I LOVE seeing movies after I've read the book. As I watch the movie, it feels like I have the inside scoop into the movie producer's mind. I feel as though I know the significance of the events, and the thoughts and feelings of the characters before they are actually revealed on the screen. I feel like I am solving a puzzle as the movie plays. For example, in the first scene of Bridge the camera shows a pickup truck and the farmhouse. Before the camera showed any characters, or events, I smiled thinking to myself, "That is Jess' father's pickup truck, the truck that Dad starts so early in the morning to go to work. Just like in the book, I wonder if the truck will wake up Jess this morning." I also like watching movies from books I've read because I feel like I have the right to judge the producers on their screenplay. As the movie continues, I immediately compare the movie events, and the characters to those in the book. A few weeks ago, I read Message in a Bottle by Nicholas Sparks, then watched the movie. The last events in the movie were completely different than those in the book, and I remember pouting on the couch, "They can't change that. Those events didn't really happen in the book. What were they thinking- the events they changed create a completely different ending?!" In comparing the book Bridge to Terabithia to the movie, (and even judging the producers), I had many surprises in the theatre, but was pleased with the movie.
Foremost, I was surprised by the character choices of Jess and Leslie. Even though the Bridge book I purchased has a modern cover that shows the actor and actress who play Jess and Leslie, I myself did not picture these characters in the same way. I pictured Jess to be a smaller framed boy, shorter, and with dirty blonde hair. Likewise, I envisioned Leslie as a taller girl with light brown hair, dressed in less retro-style clothing. However, I grew to like the character choices throughout the movie, and thought the actor and actress fit their respective parts well.
I was also surprised by Jess Dad's character as well. As a reader, I don't remember he and Jess having a significant relationship in the book, but I found the camera focused on the father as a key cast member. From the book, I had the feeling that Jess' father was a working man, who devoted his time to his job, and running the farm on the weekends. Out of jealously, Jess always wondered why his father didn't give him the same attention as his sisters, even though he worked so hard completing his chores. However, in the movie, it seemed as though Dad was around the house more often. Of course May Belle was the apple of Dad's eye, and it was apparent that he treated Jess differently than the girls. However, throughout the movie, it was obvious that Dad's feelings towards Jess really affected Jess' actions. For example, Jess chose not to go to Terabithia one day because his father told him "get your head out of the clouds." I thought the development of the relationship was a nice touch for the screenplay, for I was able to relate to the relationship. My own father is a hard working man, and takes great pride in supporting his family. Growing up with four siblings, Dad's focus was studying, and sports. He hated when I chatted on the phone as a teenager, thinking it was a waste of time. In addition, I don't think he was ever a fan of me hanging out with my friends, either. The best way to get my father's attention and praise was to earn a perfect report card, or have an outstanding basketball game. Likewise, my father's priorities were very focused, and he thought my priorities should be just the same.
I was also surprised with Janice Avery's presence in the movie. Of course, I visualized a mental picture much like the bully she was depicted in the movie. I expected to see her rule the back seat of the bus, appear as the tall, tough, mean face, eighth grader that she was. (My personal favorite scene of the movie was "Free the Pee!" chant lead by May Belle and Leslie.) I expected to see her crying in the bathroom stall, and knew for sure that she would be stood up by Willard Hughes in the movie. However, I was surprised that her face was the face of the giant troll in Terabithia. I think this was a creative twist to the movie that added a powerful dimension about bullies. For children watching the movie, I think seeing the development of Janice as a bully, then Janice as a child with problems of her own, Leslie and Janice bond, then seeing Janice serve as a friendly giant troll would send a message to children about dealing with bullies.
I wasn't expecting to see the whimsical imagination of Terabithia as it was shown in the movie. In the first scene with the tree troll, I remember thinking the imagination was way over the top. Then, I began to realize the producers had to show the forest creatures in order to portray to the audience the imaginative word created by Jess and Leslie. In my mind, I wrestled with the imagination shown in the movie.... was it all necessary? Maybe I am just not a fan of flying creatures in movies, and overboard scenes of science fiction type cabable powers (fighting animals, flying children), and I just wanted Terabithia to be a happy and peaceful escape without fighting forest warriors. Perhaps I'm just a fan of fairytale imagination because I wished the imagination in the movie would have mimicked the last scene in the movie... when Jess and May Belle were greeted by the Terabithians when crossing the bridge. I loved that May Belle's crown turned to gold, as well as the bridge, and that all the creatures were there to greet her as the new princess. I thought the final scene of the movie was just perfect! I left the movie theater smiling knowing that May Belle would help Jess keep Terabithia alive.
