---questions---
-TEXT
1. What is the Theme, message, what does the reader learn about self?
2. How is the quality of writing, use of language, literary style?
3. Is the Character and plot development clear and well done?
4. How is the Reading level, appropriateness for target audience
5. Strengths, weaknesses, comparison to other similar titles, originality, creativity, controversial element
6. The text of a children’s book is usually organized into simple sentences and short paragraphs.
How is the text organized in the book that you have chosen to review? Do you think the organization is sufficient (hood enough)?
7. Children’s book authors often use tools to help make the story more vivid in the readers’ minds. Common tools are rhythm, alliteration, repetition, refrains,
onomatopoeia, simile, personification, rhyme, and imagery. Identify three different areas in the text where a literary tool has been employed. For each example you identify, state the
type of literary tool that is used and how the employment of the tool helps support the story.
8. Identify two areas in the text that use a question or other device to help move the reader to
the next page.
1. What is the Theme, message, what does the reader learn about self?
2. How is the quality of writing, use of language, literary style?
3. Is the Character and plot development clear and well done?
4. How is the Reading level, appropriateness for target audience
5. Strengths, weaknesses, comparison to other similar titles, originality, creativity, controversial element
6. The text of a children’s book is usually organized into simple sentences and short paragraphs.
How is the text organized in the book that you have chosen to review? Do you think the organization is sufficient (hood enough)?
7. Children’s book authors often use tools to help make the story more vivid in the readers’ minds. Common tools are rhythm, alliteration, repetition, refrains,
onomatopoeia, simile, personification, rhyme, and imagery. Identify three different areas in the text where a literary tool has been employed. For each example you identify, state the
type of literary tool that is used and how the employment of the tool helps support the story.
8. Identify two areas in the text that use a question or other device to help move the reader to
the next page.
-Illustration/Layout
1. What is the primary medium (collage, drawings, photographs, etc.) used in the illustrations? Type of illustrations?
2. Do illustrations support the story?
3. Size and shape of book appropriate to audience and content, binding quality, durable?
4. Some picture books have an illustration on the front cover that presents the main conflict or
point of the story. Identify two or more elements from the front cover of the book you are
reviewing and explain how they relate to the story.
5. Identify the illustration that in your opinion is the most effective in developing the story as a
whole. Explain how two or more elements in the illustration help support and develop the
story.
6. Identify two elements that are repeated throughout a majority of the illustrations. Explain
how these elements support the story.
1. What is the primary medium (collage, drawings, photographs, etc.) used in the illustrations? Type of illustrations?
2. Do illustrations support the story?
3. Size and shape of book appropriate to audience and content, binding quality, durable?
4. Some picture books have an illustration on the front cover that presents the main conflict or
point of the story. Identify two or more elements from the front cover of the book you are
reviewing and explain how they relate to the story.
5. Identify the illustration that in your opinion is the most effective in developing the story as a
whole. Explain how two or more elements in the illustration help support and develop the
story.
6. Identify two elements that are repeated throughout a majority of the illustrations. Explain
how these elements support the story.
-Characterization
1. What is the easily identifiable dominant trait of the story’s main character?
2. Identify a character trait of the main character that is established through the text.
3. Identify a character trait of the main character that is established through the illustrations.
4. Identify two character traits of the main character that young children identify or sympathize
with.
5. What was the main problem that the main character faces in the book? How is this problem
similar to a problem that most children have faced before?
1. What is the easily identifiable dominant trait of the story’s main character?
2. Identify a character trait of the main character that is established through the text.
3. Identify a character trait of the main character that is established through the illustrations.
4. Identify two character traits of the main character that young children identify or sympathize
with.
5. What was the main problem that the main character faces in the book? How is this problem
similar to a problem that most children have faced before?
-Audience
1. Who would enjoy reading this
2. Usefulness to introduce a particular life lesson or new concept
3. Would this be useful to teachers, parents, librarians for a particular reason
1. Who would enjoy reading this
2. Usefulness to introduce a particular life lesson or new concept
3. Would this be useful to teachers, parents, librarians for a particular reason
---A charlie brown christmas---
-TEXT
1. Christmas is an enjoyable holiday. Charlie Brown has many good friends.
2. Not easy. This is from animation, so sometimes it uses difficult English.
3. Yes.
4. From 5th or 6th grade to elementary.
5. Strength; big pictures and easy to understand the characters' emotions.
Weakness; sometimes difficult words appeared.
6. The text was not so big, but easy to read.
7. ・Use "" when someone speaks.
・Use different font.
・Use ?/! to emphasize.
8. Nothing
-Illustration/Layout
1. Drawing.
2. Yes.
3. A little bit oblong.
4. ・Charlie Brown tried to decorate the small tree after he heard his friend's speech.
・He gave up decorating the tree, but his friends try to decorate the tree beautifully. He thought Christmas is a nice holiday.
5. Color (the color shows characters' emotions)
6. In many pages, Charlie Brown was disappointed. We could guess his emotion from his facial expression. His sadness or disappointment was important in this book, so repeat his disappointed face was effective for us. We will guess how he would be happy.
-Characterization
1. Charlie Brown's feeling for Christmas.
2. At first, Charlie Brown didn't understand Christmas, but through his friends, he felt better for Christmas.
3. At first, his face was mostly confused, sad and disappointed. However, gradually, he smiled.
4. ・Charlie Brown -> negative
・Lucy -> strong-willed
5. CharlieBrown couldn't think Christmas is an enjoyable holiday. He thinks many people try to earn money using Christmas.
-Audience
1. From 5th or 6th grade students to elementary school students.
2. We can enjoy Christmas. Christmas is unrelated to commercialism.
And also, don't think in negative way.
3. Yes. Through this book, adults can teach meaning of Christmas.
1. Christmas is an enjoyable holiday. Charlie Brown has many good friends.
2. Not easy. This is from animation, so sometimes it uses difficult English.
3. Yes.
4. From 5th or 6th grade to elementary.
5. Strength; big pictures and easy to understand the characters' emotions.
Weakness; sometimes difficult words appeared.
6. The text was not so big, but easy to read.
7. ・Use "" when someone speaks.
・Use different font.
・Use ?/! to emphasize.
8. Nothing
-Illustration/Layout
1. Drawing.
2. Yes.
3. A little bit oblong.
4. ・Charlie Brown tried to decorate the small tree after he heard his friend's speech.
・He gave up decorating the tree, but his friends try to decorate the tree beautifully. He thought Christmas is a nice holiday.
5. Color (the color shows characters' emotions)
6. In many pages, Charlie Brown was disappointed. We could guess his emotion from his facial expression. His sadness or disappointment was important in this book, so repeat his disappointed face was effective for us. We will guess how he would be happy.
-Characterization
1. Charlie Brown's feeling for Christmas.
2. At first, Charlie Brown didn't understand Christmas, but through his friends, he felt better for Christmas.
3. At first, his face was mostly confused, sad and disappointed. However, gradually, he smiled.
4. ・Charlie Brown -> negative
・Lucy -> strong-willed
5. CharlieBrown couldn't think Christmas is an enjoyable holiday. He thinks many people try to earn money using Christmas.
-Audience
1. From 5th or 6th grade students to elementary school students.
2. We can enjoy Christmas. Christmas is unrelated to commercialism.
And also, don't think in negative way.
3. Yes. Through this book, adults can teach meaning of Christmas.