The Misfits: Acceptance in the Classroom

I was 11 once and I remember the assemblies I was forced to attend on diversity, bullying, discrimination.  Things I experienced every day.  Junior high is not easy, kids can be mean and it is easy to get caught up in the name calling, pulling down others just to keep your head above water.  Even though these are real problems for kids name calling and verbal harassment seemed too complicated and covert to be "bullying" and as soon we walked out of those assemblies everything went back to the way it was.  "The Misfits" presents a great message of how 'you are not defined by the names people call you' at a time when this is often seems to be the case.  However if there is a message I would want my students to walk away with after reading the story it is one of acceptance and the complexity of people when you take the time to really learn who they are.

The people in Bobby's life undergo a number of transformations in his eyes  from his father to "Mr.Killerman".  He realizes there is a lot more to getting to know someone than how they appear and everyone deserves to be looked at as a whole person.  To stop name calling, harassment and bullying we need to start on a personal level on an everyday basis.  Lectures, assemblies and pamphlets are not going to solve the problem because it runs deeper than that.  Telling a child that it is wrong to call someone a "fag" is not going to stop them, children attack others because of their own insecurities or misunderstandings.  I will teach acceptance and understanding of others in my classroom be being a living model of these behaviors every day and addressing individual instances.  I would use "The Misfits" to show how people who look or act different are just like you on many levels when you get to know them.  The book does a wonderful job of representing children who would often be "misfits" because of how they appear and giving such a personal insight into their characters that they are very relatable.  I will have an open environment in my classroom so children do not feel threatened because of who they are and are not afraid to ask questions about what they do not understand.  When reading the book as a class I would create activities around putting yourself in the position of different characters.  This would be easy because we are given so much detail about them and students could reflect on how they might see the world or respond to various situations from that persons shoes.  I might then expand this to classmates and have students do in depth investigations on other classmates and try to write a credo for them, as they would want to be seen.   This would be a great opportunity to get to know classmates on a deeper level when we often do not make it past surface knowledge. 

I might actually take the no-name sign strategy directly from the book.  By having these verbal attacks clearly posted around the school students in the story were constantly  aware of what they were saying.  It is easy use names and not take them seriously but they have meaning for the person on the receiving end and the signs made the students think about that.  They also devalued the power behind the words.  Words only have power when you give them power and by displaying these often taboo words they no longer held the same power.  The signs seemed to call the students out on their actions and take away their power. 

"The Snowy Day" Claymation

 
Just For Fun!  I am sure the first snow is not too far away...

I Can't Get Enough of.... Jacqueline Woodson

"From the Notebooks of Melanin Sun" was my first encounter with Jacqueline Woodson's writing and I was amazed by her abililty to draw me into the story and understand the characters.  I really appreciate her fearlessness in approaching difficult subjects and not simplifying them but rather embracing complex characters and ambiguity.  Her writing addresses life experiences that are not easily represented in children's literature because they do not have easy answers but that is why there is a need for her writing.  Sometimes her writing makes the reader ask more questions than the book answers which is great because it makes the reader a more active participant and they bring their reading into their lives.


Woodson believes, "The goal of literature is not to provide role models to to show people as they are.  Woodson's focus on complex characters makes them real and relatable even if you have not experienced their story.  Woodson also includes many characters who are loners or introverted, in "Melanin Sun", Mel often talks about his loneliness and how he is more free in his writing.   In "Feathers" one of the main characters is an outcast because of his skin color. By writing about people on the edges Woodson seems to be able to gain a more involved sense of the character, what makes them who they are and how they make sense of the world.  They do not always reliable narrators and they do not always make the "best" decisions but they can only act on what they have experienced.  There is never an unrealistic change in character to teach the moral of a story.


That is another appeal of Woodson's writing for me, she covers tough issues and her writing has a message but she does not preach on it.  Rather she lets the story carry its own meaning.  The story does not tell you what is right and wrong; what message you take away depends on how you read the characters and their relationships.  Woodson features many different family relationships in her writing and shows the strengths and weaknesses in every relationship.  In "Melanin Sun" Mel is very close with his mother and it is just the two of them, however when she comes out as gay is hurts their relationship and changes his whole world.  In "Our Gracie Aunt" two children are forced to live with their Aunt when their mother does not come home.  They love their mother very much and she loves them but we she appears to be hospitalized.  The children come to love their Aunt but they still love their mother and are waiting for a time when she can take care of them.  Her writing shows family and love is not about who makes up your family. 

More than Anything Else

More than Anything Else
Written by Marie Bradby, Illustrated by Chris K. Soentpiet
Ages 7-10
****

"More than Anything Else" is the story of a young Booker T. Washington and his desire to learn how to read more than anything else.  Despite the lack of literacy around him and his long hours working at the saltworks, Booker perseveres and learns how to read.

I did not realize this was about Booker T. Washington from the cover however I believe it is a tribute to him and not a historical account.  The story takes place in 1865 when Booker and his family are living in what appears to be a small community of African Americans who all work at the saltworks.  I found the time and place of the story interesting because it takes place after the abolition of slavery but before African Americans had real, enforced rights.  This is always a gray period of study in school because we rarely study what African Americans were experiencing before the civil rights movement.  The narrative suggests that they have more freedom in their new home.  The book does a great job of describing their living situation between the language and the illustrations.  We see Booker leave for the saltworks before dawn and return after sunset.  His experience is not glamorized as the long hours in the saltworks are described in detail from the salt cuts and aching muscles and the workers faces in the illustrations are grim. 

However the main theme in the story is one of hope.  Despite the rough conditions Booker has a hunger for words and his desire to learn to read overcomes his physical stress. He know there is power in reading and "secrets in those books" even though few people in his life can read.  I feel like his desire to learn to read despite his lifestyle may not be an accurate representation of people in similar environments at the time.  However Booker comments on how those around him showed little interest in learning to read so the story really serves as an example of one boys determination and perseverance and we know that he went on to become a well respected and educated person.  The story also conveys of literacy was limited among African Americans at the time however it served as a means for change and power within the lives of African Americans. 

Booker T. Washington played an important role in our history the development of the civil rights movement.  He was also active in a very interesting and largely neglected period of history for African Americans.  I would expand on this story and discuss how Booker went on to be an advocacy for the eduction of African Americans.  We might discuss what the story might predict what role Booker will play in history before further inquiry.  However I would not want to isolate Booker as an important African American figure in history.  I would want to teach about him within a broader historical context and African American perspective on the time period. 