Thursday, February 22, 2007
Saturday, February 17, 2007
Book response - Bridge to Terabithia
Bridge to Terabithia
By Katherine Paterson
Newberry Medal
I never read Bridge to Terabithia as a child. So, reading it for the first time as an adult was an adventure - I laughed, and I cried. I found the beginning of the novel a slow start. But, once I was introduced to Leslie, I found myself staying up late, dying to turn the pages and discover Leslie's character. I laughed when Leslie became the fastest runner in 5th grade. Boy, how I would have enjoyed being a teacher on the playground that day watching her run circles around those "tough" boys. However, I was most impressed with Leslie's imagination! She truly created a new world for her and Jess to "rule." Although my imagination was not as powerful as Leslie's, I have a very vivid childhood memory of playing "archeologist" in my backyard. For hours, my brother and I would dig in the dirt under our swingset searching for dinosaur bones. We believed that we would one day discover dinosaur fossils, our house would become famous, and our lives rich from our discoveries. I am sure we all have similiar imaginative stories that helped us connect to Leslie. Knowing that Leslie's character was based on a true story only added power to the development of her character, and inevitably the tradegy.
Towards the end of the novel, I shared with my students that I was reading the book and preparing to go to the movies to watch Bridge to Terabithia. All of my students were really excited to hear that their teacher was reading a children's book, and going to watch the movie. Furthermore, my students continued to ask throughout last week if I completed the novel. (Perhaps I need to share the reading I will continue to do for our class so that my students so they can continue to see their teacher as a reader.) In sharing my reading of Bridge with my students, also discovered that one of my Math students had actually read the book herself. I was shocked, but also elated. As I read the final chapters, I began to wonder if the book was something I should have my 3rd graders read. I checked the Literacy room, and found several copies of the book, so I have the resources to use the book in a literature circle. We as educators read aloud and share literature with our students to promote a love of reading, right? I definitely think the book is quality literature and would motivate my students to read....but what about the last two chapters?
The chapter entitled "Stranded" really pulled at my heart strings. My heart went out to Jess for he felt guilt, worry, and alone that Leslie had created a world for him, but then left him in this world, stranded. Paterson did a wonderful job of creating the emotions someone goes through as they grieve over the death of a loved one. Since Bridge is based on a true story, I can't imagine how Paterson or her son dealt with the tradgey. I wondered if Paterson's son had a similiar experience as Jess did in the last chapter- did his younger sister join him as the queen of Terabithia? Did he come to realize as Jess did "how before Leslie came, he had been a nothing?" To look back at an experience, or at a person, and be thankful for the impact it, or he/ she provided on you, is a part of growing up. My mother has always told me "all good things come to an end, just like all bad things." Unfortunately, learning that life is not always fair, and is not always good is a tough lesson, but I think a lesson worthy of teaching our students. Perhaps a lesson that can safely be taught in the forum of literature.
I am anxious to see the movie, compare my mental images I created during the story, and then "report" back to my students about my thoughts on the movie versus the book. In the meantime, I am continuing to ponder about using the novel Bridge to Terabithia as a literature circle book in my classroom.
By Katherine Paterson
Newberry Medal
I never read Bridge to Terabithia as a child. So, reading it for the first time as an adult was an adventure - I laughed, and I cried. I found the beginning of the novel a slow start. But, once I was introduced to Leslie, I found myself staying up late, dying to turn the pages and discover Leslie's character. I laughed when Leslie became the fastest runner in 5th grade. Boy, how I would have enjoyed being a teacher on the playground that day watching her run circles around those "tough" boys. However, I was most impressed with Leslie's imagination! She truly created a new world for her and Jess to "rule." Although my imagination was not as powerful as Leslie's, I have a very vivid childhood memory of playing "archeologist" in my backyard. For hours, my brother and I would dig in the dirt under our swingset searching for dinosaur bones. We believed that we would one day discover dinosaur fossils, our house would become famous, and our lives rich from our discoveries. I am sure we all have similiar imaginative stories that helped us connect to Leslie. Knowing that Leslie's character was based on a true story only added power to the development of her character, and inevitably the tradegy.
