Hey, Al

Written by Arthur Yorinks, Illustrated by Richard Egielski

Children’s Picture Book: K-4

Stars: 3.5 (out of 5)

Summary: In this story, Al, a janitor, and his dog, Eddie, leave their difficult world behind and are transported into a life full of relaxation and enjoyment. In the end, they realize that this life of ecstasy comes with a price.

            This story has wonderful illustrations, as makes sense since it is a Caldecott winner. The illustrations add a great deal of depth to this story. Without such elaborate and informative illustrations, the story would be bare and minimal. In general, there is not a lot of text in this story. While a story is told through the presented text, a great deal of the wonder and enjoyment comes from the rich illustrations. I personally wish the story had more of a story line. I think it is a great idea for a story, but it felt incomplete to me, as the reader. There was a very positive overall message, that the grass always seems greener on the other side but in reality what we have might just be enough. I think that this message gets lost along the travels of Al and Eddie. It’s hard to pinpoint exactly what about this story does not work, but something is off, for me, as a reader. I think that I was expecting more than I ended up getting from the story. The literary elements didn’t seem to work well together. They may have functioned independently, but the combination did not produce a story that I would want to read again.

            This story would be a great one to use when practicing predicting with students. A great stopping point would be before the bird arrives to take Al and Eddie on their journey. It would be a place to pause and reflect with the class, coming up with individual, group, or whole class predictions. It would provide an opportunity for students to use their imaginations as they create the places that Al and Eddie might be taken to. This predicting and creation of an ending location might be something that could also be explored through art. Students could use artistic mediums to create the place that they predict or infer Al and Eddied might be going. Another means to incorporate such an activity would be to have students use rich language and write about where they might be going. These would be various instructional means to use this text, and would vary depending on the age level. With younger children, an artistic representation might be best, while with older students, writing might be an interesting means to accomplish the predicting.

If You Take a Mouse to School

Written by Laura Numeroff, Illustrated by Felicia Bond

Children’s Picture Book: K-2

Stars: 3.5 (out of 5)

Summary: This story details the life of a mouse as he is taken to school and the crazy outcomes of such an act.

            Compared to some of the other books written by this author (If You Give a Moose a Muffin, If You Give a Mouse a Cookie, If You Give a Pig a Pancake, etc.), this story does not make quite as much logical sense. While the story is very cute and entertaining, I had a difficult time finding the connection between the activities and pages. There was not the same kind of flow that exists in some of the sister stories. What I did find effective though, is the main character, the mouse. I found that the mouse was a very dynamic character, one that is funny and very easy to relate to. I think that in general, young children might be able to better relate to such a story, for the activities are constantly changing, as the thought process is based upon an overinclusive attention. The mouse is partaking in one activity, and suddenly, distracted by another, switches his focus very frequently. For many children in school, this experience is one that they can relate to.

            This would be a great story to read to children during a writing minilesson. The format of the story is unique, and is a style of writing that young children might want to pursue.  This would also be a time to introduce the other stories by Laura Numeroff, exposing the children to various stories that are formatted in the same manner. I could see young elementary students writing pieces that are formatted similarly to this one, with each activity connecting to the next. It would be an activity that would likely take some scaffolding and exploration, but is an idea that the students might enjoy. The illustrations are very dynamic and informative, and with little text, this would also be an interesting story for emergent readers. It is a book that might captivate their interest as they continue reading to find out just what this silly mouse might do next.  

The Higher Power of Lucky

While all of the literary elements worked in combination to create the captivating story of The Higher Power of Lucky, I find that several were most crucial to the success of the book. I find that I often relate best to characters when stories are told in first person. My favorite books are those that oscillate between different first-person perspectives. That always provides me with a strong sense of all the characters. Surprisingly, I enjoyed The Higher Power of Lucky even though the story is told from a third-person point of view. I felt like I connected much more with Lucky than I typically do in other third-person based stories. (Actually, in writing this, I had to go back and make sure that it was written in third-person, for when I think back to the story, my gut tells me that it was told in the first person.) I think that this is due to the strong and dynamic characters that Susan Patron creates. The sense of Lucky that we get through the third-person perspective is that of a dynamic character who is very relatable and brings the story to life. I can almost imagine myself as Lucky’s sidekick as she partakes in her desert adventures. The way that she speaks and acts really makes her come alive. The growth and change that Lucky undergoes throughout the story is remarkable, which only helps to bring her to life.