A Place Where Sunflowers Grow

A Place Where Sunflowers Grow
Written by Amy Lee-Tai, Illustrated by Felicia Hoshino
Ages 7-11
****

Based on a true story, "A Place Where Sunflowers Grow" tells of Mari, a young girl living in a Japanese internment camp during WWII. Mari does not understand why she has been forced to leave home and has begun to live in silent resignation although she has many questions. When Mari goes to art class she begins to draw what made her happy before the camp and has hope for better times in the future.  She even begins to ask her father questions about what is happening to them.  In the beginning of the story Mair is skeptical that the sunflower seeds she plants in the dry, sandy ground of the camp will grow like they did at home but by the end they have grown far above the walls of the camp.

I enjoyed this book because it was a window into a cultural story I am largely unfamiliar with.  I knew of the Japanese internment camps but little about them.  The story did not glamorize the experience and it was informative on the living conditions from shared bathhouses to cramped sleeping spaces.  I liked that the Marie compares her life in the camp to her life before because the reader sees that she is more than a Japanese wartime prisoner; she is an Japanese-American little girl who used to have a house and a yard and a bicycle.  It was surprising to me the number of outside experiences which were retained in the camp.  Mari was able to plant sunflower seeds and attend art class (not that this should be seen as a privilege but I had virtually no knowledge about the camps).  One function of multicultural literature is to point out the similarities between people of different cultural aspects and children most likely can relate to some experiences in the book such as planting flowers, moving and missing their old home, making friends and being afraid to ask questions.  I appreciated that the book included English and Japanese text, in this way it can serve both a view into another culture and a reflection of ones own cultural history or experience. 

Authenticity should be considered when choosing quality multi-cultural literature.  What I really enjoyed about the book was in the end pages it included background information about the story.  The author's mother and grandmother actually lived in the internment camps and planted sunflower seeds which grew over eight feet high and were used throughout the camp.  Mari's hope for the future and the sunflowers symbolize hope for Japanese Americans in that point in history.  It also includes a historical bit about how when internment ended, when the U.S. government apologized and how the government admitted that their actions were due to "racial prejudice, war time paranoia and poor leadership".  This information addresses issues of power which are not directly mentioned in the story.  Also although Mari begins to ask questions about the camps her questions are not answered in the story but this presents a good introduction to further inquiry. 

I would incorporate this story into a larger study of WWII or specifically historical oppression of minority groups.  Rational is an important element in multicultural literature, why should my students learn about the Japanese internment camp?  The United States was responsible for these camps and it is important that students have a full view of U.S. history including our mistakes.  The author's mother lived in an internment camp which signifies that this did not happen too long ago and people are still feeling the effects.  Racial profiling is also still happening in the U.S.  We could do a study of the history of racial profiling in the U.S. from the civil rights movement to antisemitism and finally how we see its presence today. It is important that children can recognize alienation of minority groups in their lives not just in history.  It would also be beneficial to investigate surrounding circumstances.  How did the war affect the decision to create Japanese internment camps and so forth. 

BIRD Book Trailer

Bird - A Cultural Reflection

Bird
Written by Zetta Elliott, Illustrated by Shandra Strickland
Ages 9-12
****

Mehkai, called Bird, is a young boy trying to understand his brothers drug addiction and the death of loved ones.  He escapes in his art through which he can make sense of what is happening in his life.

When I was asked to find a picture book which mirrored my culture it was more difficult than I anticipated.  Being a middle class, white American from the Midwest, you would think it would be easy as this seems to be the targeted demographic of a large amount of childrens' literature.  However I realized that no single book could encompass every aspect of someones culture so I looked for a story that could accurately capture one aspect of my culture.  From when I was younger into my adult life my sister has has struggled with substance abuse.  Substance abuse is a prominent part of my culture inhabiting my family, friends and small town Iowa community.  It is a reality for many young children but a topic which is largely ignored in childrens' literature and certainly not commonly thought of as "cultural".  "Bird is one of the few picture books I found the addressed the subject and did so in a way I could relate to.  We use mirrors to validate our individual backgrounds and image (Allen, 2010) so we know; this is real, this matters, I am not alone and we can gain understanding of our world.  Bird is a complex and involved picture book in many ways is not a reflection of my culture as it centers around a young, African American boy living in a large city.  However it captures the confusion and anger of watching a family member suffer from addiction and not fully understanding what is happening.

Bird looks up to is big brother Marcus and they share everything.  Marcus helps Bird with his drawings and Bird understands Marcus' graffiti art.  Then Marcus becomes distant, defensive, angry and shows physical signs of addiction.  Bird says "the only people I ever say sweating and shaking like that were the crazy people in the park", people he had been told were "addicts" and "junkies" people to stay away from.  We see another part of Bird's culture, the homeless and addicts, people seen as "other" yet a reality that Bird sees everyday.  These people are never explained to him and when he sees this in his brother he cannot make the connection between the two experiences.  He does not want to think of his brother as an addict.  He does not know how to take in this information and as Marcus gets worse (stealing and being kicked out of their home) he does not know how to fix the problem so he becomes angry and frustrated and turns to his drawing where he has control and can fix things with his eraser.  I felt the exact same way with my sister, I was in denial about the situation because I cold not see her as an "addict" so I ignored it and did not talk about it with my family.  When asked why she wrote the book Elliott responded, "Children are open: they see, and hear, and feel things, just like adults; but they don’t have access to the same information, and they can’t process that information in the same way. I understand the impulse to protect children from difficult subject matter, but sometimes our efforts to shield children actually silence kids instead".

Elliott and Strickland do a wonderful job of showing how Bird turns to other culutral outlets to make sense of what is happening.  Bird's drawings are the background illustrations and we see him drawing his surroundings; a church, birds, street corners and get a visual understanding of the geography of his culture which children who live in a large city would see themselves in.  Bird spends a lot of time with his grandfather who tells him about flying in the war and slavery folktales.  The historical background is another example of how culturally encompassing the story is rather than creating a narrow image of Bird's world.  There are many aspects of the book which are different from my culture however this allowed me to connect with Bird on one level and still learn about another culture.  It also shows that even though our cultures' are different we are similar in many ways.

Some people believe that to be good multicultural literature the writing should look at the "control, deployment and management of power" (Ching 2005) to have a complete cultural and social understanding.  This is one thing "Bird" does not address.  It does not question why or how Marcus became and addict.  Did surrounding circumstances have and influence?  Why are the junkies and addicts on the street and who has the power to name them as such?  Does Marcus' position of power change when he becomes an "addict" and is kicked out of his home?  What happens to these people, are there resources for them and who has the power to help them?  Who has the power to say Marcus' graffiti is not real art?  These are some of the questions of power the book does not address.  Personally I think the book stands as a multicultural piece of literature without this social commentary however these are good questions to consider as a class when reading the story.  My only issue with the book is the answer to Bird's questions about what happened to Marcus and his death.  Bird's Grandpa responds, "You can fix a broken wing with a splint, and a bird can fly again, but you can't fix a broken soul," this seems to be saying that addiction is something that cannot be fixed and there is no hope.  His only reassurance is that Marcus is at peace in heaven.  I do not think this message of hopelessness is reassuring or accurate.  However overall I believe "Bird" is an amazing cultural piece and serves a necessary need among young readers. 