Towards the end of the novel, I shared with my students that I was reading the book and preparing to go to the movies to watch Bridge to Terabithia. All of my students were really excited to hear that their teacher was reading a children's book, and going to watch the movie. Furthermore, my students continued to ask throughout last week if I completed the novel. (Perhaps I need to share the reading I will continue to do for our class so that my students so they can continue to see their teacher as a reader.) In sharing my reading of Bridge with my students, also discovered that one of my Math students had actually read the book herself. I was shocked, but also elated. As I read the final chapters, I began to wonder if the book was something I should have my 3rd graders read. I checked the Literacy room, and found several copies of the book, so I have the resources to use the book in a literature circle. We as educators read aloud and share literature with our students to promote a love of reading, right? I definitely think the book is quality literature and would motivate my students to read....but what about the last two chapters?
The chapter entitled "Stranded" really pulled at my heart strings. My heart went out to Jess for he felt guilt, worry, and alone that Leslie had created a world for him, but then left him in this world, stranded. Paterson did a wonderful job of creating the emotions someone goes through as they grieve over the death of a loved one. Since Bridge is based on a true story, I can't imagine how Paterson or her son dealt with the tradgey. I wondered if Paterson's son had a similiar experience as Jess did in the last chapter- did his younger sister join him as the queen of Terabithia? Did he come to realize as Jess did "how before Leslie came, he had been a nothing?" To look back at an experience, or at a person, and be thankful for the impact it, or he/ she provided on you, is a part of growing up. My mother has always told me "all good things come to an end, just like all bad things." Unfortunately, learning that life is not always fair, and is not always good is a tough lesson, but I think a lesson worthy of teaching our students. Perhaps a lesson that can safely be taught in the forum of literature.
I am anxious to see the movie, compare my mental images I created during the story, and then "report" back to my students about my thoughts on the movie versus the book. In the meantime, I am continuing to ponder about using the novel Bridge to Terabithia as a literature circle book in my classroom.
Thursday, February 15, 2007
All I See
All I See
Written By Cynthia Rylant
Pictures by Peter Catalanotto
WOW! The acrylic/ oil paintings in this picturebooks are terrific! I think Rylant's choice of a painter to illustrate her story was perfect! Catalanotto uses full bleed, unframed photos to allow the reader to fall in a state of tranqulity and mood for really enjoying Rylant's story. I know it may seem that painting pictures of a lake would in itself provide a mood of relaxation and contentment, but Catalanotto’s talent reaches beyond capturing the scenery of the lake. (Ah, a lake... is anyone else ready for Spring?) Catalanotto paints vivid, realistic pictures of Gregory, who is a painter himself in the story, as well as Charlie, a young child who is very curious and fond of Gregory and his paintings. Coupled with Rylant’s craft, the story tells how Charlie introduces himself to Gregory by sneaking up to his easel as Gregory floats along the lake in his daily canoe trip.
Like Charlie, I found myself intrigued about Gregory, particularly since he only paints blue whales. This would be a stellar read aloud choice in the classroom to model “I wonder” statements/ the thinking voice. Rylant skillfully moves her narrative story to allow a very natural fit of curiosity for her readers. Also, this text could also be used to introduce and discuss different character perspectives. I know it is developmentally appropriate for children to be egocentric, but I also think it is a valuable lesson to teach, and compare and contrast different viewpoints. Even though the artists (Gregory and Charlie) were standing side by side and “looking” at the same lake/ the same scenery, their paintings were vastly different. Of course my students could always benefit from discussing different perspectives, but I wonder if this text would be developmentally appropriate for my students. I wonder if I read this picture book aloud in my classroom what my 3rd graders discussion would consist of… I wonder what inferences they would create about Gregory. What would they think about a man who drew whales while “looking” at a lake? I am confident that every student in my class could connect to Gregory and recall a time when they saw something differently than friend, a parent, or a teacher; however, I don’t think that my students would make that text to self connection without prompting from me. Am I underestimating my third graders?
Written By Cynthia Rylant
Pictures by Peter Catalanotto
WOW! The acrylic/ oil paintings in this picturebooks are terrific! I think Rylant's choice of a painter to illustrate her story was perfect! Catalanotto uses full bleed, unframed photos to allow the reader to fall in a state of tranqulity and mood for really enjoying Rylant's story. I know it may seem that painting pictures of a lake would in itself provide a mood of relaxation and contentment, but Catalanotto’s talent reaches beyond capturing the scenery of the lake. (Ah, a lake... is anyone else ready for Spring?) Catalanotto paints vivid, realistic pictures of Gregory, who is a painter himself in the story, as well as Charlie, a young child who is very curious and fond of Gregory and his paintings. Coupled with Rylant’s craft, the story tells how Charlie introduces himself to Gregory by sneaking up to his easel as Gregory floats along the lake in his daily canoe trip.