I also found the place or the setting of the story to be one of the most crucial aspects, for the plot would not be even remotely that same if the story took place in a different location. The way that Patron describes the setting, not only by telling her readers, but by showing them, really helps to bring the setting to life. I can almost feel the sand blown onto my own skin during the storm, or the heat of a hot desert afternoon. According to Tunnell and Jacobs, quality writing shows the reader.” (Tunnell & Jacobs, 2008)  In this particular book, the place really contributed to the overall mood of The Higher Power of Lucky. The dusty town helped to soften the edges of the characters and created a serene yet weary mood that sucks the reader in. It also brings us back to the characters and allows for a deeper understanding of those characters. The mood of the story was definitely influenced by the tension of both the characters and of the setting. This tension helped to draw the reader in and wonder about the outcomes of the characters.

Part of the reason that the place/setting and the characters are so effective in this story is a result of the language and wording that Patron uses. Her words draw us, as readers, in, and work to keep us coming back for more. According to Tunnell and Jacobs, “The words make the book by defining character, moving the plot along, identifying the setting, isolating the theme, creating the tone, identifying the point of view, developing the mood, establishing the pace, making the story believable, and reporting information accurately.” (Tunnell & Jacobs, 2008) The words that are presented and the ways in which they are utilized in the story make it a quality piece of literature.  The words help describe details of the characters, setting, and mood, propelling the story forwards. Patron does not necessarily use big words to make her point, but instead, can use basic words that are just right for the point she is trying to make. Thus, it is an easy read, yet a meaningful and deep one.

 

It’s interesting because when I fist picked up the book and read the first page, I was concerned that this was going to be another one of those books that I am required to read, but find no true please between the pages. What I found though, was a remarkably well-written story that was comprised of dynamic characters and rich language that helped to bring the story to life. It is important for me to mention as well that while I focused on characters, place/setting, and mood, that I do recognize that these are not the only necessary components. It is the ultimate combinations of these literary elements that makes the story work. I just found that the characters, setting, and mood in this story are the primary components that kept me going for more.

Mice Twice

Mice Twice

Written & Illustrated by Joseph Low

Children’s Picture Book: K-3

Stars: 2.5 (out of 5)

Summary: This is a story of a cat that tries to fool Mouse into coming over for dinner so that Cat can eat Mouse. In the end though, Mouse is prepared and arrives with Dog, who would like to eat Cat. The story continues as they try to outwit one another, until finally, mouse outwits Cat and Cat is chased away for good.

I found this story a bit confusing to follow. The idea is interesting, as the animals try to outwit one another. What I found though is that I got confused about who was attending whose house and which animals were attending with which animals. The plot was a bit confusing. I had to go back and reread pages often in order to re-orient myself with dinner guest pairs. I’m not sure that a young child might be able to keep the characters straight. The only characters that I was able to connect with were Cat and Mouse, for they were the only two who had a strong purpose and sense of character. The rest all acted as just fillers, even though there were subtle reasons for each of them. Those reasons were kind of lost in trying to navigate the plot.

What might be fun to do with such a story though is to “play the story.” In a small group of students, each student could play a character as the plot progresses. This would likely help students keep the characters and their interactions straight. It is also a really fun story to use when learning about predicting, because each night, we recognize that a new animal is going to show up, but we don’t know which one. It might be fun to try and predict which animals might become story characters and why. If the students were learning about animals it might be a particularly fun book to read, for they could apply knowledge they would be learning about animals to make predications. 

A Tree is Nice

A Tree is Nice

Written by Janice May Udry, Illustrated by Marc Simont

Children’s Picture Book: K-3

Stars: 4 (out of 5)

Summary: This book talks about trees and the various important uses for a tree.