I would use this book in my classroom if I saw a need.  If there were students I knew or suspected might be experiencing similar circumstances I would definitely read this book to my class. I wold include a lot of discussion over the themes within the book before and after our reading.  It is a topic that many students may find hard to talk about if they do not have much experience and if it is a personal issue.  I would want all students to feel comfortable talking about personal experiences, asking questions and know that they can come to me individually to talk if they do not feel comfortable in a group.  There are a lot of learning moments within the story.  I would not want to discuss drug abuse without it having been a previous discussion.  We could expand on what we think drug abuse is, how we see it around us and address many of the questions I brought up earlier.  We could discuss how Bird uses drawing in the story to cope with and understand all of the changes in his life.  We would discuss what we do as individuals to make sense of our lives and investigate outlets.  I would like to try these out in class including artistic and musical responses but also be open for other outlets.  Many children who live in large cities do not have these resources available to them as more and more classes are cut from the curriculum.  I believe it is important for students to have the time and resources to express themselves, work through their feelings/experiences and share with others.  If children are not able to respond to and discuss multicultural literature they will not be able to gain a deeper understanding of themselves and other cultures. 

Read what Zetta Elliott has to say about why she wrote "Bird" and what her understanding of the subject matter at http://www.leeandlow.com/p/zetta.mhtml.


<<Below is a book trailer for "Bird">>

The Tower to the Sun

The Tower to the Sun
Written and Illustrated by Colin Thompson
Ages 9-12
*****

In the not too distant future, the world is a crowded, industrialized place where the clouds are so thick and heavy with pollution you can no longer see the sun.  The richest man in the world wants to find a way for his grandson to see the Sun.  After many different approaches and many years they build a tower together that reaches above the clouds.  People come from around the world to climb the tower and see the sun.

This story brought to mind "The Lorax" and only hit a little closer to home in its realistic approach.  Rather than employ  fantastical creatures or dire conditions as a ominous vision of the future of our planet the book opens with a view from space, and reflects on how one could once see the great wall of China.  The Earth sits in space, a dejected planet surrounded by yellow mist.  The world is not coming to an end, people are not dying in the streets, but heavy yellow clouds sit low in the sky and the rich man says, "You can't even see the mountains. The sits on our shoulders," but it is all the children have ever known.  I appreciated that the book obviously hints at themes of sustainability and environmental responsibility but does not make them the central function of the book.  It is a rich, fantastical story that will leave readers wondering.  The story goes beyond being a responsible citizen and has ties to a deeper sense of humanity and how we define the world, reflecting not only a place of pollution but a world with no sky.  In the end of the story the tower is equated to the Great Wall of China, "as the Great Wall of China had been to generations before, the Great Tower would stand as their memorial".

I really enjoyed the quirky illustrations as I enjoy all of Thompson's artwork.  The illustrations of the city reflect a sort of post industrialism, science fiction, dystopia.  There are huge sky scrapers and futuristic contraptions but everything seems to be falling apart and when you look closely you realize there are giant kangaroos reading books, goldfish in the sewers and people living in shoes.  The vivid, fantastical illustrations lighten the heavy theme of the book and the details will keep children looking reading after reading.

I would definitely read this book to my class and think it would appeal to a wide age group.  I would use the story to introduce the idea of pollution and different environmental issues, possibly working it into a larger study on the environment and how to live sustainably.  I would also work in the futuristic aspect and discuss what the Earth might be like in the future; cars, houses, etc. taking into account rising populations and resources.  I might have my students create their own city as a group project or on a smaller scale draw a picture of how they imagine the world might be or create an invention. 

The Big Little Book of Happy Sadness

The Big Little Book of Happy Sadness
Written and Illustrated by Colin Thompson
Ages 7-10

*****

Georgeis a lonely young boy who lives alone with his Grandma, a very sweet lady but not the best of company for a young boy.  One lonely Friday George finds a three legged dog, Jeremy, at the shelter who is on his last day.  George identifies with the Jeremy and is quick to take him home.  George makes replaceable legs for Jeremy and soon they can run and play just like every other boy and dog; the beginning of a great friendship and the end of George's lonely days. 

This is truly a story of happy sadness.  The understated language and the incredibly expressive illustrations of the book work together to create a story that is heartbreaking but hilarious. I did not have a lonely childhood but I can relate to feeling the same dismal loneliness as times as an adult, Thompson captures it perfectly when he says, "in that time before the weekend when lonely people realize just how lonely they are," which is almost too true. Many children do not go home to large families or after school activities and this story reflects that emptiness.  George's Grandma has good intentions but they "spent most of their lives on different planets".  I lived with my Grandma of and on when I was younger and can relate to the strange relationship of TV dinners and knitting.  When George runs home to tell his Grandma about the dog she is seen looking understanding and clutching a rotisserie chicken in contrast to George's urgency. The illustrations play a huge role in creating a sense of irony in the story.  The collage of real images and water color bring out the extreme highs and lows of the story.  When George goes to the shelter there is neon green moss growing on the cages and Jeremy is in the dingiest, darkest, corner looking at him through identical shaggy brown hair.

Before the story can get too depressing George takes home Jeremy and they fight together perfectly, bonding through their differences.  Children will love Georges attempts to create a leg for Jeremy, first from paper mache, then dough.  They will find it hilarious as Jeremy can finally lift his leg to pee.  The book has an over the top "happily ever after" ending but it fits with the story.  I think kids could relate to feeling like an outcast and the experience of finding a great friend through their pets.  There are themes in the story I could see some readers or parents being uncomfortable with such as the role of physical appearances and abilities, Jeremy's "impending fate" of being put to sleep.  However I do not think children will feel uncomfortable with these issues at all.

I would read this book depending on the audience and interest of my class and individual students.  I do not think it is a picture book that everyone would enjoy and I think children would need a certain maturity to grasp the subtle irony in the story.  However I think it could be a good discussion starter for times when we feel lonely or like we do not fit in and what we do when we feel that way.  I also think most students would eagerly share stories about their pets or pets they know.  The story is a good example of how to express or show feelings in your writing without having to say "I was sad".  We could try writing stories that uses this writing technique we could also write stories about why our pets are important to us.

Colin Thompson has lead a fascinating life, visit his website at http://www.colinthompson.com/index.html 

From the Notebooks of Melanin Sun

From the Notebooks of Melanin Sun

Written by Jacqueline Woodson

****
Ages 12-16

Melanin is a teenager growing up in Brooklyn; he cares about how he looks, his friends, why the dodo can not fly and a girls number in his back pocket.  Things are changing for Melanin but he has always had a close relationship with his mother until the day he finds out she is in love with a woman, a white woman.  The news tears Melanin apart but he must learn to love his mother despite of or because of the decisions she makes. As his world fall apart he realizes family is the only thing that remains. 