Like Charlie, I found myself intrigued about Gregory, particularly since he only paints blue whales. This would be a stellar read aloud choice in the classroom to model “I wonder” statements/ the thinking voice. Rylant skillfully moves her narrative story to allow a very natural fit of curiosity for her readers. Also, this text could also be used to introduce and discuss different character perspectives. I know it is developmentally appropriate for children to be egocentric, but I also think it is a valuable lesson to teach, and compare and contrast different viewpoints. Even though the artists (Gregory and Charlie) were standing side by side and “looking” at the same lake/ the same scenery, their paintings were vastly different. Of course my students could always benefit from discussing different perspectives, but I wonder if this text would be developmentally appropriate for my students. I wonder if I read this picture book aloud in my classroom what my 3rd graders discussion would consist of… I wonder what inferences they would create about Gregory. What would they think about a man who drew whales while “looking” at a lake? I am confident that every student in my class could connect to Gregory and recall a time when they saw something differently than friend, a parent, or a teacher; however, I don’t think that my students would make that text to self connection without prompting from me. Am I underestimating my third graders?
Thursday, February 8, 2007
The Paperboy
The Paperboy
Story and Paintings by Dav Pilkey
1997 Caldecott Award
As a child, I always wondered who mysteriously delivered our newspaper to our front porch. I remember my Mother and Father explaining the organized process of newspaper routes, describing how early the delivery crew would wake to ensure that paper was delivered long before the first cup of coffee was poured in each house of our neighborhood. I never was much of a morning person, even as a child, so trying to understand how and why people wanted the job of delivering newspapers in the wee hours and chilly mornings was beyond my understanding.
The picture book, The Paperboy, provides a sincere appreciation for the early riser who fulfills this service we take for granted. I can easily see why these impressive pictures were awarded a Caldecott Award. The vividly painted setting and sympathetic feelings we have toward the Paperboy’s early schedule is captured in the book’s illustrations. The story is a perfect description of the responsibility one young boy and his dog undertake to deliver the newspaper on his route every morning, a story that my classroom students would surely cherish.
Whether the story would be used to discuss jobs that young children have, services in our community, or it will be used to emphasize the relationship between the boy and his dog, I will definitely use this story as a read aloud in my classroom. One of our Harcourt themes in third grade is “What a Team!” It features Balto, the Dog Who Saved Nome and Rosie, a visiting Dog’s story; I am always searching for narrative texts to reinforce the team of a helping dog and human. My students could use The Paperboy to make many text to text connections with the Harcourt stories. Whether you are a parent, a child, or a fellow educator, I highly recommend reading The Paperboy as it satisfies the wonder of newspaper delivery.
Story and Paintings by Dav Pilkey
1997 Caldecott Award
As a child, I always wondered who mysteriously delivered our newspaper to our front porch. I remember my Mother and Father explaining the organized process of newspaper routes, describing how early the delivery crew would wake to ensure that paper was delivered long before the first cup of coffee was poured in each house of our neighborhood. I never was much of a morning person, even as a child, so trying to understand how and why people wanted the job of delivering newspapers in the wee hours and chilly mornings was beyond my understanding.
The picture book, The Paperboy, provides a sincere appreciation for the early riser who fulfills this service we take for granted. I can easily see why these impressive pictures were awarded a Caldecott Award. The vividly painted setting and sympathetic feelings we have toward the Paperboy’s early schedule is captured in the book’s illustrations. The story is a perfect description of the responsibility one young boy and his dog undertake to deliver the newspaper on his route every morning, a story that my classroom students would surely cherish.
Whether the story would be used to discuss jobs that young children have, services in our community, or it will be used to emphasize the relationship between the boy and his dog, I will definitely use this story as a read aloud in my classroom. One of our Harcourt themes in third grade is “What a Team!” It features Balto, the Dog Who Saved Nome and Rosie, a visiting Dog’s story; I am always searching for narrative texts to reinforce the team of a helping dog and human. My students could use The Paperboy to make many text to text connections with the Harcourt stories. Whether you are a parent, a child, or a fellow educator, I highly recommend reading The Paperboy as it satisfies the wonder of newspaper delivery.
Subscribe to:
Posts (Atom)
