Submitted by

EDSL 520
Summer 2014

Alicia LeRoux

Brett, J. (2012). Beauty and the beast. New York: G.P.

Putnam's Sons.
AWARDS: none listed
BRIEF DISCUSSION: A classic retelling with much of the story told
within the illustrations Brett provides. As a result, the text is shortened
and readers will actually find parts of the story told within the
drawings. A reader will only need to look into the tapestries that hang
on the walls within the story to find elements of the plot and the true
identities of the animals revealed.
IDEAS: In Reading, students can use the story to make predictions
about what they will find within the pictures and then keep track and
reassess their predictions throughout the story. Students could also
use it for writing with the prompt what would Beautys life be like if she
never met the beast? or was Beautys life better or worse since she
met the Beast and why? Students can share responses and hear
different viewpoints.
GRADES/AGES: Preschool to grade 3, ages 3-8
SOLS:
o English 3.5 The student will read and demonstrate
comprehension of fictional text and poetry: c) Make, confirm, or
revise predictions.
o English 3.9 The student will write for a variety of purposes: d)
Write a paragraph on the same topic.
AASL STANDARDS:
1.1.2 Use prior and background knowledge as context for new learning.
2.1.6 Use the writing process, media and visual literacy, and
technology skills to create products that express new understandings.
3.3.2 Respect the differing interests and experiences of others, and
seek a variety of viewpoints.
4.1.5 Connect ideas to own interests and previous knowledge and
experience.
Hooks, W. H., & Lisi, V. (1994). Snowbear Whittington: An
Appalachian Beauty and the Beast. New York: Macmillan.
AWARDS: none listed
BRIEF DISCUSSION: Instead of Belle, the female character is
Nell. The beast is a large, white bear. The Appalachia feel is
found in the setting since Nell lives in her Smoky Mountain cabin. This
is one of the first retellings of the beast folktale that is a picture book.

The pictures help to bring to life the beastly tale set in the heart of
Appalachian country. References to this area include treacherous
mountains, roaring rivers, mist, snow, with strong emphasis on nature
including bears, blackbirds, white birds, acorns, pecans, chestnuts, etc.
IDEAS: In Science, you could use it when teaching about the resources
of a particular region. In Language Arts, you could use it to focus on
descriptive adjectives (examples: treacherous, roaring, menacing, and
ferocious). Also, in LA, the book could be used as a fictional
representation of the Appalachian area which the students could use to
compare and contrast to a nonfiction book about the area. Further
reflection could focus on how the Appalachian area compares to where
you live.
GRADES/AGES: Kindergarten to grade 5, ages 4-9
SOLS:
o Science 3.6 The student will investigate and understand that
ecosystems support a diversity of plants and animals that share
limited resources.
o English 2.12 The student will write stories, letters, and simple
explanations:
c) Expand writing to include descriptive
detail.
o English 3.5 The student will read and demonstrate
comprehension of fictional text and poetry: d) Compare and
contrast settings, characters, and events; and
l) Differentiate
between fiction and nonfiction.
AASL STANDARDS:
1.1.1 Follow an inquiry-based process in seeking knowledge in
curricular subjects, and make the real-world connection for using this
process in own life.
2.4.3 Recognize new knowledge and understanding.
3.1.5 Connect learning to community issues.
4.1.5 Connect ideas to own interests and previous knowledge and
experience.

Lee, H. C., & Cummings, P. (2014). Beauty and the

beast:
A retelling.
AWARDS: none listed
BRIEF DISCUSSION: The classic beast story is told with an African
perspective. Beauty has cornrows, braids, and beads. The Beasts
family crest is a West African Adinkra symbol. Watercolors are used to
reflect the rich and varied colors in a West African setting. All of the
characters are African.

IDEAS: In Social Studies, this book could be used to enrich a study on

West African empires. In art, students could create their own family
crest.
GRADES/AGES: Grades Kindergarten to 3, ages 4-8
SOLS:
o Social Studies 3.2 The student will study the early West African
empire of Mali by describing its oral tradition (storytelling),
government (kings), and economic development (trade).
o Art K.5 The student will create works of art that connect to
everyday life.
AASL STANDARDS:
1.2.3 Demonstrate creativity by using multiple resources and formats.
2.3.1 Connect understanding to the real world.
3.3.4 Create products that apply to authentic, real-world contexts.
4.1.8 Use creative and artistic formats to express personal learning.