     Reading this I felt like I knew what it was like to be a thirteen year old boy growing up in Brooklyn.  I could relate to that phone number written on a scrap of paper in a back pocket that was slowly deteriorating for fear of the unknown.  When Melanin learns of his mother's secret and and all of his love turns to violent, terrified, hatred I knew that it was the kind of hate that with silence, could stay with you forever.  Even though it dealt with sensitive subjects I did not feel like it was written to teach me a lesson or a "white story" with black face on it.  I felt like it was a true story, if only in that there must be many stories similar to Melanin's, that needed to be told.  Every element of the story felt genuine, it was amazing that not only was it written by a woman but it was her first attempt at writing as a male narrator.  I believed the dynamic between Mel and his friends, how vulnerable you are at that age and how quickly you can feel betrayed.  I could see, here and feel his neighborhood as much as a girl from Iowa could ever hope to through a story.  I could picture the boys "grabbing a slice" and cruising the block, people they new hanging from fire escapes, nosy neighbors, the solitary thud of a basketball on a rainy day. 

    I loved the complexity of Melanin's character and I feel like teenagers can relate to his extremes of ideals and emotions and the confusion when they do not fit easily into their world.  He wants to be seen as tough but he is soft and introspective.  He is wondering about girls and going through new sexual experiences but he is confused about sexuality and afraid of being labeled as something he is not.  He seems so open and understanding yet when he learns of his mother he is incapable of accepting her as she is.  He is trying to understand who he is.  There are these moments when we see Melanin far outside of himself in his reflections over natural mysteries and wonders or humans role in the tragic demise of the natural world but unable to use this to look inside himself.  One of the things that is so tangible about Melanin is is "aloneness".  His tendency to isolate himself from others because of his need to stop, reflect and question.  He writes in his notebooks "Some days I wear alone like a coat..." Through his writing Melanin is able to express himself and work through his thoughts in a way that he cannot with other people.

    This book is centered around very controversial subjects such as sexual identity and race.  However I know that there are many teenagers who could relate to this story if not directly to Mel's mother's sexual identity than to the feelings and changes he is going through.  I also think it could expand the minds of readers who may not have directly experienced many of these things and make them ask new if uncomfortable questions.  I would want to know that my students were mature enough to read this book and actually learn from it, not deny it and use it to build defenses.  At the same time I think it is important for people to ask themselves questions which confront their experiences and beliefs and really make them think in new ways.  I would need to bring a lot of support and opportunities for discussion and questions into the reading of this book.  I would not want issues that could raise negative feelings to go unaddressed and would not want anyone to feel like they were being alienated.  I would like to discuss the confrontations of ideology and public image we see in the story.  I would like to discuss the issues of race and sexuality and would bring in outside documents and information to aid and inform the conversations.  I would also want to discuss Melanin's feelings on a personal level, how could my students relate to what he is going through?  I would want to discuss the idea of  identity and I think it would be a great idea to start personal  journals so my students could experiment with reflection, introspection, expressing themselves and have a place to write about some of the difficult feelings that might result from our reading. 

There are Monsters Everywhere

There are Monsters Everywhere
Written and Illustrated by Mercer Mayer
***
Ages 4-8

There are monsters everywhere! In the basement, in the bathroom, you can not take out the trash because there might be monsters waiting in the dark... A young boy is tired of being pushed around monsters so he takes karate lessons and knows he no longer needs to be afraid of monsters.

In "There are Monsters Everywhere" a young boy thinks there are monsters in all of the darkest, scariest places, places where you are alone.  I remember as a kid being terrified to go up to my grandma's attic without the lights on.  I knew there was not actually anything to be afraid of but that did not keep me from sprinting up the stairs, feeling like something would grab my legs at any moment and turning on the light at the top with my heart racing.  In this book the monsters are very real in the illustrations and play a large part in the story, constantly lurking behind doors or peering around corners.  What is amusing is that the monsters look like children themselves, while they may be big and hairy with sharp teeth, they also have braces and baseball caps and pout when its bed time.  All of this is told through the illustrations.  Another great detail in the illustrations is the boy's dog who is seen sniffing and growling at the monsters but never directly mentioned in the text. 

The boy decides to take karate lessons because he is tired of being pushed around by the monsters.  He learns some great karate moves and not only is he no longer afraid to take out the trash, he hopes the monsters will show their faces so he can show them his moves.  The surface message here is that the boy became stronger so he could fight off the monsters physically and was no longer afraid of them.  However another theme is that through karate the boy gained self confidence and although he knew there were monsters everywhere, he did not need to be afraid of them. 

I would read this book aloud to my class and take lots of time to let them look at and discuss the pictures.  The first time quickly read through the story I did not take time to look at the illustrations apart from getting the necessary information.  However when I listened to a second grade student read the story he spent half of the time looking at the illustrations and narrating was happening in them and how it related to the text.  He would ask questions and make predicitons based on the illustrations then look back at them for confirmation.  The illustrations are a big part of the reading experience.  I would also discuss the boy's fears in the book, why is he afraid of monster?  Where/ when is he most afraid of them?  Do you think they are real and how do they affect his life?  We could talk about some of our fears and how they limit what we do.  Then we could talk about ways we might be able to get past those fears by changing ourselves even though the things causing the fear are still there.  At the end of the book the boy says that even though he knows there are monsters everywhere "I don't care!".  I think this could be looked at on a larger scale because there are many factors beyond our control that cause fear in our everyday life.  That fear only inhibits us so by asking these questions and addressing what we can do like the boy taking karate lessons we can be less restricted by fear.

Scardey Squirrel at Night

Scaredy Squirrel at Night

Written and Illustrated by Melanie Watt
***
Ages 3-8

Scaredy Squirrel finds ways to stay awake night after night because he is afraid of what might appear in his dreams.  Scaredy Squirrel is soon suffering from the side effects of sleep deprivation so he creates an elaborate plan to catch his nightmares.  His plan is a disaster but in the end he gets a good night of sleep.

In the sequal to "Scaredy Squirrel" Squirrel is still very afraid only now he is afraid of bad dreams.  Squirrel has the same sill and irrational fears which make his story so entertaining, of few of them are: fairies, unicorns and polka-dot monsters.  The books is very interactive from Squirrel's nightime to do list to a posting of horoscopes which kept me interested because they were like glimpses into Squirrels world.  The illustrations give Squirrel so much expression, I love the two page panel spread where we see Squirrel's expresson for; energy loss, moodiness, poor reflexes etc.  It is hilarious to see Squirrel approaching a hysterical breakdown from lack of sleep.