While there is no definite story that is told in this book, it is definitely one that is informational. I would not necessarily consider it to be non-fiction, but it is a bit similar. The story focuses on the separate functions of trees, such as a place to lay in the shade on a hot and sunny day, something to hang a swing from, or something to shield your house from the wind in the winter. The illustrations are very unique, and I find it particularly interesting that one page is in color, the next is in black and white, the next is in color, and so on and so forth. The alternating is interesting. I kept rereading and trying to find a pattern in what was written based upon the illustration’s color or lack thereof, but I could find none. This book won a Caldecott medal for the illustrations.

I think that this book would be useful in a science lesson or unit about trees. It is a helpful book to help students think about some of the ways that trees are helpful in our everyday lives, as well as the many, many things that we can do with tress. It would be neat to have students model their own writing assignment on this book, either continuing to talk about trees and what they mean to them, or the style could be carried over into another content area. For example, students could talk about spiders instead, or flowers, or farms. The possibilities are endless. This book would be particularly effective to use in a lower elementary classroom. 

My Friend Rabbit

My Friend Rabbit

Written & Illustrated by Eric Rohmann

Children’s Picture Book: PreK-3

Stars: 4 (out of 5)

Summary: This story is about a mouse that has a friend rabbit. Wherever the rabbit goes, trouble follows.

This is a simple book that is not a wordless picture book, yet is very similar to one. There is a very simple story that is told with minimal words, and then the illustrations add to the understanding of the story and make it much more enjoyable. I say that it is similar to a wordless picture book because there are several pages that have no words at all, even though they tell a story. The story is told through those pictures. Thus, while the basis of the story is written, the author leaves a lot of the details for the reader to decide as the reader interprets the pages with just pictures and no words. Even with some words, the story in primarily told through the illustrations; the words just act as fillers to help us better understand the context of the story.

This would be a great book to use in the classroom when beginning to discuss and utilize wordless picture books. It gives emerging readers enough of an idea to “be able” to interpret the illustrations and create a cohesive story. It’s almost like a scaffolded wordless picture book. Thus, it would be a great means to help students understand how they can use wordless picture books. I would probably begin the lesson using this book to explore how important the illustrations can be in creating a story. If we were to only look at the text in this book, the story would be incomplete, and it is the pictures that really tell the story. I would help the students fill in or create the missing pieces of the story, then I would move onto a completely wordless book and model how I might read such a book. Ultimately, I would hope that my students could read wordless picture books and create a story of their own to go along. 

Smoky Night

By: Eve Bunting, Illustrated by David Diaz

Children’s Picture Book (Controversial): 2-6

Stars: 4 (out of 5)

Summary: This story follows the experience of a young boy who experiences the riots, theft, and fires that occur outside of his apartment. One day, his own apartment building catches on fire and he is unable to find his cat, whom he fears is caught in the fire. A neighbor, Mrs. Kim, who is disliked because she is different than the young boy and his mother, also cannot find her cat. In the end, both cats show up and mark the beginnings of a friendship between the little boy, his mother, and Mrs. Kim.

It makes complete sense why this book won a Caldecott Medal. The illustrations are bold, rich, and unique. I’m not sure of the technical term that describes the technique David Diaz used, but I would describe it as layers of texture behind sheets of text. He used some very interesting things to add texture, including cloth, thickened paint on canvas, crinkled paper, foil, bubble wrap, cereal, and dry cleaning bags with hangers. The illustrations on some pages are created using bright and rich colors, probably acrylics? Overall, the pages are a lot of fun to look at.

This book is considered one of the controversial literature books likely because of the way that rioting is portrayed. Many critics question why young children need to be aware of things such as riots, theft, and homelessness. The way that the thieves are portrayed as “laughing” and “smiling” might make the theft seem much more light-hearted than it really is. There is also some serious discrimination that is portrayed in this story. The little boy’s own mother refers to he “own people,” suggesting that there are definite and necessary distinctions between community members. Both the little boy and his mother refer to Mrs. Kim as someone who is very different, speaks a funny language, and someone who they would not choose to associate with, for she is not one of their “own people.” In the end though, the families are able to overcome their differences and be open to getting to know one another.

