



This book would provide the opportunity for a discussion about the environment and man's relation to it. After reading the story I would ask my students the following questions:

• Do you think the animals were right in not wanting to help Donso?
• What was the valuable lesson that Donso learned?
• Do you respect the environment? In what ways do you exhibit this respect?

         In the book various animals give their own reasons for not helping Donso. As a motivational activity, I would ask my students to add one more animal to the tale, and write down what this animal would say to Donso.

As a second activity, I would ask them to do a presentation on a folktale of their own choice.

 

        

This is a wonderful book, which can teach students to consider their own behavior towards animals and the environment.

Baba Wague Diakite was born in Bamako, Mali, in West Africa. He spent most of his early childhood in a small village. He now resides in Portland, Oregon with his family. The Hunterman and the Crocodile was his first book.

 



Other works include:

The Hatseller and the Monkeys(1999)

The Magic Gourd(2003)

I Lost My Tooth In Africa(2006)

Diakite, Baba Wague. (1997). The Hunterman and The Crocodile. Scholastic Press.

Galda, C. &. (2011). Literature and the Child Seventh Edition . Belmont: Wadsworth Publishing . 



Georgia in Hawaii: When Georgia O'Keeffe Painted What She Pleased

"Georgia in Hawaii: When Georgia O'Keeffe Painted What She

Pleased" is a biography of american painter Georgia O' Keeffe,

written by Amy Novesky and illustrated by Yuyi Morales. This

biography, which would be more appropriate for intermediate readers, does not span Georgia O' Keefe's entire life, but focuses on a specific, important period. In 1939, the painter  was invited to Hawaii by the Hawaiian Pineapple Company, in order to promote the delights of pineapple juice. Once there, O' Keeffe was enchanted by the diverse and colorful landscape of the island. Although she wanted to live near the pineapple fields, the company did not permit it; instead, they gave her a single pineapple to use as a model. O' Keefe, instead of painting the pineapple, started painting the green pleated mountains, the sea, and the flowers which surrounded her. Eventually, O'Keeffe painted the pineapple, but she drew from her own memories and impressions, not the company's instructions.



Apart from offering bare facts, this book  is a depiction of Georgia O' Keeffe's free spirit and her dedication to her artistic convictions. Yet, it does not glorify her actions.The book can also spark a discussion on whether O' Keefe was right in violating her agreement with the company and pursuing her artistic ideals.

 





 

The illustrations of Yuyi Morales are one of the strongest points of the work. They are acrylic, and their vivid colors and not so rigid shapes seem to be a reminder of the painter's own work. I believe that young readers would be inspired by the depiction of O'Keeffe's independent character combined with the great illustrations, to find out more about this innovative painter and her works. The book itself contains some general information on O'Keeffe's life in the end pages. It also contains a map of the Hawaiian islands and endpapers, which depict O'Keefe's favorite Hawaiian flowers.

 

 

Before reading this book, I would ask my students whether they know anything about Georgia O' Keeffe. After reading it, I would pose the following questions.

1)What does the term artistic freedom mean to you?

2)Do you think that artists also have obligations towards society?

3)Do you feel Georgia O' Keefe was justified in defying the Hawaiian Pineapple Company?

4)If you were a painter, where do you think you might draw inspiration from?Why?



 

A motivational activity, associated with this book, would

be to have my students pick their favorite flower and draw it. Another activity could be to ask them to collect information about O'Keeffe's life, and write a theater play based on this information.

 

This book is another informative and engaging read, which I would incorporate in my classroom teaching.

The author Amy Novesky is a former editor of Chronicle Books,

Other works include:

Me, Frida (2010)

Elephant Prince: The Story of Ganesh (2004)

 

 

Yuyi Morales is an award-winning illustrator, who lives in northern California. Other works include:

Little Night(2007)

Ladder to the Moon (2011)

References:

 

Novesky, Amy (2012). Georgia in Hawaii: When Georgia O'Keeffe Painted What She Pleased. HMH Books for Young Readers.

Galda, C. &. (2011). Literature and the Child Seventh Edition . Belmont: Wadsworth Publishing .