I think children would really enjoy this book because they can recognize how silly Squirrel is being but they can also relate to being scared of bad dreams.  The over the top situations and disasters have a humor that appeals to kids.  It is aslo interactive and keeps the reader looking for new information or details in the pictures.  The artifacts which are included are a good example to children of the wide variety of writing and how it can be combined. 

I would read this out loud to younger students or have them read it in pairs after we had read it together as a class because there is lots of new vocabulary.  I would prompt them to work on their predicting because you never know how Squirrels crazy plans are going to unfold.  I would also ask them to look for "diffe

rent" types of writing in the book and their reactions to it.  We might then dicuss what we would have added or how to use different forms of text in our writing.  We could use "Scaredy Squirrel" as an example and write about what we are scared of and what sort of actions we might take to not be afraid like Squirrel.

Officer Buckle and Gloria

Officer Buckle and Gloria
Written and Illustrated by Peggy Rathmann
Caldecott Winner
*****
Ages 5-9

Officer Buckle is an expert on safety tips but no one at Napville school is interested in his safety speeches, until he brings his police dog Gloria.  Soon Officer Buckle's speeches are a huge success, until he realizes Gloria is the star of the show.  In the end Gloria and Buckle realize they do not work without each other and come up with the best safety tip yet "Always stick with your buddy!"

I love how much children love this book.  The story of Officer Buckle and Gloria is so simple but so charming.  Buckle and Gloria play of each other perfectly, one serious the other irresistibly playful.  I remember the Officer Buckle of middle school who took himself too seriously and  meant we got a whole assembly to talk to our friends.  Reading this story now I feel a little sorry for Buckle and Gloria is just the buddy he needs.  Gloria is the star of the show as you wait to see what new antic she will execute for the next safety tip and she never fails to make you smile.  The illustrations are not busy yet they have so much expression and detail!  Every time I flip through the book I find another little hidden joke in the pictures.  My favorite is the full spread of Buckle and Gloria in his home.  You see how obsessed with safety Buckle is with his safety plaques, trophies, even pajama pants with stop/yield signs.  It is a little sad, you never really want to know about the private life of teachers as a kid.  However you also see the bookends which resemble Gloria and her look of sympathy as Buckle realizes her shenanigans. 

Teachers and children love this book so there are a lot of resources on the web to teach with the story.  However many of them focus around school safety or using the book to learn vocabulary.  I think these lessons really miss the point and take the fun out of the story.  I might use the story to discuss safety tips, what is necessary, what is silly and why we have rules.  However I would really focus on the friendship between Buckle and Gloria.  I read this book to younger readers and ask them why the characters are sad when they are not together and what makes them good buddies.  We would work on personal responses about what we think friendship is and our friends maybe drawing our ideas in response. 

The True Story of the 3 Little Pigs!

The True Story of the 3 Little Pigs!

Written by John Scieszka, Illustrated by Lane Smith

*****

Ages 6-9

The story of the three little pigs told from the wolf's perspective and all starting with a cup of sugar.  The wolf tells of the misunderstanding based around his strange eating habits and some stingy pigs which lands him in jail and labels him the "Big Bad Wolf". 

This hilarious retelling of the three little pigs is not for those with a weak stomach however the illustration of wolf's dinner with bunny ears and pig tails poking out will make kids squirm with delight. The whole story is so delightfully quirky while edging on sinister.  A great twist on the original fairy tale, this is the story of how the big bad wolf was really the defenseless victim.  Details in the writing and illustrations make, great asides to classic fairy tales.  The first page has small, picturesque illustrations in the text which are confronted with the first turn of the page where we see the wolf, Alexander T. Wolf, depicted as an old man with spectacles in a jail suit.  Al narrates with "Way back in Once Upon a Time time" as he bakes a cake for his granny who we see as in a framed picture, is the wolf/granny from Little Red Riding Hood.  These are the details children will recognize and relate to and bring humor when everything confronts the normal fairy tale expectations.  Al is just such a darn personal and rational speaking narrator that we sympathize with him even as he is eating the dead pigs (they were going to go to waste after all...). We do not feel to bad because there is really no redeemable character in the story.  However parts of the book make the reader a little uncomfortable and you have to questions Al's reliability as a narrator.  Al's complex character is what I love most about the story.  You can relate and sympathize with him even as you realize he has a seriously questionable sense of right and wrong. 

This is a complex picture book for children because there are so many hidden themes and really no obvious moral lessons, which confronts most literature used in the classroom. While they will definitely enjoy the story there are so many opportunities for questioning and reflection over themes within the book that could be overlooked and leave the story unexplored.  I would like to do a critical social analysis of the story.  In the beginning of the story Al wonders why people have such a bad image of him and decides it might be because he is different, has a strange diet and people do not understand him.  This could start a whole conversations on how we view people who are different.  What are some differences between us?  Are there some differences that we view as "worse" than others and why?  I love that there is no black and white, good and evil characters in the book.  This will leave many readers uncomfortable and give us the opportunity to really analyse the characters without being told what to think.  Is the wolf bad because he eats pigs?  What about animals in the wild?  We would discuss how the characters are represented and if we are supposed to value one animal group over the other.  This book would definitely need a lot of surrounding investigation and instruction I would not want to leave my students with such possibly controversial issues untouched.  I would like to incorporate it into a variety of cross curricular projects and a larger text study. 

The Adventures of Sparrowboy

The Adventures of Sparrowboy

Written and Illustrated by Brian Pinkney
****
Ages 6-9

In "The Adventures of Sparrowboy", Henry a normal boy with a newspaper route is upset about the what he reads in the news and looks to his favorite superhero Flaconman  advice.  Soon after he encounters a sparrow and gains the ability to fly just like Falconman.  Henry goes around town using his new found power to help others and fight trouble makers.

     I have had many experiences with young male readers who enjoy reading but need the right book to keep their attention.  I am always looking for books with lots of action and people always recommend comic books but they tend to be just too complex.  "The Adventures of Sparrowboy" was a perfect action packed picture book which incorporated the elements of a comic book.  Henry shows a comic strip of his hero Falconman and the format of the rest of his story reflects this comic book theme with simple, boxed text and pictures which tell the story through action.  Pinkney's illustrations are done with scratchboard, ink and gauche which brings a lot of movement and vivid colors into the illustrations.  The story moves from one episode of injustice to another as we see Henry saving kittens from torment and children from bullies.  I found the storyline disjointed at times but this follows the comic book format of quickly moving from one event to another which serves to keep the readers interest.  I appreciated how Henry was just an average boy who uses his powers to fight everyday problems. I think children could really relate to feeling overwhelmed by the problems they see around them and Henry illustrates that you have the power change things. 
     I would use this book in my classroom to discuss comic book elements how our knowledge of these elements reflected our reading of the story.  I might also use it to introduce the topic of social issues the students are aware of and problems they see around them on a more personal level.  We could talk about how Henry helped others with his superpowers they were not extraordinary events and he could have taken action without his powers. We might discuss what kind of action we can take to help others and confront injustice in our everyday lives.  I could also take a creative writing approach tied into our knowledge of comic book elements.  I personally did this with my child study student and it really uninhibited him in his writing.  First we made a list of what we knew about comic books and what makes someone a superhero.  Then he created his own superhero by writing about his powers, weaknesses and everyday life. 