This to me, is the most important message. Even though we are all different, and might have different skin colors, speak different languages, eat different food, etc., we are all human beings and can have similar fears. Both the young boy and Mrs. Kim are terribly afraid that their cats will not make it out of the fire. The cats’ friendship and bonding over a terrible event is symbolic of what will happen with the mother and Mrs. Kim. The cats are able to share a bowl of milk, both drinking from the same dish, even though they are different. This ultimately symbolizes the women’s agreement to get to know one another and begin forming a friendship.

Even though there is difficult content to this story, the ending message is one that is very powerful and almost happy. There is finally hope. For that reason, I would consider using the story in my classroom to springboard a discussion on differences, discrimination, and “not judging a book by its cover.” It could definitely be used in conjunction with Rose Blanche to talk about the harmful effects of discrimination and set the stage for determining how to move past our differences. 

Rose Blanche

Written & Illustrated by Roberto Innocenti

Children’s Picture Book (Controversial): 3-6

Stars: 4 (out of 5)

Summary: This is a story that takes place during Nazi Germany. The main character, a young girl, begins sneaking food to starving children in a concentration camp. One day, she is caught, and shot by Nazi soldiers.

This story had absolutely wonderful illustrations that looked so realistic; I almost thought they could be snapshots. The illustrations added almost a second story to the one that was being told, as it was through the illustrations that the reader is able to figure out that the little girl is living in Nazi Germany and stealing food for children in the concentration camps. Since the story is told from the little girl’s point of view, she doesn’t have the knowledge to mention words such as “Nazi,” “Jews,” or “concentration camps.” Thus, it is through the illustrations that we understand the time and location that this story takes place. The characters have Swastikas or wear the Star of David, allowing the reader to better understand the context and the characters. Both of those literary elements, time and place, are only discussed through the illustrations’ conjunction with her words. Without the illustrations, the story would be incomplete and the reader would likely wind up confused and frustrated.

The story is particularly interesting because of the little girl’s lack of understanding of what is going on where she lives. When I say this, I don’t mean that she has no idea of the hardships that are going on around her, for she does. She just does not have the language to put her experience into words. I feel as though this might be a book that young students can relate to for that reason. They know what it is likely to recognize that something bad is going on around them, but may not have the words or the ability to put it into a concrete picture that others can understand. As a character, she is one that is very relatable and easy to develop an emotional connection with. Her behavior throughout the story really highlights young children’s willingness and desire to help humanity. Her innocence shines through as she is not caught up in political and religious differences that mark all of the adults in the story. Instead, she sees children who are in need, who are hungry, and she does what she can to help them. She doesn’t even consider the ways in which she might be different from them, particularly that they are Jews and she is not. She is not clouded with discrimination and hate, but instead, represents one human’s drive to help another. It is this non-judgmental character that can remind us all that we are all more similar than we are different and that we have a responsibility to help one another out and treat one another kindly.

I think where the controversy really enters this book is when the little girl is shot. The author doesn’t explicitly tell us that the little girl is shot and dies, but the other information surrounding points us in this direction. We assume, as readers, that the little girl has died, which is supported by the illustration of a gravestone. I think that there is fear in reading literature in which a young child dies, especially when she is doing something that stems from her human instinct. I must admit that even for me, as an adult reader, I was very saddened and distraught that the little girl dies at the end of the story. It seemed so unfair and frustrating. That being said, in a classroom, this might be a great jumping point into how many acts of discrimination can be potentially fatal or even just hurtful. It could help students explore how dangerous discrimination can be. What I particularly like is that they story allows a teacher to address discrimination without having to focus on race and ethnicity. I think that sometimes the topic of skin color can be difficult for young children to do in a meaningful and open manner, but I feel like discussing the issues of discrimination associated with political and religious affiliations might be easier for students. This story could also be used in a unit on Nazi Germany, to help the kids understand what it might have been like from the child’s perspective. 

The Shoemaker and The Elves

Written by The Brothers Grimm, Illustrated by Adrienne Adams

Children’s Picture Book (Fairytale): K-3

Stars: 3 (out of 5)

Summary: This is a story of a poor shoemaker who is visited each night by two elves that help him sew elaborate pairs of shoes that he then sells to make money. In the end, the shoemaker and his wife, whom are now well-off, reward the hard-working elves with outfits to show their appreciation.