Strega Nona

 

Strega Nona

written and illustrated by Tomie de Paola
Ages 5-8
****
Caldecott Honor

Strega Nona, the town's magic woman, hires a young boy named Big Anthony to help her around the house but warns him never to touch her pasta pot.  One day Big Anthony sees Strega Nona chanting a magic spell over the pot to cook pasta.  Big Anthony does not pay attention so as soon a Strega Nona leaves the house he uses the magic chant to make pasta for the whole town.  However Big Anthony did not see Strega Nona give the pot three kisses to stop the spell and so the pasta keeps cooking until it overflows into the town until Strega Nona saves the day and makes Big Anthony eat all of the pasta in town.

I remember reading this book again and again as a child, I never got tired of hearing the magic chant and watching Big Anthony get in trouble.  I love the detailed illustrations which appear to be in ancient Italy.  The first page illustrates two levels of the town and we see people visiting with Strega Nona, religious figures, gossip.  The illustrations create a busy mood within the town and reveal little details about the townspeople in the background.  I thought it was funny how Strega Nona is known as "Grandma Witch" because she looks just like a round little old Grandma with a witches nose and chin.  When I was little I told my Grandma she was fluffy like Strega Nona of their shape. 

The story seems to make light of peoples selfish motivations. The "priest and sisters of the convent" go to Strega Nona even though she is a witch because... she can give them what they want.  As soon as Strega Nona leaves town a thought bubble pops up above Anthony's head of the cauldron because he is already thinking about himself.  Later when he claims he has magic pasta the people scoff but are quick to eat it and equally quick to turn on him when things get out of control.    The story teaches that you should pay attention and listen to your elders.  At the same time if you look closely it seems to mock people of power and authority.

I would read this book to my class because it is a fun and entertaining story.  Children will enjoy the repeated rhyme of the magical phrase and can say it together as we read.  The book is also good for making predictions because children will also be quick to realize that big Anthony is watching Strega Nona when she says the spell over the pasta.  Children will also relate to the stories' sense of right and wrong.  They will realize that what Big Anthony did was wrong and expect a consequence, which they get. They will also enjoy how detailed and busy the illustrations are and will no doubt try to be the first to point out new details and make connections in the pictures.

The Boy Who Drew Cats

The Boy Who Drew Cats

adapted by Margret Hodges, illustrated by Aki Sogabe
Ages 7-10
***

The story of a young boy who born onto a rural farm in Japan but is not fit for labor and instead trains for priesthood.  The boy was very clever and obedient but he loved to draw cats on every surface of the temple so he was forced to leave.  The boy travels to another temple, unaware that it is haunted by a ghost and spends the night there but not before covering the walls with his cat drawings.  The next morning the boy finds a dead goblin in the temple and notices all of the cats' mouths are wet with blood.

I found this book under fairy tales in the library however I read it more as a folktale or legend because it did not have the archetypal characters and lesson most fairy tales have.  It could be that fairy tales have different elements in Japan.  The book was actually based on the true story of a famous Japanese artist whose drawings within a Zen monastery were said to be so realistic they could come to life.  I really enjoyed the illustrations which were done in cut paper, water color and airbrush which created a variety of textures almost like a collage.  The cats are drawn with great personality and almost frighteningly human expression of glee and contentment.  A theme within the story is the boys unique qualities which make it hard for him to fit in but ultimately save his life.  The boy leaves the farm and goes to the temple because he is clever but not strong.  He must leave the temple because of his cat drawings however it his skilled drawings which come to his aid.

When reading this book to my class I would present the theme of being different and having unique qualities.  I would discuss how sometimes these qualities do not seem like a good thing and make you seem different but they are actually what makes you special.  We could talk about how the boys’ unique qualities made it hard for him to fit in at home and at the temple but they eventually turned out to be a gift and he became a very talented artist.  We could share our unique qualities and how they hurt or benefit us and how we can use them in a positive way.  I would also use the book to compare western fairy tales with other cultures and see how they differ. 

The Stupids Die

The Stupids Die
by Harry Allard, illustrated by James Marshell
Ages 6-8
*

 A look into a day in the life of the Stupids where things are done a little differently: everything is a little backwards, upside down or not quite right.  On this day the Stupids believe they have died when there is a power outage and their dog Kitty and Cat Xylophone seem to be holding the house together.

I did not find this book incredibly controversial but I also did not find it to be "quality literature".  The story is questionable because the familie's last name is stoopid and everything they do is stupid but presented in a humourous manner because everything is so far from "normal".  Of course it is not nice to call people stupid and this could encourage name calling.  However I think the real problem is that it suggests that when people do anything different or have routines that are not "normal" they are stupid, less inteligent, of less value as people.  I do not think children should be encouraged to think that there is only one right, valued way to do things.  I do not think this book is any real harm,  the family memebers actions are so unexpected and over the top children will find them hilarious.  It is especially entertaining to see how the family pets are the brains in the family who have to turn on the power when the Stupids think they have died and sleep in the bed while the family sleeps underneath.  However I think this book could be discoraging to diversity and accepting people who are different than yourself.  I do not think the writing is especially entertaining or witty so I do not feel like the decision to use this book is a dilemma. 

I would not read this book to my classroom. I do not think it has great literary value and there are so many other quality books to read.  However I do not think it is a real threat to children and I recognize its appeal so I might have it available in my classroom if I know the students enjoy it.  I might do a brief talk on how this is not the way we should treat people although it may be funny in the book.

The Lady and The Lion

The Lady and The Lion
by the Brothers Grimm, retold by Laurel Long & Jaqueline K. Ogburn, illustrated by Laurel Long
Ages 9-11
****
.
The Lady and The Lion begins as the classic beauty and the beast tale with a merchant being tricked into promising his youngest daughter to a lion beast. The daughter goes to the beast with faith that he will not harm her and finds that the beast is in fact a young prince cursed by an enchantress to be a beast by day, man by night and dove if light ever touches him.  They fall in love and live happily together until one day the prince is exposed to candlelight and becomes a dove cursed to fly the earth for 7 years.  The lady follows his trail of feathers and receives help from the elements on her journey until she is reunited with her lover and the enchantress is destroyed. 

I really enjoyed The Lady and The Lion but I have always been a fan of Disney's Beauty and the Beast because it strayed from the usual fairy tale formula.  This fairy tale starts with a happily ever after and we see the lion gain the ladies trust as a kind man and the lady win him over because of her understanding nature.  The lady and the lion are both strong, developed characters and work together in the story.  Both exhibit clear, admirable qualities.  The lion takes a chance on his curse when he goes to meet the lady's family and shows perseverance when forced to endure the punishments of the enchantress and bravery when he fights her dragon form.  The lady shows courage when she continues to search for the lion even after she has no trace of him, asking the elements to aid her and facing new and fearful forces. Their enduring love is actually reflected in the text.  In the end they work together to destroy the enchantress and continue their lives happily ever after. 

This enjoyed that this beauty and the beast tale introduced elements I was unfamiliar with.  The illustrations, done in oil paints and water color paper, show that the story takes place in India and reveal detailed buildings, animals, geography and plants native to the area.  I am curious as to the influence the setting had on the tale.  The style of the paintings such as the positions of the people, background and framing are similar to that of classical paintings depicting scenes from the bible, angles, saints etc.  This seems to put the story on an epic scale.  It was also interesting how large a role the elements played.  The lady seeks help from the Sun, Moon and North Wind.  When I looked closer I learned that the story was a combination of Beauty and the Beast and East of the Moon West of the Sun which I have always loved. 

As I discussed earlier I would like to use this book in a larger study of fairy tales.  I would especially like for my students to do research on the cultural influences in the story and if this was part of the original tale or a decision of the authors.  We could discuss how artwork which was not an original part of the tale may influence the story.  I would also discuss the role of the natural elements how the influence they have on fairy tales.  We could talk about power sources: where each character seems to derive their power, how they use it and who seems to be the most powerful.  We might discuss motivating factors within the story, compare them to motivations within other fairy tales and discuss which seem to be the most affective and most believable

The Higher Power of Lucky

The Higher Power of Lucky
by Susan Patron, illustrations by Matt Phelan

Ages 8+

The Higher Power of Lucky tells the story of Lucky Trimble who lives in the middle of the desert with snakes and dust storms but is not afraid of anything, except that her guardian will leave her for France.  After Lucky's mother dies she tries to find her "higher power" but is too busy worrying that her guardian Bridgette will leave her, trying to do scientific experiments and telling stories to an annoying little boy who also does not have a mother.  Lucky has to hit rock bottom before she finds her higher power by accepting her past and learning to trust Bridgette and all of the people who love her.

When I read a good book it invites me into another world where I feel like I know the people and places and maybe even feel a little homesick when I leave.  The Higher Power of Lucky created a detailed and inviting world for Lucky Trimble which is what I enjoyed about the story.  I did not feel that homesickness but I think that, if I was reading this book as an eleven year old girl, I would.  Lucky's character and the town of Hard Pan (pop. 43) won me over from the first page.  Lucky is sitting by a dumpster in the sweltering desert heat listening in to a 12 step meeting because of the appeal of something as unexplainable as "finding your higher power".  I can remember how this would have been a huge adventure as a kid; going somewhere of limits and listening to adults tell stories normally only for adults.  I think many kids can relate to hearing misadventures like those of Short Sammy and pretending not hear.  Clearly Lucky is thinks big and is not afraid to take risks. 
The town itself comes off equally confident in its quirkiness and sense of adventure.  From the "Found Object Wind Chime Museum and Visitor Center" (I am not sure what it is but it sounds awesome!) to the mysterious dugouts and sudden windstorms.  The surroundings play a large role in the story and Lucky's world.  Hard Pan is a vast, open expanse of desert, far away from any real city where dust storms are common and children know a rainstorm smells like "creosote and wild sage".  This specific setting seems to give Lucky and the many unique characters the space personal and physical space they need to change and grow.  At the same time it creates a close community where the people can create their own norms and turn to each other for help.  Lucky sees the desert as one giant scientific experiment she turns to again and again when she has doubts about Bridgette.  I could definitely relate to having a close connection with nature as a child.  I would wander around the gully of weeds and dirty water as kid until the houses almost disappeared and every turn was an adventure, who knew what rusty treasure I might find. 

The colorful and unique characters also build upon Lucky's world.  I enjoyed the relationship between Lucky and Lincoln.  I know the feeling of having that one friend you completely understand, would do anything for, would be their partner in crime and vice versa.  Lucky and Lincoln are at the age when they are starting to wonder about why things are the way they are and ask big questions that do not always have answers.  One of my favorite scenes is when Lincoln calls Lucky to come address the problem of the "Slow Kids at Play sign with such seriousness and their editing feels like a small step in writing the wrongs in the world.

There are a lot of pieces of Lucky's life which children could relate to.  Many children do not have a "normal" family and they must come to an understanding of their relationships and their role within their family.  Children losing a parent through death, divorce or child services will be able to relate to Lucky's feelings of doubt and confusion.  Lucky pushes away memories of her father and mother because she does not know how to handle them.  The Higher Power of Lucky shows that if you trust the people who care about you they will be there for you when you need them. 

Arlene the Sardine

Arlene the Sardine
Written and Illustrated by Chris Raschka
Ages 3-7
**

This is the story of Arlene, a small fish, who wants to be a sardine.  The story follows Arlene from her birth in a Fjord, through the ocean and eventually into a sardine can as she finally becomes a sardine.

I had very mixed feelings about this book. At first I was disturbed by the concept.  Arlene wants to be a sardine that is her dream, which means- she wants to die.  And she does.  In simple, repetitive, language Raschka tells of how Arlene goes from swimming with her many fish friends, to dying on a boat deck, to being packaged as a sardine.  The fact that Arlene just died almost escapes your notice with the catchy wording and bright illustrations. 

I am not surprised that this book is considered controversial because it deals with a sensitive topic, death.  However it was not Arlene's death that I found unsettling but the fact that she wanted to die.  I know that Raschka has an interesting writing style because he sees children as small adults and does not believe they should be written down to.  So I tried to rationalize the story; maybe it represents being at the end of your life and finding peace in death.  However Arlene wants to be a Sardine from when she is little.  Then I wondered if it was supposed to represent suicide as Arlene happily "throngs" about with her hundreds of fishy friends.  Then I thought maybe it was a story of sacrifice, or tragedy such as the Holocaust (it describes the fish being packed and smoked...) or representing how in death we are all the same.  My mind wandered a lot of places but nowhere I wanted to go in a picture book.  I did not come to any conclusion as to the meaning of the book however I as I reread if for a last time I noticed text before the story started, "So you want to be a sardine?" It reminded me of the So you Want to be a Wizard? books in which serves as an instructional title but also as a warning of what to come...

I would not use "Arlene the Sardine" in my classroom.  I do not know what a child might learn about themselves or the world by reading it.  This book would definitely be controversial to read in the classroom and I do not have any reason to defend my teaching of it.  It might provoke unnecessary conflict with parents.  Interesting enough I do not think younger students would be bothered by the book.  I think they would see Arlene's death as another step towards her dream.  Arlene is not sad about it so why would they be? 