The illustrations in this story, while simplistic, appearing to be created with simply colored pencils and a touch of watercolor, are very unique to this story alone. This story, while very interesting and an enjoyable read, seems to have several downfalls. First, there is a very stereotypical depiction of elves. This is not necessarily a negative aspect, but can be viewed as only confirming stereotypes. The way that the author describes the two elves is as “two little men with no clothes on.” The book also talks about Christmas and Christmas Eve, which is always something difficult to include in the curriculum. For me, anytime I see the mention of Christmas in a story, I tend to shy away from incorporating it into me classroom for obvious reasons.

While the story focuses on economic prosperity and a lack there of, I am a bit concerned about how the shoemaker comes to be seen as successful. Ultimately, the shoemaker begins as a poor man who has nothing but a single piece of leather, and through hard work, becomes wealthy. I think that this would be a great message for students, but my concern is that the shoemaker himself is not the one who creates success for himself. In the end, it is the elves that swoop in and make him a wealthy man, which I worry could be perceived by the students in a different way. Instead of being an uplifting story about how hard work pays off, the students might interpret it to mean that you won’t be successful unless you get some outside help. Instead of utilizing internal strength and perseverance, they might think that you need an excellent external influence to create success for you. In the end though, I do find it important and noble that the shoemaker and his wife show their appreciation and gratitude by sewing the elves clothing from Christmas.

My biggest concern with this story is the ways in which some of the events or messages could be misinterpreted. I also did not find the characters to be too relatable or interesting. Would I personally use this story in my classroom, probably not. 

Cendrillon

Written by Robert San Souci, Illustrated by Brian Pinkney

Children’s Picture Book (Fairy Tale): K-5

Stars: 4.5 (out of 5)

Summary: This story is similar to the tale that many of us know as “Cinderella,” the primary difference being that this is a Caribbean tale. The story begins with a bit more background, but continues on to tell of not-so-nice step sisters, a godmother who transforms Cendrillon into a beautiful woman so that she can attend the ball, and ultimately, a lost shoe and a handsome prince.

I absolutely loved this story. One of my favorite parts was the “forward” that the story began with. While it did not call itself a “forward,” it functioned similar to one. On the page before the story starts, there was a brief passage that says the following: “You may think you know this story I am going to tell you, but you have not heard it for true. I was there. So I will tell you the truth of it. Here. Now.” I found this to be a very powerful introduction to the story. Unfortunately, if a child was simply looking for the first page of the story, they might brush right by this important message. In my own classroom, I would use this story to aid in a unit or lesson on critical literacy. I hope to focus on reading not only for meaning, but to also help my students detect the subtleties such as who is crafting the message, why are they crafting it, who is the target audience, and how do all of these components play a role in how we process information that we read. This will make them much more critical processors of information. I would use this book in conjunction with such a lesson to explore how the same story can be told from different viewpoints, and even go one step further to consider why that may be. Using this version of the more common “Cinderella,” might help my students recognize that there are different versions to all stories and all writing. It would be interesting to explore the differences and similarities between Cinderella and Cendrillon and discuss how these might have arisen.

There are several other components of the book that I really enjoyed, including the illustrations. The illustrations appeared to be almost etched, with vibrant color and much detail. I also enjoyed some of the other plot components, such as where the godmother’s wand came from. When the godmother was a child, her mother died, and all she was left with was a mahogany wand that was magic. The magic could only be used to help someone she loves. I thought this was a subtle way to encourage helping those we love. There were also some French Creole words incorporated in the story, which added to its interest. The characters were different than those in the traditional story. First of all, the characters were all dark-skinned, wore Caribbean-style clothing and did different chores such as washing clothing. There was no fairy godmother in this story, just simply a godmother, which again makes it a story centered around family and those we love.

A younger group of students might really enjoy just listening to this story and looking at the pictures, while an older class could interpret some of the underlying messages and compare it to a traditional version of “Cinderella.