Snow White

Snow White

by the Brothers Grimm translated by Paul Heins

illustrated by Trina Schart Hyman

Ages 8-11

****

The classic tale of good and evil between Snow White and her evil step-mother who works destroy her. A vain and arrogant queen is threatened by her step-daughter, Snow White's, beauty and is determined to kill her so she may be the "most beautiful in the land".  Snow White is forced to go into hiding but finds comfort and family with a group of dwarves who attempt to protect her from the evil queen.  The queen is vicious and clever in her destruction of Snow White but in the end good triumphs; Snow White finds happiness and the queen is punished. 

This was a refreshing retelling of Snow White after many viewings of the  Disney version as a child.  The language is rich and dramatic creating images of mystery and magic from the first line "Once in the middle of winter, when snowflakes were falling like feathers form the sky, a Queen sat sewing by a window, and its frame was of black ebony".  I enjoy that the writing is not simplified for children because you immediately feel like you are in a very different time and place, where everything is slightly unfamiliar and anything could happen.  The dark theme of the story is reflected in the illustrations which are done in deep watercolors and ink.  The illustrations give the characters depth rather than turning them into simplified forms of themselves: the vicious, ugly queen and non-threatening dwarves with one personality trait each.  The queen is shown with black candles burning, holding a small black cat and demons leering from the frame of her magic mirror.  The dwarves are drawn with detail as gruff miners, each with unique features, yet not altogether a vision of welcome.  The complexity of the drawings and the queen’s beauty made me pause and give her character more thought as a woman overcome by jealousy rather than dismiss her as Evil personified.  At the same time Snow White is drawn very much as a child which makes the queen's actions and her suffering even more disturbing.   I was moved by Snow White's death because it shows how much the dwarves loved her, as if she were their child and carefully prepare her for the glass coffin "We cannot bury her in the dark earth" and watch over her body.  I connected with her death in a new way even though I have heard the story again and again.

     I still could not connect with the ending of the story in which the usual prince comes and finds Snow White, immediately falls in love with her and Snow White is happy to go and marry him.  I find the concept of a man falling in love with a corpse twisted or at least obsessive and unhealthy.  Apart from this instilling possibly negative concepts of love and relationships it is this act of "love" which defeats the queen, not any courageous act on the part of Snow White.  The story is described as a conflict between good and evil however I fail to see the inherent "goodness" represented in Snow White which triumphs in the end.  I see Snow White as an innocent child who is taken advantage of and has little control over what happens to her.  The last page also leaves a strange message, the text in which the queen dies is surrounded by the magic mirror; however where there was once anguished demons and a skull there are smiling children and the queens face smiling down wickedly. I am not sure what to make of this, possibly it suggests that evil is never really defeated.

     I think this is a beautiful book and a great retelling of Snow White but I am not sure how I would feel using it with younger students.  I do not feel comfortable teaching a simplified version of good versus evil and when you start to look deeper in the story good and evil become a little less clear.  I would use this book in a class of older students, 4th grade at the youngest, as part of a fairytale study.  I would not want to use it without an previous context on fairy tales and room for discussion over story.  I would start off with more recognizable, simplified fairy tales then discuss the originals and possibly their historical context. The illustrations reflect Eastern Europe and would be a good way to connect the geography and culture of the area.  With this version of Snow White I would like to discuss with my students their reactions to the story as younger readers who may not be desensitized to the plot.  I might ask them what they thought of the characters, who they connected to and what they thought the characters motivations were.  I would also like to discuss their ideas of good and evil and what they saw as good and evil in the story.  I would encourage my students to think critically of the text: was it a happy ending?  what happened to the dwarves, how might the dwarves be viewed in a modernization? where is Snow White's father throughout the story?  I think the story, as a familiar text, would be a good way to move students to think critically.

Kitten's First Full Moon

Kitten's First Full Moon
Written and Illustrated by Kevin Henkes
Ages 3-6
***
Caldecott

It is Kitten's first time seeing a full moon and she thinks it is a bowl of milk.  Kitten goes on a comical night adventure trying to reach the bowl of milk.

The illustrations carried the story capturing the inquistive nature of cats along with the energetic but uncordinated attempts of kittens.  I often wonder what goes on inside the mind of a cat and I am sure kittens often mistake the moon for a big bowl of milk.  I have seen my cats attempt what I am sure they think is a fearless feat such as scaling the christmas tree or eating a cricket but it often ends in disaster for them and entertainment for myself at their brave attempt.  I liked how the illustrations were formated differently from full page illustrations to split pages, blinds and isolated sketches against a white background.  It was like a film reel of Kitten running... jumping.... and a dramatic shot of him landing in the pond.  Poor Kitten!  I found the language grating at times such as the repetition of "Poor Kitten!" and "What a night!".  I feel like children would empathize with Kitten without "Poor Kitten!" to prompt them. 

I think young students would enjoy this book because they would be wondering whats going to happen to Kitten!?  and be held in suspense to see how each new attempt will end.  When reading this book I would have my students work on making predictions.  We would ask questions such as "do you think the moon is really milk?" and stop in the midst of the action to discuss what might result. 

Literary Elements: More than just a Q&A

In high school I decided that AP Literature had ruined my personal enjoyment of reading.  I wanted to be absorbed by the story and not find myself analyzing themes and symbolism.  However I have come to realize that knowing about literary elements leads to a deeper understanding of the text and your interaction with it that might not have been possible without this recognition.  It is all a matter of how you approach literary elements within a story.  They should be seen as a doorway into aspects of the story that enables you to think more critically about the text and understand the complexities and nuances within rather than a secret code you have to crack to get the right answer.  The main literary elements are character, point of view, time, place, plot, mood, theme and symbols or extended metaphors.  All of these elements work together to give a story dimension but are usually not directly stated.  A basic understanding of these elements is necessary to understand how a story functions; you make predictions and inferences based on what you know about stories.  Without knowing about literary elements you would only have the most basic understanding of a story; where it took place, who the characters were, the sequence of events etc. with minimal interconnection.  Like any other art you need to learn the basics to break the rules.  In "Wasyside School is Falling Down" an understanding of literary elements is necessary to appreciate the humor otherwise it would just be strange and confusing.  Similarly "A Wrinkle in Tim" with its fantastical elements might appear devoid of any relation to the reader if they were not able to recognize interpersonal conflicts within the characters and common themes such as good and evil often represented through symbolism.
 It's no wonder many children do not like to read or can not immerse themselves in fiction.  If  a story comes across as one dimensional and there is no understanding of the characters as complex individuals, how and why they interact with their surroundings and resulting themes children will not connect with the text.  Real life is not one dimensional, it is full of contradictions, confusion and self discovery and that is what literary elements bring to a story.